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Homeplace on Green River Fall Heritage Festival
Vendor Application
Please complete the following information:
Vendors registering by August 13 will be listed in our program and may be promoted in advance of the event on our website and social media platforms.
Business name: ____________________________________________
Owner Name: ____________________________________________
Email: ____________________________________________
Phone: ____________________________________________
Address: _____________________________________________________ ____________________________________________________________
Are you applying as a
Vendor of hand made arts/crafts/other non food items
I will make a donation of a hand made item with a minimum value of $25 for Homeplace’s fundraising raffle?
Food Vendor
I will accept tickets from volunteers with a value of $10 and turn in tickets to Homeplace staff for reimbursement.
Description of what you sell (items or food)
Please describe what you are selling in one or two sentences. Ex: hand-turned wooden bowls and pens. Please note: We may use this description on our website and social media to promote our vendors.
Do you have a website or social media page you would like us to promote? (please write out web address)
1
How many spaces would you like? (spaces are approximately 12'x12' and are $35 each)
I just need 1 space
I would like 2 spaces
I need a different space arrangement:
If you selected the last option, please explain:
_____________________________________________________________
____________________________________________________
Please check your preference for vending location.
Note: We can not guarantee you will be placed in your preferred space as spaces are limited and first come first serve, however we will try to accommodate your needs to the best of our ability.
Covered space (Tobacco Barn, feedlot, etc.)
Open air (lawn) space
"Food Court" (Food vendors only)
If possible, would you like access to an electric hook-up?
Yes please! Circle: I need 220V
I need 120V
No, I don't need electricity.
If there is a specific place you want, explain: _______________________________
__________________________________________________________________
Please Acknowledge via signature and date that you have read and understand all Homeplace Festival Policies, and will follow all guidelines set forth therein, and that you understand that your application to participate in Fall Heritage Festival 2021 is subject to the review and approval of the staff and board of Homeplace on Green River and you are not guaranteed a vending or demonstration space. Please also acknowledge that you agree to comply with any health and safety protocols during the event as set forth by the health department at that time to ensure a safe festival experience for all.
Your signature:
Date:
Please attach your business license if applicable and a check for the vendor fee. Checks should be made out to: Homeplace on Green River and can be mailed to:
Homeplace On Green River P.O. Box 4212 Campbellsville, Ky 42719
Or you can hand deliver your application to the office in the metal building at HGR 5807 Columbia Road, Campbellsville Ky, 42718
2
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Long Lawford Primary School
Holbrook Road, Long Lawford, Rugby, CV23 9AL.
Tel: 01788 543332, Fax: 01788 550366, Email: [email protected]
Website: www.longlawfordprimaryschool.com
Long Lawford News…
Spring 8
I would ask parents and carers to talk to the school if you are concerned about something at school. I always believe that it is best to talk about these concerns at an early stage so that they can be resolved. There are several ways to get in touch. You can send an email, telephone the office or call into school. Most concerns can be resolved by your child's class teacher and therefore should be raised with them in the first instance. Assistant Head teachers, Mrs Hetherington (Infants) or Mrs Barton (Juniors), or Mr Morrissey, the Head teacher are happy to help if the concern cannot be resolved. Rosemary Chapman, our Family Support Worker can also offer help about parenting related concerns.
Whilst we strive to provide an outstanding education for all the children we do have procedures in place in case there are complaints by parents or carers. These obligations date from 1 st September 2003 under section 29 of the Education Act 2002, which requires all schools to have in place a procedure to deal with complaints relating to their school and to any community facilities or services that the school provides. A copy of the complaints procedure is available on our school website. A copy is also available upon request from the school office.
Respect - In my assemblies this week I have spoken to the children about respect. I have emphasised the importance of speaking to others, especially adults, respectfully at all times. I reminded the children that however upset or angry they may feel this is not an excuse to be rude to others. I hope this is something parents and carers can support the school with.
Thrilling Football - Well done to the football team who drew 2:2 in a thrilling match against Cawston during the week. The team played really well and were a credit to the school. A big thank you to Mr Sutcliffe for giving of his time to prepare and organise the team. The team have another match this Monday, 14th March (at school) against Bilton Junior School.
School surveys - It is really useful to hear parent/carer views on school matters. Such feedback helps us in our work to continually improve the education and outcomes for children at the school. We have two current surveys in the surveys section of our school app.
School dates - A reminder that the school will close next Friday, 18th March 2016 (at the usual time) for the Easter holidays. School will reopen on Monday, 4th April 2016 (at the usual time). Please note that the school will also be closed on 27th May 2016 for teacher training. The school will not be closed for polling on May 5th or June 23rd 2016. Thank you.
Non Uniform - Next Thursday, 17th March 2016 is a non uniform day. Children are asked to bring in a chocolate egg for the FOLLs Easter Bingo, which is on later that day.
STARS OF THE WEEK
Star workers - Layla Mason, Romeo Szczepanczyk, Ugochi Anozie, Skyla Coulson, Jake Furniss, Maisie Walters, Bestly Azogu, Evie Wilson, Chimdalu Anozie, Dylan Duffy, Leo Daniels, Emma Greer, Agata Borowiec, Toby Burwell, Khiye Noor, William Higham, Sobigan Ramasethu.
Star people - Kayun Gardner, Zachary Sanders, Mia Walsh, Lily Fleming, Tegan Ainge, Dane Burrell, Ethan Tapp, Nicola Hubar, Imogen Mason, Markus Burrell, Harrishan Sivaraj, Gabriella Brownhill, Emily Harrison, Izzy Berry, Owen Webb, Karl Morris, Laura Rosinska.
WELL DONE TO THEM ALL
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Finding aid for the Gerald R. Ford photographs and memorabilia Collection 243
Describing Archives: A Content Standard
This finding aid was produced using ArchivesSpace on March 29, 2022. Description is written in: Undetermined.
Grand Rapids History Center
URL: https://www.grpl.org/research/history/
111 Library Street NE Grand Rapids, Michigan 49503 [email protected]
Table of Contents
Series VI. Ford's Life in Review ............................................................................................... 23
Finding aid for the Gerald R. Ford photographs and memorabilia Collection 243
Timelines ................................................................................................................................ 23
Miscellaneous Gerald R. Ford items ...................................................................................... 24
Summary Information
^ Return to Table of Contents
Repository: Grand Rapids History Center
Title:
Gerald R. Ford photographs and memorabilia
ID: Collection 243
Date [inclusive]: circa 1915-2006
Physical
Description:
6.7 Linear Feet Nine boxes
Language of the Material:
English .
Abstract:
Gerald R. Ford (1913-2006) was the 38th President of the United States. A former resident of Grand Rapids and East Grand Rapids, Michigan, Ford served as a member of the House of Representatives for the 5th District of Michigan from 1949 to 1973. This collection contains reference material for general use related to Ford. Included are letters, photographs, speeches and memorabilia. The library does not widely collect original Gerald R. Ford documents, as these are primarily held by other institutions, such as the Ford Museum, the Gerald R. Ford Library at the University of Michigan or the Library of Congress and the National Archives.
Biographical / Historical
Born Leslie Lynch King, Jr., Ford was renamed for his stepfather after the remarriage of his mother, Dorothy Ayer Gardner, to Gerald R. Ford, Sr., a businessman from Grand Rapids. Gerald R. Ford, Jr. noted his step father as a guiding influence in his life.
Gerald R. Ford (July 14, 1913 to Dec. 26, 2006), 38th President of the United States from Aug. 9, 1974 to Jan. 20, 1977, was a former resident of Grand Rapids and East Grand Rapids, Michigan. Ford served as a member of the House of Representatives for the 5th District of Michigan from 1949 to 1973, participating on numerous committees and obtaining the position of Minority Leader of the House. Perhaps Grand Rapids most famous former resident, his life and history is well documented in resources found in many libraries and archives throughout the country.
Fortieth Vice President (1973-1974), Thirty Eighth President (1974-1977)
The only Vice President or President of the United States to serve without being elected, he occupied the Vice Presidency after Spiro Agnew left office and the Presidency after Richard Nixon left office, both under troubling circumstances. It is generally considered that Ford lost his own bid for the Presidency during the 1976 election largely due to his pardoning of Nixon following on the Watergate scandal.
^
Included in Ford's many projects in support of Grand Rapids was his key role in the Vanderberg Center Sculpture Project. This started with a handwritten letter to Ford from Nancy Mulnix (See Coll. 001), and resulted in the placement of the Alexander Calder monumental sculpture, La Grande Vitesse, in downtown Grand Rapids. Ford assisted in getting National Endowment for the Arts funding for this project for Grand Rapids, the first such use of these funds for a public sculpture project. Ford had originally been politically opposed to the creation of the Endowment. Later, returning to Grand Rapids as President, Ford was presented with a replica of La Grande Vitesse by then Mayor Lyman Parks. The image of Ford with this miniature was captured by the national news, a symbol of Grand Rapids and Ford's support for Grand Rapids. (See Pictorial History of Grand Rapids, pg. 62) The Gerald R. Ford International Airport in Grand Rapids was named for Ford in December 1999.
Return to Table of Contents
Scope and Contents
The focus of the collecting of Gerald R. Ford related materials at the Grand Rapids Public Library is to provide information on his life here in Grand Rapids and to provide basic access to general historical information on Ford to our public library users. Thus, items in this collection, as well as other materials, such as the South High school yearbook during Ford's attendance there, are valued for the Ford association. Also, several books and periodicals in the Grand Rapids History & Special Collections department, as well as the library's circulating collections, document Ford's life.
^
As a U.S. President, Gerald R. Ford is well documented in libraries and museums throughout the country. In particular, in Grand Rapids the Ford Museum provides access to information on Ford's life and presidency. Other libraries which provide in-depth information on Ford are the Gerald R. Ford Library at the University of Michigan and the Library of Congress.
This small collection collocates various small accessions of Ford related materials, which have been mostly been solicited to provide basic historical information on Ford, and his relationship to Grand Rapids. Several of these items have come from the Ford Museum.
Return to Table of Contents
Administrative Information
Grand Rapids History Center
Publication Statement
111 Library Street NE Grand Rapids, Michigan 49503 [email protected]
Immediate Source of Acquisition
URL: https://www.grpl.org/research/history/
Material acquired from library purchases, staff donations and various and unknown donors. Accession numbers 1987.006, 1986.333, P1982.001, 2003.006.
^ Return to Table of Contents
Related Materials
Coll. 001, Nancy Mulnix Tweddale papers: Regarding Ford in connection with the Alexander Calder stabile La Grande Vitesse.
Related Materials
Coll. 049. William Glenn collection: letter to William M. Glenn signed by Jerry Ford (S11); photograph with Ford and signed by him (S12)
Coll. 84, Furniture Manufacturer's Association: correspondence and photographs
Coll. 75, Thomas Walsh papers: early photo of Gerald Ford, signed.
Coll. 125, Robinson Studio Collection: various images, including #125-H005934.1-2. Ford Voting Sept. 14, 1948, when a candidate for the U.S. House. #125-H-005935 contains images from the Ford wedding in 1948 #125-H-005936.1-2 11/10/1949 Includes Jerry and Betty together. #125-C038140.1 WZZM-TV. 10-19-1962. Ford with Station manager and electronic equipment.
Coll. 149, Emily Deming: correspondence (S12) and photographs
Coll. 175, GRPL Moving Images: several moving images with content related to Gerald R. Ford.
Coll. 247/175 (UDVD1): Pres. Gerald R. Ford interview [[on the Vietnam War]
Coll. 216, GRPL Ephemera Collection: Republican Congressional Cook Book, with best wishes from your Congressman, Gerald R. Ford.
Coll. 253, Kay Clark Grand Rapids Dance Collection: includes Calla Travis Dance Studio
Coll. 262, Lydens Story of Grand Rapids: The biography cads in the Lydens card file series materials with Betty Bloomer as student or instructor.
Coll. 263, GRPL Small Manuscript Collection
Coll. 285, Michigan and Grand Rapids serials: includes Your Washington Review by Congressman Jerry Ford, 1969-1973
Coll. 269, Art of Paul Collins, Art Reference Collection: Collins created the mural at the Gerald R. Ford International Airport.
Coll 312, Kiwanis Club scrapbooks: letter to William L. Bennett, signed by Ford (S11)
Coll 326, Milhaupt - DaBakey Colorama Studio: contains images of Ford, sometimes also related to a newspaper article.
Coll 316, Grand Rapids High Schools: yearbooks for South High School, 50th Anniversary booklet for the Class of 1931
^ Return to Table of Contents
Controlled Access Headings
* Michigan -- Politics and government
* Politicians -- Michigan -- Biography
* Ford, Gerald R
* Ford, Betty
* Grand Rapids (Mich.) -- History
Collection Inventory
Series I. Ford the Youth
Title/Description
Subseries A. Publications
America, Grand Rapids, Michigan. 1982. c. 2 P2003.006
Title/Description
Subseries B. Clippings
Anne Bloomer"
Title/Description
Subseries C. Realia
West Michigan Shores Council. Boy Scout Uniform patch.
Folder 2.5
Subseries D. Photographs
[1995 or later] P2007.003
Instances
Instances
Instances
Box 2
Ford's youth. Copy Photo Set.
One set of b/w copy photos, source unidentified. Typed sheet called "Captions" lists 20 photos, with #19 missing from this set.
Scope and Contents
Title/Description
Instances team, 1929
Photocopies of the photos.
Box 3
Folder 1.5
Includes those above with the same numbering, which appear to show the images mounted, perhaps in an album. The photocopied set has the same numbering, but contains images not included in the copy photo set above. The Quality of the photocopies is poor. Numbers for unique images include H-19-1 & H-19-3, H-21-2, H-22-3, H-22-2 (not legible), H-26-2, H-27-4, H-30-4, H-35-4, also H-54-1 missing from above.
Scope and Contents
Ford Boyhood Homes
1924
1924
General
William Skougis was the owner of Bill's Place, the restaurant where Gerald R. Ford worked when Ford was a high school student.
^ Return to Table of Contents
Series II. Pre-Presidential Era (1948-1974).
Website Documents
Subseries A. Representative Ford (1948-1972)
Title/Description
Instances
Box 2
Folder 4
Images
"Gerald R. Ford and the Political Reform Movement in Grand Rapids". Bentley Historical Library, Univ. of Michigan. Suggested Research Topics.
Family picture Christmas cards.
Holiday Season and in the New York.
Title/Description
Ephemera
Program. Lincoln Day Dinner. Feb. 18, 1971, Civic
Instances
Auditorium. Image of Jerry Ford and Robert P. Griffin
(U.S. Senator) on the front. P2008.024
Box 2
Folder 6.5
[2022.026], 1965
Postcards
Rep. Gerald R. Ford. Fifth District, Michigan.
Box 2
Folder 7
2007.016
Robinson Studio Collection.
Reference photocopies of photos in Coll. 125.
General
Subseries B. Vice President Ford. Fortieth Vice President (1973-1974)
Rapids with Mamie and Ike Eisenhower, Oct. 1, 1952.
Title/Description
Instances
1973-1974 / Reprinted from Mark O. Hatfield, with the Senate Historical Office … Washington : U.S. GPO, 1997. Internet document. 00.[2806].1
Vice Presidents of the United States : Gerald R. Ford,
Box 2
Folder 8
P2005.040.13
^
sale at $395.00.
Return to Table of Contents
Physical Education Center. Nov. 1, 1976. Includes the
President, Lumen Winter, Duncan Littlefair, Gerald Elliott,
and others on the program. 00.[2898].2
letters. Usage unknown. 2009.052
Title/Description
Subseries C. Postcards
Greetings from the Seventies : when Jerry Ford was
Instances everyone's favorite accident-prone unelected President!
Subseries D. Periodicals & Newspapers
[postcard] P2003.003c
Grand Rapids Press.
Aug. 9, 1974. Section A. "Ford Becomes President"
Title/Description
2006.042
Title/Description
Time Magazine.
27603
Title/Description
Subseries E. Publications
Box 2
Instances
Box 4
Instances
Box 2
Folder 12
Folder 13
[Exhibit catalog] Gerald R. Ford : a man in perspective :
Instances as portrayed in the Gerald R. Ford Mural / by Paul
Box 2
Folder 13.5
Gerald R. Ford : Presidential perspectives from the National Archives / NARA, 1994.
Collins. G.R. : Eerdmans, 1976. 00.[0590].1
Title/Description
Instances c. 2 P2005.040.
Box 2
Folder 14.1
| Speech Transcripts | |
|---|---|
| Title/Description | Instances |
from Ford Museum)
Subseries G. Photographs
Title/Description
"Official"? Presidential Photos.
Instances
"Gerald R. Ford". With lots of red/white & blue. http://
www.ford.utexas.edu/avproj/portrait.htm (accessed 04/19/2018)
04/19/2018)
U.S. Army musical groups. Color, n.d.
Slides. White House era?
Title/Description
Instances
Army Herald Trumpets
^ Return to Table of Contents
Series IV. Former President Ford
Title/Description
Subseries A. Documents & Ephemera
Rapids. Dec. 30, 1980. RE Report. 2005.040.11a
Box 3
Instances
Folder 14
Copies 1-3. P2007.014.1-3, Copy 4. 00.[5311].1
Various manuscript items for Ford Museum Dedication, Apr. 16, 1997.
U.S. Army Chorus
Box 2
Folder 17
Biographies
James Earl Carter, Jr. Jan. 1997
Box 2
Folder 17
Celebration on the Grand : a great week for Grand Rapids. G.R. : GR Press, 1981.
Celebration on the Grand, Sept. 1981.
Box 4
Oversized items.
Wonderland section, Sept. 13, 1981. 2008.073
Grand Rapids Magazine
Subseries B. Periodicals
v. 19, no. 9, Sept. 1981.
Grand Rapids Press Clippings
Box 2
Folder 20
Physical Location: See microfilm holdings for articles
Few Get a Sneak Previous of Museum" Sept. 15, 1981
Ford Museum event
Subseries C. Images, including Photographs, slides, etc.
Title/Description
Instances
Interior, near corner windows in sunny climate.
General
Verso: Official Photograph. The White House, Washington. 18SE81C4194-21A (From the Reagan White House era)
fountain, people. Museum sticker on verso.
Title/Description
Other Post Presidential Images
Summer 1981 Ford receives life membership in 40 & 8 American Legion Honor Society at G.R. Airport.
Instances
Scope and Contents
Box 3
Folder 13
8x10 b/w Ford, with men in hats. Verso: Jack Britfus (donor of Photo) Harold Stoddard, Fred Roshalsky(?), Tom Walsh, G.R. Ford, Robt. Blett, Ben Reitberg.
04/18/2018).
^ Return to Table of Contents
Series V. Ford's Death & Funeral.
Title/Description
Ephemera
2007 Calendar. In Memoriam of President Gerald
Ford Library 2008.038
R. Ford. Paid for by the Michigan Republican Party.
Www.migop.org Calendar photos courtesy of Gerald R.
Card from U.S. Capitol Lying in State. Dec.30-31, 2006
Card from Ford Museum Lying in State.
and Jan. 1, 2007. 2008.007 2010.029
Title/Description c.2-3 2009.024 (2)
c. 1
Letter from the city of East Grand Rapids to residents with
Episcopal Church.
map, Dec. 29, 2006. RE effect of Ford Funeral service
(Jan. 3, 2006) on access to their homes near the Grace
Select Webpages
Title/Description
Photographs
Instances
Box 5
Box 5
Instances
Box 5
Box 5
Box 5
Box 5
Ford Funeral Motorcade to Grace Episcopal Church on
Instances
Breton Ave. at Argentina. Jan, 3, 2006 / Tom Wilson,
Box 5
Remembering President Gerald R. Ford : 21 Jet Salute. Jan. 4, 2007.
photographer. (2 color) 2007.004.2
Title/Description
Instances
Image of the jets taken at the time of Ford's Funeral
Storytelling Pictures, 2007. P2007.026 Moving
Box 5
information.
services in Grand Rapids, Michigan. See accompanying
Periodicals
Title/Description
Michigan Bar Journal.
Instances
Jan. 2007. pg. 8-9, "A Special Tribute" / Naseem Stecker, + pg. 14, President's Page. "Gerald R. Ford, Accidental Hero" / Kimberly M. Cahill. Has image of Ford on cover.
Box 5
| Michigan History Magazine | |
|---|---|
| Title/Description | Instances |
Title/Description
Newsweek
Jan. 8, 2007. Ford cover, with Saddam Hussein cameo
Instances image. 2007.004.3
Box 5
Grand Rapids Press Newspapers, 2006/2007.
Commemorative Issues. "Gerald R. Ford, 1913-2006"
Grand Rapids Press. Master Set
Box 6.5
Title/Description
Instances
(13 issues)
Advance Newspapers
Other Cities Clippings
New York Times, Jan. 3, 2007 2007.004.3
Box 6
^ Return to Table of Contents
Series VI. Ford's Life in Review
Betty Ford 6 pages.
| Timelines | |
|---|---|
| Title/Description | Instances |
Thin Ice : Coming of Age in Grand Rapids / edited by Reinder Van Til and Gordon Olson. G.R. : Eerdmans, 2007. 2007.103
pg. 89. The times of My Life / Betty Ford.
Box 7
ProQuest. Grand Rapids Press Articles.
We Remember Gerald R. Ford, 1913-2006.
Extraordinary Circumstances : the Presidency of Gerald R. Ford / David Hume Kennerly Austin, Texas : Univ. of Texas, Center for American History, 2007.
& signs.
Title/Description
Instances
2008.002
Postcards
U.S. Postal Service. Postcard for Gerald R. Ford $.41
Title/Description stamp, 2007. First Day of Issue Ceremony, Ford Museum.
^
[Ford U.S. Postal stamp] 00.[5524].1
Return to Table of Contents
Series VII. Miscellaneous
Miscellaneous Gerald R. Ford items
2017.084
Box unknown
Instances
^ Return to Table of Contents
Gerald R. Ford campaign materials, circa 1970. 2017.084 Box 10
Folder 1
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William DeCoursey 2003-05-14 Statistics and Probability for Engineering Applications provides a complete discussion of all the major topics typically covered in a college engineering statistics course. This textbook minimizes the derivations and mathematical theory, focusing instead on the information and techniques most needed and used in engineering applications. It is filled with practical techniques directly applicable on the job. Written by an experienced industry engineer and statistics professor, this book makes learning statistical methods easier for today's student. This book can be read sequentially like a normal textbook, but it is designed to be used as a
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Contains hundreds of solved problems and case studies, using real data sets * Avoids unnecessary theory
Basic Mechanical Engineering - Basant Agrawal 2008
Special Features: · Simple language, point-wise descriptions in easy steps.· Chapter organization in exact agreement with sequence of syllabus.· Simple line diagrams.· Concepts supported by ample number of solved examples and illustrations.· Pedagogy in tune with examination pattern of RGTU.· Large number of Practice problems.· Model Question Papers About The Book: This book is designed to suit the core engineering course on basic mechanical engineering offered to first year students of all engineering colleges in Madhya Pradesh. This book meets the syllabus requirements of Basic Mechanical Engineering and has been written for the first year students (all branches) of BE Degree course of RGPV Bhopal affiliated Engineering
Institutes. A number of illustrations have been used to explain and clarify the subject matter. Numerous solved examples are presented to make understanding the content of the book easy. Objective type questions have been provided at the end of each chapter to help the students to quickly review the concepts.
Annual Report of the Pennsylvania Agricultural Experiment Station -
Pennsylvania State College. Agricultural Experiment Station 1908
Report - Pennsylvania State University 1908
Basic Coastal Engineering -
Robert Sorensen 2013-03-14 In the 20 years since publication of the first edition of this book there have been a number of significant changes in the practice of coastal engineering. This new edition has been completely rewritten to reflect these changes as well as to make other improvements to the material presented in the original text. _ Basic Coastal
Engineering is an introductory text on wave mechanics and coastal processes along with the fundamentals of the practice of coa~tal engi neering. This book was written for a senior or first postgraduate course in coastal engineering. It is also suitable for self study by anyone having a basic engineering or physical science background. The level of coverage does not require a math or fluid mechanics background beyond that presented in a typical undergraduate civil or mechanical engineering curriculum. The material presented in this text is based on the author's lecture notes from a one-semester course at Virginia Pol ytechnic Institute, Texas A&M University, and George Washington University, and a senior elective course at Lehigh University. The text contains examples to demonstrate the various analysis techniques that are presented and each chapter (except the first and last) has a collection of problems for the
reader to solve that further demonstrate and expand upon the text material. Chapter 1 briefly describes the coastal environment and introduces the rela tively new field of coastal engineering. The Kansas Engineer - 1920
Geotechnical Engineering Education and Training - I
Antonescu 2020-09-10 This volume contains papers and reports from the Conference held in Romania, June 2000. The book covers many topics, for example, place, role and content of geotechnical engineering in civil, environmental and earthquake engineering.
Colorado Engineers' Magazine - 1912
The Alumni Quarterly and Fortnightly Notes of the University of Illinois - 1917
The Michigan Technic - 1952
Host Bibliographic Record for Boundwith Item Barcode 30112114004432 and Others - 1907
Basics of Civil Engineering
-
Dr. Mukul Burghate Engineering has been an aspect of life since the beginnings of human existence. The earliest practice of civil engineering may have commenced between 4000 and 2000 BC in ancient Egypt, the Indus Valley civilization, and Mesopotamia (ancient Iraq) when humans started to abandon a nomadic existence, creating a need for the construction of shelter. During this time, transportation became increasingly important leading to the development of the wheel and sailing. Civil engineering is the application of physical and scientific principles for solving the problems of society, and its history is intricately linked to advances in the understanding of physics and mathematics throughout history. Because civil engineering is a broad profession, including several specialized sub-disciplines, its history is linked to knowledge of structures, materials science, geography, geology, soils, hydrology, environmental
science, mechanics, project management, and other fields. Throughout ancient and medieval history most architectural design and construction was carried out by artisans, such as stonemasons and carpenters, rising to the role of master builder. Knowledge was retained in guilds and seldom supplanted by advances. Structures, roads, and infrastructure that existed were repetitive, and increases in scale were incremental. The purpose of this textbook is to present an introduction to the subject of Basics of Civil Engineering of Bachelor of Engineering ( BE) Semester - I. The book contains the syllabus from basics of the subjects going into the intricacies of the subjects. Students are now required to solve minimum Four ( 4 ) Assignments based on the Syllabus. Each topic is followed by Assignment Questions which now forms the compulsory part of internal assessment. All the concepts have been explained with relevant examples and diagrams to make i t
interesting for the readers. An attempt is made here by the experts of TMC to assist the students by way of providing Study text as per the curriculum with non commercial considerations. We owe to many websites and their free contents; we would like to specially acknowledge contents of website www. wikipedia. com and various authors whose writings formed the basis for this book. We acknowledge our thanks to them. At the end we would l ike to say that there is always a room for improvement in whatever we do. We would appreciate any suggestions regarding this study material f rom the readers so that the contents can be made more interesting and meaningful. Readers can email their queries and doubts to [email protected]. We shall be glad to help you immediately. Dr. Mukul Burghate Author eWork and eBusiness in Architecture, Engineering and Construction - Z. Turk 2002-01-01
This is a comprehensive review
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of research related to construction informatics, with a particular focus on the related 5th framework EU projects on product and process technology and the implementation of the new economy technologies and business models in the construction industry.
Basic Coastal Engineering Robert M. Sorensen 2010-10-12
The second edition (1997) of this text was a completely rewritten version of the original text Basic Coastal Engineering published in 1978. This third edition makes several corrections, improvements and additions to the second edition. Basic Coastal Engineering is an introductory text on wave mechanics and coastal processes along with fundamentals that underline the practice of coastal engineering. This book was written for a senior or first postgraduate course in coastal engineering. It is also suitable for self study by anyone having a basic engineering or physical science background. The level
of coverage does not require a math or fluid mechanics background beyond that presented in a typical undergraduate civil or mechanical engineering curriculum. The material psented in this text is based on the author's lecture notes from a one-semester course at Virginia Polytechnic Institute, Texas A&M University, and George Washington University, and a senior elective course at Lehigh University. The text contains examples to demonstrate the various analysis techniques that are presented and each chapter (except the first and last) has a collection of problems for the reader to solve that further demonstrate and expand upon the text material. Chapter 1 briefly describes the coastal environment and introduces the re- tively new field of coastal engineering. Chapter 2 describes the two-dimensional characteristics of surface waves and presents the smallamplitude wave theory to support this description.
MATH 221 FIRST Semester Calculus - Sigurd Angenent
2014-11-26
MATH 221 FIRST Semester CalculusBy Sigurd Angenent Basic Civil Engineering - Dr. B.C. Punmia 2003-05
European Scientific Notes 1984
S. Chand's Basics of Civil
Engineering (For B.E. 1st Semester of RTM University, Nagpur) - Dhale Shrikrishna A. & Tajne Kiran M. 2013 Basics of Civil Engineering is considered is considered as one of the basic subjects for all the engineering students of all branches. The contents of this book are framed in such a way that will be useful to the technocrates who are working on the administrative positions to deal with the basic knowledge of civil engineering. Official Documents, Comprising the Department and Other Reports Made to the Governor, Senate, and House of Representatives of Pennsylvania - Pennsylvania
1909
Basic Civil Engineering (For First Year Engineering Degree Students Of Rajiv Gandhi Technical & Guru Ghasi Das Universities) - S.
Ramamrutham 2004-01-01
Basic Mechanical Engineering - Anup Goel
2021-01-01
Mechanical engineering, as its name suggests, deals with the mechanics of operation of mechanical systems. This is the branch of engineering which includes design, manufacturing, analysis and maintenance of mechanical systems. It combines engineering physics and mathematics principles with material science to design, analyse, manufacture and maintain mechanical systems. This book covers the field requires an understanding of core areas including thermodynamics, material science, manufacturing, energy conversion systems, power transmission systems and mechanisms. My hope is that this book, through its careful explanations of concepts,
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practical examples and figures bridges the gap between knowledge and proper application of that knowledge. Basic Civil Engineering - M. S. Palanichamy 2005
Civil Engineering Learning Technology - R. M. Lloyd 1999 The field of civil engineering offers specific challenges to the higher education sector. Civil engineerings blend of management design and analysis requires people with a combination of academic and experimental knowledge and skill-based abilities.This volume brings together papers by leading practitioners in the field of learning technology, within the discipline of civil engineering, to facilitate the sharing of experience, knowledge and expertise. Report of the Board of Trustees of the Agricultural College of Pennsylvania - Agricultural College of Pennsylvania. Board of Trustees 1908
Catalogue - Loyola University of Chicago 1917
Engineering Fundamentals: An Introduction to
Engineering, SI Edition Saeed Moaveni 2011-01-01 Specifically designed as an introduction to the exciting world of engineering, ENGINEERING FUNDAMENTALS: AN INTRODUCTION TO ENGINEERING encourages students to become engineers and prepares them with a solid foundation in the fundamental principles and physical laws. The book begins with a discovery of what engineers do as well as an inside look into the various areas of specialization. An explanation on good study habits and what it takes to succeed is included as well as an introduction to design and problem solving, communication, and ethics. Once this foundation is established, the book moves on to the basic physical concepts and laws that students will encounter regularly. The framework of this text teaches students that engineers apply physical and chemical laws and principles as well as
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mathematics to design, test, and supervise the production of millions of parts, products, and services that people use every day. By gaining problem solving skills and an understanding of fundamental principles, students are on their way to becoming analytical, detail-oriented, and creative engineers. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Basic Coastal Engineering -
Robert M. Sorensen 2006-03-28
The second edition (1997) of this text was a completely rewritten version of the original text Basic Coastal Engineering published in 1978. This third edition makes several corrections, improvements and additions to the second edition. Basic Coastal Engineering is an introductory text on wave mechanics and coastal processes along with fundamentals that underline the practice of coastal engineering. This book was
written for a senior or first postgraduate course in coastal engineering. It is also suitable for self study by anyone having a basic engineering or physical science background. The level of coverage does not require a math or fluid mechanics background beyond that presented in a typical undergraduate civil or mechanical engineering curriculum. The material psented in this text is based on the author's lecture notes from a one-semester course at Virginia Polytechnic Institute, Texas A&M University, and George Washington University, and a senior elective course at Lehigh University. The text contains examples to demonstrate the various analysis techniques that are presented and each chapter (except the first and last) has a collection of problems for the reader to solve that further demonstrate and expand upon the text material. Chapter 1 briefly describes the coastal environment and introduces the re- tively new field of
coastal engineering. Chapter 2 describes the two-dimensional characteristics of surface waves and presents the smallamplitude wave theory to support this description. The Alumni Quarterly and Fortnightly Notes - 1919
Basic Civil Engineering - S. S. Bhavikatti 2019
Viscoelasticity — Basic Theory and Applications to Concrete Structures -
Guillermo J. Creus 2012-12-06 This book contains notes for a one-semester graduate course which is an introduction to the study of viscoelasticity and creep of concrete. Emphasis was set on the conceptual aspects rather than on the mathematical or computational refinements. The mathematical structure of viscoelasticity is discussed with some care because it clarifies the basic concepts and has important consequences in computa tional applications. Basic ideas are exemplified using the simplest problems and constitutive models in order to be able to show complete
solutions. In the computational applications we have also chosen to present the sim plest situations with the greatest possible detail. It has been the author's experience that once the basic concepts are well understood the students are able to follow the rest of the course more easily and to accede to more advanced literature and applications. Chapters I to III furnish the foundations for the course, that may be expanded in diverse ways. If we are interested in finite elements applications we should look at Chapter IV and then go direct ly to Chapter VII. If we are interested in the simplified analysis of frame structures we should study Chapter VI in detail. Chapter V re views the viscoelastic behavior of concrete and Chapter VIII studies the problem of creep buckling. At the end of each chapter we give se lected references to works that complete and extend the subject matter. Secretarial Notes - National Association of Student
Personnel Administrators (U.S.)
The Cornell Civil Engineer 1926
Includes transactions of the Association.
Annual Report of the Pennsylvania State College for the Year ... - Pennsylvania State College 1908
Basic Civil Engineering -
Satheesh Gopi 2009-09 Basic Civil Engineering is designed to enrich the preliminary conceptual knowledge about civil engineering to the students of non-civil branches of engineering. The coverage includes materials for construction, building construction, basic surveying and other major topics like environmental engineering, geo-technical engineering, transport traffic and urban engineering, irrigation & water supply engineering and CAD. Lecture Notes - Joseph Nisbet Le Conte 1913
Official Documents, Comprising the Department and Other Reports Made to the Governor, Senate and House of Representatives of Pennsylvania - 1909
Basic civil and mechanical engineering - G. Shanmugam 2000
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Published on Digital Agenda for Europe (https://ec.europa.eu/digital-agenda)
Home > Car accident? Call 112! > Car accident? Call 112!
Car accident? Call 112!
Published by Newsroom Editor on 18/07/2013
[1]
Witnessed a car accident? Call 112 anywhere in the EU for free!
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Source URL: https://ec.europa.eu/digital-agenda/en/news/car-accident-call-112
Links
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[2] https://ec.europa.eu/digital-agenda/en/112
[3] https://ec.europa.eu/digital-agenda/en/newsroom/all/audiovisual
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IPAR
Public Assessment Report for a
Medicinal Product for Human Use
Scientific Discussion
Medispray oromucosal spray, solution Chlorhexidine digluconate 2 mg/ml Lidocaine hydrochloride 0.5 mg/ml LIDOCAINE HYDROCHLORIDE Chlorhexidine digluconate solution PA0126/300/001
The Public Assessment Report reflects the scientific conclusion reached by the Health Products Regulatory Authority (HPRA) at the end of the evaluation process and provides a summary of the grounds for approval of a marketing authorisation for a specific medicinal product for human use. It is made available by the HPRA for information to the public, after deletion of commercially sensitive information. The legal basis for its creation and availability is contained in Article 21 of Directive 2001/83/EC, as amended. It is a concise document which highlights the main parts of the documentation submitted by the applicant and the scientific evaluation carried out by the HPRA leading to the approval of the medicinal product for marketing in Ireland.
CONTENTS
I.INTRODUCTION
II.QUALITY ASPECTS
III.NON-CLINICALASPECTS
IV.CLINICAL ASPECTS
V.OVERALL CONCLUSION AND BENEFIT-RISK ASSESSMENT
VI.REVISION DATE
VII.UPDATE
I. INTRODUCTION
Based on the review of the data on quality, safety and efficacy, the HPRA has granted a marketing authorisation for Medispray Oromucosal Spray, Solution containing chlorhexidine digluconate 2 mg/ml, lidocaine hydrochloride 0.5 mg/ml from Clonmel healthcare on 25 th March 2022 for:
the symptomatic relief of painful, irritated sore throats.
It is a sugar free preparation and can be used by patients with diabetes.
Additional therapy is required in the event of bacterial infection accompanied by fever.
Medispray is indicated for use in adults, adolescents and children over 12y.
This is a well-established use national application, as per Article 10a of Directive 2001/83/EC.
This product will not be subject to prescription.
The Summary of Product Characteristics for (SmPC) for this medicinal product is available on the HPRA's website at www.hpra.ie
II. QUALITY ASPECTS
II.1. Introduction
This application is for Medispray Oromucosal Spray, Solution, Chlorhexidine digluconate 2 mg/ml, Lidocaine Hydrochloride 0.5 mg/ml.
II.2 Drug substance
The active substances are Chlorhexidine Digluconate and Lidocaine Hydrochloride. These are both established active substances which are described in the European Pharmacopoeia and are manufactured in accordance with the principles of Good Manufacturing Practice (GMP).
The active substance specifications are considered adequate to control the quality and meet current pharmacopoeial requirements. Batch analytical data demonstrating compliance with these specifications has been provided.
II.3 Medicinal product
P.1 Composition
Composition of the medicinal product
The excipients in the medicinal product are listed in section 6.1 of the SmPC.
A visual description of the product is included in section 3 of the SmPC.
P.2 Pharmaceutical Development
The product is an established pharmaceutical form and its development is adequately described in accordance with the relevant European guidelines.
P.3 Manufacture of the Product
The product is manufactured in accordance with the principles of good manufacturing practice at suitably qualified manufacturing sites.
The manufacturing process has been validated according to relevant European/ICH guidelines and the process is considered to be sufficiently validated.
P.4 Control of Other Substances
All ingredients comply with Ph. Eur. or are adequately controlled by the manufacturer's specifications.
P.5 Control of Finished Product
The Finished Product Specification is based on the pharmacopoeial monograph for the dosage form (Oromucosal sprays), and the tests and control limits are considered appropriate for this type of product.
The analytical methods used are described in sufficient detail and are supported by validation data.
Batch analytical data for a number of batches from the proposed production site(s) have been provided, and demonstrate the ability of the manufacturer to produce batches of finished product of consistent quality.
P.6 Packaging material
The approved packaging for this product is described in section 6.5 of the SmPC.
Evidence has been provided that the packaging complies with Ph. Eur./EU legislation for use with foodstuffs requirements.
P.7 Stability of the Finished Product
Stability data on the finished product in the proposed packaging have been provided in accordance with EU guidelines and support the shelf-life and storage conditions listed in sections 6.3 and 6.4 of the SmPC.
II.4 Discussion on Chemical, Pharmaceutical and Biological Aspects
The important quality characteristics of the product are well-defined and controlled. Satisfactory chemical and pharmaceutical documentation has been provided, assuring consistent quality of Medispray Oromucosal Spray, Solution, Chlorhexidine digluconate 2 mg/ml, Lidocaine Hydrochloride 0.5 mg/ml.
III. NON-CLINICAL ASPECTS
III.1 Introduction
This application for a marketing authorisation was submitted in accordance with Article 10a of Directive 2001/83/EC as amended, a well-established use application. Chlorhexidine and lidocaine have well-established use within the European Union for more than ten years, demonstrating a recognised efficacy and safety profile. A non-clinical overview has been provided, it is based on relevant published literature and written by an appropriately qualified person. Overview based on literature review is, thus, appropriate. A brief summary of the literature submitted is provided below:
III.2 Pharmacology
Chlorhexidine
Chlorhexidine is a commonly used disinfectant and topical antiseptic agent. In vitro tests confirmed the value of chlorhexidine in the treatment of upper respiratory tract infections such as sore throat. It has bactericidal activity on bacteria considered to be pathogenic in the upper respiratory tract.
Chlorhexidine shows also some antiviral activity in relation to the influenza A virus (H1N1).
Lidocaine
Lidocaine hydrochloride is a local anaesthetic of the amide type. Lidocaine i.v. is used as an antiarrhythmic. Lidocaine, like other local anaesthetics, blocks conduction of nerve endings impulses in a reversible way by interfering with processes fundamental to generation of nerve action potential, namely, large transient increase in permeability of membrane to sodium ions that is produced by slight depolarisation of membrane
III.3 Pharmacokinetics
Chlorhexidine
Chlorhexidine is virtually not absorbed when administered topically. Minute amounts are detected in the urine of laboratory animals. LD50 varies from 21 mg/kg (rat i.v.) to 5000 mg/kg (rat oral). Subchronic toxicity showed minimal dermal irritation (erythema, oedema, desquamation and/or fissuring) at the lowest dose tested.
Lidocaine
From observations in rabbits administered lidocaine HCl i.v. and portally, a first pass hepatic elimination of approximately 30% could be calculated. The fraction of rectal venous drainage bypassing the portal circulation and thus hepatic metabolism is about 40%. In the rabbit, the hepatic first pass effect for lidocaine can be avoided by administering the compound via the rectum. Intrinsic clearance of lidocaine was consistently reduced in the dog after repeated administration.
III.4 Toxicology
Chlorhexidine
No observable malformations or developmental toxicity were found at any dose level tested. Mutagenic effects were not observed in two mammalian in vivo mutagenesis studies evaluating chlorhexidine gluconate. No carcinogenicity has been reported with chlorhexidine during long-term toxicity studies in rats.
Lidocaine
LD50 varies from 19.5 mg/kg (mouse i.v.) to 317 mg/kg (rat oral). Lidocaine showed neurotoxicity to sensory neurons, resulting from a direct action on sensory neurons, and that a lidocaine-induced increase in intracellular Ca 2+ is a mechanism of lidocaine-induced neuronal toxicity. Lidocaine is less cardiotoxic than bupivacaine. The neurotoxic effects observed after a continuous intrathecal infusion were dose related. No significant effects were observed in offspring of SD rats administered lidocaine. Lidocaine did not show any mutagenicity. Lidocaine effectively inhibited the invasive ability of human cancer cells at concentrations used in surgical operations.
III.5 Ecotoxicity/environmental risk assessment
The active substances, chlorhexidine and lidocaine hydrochloride are not PBT substances.
Chlorhexidine and lidocaine are not expected to pose a risk to the environment.
III.6 Discussion on the non-clinical aspects
Chlorhexidine digluconate and lidocaine hydrochloride have been in well-established use within the European Union for more than 10 years, demonstrating a recognised efficacy and safety profile. An abridged dossier was submitted in accordance with Article 10a of Council Directive 2001/83/EEC as amended. No new nonclinical studies were submitted. The non-clinical evidence in support of this application is based on relevant published scientific literature which is appropriate. An environmental risk assessment was submitted and no environmental concerns are apparent.
IV. CLINICAL ASPECTS
IV.1 Introduction
This application for marketing authorization is presented in bibliographical format under Article 10 a of Directive 2001/83/CE, the applicant does not have to provide the results of further toxicological or pharmacological tests, as it has been clearly demonstrated from the existing literature that the medicinal product in question has an established and extensively medical use for more than a 10-year period.
The HPRA has been assured that GCP standards were followed in an appropriate manner in the studies conducted.
IV.2 Pharmacokinetics
Small amounts may enter the digestive system if some of the Medispray solution or saliva is swallowed.
Chlorhexidine
Absorption
In oral or topical use, absorption of chlorhexidine is insignificant. In topical use on intact skin, chlorhexidine is adsorbed on the outside layers of the skin, providing long-term antimicrobial effect. After rinsing the oral cavity, approximately 30% of chlorhexidine is retained, which is then slowly released into the saliva. In view of the insignicicant bioavailability of chlorhexidine after oral or topical administration, the following elements are just for information.
Distribution
Chlorhexidine tightly binds to saliva proteins. It was shown that chlorhexidine is stable in the oral cavity for at least 9 h and high concentrations of the drug (2 μg/ml total) are still present in saliva even after 8 h from mouth rinsing.
Biotransformation
Chlorhexidine is not accumulated in the body and is only minimally metabolised.
Elimination
In a case of ingestion of a massive dose (300 mg) of chlorhexidine gluconate, approximately 90 % was excreted in faeces via biliary routes and less than 1 % was eliminated into urine.
Lidocaine
Absorption
Lidocaine absorption varies, depending on the site and the method of use. It is quickly resorbed from the digestive organs, mucous membranes and through damaged skin. In healty adults, no detectable plasma lidocaine levels were noted after use of a 2 % mouth rinse. Children and immune impaired adults do resorb lidocaine from the oral mucosa into the plasma. The levels were approximately 0,2 micrograms/ml but the toxic plasma concentration is 5 micrograms/ml. The anaesthetic effect is limited to the surface and does not extend to the submucosal structures.
Distribution
Lidocaine is distributed well in the tissues (kidneys, lungs, liver, heart, skeletal muscle and adipose tissue).
Lidocaine passes through the blood-brain barrier and placenta and into mother's milk.
Biotransformation
It is metabolised during the first pass through the liver and the bioavailability is about 35 % after oral administration. 90 % isdeethylated in the liver to monoethylglycinexylide and glycinexylide. Both primary metabolites are pharmacologically active. Further cleavage of the amide bonds forms the metabolites xylidine and 4-hydroxyxylidine.
Elimination
Lidocaine is eliminated in the form of metabolites through the kidneys. Approximately 10% is eliminated unchanged. The biological half life of lidocaine is one and a half to two hours in adults. The biological half life of the primary metabolites is two to ten hours.
IV.3 Pharmacodynamics
No new data on primary and secondary pharmacodynamics are included in the present application.
Lidocaine hydrochlorideis a local peripheral anesthetic of the amide group, which has a superficial analgesic effect. Lidocaine as a local anaesthetic has the same mechanism of action as other medicines from this group in that it prevents generation and
conduction of nerve impulses in sensoric, motoric and autonomous nerves. It primarily affects the cell membrane where it blocks the ion channels and thereby reduces the permeability of sodium ions. Due to the progressive propagation of the anaesthetic effect in the nerve, the electric stimulation threshold is increased, impulse conduction is slowed down and the propagation of the action potential is contracted. Finally, the conductivity is interrupted completely. In principle, local anaesthetics block autonomous nerve fibres, small non-myelinated (sensation of pain) and small myelinated (sensation of pain and temperature), more quickly than large myelinated fibres (sensation of touch and pressure). On a molecular level, lidocaine specifically blocks sodium ion channels in the inactive state, thereby preventing the formation of an action potential. This mechanism prevents the conduction of stimuli when lidocaine is used locally in the vicinity of nerves.
Chlorhexidine is a bisbiguanide cationic antiseptic. It is effective against Gram-positive (e.g. Micrococcus sp., Staphylococcus sp., Streptococcus sp., Bacillus sp.) and to a lesser extent against Gram-negative bacteria, especially in the vegetative form (it is not effective against spores at normal temperature). It also has an antimycotic effect on dermatophytes and fungi. It quickly inactivates the infectiousness of certain lipophilic viruses (influenza virus, herpes virus, HIV). In smaller concentrations, it has a bacteriostatic effect, while in larger concentrations, it functions as a bactericide. The chlorhexidine molecule has a strong positive charge, and therefore adsorbs to the negatively charged areas on the cell surface. The adsorption is specific and takes place in special parts of the bacterial cell wall containing phosphates. This damages the cell membrane, increasing permeability. It is also adsorbed onto the surfaces of the teeth, plaque or the oral mucosa, thereby persisting in the oral cavity. The effectiveness of antiseptics and disinfectants depends on the concentration, temperature and exposure time.
IV.4 Clinical Efficacy
This is a well-established application, as per Article 10a of Directive 2001/83/EC which is based on a systematic review of the literature. The applicant did not have to provide the results of further toxicological or pharmacological tests, as it has been clearly demonstrated from the existing literature that the medicinal product in question has an established and extensively medical use for more than a 10-year period.
The applicant provided a detailed clinical overview outlining that the active substances and the formula have a very well established medical use with recognized efficacy in adults, adolescents and children over 12y. The data related to the clinical properties are chlorhexidine digluconate and lidocaine hydrochloride are collected from and based upon a careful and extensive literature search.This product is comparable to several analogous products combining a local anaesthetic and an antiseptic currently marketed in the European Community for more than 10 years.
Medispray oromucosal spray is indicated for : the symptomatic relief of painful, irritated sore throats. It is a sugar free preparation and can be used by patients with diabetes. Additional therapy is required in the event of bacterial infection accompanied by fever. Medispray is indicated for use in adults, adolescents and children over 12y.
The claimed therapeutic indications for Medispray Oromucosal Spray, Solution containing chlorhexidine digluconate 2 mg/ml, lidocaine hydrochloride 0.5 mg/ml are consistent with the spectrum of activity reported in standard references and published literature and also with the currently established clinical use of the drug.
The proposed dosing regimen is based on the posology of the products long-time present on European markets and are considered effective and safe.
IV.5 Clinical Safety
The applicant provided a detailed clinical overview demonstrating that the active substances have a very well established safety profile. No new safety concerns were found in the safety data submitted in support of the present application.
Please see the product information for the full prescribing safety information.
Risk Management Plan
Risk Management Plan version 0.3, with date of final sign off of 17/01/2018 is considered acceptable. The approved summary of safety concerns is outlined below:
Routine pharmacovigilance and routine risk minimisation measures are proposed and this is considered acceptable.
Periodic Safety Update Report (PSUR):
The PSURs should be submitted in accordance with the requirements set out in the list of Union reference dates (EURD list) provided under Article 107c (7) of Directive 2001/83/EC and published on the European medicines web-portal.
IV.6 Discussion on the clinical aspects
The applicant has submitted sufficient published scientific literature results to support 10 years of use of Medispray Oromucosal Spray, Solution containing chlorhexidine digluconate 2 mg/ml, lidocaine hydrochloride 0.5 mg/ml for this well -established use application.
V. OVERALL CONCLUSIONS
The MAH has provided written confirmation that systems and services are in place to ensure compliance with their pharmacovigilance obligations.
The HPRA, on the basis of the data submitted, considered that Medispray Oromucosal Spray, Solution demonstrated adequate evidence of efficacy for the approved indication as well as a satisfactory risk/benefit profile and therefore granted a marketing authorisation.
VI. REVISION DATE
VII. UPDATES
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Build a Watershed - GRADE FIVE
CA Science Framework (p.228-252)
GRADE FIVE INSTRUCTIONAL SEGMENT 3: INTERACTING EARTH SYSTEMS
Guiding Questions
* How can we represent systems as complicated as the entire planet?
* Where does my tap water come from and where does it go?
* How much water do we need to live, to irrigate plants? How much water do we have?
* What can we do to protect Earth's resources?
Performance Expectations
Students who demonstrate understanding can do the following:
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact [Clarification Statement: The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each a system and each system is a part of the whole Earth System (CA) Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system ] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment
3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost
3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet criteria and constraints of the problem
3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
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Post Thawed Quality of Tharparkar Bull Semen Extended in Bioxcell TM and TrisBased Egg Yolk Extenders Supplemented with Vitamin E (α-Tocopherol)
Abdullah Channo 1,2 *, Asmatullah Kaka 1 , Akeel Ahmed Memon 1 , Mool Chand Malhi 3 , Muhammad Bakhsh 4 , Qudratullah Kalwar 5 , Shakeel Ahmed Tunio 6 and Muhammad Ibrahim Panhwar 7
2
1Department of Animal Reproduction, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agriculture University, Tandojam, 70060
3Department of Veterinary Physiology and Biochemistry, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agriculture University, Tandojam, 70060 4Faculty of Veterinary Sciences, University of Veterinary and Animal Sciences, Jhang Campus, 35200, UVAS, Lahore
PARC-Arid Zone Research Centre, Umerkot, Sindh
5Department of Theriogenology, Faculty of Animal Sciences, Shaheed Benazir Bhutto University of Veterinary and Animal Sciences Sakrand, 67210
7Department of Animal Breeding and Genetics, Faculty of Animal Production Technology, Shaheed Benazir Bhutto University of Veterinary and Animal Sciences Sakrand, 67210
6Department of Livestock Management, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agriculture University, Tandojam, 70060
ABSTRACT
The study was designed to determine the effect of Vitamin E (α-tocopherol) supplimentation into BIOXcell TM and Tris based egg yolk extender on post-thawed quality of Tharparkar cattle bull semen. The research was carried out at Department of Animal Reproduction, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agricultural University Tandojam. In this study four fertile Tharparkar bulls (A, B, C and D) having age of 4-5 years were used. A total of 52 (n=13) ejaculates were collected with the help of artificial vagina, after the collection macroscopic (color, volume and pH) and microscopic (motility, morphology, viability, concentration and membrane integrity) parameters were observed. The samples having motility, morphology, viability and membrane integrity ≥70% were pooled and processed. Pooled semen samples were divided into four groups and diluted with Tris, Tris+Vitamin E(α-tocopherol) and BIOXcell TM , BIOXcell TM +Vitamin E (α-tocopherol). Post-thawed assessment of motility, morphology, viability and membrane integrity with BIOXcell TM + Vitamin E(α-tocopherol) (58.31±0.86, 76.22±1.04, 71.27±1.44, 64.68±1.43) showed improved quality parameters as compared to Tris+ Vitamin E(αTocopherol) (48.68±0.68, 64.45±1.54, 66.22±1.75, 58.25±1.08), BIOXcell TM (45.72±0.53, 67.45±0.84, 64.72±1.67, 56.63±1.39) and Tris (43.54±0.49, 64.68±0.80, 65.18±1.33, 54.41±1.36). On the basis of in vitro results BIOXcell TM +Vitamin E(α-tocopherol) showed improved post-thawed quality parameters and it was used for artificial insemination. A total of 20 animals were synchronized at Bhens colony; Ghumanrabad with one injection prostaglandin (PGF2α) protocol and 13 animals showed estrus and were inseminated. Meanwhile, 8 were found pregnant through rectal palpation with a pregnancy rate of 61.53%.
Article Information Received 23 May 2022 Revised 20 April 2023 Accepted 16 May 2023 Available online 21 July 2023 (early access) Published 16 July 2024
Authors' Contribution AC and AK conceptualized and leaded original manuscript writeup. AAM guided and helped in revision of research article. MB, QK, SAT and MIP helped in the writeup of material and method.
Key words
Tharparkar bull semen, Reactive oxygen species, Cryopreservation, Vitamin E (α-tocopherol), Thawing, Post thaw
* Corresponding author: [email protected] 0030-9923/2024/0005-2157 $ 9.00/0
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Copyright 2024 by the authors. Licensee Zoological Society of Pakistan.
INTRODUCTION
Livestock plays a pivotal role in the social and economic development of Pakistan. Livestock is the most important sector of agriculture. It contributes up to 60.1 % in the agricultural value added and about 11.7 % to the gross domestic product (GDP) of Pakistan during 2020-21, Moreover total livestock population in Pakistan
is 213.1 million heads including cattle 51.5 million (GOP, 2020-21). Cattle belong to the family Bovidae. Cattle were originated from Bostaurus or humpless cattle (Europe) and Bosindicus or humped cattle (Indo-Pakistan), The cattle breeds of Pakistan are Red Sindhi, Bhagnari, Sahiwal, Dhanni, Kankrej, Rojhan, Lohani, Cholistani, Dajal and Tharparkar (Farooq et al., 2013).Tharparkar is a lyrehorned breed that originated from the Thar Desert (Chand, 2011; Memon et al., 2022). It is one of the main breeds which is found in the Thar Desert mainly located in the India-Pakistan border,It is considered a dual purpose breed utilized as a draught and milking animal (Godara et al., 2015). Meanwhile, it has been blessed with the capabilities of heat tolerant, tick resistant, disease-resistant and a stable aboriginal indigenous breed.Tharparkar breed is producing approximately 5-10 L of milk per day and round about 1135-2000 L of milk per lactation (Choudhary et al., 2018).
BIOXcell TM is a commercial lecithin based extender. However, it has been used in many studies on exotic breeds but in Tharparkar cattle it's merely not used. Moreover, it has positive effects on the cryopreservation of semen so there was a dire need to study the effect of BIOXcell TM extender in Tharparkar cattle bull semen. BIOXcell TM has merits in case of lower sanitary risks, its chemically defined and ready to use meanwhile its commercially available (Akhter et al., 2010). The process of cryopreservations also leads to various intracellular changes which results in the production of reactive oxygen species (ROS) that are indirect cause of reduced reproductive capacity, DNA damage, increased membrane permeability. ROS damages plasma membranes and DNA molecules in the
Extenders are used for conservation, preservation and extension of semen. Moreover, extenders are also used to prevent different types of damages while processing, storage and shipping of semen. During the last 40 years, different extenders have been used for the evaluation of spermatozoa during cooling and post-thawing. Egg yolk-based semen diluents are readily used for the cryopreservation of semen (Apu et al., 2012; Emamverdi et al., 2014). Different components are combined for the preparation of semen extenders, such that they own all properties which have capabilities to protect the life of spermatozoa during extension at ambient environment and cryopreservation. It must be isotonic (maintain osmotic pressure) (280-310 mOsm/kg), maintain pH, cold shock defense, act as a source of energy (spermatozoa metabolism), antimicrobial, protect during cooled and post thawing and able to preserve sperm fertility for the long time duration (Raheja et al., 2018). Tris-based egg yolk extender is used for the extension of semen though it is a mixture of a substance having cryoprotectant properties. With long time storage, it shows qualities of a great stabilizing agent with constant results (Apu et al., 2012; Emamverdi et al., 2014).
sperm and other cells. High levels of superoxide ions, peroxynitrates hydrogen peroxide, harm the components of cells such as membrane lipids, organelles, proteins and DNA. To overcome ROS antioxidants are added, Vitamin E is the main antioxidant sited within the biological membranes that perform a key role in defending from lipid peroxidation. α-tocopherol breaks the chain reactions of lipid peroxidation but the mechanism of donation of a hydrogen atom from its phenolic hydroxyl group to lipid peroxyl radical resulting in the creation of stable lipid hydroperoxide and unreactive tocopheroxyl radicals. The antioxidant property of vitamin E can improve the postthawed traits of spermatozoa and could improve male fertility. Vitamin E has the antioxidant property that supports sperm against ROS damage (Almbro et al., 2011). The addition of antioxidant agents in semen extenders improves sperm longevity, individual motility, progressive motility and viability (Aminipour et al., 2013). Though cattle bull semen has a natural defense system against the ROS but that is not enough to prevent sperm against changes in decrease and increase in the temperature during the process of cryopreservation (Nichi et al., 2006; Khan et al., 2021). Artificial insemination and estrus synchronization are the techniques that provide opportunities to control the estrus cycle and reproductive management in bovines (Senger, 2005; Lijalem et al., 2015). For estrus synchronization, it is necessary to have cyclic cows with proper nutrition, good body condition scores (BCS) and high-quality semen (Lamb, 2012; Gizaw and Dima, 2016). There were several studies available on crypreservation but few were reported on indigenous Tharparkar cattle bull semen. Therefore, this study was designed with a hypothesis that supplementation of vitamin E (α-tocopherol) into BIOXcell TM and Trisbased egg yolk extender would enhance the post-thawed quality of Tharparkar cattle bull semen.
MATERIALS AND METHODS
The study was carried out at Department of Animal Reproduction, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agricultural University Tandojam. In this study four fertile Tharparkar bulls (A, B, C and D) having age of 4-5 years were used. A total of 52 (n=13) ejaculates were collected with the help of artificial vagina, After the collection macroscopic (color, volume and pH) and microscopic (motility, morphology, viability, concentration and membrane integrity) parameters were observed. The samples having motility, morphology, viability and membrane integrity ≥ 70% were pooled and processed. Pooled semen samples were divided into four groups and diluted with Tris, Tris +Vitamin E(αtocopherol) 0.02 Mm/ml and BIOXcell TM , BIOXcell TM + Vitamin E(α-tocopherol) 0.02 Mm/ml.
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The volume of semen was observed through visual examination with the help of a graduated tube. Visual examination was done for judgment of colour however semen was categorized as milky, creamy white and translucent (Kaka et al., 2012). pH of semen was determined by using a digital pH meter (Hanna Company, Instrument number #HI98107, software version v1.01, serial number # HA02122313, Made in Romania).
For the assessment of motility, the semen sample was diluted in normal saline at 1:100. After one drop of diluted sample was taken and put on a pre-warmed slide by applying a cover slip on it. While using (20 xs) underlow magnification Motility was observed. Motility percentage was taken by selecting 100 spermatozoa moving randomly in a straight forward direction. Spermatozoa that were stirring in a backward direction or circle were not counted moreover results were expressed in motility percentage. The sample with 70% motility was processed for further assessment.
The wave motion was assessed on a clean warm dry slide by putting a drop of undiluted semen under low power magnification (10X) with a phase-contrast microscope (Nikon, Germany). The wave sample was recorded and classified as described by Rehman (2012).
The diluted semen were packed into straws (0.25 ml). Moreover, straws were classified as red for BIOXcell TM (control group), white for BIOXcell TM (vitamin 0.2mM), yellow for tris-based egg yolk extender (control group) and blue for tris-based egg yolk extender (vitamin 0.2mM). Semen straws were filled with a manual suction machine. The semen straws were sealed with polyvinyl pyrrolidone powder (PVP). The process of filling and sealing were performed in the cold cabinet to maintain a similar temperature and prevent shock. The equilibration period was completed within 2 h at 5 o C.
The concentration of sperm was assessed with the help of haemocytometer as described by Kaka et al. (2012). As per the standard staining procedure of sperm, morphology was determined as described by (Kaka et al., 2012) and The viability of sperms was recorded as described by Kaka et al. (2012). Hypo osmotic swelling (HOST) test method was used to determine the membrane integrity of fresh semen samples as described by (Kaka et al., 2012).
Glycine 0.2 g, Anhydrous glucose 0.5 g, Taurine 0.005 g, Gentamicin sulphate 0.24 g, Tylosin tartrate 0.33 g, Lincospectin 100 0.383 g, Glycerol 40.2 g, Hydrate of calcium lactate 0.7 g, Soy lecithin 1.5 g, Monohydrate citric acid 2.5 g, Ultrapure water 1000 g (Penitente-Filho et al., 2014).
Freezing was carried out by holding the straws in liquid nitrogen vapors 5 cm above the surface of liquid nitrogen for 6 min as described by Kaka et al. (2012). Then the straws were plunged into liquid nitrogen (-196 o C). The frozen semen were stored in liquid nitrogen at least for 24 h and then assessed for post-thaw qualities parameters i.e. motility, morphology, viability and membrane integrity were followed (Rasul et al., 2000; Kaka et al., 2012).
The collected data were subsequently subjected to a one-way analysis of variance (ANOVA) using Statistics (2006) and LSD was used to determine the difference among means of different groups.
RESULTS AND DISCUSSION
Each semen sample was diluted with Tris-based egg yolk extender Tris 3.81g, Citric acid 1.97g, D (-) fructose 1.25g, egg yolk 20ml, Glycerol 7ml, Pencillin 1000 IU, Streptomycin 1.00 g, Distilled water 100, and BIOXcell TM (IMV technologies, L' Agile, France) as described by Kaka (2015), Tris 2.3 g, Sodium citrate 6.2 g, Potassium chloride 0.8 g, Fructose 1.2 g, Monohydrate lactose 0.8 g,
The results of macroscopic parameters i.e. volume, color, pH and microscopic parameters i.e. wave motion, motility, concentration, morphology, viability and membrane integrity of freshly collected semen from bulls A, B, C and D are depicted in Table I. Results showed a slightly highest (Mean % ± SEM) values of semen from bull D. However, no significant difference (P>0.05) were recorded amongst bulls.
Table I. Characteristics of fresh Tharparkar bull semen (Mean % ± SEM).
a, ab: Values with different superscripts within columns shows significant difference
Table II. Post-thaw assessment of Tharparkar bull semen (Mean % ± SEM) in BIOXcell TM and Tris based egg yolk extender supplemented with and without vitamin E (α-tocopherol).
a, b, c, d value with different superscripts within columns shows significant difference (P<0.05).
Table II represent the (Mean±SEM) post-thaw assessment of semen quality parameters i.e. motility, morphology, viability and membrane integrity in BIOXcell TM and tris based egg yolk extender supplemented with and without vitamin E (α-tocopherol). Improved quality parameters were observed in BIOXcell TM supplemented with vitamin E (α-tocopherol). Moreover, significant difference (P<0.05) was observed among all groups.
48.94±0.83 and 48±1.0. The fluctuation in results might be due to the use of antioxidants at various concentrations and processing techniques. However, Towhidi and Parks (2012); Kaka (2015), Kaka et al. (2015b, 2016) and Yadav et al. (2019) studied motility in BIOXcell TM extender at various concentrations of vitamin E (α-tocopherol).
Table III presents the percentage of conception rate obtained from cows synchronized through one shot prostaglandin and inseminated with Tharparkar bull semen diluted with BIOXcell TM (supplemented with 0.02mm of vitamin E (α-tocopherol).
Table III. Conception rate of cows inseminated with Tharparkar bull semen diluted with BIOXcell TM (supplemented with 0.02mm of vitamin E (α-tocopherol).
Post-thaw morphology of Tharparkar bull semen was also greater in the group of BIOXcell TM supplemented with vitamin E (α-tocopherol) 0.02 Mm/ml. Which obtained results ranging from 76.22±1.04. Current findings agreed with Ansari et al. (2012) and Motemani et al. (2017), 75±3.1 and 75±1.7. However, the value means the value of the present study is higher than the results carried out by Kaka (2015), and Kaka et al. (2015a, b, 2016). Their results were 71.00±1.7, 72±1.2, 70.63±0.54 and 66.25±3.4. The difference in results may be due to processing techniques, the use of extenders with different compositions, or it depends on the use of antioxidants. Meanwhile, the use of various concentrations of antioxidants presents variations in results. Meanwhile, Ansari et al. (2012) and Motemani et al. (2017) studied morphology in BIOXcell TM extender at various concentrations of vitamin E (α-tocopherol).
Post-thaw motility of Tharparkar bull was observed in BIOXcell TM and Tris based egg yolk extender supplemented with and without vitamin E (α-tocopherol) 0.02 Mm/ml. The spermatozoa showed improved post-thaw results in BIOXcell TM supplemented with vitamin E (α-tocopherol) 0.02 Mm/ml, which ranged up to 58.31±0.86 and the results of motility of the current study agreed with the results obtained by Towhidi and Parks (2012), Kaka (2015) and Yadav et al. (2019). Their observed means were 61.67±0.59, 51.50±0.6 and 60.08±0.64. However, the value was lower than the findings observed by Motemani et al. (2017) 64.1±1.6. Meanwhile higher than the observations of Towhidi and Parks (2012), Ansari et al. (2012), and Kaka et al. (2015a, b, 2016), their recorded mean of findings was as 41.4±0.4, 48.54±1.6, 45.5±0.2,
In the last membrane integrity was also highest in group BIOXcell TM supplemented with vitamin E (α-tocopherol) 0.02 mM/ml. The findings were 64.68±1.43. The result of the present study agreed with the results of Motemani et al. (2017), 61.7±1.6 and lower than Kaka (2015), and Kaka et al. (2015a, b), 70.00±2.9, 75±1.6 and 74.84±1.8, respectively. Meanwhile, the value was higher
The highest viability of the current study was also obtained in BIOXcell TM supplemented with vitamin E (α-tocopherol) 0.02 Mm/ml. The obtained result was 71.27±1.44. Meanwhile, the result agreed with studies of Kaka (2015), and Kaka et al. (2015a, b, 2016, 2019). Their recorded values were as 71.75±1.5, 74±1.4, 73.42±0.96, 69.75±2.7 and 69.7±0.33. Value was higher than findings obtained by Towhidi and Parks (2012), Ansari et al. (2012) and Motemani et al. (2017), 45.1±1.4, 61.70±0.25 and 64.1±1.8. The variations in findings may be due use of antioxidants at various concentrations, processing techniques and so on so forth.
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than Ansari et al. (2012), 60.11±2.3. These variations in research findings may be due to variance of management, use of antioxidants at various concentrations and another handling/ processing factors (Sansone et al., 2000).
CONCLUSION
On the basis of the current study, it concluded that BIOXcell TM and Tris-based egg yolk extender supplement with vitamin E (α-tocopherol) showed improved postthawed quality parameters of Tharparkar bull semen.
ACKNOWLEDGMENT
The Author cordially acknowledges to Department of Animal Reproduction, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agriculture University, Tandojam, 70060 and Supervisor Dr Asmatullah Kaka (Assistant Professor, Department of Animal Reproduction, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agriculture University, Tandojam, 70060).
Funding
The research was carried out under the project "Optimization cryopreservation Protocol for Indigenous (Thari/ Tharparkar) Cattle Semen" funded by Sindh Agriculture Growth Project, Government of Sindh.
IRB approval
The work was approved by the departmental board of studies (BOS), Department of Animal Reproduction, Faculty of Animal Husbandry and Veterinary Sciences Sindh Agriculture University on 18th November 2021.
Ethics statement
All procedures in this study were conducted in accordance with approved ethical policies and protocols of SPU and Animal Reproduction Farm under Department of Animal Reproduction, Faculty of Animal Husbandry and Veterinary Sciences, Sindh Agriculture University Tanddojam.
Statement of conflict of interest
The authors have declared no conflict of interest.
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Penitente-Filho, J.M., Oliveira, F.A., Jimenez, C.R., Carrascal, E., Dias, J.C.O., Oliveira, G.D., Silveira, C.O. and Torres, C.A.A., 2014. Association of vitamin E with rapid thawing on goat semen. Sci. World J., 2014. https://doi. org/10.1155/2014/964172
Nichi, M., Bols, P.E.G., Zuge, R.M., Barnabe, V.H., Goovaerts, I.G.F., Barnabe, R.C. and Cortada, C.N.M., 2006. Seasonal variation in semen quality in Bosindicus and Bostaurus bulls raised under tropical conditions. Theriogenology, 66: 822–828. https:// doi.org/10.1016/j.theriogenology.2006.01.056
Raheja, N., Choudhary, S., Grewal, S., Sharma, N. and Kumar, N., 2018. A review on semen extenders and additives used in cattle and buffalo bull semen preservation.J. Ent. Zool. Stud.,6: 239-245.
Rehman, F.U., 2012. Substitution of animal protein source with plant protein in semen extenders of various cattle breeds.Doctoral dissertation, M.Phil. Tesis, Faculty of Animal Husbandry and Veterinary Sciences Khyber Phaktunkhwa Agricultural University Peshawar Pakistan. Pakistan. pp. 9-20.
Rasul, Z., Anzar, M., Jalali, S. and Ahmad, N., 2000. Effect of buffering systems on post-thaw motion characteristics, plasma membrane integrity, and acrosome morphology of buffalo spermatozoa. Anim. Reprod. Sci., 59: 31-41. https://doi. org/10.1016/S0378-4320(00)00070-1
Sansone, G.M.J.F., Nastri, M.J.F. and Fabbrocini, A., 2000. Storage of buffalo (Bubalus bubalis) semen. Anim. Reprod. Sci., 62: 55-76. https://doi. org/10.1016/S0378-4320(00)00154-8
Towhidi, A. and Parks, J.E., 2012. Effect of n-3 fatty acids and α-tocopherol on post-thaw parameters and fatty acid composition of bovine sperm. J. Assist. Reprod. Genet., 29: 1051-1056. https:// doi.org/10.1007/s10815-012-9834-7
Senger, P.L., 2005. Pathway to pregnancy and parturition 2 nd revised ed., Current Conceptions Inc. pp. 144–188.
Yadav, D., Singh, V., Yadav, S.S., Patel, A., Kumar, A., Sonkar, V., Kumar, A., Yadav, S., Kumar, B., Yadav, B. and Saxena, A., 2019. Effect of glutathione on viability and progressive motility of Hariana bull spermatozoa during cryopreservation in semi-arid region. J. Pendidik. Indonesia, 8: 871-876.
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PROPOSED NEW SCALE
Professors $4000. - $6000.
Associate Professors $3000. - $3600.
Assistant Professors $2100. - $2700.
Instructors - 2 Yrs. $1800. - $2000.
Instructors - 3 Yrs. $1500. - $1400. - $1600.
Assn. 1200-1300.
Law 4000-5000
Law books 85.00
500 around each 37.50
PROPOSED NEW SCALE
| Process | 1960 - 1965 | 1965 - 1970 |
|--------------------------|-------------|-------------|
| Instrumentation | $1800 | $1400 |
| Instrumentation - 3 Yrs | $1800 | $2500 |
| Aerialist Processes | $3100 | $3400 |
| Aerialist Processes | $3000 | $3600 |
| Processors | $4000 | $8000 |
From: Donald E. Jones
To: General Manager
My dear President Judson:-
The whole question of professors' salaries is to be discussed by the Yale Corporation at its next meeting. Our existing salary scale provides for salaries from $4,000 to $5,000 and no professors receive over this, except a few Deans and two men in the Law School. In preparing for next Monday's meeting, I would appreciate it if you could send me information covering the following questions:
1. The number of professors in your university, not including administrative officers, who receive over $5,000 annually.
2. The salaries paid to these professors
3. A statement, so far as you may think it proper to send one to me, regarding the policy of your university in the matter of paying a few men of great distinction very high salaries
Your answers to these questions will be very much appreciated. I am making them as simple as possible, knowing from experience the nuisance of the questionnaire.
Very truly yours,
[Signature]
President Harry P. Judson,
University of Chicago,
Chicago, Illinois.
December 14th, 1947
My dear President Johnson:
The whole question of bonuses, salaries etc. is of growingly vital importance to the University and its next meeting. On existing salary scale bonuses for faculty from $2000 up to $5000 are not possible unless one puts five or six months' work into the law school. In planning for next month's meeting I would emphasize that if you could pass an important resolution covering the following three points:
1. The number of bonuses in your university for faculty should be increased over $2000 annually.
2. The salaries being offered these years are too low to attract good teachers to your university.
3. The number of faculty positions in your university should be increased so that you can get a good teacher to teach every course.
I am sure that the above will be very much appreciated. I am
Yours sincerely,
[Signature]
[Address]
University of Chicago
President Harold I. Johnson
My dear Mr. Stokes:
Your favor of the 14th inst. is received. Our professors, aside from any salaries which any of them may receive as administrative officers, range in salary from $3,000 up. We have, I believe, twenty-one whose salaries exceed $5,000. The salaries in question are $5,500, $6,000, and in some very few cases, $7,000. We have no objection whatever to paying a few men of great distinction very high salaries. Such cases, however, are regarded as wholly exceptional. By far the greater number of our full professors receive a salary not exceeding $4,500, although a fair number have a $5,000-salary. I may add that in most cases those who have the salaries above $5,000 are heads or chairmen of departments. At the same time the salary is given them not for any administrative duties which they perform but on account of what we regard as their personal eminence professionally.
Very truly yours,
H.P.J. - L.
Mr. Anson Phelps Stokes
Yale University, New Haven, Connecticut
Chicago, February 8, 1917
Dear Mr. Merrill:
Thanks for your note enclosing transcript from the "Yale Alumni Weekly." The suggestion of Mr. Vincent is interesting, but in my opinion not at all practicable. We have to take facts as they are - not as we should like to have them. The net result of increasing the scale of compensation for members of the Departments in question, in which I may add my own Department is included, could be only one thing, that is, materially to cut down the scope of the University in order to compensate a portion of the staff at the higher rate. I wish that were not the case, but am very much afraid it is.
Very truly yours,
H.P.J. - L.
Mr. E. T. Merrill
The University of Chicago
H.P.T. - P.
Dear H.P. House,
I wish first more for the case, put we both now taking it in materiality to our own eye scope of the University in other matters is judging, only one thing, that is, Department in question, in which I may say my own department, increasing the case of compensation for members of the as we should like to prove from. The net result to bracteotype. We have to take those as they are - not Vincent in interesting, but in an opinion not at all from the "Late Jimmy Wexly". The assertion of Mr.
Thank for your note enjoying friendship
Dear Mr. Mettiff:
My dear President Judson:
What are you proposing to do regarding the increase of salaries for the next college year, or the years? Your interpretation of conditions would be most grateful. My heart does go out to my associates in their desire for larger incomes.
If I could have your reply by next Wednesday morning, the 28th, it would be an especially great favor.
With affectionate greetings, I am
Ever yours,
[Signature]
President Harry Pratt Judson, LL.D.
Dear Hans,
With all our affectionate regards
Best regards
Hans Lauer
28.10.1935
If I only have that 14-16 year old boy to take care of, he will be absolutely
He is not going to become a journalist because he speaks German for
to condition money to meet basic
course he must learn jurisprudence
reasons for the next college year
We can influence the success of
With all our best wishes
Dr. Josef Eichendorff Lyceum
Dr. Vogt 1910
My dear President Thwing:
Your note of the 24th inst. is received. By great prudence in the management of our finances we have been able to do something for upwards of a hundred of our faculty for next year. The percentage was not in all cases such as we should have liked, but as you know, while the general costs of things have increased enormously, incomes of college funds have not increased to the same extent. There ought to be a material change in the general scale of salaries. We have not had to do that. Our scale will need very slight modifications, because it is a flexible one. Full Professors, for instance, with us receive salaries ranging from $3,000 to $6,000. It is not, therefore, a question of the scale, but of the application of the scale to individuals.
close, put to the application of the case to individuals
because it is a typical one. But processes for our case will need real effort and enthusiasm, and we have not had to do so before. There ought to be a material change in the same extent. We have not yet had to do the General case to exercise. We have not yet had to do
anomously, income to college funds have not increased or decreased. We have not yet been able to find any case to give us a sense of progress made increasing
how much, while the General case to give us a sense of progress made increasing
a hundred to our twenty for next year. The percentage increase we have seen able to do something for the advance of our recovery. Dr. Gray brings me in the management of our
Your note of the 24th last, ie
of a certain rank, and that means funds.
As I look at it, the present situation as to the prices of the means of livelihood is not temporary. I believe that there is a permanent increase in the scale of prices, not only in this country, but throughout the world. Of course when I say "permanent" I mean one which will last a number of years. The fundamental cause of it, as I look at it - of course there are more causes than one - but the fundamental cause, is the enormous inflation which prevails the world around. This inflation, primarily caused by the war, of course includes the enormous increase in the circulating medium, consisting very largely of paper currency and other evidence of indebtedness as well as the great inflation caused by permanent indebtedness of all nations. Prices, therefore, do not represent a real increase in relative values of commodities, but a difference in the purchasing power of the monetary unit of value. This inflation will, so far as I can see, be long-continued.
This of course raises a problem in all institutions of learning which have relatively fixed incomes. It is necessary to adjust expenditures to the general price scale of the world within reasonable limits. It means on the part of the state institutions additional
appropriations, which come of course from taxes. On the part of endowed institutions it means that there must be larger endowments. There have been "drives" on a large scale for necessary war purposes in the last two years. The next two years must see something corresponding to that on behalf of our endowed educational institutions.
With best regards, I am,
Very truly yours,
H.P.J. - L.
President Charles F. Thwing
Western Reserve University
Cleveland, Ohio
on paper to our ongoing educational institutions.
The next two years must see something corresponding to great scale for necessary war breaches in the last two years' larger endeavour. There have been "given" no a large bent to undergo institutions it means they must be abbreviations, which come of course from taxes. On the
SCALE OF SALARIES
Effective July 1, 1919
Divinity School
Professors $4,000. to $5,000.
Associate Professors 3,000. to 3,600.
Assistant Professors 2,100. to 2,700.
Instructors,
for three years 1,500., $1,600. and $1,700.
and on reappointment up to 2,000.
Associates, for two years 1,200. 1,300.
The Board of Trustees
University of Chicago.
Probably no act of the Board of Trustees ever caused so much genuine pleasure or was so practically helpful to so many people as that by which, on September 9, 1919, the salaries of 173 administrative officers and members of the teaching staff were increased.
Checks representing the amount of increase for the months of July and August were prepared in advance by the Auditor's Office and the Secretary's formal notification to each person was likewise written so that the checks were mailed on September 10. The result of prompt mailing placed these remittances in the hands of the members of the faculties at the close of the vacation period when professorial funds are proverbially low and when the increase was especially appreciated.
One hundred and sixty-five letters acknowledging the increases of salary have been received by the Secretary. They breathe a spirit of loyalty to the University, of gratitude to the Trustees and of appreciation of the manner in which this relief was extended at a time when expenses are steadily rising. Many letters expressly ask that sincere thanks be returned to the Trustees.
One professor writes: "This action is another evidence of the skilful management of the University."
evidence of the military movement of the University
One thousand miles! This action is Tennessee.
exhausted her first chance funds of letting to the a time upon expenses she already risen" many justete station or the manner in which this letter was exchanged at the "general" or "military" of the Tennessee and to establish the "general" They please a brief to know if the following the increase of war has been leaving by
One hundred and sixty-five letters so much the increase was especially abhorred.
being men blockaded they are the branchery for any number of the troops at the close of the ascension million placed these sentences in the purse of the officers were willing on September 10." The least of branch collection to every person was likewise written so that the Auditor, a Gilles and the Secretary, a Lowry notified the number of July any August were placed in advance. George Lebenson found the amount of increase measure of the fencing staff were increased.
10th, the entire of 142 examination office and justify of no man double as fair as myself on September 8' each chosen so many genuine business or me as Branchery
I hope to be set off the Board of Tennessee
University of Chicago
The Board of Tennessee
in these troublous times".
Others write: "My return to 'God's country' was rendered more sweet by the action of the University authorities"
"I assumed that the President and Trustees were doing all they could to meet the need and, consequently, I had refrained from making any appeal for relief. You have my heartiest thanks."
One significant letter deserves quotation in full:
"I accept cheerfully the increase of salary and the check enclosed for arrears on the new scale. I am glad indeed that the University is able to meet in this handsome way the needs of the teachers, many, if not most, of whom had begun to feel the pinch of the new times.
Personally, I could not have expected so much and so feel rather more thankful that my services are counted as welcome than I had thought of. During the last year I have felt compelled to decline membership in one or two clubs, of a civic nature, in Chicago that I felt I ought to join and I have had to curtail some expensive things, perhaps not luxuries, in order to keep things going, the children in school and pay obligations that could not be delayed.
But however the pinch seemed to annoy now and then, I have never for a moment regretted that I enterand then" I have never lost a moment reflecting that I cannot
could not be defeated.
Being, the equipment in good and bad applications that
pinned" because not juntaise" in order to keep private
outfit for join and I have had to satisfy some exclusive
two cups" or a civic nature" in my own face if I left I
have I have left something to positive membership in one to
connect an increase than I had thought to. During the first
week and so lead together more frequently just as salaries are
to upon my person to lead the brand of the new firm"
presidium with the heads of the business' what" It not most
they judged part the University is able to meet in time
and the open enjoyed lot silence on the new topic" I am
"I could apparently the process to carry
forty:
One influential letter-decision discussion in
the intellectual picture".
I had let having low wiring and absent to itself. You have
made quite all fry going to meet the need and consequently
I assume that she transfer my interest
unprofitable.
We learned more news of the motion to the University
Opera writes: "A return to God's country,
in these foreign fires."
ed the profession of teacher and student. The wealth that so bounds in Chicago does not disturb me. The opportunity to study and think and associate with those who think is indeed good compensation. Yet I must not leave the impression that I do not think a teacher ought to have a generous reward in actual goods."
"It is with deep gratitude that I see my University in the van of so right a movement as she has been in the van of many movements in the past. The move means much for all of us. What it means to instructors, especially those with young families, is incalculable.
For the University it will inevitably mean the strengthening of that personnel which is the ultimate energy of any institution of learning."
"I appreciate this action of the Board of Trustees all the more because I have never asked an increase of salary, knowing that when the time should arrive suitable action would be taken. It is my intention when I pass, perhaps before, to have the property accumulation of a temperate lifetime go to the University, knowing it can be given to no better purpose."
"Better than any building or other material gain at this time is the splendid enthusiasm with which the members of the faculty will begin the college year".
"I acknowledge with thanks the notice and the enclosed check and may, perhaps, be permitted to add
the employed clerk and was "bereft" of something to app
memories of the twenty-odd years the college had
been at first time is the shrewd employment my mother the
"better than any printing or other material
be given to no better business."
a temporary lifetime job to the University, knowing it was
I then "became pale," knowing that men for life spoke alike
close to within" knowing that men for life spoke alike
the alternative to find themselves myself in the supreme
For the University it will investigate men
those with young families" is inevitable.
when lot try on us" must if we are to understand each other
in the aim to make movements in the best". The more men
University in the way to fight a womaning as she has been
"I see the second ought to have a Renovate having in
"they I must not leave the impression
because God commanded." Yet I must not leave the impression
of being and kind and what of what those who think in
so good an example does not disturb me". The obnoxious
he be blessed to honor and respect and submit". The most pitiful
an expression of my appreciation of the wise policies that have made it possible, as well as of the considerate courtesy with which such matters are managed at the University of Chicago".
"This generous increase is gratefully acknowledged. Circumstances were compelling me to seek means of supplementing my salary - which would mean just so much energy subtracted from University interests. This relief makes it possible to give myself whole-heartedly and gladly to the attempt steadily to improve the quality of work done in my special field. It is sure to evoke a fine spirit of cooperation."
There is an occasional remark that gives indication of the pressure under which some of the staff are working: One letter says: "The favor is acknowledged with thanks. The increase granted is less than one-half the increase I must give my maid."
One instructor remarks: "The $8.33 per month is welcome; it comes within 33 cents of meeting the advance in my rent."
Very truly
[Signature]
Secretary
to my heart."
The instructor remarks: "The $8.93 per month is low; it comes within 5% of meeting the expense.
One letter says: "The travel is something of a trial to the business man under some of the staff, as there is an occasional remark that they have insufficient time to embrace the day's or week's work in the absence of the University Instructor." The letter makes it possible to use the survey - which many men just so much more important circumstances make compulsory me to seek means of abbreviation.
"The functions increase in frequency accompanied
University of Chicago."
conferred with major men met at the meeting at the
that place made it possible" as well as to the consideration
an extension or an abbreviation of the wise policy
Annual Guarantee: Money Back Satisfied.
This is a saving on every suit of
$16.50
are to be had at all three of our
Bowling, King & Company
Street,
Fulton St. and DeKalb Ave., Brooklyn
Brown's Instructors Get More Pay.
PROVIDENCE, June 17.—Salaries of the teaching staff at Brown University were increased today at the annual meeting of the corporation. The advances were: Professors, $4,500 to $6,000; associate professors, $3,500 to $4,000; assistant professors, $2,500 to $3,500; instructors, $1,200 to $2,000.
Another of A. E. F. Dead in Coblenz.
Special to The New York Times.
WASHINGTON, June 17.—One army casualty was reported to the War Department from the American Army forces in Germany. Bernard Murphy of Versailles, Ill., a private in Company A, 7th Machine Gun Battalion, died of accident at Coblenz, on the 11th inst.
State Suffrage Fails in Louisiana.
BATON ROUGE, La., June 17.—The State woman's suffrage amendment failed today to receive the necessary two-thirds vote in the Senate. The vote was 23 to 16.
| | Harvard | Yale | Columbia | Chicago |
|----------------------|---------|-------|----------|---------|
| **Professor** | | | | |
| Maximum | 8000 | 8000 | 8000 | 7000 |
| Minimum | 6000 | 5000 | 6000 | 4000 |
| **Associate Professor** | | | | |
| Maximum | 5500 | Status does not exist | 5000 | 3600 |
| Minimum | 5000 | | 14500 | 3000 |
| **Assistant Professor** | | | | |
| Maximum | 4500 | 5300 | 3600 | 2706 |
| Minimum | 3500 | 2950 | 3000 | 2106 |
| **Instructor** | | | | |
| Maximum | 2750 | 2400 | 2400 | 2000 |
| Minimum | 1600 | 1500 | 2800 | 1500 |
Committee on Salary scales
66.25
925
70.00
The University of Chicago
CHICAGO, ILLINOIS
Office of the President
| Category | Amount |
|----------------|---------|
| Profs. | 12000 |
| | 13500 |
| | 333 |
| | 25833 |
| Ass. Profs. | 18970 |
| | 18970 + |
| Asst. Profs. | 21900 |
| Instrs. | 19100 |
| | 8700 |
| Calg. Enr. | |
| Asst. Pr. | 3900 |
| Asst. Pr. | 3300 |
| Instrs. | 500 |
| | 2800 |
| | 12200 |
| | 49500 |
| Total | 26000 |
| | 19000 |
| | 22000 |
| | 8700 |
| | 9500 |
| | 85200 |
Office of the Director
Communications
Cape Guardian of Graceland
ADDITIONS TO ESTIMATES OF INCOME
Budget 1920-21
Increase in estimates of income from Room Rents on account of Increase in Rates - $20,000. Of this amount there should be reserved for additional costs in the Department of Buildings and Grounds $10,000., leaving a balance available for increases in salaries $10,000.00
Increase in estimates of income from Student Fees 15,000.00
20 per cent of estimate of income from Noyes Foundation for instruction in specified departments 11,600.00
Provision made by General Education Board for the year 1920-21 for the purpose of increasing salaries 50,000.00
Total $86,600.00
June 4, 1920.
REPORT OF SPECIAL COMMITTEE ON SALARY SCALE.
The Board of Trustees,
The University of Chicago,
Gentlemen:
Herewith is submitted the following report on the scale of salaries in the University with recommendations for the modification of the same:
At the time of the organization of the University in the autumn of 1891, the following scale of salaries was informally determined:
Head Professor, $4000, to $5000.
Professor.......$3000.
Associate Professor, $2500.
Assistant Professor, for a four year term,$2000.
Instructor, for a three year term, $1200,$1400,$1600.
Associate, for a two year term, $1000, $1100.
In the minutes of the Board there is no record of this definite scale, which the various actions recorded implied. At the November meeting, 1891, the salary of the Head Professors was fixed at $6000. At the December meeting, 1891, it was increased to $7000. This change in the salary of a Head Professor, was due to obvious circumstances connected
Head Protector, man who is capable of maintaining continuous connection
He was increased to $4000. The expense in the search of a lesson was fixed at $600. At the December meeting 1901 it was determined that a prize fund of $7000, $1500, $1000, $1500 for a two hour term, $7000, $1700 for a three hour term, $1500, $1000, $1500 for a four hour term, $8000.
At the time of the organization of the University in connection with the following course of studies:
- Head Protector: $4000 and $8000
- Professor: $8000
- Associate Professor: $2000
Comment: In autumn of 1881, the following course of studies was introduced:
- Head Protector: $4000 and $8000
- Professor: $8000
- Associate Professor: $2000
At the time of the organization of the University in connection with the following course of studies:
- Head Protector: $4000 and $8000
- Professor: $8000
- Associate Professor: $2000
The University or College, the Board of Trustees
with securing suitable men for the new institution. No change was made in the rest of the scale.
In 1894 and thereafter new Head Professors were appointed, but on the original scale of $4000 to $5000. It does thus appear, although not specifically recorded in the Minutes of the Board, that the $7000 salaries were merely adapted at the organization of the University as a temporary expedient.
In 1907 the salary question was again taken into consideration by the Board. It was plain that the salary of a Professor, $3000, was too low, and that a general reorganization was desirable. At the meeting of the Board in December, 1907, it was tentatively agreed, 1st: that for members of the permanent staff in advance of the three grades a maximum and a minimum salary shall be fixed, and that for any individual within those grades the actual salary paid shall depend, not on the time of service, but on the discretion of the Board; and, 2nd: that for members of the Faculty appointed for a term of years, a maximum and a minimum salary shall be fixed, with advances depending on term of service.
At the meeting of the Board in January, 1908, the following salary scale was enacted:
Heads of Departments, maximum, - $4500, minimum, - $6000.
House of Delegates: maximum - $4000, minimum - $8000
following seven cases was accepted:
At the meeting of the Board in January 1908, the advance being on tax or salary.
But: apart for members of the County Board not a few to have their salaries being wholly dependent on the minimum salary and the Board's put on the question to the Board, any
In 1903 it was decided that the Board in December 1903, it was unanimously agreed that the Board should be a General Assembly recommendation by the University as a temporary expedient.
In 1904 the annual decision was taken to form into a Board, that the $4000 salaries were merely subject to the minutes of the Board, but the $4000 to $6000 to $8000. It was then
In 1905 the president new head Department wrote about the new case in the case of the county
With seeming surprise men for the new institution. He wrote
Professors not Heads of Departments, Minimum, $3000; Maximum, $4500.
Associate Professor, .................Minimum, $2500; Maximum, $3000.
Assistant Professor, four years,...........$2000; On reappointment........$2500.
Instructors, three years,..................$1200 $1400 $1600. On reappointment...$1800.
Associates, two years, ............$1000 to $1200.
At the meeting of the Board in January, 1911, it was voted that thereafter the administration of Departments should ordinarily be conducted by a Chairman, to be appointed by the President of that Department, to serve two years, at the end of which term a new Chairman shall be appointed or the same one reappointed.
At the meeting in February, 1908, action was taken ratifying the action of the Trustees of the Baptist Theological Union, of the previous day. Scale of salaries in the Divinity School was enacted as follows:
Heads of Departments.......Minimum, $3500 Maximum, $4500.
Professors not Heads of Departments,
Minimum, $3000;
Maximum, $4000.
Divisional groups were arranged as follows:
- **Office** (Nixon) at the branch where they serve or envisage in the re-arranging the section or the transfer to the public library.
At the meeting in January 1960, action was taken to continue on the same line of development.
Notes at the end of which form a new operational effort be brought by the treasurer or the department to make and expand quarterly be conducted by a group to be established under the supervision of the Department of Development.
We accept your presentation the organization of the Department at the meeting of the Board in January 1971.
---
**Vaccines** and **Tests** ........... $7000 to $7500
**Or Laboratory** ............... $7800
**Instruction** price here........ $7800
**Or Laboratory equipment** .... $7800
**Vestment** (processor) four hours........ $7000
**Maximum** $2000
**Average** (processor) ............ $2000
**Maximum** $2000
**Processor not** House or Department's Maximum $2000
The remaining scale as in the Faculties of Arts, Literature, and Science.
It was also voted that salaries paid or ranks given to members of a Department shall be determined without reference to the method of departmental administration, and that whenever the interest of the University seems to make it desirable, more than one person in the same Department may be given the maximum rank and salary.
Considering conditions relative to the cost of living, it becomes desirable in all institutions of learning so far as practicable to provide larger salaries. This matter is receiving similar consideration throughout the country. In the University of Michigan the State Legislature made an additional appropriation of $300,000.00 at its last session for the purpose of increasing salaries. The scale was altered for Professors from the former rate of $2500 to $4000, being advanced to a minimum of $3200 and a maximum usually of $5000. Several have been advanced to $5400, and a small number to $6000. The increase in the salaries of Professors has reached an average of approximately 25%. Associate Professors have been advanced from a scale of $2100 to $2400, to a scale of $2800 to $3100, the advance in individual cases
being about twenty five percent.
Assistant Professors advanced from a scale of $1500 to $2000, to a scale of $2200 to $2700, the increase being about 30%.
Instructors advanced from a scale of $900 to $1600, to a scale of $1300 to $2100, an increase of about 30%.
In Yale University the salary of an Associate Professor advanced to $3500, being about 20% increase. The salary of Assistant Professors advanced to $2500 for three years and $3000 for two additional years, or about 20%. Instructors for four years ranging from $1250 to $2000, at an increase of 25%. In the Law School the maximum for Professors advanced from $7000 to $7500. The present scale for Professors is at a minimum of $4000 and a maximum of $6000. It is intended to increase that in the autumn at a probable rate of about 25% in individual cases. The new maximum is therefore not yet exactly accomplished.
In Harvard the present scale of Professors salaries has a minimum of $4000 and a maximum of $5500; Associate Professors at $3500 after five years service, $4000; Assistant Professors, for the first five years, $2500, for the second five years, $3000; Instructors ranging from
the second five years, $2000 instruments ranging from
vestibular processes for the first five years—$3500 for
processes at $4800 after five years raising to $4000.
In hearing the present case on processes expenses
minimum of $4000 and a maximum of $6000. It is
believed that the new maximum is practicable not yet
in the law. The present case for processes advanced
from $4000 to $4800. The present case for processes advanced
to four years ranging from $3000 to $3000 at an increase of
$200 for two additional years or about 20% increase
in the law beyond the maximum for processes advanced
to a case of $1800 to $700 in increase or about 20%.
Instruments advanced from a case of $600 to $700
about 20%.
$1500 to $2000 to a case of $2500 to $3400 the increase per
year.
Vestibular Processes advanced from a case to an
increase about twenty five percent.
$1000 to $1500. Harvard is engaged in a plan for raising an $11,000,000 endowment, the greater part of which is to be used for salaries.
Columbia University has not an exact scale. Professors' salaries range from $4000 to $15,000. There are twenty receiving a salary of $6000, eight a salary of $6500 or $7000. Those whose salaries are above $7000 are mostly in professional schools. There are thirty with a salary of $5000. No immediate change in the salary scale is contemplated.
In the University of Pennsylvania the maximum for a full time professorship is $8000. As a matter of fact there are very few whose salaries are $6000, or more. It is intended to make an increase of 20% for all receiving $4000 or less, 10% for all receiving over $6000, and 25% for all receiving less than $4000. This increase is to come into effect in the autumn of 1919.
Under all the circumstances and with the funds available from the present income of the University the committee recommends the following:
PROPOSED NEW SCALE.
In the Faculties of Arts Literature and Science.
Professor.............Minimum, $4000, Maximum, $7000.
Associate Professor........Minimum, $3000, Maximum, $3600
Assistant Professor.......Minimum, $2100, Maximum, $2700.
Instructors, for three years, $1500, $1600, $1700.
On reappointment to a maximum of $2000.
Associates, for two years, ........$1200, $1300.
In the Faculty of the Divinity School.
Professors.............Minimum, $4000, Maximum, $5000.
Other ranks as in Arts Literature and Science.
In the Faculty of the Law School.
Professors...... Minimum of $6000, increased by $500 at
the end of each three years of service to a maximum of $6500.
For Assistant and Associate Professors no change. These
appointments in the Law School are usually temporary and a
considerable flexibility is desirable. It is recommended that
for the Faculty of the Law School the new scale take effect
for the fiscal year 1920-1921. It will involve an addition
of $5250 to the budget of that year over the present budget of
1919-1920.
Respectfully submitted.
(Signed) M. A. Ryan
H.S. Gray
H. P. Ledam
WHEREAS, a committee consisting of
The President
Dr. Henry P. Walcott
Mr. John F. Moors
Dean L.B.R. Briggs
Dean C.H. Haskins
Acting Dean C.N. Greenough
Dean Roscoe Pound
was appointed by the Corporation to consider the question of increasing the salaries of members of the teaching staff, and whereas said committee has submitted its report, it was
VOTED, in accordance with the recommendations of said committee that the following be the normal scale of salaries in the
Faculty of Arts and Sciences
Schools of Architecture and Landscape Architecture
Engineering School
Divinity School
Bussey Institution
Lecturers, Austin Teaching Fellows and Assistants to be increased 50% over the scale in effect September 1, 1919.
{ Annual Instructors at present receiving from $1000-2000 to be increased to $1600-2200.
{ Faculty Instructors at present receiving from $1000-1875 to be increased to $1600-2750
Assistant Professors to receive two appointments of three years each, starting at $3500, and increasing annually by $200.
Associate Professors, which will be normally the next step in promotion - 1st five years $5000 and thereafter may be advanced to 5500
Full Professors 1st five years $6000 thereafter may be advanced to 7000 for 2d five years and thereafter may be advanced to a maximum of 8000
and that the salaries of the various officers of instruction shall be fitted into this new scale by the Corporation and advanced from time to time as seems to them advisable.
Camp Highlands
Payne, Wis., Aug. 27/19.
Dear Mr. Judson:
I enclose a letter regarding the proposed new salary scale in the Law School. The letters to you of June 28, 1916, and of Feb., 1917, I think you have in the appropriate folder—as I have "incorporated them by reference" leave blank in this one.
I hope the excessive heat has not affected you badly—Chicago has resembled the nether regions this summer in various ways! We have had a quiet month here, and expect to spend another at Ferncroft near Star Lake, Wis., beginning Sept. 1. Mrs. Eckels used to go there a great deal. I have every reason to
believe that the improvement in my health is permanent.
Mrs. Hall joins me in kindest regards to Mrs. Judson and yourself.
Very sincerely,
Jas P. Hall
Camp Highlands, Sayner, Wis., August 27, 1919.
President Harry Pratt Judson,
University of Chicago,
Chicago, Ill.
Dear Mr. Judson:
Mr. Hinton writes that you wish, by September 1st, the suggestions of the Law Faculty regarding the proposed new salary scale in the Law School.
During July I had several informal discussions with my colleagues, and we agreed upon the following recommendations, which I have preceded by a brief statement of the circumstances leading up to them.
The salary scale which we adopted in 1902 for men of professorial rank, beginning at $5500 and progressing to $7500 by additions of $500 at the end of each five years of service, served its purpose at the time and for over a decade thereafter, because even its lower figures were relatively higher than the corresponding salaries paid at Harvard and Columbia, our principal rivals, and were much higher than those of other institutions. But from 1910 on, Harvard and Columbia, as well as other schools, revised their scales upward, particularly in the earlier years of service, and in 1916 Yale entered the lists with a complete reorganization of its law school and a new salary scale higher than any then existing, and made determined efforts to obtain from other schools a faculty of the first rank.
To meet these conditions, our own scale was changed, in accordance with the recommendations in my letter to you of June 28, 1916. The minimum and maximum professorial salaries were not altered, but the additions of $500, in the case of men of proven worth, were to become effective at intervals of three, three, four, and four years, instead of at four five-year intervals. This gave an increase of $2000 after 14 years of service, instead of after 20 years as formerly, the latter progression being obviously
The letter is written in German and discusses the situation of a person named Otto, who has been arrested by the Gestapo. The writer expresses concern about Otto's well-being and asks for information on his whereabouts. The letter also mentions that Otto has been taken to a concentration camp and that there is a possibility that he may have been killed.
The writer requests that the recipient provide any information they may have about Otto's fate and asks for assistance in locating him. The letter concludes with a request for help and a statement that the writer will do everything possible to find out what happened to Otto.
too slow.
This spring, Columbia raised the maximum of her law-school scale to $10,000, and offered Professor Hinton a professorship at that salary, intimating that, in a year or so, when one of her present teachers retired, a similar offer would be made to Professor Bigelow. In the short time at our disposal, it was not possible to submit to the Board for proper deliberation a matured plan for an altered salary scale here, but all of the members of the Law Faculty indicated their willingness to have a special arrangement made for the time being with Professor Hinton alone. With your concurrence this was done, and his salary was increased to $8500, effective for the year 1919-20, upon the assumption that this would be a suitable maximum for the new scale that would be proposed later.
We recommend that the following salary scale for the Law School be made effective, commencing with the year 1920-21: Beginning salary of professor - $6000, to be increased $500 at the end of each three years of satisfactory service, up to a maximum of $8500, which would thus be obtained under favorable conditions 15 years after the initial appointment to professorial rank. In our judgment this arrangement will put our salary scale on a relative equality with those of the three eastern schools which are our principal competitors for the best material for law teachers. As regards the scale for assistant and associate professors of law, we at present make no recommendation for a change. These appointments in the Law School are both temporary, and a considerable flexibility is desirable in order to deal effectively with individual cases.
This change will involve an increase, over the budget for 1919-20, of $1000 each for Professors Mechem, Hall, Bigelow, and Woodward; of $750 for Professor Freund; and of $500 for Professor Oliphant; a total of $3250.
In my letter of June 28, 1916, it was also pointed out that our School still required a larger number of hours of teaching from each member of its Faculty than seemed wise, in view of the size of the classes and the just demands of investigation, writing, and other forms of public service, or than was required by other leading schools.
From the beginning we have required eight hours a week of law teaching. Harvard and Yale require but six, Columbia six or seven, and Stanford seven. Of course it is not the number of hours of classroom work itself that is burdensome—we should all agree that that is most moderate—but it is the number of different subjects represented by them, with the constant outside preparation involved, that really counts.
Eight hours a week of teaching for a year means that a law teacher must ordinarily handle five different subjects, which, for the reasons stated on page 5 of my letter of July 28, is too much. Consequently, it was there suggested that, as soon as practicable, the hours of class work for one quarter of the year be reduced to four, which would make an average for the year of six and two-thirds hours a week.
In February, 1917, a plan for carrying this suggestion into effect was laid before you. The classes were then so large as to require the double sectioning of most or all of the work of the first year, and the teaching of a second section in the same subject was to count but one-half time for the teacher doing it. By this means the increased expenditure necessary to reduce the work of each teacher one-sixth was cut to approximately the cost of one-half an extra teacher's time, an increase amply justified by the large attendance for 1916-17.
The war caused the temporary abandonment of this plan, but we wish to revive it again as soon as the attendance becomes normal, which now seems likely to occur by 1920-21. Next to the change in the salary scale, this is needed not only to make positions here as attractive professionally as those elsewhere, but to enable the Faculty, now largely composed of men just coming to the maturity of their powers, to render such forms of public service, direct and indirect, as their generation has a right to expect from them. We therefore wish to suggest the desirability of considering this plan, along with the new salary scale, with a view to its adoption as soon as our attendance is again approximately at the level of 1916-17. For detailed statements in regard to both salary and teaching scales, may I refer to my letters of June, 1916, and February, 1917?
Very sincerely yours,
James P. Hall.
Dear Professor Korn,
The war caused the interruption of the scientific work in our country and our researches have been suspended for some time. The situation has improved recently, but we still face many difficulties.
In particular, I'd like to know how the research is going on at the Institute of Physics. Are there any new developments?
I hope to see you soon and wish you all the best.
Yours sincerely,
[Signature]
Camp Highlands, Sayner, Wis., August 27, 1919.
President Harry Pratt Judson,
University of Chicago,
Chicago, Ill.
Dear Mr. Judson:
Mr. Hinton writes that you wish, by September 1st, the suggestions of the Law Faculty regarding the proposed new salary scale in the Law School.
During July I had several informal discussions with my colleagues, and we agreed upon the following recommendations, which I have preceded by a brief statement of the circumstances leading up to them.
The salary scale which we adopted in 1902 for men of professorial rank, beginning at $5500 and progressing to $7500 by additions of $500 at the end of each five years of service, served its purpose at the time and for over a decade thereafter, because even its lower figures were relatively higher than the corresponding salaries paid at Harvard and Columbia, our principal rivals, and were much higher than those of other institutions. But, from 1910 on, Harvard and Columbia, as well as other schools, revised their scales upward, particularly in the earlier years of service, and in 1916 Yale entered the lists with a complete reorganization of its law school and a new salary scale higher than any then existing, and made determined efforts to obtain from other schools a faculty of the first rank.
To meet these conditions, our own scale was changed, in accordance with the recommendations in my letter to you of June 28, 1916. The minimum and maximum professorial salaries were not altered, but the additions of $500, in the case of men of proven worth, were to become effective at intervals of three, three, four, and four years, instead of at four five-year intervals. This gave an increase of $2000 after 14 years of service, instead of after 20 years as formerly, the latter progression being obviously
The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The revolution began with a series of conflicts between the British colonies in North America and the British government over issues such as taxation without representation, the right to bear arms, and the power of the monarchy. These conflicts escalated into a full-scale war, which lasted from 1775 to 1783.
One of the key figures in the American Revolution was George Washington, who served as the commander-in-chief of the Continental Army. Washington's leadership and strategic acumen were instrumental in securing victory for the American forces. He faced numerous challenges, including shortages of supplies, lack of experienced soldiers, and the constant threat of British counterattacks. Despite these difficulties, Washington managed to maintain the morale of his troops and led them to several significant victories, including the Battle of Saratoga and the Siege of Yorktown.
The American Revolution not only resulted in the establishment of the United States but also had far-reaching implications for other nations around the world. The principles of liberty, democracy, and self-determination that were central to the American cause inspired people in other parts of the world who sought similar freedoms. The revolution also set precedents for the use of constitutional law and the separation of powers, which have become fundamental elements of modern democratic governance.
In conclusion, the American Revolution was a transformative event that shaped the course of history. It not only led to the creation of a new nation but also influenced the development of democratic institutions and inspired movements for independence and freedom worldwide. The legacy of the American Revolution continues to be felt today, as its ideals and principles remain relevant in the ongoing struggle for human rights and justice.
too slow.
This spring, Columbia raised the maximum of her law-school scale to $10,000, and offered Professor Hinton a professorship at that salary, intimating that, in a year or so, when one of her present teachers retired, a similar offer would be made to Professor Bigelow. In the short time at our disposal, it was not possible to submit to the Board for proper deliberation a matured plan for an altered salary scale here, but all of the members of the Law Faculty indicated their willingness to have a special arrangement made for the time being with Professor Hinton alone. With your concurrence this was done, and his salary was increased to $500, effective for the year 1919-20, upon the assumption that this would be a suitable maximum for the new scale that would be proposed later.
We recommend that the following salary scale for the Law School be made effective, commencing with the year 1920-21: Beginning salary of professor - $6000, to be increased $500 at the end of each three years of satisfactory service, up to a maximum of $8500, which would thus be obtained under favorable conditions 15 years after the initial appointment to professorial rank. In our judgment this arrangement will put our salary scale on a relative equality with those of the three eastern schools which are our principal competitors for the best material for law teachers. As regards the scale for assistant and associate professors of law, we at present make no recommendation for a change. These appointments in the Law School are both temporary, and a considerable flexibility is desirable in order to deal effectively with individual cases.
This change will involve an increase, over the budget for 1919-20, of $1000 each for Professors Mechem, Hall, Bigelow, and Woodward; of $750 for Professor Freund; and of $500 for Professor Oliphant; a total of $3250.
In my letter of June 28, 1916, it was also pointed out that our School still required a larger number of hours of teaching from each member of its Faculty than seemed wise, in view of the size of the classes and the just demands of investigation, writing, and other forms of public service, or than was required by other leading schools.
in un'epoca in cui la tecnologia digitale sta rivoluzionando il modo di fare business.
La crescita del settore tecnologico è stata notevole negli ultimi anni, con un aumento costante delle aziende che operano nel settore. Secondo una ricerca recente, il settore tecnologico ha registrato un incremento del 10% nel periodo tra il 2010 e il 2020.
Il settore tecnologico è caratterizzato da una forte competitività, con molte aziende che si affrontano per conquistare una quota di mercato. Le aziende più importanti sono Google, Microsoft, Apple e Amazon, che hanno dominato il mercato con prodotti innovativi e soluzioni digitali.
Il settore tecnologico è anche influenzato dalla crescente importanza dell'intelligenza artificiale e della robotica, che stanno cambiando il modo di lavorare e di vivere. Le aziende stanno investendo pesantemente in questi campi, cercando di sviluppare nuovi prodotti e servizi che possano offrire vantaggi competitivi.
Inoltre, il settore tecnologico è anche influenzato dallo sviluppo delle nuove tecnologie di comunicazione, come le reti sociali e le applicazioni mobile, che stanno cambiando il modo di interagire tra le persone.
Il settore tecnologico è quindi un settore dinamico e innovativo, che sta continuamente evolvendo e adattandosi alle nuove tendenze del mercato. Le aziende che operano nel settore tecnologico devono essere sempre all'avanguardia, cercando di offrire prodotti e servizi che soddisfino le esigenze dei clienti e che siano in grado di competere con le aziende più grandi del settore.
Il settore tecnologico è un settore che sta continuamente evolvendo e adattandosi alle nuove tendenze del mercato. Le aziende che operano nel settore tecnologico devono essere sempre all'avanguardia, cercando di offrire prodotti e servizi che soddisfino le esigenze dei clienti e che siano in grado di competere con le aziende più grandi del settore.
Il settore tecnologico è un settore che sta continuamente evolvendo e adattandosi alle nuove tendenze del mercato. Le aziende che operano nel settore tecnologico devono essere sempre all'avanguardia, cercando di offrire prodotti e servizi che soddisfino le esigenze dei clienti e che siano in grado di competere con le aziende più grandi del settore.
From the beginning we have required eight hours a week of law teaching. Harvard and Yale require but six, Columbia six or seven, and Stanford seven. Of course it is not the number of hours of classroom work itself that is burdensome—we should all agree that that is most moderate—but it is the number of different subjects represented by them, with the constant outside preparation involved, that really counts. Eight hours a week of teaching for a year means that a law teacher must ordinarily handle five different subjects, which, for the reasons stated on page 5 of my letter of July 28th, is too much. Consequently, it was there suggested that, as soon as practicable, the hours of class work for one quarter of the year be reduced to four, which would make an average for the year of six and two-thirds hours a week.
In February, 1917, a plan for carrying this suggestion into effect was laid before you. The classes were then so large as to require the double sectioning of most or all of the work of the first year, and the teaching of a second section in the same subject was to count but one-half time for the teacher doing it. By this means the increased expenditure necessary to reduce the work of each teacher one-sixth was cut to approximately the cost of one-half an extra teacher's time, an increase amply justified by the large attendance for 1916-17.
The war caused the temporary abandonment of this plan, but we wish to revive it again as soon as the attendance becomes normal, which now seems likely to occur by 1920-21. Next to the change in the salary scale, this is needed not only to make positions here as attractive professionally as those elsewhere, but to enable the Faculty, now largely composed of men just coming to the maturity of their powers, to render such forms of public service, direct and indirect, as their generation has a right to expect from them. We therefore wish to suggest the desirability of considering this plan, along with the new salary scale, with a view to its adoption as soon as our attendance is again approximately at the level of 1916-17. For detailed statements in regard to both salary and teaching scales, may I refer to my letters of June, 1916, and February, 1917?
Very sincerely yours,
James P. Hall
Dear Sir,
I am writing to express my gratitude for the opportunity to serve as a member of the Board of Directors of the Jewish Community Center of New York. I have been deeply moved by the dedication and commitment of the staff and volunteers who work tirelessly to provide high-quality programs and services to our community.
The JCC has been an integral part of my life since I was a child, and I have always felt a strong sense of belonging here. The JCC has provided me with countless opportunities to grow both personally and professionally, and I am grateful for the support and guidance I have received from the Board of Directors.
I would like to take this opportunity to thank the Board for their continued support and encouragement. Your unwavering commitment to the mission of the JCC is truly inspiring, and I am honored to be a part of such a dedicated team.
Thank you for your time and consideration.
Sincerely,
[Signature]
Jewish Community Center of New York
October 28, 1919
Mr. Trevor Arnett, Auditor,
care University of Chicago,
Chicago, Illinois.
Dear Mr. Arnett:-
Thank you very much for your kindness in sending me information with regard to salaries paid at the University of Chicago. You may possibly be interested in the salary scale now in effect here, which is as follows:-
Full Professors $3200 to $5000, with more in a few individual cases.
Associate Professors $2700 to $3000.
Assistant Professors $2200 to $2600.
Instructors $1500 to $2100.
As you say the large attendances seem to be general this year. I was last week at Harvard, Brown, Yale, and Columbia, and the story is the same all along the line though. I think we have had a particularly large proportionate increase.
Cordially yours,
Secretary.
P. S. Tell your boys to look out for that Ohio football team. We now know up here what they can do and I have just written Carl Steeb in response to his "well-meant" comments.
Report to the General Education Board concerning increases in salaries paid for instruction
March, 1920
Name of Institution: THE UNIVERSITY OF CHICAGO
Address: CHICAGO, ILLINOIS
Name of Institution: The University of Chicago
Applicant: Charles T. Russell
March 1930
Increase in service being for instruction
Refer to the General Education Board concerning
NOTE: Please do not include any increase of salaries for secondary or preparatory departments, but only for departments of collegiate or university grade.
I. Because of the high cost of living, have increases of salary of any members of the Faculty (in addition to the increases which would have normally taken place) been authorized,
a. To take effect during the present year (1919-20)? (Yes. Yes)
(No.)
b. To take effect next year (1920-21)? (Yes. No)
(No.)
II. Because of the high cost of living, if the provisions for increases of salary made as indicated under Question I (if any) are insufficient to meet the needs of the situation now existing, are steps now being considered for increasing the salaries of any members of the Faculty (in addition to the increases which would have normally taken place).
a. To take effect during the present year (1919-20)? (Yes. No)
(No.)
b. To take effect during next year (1920-21)? (Yes. Yes)
(No.)
We can depend only on the General Education Board for funds with which to make these increases.
III. Please indicate (in dollars) the amount of increases of salary (not including increases which would have taken place under normal conditions) already authorized (See Question I, a and b) or planned (See Question II, a and b) for each school or college, and the approximate percentage which the total increases of salary are of the salaries previously paid.
| 1 School or College | 2 Increases of salary already authorized (See Question I, a and b) Annual Amount | 3 Increases of salary not yet authorized, but planned for (See Question II, a and b). Annual Amount | 4 Total Increases of salary authorized and planned. Annual Amount | 5 Approximate Percentage which the Amounts in Column 4 are of the Amounts previously paid to the persons involved before any of the increases became effective |
|---------------------|---------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------|------------------------------------------------------------------|------------------------------------------------------------------|
| ✓ Arts, Literature and Science | $78,418. | $64,916. | $143,334. | 14.5 |
| ✓ Education | 10,650. | 8,900. | 19,550. | 16.4 |
| Fine Arts | | | | |
| Music | | | | |
| ✓ Theology | 5,000. | 3,000. | 8,000. | 22.4 |
| ✓ Law | 1,500. | 6,791. | 8,291. | 17.3 |
| Medicine | | | | |
| Engineering | | | | |
| Others (Insert Names) | | | | |
| ✓ Commerce & Administration | 6,550. | 950. | 7,500. | 33.7 |
TOTALS | $102,118. | $84,557. | $186,675. | 15.4 |
(See next sheet)
III. (Continued)
NOTE: In Column 2 should be inserted the total of salary increases to members of the Faculty (not including increases which would have been made under normal conditions) already authorized as indicated by the answers to Question I, a and b.
In Column 3 should be inserted the total increases of salary planned for (See Question II, a and b).
The percentage of increase (Column 5) should be calculated on the basis of the relation which the total increases of salary authorized and planned for bear to the salaries actually paid before the increases mentioned in Columns 2 and 3 were paid, or authorized, to the persons to whom the increases are assigned. For example, if the total increases of salary given in Column 4 for any department—such as Arts, Literature and Science—amount to $25,000, and the amount previously paid to the persons concerned was $100,000, the per cent. to be inserted in Column 5 would be 25.
IV. Do the increases of salaries authorized or proposed fall within the salary scale as reported by you on Form III of our previous questionnaire? (Yes. Yes
(No.
V. If they do not fall within that scale, in what respects do they vary from it?
Please give particulars by each school or college.
See No. IV
Please give particulars for each section in order:
V. If step no not pay a major part estate in April 1948 do not know it.
(No. 74)
Do the increase or surplus unaccounted or booked pay make the result zero as shown by be increasing in Column 2 money as £?
If the amount (reason) here to the balance concerning was £100,000 the best case in Column 4 for any debitorment—being to your interest and general—shown to £50,000 above the increase and realized got (amount). If the total increase or surplus given in your the increase mentioned in Column 3 and 3 more being on unaccounted to the balance to the balance of increase (Column 2) shown be accounting on the price of the income fully as and p).
In Column 3 shown be increase the total increase or surplus between (see Question II)
summarized as indicated by the various to Question I's and p.
NOTE: In Column 5 shown be reason the total of actual increase or increase to the Leased
III. (General)
VI. If a salary scale has not been adopted, what will be the maximum salary paid in each rank when the increases are effective:
| Rank | Salary |
|--------------------|--------|
| Professor | $.......|
| Associate Professor| $.......|
| Assistant Professor| $.......|
| Instructor | $.......|
| Assistant | $.......|
The University of Chicago has had a salary scale for several years. See previous questionnaire.
VII. Is the present income of the institution adequate for the increases in salary, whether made or planned? (Yes. No)
VIII. If not, what financial provisions have been made or considered, to care for the increases authorized or contemplated?
See answer to question No. II
ALL If not what further provision have been made or considered to care for the inoculants
no element for decision no. II
enveloping or containing
or burning: (Yes) No
All if not because reason of the limitation adequate for the inoculants in such a proper range
does not prevent destruction
the inactivation or change due to any other cause for several
inoculation
inoculation
Associate Professor
Associate Professor
Professor
upon the inoculants the estimate:
IV If a search were not then thought, may be the maximum risk being in each lump
IX. If the budget income for the present year is insufficient to meet all the current expenses,
a. What is the estimated amount of the deficiency? $...........
b. Are there any special circumstances which cause a part or all of the deficiency this year which will not occur hereafter?
c. What plans have been made to meet the deficiency?
It is expected the income for the present year will be sufficient to meet the current expenses.
c. What bonus prize can made to meet the objectives?
If the existing fee income for the business year will be insufficient to meet the current expenses, the bonus prize may not occur.
P: "Are there any other circumstances which cause a loss or fall of the guaranteed prize?"
a. What is the estimated amount of the reduction? $...............
IX. If the budget income for the business year is insufficient to meet all the current expenses,
March 15th, 1920
Dr. Harry P. Judson, President
University of Chicago
Chicago, Ill.
My dear Dr. Judson:
A careful study is being made of the replies which we have received in response to the questionnaires that we sent out on January 12, 1920. The information which we then sought had to do with the present situation with regard to instructional salaries, and its relation to the situation which existed before the war.
While proceeding with the examination of the returned questionnaires, we should now like to make a new inquiry regarding plans which institutions of higher learning may have formed, or have under consideration, for increasing instructional salaries--both as to the amount of increase and the methods of providing funds with which to make it. We have, therefore, prepared a second questionnaire, covering these two additional points, and are sending it herewith. If you will fill it out, and return it to us in the stamped envelope enclosed, within the next ten days if possible, we shall greatly appreciate your cooperation.
Very truly yours,
[Trevor Arnett]
TA:BLA
All correspondence regarding the business of the Board should be addressed "General Education Board, 61 Broadway, New York City."
March 24, 1920
President Harry Pratt Judson
University of Chicago
Chicago, Ill.
My dear President Judson:
I am in receipt of your letter of the 23rd instant, and also the answers to the questionnaire which was sent out on March 15th; for which I thank you.
I am glad to get the full explanation regarding the salary increases which you made in your letter. It will be very helpful in interpreting the data that you have given in the questionnaire.
I shall read with great interest the pamphlet on "How Much Does Higher Education Cost?", which you were good enough to send to me. If you come across any other material which you think is pertinent to the subject that we are now considering, I shall be greatly obliged if you will inform me of it.
We are getting very prompt replies to the second questionnaire, and I think we shall be in a position, after the answers are all tabulated, to know what the problem of increasing salaries in the institutions concerned is.
With warmest regards to you, I am
Very truly yours,
[Trevor Arnett]
All correspondence regarding the business of the Board should be addressed "General Education Board, 61 Broadway, New York City."
Dear Frank,
With warmest regards to you! I am
Wishing you a happy new year!
I hope I speak for you when I say that I am deeply grateful to have received your letter and I am in receipt of your kind wishes. I am very much obliged to you for your kindness and I hope we may meet one day.
Yours sincerely,
[Signature]
General Engraving Board
[Seal]
## Personal Service—Salaries—at Ohio University and the State Normal College, Athens, Ohio
**November 1st, 1920**
### ADMINISTRATION (12 months)
| Name | Salaries 1919-1920 | Salaries 1920-1921 | Requests for 1921-1922 | Requests for 1922-1923 |
|----------------------------------------------------------------------|---------------------|--------------------|------------------------|------------------------|
| Alston Ellis, Ph. D., LL. D., President | $6,000 | $7,500 | $9,000 | |
| H. H. Haning, A. B., Treasurer and Business Manager | 2,500 | 3,800 | 4,000 | |
| William R. Cable, B. S. in Ed., Registrar | 2,000 | 2,500 | 3,000 | |
| Israel M. Foster, A. B., Secretary, Board of Trustees | 600 | 720 | 840 | |
| Irene Lucile Devlin, Secretary, President's Office | 840 | 1,140 | 1,400 | |
| Emma R. Battin, Auditor and Cashier, Treasurer's Office | 1,200 | 1,600 | 1,900 | |
| Margaret N. Lax, Bookkeeper, Treasurer's Office | 840 | 1,080 | 1,500 | |
| Mary Antorietto,, A. B., Assistant Registrar | 700 | 1,000 | 1,200 | |
| Julia L. Cable, A. B., Alumni Stenographer | 840 | 1,080 | 1,200 | |
| May Putnam Harris, Stenographer, Deans' Offices | 780 | 1,080 | 1,200 | |
| Mary Louise Overmyer, Stenographer, General Service | New | 1,020 | 1,200 | |
**TOTAL** $16,300 $22,020 $26,440
### TEACHING
| Name | Salaries 1919-1920 | Salaries 1920-1921 | Requests for 1921-1922 | Requests for 1922-1923 |
|----------------------------------------------------------------------|---------------------|--------------------|------------------------|------------------------|
| Edwin Watts Chubb, Litt. D., Professor of English Literature and Dean of the College of Liberal Arts (12 months) | $3,000 | $4,000 | $4,800 | |
| W. W. McIntire, Ph. B., A. M., Professor of School Administration and Dean of the State Normal College, (12 months) | 3,000 | 4,000 | 4,800 | |
| Irma E. Voigt, A. M., Ph. D., Dean of Women and Instructor in Public Speaking, (12 months) | 2,000 | 3,000 | 3,700 | |
| Dafydd J. Evans, A. M., LL. D., Professor of Latin | 2,500 | 3,000 | 3,600 | |
| Frederick Treudley, A. M., Professor of Philosophy and Ethics | 2,500 | 3,000 | 3,600 | |
| Albert A. Atkinson, M. S., Professor of Physics and Electrical Engineering | 2,500 | 3,000 | 3,600 | |
| Oscar Chrisman, A. M., Ph. D., Professor of Psychology and Paidology | 2,500 | 3,000 | 3,600 | |
| William Fairfield Mercer, Ph. D., Professor of Biology and Geology | 2,500 | 3,000 | 3,600 | |
| William B. Bentley, Ph. D., Professor of Chemistry | 2,500 | 3,000 | 3,600 | |
| Lewis J. Addicott, B. S., C. E., Professor of Mathematics and Civil Engineering | 2,500 | 3,000 | 3,600 | |
| Willis L. Gard, A. M., Ph. D., Professor of the History and Principles of Education | 2,500 | 3,000 | 3,600 | |
| Fletcher S. Coultrap, A. M., Professor of the Art of Teaching | 2,500 | 3,000 | 3,600 | |
| William F. Copeland, Ph. M., Ph. D., Professor of Agriculture | 2,500 | 3,000 | 3,600 | |
| William A. Matheny, A. M., Ph. D., Professor of Civic Biology and Botany | 2,500 | 3,000 | 3,600 | |
| Hiram Roy Wilson, A. M., Litt. D., Professor of English | 2,500 | 3,000 | 3,600 | |
| Clement L. Martzloff, M. Ped., Litt. D., Professor of History | 2,500 | 3,000 | 3,600 | |
| Alexander S. Thompson, Mus. D., Director of the College of Music | 2,500 | 3,000 | 3,600 | |
| Thomas N. Hoover, M. Ped., A. M., Professor of History | 2,500 | 3,000 | 3,600 | |
| Charles M. Copeland, B. Ped., Principal, School of Commerce (On leave of absence, without pay, after October 1, 1920) | 2,500 | 300 | | |
| Frederic M. Peckham, A. B., Acting Principal, School of Commerce | New | 2,700 | 3,200 | |
| Robert Lacey Borger, Ph. D., Professor of Mathematics | 2,300 | 2,900 | 3,600 | |
| William H. Cooper, A. M., Professor of Public Speaking | 2,300 | 2,900 | 3,600 | |
| Isaac Emery Ash, A. M., Ph. D., Professor of Economics and Sociology | 2,000 | 2,700 | 3,600 | |
| Name | 1919-1920 Salaries | 1920-1921 Salaries | 1922-1923 Salaries |
|-------------------------------------------|--------------------|--------------------|--------------------|
| Victor D. Hill, A.B., Professor of Greek and German | 2,100 | 2,600 | 3,200 |
| Mary T. Noss, A.M., Professor of French | 2,000 | 2,600 | 3,000 |
| Victor Whitehouse, A.M., Professor of Spanish and French | 1,900 | 2,600 | 3,000 |
| G.T. Wilkinson, A.M., Professor of French and Spanish | 2,000 | 2,600 | 3,000 |
| Joshua R. Morton, M.S., Professor of Chemistry | 2,100 | 2,600 | 3,000 |
| Bert M. Thompson, B.S. in Ed., Professor of Physiography | 2,100 | 2,600 | 3,200 |
| Ingram Fordyce Stewart, B.S. in Ed., Professor of Mathematics | 1,900 | 2,500 | 3,000 |
| George E. McLaughlin, B.S. in Ed., Professor of Manual Training | 1,900 | 2,600 | 3,200 |
| Frank B. Dilley, A.B., A.M., Principal of the John Hancock High School | 2,100 | 2,600 | 3,200 |
| Robert L. Morton, B.S. in Ed., A.M., Professor Engaged in Extension Work | 2,000 | 2,600 | 3,200 |
| A.E. Wagner, A.M., Ph.D., Professor Engaged in Extension Work | 2,000 | 2,600 | 3,200 |
| George H. Crow, A.M., Professor of Secondary Education, (State High School Visitor, Half Time, $1,000) | 1,000 | 1,600 | 1,600 |
| Samuel K. Mardis, Ph.B., Ped.D., Principal, Rural Training School and Associate Professor of the History of Education | 2,200 | 2,900 | 3,600 |
| Oscar E. Dunlap, M.S. in Ed., Associate Professor of Agriculture | 2,000 | 2,500 | 3,000 |
| Evan Johnson Jones, A.M., Associate Professor of History and Civics | 2,000 | 2,500 | 3,000 |
| Frank B. Gullum, B.S., Assistant Professor of Chemistry | 2,050 | 2,300 | 2,800 |
| Clinton N. Mackinnon, A.M., Assistant Professor of English | 1,800 | 2,500 | 3,000 |
| Bernard L. Jefferson, A.B., Ph.D., Assistant Professor of English | 1,700 | 2,500 | 3,000 |
| Homer V. Cherrington, A.B., B.S. in Ed., Assistant Professor of English | 1,800 | 2,500 | 3,000 |
| Charles E. Shew, A.B., Assistant Professor of Advertising and Marketing | 1,750 | 2,200 | 2,600 |
| William H. Fenzel, A.B., Assistant Professor of Accounting | 1,600 | 1,900 | 2,400 |
| Oscar Earle McClure, B.S. in Ed., Assistant Professor of Physics | 1,600 | 1,900 | 2,500 |
| Clarence Holmes Growden, B.S. in Ed., Assistant Professor of Psychology and Paidology | 1,500 | 1,900 | 2,500 |
| Albert Wesley Boetticher, B.S. in Ed., Assistant Professor of Civic Biology and Botany | 1,500 | 2,000 | 2,500 |
| Loring Hall, A.M., Assistant Professor of Latin | 1,300 | 1,800 | 2,400 |
| Mary Ellen Moore, A.M., Assistant Professor of Latin (On leave of absence, without pay, after October 1, 1920) | 1,000 | 100 | |
| Emma S. Waite, B.S. in Ed., Principal, Graded Training School | 2,000 | 2,500 | 3,000 |
| Edna C. Endly, B.S., Principal, School of Home Economics | 1,800 | 2,300 | 2,800 |
| Constance T. McLeod, A.B., Principal, Kindergarten School | 1,500 | 1,800 | 2,100 |
| Mary J. Brison, B.S., A.M., Head of the Normal College Art Department | 1,600 | 1,900 | 2,300 |
| Marie Louise Stahl, Head of the Art Department, College of Liberal Arts | 1,400 | 1,700 | 2,100 |
| Mary Engle Kahler, Ph.B., B.Ped., A.M., Instructor in English | 1,300 | 1,700 | 2,000 |
| Dow Siegel Grones, B.S. in Ed., Instructor in Manual Training | 1,400 | 1,700 | 2,100 |
| Elizabeth G. Garber, B.S. in Ed., Instructor in Public-School Music | 1,300 | 1,600 | 1,800 |
| Thor Olson, Instructor in Physical Education | 1,400 | 1,900 | 2,400 |
| Ruth Carson, Ph.B., Instructor in Physical Education | 1,000 | 1,400 | 1,800 |
| Helen Barbary Hockingberry, A.B., Instructor in French | 1,100 | 1,500 | 1,800 |
| Name | 1919-1920 Salaries | 1920-1921 Salaries | 1921-1922 Requests |
|-------------------------------------------|--------------------|--------------------|--------------------|
| Lucile V. Wilkey, A. B., Instructor in French and Spanish | 1,000 | 1,500 | 1,800 |
| Mabel K. Brown, Ph. B., Instructor in Stenography | 1,200 | 1,500 | 1,800 |
| Helen Reynolds, Instructor in Typewriting | 1,200 | 1,500 | 1,800 |
| Mabel Hagemeyer, A. B., A. M., Instructor in Home Economics | 1,350 | 1,700 | 2,000 |
| Susan Louise Eckel, B. S., Instructor in Home Economics | 1,350 | 1,700 | 2,000 |
| Prudence Stevens, B. S., Instructor in Home Economics | New | 1,700 | 2,000 |
| Belle E. Mercer, A. B., Instructor in Biology | 1,000 | 1,400 | 1,600 |
| Maude G. Crossett, B. S., Instructor in Public-School Drawing | 1,300 | 1,600 | 1,800 |
| Isabel Trudie Shore, B. S. in Ed., Instructor in Public-School Drawing | 1,100 | 1,400 | 1,600 |
| Jane Evans, Instructor in Kindergarten | 800 | 1,000 | 1,400 |
| Sirouhee T. Arpee, A. B., Instructor in Advanced Piano | 1,100 | 1,500 | 1,800 |
| Allen R. Kresge, Instructor in Piano, Organ, and Theory | 1,100 | 1,500 | 1,800 |
| Frances Ruggles Hizey, Mus. B., Instructor in Piano and Organ | 1,100 | 1,500 | 1,800 |
| Clara D. Thompson, Instructor in Voice Culture | 1,100 | 1,500 | 1,800 |
| Mary A. Henderson, Instructor in Voice Culture | 1,100 | 1,500 | 1,800 |
| Florence Hawkins, Instructor in Voice Culture | 1,100 | 1,500 | 1,800 |
| John N. Hizey, Instructor in Violin and Orchestra Leader | 1,100 | 1,500 | 1,800 |
| Nellie H. Van Vorhes, Instructor in Piano and Virgil Clavier (Part Time) | Fees 300 | 400 | |
| Mary Connett, Ph. B., Instructor in the John Hancock High School | 1,300 | 1,600 | 2,000 |
| Nellie Lynn Ball, B. S. in Ed., Instructor in the John Hancock High School | 1,200 | 1,500 | 1,800 |
| Carl F. Stockdale, Instructor in the John Hancock High School | New | 1,200 | 1,500 |
| Hannah Marie Swaim, Assistant in Public-School Music | 1,000 | 1,300 | 1,500 |
| Monroe F. Brown, A. B., Assistant in Chemistry (Part Time) | 350 | 500 | 600 |
| Mattie M. Hatch, Assistant in English (Part Time) | 360 | 500 | 600 |
| Neil Duncan Thomas, Assistant in Mechanical Drawing, (Part Time) | 400 | 600 | 720 |
| Clair Henry Calhoon, Assistant in Paidology and Psychology, (Part Time) | 500 | 600 | 720 |
| George Walker Haney, Assistant in Paidology and Psychology, (Part Time) | New | 200 | 400 |
| Judson F. Bateman, Assistant in Biology, (Part Time) | 350 | 400 | 500 |
| *Margaret L. Tilley, B. S. in Ed., Critic Teacher, Eighth-Year Grade | 580 | 580 | 800 |
| *Cora E. Bailey, B. Ped., Critic Teacher, Seventh-Year Grade | 530 | 580 | 800 |
| *Mary Lee Britton, Critic Teacher, Sixth-Year Grade | 530 | 530 | 750 |
| *Eunice Loa Taylor, B. S. in Ed., Critic Teacher, Fifth-Year Grade | 530 | 530 | 750 |
| *Myrtle Lucile Hesse, Critic Teacher, Fourth-Year Grade | 530 | 530 | 750 |
(Note—Critic Teachers with (*) before their names receive $1,170 additional from the City of Athens.)
| Name | 1919-1920 Salaries | 1920-1921 Salaries | 1921-1922 Requests |
|-------------------------------------------|--------------------|--------------------|--------------------|
| Hazel L. Bair, Critic Teacher, Third-Year Grade | 1,250 | 1,700 | 1,900 |
| Amy M. Wehr, Ph. M., B. Ped., Critic Teacher, Second-Year Grade | 1,300 | 1,750 | 2,000 |
| Lillie A. Faris, Critic Teacher, First-Year Grade | 1,250 | 1,750 | 2,000 |
| Olin E. Fri, B. S. in Ed., Teacher, Rural Training School | (1,100) | (1,700) | (2,000) |
| Clara L. Blume, Teacher, Rural Training School | (1,000) | (1,400) | (1,700) |
| Nellie B. Watson, Teacher, Rural Training School | (1,000) | (1,400) | (1,700) |
(Note—Salaries in brackets are paid by Athens Township and the State of Ohio.)
TOTAL TEACHING SALARIES $147,260 $189,250 $228,490
| Position | 1919-1920 Salaries | 1920-1921 Salaries | 1921-1922 Requests |
|-----------------------------------------------|--------------------|--------------------|--------------------|
| **LIBRARY (12 months)** | | | |
| Charles G. Matthews, Ph. M., Librarian | $1,600 | $2,100 | $2,900 |
| Melba R. White, A. B., Assistant Librarian | 790 | 1,000 | 1,800 |
| Raymond Connett, Assistant in Library | 550 | 900 | 1,200 |
| Grace E. McGrath, Assistant in Library, (Part Time) | 360 | 400 | 700 |
| Anna White, Assistant in Library, (Part Time) | 300 | 500 | 500 |
| **TOTAL** | **$3,600** | **$4,900** | **$7,100** |
| **WOMEN'S DORMITORIES (12 months)** | | | |
| Jennie O'Dell, Matron at Lindley Hall | ($720) | ($780) | ($900) |
| Louisa A. Roush, Housekeeper at Lindley Hall | (540) | (600) | (720) |
| Willanna M. Riggs, Matron at Boyd Hall | (720) | (780) | (900) |
| Rose Partlow, Housekeeper at Boyd Hall | (540) | (600) | (720) |
| Annie D. Morrison, Matron at Howard Hall | (720) | (780) | (900) |
| Ella J. Kenney, Housekeeper at Howard Hall | (540) | (600) | (720) |
| Emma Grim, Housekeeper at Sub-Dormitories | (420) | (420) | (600) |
| **TOTAL** | **($4,200)** | **($4,560)** | **($5,460)** |
| *(NOTE—All dormitory salaries are paid from fees collected.)* | | | |
| **OTHER EMPLOYES—Engineers, Firemen, Janitors, Etc., (12 months)** | | | |
| James Smith, Supervising Engineer | $1,600 | $1,800 | $2,000 |
| Richard I. Bolin, Engineer | 1,440 | 1,560 | 1,680 |
| Frank Buxton, Engineer | 1,440 | 1,560 | 1,680 |
| Addison Edgar, Engineer | 1,440 | 1,560 | 1,680 |
| William E. Haning, Fireman | 1,140 | 1,260 | 1,440 |
| Otto Rose, Fireman | 1,140 | 1,260 | 1,440 |
| Charles R. Sams, Fireman | 1,140 | 1,260 | 1,440 |
| James H. Burt, Carpenter | 1,200 | 1,600 | 1,800 |
| Peter G. Hibbard, Plumber | 1,200 | 1,500 | 1,800 |
| Augustus C. Howett, Painter | 900 | 1,140 | 1,440 |
| Thomas W. Duffee, Night Watchman | 840 | 1,140 | 1,404 |
| Edward L. Church, Janitor | 900 | 1,140 | 1,320 |
| V. W. Clendenin, Janitor | 900 | 1,140 | 1,320 |
| Ernest E. Hart, Janitor | 900 | 1,140 | 1,320 |
| Edison R. Heaton, Janitor | 900 | 1,140 | 1,320 |
| Robert L. King, Janitor | 900 | 1,140 | 1,320 |
| Hoyt A. Pinkerton, Janitor | 900 | 1,140 | 1,320 |
| John L. Roach, Janitor | 900 | 1,140 | 1,320 |
| A. A. Shafer, Janitor | 900 | 1,140 | 1,320 |
| Elwood E. VanDyke, Janitor | 900 | 1,140 | 1,320 |
| **TOTAL** | **$21,580** | **$25,900** | **$29,684** |
| **SPECIAL** | | | |
| Spring Term, 6 Weeks | $1,000 | $1,000 | $2,500 |
| Summer School, 6 Weeks | 16,000 | 16,000 | 22,000 |
| Continuation School, 5 Weeks of 6 days each | | | |
| **TOTAL** | **$17,000** | **$17,000** | **$24,500** |
| **GRAND TOTALS OF PERSONAL SERVICE** | **$205,740** | **$259,070** | **$316,214** |
| *(Note—Salaries in Brackets () are not included in either "Grand Total.")* | | | |
| **STATE PENSION** | | | |
| To meet the requirements of the "State Teachers' Retirement System" | $8,000 | $8,000 | $8,000 |
October 24, 1923
General Recommendations as to Salary Scales.
1. The grade of Associate has practically disappeared. It is represented by only two appointments in the budget for 1923-24. It is replaced either by Assistants or by Instructors.
2. **Instructors.** The present salaries for Instructors begin at $1600 and range to $2600. The larger number of Instructors at present are paid $1800, $2000, $2200 or $2400. This scale undoubtedly does not contemplate that the Instructor shall be a married man. In fact, however, a considerable proportion of the Instructors are men with families. At present, rentals a dwelling cannot be secured, unless in University buildings, for less than about $1000 a year, which leaves an inadequate margin for household expenses.
I should recommend that the salaries for Instructors extend from $1800 to $2900 inclusive. We have at present 44 Instructors. An average increase of $500 per year for half the Instructors would amount to approximately $10,000.
3. **Assistant Professors.** The salary of Assistant Professors now extends from $2700 to $3500. If the salary range of Instructors should be increased as recommended it would be appropriate to raise the minimum salary for Assistant Professors to $3000. The upper limit might well be made $3900. If we estimate the present dollar as equivalent to 65¢ in 1913, this would be equivalent to a lower limit of $1950, which is approximately equivalent to the $2000 that was at first established as the standard for Assistant Professors.
To raise the upper limit of salaries for the Assistant Professor would have this additional advantage. In the past it has apparently been the case that some men have been made Associate Professors who should not have been given this indefinite appointment. The only way to secure an increase of salary seemed to be through raising them to that rank. If it were possible to pay the Assistant Professor a somewhat better salary there would be less pressure for the promotion of men whose cases were still doubtful.
There are at present 30 Assistant Professors. A few of these ought not to be encouraged by an increase of salary but most of them are persons who are candidates for promotion. They are now, in the majority of cases, obliged to seek outside means of supplementing their salaries and thus are unable to give to the University their full time and to devote themselves to study and investigation in a way that will be most conducive to their own highest development. Out of the 30 it is probable that 20 should receive an increase in salary of $500, making a total of $10,000.
3. **Associate Professors.** In the grade of Associate Professors there are 44. Of this number there are probably at least 12 who should not be promoted to professorships. The others will probably be considered for promotion. A considerable number should have increases for the coming year, probably about 16 at $500, a total amount of $8000.
4. **Professors.** At present there are approximately 100 Professors, of whom 48 receive $5000 or less and of the remainder 12 receive $6000; 13 receive $7000; 7 receive $8000. The balance receive amounts as shown in the appended table.
**Professors in Arts, Literature and Science.**
| Salary | Number |
|--------|--------|
| $8600 | 1 |
| 8500 | 1 |
| 8000 | 7 |
| 7500 | 2 |
| 7000 | 13 |
| 6500 | 5 |
| 6200 | 1 |
| 6000 | 12 |
| 5500 | 9 |
| 5000 | 27 |
| 4500 | 21 |
If we compare the present minimum of $4500 with the minimum of $3000 originally established, there is no striking difference in the money value, although in terms of the purchasing power of the dollar it is probable that the original salary was considerably superior. At the upper end of the scale, however, there is a marked decrease from the original standard of $7000, which was set in the case of a few outstanding men. A maximum of $10,500 would be certainly no greater when estimated in terms of current standards of living and would be much less than estimated in reference to salaries of other institutions from which we must obtain new men who have reached high distinction, than the $7000 which was fixed as the original maximum. It is true that this maximum of $7000 was not made a general standard and that many of the men who have since been among our most distinguished faculty members were promoted to be heads of departments at salaries of $4000, a scale which was later raised to the present maximum of $8000. We have to recognize, however, the large number of eminent men who have left our faculty to go to other institutions and the probability that this drain will continue. We cannot replace the ablest men except by salaries higher than we are now paying in most instances. The general considerations which would
now buying in most instances. The heavy considerations which would reduce the display per piece price will continue. We cannot assume new men who have left our family to go to other institutions because we have a heavy turnover and we want to maintain the present number to fill the original maximum. If we hire just five men now we can make up for the original maximum by spending $40,000 or $50,000 more on new men than we did last year. We must continue to cut out unnecessary from our payrolls.
If we combine the present minimum of $4500 with the
receives someone as shown in the attached page.
Is receive $8000; 13 receive $7000; 12 receive $8000. The balance 100 "prospects" of whom 48 receive $2000 or less and of the remaining
A "prospects." All present price are approximate.
$200 a footy shown of $8000.
spending price increase for the coming year's hospital shown is of will hopefully be considered for promotion. A considerable number of prospects price are $4" or $5" number price are typically at
3 "Associate Prospects" In the Price of Associate
justify a higher range of salaries and the establishment of a limited number of professorships at a standard approximately equal to that of the law and medical standards are these:
(1) The setting of a standard which, while not attracting persons on a commercial basis and not competing with the higher commercial salaries, shall yet recognize the highest type of University work as comparable with salaries of public school superintendents in the educational field and of professional salaries in law, medicine, and journalism.
(2) The securing and retaining upon the staff of a sufficient number of outstanding men to set standards of productiveness for the whole University.
(3) The freeing of men from the necessity of doing outside work in order to supplement their salaries. At the present time this is very general and frequently means an unfortunate use of the individual's best powers.
In case it should seem feasible to make considerable increases in the salaries of Professors this might be done in either of two ways: by setting a higher minimum or by promoting a considerable number of the present staff to a higher grade. Columbia has set a minimum of $6000 and has established a certain number of professorships at $10,000. Along with this Columbia has limited the possibilities of promotion substantially to cases where vacancies exist. The advantage of this plan is that it sets a high standard for the professorship and dignifies it thereby. The disadvantage to limited promotions is that this would tend to discourage younger men of promise and lead them to accept opportunities elsewhere rather than take the chances of waiting for the vacancies. It is possible that the University would receive larger benefit from an increase of salaries if, instead of setting the minimum of $6000 for all professors it should promote a considerable number of those now receiving less than this amount. It is probable that in some cases the salary at present received is adequate. It would be desirable to make a very considerable addition to the number receiving $6000 and also $7000 and an additional to the number receiving $8000. Of the seven who at present receive $8000 only three receive this as a professorial salary, The other four receive it for a combination of professorial and administrative duties. It may be estimated that approximately half of the staff of professors should receive additions of from $500 to $1000 in order to place our salary scale in a favorable position and this would require approximately $40,000.
If in addition it should be thought desirable for reasons that will be presented by others to have a limited number of chairs receiving a salary of $10,000 there would be required for this approximately $45,000.
5. Summary.
Recommendations for increases in salaries of Arts, Literature and Science in accordance with the above suggestions would give the following:
Instructors..................$10,000
Assistant Professors........10,000
Associate Professors.......8,000
Professors on present scale. 40,000
Establishment of 15 chairs at $10,000...................45,000
Total ........$113,000
It is expected that the following will be required for the project:
- **Equipment**: $10,000
- **Furnishings and Fixtures**: $40,000
- **Associate Professor**: $8,000
- **Assistant Professor**: $10,000
- **Instructors**: $10,000
**Total**: $112,000
**Recommendations for increases in assistance to ATE**
**Summary**
- Reducing for five subcontracts by $45,000
- Number of courses receiving a salary of $10,000 per year would be
- Increase per year will be between $40,000 and $10,000 per year for a limited
April 22, 1925.
President Ernest D. Burton,
The University of Chicago,
Chicago, Illinois.
Dear Mr. Burton:
More within the last year or two than previously, we have allowed teaching salary credit to members of the faculty when they were not teaching. If this is for special studies of University problems which we want done, of course it is all right; or if it really tends to notable research or notable writing which would not otherwise be done, I am for it, but if it merely permits a man to have a little more time to do a thing which he ought to have done anyway, then I think it is not fair to the University or to his colleagues. It seems to me sound to expect a man to do a moderate amount of teaching and a moderate amount of writing at the same time - that is the way most of our people work, and I think properly; and if from inertia a man fails to publish, then I think we should not allow him time off for the purpose.
I make these points merely because I think requests for time off for special work with pay will spread and that the situation should be safeguarded; but I have no wish to stop meritorious cases.
I enclose an extra copy of this letter in case you want it for Mr. Tufts.
Yours cordially,
Harold H. Swift
cc C.W. Gilkey
W.S. Bond
I am not sure what I am doing here, but I am trying to write something that will be useful for someone else. I hope this letter is helpful and that it will be read by many people.
Sincerely,
[Signature]
COMPARISON OF SALARIES FOR INSTRUCTION
| | 1919-20 | 1923-24 | Increase | % Increase |
|--------------------------|-----------|-----------|--------------|------------|
| Arts, Literature and Science | $738,826. | $962,573. | $223,747. | 30. |
| Divinity School | 31,600. | 39,500. | 7,900. | 25. |
| Law School | 51,125. | 57,500. | 6,375. | 13. |
| School of Education | 189,785. | 276,520. | 86,735. | 46. |
| Commerce and Administration| 28,850. | 84,725. | 55,875. | 194. |
| Totals | $1,040,186.| $1,420,818.| $380,632. | 36. |
Note:
The foregoing does not take into consideration the effect of increased salaries on the cost of Fourth Quarter Instruction. Since 1919-20 the increase in cost is probably $18,000. or $20,000.
April 24, 1924.
| Description | 1948-50 | 1953-54 | Increase |
|--------------------------------------------------|---------|---------|----------|
| Total | $7,000,000 | $7,750,000 | $750,000 |
| Administrative | $6,250 | $6,250 | $0 |
| General or Induction | $1,750 | $1,250 | $500 |
| New Scope | $1,750 | $1,250 | $500 |
| Divisional Hospital | $7,000 | $3,200 | $3,800 |
| and General | $4,750 | $2,250 | $2,500 |
| and General | $4,750 | $2,250 | $2,500 |
Note: The increase in cost is based on an increase of $75,000 on $500,000 for the purpose of making improvements since 1948-50 due to face and no serious losses to date and no further improvement since 1948-50 due to lack of funds.
## SUMMARY OF SALARIES FOR INSTRUCTION BY RANKS
| | No. on Basis of Full time | Salaries |
|--------------------------|---------------------------|-------------------|
| | 1919-20 | 1923-24 | 1919-20 | 1923-24 |
| **Arts, Literature and Science** | | | | |
| Professors | 82-11/12 | 95-7/12 | $402,518 | $518,966 |
| Associate Professors | 38-2/3 | 44-1/3 | 119,983 | 168,016 |
| Assistant Professors | 34 | 32 | 90,000 | 94,400 |
| Instructors | 31-3/4 | 44-1/2 | 52,400 | 91,900 |
| Assistants and Teachers | 187-1/4 | 212-11/12 | $664,901 | $873,282 |
| | | | 73,924 | 89,291 |
| | | | $738,825 | $962,573 |
| **Divinity School** | | | | |
| Professors | 4-2/3 | 4-1/6 | $21,500 | $24,000 |
| Associate Professors | 1 | 2 | 3,000 | 8,000 |
| Assistant Professors | 2 | 2 | 5,100 | 7,500 |
| Instructors | 1 | | 2,000 | |
| | 8-2/3 | 8-1/6 | $31,600 | $39,500 |
| **Law School** | | | | |
| Professors | 6-2/3 | 5-2/3 | $48,625 | $51,000 |
| Assistant Professors | 1 | 1 | 2,500 | 4,000 |
| Instructors | 1 | 1 | 2,500 | 2,500 |
| | 7-2/3 | 7-2/3 | $51,125 | $57,500 |
| **School of Education** | | | | |
| Professors | 7 | 10 | $32,000 | $51,500 |
| Associate Professors | 8 | 4 | 26,000 | 16,000 |
| Assistant Professors | 4-1/3 | 11 | 11,100 | 36,200 |
| Instructors | 3-1/2 | 10 | 7,400 | 23,900 |
| Assistants and Teachers | 22-5/6 | 35 | $76,500 | $127,600 |
| | | | 113,275 | 148,920 |
| | | | $189,775 | $276,520 |
| **Commerce and Administration** | | | | |
| Professors | 1 | | $6,500 | |
| Associate Professors | 3 | | 14,500 | |
| Assistant Professors | 5 | 4 | $15,500 | 13,750 |
| Instructors | 6 | 15 | 10,950 | 39,500 |
| Assistants | 11 | 23 | $26,450 | $74,250 |
| | | | 2,400 | 10,475 |
| | | | $28,850 | $84,725 |
April 24, 1924
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In the Supreme Court of the United States
JOSEPH A. KENNEDY, Petitioner, v.
BREMERTON SCHOOL DISTRICT
On Writ of Certiorari to the United States Court of Appeals for the Ninth Circuit
BRIEF OF PROTECT THE FIRST FOUNDATION AS AMICUS CURIAE SUPPORTING PETITIONER
GENE C. SCHAERR Counsel of Record ERIK S. JAFFE H. CHRISTOPHER BARTOLOMUCCI HANNAH C. SMITH KATHRYN E. TARBERT JOSHUA J. PRINCE SCHAERR|JAFFE LLP 1717 K Street NW, Suite 900 Washington, DC 20006 (202) 787-1060 [email protected]
TABLE OF CONTENTS
Page
TABLE OF AUTHORITIES
Page(s)
iv
INTRODUCTION AND INTEREST OF AMICUS 1
Many religious traditions require or encourage adherents to express their commitment to their faith outwardly. Often, that expression manifests through religious clothing—a Muslim might wear a hijab, a Jew a yarmulke, or a Christian a cross. For others, religious belief is expressed through "adhering to shaving or hair length observances," such as "Sikh uncut hair and beard, Rastafarian dreadlocks, or Jewish peyes." 2 And some beliefs, like Petitioner Kennedy's here, "compel" a person to "give thanks [to God] through prayer" at specific times. Pet. Br. 4.
Amicus Protect the First Foundation (PT1) agrees with Kennedy that the First Amendment protects those practices "twice over," both through the Free Exercise Clause and through the Free Speech Clause. Id. at 36. PT1, a nonprofit, nonpartisan organization that advocates for First Amendment rights in all applicable arenas—including public employment—writes separately to emphasize two additional reasons why the school district's approach to Kennedy's prayer is wrong and should be held unconstitutional. First, contrary to the district's argument below, it is factually wrong—and contrary to common sense—to attribute a public employee's personal expression of individual faith to the government, even if that expression occurs
1 All parties have consented to the filing of this brief. No counsel for any party or any other person or entity aside from amicus curiae, its members, and its counsel authored the brief or made any monetary contribution toward its preparation.
2 EEOC, Religious Garb and Grooming in the Workplace: Rights and Responsibilities (Mar. 6, 2014), https://tinyurl.com/2p86xk5x.
on the job. Second, the decision below is particularly harmful because it allows public employers to impose a de facto religious test in violation of Article VI's No Religious Test Clause. If left standing, that decision will thus limit public employment to members of favored religions that demand no visible, public displays of faith, while denying employment to those whose exercise of religion needs to be overt and visible to others.
STATEMENT
Petitioner Joseph Kennedy served as a high school football coach for Respondent Bremerton School District until the District suspended him for saying thirty-second prayers on the football field after games. Pet. App. 3-5.
Kennedy is a devout Christian whose religious beliefs compel him to offer prayers of gratitude on the field, immediately after games. Id. at 4. Initially, Kennedy prayed alone; later, team members asked to join him. Id. at 3-4. Although he invited other coaches to join him, Br. in Opp. 7, Kennedy did not compel anyone to pray with him, confirming that the decisions of the students who asked to join him were voluntary. Pet. App. 4. Sometimes, Kennedy gave religious motivational speeches to those who prayed with him. Br. in Opp. 3.
For years, Kennedy prayed without anyone objecting. Pet. App. 5. Indeed, those observing the post-game prayers seemingly did not even know what was being said. Pet. App. 139-140, 182 (explaining that the prayer which led to Kennedy's administrative leave was conducted as he knelt alone).
Things changed about seven years into Kennedy's employment. After learning that Kennedy's postgame meetings were prayers, the district told Kennedy he could only pray on the field if his prayer was not "outwardly discernable" or when no students were around. Br. In Opp. 4; Pet. App. 6. Kennedy ceased giving speeches but continued to kneel and quietly pray after games. Pet. App. 10-11. In response, the district placed him on leave. Br. in Opp. 10.
SUMMARY OF ARGUMENT
I. The district's approach to Kennedy's on-field prayer ignores the reality that ours is a nation of religious pluralism. And the inevitable result of that pluralism is that people of different faiths exercise their religion in myriad ways.
One common way that people of faith express their religious conviction is through expressing it outwardly. Many show their beliefs by wearing religious garments or by making visible grooming choices, such as by growing out their hair. Others do so by praying. No matter how a person's religion instructs her to worship, the resulting religious expression constitutes a personal exercise of religion reflecting a deeply felt obligation of faith.
Such religious expression, moreover, does not suddenly become government speech just because it occurs at a place of public employment. A Jewish person who teaches public school students while wearing a yarmulke is doing nothing different in kind than a teacher or a coach privately praying in the view of his students or others. Both religious activities are visible. Both send a message of personal faith. And both are attributable only to the person participating, not to his employer. Put differently, as Kennedy emphasizes, "schools do not endorse everything they fail to censor." Bd. of Educ. of Westside Cmty. Sch. v. Mergens ex rel. Mergens, 496 U.S. 226, 250 (1990) (plurality op.).
II. A decision attributing an employee's private religious expression to that person's public employer, and thereby making it subject to prohibition, is not only factually specious, but also constitutionally impermissible because it imposes a forbidden religious test for public service. And, unlike the difficult questions this Court will be forced to answer under the Free Speech and Free Exercise Clauses because of the malleable tiers of scrutiny that this Court employs in those contexts, the application of the No Religious Test Clause is straightforward: Its clear text directly addresses and prohibits the condition on government employment that, if affirmed, the decision below would allow.
Governments, of course, are not able to do indirectly what they cannot do directly. And, just as a government is forbidden from "forc[ing] a person to profess a belief or disbelief in any religion," Torcaso v. Watkins, 367 U.S. 488, 495 (1961) (cleaned up), it is also forbidden, absent some showing of concrete harm, from punishing individuals for religiously required speech once they have accepted employment.
ARGUMENT
I. Many People Exercise their Religion Through Outward Expressions of Faith that Cannot Fairly Be Attributed to their Employers.
Proper analysis of the issues in this case must begin with a recognition that the United States is "a cosmopolitan nation made up of people of almost every conceivable religious preference." Braunfeld v. Brown, 366 U.S. 599, 606 (1961). And, unsurprisingly, people belonging to that "enormous variety of religions" express and exercise their religious beliefs in many ways. Edwards v. Aguillard, 482 U.S. 578, 607 n.6 (1987) (Powell, J., concurring). Some engage in daily outward expressions of faith that are visible to others and may occur at home, at work, at their religious institutions, and even on government property. But individualized expressions of faith that no one is compelled to join should be treated as private expressions attributable to the individual alone.
1. The practices of even a small sample of faiths confirm how varied outward religious expression can be.
Islam, for example, prescribes a wide variety of physical expressions of faith. In EEOC v. Abercrombie & Fitch Stores, Inc, this Court considered the Islamic requirement that women wear a headscarf. 575 U.S. 768, 770 (2015). And many Muslim men grow beards, as required by certain teachings of Islam. Holt v. Hobbs, 574 U.S. 352, 355-356 (2015).
Sikhism likewise expects its followers to outwardly express certain tenets of the faith. Sikh men wear turbans for a variety of religious reasons and have uncut hair known as "kesh." Singh v. Gonzales, 487 F.3d 1056, 1059 (7th Cir. 2007). Many Sikhs also wear a kara, which is a steel arm bracelet. Ibid. These practices are integral to the Sikh religious experience.
Various strains of Judaism also place heavy emphasis on symbolism and public manifestations of faith. Orthodox Jews are known for growing peyes, or sidelocks—long extensions of hair on the side of the head. 3 Kippahs (prayer caps) and tallits (prayer shawls) are also frequently worn by Jewish men. 4 In the Nazirite tradition, a sub-tradition within the Jewish faith, men are forbidden from shaving or cutting their hair at all. See Grayson v. Schuler, 666 F.3d 450, 454 (7th Cir. 2012).
Religious expression in Judaism, moreover, is not always as passive as wearing religious garb. The Old Testament teaches the importance of thanking God after meals, a practice known as the birkat hamazon. 5 Both the audible expression of birkat hamazon and the dress and grooming standards followed by certain Jewish people are outward expressions of faith that manifest themselves in public spaces, including the workplace.
Women followers of Hinduism similarly feel compelled for religious reasons to express their faith through religious garb. For example, they often wear
3 EEOC, Religious Garb, supra note 2.
4 Mosaic Law Congregation, Origin of Kippah and Tallit: Head Covering and Prayer Shawl of the Jew, https://tinyurl.com/yckd7fht.
5 Kate Palley, What is Birkat Hamazon, or Benching, My Jewish Learning, https://tinyurl.com/mr2t897r.
a bindi—a colored dot worn on the forehead—symbolizing "piety as well as serving as a constant reminder to keep God at the center of one's thoughts." 6
Buddhism likewise incorporates a complex collection of rites and practices that often manifest themselves in public ways. For example, to become a Buddhist monk, the applicant first grows out his facial hair and beard, which he eventually shaves during the ceremony to become a monk. 7 Many male and female Buddhists are compelled by their faith to wear mala beads—multicolored beads worn around wrists or ankles that assist with meditation and remind adherents to pray. See Rountree v. Aldridge, No. 7:18CV00567, 2020 WL 1695495, at *3 (W.D. Va. Apr. 7, 2020).
Similarly, Kemetecism, a rebirth of an ancient Egyptian religion, requires its followers to receive distinctive tattoos. This is illustrated in EEOC v. Red Robin Gourmet Burgers, Inc., No. C04-1291JLR, 2005 WL 2090677, at *1 (W.D. Wash. Aug. 29, 2005), in which Edward Rangel, a Kemetic, had received tattoos in Coptic around his wrists. Ibid. His faith taught not only that those tattoos were religiously required, but also that covering them would be a sin. Ibid.
Other minority religions also retain distinctive, outward manifestations of their faiths. For example, some Native Americans wear eagle feathers to show a
6 Shuvi Jha, The Purpose of the Bindi, Hindu American Foundation (June 5, 2018), https://tinyurl.com/3rxb4pyc.
7 Encyclopedia Britannica, Popular Religious Practices https://tinyurl.com/4ajs628e (last visited Mar. 1, 2022).
,
connection with nature. 8 And Rastafarians often grow dreadlocks as an expression of their faith. 9
2. Christianity—Kennedy's faith—has an equally long history of expressive practices. Catholicism and many Protestant traditions encourage the wearing of jewelry in the shape of a cross, a central part of the Christian religion. 10 Members of some Christian groups mark their foreheads with crosses made of ash on Ash Wednesday. 11 Some Protestants feel strongly about keeping a Bible on their desks during the workday. Berry v. Dep't of Soc. Servs., 447 F.3d 642, 655 (9th Cir. 2006).
And, of course, some Christians feel compelled to take a knee, 12 make the sign of the Cross, 13 or offer a
8 News On 6, Student Loses Bid to Wear Eagle Feather on Graduation Cap (May 21, 2015, 3:27 PM), https://tinyurl.com/zbx2v44p.
9 EEOC, Religious Garb, supra note 2.
10 Id.
11 Dwight Adams, Why Christians wear ashes for Ash Wednesday and give up their favorite things for Lent, IndyStar (Mar. 5, 2019, 6:00 AM), https://tinyurl.com/5n7vb5sj.
12 Josh Peter, Tim Tebow not happy about 'Tebowing' being brought into national anthem protests debate, USA Today (June 8, 2018, 5:57 PM ET), https://tinyurl.com/yd82pnap ("It was never something I did to take away from somebody else. It was just something I did with a personal relationship with my God.").
13 Anglican Pastor, The Sign of the Cross: What It Is and Why It Matters, Anglican Compass (Aug. 22, 2018), https://tinyurl.com/ycx2fzc2 ("The sign of the cross is a prayer in itself. It is often accompanied by a prayer, either aloud or in one's own mind and heart.").
quick prayer of thanks at certain times. 14 Many Christians see these expressions of their religion as important to living a life of faith. See, e.g., 1 Timothy 2:8 (New Int'l Version) ("I want the men everywhere to pray, lifting up holy hands without anger or disputing."(emphasis added)); Luke 18:1 (New Int'l Version) ("Jesus told his disciples a parable to show them that they should always pray and not give up." (emphasis added)).
3. Properly understood, these many outward expressions of faith are attributable only to those that make them. To reach any other conclusion would be, as Judge Ho put it in a different context, to "misunderstand the entire nature of religious conviction at its most foundational level." Sambrano v. United Airlines, Inc., 19 F.4th 839, 842 (5th Cir. 2021) (Ho, J., dissenting). To people of faith, their "[f]aith is as deeply important as it is deeply personal[.]" Joyner v. Forsyth Cnty., N.C., 653 F.3d 341, 349 (4th Cir. 2011).
Because of the well-understood personal and individual nature of expressions of faith, it would be wrong as a factual matter to strip such expressions of their individual significance by attributing them to a person's employer. No one, for example, would ever view an Abercrombie employee's decision to wear a headscarf at work as Abercrombie's endorsement of Islam. See Abercrombie, 575 U.S. at 770-771. And, even though wearing a turban or a kara to work would
14 Elder David A. Bednar, Pray Always, The Church of Jesus Christ of Latter-day Saints (Nov. 2008), https://tinyurl.com/2r52pz49 ("Let me recommend that periodically you and I offer a prayer in which we only give thanks and express gratitude. Ask for nothing; simply let our souls rejoice and strive to communicate appreciation with all the energy of our hearts.").
necessarily cause others to see those religious garments and perceive the message of faith they portray, it would be unreasonable to suggest that it's the employer, rather than the employee, that is expressing that message. Even at work, individual expressions of faith remain precisely that—the expression of the individual, not the employer.
The same is true for more vocal religious expressions, such as Kennedy's quiet, 30-second post-game prayer. JA148-149; Pet. App. 3-4. As Kennedy explains in his brief, his religious beliefs compel him to "give thanks through prayer" at the end of every football game. Pet. Br. 4. That prayer, offered on bended knee, is "brief, quiet," and offered in a spirit of "thanksgiving for player safety, sportsmanship, and spirited competition." Ibid. He does not pray in the name of his employer, does not attribute his thanks to the school, and, like football players taking a bended knee in the endzone after a touchdown, is self-evidently "speaking" for himself. Sometimes—foreclosing any suggestion that Kennedy coerced his students to join him—he even prayed by himself. Pet. Br. 5 (citing JA169).
On those facts, his conduct is more comparable to saying a pre-meal grace during a lunchbreak while within earshot of his students than it is to injecting or proselytizing his beliefs into his official duties.
Indeed, to consider Kennedy's private religious expression government speech—particularly given the school district's repeated attempts to distance themselves from it, Pet. Br. 7-8 (citing JA46-47)—is to misattribute and cheapen his speech. Where, as here, a public employee is not "inject[ing] prayer or proselytization into their official duties," id. at 2, but is instead
acting privately—even if visibly—the speech is properly considered private.
II. Banning Overt Expressions of Faith by Public Employees on the Job Would Violate the No Religious Test Clause
As this case shows, a decision to classify common outward individual expressions of religious belief as government speech seriously harms the First Amendment rights of public employees, including teachers. See Pet. Br. 23-35. But classifying individual expressions of faith as government speech that may be the basis for firing a government employee also violates Article VI of the Constitution because it effectively imposes a religious test on civil servants.
Article VI provides that officers of state and federal government "shall be bound by oath or affirmation to support" the Constitution, but emphasizes that, notwithstanding that requirement, "no religious test shall ever be required as a qualification to any office or public trust under the United States." U.S. Const. art. VI, cl. 3 (capitalization modernized). As shown below, the history of this Clause shows that it was designed to prevent the kinds of harm at issue in this case. Moreover, conditioning continued employment on the nonprofession of religious belief imposes precisely such a religious test: Individuals may not hold an office or position of public trust if they adhere to a faith requiring some disfavored outward expression of religious belief.
A. The history of the No Religious Test Clause shows that it was designed to prevent the kind of harm at issue here.
Since its inclusion in the Constitution, the No Religious Test Clause has been addressed so infrequently that one scholar has deemed it "forgotten." 15 While the dearth of cases may be due to the Free Exercise and the Establishment Clauses' covering much of the ground that might otherwise trigger the No Religious Test Clause, it still provides a useful textual anchor for religion cases. Whatever one thinks of the unconstitutional-conditions doctrine, or the once popular rights/privileges distinction, the No Religious Test Clause is an express textual prohibition on conditioning public employment on adherence to "acceptable" religious views or practices—and therefore, at a minimum, it should inform the Court's analysis of the First Amendment issues presented here.
This Court has had few opportunities to address the No Religious Test Clause. Only once has the Court mentioned the Clause in non-dicta—when a plurality held that requiring labor leaders to swear they did not belong to the Communist Party was not a "religious test." Am. Commc'ns Ass'n v. Douds, 339 U.S. 382, 414-415 (1950). Other than Douds, "no judicial decision has rested upon the clause." 16 Cf. Torcaso v. Watkins, 367 U.S. 488, 490-496 (1961) (observing a law requiring notaries to declare belief in God "sets up a religious test" but ultimately deciding the case on First Amendment grounds). Even when one turns to other
15 Daniel L. Dreisbach, The Constitution's Forgotten Religion Clause: Reflections on the Article VI Religious Test Ban, 38 J. Church & St. 261, 261-262 (1996).
16 Gerard V. Bradley, The No Religious Test Clause and the Constitution of Religious Liberty: A Machine That Has Gone of Itself, 37 Case W. Res. L. Rev. 674, 714 (1987).
courts, "[j]udicial interpretations of the No Religious Test Clause are virtually nonexistent." 17
Given the dearth of precedent interpreting the No Religious Test Clause, it is worth briefly revisiting the history of that Clause and the rights it was designed to protect. That history shows that the Clause was designed to protect against just the type of harm at issue here—subtly (or not-so-subtly) coercing religious choices.
1. Religious tests "lay claim to great antiquity"— going back at least as far as the Old Testament story of Daniel in the Lion's Den. 18
Religious tests also pervaded English history. For example, the Test Act of 1673 restricted public office to those who took an oath disavowing transubstantiation—thereby preventing the service of Roman Catholics. 19 During Oliver Cromwell's reign, Catholics and atheists were barred from serving in Parliament. 20
17 Note, An Originalist Analysis of the No Religious Test Clause, 120 Harv. L. Rev. 1649, 1660 (2007).
18 William Stephens, A Letter to the Lords upon the Matter of the Occasional Bill 2 (1704), https://tinyurl.com/6te7e2rd; see also Daniel 6:4-7 (New Int'l Version) (telling about certain advisors to Darius who, seeking to "find grounds for charges against Daniel," convinced Darius to "issue an edict and enforce the decree that anyone who prays to any god * * * shall be thrown into the lions' den").
19 Test Act of 1673, 25 Car. 2 c. 2, § 3, in 5 Statutes of the Realm 782-783 (John Raithby ed. 1819); Test Act of 1678, 30 Car. 2 c. 2 (st. 2), in 5 Statutes of the Realm 894-896 (John Raithby ed. 1819) (extending the earlier Test Act).
20 The Instrument of Government arts. XV-XVII (1653) (restricting seats to "such (and no other than such) as are persons of
Similar tests continued even after the Act of Toleration. Indeed, that Act itself restricted public office to Anglicans and required everyone to swear "that no foreign prince, person, [or] state * * * hath or ought to have, any power * * *, superiority * * *, or authority ecclesiastical or spiritual within this realm" 21 —an oath clearly targeted at Catholics.
2. The early states continued to implement religious tests. Indeed, nearly all of the original states had one before the Founding. 22
Although the prototypical religious test may have required an affirmation of belief (or nonbelief), conduct- and status-based conditions were also understood historically to be religious tests. 23
known integrity, fearing God" and who do not "profess the Roman Catholic religion").
21 Act of Toleration of 1689, W. & M. c. 18, art. XIII, in I Protestant Nonconformist Texts 397-400 (R. Tudor Jones ed., 2007).
22 Dreisbach, supra n.17, at 265-268 (collecting religious tests from every original state except Virginia); see also Michael W. McConnell, The Origins and Historical Understanding of Free Exercise of Religion, 103 Harv. L. Rev. 1409, 1474 (1990) (calling the No Religious Test Clause a "dramatic departure from the prevailing practice in the states").
23 Nathan J. Ristuccia, Enlightening Sacrament: English History and the Religious Test Clause 16 (working paper, May 27, 2021), https://tinyurl.com/2p9xsxpp (noting religious tests "discuss ritual practice as much, or more, than beliefs"); see Test Act of 1673, 25 Car. 2 c. 2, § 1, in 5 Statutes of the Realm 782-783 (John Raithby ed. 1819) ("And the * * * officers * * * shall also receive the Sacrament of the Lord's Supper according to the usage of the Church of England.") (spelling and grammar modernized); Id. § 3("[E]very person * * * that * * * shall neglect or refuse to take the said oaths and Sacrament * * * shall be ipso facto
3. During the debates over the ratification of the Constitution, Edmund Randolph emphasized that the Clause would ensure that officers "are not bound to support one mode of worship, or to adhere to one particular sect" but instead insured that "all sects [were] on the same footing." 24 Oliver Ellsworth similarly defined a religious test as "an act to be done, or profession to be made, relating to religion * * * for the purpose of determining whether [the actor's] religious opinions are such that he is admissible to a public office." 25
Thus, as a matter of original meaning, the Clause ensured that all have a right to seek public employment and profess their religious beliefs—regardless of what those beliefs were, or what "mode of worship" they employed. The Clause thus protected against the
adjudged uncapable and disabled in law * * * to have occupy or enjoy * * * [public] offices.") (spelling and grammar modernized). See also Pa. Const., Decl. of Rights, art. II (1776) (preventing, as part of a ban on religious tests, disabilities placed "on account of his religious sentiments or particular mode of religious worship"); N.C. Const. art. XXXII (1776) (disqualifying those holding "religious principles incompatible with the freedom and safety of the State").
24 Edmund Randolph, Virginia Ratifying Convention (June 10, 1788), in 4 Founders' Constitution 644 (Phillip B. Kurland & Ralph Lerner eds., 1987); see also Debate in North Carolina Ratifying Convention (July 30, 1788) (statement of James Iredell), in 5 Founders' Constitution 89 (Phillip B. Kurland & Ralph Lerner eds., 1987) (giving, as an example of a religious test, a law requiring officers to "tak[e] the sacrament according to the rites of the Church").
25 Oliver Ellsworth, Landholder, No. 7 (Dec. 17, 1787), in 4 The Founders' Constitution 640 (Phillip B. Kurland & Ralph Lerner eds., 1987).
use of public offices to create coercion, either positive or negative, in matters of religious belief and practice.
Here, of course, it is the negative coercion encompassed in the district's policy in this case that makes it objectionable and even offensive. 26 As a result, "Kennedy temporarily stopped praying on the field after football games," causing him to "feel dirty" for breaking "his commitment to God." Pet. App. 6 The district might not have required Kennedy to deny his religious beliefs directly. But by making him "wrestle with selfdoubt" and "question[] whether he has lived up to the calling of his faith," Sambrano, 19 F.4th at 842 (Ho, J., dissenting), the district imposed on him a choice that the No Religious Test Clause was designed to prevent.
B. Converting protected individual religious expression into regulable government speech imposes a religious test for government employment.
The implications of the Clause's history for this case are confirmed by its text. It simply provides that "no religious test" shall "ever" be required as a qualification for federal office or positions of public trust. U.S. Const. art. VI, cl. 3. And the right granted by the Clause is so fundamental that it is properly
26 See Pet. App. 6 (exploring how the district "counseled" Kennedy that "[i]f students engage in religious activity, school staff may not take any action likely to be perceived by a reasonable observer, who is aware of the history and context of such activity at BHS, as endorsement of that activity"); see also ibid. (continuing that "to avoid the perception of endorsement," any "religious activity, including prayer" should "either be non-demonstrative (i.e., not outwardly discernible as religious activity)" or "should occur while students are not engaging in such conduct").
incorporated by the Fourteenth Amendment as against the States. 27
To determine that government action violates the Clause, moreover, the Court need only satisfy itself that (1) the position sought is an office or position of public trust; and (2) the limitation qualifies as a "religious test."
1. There can be little doubt that, as courts around the country have held, public-school teachers hold a position of "public trust." Munroe v. Cent. Bucks Sch. Dist., 805 F.3d 454, 475 (3d Cir. 2015), as amended (Oct. 25, 2019) ("The position of public school teacher requires a degree of public trust not found in many other positions of public employment." (cleaned up)); Kirkland v. St. Vrain Valley Sch. Dist. No. Re-1J, 464 F.3d 1182, 1194 (10th Cir. 2006); Mustafa v. Clark Cnty. Sch. Dist., 157 F.3d 1169, 1177 (9th Cir. 1998);
27 Although this Court has never directly ruled on incorporation of the No Religious Test Clause, see Torcaso v. Watkins, 367 U.S. 488, 489 n.1 (1961), the Clause's protection is so "fundamental to our scheme of ordered liberty" and "deeply rooted in this Nation's history and tradition," Timbs v. Indiana, 139 S. Ct. 682, 687 (2019), that there is no reason to doubt the propriety of incorporation in the appropriate case. Alternatively, the right to be free from Religious Tests should be deemed a "privilege[] or immunit[y] of citizenship" that the States may not abridge. U.S. Const. amdt. 14 § 1. See McDonald v. City of Chicago, Ill., 561 U.S. 742, 806-810 (2010) (Thomas, J., concurring in part and in the judgment); Timbs, 139 S. Ct. at 691-693 (Thomas, J., concurring in the judgment); id. at 691 (Gorsuch, J., concurring). But even if the No Religious Test Clause is not itself formally applied to the States, the dictates of that Clause—the only provision addressing religion in the original Constitution—should at very least inform the Court's interpretation of the First Amendment. See generally McDaniel v. Paty, 435 U.S. 618, 632 (1978) (Brennan, J., concurring in judgment).
United States v. Booth, 996 F.2d 1395, 1396 (2d Cir. 1993). That conclusion flows directly from "the fact that schools at times stand in loco parentis, i.e., in the place of parents." Mahanoy Area Sch. Dist. v. B. L. by & through Levy, 141 S. Ct. 2038, 2045 (2021).
2. Moreover, limiting public employment to persons from non-expressive faiths, or firing them if they refuse to abandon the "mode of worship" of their faith, likewise seems a straight-forward "religious test." While there is little caselaw in this area, Justice Brennan addressed the issue in the Free Exercise context and concluded that the First Amendment forbids the conditioning of eligibility for office on a "religious classification." McDaniel v. Paty, 435 U.S. 618, 632 (1978) (Brennan, J., concurring in judgment). He explained that a disability placed on those who "exhibit a defined level of intensity of involvement in protected religious activity * * * as much imposes a test for office based on religious conviction as one based on denominational preference." Ibid. Thus, he concluded, "[a] law which limits political participation to those who eschew prayer, public worship, or the ministry as much establishes a religious test as one which disqualifies Catholics, or Jews, or Protestants." Ibid.; see also id. at 641 (noting government "may not remove [officeholders] from office merely for making public statements regarding religion").
What Justice Brennan identified as a Free Exercise principle is also the heart of the No Religious Test Clause: "Religionists no less than members of any other group enjoy the full measure of protection afforded speech, association, and political activity generally." Ibid.
3. Guided by these principles, there can be no question that, if a public employer were to impose an express requirement that its employees forsake or adopt a certain religious belief as a condition of employment, such a policy would violate the No Religious Test Clause. A requirement that public employees forsake the outward expression of belief they deem required by their religion, or else lose their position of public trust, is no different and no less a forbidden religious test.
That conclusion is reinforced by this Court's repeated caution that "constitutional guarantees, so carefully safeguarded against direct assault, [should not be] open to destruction by the indirect, but no less effective, process of requiring a surrender[.]" Frost v. R.R. Comm'n of State of Cal., 271 U.S. 583, 593 (1926); Koontz v. St. Johns River Water Mgmt. Dist., 570 U.S. 595, 607 (2013) ("Our unconstitutional conditions cases have long refused to attach significance to the distinction between conditions precedent and conditions subsequent."). To the person of faith who is told they are forbidden from engaging in required religious expression, it makes no difference whether the prohibition serves as a barrier to entry or as a continued condition of employment, i.e., a "back-end" religious test. Such a condition on public employment undoubtedly triggers, and fails, First Amendment scrutiny.
What is added to that analysis by the Religious Test Clause is twofold. First, reliance upon that Clause avoids any debate or uncertainty about the scope and application of the unconstitutional-conditions doctrine. The text of the No Religious Test Clause directly addresses and prohibits a specific condition on government employment, namely, any condition—like the one in this case—that constitutes a "religious test."
Second, there is no need under the Clause to engage in uncertain and malleable tiered scrutiny. The test is clear and unequivocal: Religious tests for public office or positions of trust are prohibited. Period. There is no balancing, interest analysis, or anything else prone to the kind of manipulations that have grown to plague analysis of other constitutional rights. See, e.g., June Med. Servs. LLC. v. Russo, 140 S. Ct. 2103, 2136 (2020) (Roberts, C.J., concurring in judgment) ("There is no plausible sense in which anyone, let alone this Court, could objectively assign weight to such imponderable values and no meaningful way to compare them if there were."); Crawford v. Washington, 541 U.S. 36, 67-68 (2004) ("By replacing categorical constitutional guarantees with open-ended balancing tests, we do violence to their design. Vague standards are manipulable[.]").
Accordingly, whether applied on its own or used to inform the analysis of the Free Exercise and Free Speech Clauses, the Clause can provide greater certainty and brighter lines that will benefit courts, employers, and employees alike.
To see why, one might return to the example of a Muslim whose beliefs require her to wear a hijab when in public. See Abercrombie, 575 U.S. at 770-771. The No Religious Test Clause would rightly forbid a public school district from imposing a requirement that all teachers reject the teachings of Mohammad. And it equally forbids the school district from imposing a "no religious head covering" condition on those that work at the school. While a uniform and religion-neutral policy against all headgear would raise different questions, a condition specifically targeting religious sartorial choices by calling them government speech is a religious test no different than a pre-condition of rejecting Mohammad's teachings. The same reasoning applies equally to employment conditions that forbid crosses, yarmulkes, or any other individual expression of faith—including the brief post-game prayers at issue in this case.
CONCLUSION
Whether viewed as an unconstitutional condition under the First Amendment, or a prohibited religious test under the No Religious Test Clause, a policy that puts an employee to the choice of abandoning individual expressions of religious faith or losing public employment is invalid under our Constitution. The Ninth Circuit's contrary conclusion should be rejected, and its judgment reversed.
Respectfully submitted,
MARCH 2, 2022
GENE C. SCHAERR Counsel of Record ERIK S. JAFFE H. CHRISTOPHER BARTOLOMUCCI HANNAH C. SMITH KATHRYN E. TARBERT JOSHUA J. PRINCE SCHAERR|JAFFE LLP 1717 K Street NW, Suite 900 Washington, DC 20006 (202) 787-1060 [email protected]
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2022-05-17T23:39:55+00:00
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This Patient Group Direction (PGD) must only be used by registered nurses/pharmacists who have been named and authorised by their organisation to practice under it. The most recent and in date final signed version of the PGD should be used.
Patient Group Direction
for the initiation and continued administration of
Medroxyprogesterone acetate (DMPA) injection 150mg/mL
by registered nurses/pharmacists for contraception in GP practices in Sunderland
Version number: 1.0
Date PGD comes in to effect:
March 2016
Review date:
January 2018
Expiry date:
March 2018
Change history
| | Version | Change details | Date |
|---|---|---|---|
| | number | | |
| V1.0 | | First approval | March 2016 |
PGD development
| Name | | Job title and | Signature |
|---|---|---|---|
| | | organisation | |
| Medicines optimisation pharmacist Sunderland CCG | Hannah Willoughby (Interface pharmacist) | | |
| Medicines optimisation pharmacist Sunderland CCG | Paula Russell (Senior pharmacist) | | |
| Practice nurse representative to the executive committee Sunderland CCG | Florence Gunn (Senior nurse) | | |
| Medical director Sunderland CCG | Dr Claire Bradford (Senior doctor) | | |
| Other members of the PGD working group | Not applicable | | |
PGD authorisation
| Name | | Job title and | Signature |
|---|---|---|---|
| | | organisation | |
| Medicines optimisation pharmacist Sunderland CCG | Paula Russell (Senior pharmacist) | | |
| Practice nurse representative to the executive committee Sunderland CCG | Florence Gunn (Senior nurse) | | |
| Medical director Sunderland CCG | Dr Claire Bradford (Senior doctor) | | |
| Person signing on behalf of authorising body | | | |
PGD adoption by the provider
| Name | Job title and | Signature |
|---|---|---|
| | organisation | |
Training and competency of registered nurses/pharmacists
| | | Requirements of registered nurses/pharmacists working |
|---|---|---|
| | | under the PGD |
| Qualifications and professional registration | Healthcare professionals using this PGD must: Have a current contract of employment with a GP practice within Sunderland CCG Be currently registered with their relevant professional body o Nurses: the Nursing & Midwifery Council (NMC) o Pharmacists: General Pharmaceutical Council (GPhC) And at least one of the following: o Holds a recognised post-registration qualification in contraception/sexual health (an introduction to contraception is not sufficient). OR o Significant training and experience in contraception and sexual health. This should be confirmed by documentation on individuals personal file. | |
| Initial training | Has had training in the use of PGDs Has had training which enables the nurse/pharmacist to make a clinical assessment in order to establish the contraceptive need and supply the medroxyprogesterone acetate (Depo-Provera®) 150 mg in 1 mL injection according to this PGD. Has had training which enables the nurse/pharmacist to safely administer medroxyprogesterone acetate (Depo- Provera®) 150 mg in 1 mL injection according to this PGD. Has undertaken the competency training appropriate to this PGD Has been assessed and achieved the required standard deemed necessary by the senior medical representative who deems the healthcare professional competent to practice under the PGD. Is competent in the assessment of the individuals using Fraser guidelines Has undergone regular training and updates in safeguarding children and vulnerable adults Has undergone regular updates in basic life support and anaphylaxis | |
| Competency assessment | Must have demonstrated an appropriate level of competence to the senior medical representative in the practice in contraceptive services. | |
Clinical condition
Clinical condition to which this PGD applies
To provide long-acting contraception using an injectable progestogen-only contraceptive
Inclusion criteria
Exclusion criteria
- Any individual (menarche to 50 years of age) presenting for long-acting contraception and who has no contraindications or exclusion criteria.
Personal characteristics & reproductive history
- Known or suspected pregnancy or risk of pregnancy
- Under 16 years of age and assessed as not competent using Fraser guidelines
- Known hypersensitivity to any constituent of the injection
- History during pregnancy of idiopathic jaundice, severe pruritus, or pemphigoid gestationis
- Previous PE, CVD or retinal thrombosis whilst receiving depo-provera
- If the woman is at increased risk for osteoporosis, she should consider alternatives to depot medroxyprogesterone acetate
Cardiovascular Disease
- Multiple risk factors for cardiovascular disease e.g. older age, smoking, diabetes, hypertension and obesity
- Hypertension with vascular disease
- Current and history of stroke/transient ischaemic attack
- Current and history of ischaemic heart disease
- Diabetes with end organ disease
- Vascular disease
- Diabetes with nephropathy, neuropathy, retinopathy, or other vascular disease.
Cancers
- Current or past history of genital or breast cancer (unless progestogens are being used in the management of these conditions)
- Malignant liver tumour (hepatoma)
- Benign liver tumour or history of liver tumours
Gastro-intestinal Conditions
- Severe decompensated cirrhosis
Other conditions
- Systemic Lupus Erythematosus (SLE) with positive or unknown antiphospholipid antibodies
- Systemic Lupus Erythematosus (SLE) with severe thrombocytopenia if starting DMPA
- Unexplained vaginal bleeding
- Acute porphyria
Drug Interactions
- Check drug history and refer to current BNF for more details and potential drug interactions and ask for advice on management if necessary. All patients taking a medication that interacts significantly
| Cautions (including any relevant action to be taken) | Severe liver disease and recurrent cholestatic jaundice If under 13 years of age follow local safeguarding policy Because of its prolonged action it should never be given without full counselling backed by the patient information leaflet Ensure emergency drugs and equipment, including adrenaline are available for the treatment of anaphylaxis and emergencies according to local policy Reduction in bone mineral density and, rarely, osteoporosis and osteoporotic fractures have been reported with medroxyprogesterone acetate. Therefore caution is advised: o in adolescents, medroxyprogesterone acetate should be used only when other methods of contraception are inappropriate; o in all women, the benefits of using medroxyprogesterone acetate beyond 2 years should be evaluated against the risks; o in women with risk factors for osteoporosis, a method of contraception other than medroxyprogesterone acetate should be considered. Progestogens such as medroxyprogesterone should be used with caution in o Conditions that may worsen with fluid retention e.g. epilepsy, hypertension, migraine, asthma, or cardiac dysfunction, o Patients at risk of thromboembolism (particular caution with high dose). o History of depression. o Diabetes - progestogens can decrease glucose tolerance so patients should be monitored closely. |
|---|---|
| Arrangements for referral for medical advice | Discuss with appropriate doctor/independent nurse prescriber any medical condition or medication of which the nurse/pharmacist is unsure/uncertain |
| Action to be taken if patient excluded | Refer to appropriate doctor / independent nurse prescriber Discuss/offer alternative contraceptive method Document all actions taken |
| Action to be taken if patient declines treatment | Document refusal in patients notes. Ensure all actions/decisions are documented. Ensure patient /carer fully understands reasons for administration and consequences of non-administration of treatment. Refer to appropriate doctor/independent nurse prescriber where required. |
Details of the medicine
- 150 mg in 1 mL injection
INITIATION: Faculty of Sexual & Reproductive Healthcare advice on starting progestogen-only injectable contraception:
Dose and frequency
| Circumstances | Starting day | | | Additional | Any additional information | |
|---|---|---|---|---|---|---|
| | | | | contraceptive | | |
| | | | | protection | | |
| | | | | required? | | |
| Women having menstrual cycles | ≤5 days of menstruation | | | No additional | | |
| | | | | precautions | | |
| | | | | required | | |
| | | Any other time in | Yes (7 days) | | | |
| | | the menstrual cycle | | | | |
| Women who are amenorrhoeic | Any time if it is reasonably certain she is not pregnant | | Yes (7 days) | | | |
| Postpartuma | ≤21 days postpartum | | No additional precautions required | | | In breastfeeding |
| | | | | | | women, if |
| | | | | | | commencing use |
| | | | | | | before 6 weeks, |
| | | | | | | ideally delay until |
| | | | | | | Day 21 |
| | >21 days if menstrual cycles have returned | | Start as for other women having menstrual cycles | | | If there has been a |
| | | | | | | risk of pregnancy |
| | | | | | | consider |
| | | | | | | Emergency |
| | | | | | | Contraception and |
| | | | | | | quick starting (see |
| | | | | | | below) |
| | | >21 days | Yes (7 days) | | | |
| | | postpartum if | | | | |
| | | menstrual cycles | | | | |
| | | have not returned | | | | |
| Post first- or second- trimester abortion | Up to and including Day 5b | | No additional precautions required | | Hormonal contraceptives can be initiated after the first part of a medical abortion | |
| | At any other time if it is reasonably certain she is not pregnant | | Yes (7 days) | | | |
| Quick starting | Ideally bridge to the injectable with an oral contraceptive or start the injectable immediately if criteria for quick starting fulfilledc | Additional precautions required after levonorgesterel EC for 7 days or after ulipristal acetate EC for 14 days | Advise a pregnancy test no sooner than 3 weeks after most recent incidence of unprotected sexual intercourse. |
|---|---|---|---|
| after oral | | | |
| emergency | | | |
| contraceptive or | | | |
| other situations | | | |
| where | | | |
| pregnancy | | | |
| cannot be | | | |
| excluded | | | |
a. Prior to 6 weeks postpartum use of DMPA in breastfeeding women is UKMEC (UK Medical Eligibility Criteria for Contraceptive Use) rating 2 (definition: A condition for which the advantages of using the method generally outweigh the theoretical or proven risks).
b. The FSRH advises that women ideally start on the day or day after a first- or second-trimester abortion.
c. See FSRH guidance on Quick Starting Contraception.
EC, emergency contraception; LNG, levonorgestrel; UPA, ulipristal acetate; UPSI, unprotected sexual intercourse.
Faculty of Sexual & Reproductive Healthcare advice when switching from another contraceptive to progestogen-only injectable contraception:
| Situation | Starting | | Additional | Additional information | |
|---|---|---|---|---|---|
| | | | contraceptive | | |
| | | | protection | | |
| | | | required? | | |
| Switching from combined hormonal contraception (CHC) | Immediately after the last day of active hormone use (i.e. Day 1 of the hormone- free interval) | No additional precautions required | | | In theory the |
| | | | | | injectable could be |
| | | | | | started up to Day 3 |
| | | | | | of the hormone-free |
| | | | | | interval without the |
| | | | | | need for additional |
| | | | | | precautions as |
| | | | | | ovulation would not |
| | | | | | be expected until |
| | | | | | Day 10 |
| | Week 1 following the hormone-free interval | | 7 days of | When switching after a 7-day hormone-free interval there are no data to confirm that suppression of ovulation is maintained | |
| | | | additional | | |
| | | | precautions | | |
| | | | required. If UPSI | | |
| | | | has occurred after | | |
| | | | Day 3 of the | | |
| | | | hormone-free | | |
| | | | interval advise | | |
| | | | restarting the CHC | | |
| | | | method for at least | | |
| | | | 7 days | | |
| | Week 2–3 of pill/ring/patch | No additional precautions required providing the CHC method has been used consistently and correctly for 7 consecutive days before switching | | | There is evidence to |
| | | | | | suggest that taking |
| | | | | | hormonally active |
| | | | | | pills for seven |
| | | | | | consecutive days |
| | | | | | prevents ovulation. |
| | | | | | Therefore as long |
| | | | | | as there have been |
| | | | | | 7 days of CHC use, |
| | | | | | seven hormone-free |
Valid from: March 2016
Review date: January 2018
| | | | | | | days can occur |
|---|---|---|---|---|---|---|
| | | | | | | without any effect |
| | | | | | | on contraceptive |
| | | | | | | efficacy |
| Switching from progestogen- only pill (POP) or levonorgestrel intrauterine system (LNG- IUS) | Any time | | Yes for 7 days or continue method for 7 days | | The continuing method provides contraceptive cover while the effects of the injectable are established | |
| Switching from progestogen- only implant | | ≤3 years since | | No additional | | |
| | | implant | | precautions | | |
| | | insertion | | required | | |
| | >3 years since implant insertion | | Yes (7 days) | | | If there has been a |
| | | | | | | risk of pregnancy |
| | | | | | | consider the need |
| | | | | | | for EC and a |
| | | | | | | pregnancy test no |
| | | | | | | sooner than 3 |
| | | | | | | weeks after the |
| | | | | | | most recent |
| | | | | | | incidence of UPSI |
| Switching from barrier methods | Can be started immediately if the previous method was used consistently and correctly | | Yes (7 days) unless the injectable is given within Day 1-5 of the menstrual cycle | | | |
| Switching from copper intrauterine device (Cu-IUD) | Day 1–5 of menstrual cycle | | | No additional | | |
| | | | | precautions | | |
| | | | | required | | |
| | Any other time | | Yes for 7 days or continue method for 7 days | | | The continuing |
| | | | | | | method provides |
| | | | | | | contraceptive cover |
| | | | | | | while the effects of |
| | | | | | | the injectable are |
| | | | | | | established |
CHC, combined hormonal contraception; EC, emergency contraception; UPSI, unprotected sexual intercourse.
Quick Start method:
o DMPA can be started at any time as 'quick start' if it is reasonably certain that the individual is not pregnant. Additional contraception is then required for 7 days after starting.
o If quick start' after levonorgestrel EC, 7 days of additional precautions are needed.
o If 'quick start' after ulipristal acetate EC, 14 days of additional precautions are needed.
ON- GOING ADMINISTRATION
Dosing Interval:
Quantity to be administered and/or supplied
Maximum or minimum treatment period
Adverse effects
- DMPA should be repeated between 10 and 12 weeks after the last injection.
- A repeat injection can be given up to 14 weeks after the previous dose with no additional contraceptive precautions required.
- If the individual presents after 14 weeks and has had no unprotected sexual intercourse (UPSI) since week 14, DMPA may be given with additional contraceptive precautions for a further 7 days.
- If the timing of a woman's previous DMPA injection is unknown
o the injection can be given if it is reasonably certain that the woman is not pregnant. Additional contraceptive precautions are needed for the next 7 days.
o If there is a risk of pregnancy, the woman is excluded from the PGD.
o A pregnancy test should be advised no sooner than 3 weeks after the most recent episode of UPSI.
Single 1mL dose
Dosing Interval:
o Minimum ten weeks
o Maximum fourteen weeks
For as long as the individual requires DMPA and has no contraindications to use of DMPA.
Long-term users should be reviewed at least every 2 years by a prescriber. In deciding whether continued use is appropriate the prescriber should assess risks, benefits and user preferences.
Refer to the current SPC for the product and the current British National Formulary (BNF) for information
Common
- Dermatologic: injection site reaction (5%)
- Gastrointestinal: abdominal pain (up to 11.2%)
- Endocrine metabolic: weight gain (IM route, 37.7%)
- Neurologic: dizziness (up to 5.6%), headache (9% to 16.5%)
- Other: fatigue (1% to less than 5%)
- Psychiatric: feeling nervous (10.8%)
- Reproductive: amenorrhea (up to 68%), disorder of menstruation, menstrual spotting (7%), reduced libido (5.5%)
Women should be informed that there could be a delay of up to 1 year in the return of fertility after stopping the use of injectable contraceptives. As there is wide inter-individual variation in return of fertility, women who do not wish to conceive should be advised to start another contraceptive method before or at the time of the next scheduled injection.
Serious
-
Immunologic: anaphylaxis
Musculoskeletal: decreased bone mineral density, fracture of bone.
-
Records to be kept
This is of particular concern for individuals who have not yet attained peak bone mass (i.e. women aged under 18 years). The risk of this should be discussed with the individual, and should be reassessed every two years.
In the event of untoward or unexpected adverse reactions:
- Document in the individual's clinical record and inform appropriate doctor/independent nurse prescriber
- If necessary seek appropriate emergency advice and assistance
- Complete incident procedure if adverse reaction is severe (refer to local organisational policy)
- Use yellow card system to report serious adverse drug reactions directly to the Medicines and Healthcare products Regulatory Agency (MHRA). Yellow cards are available in the back of the BNF or obtained via freephone 0800 731 6789 or online at www.yellowcard.mhra.gov.uk.
The public can report adverse effects directly to the MHRA via the yellow card scheme and should be encouraged to do so.
- The nurse/pharmacist must ensure the following is documented in the individual's clinical record:
- Individual's: name, address and date of birth, attendance date, past
and present drug, medical and family history
- Usual GP and their contact details
- Any known allergy
- Initial examination - to include body mass index (BMI) and blood pressure recording; thereafter in accordance with local policy
- Drug: date of last administration, date of current administration, name, dose, site of administration, batch number and expiry date
- "Supplied and administered under PGD"
- If individual is under 16 years of age document competency using Fraser guidelines
- The consent of the individual or refusal
- If individual is under 13 years of age record action taken. Include action taken regarding safeguarding.
- Any advice given about the medication including side effects, benefits, and when and what to do if any concerns
- Details of any adverse drug reactions and what action taken
- Any administration outside the terms of the product licence
- Any referral arrangements
- If individual is under16 years of age document competency using Fraser guidelines
- Signature and designation of nurse/pharmacist who administered the medication (if paper record).
- Record follow up arrangements
Patient information
Information to be given to patient or carer
- Provide manufacturer's patient information leaflet (PIL) and discuss it in full. Provide a copy of the FPA leaflet on injectable contraception
- Explain mode of action, side effects, and benefits and when to return for repeat injection.
- Advise not to massage the site after the injection
- Offer condoms and advise on safer sex practices
- Advise about the risks of the medication including failure rates and serious side effects and the actions to be taken
- Ensure individual knows what to do if her medical condition changes in the future
- Ensure individual has contact details of the service
- Ensure individual has the contact details of the clinic/GP practice
- Advise individual what to do if has concerns out of hours Return to clinic in 10 to 12 weeks for review and repeat injection.
Follow-up advice to be given to patient or carer
- Individual to return to clinic/GP practice if she has any concerns
- A review will be undertaken every 2 years.
Appendices
Appendix A Key references
1. British National Formulary BNF February 2015
2. Summary of Product Characteristics www.medicines.org.uk
3. Faculty of Sexual & Reproductive Healthcare Clinical Guidance. Progestogen-only Injectable Contraception Clinical Effectiveness Unit. December 2014 (Updated March 2015) http://www.fsrh.org/pdfs/CEUGuidanceProgestogenOnlyInjectables.pdf
4. Nursing and Midwifery Council (NMC) (2008) Standards for medicine management
5. National Institute for Health and Care Excellence (2013). Patient Group Directions. Medicines Practice Guidance (MPG2)
6. Drugdex by Micromedex solutions, Truven Healthcare solutions
7. UKMEC for contraceptive use 2009
Appendix B Health professionals' agreement to practise
I have read and understood the Patient Group Direction and agree to supply and/or administer Medrogyprogesterone acetate (Depo-Provera) 150mg injection only in accordance with this PGD.
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Data-Driven Security Measurements to improve Safety in NYC and NJ Mass Transit
Nithya NALLURI
Department of Electrical and Computer Engineering, The College of New Jersey
Ewing Township, NJ 08618, USA
Michael BSALES
Department of Computer Science and Engineering and Department of Economics, University of Notre Dame
Notre Dame, IN 46556, USA
Christie NELSON
DIMACS, Rutgers University
New Brunswick Rutgers, NJ 08901, USA
ABSTRACT
Public transit in America in recent years is potentially vulnerable to terrorist or mass casualty attacks. These vulnerabilities are in part due to the lack of strict screening and content policing, unlike security at airports, but also their attractiveness as a potentially high-value target. Although current public transit systems are designed to efficiently allow passengers to quickly travel, screening of individual riders for weapons remains limited due to current technology limitations and high peak throughput requirements. This paper aims to develop an understanding of the current state of security check systems as applicable to high-traffic subway stations. We also worked towards creating a proof-of-concept risk analysis model using crime and other types of publicly available data for the New York City and New Jersey transit regions.
Keywords: Active security, passive security, risk analysis model, public transit, antiterrorism, patron screening, public safety
1. INTRODUCTION
Public transit is an important method of transportation for millions of Americans, especially in densely populated areas. Public transit offers Americans an attractive travel option when using a car is not an option, or otherwise infeasible due to congestion or parking considerations. In places like New York City, public transit is often the most efficient way to travel. New York City alone has over 5.5 million weekday riders and over 178,000 passengers who travel through its Times Square station each day [1]. Since public transit is in high demand and used in many cities and densely populated areas of the country, the US government has designed public transit stations, whether it is trains, subways, or buses, with a focus on accessibility and handling large throughput. As airport-level security measures are not deployed due to infrastructure limitations and high throughput requirements, making public transit potentially vulnerable to mass casualty attacks. In particular there have been at least 29 successful terrorist attacks on rail transit, causing the loss of life of 1,418 people and 6,135 injuries between 2000 and 2017 [2].
How can we improve current public transit security measures without decreasing the throughput of passengers? A potential partial solution would be fully utilizing passive security measures; however, this has privacy and deployment challenges. Before diving into a proposed solution, it is necessary to understand the complex levels of security and surveillance checks utilized at both airports and public transit.
2. PROPOSED APPROACH
Our project reviewed existing technologies to understand the feasibility of deploying them in a mass transit setting, along with reviewing pilot deployments in the literature. We also identified existing publicly available datasets that may be useful in gathering information about past security incidents on public transit, and data that would be helpful to create a crime/terrorism risk map or model. We visualized these datasets for New York City and New Jersey to gain insights in order to recommend future work. All of this has the goal to prevent large-scale attacks on public transit in the New Jersey and New York City metro areas.
Our original approach only focused on the New York City subway stations. However, through the duration of the initial literature and technology reviews, it was evident it would be beneficial to work with more than subway station security and expand to New Jersey public transit and commuter rail transit as well. Supporting this approach is a 2017 Regional Plan Association study that
found that out of the 1.6 million people who commute to the city on a daily basis, 320,000 of them are from New Jersey [18]. Adding New Jersey to this project helps us get more insight into how the public transit system is being used and by whom.
The project's methodology involved five main steps. The first step was a literature review on the different types of surveillance and security measures around the world in airports and public transit. Next, the technology review allowed for the needed exposure and research for new and emerging technologies for screening individuals in public locations and the feasibility of their use in public transit stations. The dataset review included crime, census, transportation, and other datasets that are made publicly available in New York City and New Jersey. After this, data analysis and visualization were performed using modeling tools in FME, ArcGIS, Tableau, and Python APIs to discover trends and patterns in the data. The final step, recommended for future work, is the creation of the risk analysis model. The risk analysis model is a predictive model based on the given inputs, and crime data of New York City.
3. LITERATURE REVIEW
Security check systems consist of many layers of surveillance, scanning technology, and physical screening. In the traditional airport or venue screening, these layers can include a visual inspection by law enforcement, K9 units, ticketing, bag checks via x-ray and visual inspections, walk-through metal detectors, and handheld wands. In the United States and Europe, multilayer screening systems are utilized at metro stations, but typically without in-depth patron and bag screening procedures. Instead, safety is approached through a combination of show-of-force, ticketing, CCTV cameras, preemptive surveillance, and more. An example of successful American anti-terrorism surveillance can be found in the foiled 2009 NYC bombing attempt by Najibullah Zazi and Al-Qaeda [3].
In heavily crowded public environments, there may be many complex layers of security measures. Figure 1 contains an illustrative example of some of the possible security measures for public transit. Some of the layers of security shown are deterrence, visual inspection, K-9 inspection, and reinforcements within the subway. The first level of deterrence is the act of discouraging an action or event by creating doubt or fear of the consequences [22] and is done immediately before patrons enter the subway. Having street-level policing outside of subways with surveillance cameras and constant updates on social media about many possible threats around the outside of subway perimeters makes it much more difficult for terrorist groups or individuals to fulfill a potential attack. A second layer is the turnstiles upon entering the subway — this is where the passengers’ tickets and as well as bag screening can be done. A third layer occurs as patrons enter the subway platform where there should be active police and K9 presence, and random screening. The fourth layer would be once passengers are in the subway cars where there would be an expectation from passengers to reach out to law enforcement if they see anything suspicious. These many layers to enter a subway station makes it difficult for terrorists and individuals with malicious intent to smuggle dangerous items in or to carry out an attack. Upon entering the station there are active policing and K-9 units by all the entrances and exits. Adding all these complex areas of patrolling, screening, and surveillance makes the station less desirable to execute a mass casualty attack despite them being a high-value target. Overall the combination of constant surveillance, policing/law enforcement presence, and active attendance at the station platform and on the subways/trains could make public transit less of the desired place to attempt a mass-casualty attack.
Figure 1: Flowchart illustrating the different layers of security measures that could be implemented on public transit, specifically for subway stations.
In other parts of the world, such as China, there are various types of well-executed security measures using comprehensive, two-stage security check systems. The two-stage security check system has been in place in Chinese cities since the 2008 Beijing Olympics. In Beijing, the first stage of a single-lane security system consists of an X-ray bag check machine like those found in US airports and a walk-through metal detector (WTMDs). If an individual alarms at either one of these screenings, they enter the next stage for a secondary inspection. This system has resulted in the confiscation of several million prohibited items through the first eight years of service [4]. While these systems may improve security in mass transit, one study found that they result in 14.2 seconds of wait time per passenger [4]. During event peaks, some transit-goers report screening wait times of over two hours [5]. When security checks are overwhelmed, the large number of people waiting in these queuing bottlenecks can become a target/security risk as well.
Keeping the tradeoff of safety and throughput in mind, the goal of this paper is to evaluate the viability of new
data-focused screening methods and technologies and to establish a proof-of-concept for data that may eventually feed into a predictive analysis model to predict security risk areas on public transit locations within the New York City and New Jersey regions.
4. TECHNOLOGY REVIEW
Security check system improvements have historically followed technological advancements. In airport screening, Millimeter Wave Screening Technology, which identifies anomalous items outside of an individual’s body using millimeter wave electromagnetic energy, was first patented in 1995 [6,7]. This Advanced Imaging Technology (AIT) was first implemented by the Transportation Security Administration in January 2008 and has been shown in studies to be advantageous over comparable walk-through metal detectors (WTMD). AIT is able to detect non-ferrous threats, such as improvised explosive devices and also ceramic knives, which WTMDs cannot detect [8]. As with many security technology advancements, while Millimeter Wave Screening is able to detect a wider range of potential threats, it falls behind WTMDs in other categories when thinking about deployment. A new Millimeter Wave AIT costs $430,000 in addition to the cost of maintenance and staffing [9]. A standard WTMD costs just $3,500 [11]. AIT systems also can have longer screening times required. This can be a reasonable tradeoff for airline travel, where there is less total traffic and a culture of ensuring a buffer period for security, but this increased wait time would create potentially immense commute travel delays for rail transit. The implementation of AIT and other TSA-style screening elements in a standard Connecticut Metro-North commuter station in New York City was shown to result in 66 out of 100 passengers missing their train due to the increased screening time, despite them arriving at the station an hour before the scheduled train departure [11]. If these screening methods were implemented at the commuter rail and subway stations, they would result in much longer commutes, less utilization of public transit, and reduced mobility of those without access to a personal automobile.
Considering the screening speeds required for deployment of AIT and WTMDs, as studied in Beijing and Connecticut, a technological advancement of note is the incorporation of artificial intelligence into the walk-through screening. Such technologies aim to use past data and machine learning techniques to reduce false positives and increase screening throughput in a familiar form factor. At least one manufacturer has technology that claims to have faster screening thanks to the combination of AI and electromagnetic sensors. The technology claims to screen up to 3,600 patrons per hour, which is 10 times the maximum capacity of a WTMD and does not require the removal of common items from pockets or the separate screening of bags [12]. While this technology is promising, claiming to have already screened over 200 million individuals, its feasibility for deployment in subway and rail station environments would still be challenging. The system can only sustain two lanes directly next to each other. In subway stations, where there are often six or more turnstiles operating simultaneously, space limitations could lower throughput to unacceptable levels. The technology has also not been shown to be effective in high-vibration environments, such as near train tracks. For any sensor system to be effective in a metro environment, it must be highly robust to vibrations.
5. DATA ANALYSIS AND VISUALIZATIONS
New York City
New York City is an ideal location to pilot a public transit mass-casualty risk model. The city, being the most populous and thus having one of the largest tax bases in America, has the resources to develop the subway system with the world’s most stations, in addition to the ability to create and publish enormous amounts of public data [13]. New York City also features the highest public transit ridership in the United States [14]. The alignment of high public transit ridership, thorough public data collection, and a high-value target for terrorist threats in New York makes it a strong market for the evaluation of the viability of a public transit mass-casualty route risk model.
The risk models we studied heavily relied upon geospatial data to develop their models. The risk assessments used many different levels of quality of data. Risk Terrain Modeling (RTM) utilizes many layers of GIS data, requiring the addresses or coordinates of incident locations and risky places to determine spatial risk [15]. Other risk assessment models use similar geospatial data regarding risk incidents but do not share the many layers of place data used by RTM [15, 16]. Subway and rail routes have highly localized entrance and exit points. High-risk events or locations only must be associated with one or more nearby stations, potentially reducing the precision required. This was shown in the TCRP Tools and Strategies for Eliminating Assaults Against Transit Operators user guide, where the focus was on constructing risk for a route and its constituent stations rather than for arbitrary locations in the city [17].
Focusing on publicly available datasets with these precise and imprecise standards for location data allows us to use a wide variety of data. As seen in Figure 3, Historic and up-to-date data on entries into the New York Police Department (NYPD) 911 system, their improved computer-aided dispatch system (ICAD), are available with over 29 million instances of coordinate-bound events like reported gun crimes, narcotic sales, suspicious packages, and Train Order Maintenance
Sweeps (TOMS) during which police officers investigate a train and its platform for terrorist activity.
Figure 2: Density map of Anti-LGBT, Anti-Jewish, and Anti-Asian hate crimes illustrating the neighborhoods where they were most common in the New York City region.
Historical complaint data for 7.8 million valid felony, misdemeanor, and violation crimes, as well as a subset of those complaints considered hate crimes, were available dating back to 2006. The density and location of select hate crimes are shown in Figure 2. Combined with subway route and station geospatial data, Census data, and hate crime data, these datasets alone could prove a useful component of a pilot risk model. New York City and other organizations provide many other potentially useful public datasets as well, such as those on the bicycle movement, demographics, and land use data.
New Jersey
New Jersey is the fourth smallest state in America, but it is a heavily populated state. It has a population density of 462.36 persons per square kilometer [19]. The New Jersey government has created a mass transit system; individuals can travel to large neighboring cities out of the state, New York City and Philadelphia. New Jersey Transit (NJ Transit) is the state's public facility, and it manages three separate lightweight rail systems, eleven commuter rail lines, and a bus system [20]. Other transportation routes in NJ include the Port Authority Trans-Hudson (PATH), which connects Manhattan and northeastern New Jersey, the PATCO Speedline, which connects the downtown Philadelphia urban center to various cities in New Jersey, Amtrak operates intercity rail on the Northeast passageway between the main population centers of the Northeastern United States [20]. New Jersey is also home to Newark Liberty International landing field, the country's fifth busiest international entrance. New Jersey also houses the Port Newark-Elizabeth Marine Terminal, a large ship facility within the New York metropolitan space [20].
New Jersey was also an ideal state to create a risk analysis model, as there are many vulnerabilities to all forms of public transportation. However, the real challenges for this project start when realizing that even the densely populated parts of New Jersey are still vastly less populous than nearby New York City, and this greatly affected the number of publicly available datasets that we were able to find. With fewer people, the available datasets on New Jersey transportation, census, and crime are also smaller, which makes our analysis more difficult.
Datasets from transportation information (i.e., NJ Transit stops, stations, and routes), crimes and terrorist attacks; terrain and geographical data, and detailed census data were all utilized to some degree and used to create visualizations to better understand New Jersey. One promising dataset was the hate crime dataset. This dataset had 20,000 incidents from the years 1991 to 2020; this helped further indicate certain trends in crimes before and during the COVID-19 pandemic [21]. Using this hate crime dataset and merging it with other datasets, domestic violence, terrorist attacks, and gun violence have proven to be very useful for data visualizations and clustering and may prove beneficial for future geographical risk analysis modeling.
Figures 4, 5, and 6 are some of the visualizations created from reported hate crimes in New Jersey from the years 2015 to 2020. These show maps of hate crimes and were created using the software FME (Feature Manipulation Engine), which allows users to efficiently convert spatial data between digital and geometric formats.
These three visualizations are shown below to display that since 2017, there has been a significant increase in hate crimes. Since the start of the COVID-19 pandemic, this trend has unfortunately continued. COVID-19 is believed to have emerged in Wuhan, China, in late December 2019 and began rapidly spreading around the globe throughout the spring months of 2020 [23]. As COVID-19 proliferated across the United States, Asian Americans reported a surge in racially motivated hate
crimes involving physical violence and harassment [23]. This explains the spike in hate crimes around the country and in New Jersey. However, one interesting trend from Figure 6 illustrates that in 2020 the number of reported hate crimes occurring on public transit actually decreased. This may be simply because transit ridership during the lockdown and in the early pandemic greatly decreased.
Figure 4: All reported hate crimes in New Jersey from 2015 to 2020.
Figure 5: All reported hate crimes in New Jersey from 2015 to 2020, showing just those near public locations: public transportation, airports, buses, trains, government buildings, public buildings, highways, alleys, roads, and sidewalks.
Figure 6: All reported hate crimes in New Jersey from 2016 to 2020, showing just those nearby public transportation locations: airports, buses, and trains.
Figures 7, 8, and 9 are the other visualizations created from various datasets on census [26], traffic [27], and domestic violence [28]. These figures were also created using the software FME and Tableau. They offer more insight into understanding New Jersey to better improve the security needed to be implemented in certain areas.
Using different datasets allowed for the exploration and better understanding of where people live in New Jersey, and how this affects public transportation, specifically the NJ Transit routes. Figure 7 shows a heat map of different racial groups and where they are concentrated throughout New Jersey. Most citizens live in the northern part of the state, however, there is also a significant population living in the southwest part of New Jersey.
The dataset used in Figure 7 can be utilized to understand the different types of housing, income, and different types of crimes that are more likely to happen. From Figures 4 and 9, security and surveillance are critical in highly populated areas, as they are more prone to crimes, so potentially vulnerable to becoming a target for attacks on public transit.
Figure 7: Using government census data from 2010-2012 to filter out the racial populations in New Jersey, we layered the population density over the dark outline of NJ Transit Rail Stations and their railway paths throughout New Jersey.
algorithm allows for locational clustering of all the collected crime datasets based on latitude and longitude coordinates to identify what parts of New Jersey are more likely to face crimes, and this would help to continue to find trends, including where they are more at risk of happening.
Figure 10 was created using K-Means clustering analysis and was applied to a dataset of individual mass shootings that occurred between 2020 and 2023, sourced from the Gun Violence Archive database [29]. The clustering was performed based on latitude and longitude coordinates, shedding light on regions in New Jersey with heightened incidents of mass shootings. Over this four-year period, there were a total of 37 documented mass shooting instances in the state. The clustering algorithm was able to identify the number of mass shootings in certain cities in New Jersey, and this is depicted by the size of the data point representing the cities where the mass shootings happened. Figures 11 and 12 depict tables presenting clusters that correspond to different cities in New Jersey where mass shootings took place. Each cluster represents a group of cities sharing similar characteristics in terms of mass shooting incidents, offering valuable insights into the spatial distribution of these events across the state.
**Figure 8:** Density map for road traffic in New Jersey using the specific latitude and longitude coordinates of traffic density within each county.
**Figure 9:** Map of NJ Transit Rail Stations (Left). Domestic violence incidents that took place at rail stations (Center). All the domestic violence that was reported in 2019 in New Jersey (Right).
Through our research, we have analyzed publicly available data to begin to identify datasets and data attributes that may be useful in a proof-of-concept model which would identify public transit stations or locations that may be a target or have heightened risk of a mass-casualty attack. In order to achieve this goal, we began doing early clustering analysis of our data utilizing the K-Means algorithm on the New Jersey data. The K-Means algorithm is an iterative algorithm that tries to partition the dataset into pre-defined distinct non-overlapping subgroups (clusters) where each data point belongs to only one group [24]. Using this
**Figure 10:** Clustering of mass shootings in New Jersey (2020-2023) by location, with data point sizes indicating the high number of crimes in a city.
| Cluster | Atlantic City | Bridgeton | Clifton | Irvington | Iselin |
|---------|---------------|-----------|---------|-----------|--------|
| 0 | 0 | 0 | 0 | 0 | 0 |
| 1 | 0 | 0 | 1 | 0 | 0 |
| 2 | 2 | 0 | 0 | 0 | 0 |
| 3 | 0 | 1 | 0 | 0 | 0 |
| 4 | 0 | 0 | 0 | 2 | 1 |
**Figure 11:** Table displaying clusters representing cities with mass shootings in New Jersey.
| Cluster | Jersey City | Newark | Passaic | Paterson | Perth Amb Trenton |
|---------|-------------|--------|---------|----------|-------------------|
| 0 | 0 | 0 | 0 | 0 | 0 |
| 1 | 0 | 0 | 1 | 10 | 0 |
| 2 | 0 | 0 | 0 | 0 | 0 |
| 3 | 0 | 0 | 0 | 0 | 0 |
| 4 | 5 | 8 | 0 | 0 | 1 |
**Figure 12:** The continuation of the table displaying clusters representing cities with mass shootings in New Jersey.
6. CONTINUATION AND FUTURE WORK
The current state of surveillance and security measures in public transit, such as high-traffic subway and train stations, are vulnerable to mass casualty and terrorist attacks. In recent years, since the start of the pandemic, violent crime rates (i.e., shootings) have grown, and this has greatly affected public transportation. Exploring the new and emerging screening technologies and publicly available datasets around the New York City region and New Jersey, crime, transportation, and census data can be utilized to create a predictive model that can assess what stations are more at risk. This would involve using a risk analysis model to make these predictions. The end goal of this project, and potential future work, is to use the predictions and understanding of different types of active and passive security measures to improve public transit stations with no adverse effect on passenger throughput.
Although the current results from this research are approaching the creation of the risk analysis model, there are many steps that are necessary to complete before model creation.
The main iterations can be divided into the following:
1) Census Data Integration
- Finding the census blocks from coordinate points and adding them to each instance
2) Station-Based Clustering
- Association of factors from the census, hate crime, and other datasets, with each station’s risk, weighted by distance
3) Route Risk Assessment (Risk Analysis Model)
- Calculating the risk of each route based on its stations
7. CONCLUSION
The goal of our work was to use existing methods and models to create a plan for risk analysis modeling, which would increase security knowledge and help identify measures as needed for public transit in the New York City and New Jersey regions. This proof-of-concept model would offer local governments and transit leaders a way to improve and enhance their public transit safely.
In the evaluation of contemporary security check systems and technologies, we have found that improving security in subway systems with high throughput that are high-value targets, like the New York subway system, is difficult with a traditional security check system. The slowing of passenger throughput would bring a city in which a large proportion of its citizens rely on public transit for mobility to a grinding halt. Until faster active screening technologies which can operate effectively in the high vibration, metro environment are developed, passive screening technologies may need to be used instead. While computer vision and AI-assisted facial recognition face technological and societal acceptance hurdles, we believe that a data-driven mass-casualty transit risk model has the potential to be implemented more immediately upon development to improve passive policing and improve transit safety.
8. ACKNOWLEDGMENT
The Authors would like to thank HDR TRIPODS award CCF- 1934924 for funding this project as well as the DIMACS REU program, and the Rutgers Externship Exchange program.
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[20] "Transportation in New Jersey." Wikipedia, Wikimedia Foundation, 5 Mar. 2022, https://en.wikipedia.org/wiki/Transportation_in_New_Jersey.
[21] "National Incident-Based Reporting System (NIBRS) Tables." Crime, Federal Bureau of Investigation Crime Data Explorer, https://crime-dataexplorer.fr.cloud.gov/pages/downloads.
[22] "Oxford Languages and Google." Oxford Languages, https://languages.oup.com/google-dictionary-en/.
[23] Gover, Angela R, et al. "Anti-Asian Hate Crime during the COVID-19 Pandemic: Exploring the Reproduction of Inequality." American Journal of Criminal Justice : AJCJ, Springer US, 2020, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7364747/.
[24] Dabbura, Imad. "K-Means Clustering: Algorithm, Applications, Evaluation Methods, and Drawbacks." Medium, Towards Data Science, 10 Aug. 2020, https://towardsdatascience.com/k-means-clustering-algorithmapplications-evaluation-methods-and-drawbacks-aa03e644b48a.
[25] Best Practices in Anti-Terrorism Security for Sporting and ... CCICADA A Department of Homeland Security University Center of Excellence, 2013, https://safetyact.gov/externalRes/refdoc/CCICADA%20BPATS.pdf.
[26] U.S. Department of Commerce, U.S. Census Bureau. "Census Tracts (2010) in New Jersey, Edition 20140523 (govt census_tract_2010)." The Official Web Site for The State of New Jersey, U.S. Department of Commerce, U.S. Census Bureau, Geography Division, Geographic Products Branch, 1
Jan. 1970, https://nj.gov/dep/gis/digidownload/metadata/statewide/Govt_census_tract_2010.html.
[27] “Annual Average Daily Traffic by Location and Route: NJOIT Open Data Center.” Data.nj.gov, NJOIT Open Data Center, https://data.nj.gov/Transportation/Annual-AverageDaily-Traffic-by-Location-and-Route/dfun-zupi.
[28] “Domestic Violence Reports.” NJ.gov, New Jersey State Police, https://www.nj.gov/nisp/ucr/domestic-violence-reports.shtml
[29] “MASS SHOOTINGS.” gunviolencearchive.org, Gun Violence Archive, https://www.gunviolencearchive.org/mass-shooting
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Incredibuilds Star Wars Millennium Falcon Deluxe Book And Model Set
Celebrated paper artist and designer Marc Hagan-Guirey has applied his genius to the Star Wars galaxy in this book of 15 unique kirigami (cut-and-fold) ships featured in the saga's films. Ranging in difficulty from beginner to expert, each beautifully detailed model features step-by-step instructions and a template printed on cardstock̶all that's needed are a utility knife, a cutting mat, and a ruler. Clear tips and guidance through the tricky stages help readers craft their own X-wing, Imperial Star Destroyer, Millennium Falcon, and a dozen more ships and vehicles, each accompanied by colorful and inspiring photographs of the final model on display (or ready for a jump to Hyperspace).
After the Clone Wars, the Galactic Empire spared no expense to build a massive fleet of warships to enforce Imperial rule, intimidate defenseless worlds, and destroy all opposition. However, the Imperial Navy underestimated Rebel Alliance fighter pilots, who flew X-wing, Y-wing, A-wing, U-wing and B-wing starfighters, and whatever else they could obtain to fight their Imperial enemies. Decades later, Resistance pilots would fly next-generation versions of Rebel starfighters against the First Order. The Rebel Starfighters Owners' Workshop Manual presents a thorough history of the starfighters that served the Rebel Alliance and the Resistance. The history includes design origins, production, and modifications for each Rebel starfighter, and is fully illustrated with numerous photographs, schematics, exploded diagrams, and computer-generated artwork by Star Wars vehicle experts Chris Reiff and Chris Trevas. Text is by Ryder Windham, author and co-author of more than 70 Star Wars books. This Haynes Manual is the most thorough technical guide to Rebel starfighters available, and is fully authorized and approved by Lucasfilm.
Presents a complete guide to drawing a number of Star Wars characters; and contains trace overlays, stencils, and tips on drawing clothing, weapons, and starships.
Build your own X-Wing fighter with this IncrediBuilds: Star Wars model kit, featuring a full-color booklet filled with amazing facts and awesome imagery of the iconic rebel ship in action. Build and color your own 3D X-Wing model and learn all about the classic Star Wars spacecraft in this deluxe IncrediBuilds book set. Discover this exciting new Star Wars‒themed book and wooden model that bring to life one of the Rebel Alliance's most versatile ships: the X-Wing fighter. The full-color, hardcover book includes everything you need to know about the XWing, from basic flight and weapons capabilities through to notable pilots, famous battles, and amazing behind-the-scenes secrets. The wooden model is easy to assemble and snaps together to form a dynamic, displayable 3D version of this fan favorite Star Wars spacecraft. Includes: -Laser-cut, FSC-certified wood sheet with easy-to-assemble pieces -Step-by-step instructions -Coloring and crafting ideas -A X-Wing guidebook, Inside the Galaxy's Most Versatile Page 1/12
Online Library Incredibuilds Star Wars Millennium Falcon Deluxe Book And Model Set
Starfighter Skill Level: Advanced
The Official Cookbook of Sweet and Savory Treats From Tatooine, Hoth, and Beyond
Twilight of the Gods
Star Wars: Battle Stations Activity Book and Model
Millennium Falcon
IncrediBuilds: Star Wars: Millennium Falcon Deluxe Book and Model Set
IncrediBuilds: Star Wars: Millennium Falcon 3D Wood Model
Build your own TIE Fighter with this IncrediBuilds: Star Wars model kit, featuring a full-color booklet filled with fascinating facts and trivia and awesome imagery of the craft in action. Build and color your own 3D TIE Fighter model! This exciting Star Wars model set brings to life one of the Galactic Empire's deadliest weapons: the TIE Fighter. The booklet includes everything you need to know about the TIE Fighter, from basic flight and weapons capabilities to pilot training, notable battles, and the wide variety of TIE Fighter models, such as the TIE Interceptor and TIE Bomber. The wooden model is easy to assemble and snaps together to form a dynamic, displayable 3D version of this fan-favorite Star Wars spacecraft. Includes: -Laser-cut, FSC-certified wood sheet with easy-to-assemble pieces -Step-bystep instructions -Coloring and crafting ideas and a TIE Fighter booklet Skill Level: Advanced
A thrilling retelling of the Star Wars saga in the style of classic epic poetry "I look not to myself but to the Force, In which all things arise and fall away." Journey to a galaxy far, far away like never before--through lyrical verse and meter. Like the tales of Odysseus and Beowulf, the adventures of Luke Skywalker, Han Solo, Princess Leia, Jyn Erso, Obi-Wan Kenobi, Darth Vader, and the Emperor are fraught with legendary battles, iconic heroes, fearsome warriors, sleek ships, and dangerous monsters. Beginning with Rogue One's rebel heist on Scarif to secure the plans to the Death Star and continuing through the climax of Return of the Jedi, author Jack Mitchell uses the ancient literary form of epic poetry to put a new spin on the Star Wars saga. Punctuated with stunning illustrations inspired by the terracotta art of Greek antiquity, The Odyssey of Star Wars: An Epic Poem presents the greatest myth of the 20th century as it would have been told nearly 3,000 years ago.
Build and customize your own 3D model of the Hogwarts Express with this deluxe model set featuring a full-color booklet of behind-the-scenes facts from the beloved Harry Potter films. Build your own Hogwarts Express! In the Harry Potter films, young witches and wizards travel to Hogwarts School of Witchcraft and Wizardry via the Hogwarts Express—a magical train which leaves from Platform 9 ¾ in London. Now the famous train is yours to build and customize with this deluxe model set, accompanied by a 16-page booklet featuring concept art, unit photography, and other imagery from the films. The booklet is packed with interesting behind-the-scenes details, including notes from the filmmakers, cast commentary, and snapshots of
key moments featuring the train. The wood model is easy to assemble and snaps together to form a dynamic displayable version of the Hogwarts Express that fans can color and craft any way they want! Includes: - Lasercut, FSC®-certified wood sheet with easy-to-assemble pieces - Step-by-step instructions - Coloring and crafting ideas and a Hogwarts Express booklet Chewbacca, a notorious rebel ally, is wanted for crimes against the Empire. Not often seen without his partner-in-crime, Han Solo, this Wookiee has evaded capture on multiple occasions, due in no small part to the fastest freighter in the universe, the Millennium Falcon. Chewie, as he is more commonly known, has a sizeable bounty on his head. Can you find this furry criminal before other accomplished bounty hunters beat you to it? IncrediBuilds: Star Wars: Tie Fighter 3D Wood Model
I Am a Rebel Girl
Dark Side Knowledge from the Skywalker Saga, The Clone Wars, Star Wars Rebels, and More (Children's Book, Star Wars Gift)
Garth Brooks The Anthology
The Ultimate Visual History
IncrediBuilds: Destiny: Sparrow 3D Wood Model
Presents recipes for Star wars-themed treats.
The first five years were filled with high adventure, with dreams coming true, with new friendships beginning and old friendships growing. Most of all, though, the years were filled with music being made. We thought about songs night and day, chased the things. I was surrounded by songwriters, musicians, producers, engineers, managers, by people who lived to make music, and we got to see the world through songs. There were a lot of firsts, one after another: First time leaving Oklahoma for Nashville, first time hearing one of our songs on the radio, first time hitting number one. We won¿t ever get to go through all those firsts again, but this book is my chance to get together with the people who shared the experiences and together remember how it all went down. This book gathers what comes to our minds when we think of the first five years and the songs that came to life during that time.Inside these pages you¿ll find the music that got released in those first five years, five CDs of it. But you¿ll also find a few recordings that we¿ve never shared, some of my favorites. You¿ll find photographs that have never been made public, behind-the-scenes images from before the first record and others from during the journey. There are artifacts from the vaults, things I¿ve saved myself, bits and pieces of this history that mean a lot to me. I¿ve always wanted to bring people closer to what I saw, what I experienced. This feels like the closest I¿ve come to doing just that.
An insider's look at the beloved house-elves of the Harry Potter films, complete with a do-it-yourself 3D wood model of Dobby! Loyal and devoted to the wizards and witches they serve, house-elves are some of the most beloved magical beings of the wizarding world. With a special focus on
Harry Potter's friend Dobby, this 32-page booklet provides a thrilling behind-the-scenes look at how house-elves were brought to life for the Harry Potter films, from early designs to filmmaking secrets. Build your own Dobby with the included do-it-yourself wood model and embark on a unique and interactive journey through the world of Harry Potter. Skill Level: Easy
Kids can build their own customizable model with this thrilling hardcover book and 3D wood model set from IncrediBuilds. This Fantastic Beasts and Where to Find Them–themed book and wood model set brings the world of the upcoming film to life. Filled with incredible illustrations and unit photography, the guidebook provides fascinating behind-the-scenes facts about the film and the creatures from the Warner Bros. archive and includes a do-it-yourself 3D wood model of the Swooping Evil, one of the many magical creatures seen in the film. Skill Level: Intermediate Breaking News
Fantastic Beasts and Where to Find Them: Magical Movie Handbook
Star Wars Build Your Own: Millennium Falcon
Photography of Game of Thrones
IncrediBuilds: Fantastic Beasts and Where to Find Them: Swooping Evil Deluxe Book and Model Set
"THAT'S NO MOON." –Obi-Wan Kenobi The Death Star's name says it all, with bonechilling accuracy. It is a virtual world unto itself–equipped with uncanny power for a singularly brutal purpose: to obliterate entire planets in the blink of an eye. Its annihilation of the planet Alderaan, at the merciless command of Grand Moff Tarkin, lives in infamy. And its own ultimate destruction, at the hands of Luke Skywalker, is the stuff of legend. But what is the whole story, and who are the players, behind the creation of this world-killing satellite of doom? The near extermination of the Jedi order cleared the way for Palpatine–power-hungry Senator and Sith Lord–to seize control of the Republic, declare himself Emperor, and usher in a fearsome, totalitarian regime. But even with the dreaded Darth Vader enforcing Palpatine's sinister will, the threat of rebellion still looms. And the Emperor knows that only abject fear–and the ability to punish dissent with devastating consequences–can ensure his unchallenged control of the galaxy. Enter ambitious and ruthless government official Wilhuff Tarkin, architect of the Emperor's terrifying dream come true. From inception to completion, construction of the unprecedented Death Star is awash in the intrigues, hidden agendas, unexpected revelations, and daring gambits of those involved on every level. The brightest minds and boldest egos, the most ambitious and corrupt, the desperate and the devious, all have a stake in the Death Star–and its potential to control the fate of the galaxy. Soldiers and slaves, loyalists and Rebels, spies and avengers, the innocent and the evil–all their paths and fates will cross and intertwine as the Death Star moves from its maiden voyage to its final showdown. And a shadowy chapter of Star Wars history is stunningly illuminated in a thrilling, unforgettable adventure. Features a bonus section following the novel that includes a primer on the Star Wars expanded universe, and over half a dozen excerpts from some of the most popular Star Wars books of the last thirty years!
Build your own AT-ACT, as seen in Rogue One: A Star Wars Story, with this IncrediBuilds: Star
Online Library Incredibuilds Star Wars Millennium Falcon Deluxe Book And Model Set
Wars model set, featuring a full-color booklet with facts and trivia on the Empire's fearsome walkers! Build and color your own 3D AT-ACT walker model! The Empire's fearsome AT-ACT, as seen in Rogue One: A Star Wars Story, is yours to build and personalize in this exciting wood model set. The accompanying booklet is packed with information on the AT-ACT's design and capabilities—including detailed diagrams and schematics—and filled with amazing imagery from the Star Wars films. It also features information on other walkers from the Star Wars universe, including the AT-AT and the AT-ST. The wood model is easy to assemble and snaps together to form a dynamic, displayable 3D version of the AT-ACT that fans will love. Includes: -Laser-cut, FSC-certified wood sheet with easy-to-assemble pieces -Step-by-step instructions -Coloring and crafting ideas and an AT-ACT booklet Skill Level: Advanced
Customize your very own Sparrow with this replica model kit, matching your favorite color and style options from within the Destiny universe. In a universe filled with the Hive, Fallen, Vex, and Cabal, few vehicles can outmaneuver enemies like the Sparrow. Capable of high speeds and tight cornering, the land-based vehicle is personalized to each Guardian and stored in their jumpship. Customize your very own Sparrow with this replica model kit, matching your favorite color and style options from within in the Destiny universe. Skill Level: Expert
A tribute to the favorite "Star Wars" ship provides layer-by-layer analyses of the Millennium Falcon's features, from laser cannons and cockpit controls to smuggling bays and Han Solo's speed modifications. On board pages.
Star Wars Origami
The First Five Years
Star Wars Droidography
A Novel
Ghostbusters
Death Star: Star Wars Legends
Taking you where no paper airplane book has gone before the Galactic Empire. This is the only book of its kind that enables Jedi knights to follow their dreams of replicating Star Wars spacecrafts that actually fly! Knights of all ages can transform the pre-printed papers into 6 high-performance fighters including Darth Vader's TIE Fighter, Millennium Falcon, and Naboo Starfighter. Aerodynamic experts helped engineer these flyers for ease of folding and fantastic flight.
Build your own TIE Fighter with this IncrediBuilds: Star Wars model kit, featuring a full-color booklet filled with fascinating facts and trivia and awesome imagery of the craft in action. Build and color your own 3D TIE Fighter model and learn all about the classic Star Wars spacecraft in this deluxe IncrediBuildsTM book set. This exciting Star Wars book and wooden model bring to life one of the Galactic Empire's deadliest weapons: the TIE Fighter. The full-color, hardcover book includes everything you need to know about the TIE Fighter, from basic flight and weapons capabilities to pilot training, notable battles, and the wide variety of Page 5/12
TIE Fighter models, such as the TIE Interceptor and TIE Bomber. The wooden model is easy to assemble and snaps together to form a dynamic, displayable 3D version of this fan-favorite Star Wars spacecraft. Includes: -Laser-cut, FSCcertified wood sheet with easy-to-assemble pieces -Step-bystep instructions -Coloring and crafting ideas -A TIE Fighter guidebook, Inside the Empire's Winged Menace Skill Level: Advanced
Star Trek fans and collectors will love this one-of-a-kind, mini-size collectible Borg cube with light and sound. The Borg cube is a cube-shaped spacecraft that is one of the largest, most powerful and fastest vessels in the Star Trek Galaxy. Kit includes: Light-up Borg cube with sound Display base 48-page book on the history of Borg cubes and fullcolor photos
A Gathering of Ravens was called "satisfying...complex...and a pleasure to read" (Publishers Weekly, starred review). Now, Scott Oden continues the saga of Grimnir in this new epic Viking fantasy novel, Twilight of the Gods. In A Gathering of Ravens, he fought for vengeance. Now, Grimnir is back to fight for his survival. It is the year of Our Lord 1218 and in the land of the Raven-Geats, the Old Ways reach deep. And while the Geats pay a tax to the King in the name of the White Christ, their hearts and souls belong to the gods of Ásgarðr. But no man can serve two masters. Pledging to burn this Norse heresy from the land, famed crusader Konráðr the White leads a host against the RavenGeats, using torch and sword to bring forth the light of the new religion. But the land of the Raven-Geats has an ancient protector: Grimnir, the last in a long line of monsters left to plague Miðgarðr. And he will stand between the RavenGeats and their destruction. Aided by an army of berserkers led by their pale queen, Grimnir sparks off an epic struggle—not only against the crusaders, but against the very Gods. For there is something buried beneath the land of the Raven-Geats that Odin wants, something best left undisturbed. Something the blood of the slain, Christian and pagan, will surely awaken.
Star Wars Paper Models
Inside the Star Wars Model Shop
Star Wars: Rebel Starfighters
IncrediBuilds: Star Wars: Rogue One: AT-ACT Deluxe Book and
Model Set
Owners' Workshop Manual Star Wars Kirigami
Build your own Millennium Falcon with the IncrediBuilds Star Wars kit. Build and color your own 3D Millennium Falcon model! Discover this exciting new Star Wars–themed model set that bring to life the "fastest hunk of junk in the galaxy": the Millennium Falcon. The full-color booklet includes everything you need to know about the Millennium Falcon, from basic flight and weapons capabilities through to famous owners, notable battles, and behind-the-scenes secrets. The wood model is easy to assemble and snaps together to form a dynamic, displayable 3D version of this fan favorite Star Wars spacecraft. Includes: -Laser-cut, FSC-certified wood sheet with easy-to-assemble pieces -Step-by-step instructions -Coloring and crafting ideas and a Millennium Falcon booklet Skill Level: Advanced Kids love origami—and what could be cooler than transforming a piece of paper into Boba Fett, Princess Leia, Yoda, or R2-D2? And not just any paper, but customdesigned paper illustrated with art from the movies. Star Wars® Origami marries the fun of paper folding with the obsession of Star Wars. Like The Joy of Origami and Origami on the Go, this book puts an original spin on an ancient art. And like Star Wars® Scanimation® and Star Wars® Fandex®, it's a fresh take on Star Wars mania. Chris Alexander is a master folder and founder of the popular website StarWarsOrigami.com, and here are 36 models, clearly explained, that range in difficulty from Youngling (easy) to Padawan (medium), Jedi Knight (difficult), and Jedi Master (tricky!). A front section introduces origami definitions and basic folds. Bound in the back is the book's unique folding paper, two sheets for each figure. Illustrated with original art, it makes each creation—the essential lightsabers, the Death Star, and much more—true to the movies. Star Wars Origami includes a foreword by Tom Angleberger, author of the New York Times bestsellers The Strange Case of Origami Yoda and Darth Paper Strikes Back, and is scheduled to be published at the same time as Angleberger's upcoming book, The Secret of the Fortune Wookiee.
Build your own AT-ACT, as seen in Rogue One: A Star Wars Story, with this IncrediBuilds: Star Wars model kit, featuring a full-color book with facts and trivia on the Empire's fearsome walkers! Build and color your own 3D AT-ACT model and learn all about this amazing new vehicle from Rogue One: A Star Wars Story in this deluxe IncrediBuildsTM book set. The Empire's fearsome AT-ACT is yours to build and personalize in this exciting wood model set. The deluxe 32-page hardcover book is packed with information on the AT-ACT's design and capabilities—including detailed diagrams and schematics—and filled with amazing imagery from the Star Wars films. It also features information on other walkers from the Star Wars universe, including the AT-AT and the AT-ST. The wood model is easy to assemble and snaps together to form a dynamic, displayable 3D version of the AT-ACT that fans will love. Includes: -Laser-cut, FSC®-certified wood sheet with easy-toassemble pieces -Step-by-step instructions -Coloring and crafting ideas and an ATACT book Skill Level: Advanced
Build your own 3D AT-AT walker model from the Star Wars films and solve interactive puzzles in the attached activity book! Follow the easy step-by-step instructions to build a model of the All Terrain Armored Transport, aka the AT-AT walker! Press out the cardboard pieces and read the accompanying book filled with facts, fun activities, and games featuring your favorite characters from the Star Wars universe. Includes: - Step-by-step instructions - Easy-to-assemble pieces Activity book filled with puzzles, riddles, and more! Page 7/12
Online Library Incredibuilds Star Wars Millennium Falcon Deluxe Book And Model Set
A Journal to Start Revolutions
IncrediBuilds: Harry Potter: Hogwarts Express Book and 3D Wood Model
You Can Draw Star Wars
Star Wars Rpg - Force and Destiny Beginner Game
The Star Wars Trilogy
The Odyssey of Star Wars
This handy guide highlights all your favourite characters, locations and magical moments featured in the film!
Read about and build the fastest ship in the galaxy with this out-of-this-world kit! Join Han and Chewbacca aboard the fastest bucket of bolts in the galaxy. Packed with amazing puzzles and a Millennium Falcon of your own to build, there are hours of Star Wars fun to be had. Work out complete mazes, code words, and puzzles in the uniquely illustrated, full-color activity book. Then press out the pieces to create your very own mini Millennium Falcon model, perfect for re-creating famous scenes from the Star Wars saga. The model is made from a sturdy foam core. Press out the pieces to build the Millennium Falcon—with no glue required!
This keepsake book includes pieces to build 25 detailed paper models of Star Wars vehicles from across all 9 episodes of the Skywalker saga! Each model also has a corresponding trading card that includes captivating information about each vehicle. This combination model kit and keepsake book will take you on an adventure through the entire Skywalker saga. Inside, you'll find beautifully illustrated and highly detailed punch-out pieces and step-by-step instructions for constructing 25 iconic Star Wars vehicles, including the Millennium Falcon, a TIE fighter, and an X-wing. A collectible keepsake fact book contains fascinating story synopses and vehicle details, so you'll discover little-known tidbits about each vehicle as you build the models. Each vehicle also comes with a collectible trading card. Star Wars fans across the spectrum will enjoy assembling and displaying this collection of replica vehicles from a galaxy far, far away.
WHO YOU GONNA CALL? The Ghostbusters saga has been thrilling fans around the world for over three decades, from the original movies to the animated shows, comics, video games, toys, and other collectibles. For the first time, Ghostbusters: The Ultimate Visual History takes a comprehensive look at the entire franchise, telling the complete story behind the creation of a true pop culture phenomenon. Beginning with an in-depth look at the original film, Ghostbusters: The Ultimate Visual History delves into the archives to showcase a wealth of never-before-seen concept art and photography that will take fans into the production of a true classic. Also featuring a large section on Ghostbusters II, the book brings together exclusive interviews with the key players from both films, including director Ivan Reitman; stars Dan Aykroyd, Ernie Hudson, and Sigourney Weaver; and producers Michael C. Gross and Joe Medjuck. The book also explores the creation of The Real Ghostbusters and Extreme Ghostbusters animated shows, featuring interviews with the writers, animators, and voice artists, plus previously unseen sketches, animation cels, and other stunning visuals. With additional sections on Ghostbusters comics, video games, merchandise, and fandom, Ghostbusters: The Ultimate Visual History is the last word on one of the most popular franchises of all time. ALSO INCLUDES INCREDIBLE SPECIAL ITEMS THAT WILL THRILL GHOSTBUSTERS FANS, INCLUDING: -Peter Venkman's business card -Sedgewick Hotel storyboard booklet -Rare concept art sketches of ghostbusting gadgets -Stay Puft Marshmallow Man package sticker -Production notes -A schematic of the Gozer temple miniature Ghostbusters TM & © 2015 Columbia Pictures Industries, Inc. All rights reserved.
A Behind-the-Scenes Guide to the Magical Train
IncrediBuilds: Star Wars: X-Wing Deluxe Book and Model Set
Make Your Own AT-AT
Where's the Wookiee
Star Wars: Galactic Baking
Ghostbusters: Ectomobile
2020 IBPA Awards Winner! Discover the world of Star Wars' Jedi through this fun and fully interactive reading experience. Join Jedi Master Luke Skywalker on a fully interactive journey into the world of the Jedi. Discover the storied history of this noble order of peacekeepers; explore the secrets of the Force; study the art of mastering the lightsaber; and learn about the lives of some of the most revered Jedi of all time, including Yoda, Obi-Wan Kenobi, and Anakin Skywalker. Featuring amazing original illustrations and unique special features—including a pop-up holocron, a translator card, a Jedi equipment booklet, pullouts, and more—this book is the ultimate exploration of the Jedi and their incredible impact on the galaxy.
From the coauthor of the Trollhunters series, a sci-fi mystery comic about a teenage reporter tracking a conspiracy and trying to clear her father's name . . . Meet fourteen-year-old Sophie Cooper—redheaded Cuban-American, high school freshman, and daughter of a loving father currently under house arrest for embezzlement and money laundering. While her mother struggles to support the family, and her bratty younger brother, Kit, sits around tinkering with his "inventions," Sophie has only one goal: clearing her father's name. When an internship opens up at the local news station, Sophie seizes the chance to do a little investigating of her own. Unfortunately, WMIA 7 isn't exactly CNN. In between logging Betacam tapes and fetching coffee for the station's washed-up reporting team, Sophie sifts through the "broken stories": crank-calls and dead-end tips reporting everything from UFOs to alligator-men. However, one name keeps popping up: Matheson Savings and Trust, the bank that accused Sophie's father of money laundering. Sounds like a conspiracy to this cub reporter! Determined to follow her lead, Sophie sets out to investigate the weirdness, uncover a conspiracy, and clear her family's name . . .
A twenty-fifth anniversary edition brings together the original, complete "Star Wars" novels in a single volume that includes "Star Wars : a New Hope," "The Empire Strikes Back," and "Return of the Jedi."
Build your own Millennium Falcon with the IncrediBuildsTM Star Wars book and model set, featuring a full-color booklet filled with amazing facts and awesome imagery of the craft in action. Build and color your own 3D Millennium Falcon model and learn all about the classic Star Wars spacecraft in this
deluxe IncrediBuilds book set. Discover this exciting new Star Wars–themed book and wood model that bring to life the "fastest hunk of junk in the galaxy": the Millennium Falcon. The full-color, hardcover book includes everything you need to know about the Millennium Falcon, from basic flight and weapons capabilities through to famous owners, notable battles, and behind-the-scenes secrets. The wood model is easy to assemble and snaps together to form a dynamic, displayable 3D version of this fan favorite Star Wars spacecraft. Includes: -Laser-cut, FSC-certified wood sheet with easy-to-assemble pieces -Step-by-step instructions -Coloring and crafting ideas -A Millennium Falcon guidebook, Inside the Fastest Hunk of Junk in the Galaxy Skill Level: Advanced
An Epic Poem
IncrediBuilds: Harry Potter: Dobby 3D Wood Model and Booklet
Star Wars Folded Flyers
IncrediBuilds: Star Wars: Tie Fighter Deluxe Book and Model
Set
Star Wars: The Secrets of the Jedi
Sculpting a Galaxy
IncrediBuilds: Star Wars: Millennium Falcon 3D Wood ModelIncredibuilds From the publishers of Good Night Stories for Rebel Girls, I Am a Rebel Girl: A Journal to Start Revolutions is designed for girls of all ages to train and explore their rebel spirits! I Am a Rebel Girl creates a space for big ideas, helping girls develop the tools they need to lead the revolution of our time. From the creators of the sensational book series Good Night Stories for Rebel Girls, comes an exciting new title: I Am a Rebel Girl: A Journal to Start Revolutions. Designed for girls of all ages looking to explore and train their rebel spirit, I Am a Rebel Girl is filled with activities that challenge perspective, induce thought, and prompt action. Write love notes to your favorite body parts, draw yourself climbing a mountain, write a letter to an elected representative and interact with the beautiful, original artwork developed by the female artists who illustrated the iconic Rebel Girls books. I Am a Rebel Girl is the perfect companion to the book series. It is an action plan that creates space for BIG ideas and it helps girls develop the tools they need to lead the revolution of our time. With a stunning cover that begs to be personalized, interiors in 100 lbs soft paper, fun stickers and an extraordinary print quality, I Am a Rebel Girl is a captivating object, sure to excite the millions of fans Rebel Girls has gained all around the world and to open up the Rebel Girls' universe to new audiences. I Am a Rebel Girl is printed with soy and vegetable based inks, with full-color layouts that will turn the dreams of rebel girls around the world into inspired works of art The Star Wars films have provided some of the most iconic images in modern filmmaking - from the incredible shot of the Imperial Star Destroyer that opened the first film in 1977 to the Podrace in The Phantom Menace and the epic battle on the
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Copyright : lsamp.coas.howard.edu
Online Library Incredibuilds Star Wars Millennium Falcon Deluxe Book And Model Set dazzling array of variants drawn by some of the most famous artists in the industry, this mini book is a must-have collectible for Star Wars fans and comic book enthusiasts alike.
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DANILO LOVINO - Keyboards
Born in Castellanza on 3 December 1983 he began his piano studies at the age of 8.
At the age of 10 he took part in the International Competition for young musicians held in Urbino, ranking first.
With M° Franca Moschini he takes the path of classical music preparing him for admission at the Conservatory of Music "G. Rossini". He continued his studies with Maestro Lorenzo Bavaj (pianist of tenor Josè Carreras) who will accompany him until he graduates.
After 2 years of training, joined by the same M° Bavaj, he enrolled again at the Conservatory attending for a short period the course of Harpsichord.
After completing his classical studies he approaches jazz studying with Paolo Jannacci and Massimo Morganti.
At 16 he joined the band Dynamic Lights with which he began a series of concerts with excerpts from the first album of unpublished "Night Lights".
He then joined the Changing Sunrise, a local progressive band that brings live covers mostly taken from the Dream Theater repertoire.
Intrigued by the singer-songwriter music, he began to collaborate with the Faneser singer-songwriter Luca Vagnini in his first recording work "Everything I see outside the window" co-produced with the Oscar-winning Marco Falagiani, and later "the Invisible" where he takes care of part of the orchestration and arrangements.
He starts a series of live shows with Luca Vagnini treading several important Italian stages.
He also collaborates with "Piazza Grande" (a tribute to the great Lucio Dalla), Iskra Menarini and Riccardo Majorana the two chorister historians of Lucio Dalla.
In 2014 he joined the junior orchestra "Mosaico Musicale" where he followed the young pianists in the various repertoires: from the classics of symphonic music to the repertoire of the great jazz musicians.
Lover of various musical genres: classical, pop, rock, metal, prog, blues, jazz, latin.
It is inspired by the great pianists of the past: Bach, Mozart, Beethoven, Chopin, Brahms, Debussy, Rachmaninov, Scriabin, and great keyboardists such as Rick Wackman, Keyth Emerson, Jordan Rudess, Derek Sherinian, Tuomas Holopainen.
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Water levels of the Mekong River Basin based on CryoSat-2 SAR data classification
Eva Boergens\textsuperscript{1}, Karina Nielsen\textsuperscript{2}, Ole B. Andersen\textsuperscript{2}, Denise Dettmering\textsuperscript{1}, and Florian Seitz\textsuperscript{1}
\textsuperscript{1}Deutsches Geodätisches Forschungsinstitut der Technischen Universität München, Arcisstr. 21, 80333 München
\textsuperscript{2}Div. of Geodesy, DTU Space, National Space Institute, Kgs. Lyngby, Denmark
Correspondence to: Eva Boergens ([email protected])
Abstract. In this study we use CryoSat-2 SAR (Delay-Doppler Synthetic Aperture Radar) data over the Mekong River Basin to estimate water levels. Medium and small sized inland waters can be observed with CryoSat-2 data with a higher accuracy compared to the classical radar altimeters due to the increased along track resolution of SAR and the smaller footprint. However, even with this SAR data the estimation of water levels over medium (width less than 500 m) is still challenging as only very few consecutive observations over the water body are present. The usage of land-water-masks for target identification tends to fail as the river becomes smaller. Therefore, we developed a classification to divide the observations into water and land observations based solely on the observations.
The classification is done with an unsupervised classification algorithm, and it is based on features derived from the SAR and RIP (Range Integrated Power) waveforms. After the classification, classes representing water and land are identified. The measurements classified as water are used in a next step to estimate water levels for each crossing over the Mekong River. The resulting water levels are validated and compared to gauge data, Envisat data and CryoSat-2 water levels derived with a land-water mask. The CryoSat-2 classified water levels perform better than results based on the land-water-mask and Envisat. Especially, in the upstream region with medium and small water bodies the improvements of the classification approach for CryoSat-2 are evident.
1 Introduction
The water of rivers is vital for humans but poses a threat at the same time. Rivers are crucial as a suppliers of water for irrigation and fresh water for drinking. However, floods can destroy crops, settlements, and infrastructure. For this reason, it is essential to monitor the water level of river systems. An increasing number of in situ gauges have been derelicted since the 1980s (Global Runoff Data Center, 2013), or the data is not publicly available. It is therefore increasingly important to measure river water level with satellite altimetry.
In recent years many studies were published that apply satellite altimetry over rivers of various sizes (e.g. Birkett, 1998; Santos da Silva et al., 2010; Schwatke et al., 2015; Boergens et al., 2016b; Frappart et al., 2006; Biancamaria et al., 2016). All of the aforementioned studies use pulse-limited altimetry data. CryoSat-2, launched in 2010, is the first satellite carrying a Delay-Doppler altimeter (Raney, 1998). The altimeter operates in three measuring modes: the classical pulse-limited Low
Resolution (LR) mode, the Delay-Doppler Synthetic Aperture Radar (SAR) mode, and the SAR Interferometric (SARin) mode. The modes of the altimeter are governed by a geographical mode-mask (https://earth.esa.int/web/guest/-/geographical-mode-mask-7107).
Compared to conventional radar altimeters, Delay-Doppler measurements have a higher along track resolution and a smaller footprint. This improves the observation of water levels of inland water bodies like lakes (e.g. Nielsen et al., 2015; Kleinherenbrink et al., 2015; Göttl et al., 2016) or rivers (e.g. Villadsen et al., 2015; Bercher et al., 2013). The advantage of SAR altimetry observations are especially useful for measuring smaller inland waters like rivers. However, CryoSat-2 has a long repeat time of 369 days compared to 35 days of Envisat and SARAL, and 10 days for Topex/Poseidon, Jason-1 and Jason-2. This restricts the estimation of meaningful water level time series over rivers or lakes, if not enough different tracks cross the water body. The advantage of the long repeat time is the very dense spatial distribution of observations. This is especially useful for rivers to better monitor their continuous progression. Unlike lakes, rivers can change their water levels rapidly over their course which makes a denser spatial distribution of observations desirable.
To derive water levels from lakes or rivers it is necessary to identify the water returns of the altimeter. This can be done by applying a land-water-mask such as the mask provided by the World Wildlife Fund (https://www.worldwildlife.org/pages/global-lakes-and-wetlands-database). Such a mask is constant over time, therefore, it neither accounts for the seasonal variations of the water extent nor inter-annually shifting river and lake banks. These masks are usually not accurate enough for narrow rivers where only a few water measurements are available. Extracting dynamic land-water-masks from optical or SAR remote sensing images is difficult in the study area since cloud-free optical data is only available during the dry season with low water level. Moreover, SAR images with sufficient spatial resolution are only available from 2014 on with the launch of Sentinel-1. Although a high accuracy land-water-mask is provided by the Mekong River Commission (http://portal.mrcmekong.org/map_service) for our study area of the Mekong River Basin, its accuracy of 30 m is still not sufficient for the smaller and, especially, the small rivers. Although, a high accuracy land-water-mask is provided by the Mekong River Commission (http://portal.mrcmekong.org/map_service) which has an accuracy of 30 m, this accuracy might not be sufficient for medium and small sized rivers. Additionally, the mask has no seasonal variations included. In the Mekong River Basin the river width varies between 20 m to more than 2 km. The small rivers with a width of less than 100 m are most of the tributaries and the upstream part of the left river bank side main tributaries. The medium rivers, which are less than 500 m but more than 100 m wide, are the main tributaries and the upstream main river. In the downstream reach of the river, before it splits into the delta, the river has a width of over 2 km (see also Figure 2 for a map of the basin).
To overcome the problems and limitations of land-water-masks To be independent from the accuracy and availability of land-water-masks, we classify the altimetry data beforehand in water and land observations. For the classical pulse-limited altimeter this has been done successfully for the last decade (e.g Berry et al., 2005; Desai et al., 2015). Even very small water areas in wetlands have been classified successfully with Envisat data by Dettmering et al. (2016). In the classification, the shape of the waveform is used to discriminate between different reflecting surfaces. Also CryoSat-2 SAR data has been classified based on the SAR waveform before for lakes (Göttl et al., 2016), lakes and rivers (Villadsen et al., 2016), or ice (Armitage and Davidson, 2014). This study takes a step further and uses not only the waveform but also the Range Integrated Power (RIP) for a classification of the altimeter measurements in water and non-water returns over the Mekong River Basin in Southeast Asia. The RIP is only
available for Delay-Doppler SAR altimetry and gives additional insight to the reflective surface which the waveform alone could not provide (see Figure 3 for an example and Wingham et al. (2006)).
The unsupervised $k$-means algorithm is used for the classification (MacQueen, 1967) as not enough reliable training data is available for a supervised classification. The $k$-means algorithm is a widely used unsupervised clustering algorithm and has been used for altimetry classification before (e.g. Göttl et al., 2016).
This paper is structured as follows: First, an introduction is given about the study area of the Mekong River Basin in section 2, afterwards more information of the CryoSat-2 SAR data is given in section 3. The classification and the used features are described in section 4 followed by an explanation of the water level estimation in section 5. The results and validations are presented and discussed in section 6. The paper ends with the conclusions in section 7. An overview over all relevant processing steps of this study is given in Figure 1.
2 Study Area
In this study, the Mekong River Basin in Southeast Asia (China, Myanmar, Thailand, Laos, Cambodia, and Vietnam) is investigated, with focus on the part of the basin south of the Chinese border. Upstream from here, it is not possible to measure the river with satellite altimetry because the river flows through narrow gorges that shadow the altimetric measurements. Downstream, the study area ends by the confluence with the Tonle Sap River from where on the river is under tidal influence. The tributaries, namely the large left bank side tributaries in Laos, are investigated as well. The hydrology of the Mekong Basin is primarily influenced by the precipitation on the Tibetan Plateau and the south-eastern monsoon (Mekong River Commission, 2005).
The Mekong River and its tributaries flow through different topographic regions (Figure 2). The main river upstream from Vientiane and the left bank tributaries in Laos are surrounded by mountainous areas with steep banks where the rivers have a greater slope and have a width smaller than 500 m or even less than 100 m. Downstream of Vientiane and up to the Mekong Falls the river widens and flows with less slope over the Khorat plateau. Below the Mekong Falls the river is surrounded by seasonal wetlands and widens to more than 1 km. For further processing we defined three overlapping data masks according to these regions (Figure 2). The regions are determined by the roughness of a topography model and the absolute height. Afterwards a margin around each subregion allows for an overlap.
3 Data
In this study we use Delay-Doppler SAR altimeter data measured by CryoSat-2 between 2010 and 2016. CryoSat-2 measures in three different modes, which are set in a geographical mask (https://earth.esa.int/web/guest/-/geographical-mode-mask-7107). The LRM is active mostly over the oceans and the interior of the ice sheets of Antarctica and Greenland, whereas the SAR mode measures over sea ice and other selected regions and SARin focuses mostly on glaciated regions (ESA, 2016). This mask has changed over the life time of the satellite. The entire study area of the Mekong River Basin has only been measured in
SAR mode since July 2014 (see Figure 2 for the extent of the SAR mode mask). In SAR mode the along-track footprint size is reduced to 300 m while it remains 10 km in the across-track direction.
Here, we use the CryoSat-2 baseline C SAR Level 1b data provided by ESA GPOD SARvatore (https://gpod.eo.esa.int/) for the period of 2010 to 2016. These data contain the full stack matrix.
The Delay-Doppler SAR altimeter measures a point on the surface several times from different looking angles (Cullen and Wingham, 2002). All these measurements form the multi-look stack data (see Figure 3). For every point 246 single-look waveforms are collected in the stack matrix. In Figure 3, two exemplary stack matrices are presented. The first (a) is measured over the Tonle Sap lake and the second (b) over a medium river upstream. Each row is a single-look waveform. The integration of this matrix over all single-looks results in the multi-look SAR waveform (in Figure 3 integration over each row of the stack) hereafter referred to as the waveform. The integration over the range bins results in the Range Integrated Power (RIP). In Figure 3 this corresponds to the integration over the columns. Detailed information on the Delay-Doppler measurements are described in Raney (1998).
Additionally, we use a river polygon which is provided by the Mekong River Commission (http://portal.mrcmekong.org/map_service). The polygon was derived from aerial images and topographic maps. The accuracy of the river mask is $\sim 30$ m, but no information about seasonality of the polygon is given.
### 4 Classification Approach
For the medium and small rivers in our study area of the Mekong basin no reliable land-water-mask is available. Thus a classification by means of the $k$-means algorithm is performed to extract the water measurements.
The $k$-means algorithm (MacQueen, 1967) is an unsupervised method to cluster the data on the basis of different features. For the land-water classification a set of features derived from both the waveform and the RIP is used which are summarized in Table 1. The features derived from the waveform are the maximum power, the peakiness, and the position of the leading edge. It is well known, that waveforms of water reflections have a higher power than those of land reflections. Medium, and even more so small, water bodies have a smooth mirror-like surface which can only be measured by signals emitted close to nadir. This leads to a very peaky waveform and RIP with a high power. Following Laxon (1994) the peakiness $p_{wf}$ is calculated with
$$p_{wf} = \frac{\max(wf_i)}{\sum_i wf_i},$$
where $wf$ is the waveform and $wf_i$ the power of the $i^{th}$ bin.
To estimate the relative position of the leading edge in the waveform, the waveform is retracked using an Improved Threshold Retracker with a threshold of 50% on the best sub-waveform (Gommenginger et al., 2011). The on-board tracking system always tries to hold the leading edge of the main reflection at the nominal tracking point. This is not always possible and leads to a deviation of the leading edge from the nominal tracking point. Over wider rivers the tracking system can manage to keep
the leading edge close to the tracking point. In Figure 4, left panel, one exemplary waveform with its features *maximum power* and *position of the leading edge* is shown (the *peakiness* cannot be displayed).
Features based on the RIP are the *peakiness* $p_{\text{RIP}}$, the *standard deviation* $std_{\text{RIP}}$, the *width*, the *off-center*, and the *symmetry*. The $std_{\text{RIP}}$ is a measure of the difference in the returning power under different looking angles (see Figure 3). Water reflections over large water bodies result in an overall smoother RIP than water reflections over small water bodies which in turn have a smoother RIP than land reflections. The $std_{\text{RIP}}$ is
$$std_{\text{RIP}} = \sqrt{\frac{1}{N} \sum_i (\text{RIP}_i - \text{mean}(\text{RIP}))^2},$$
(2)
where $\text{RIP}_i$ is the $i^{th}$ entry of the RIP and $N$ the number of looks in the RIP, usually 246.
As mentioned before, small and medium inland waters with a smooth surface only reflect the signal back to the satellite at near nadir. Therefore the RIP is both very peaky and narrow. The width $w$ is derived with:
$$w = \frac{\left( \sum_i \text{RIP}_i^2 \right)^2}{\sum_i \text{RIP}_i^4}.$$
(3)
The off-center feature $off$ describes the deviation of the main reflection from the nadir point. It should be close to zero for measurements of water, whereas land measurements are more disturbed and often show the maximum return in the lobes. We measure the off-center feature $off$ as the difference between the middle look of the RIP and the mean point of the RIP which is calculated with:
$$off = \frac{246}{2} - \frac{\sum_i i \text{RIP}_i^2}{\sum_i \text{RIP}_i^2}.$$
(4)
A positive $off$ value indicates that the majority of the returning power was detected before the satellite passed the nadir position, a negative value vice versa.
The last feature is a measure of the symmetry of the RIPs. For an ideal smooth water reflection, like a small lake, the RIP should be perfectly symmetrical. However, for a sloped target, as a river is, the reflection depends on the relative orientation between the satellite and the water surface. The reflection is stronger when the satellite looks on a water surface that is sloped towards it. A positive $s$ indicates a water surface sloped towards the approaching satellite. This effect leads to an unsymmetrical RIP. To quantify this, an unsymmetrical exponential function $\overline{\text{RIP}}$ is fitted to the RIP with
$$\overline{\text{RIP}}_i = \begin{cases}
a \exp \left( \frac{(i-b)^2}{2c_1^2} \right), & \text{if } i < b \\
a \exp \left( -\frac{(i-b)^2}{2c_2^2} \right), & \text{if } i \geq b.
\end{cases}$$
(5)
Here, $a$ is the amplitude of the exponential function, $b$ the look where the function reaches its maximum, and $c_1$ and $c_2$ are the two decay parameters. The *symmetry* feature is then
$$s = c_1 - c_2.$$
(6)
Table 1. Features used for the classification
| RIP features | Waveform features |
|-----------------------|-------------------------|
| Peakiness: $p_{RIP}$ | $p_{wf}$ |
| Standard deviation: $std_{RIP}$ | Maximum power: $max_{wf}$ |
| OCOG width: $w$ | Relative position of leading edge |
| Off-center: $off$ | |
| Symmetry: $s$ | |
Figure 4, right hand, displays a RIP with the feature $w$ marked. The off-center feature $off$ is too small to be visible in this example, but the symmetry, or the lack thereof, is clearly shown.
Additional to these eight features, both the whole waveform and the whole RIP are used as features. Each bin is then considered as a single feature. The waveform needs to be shifted so that the leading edge is positioned on the nominal tracking point. Since the features span different orders of magnitude, it is necessary to normalize the feature set. All of these features were chosen according to their sensitivity for the posed problem of water classification and independent from each other. More features were tested but discarded because they were either not sensitive for the classification or highly correlated to one of the used features.
The $k$-means algorithm is used to cluster the data on the basis of the above features in 20 classes. An unsupervised clustering algorithm is applied because no reliable training data is available. The unsupervised k-means clustering algorithm is widely used and was already tested for waveform classification in Göttl et al. (2016). The $k$-means algorithm assumes normally distributed features with equal variance, which we ensured by the normalization of the features. The number of classes depends on the application and variation in the input features. An estimate for the number of classes can be done with knowledge of the classified data. In our study case, a look at the spatial distribution of the features tells us that only two classes, land and water, are not sufficient as altimeter measurements of land can be very diverse (this holds also for water measurements, but they are less diverse than land). The diversity of the returning waveform and RIP can be explained by the reflective properties of e.g. land, water, vegetation. With this it can be concluded that at least 10 classes are needed. We tested the classification and validated resulting water levels for several numbers of classes (10, 15, 20, 30) and found similar results for all with the results of 20 classes slightly superior.
Each of the clusters is defined by their centroid which is the mean feature of all points in this cluster. New data is then classified by grouping it to the closest centroid. Here, the clustering is done on one randomly drawn third of the data. The residual two third of the data is then classified into the cluster classes. The clustering is not done on the whole data set due to computational efficiency. The repeatability of the clustering and classification will be validated in section 6. After the classification it is determined which classes represent water and land returns, respectively. This was done by visual inspection of the mean waveform and RIP for each class and the locations of the observations in each class related to the land-water-mask (see section 3) approximate location of the river known from the land-water-mask (see section 3).
As described in section 2 the Mekong Basin is divided into different regions, upstream, middle and downstream. We classify each of the regions separately as they are too diverse in the reflectivity properties of the water bodies to be classified together. Additionally, the classification is done only on altimeter data not further away than 20 km from the river polygon due to computational efficiency (the polygon can be seen in Figure 2).
5 Water Level Estimation Approach
The classification results in a set of measurements considered as water returns. From these measurements the water level for each crossing is determined in this section.
5.1 Altimetric Water Levels
A water level is computed for each crossing of the satellite track with a river in the Mekong River Basin. To locate these crossings a river polygon (see section 3) is used. We apply all measurements less than 5 km away from the river crossing that were classified as water and retrack the SAR waveforms with an Improved Threshold Retracker with 50% threshold (Gommenginger et al., 2011). Instead of using a median or mean over all classified measurements, we search for a horizontal line in the heights, which is assumed to represent the water surface. It is still possible that some of the water classified measurements do not represent the river surface and need to be excluded from the water level computation (across-track of nadir effects or water bodies surrounding the river). These outliers do not necessarily have to be at the margin of the river but can also be located in the middle due to islands or sandbanks in the river. This would restrict the use of an along-track standard deviation of the heights for outlier detection.
To find the line of equal water height, a histogram of the water levels with Doane bins (Doane, 1976) is used. Doane bins are more suitable to small (less than 30) non-normally distributed data than the classical Sturge bins (Sturges, 1926). If a horizontal line is present in the heights, one of the bins is distinctively larger, e.g. contains more observations, than the others and collects the heights of nearly equal water level. The median of the heights in this bin is then taken as water level. If less than 5 height points were classified as water, the median of the heights is taken as the water level. The advantage of this approach is that it is better suited for rivers wider than 1 km with islands and sandbanks that cause outliers in the heights. However, in many cases our histogram approach and taking the median of all observations deliver similar results.
5.2 Outlier Detection
In spite of careful data selection through the classification and in the height retrieval, some retrieved water levels have to be considered as outliers. To find these outliers we make use of the CryoSat-2 repeat time of 369 days. With the knowledge of the very stable annual signal of the Mekong River one can assume that two measurements of the same CryoSat-2 track 369 days apart should measure a similar height. Based on this, a water level is considered as an outlier if the mean difference to all other heights of the same pass is larger than 7 m. This is only applicable if other water level measurements of the same track exist. Due to the changing mode mask (see section 3) some regions are only measured in the last two years. To overcome this,
a second outlier detection is applied which compares the water level with water levels of other tracks that are close in space and time of the year. To this end, we used all measurements that are less than 10 km away along the river and less than 30 days of the year apart. If the water level is more than 10 m different from the distance weighted mean water level of all these points it is considered as an outlier.
The thresholds for the outlier detection were chosen as a conservative upper bound. It has to be expected to have on average a water level difference of 40 to 60 cm in five days during the rising water season, but it could be as high as 4 or 5 m (Mekong River Commission, 2009). Additionally, some inter-annual changes in the flood season can be expected, and the rivers in the Mekong Basin have a median slope of 30 cm/km, and the slope of the river has to be considered which is in median 30 cm/km for the Mekong River. Of the three thresholds used for the outlier detection the difference of 7 m w.r.t. of the year is the most sensitive for the later result. The time and distance weighted mean in the second part of the outlier detection limits the sensitivity of the other two thresholds.
5.3 Merging of the overlap regions
From the classification we derive a set of heights for each of the different geographical regions which have a certain overlap (see Figure 2 and section 2). In this overlap, for the same crossing two water levels were computed, therefore, it has to be decided which height shall be used. To resolve this, we use the distance weighted mean water level of all other water level measurements that are less than 10 km away and less than 30 days of the year apart as in the outlier detection (see subsection 5.2). The water level that is closest to this mean water level is applied. The results of the merging process can also be used for validation of the classification as will be shown in subsubsection 6.3.3.
6 Results, Validation and Discussion
We applied the described methodology for the classification and water level determination on CryoSat-2 SAR data in the Mekong River Basin. In this section, both the results of the classification and the water level determination are presented and validated.
6.1 Results of the Classification
After the clustering and classification of the CryoSat-2 measurements we select the classes of water returns. In the upstream region we identify three and in the middle region six out of twenty as water classes. In the downstream region the classification approach failed. There, the rivers are surrounded by seasonal wetland whose observations are also water returns. Additionally, the width of the rivers feature larger seasonal changes than in the other regions. This can influence the waveform and RIP significantly. At some points we find peaky returns in the dry season, which can also be found in the wet season in the wetland, whereas the river itself shows near ocean-like waveforms during in the wet season, which the classification algorithm cannot distinguish.
In Figure 5 the mean waveform and mean RIP of some classes are shown (note the different power-axes). The classes displayed are selected to best represent all 20 classes for the upstream and middle region. As can be seen, the shape of the
mean waveform and mean RIP of water classes in the upstream region reappear in the middle region, but not as water classes. In the middle region small lakes have the same signature as the river upstream. For this reason, the two regions were classified separately. The third land class shown for the upstream region has a very distorted mean RIP. In this area not all stacks over land are ‘full’, i.e. not every single-look recorded returning power. This leads to such distorted RIPs (side note: in another class the distortion is mirrored). All mean waveforms and RIPs are displayed in Appendix A for the interested reader.
In Figure 6, a section of the river network in the upstream region with the results of the classification is shown. The course of the river is well depicted, however, not at every crossing of the satellite track with the river water is identified. At some crossings no water reflection of the river was measured since the river was too narrow. On the other hand, some points classified as water are not close to the given polygon (blue line). However, the topography model (ETOPO1, Amante and Eakins (2009)) shown in the background indicates river valleys in the three circled areas. Therefore, one can assume that the classification is able to find rivers that are so small (down to 20 m wide) that they are not present in the high resolution river polygon provided by the MRC.
Figure 7 shows the classification for one exemplary track in the upstream region. The measurements classified as water (red dots) line up to a nearly constant water level at all crossings of the satellite track with the river.
6.2 Resulting water level
In the entire Mekong Basin we estimate water levels at more than 2000 crossings, which means approximately one measurement every 4 km along the main river (compared to 50 km for Envisat). It is not possible to measure a water level at every crossing between the CryoSat-2 track with a river in the basin. As mentioned before, at some crossings the river is too small so that not in every pass a reliable measurement could be made; some other water levels were discarded during the outlier detection; furthermore, at some crossings the classification failed to identify the water. However, we are still able to retrieve at least some measurements from rivers as small as 20 m in width. In Figure 8 all measured heights at all dates are presented in a map, which shows well the overall topography of the river network but cannot show smaller details like seasonal variations.
For one track the heights and the classification are displayed in Figure 7 with an inlaid map of the geographic surroundings. In this track four water crossings are found where the two most northern ones are very close together with a difference of the water level of 20 cm. There the river meanders under the track which causes two crossings close together. The two southern crossings are two different rivers which explains the large height difference between the two locations close together. It is visible that only few measurements are used to estimate the water level at each crossing. Approximately 180 water levels (or 8%) are even estimated by just one measurement, the majority of those in the upstream region.
For crossings with more than one water measurement we can calculate the standard deviation of the measurements used for water level estimation. More than 85% of the water levels have a standard deviation of less than 0.5 m.
6.3 Validation
The classification is validated twofold: On the one side, we test the repeatability of the classification with a cross validation. On the other side, the different classification in the regions can be compared in the overlap areas. The latter can be used at
the same time also to validate the resulting water levels. Additionally, the water levels are validated with respect to the stable seasonal signal using gauge data. We compare these results with the performance of Envisat water levels and CryoSat-2 data extracted with a land-water mask in the same validation. For a better overview Table 2 summarizes all validations done in this study.
**Table 2.** Summary of all validations done in this study, separated for the validations of the classification and the water level estimation.
| Classification | Water level estimation |
|----------------|------------------------|
| cross validation | comparison of water levels of same pass |
| | Water levels in the overlap between the upper and middle region |
### 6.3.1 Validation of the Classification
The cross validation of the classification is done for one third of the data. The classes determined before are considered as true values for this validation. The data are split into two equal parts. The first part is again clustered with the k-means algorithm, whereas the second part is classified with the resulting classes. This classification is validated against the "true" classes we found before in the first classification.
Table 3 summarizes the results of the cross validation. Water and non water classes are distinguished. The overall accuracy is 97.9%. This cross validation shows that the classification is stable and does not change with the data subset used for the clustering.
**Table 3.** Result of the cross validation
| Classes with all data | Classified classes with parts of data |
|-----------------------|--------------------------------------|
| | Water | No water |
| Water | 7321 | 205 |
| No water | 423 | 22660 |
As second possibility for the validation of the classification lies in the water level estimation. For crossings with enough measurements only those points which lie on a straight line are used for the height determination (see section 5). The number of observations discarded should be small, if not zero, for a flawless classification.
### 6.3.2 Validation of Water Levels
Unlike water level time series measured by short-repeat orbit missions, CryoSat-2 measurements cannot be validated against the time series of in situ gauges without reducing the topography as done by Villadsen et al. (2015). The Mekong River and its tributaries have topography that is too complex to allow for reliable reduction. Besides this, the temporal overlap between the CryoSat-2 data and the gauge data is only about 1.5 years or even less (April 2011 until December 2012).
To validate the water levels we use again the nearly one year repeat time of CryoSat-2. We investigate the differences between two subsequent tracks at the same river crossing. A histogram of the differences is shown in Figure 9(a). Table 4 displays the median, mean and standard deviation of these differences for the merged results as well as for the two regions (upstream and middle) separately. The results of the validation are compared to a validation with in situ gauge data, Envisat data and CryoSat-2 data with a land-water-mask. The gauge data provided by the Mekong River Commission for the main river and also some tributaries has a daily temporal resolution (\url{http://ffw.mrcmekong.org/}). From Table 4 and Figure 9 one can see that the water level varies up to 50 cm in median from year to year, but some years show much larger differences of up to 4 m. The Envisat data is taken from the DAHITI database (Schwatke et al., 2015) for the main river as well as some tributaries (Boergens et al., 2016b) and has a temporal resolution of up to 35 days. For validation, we take the differences between gauge measurements that are 369 days apart and Envisat measurements where the day of the year is less than 5 days different. The validation of the gauges gives a measure of how stable the annual signal is in the Mekong Basin. The Envisat observations are the most commonly used data for inland waters with a pulse limited altimeter. We also compare our results to water levels derived from CryoSat-2 by simply averaging measurements inside the land-water-mask (Figure 9(b)). The water levels derived with the land-water mask underwent the same outlier detection as used on the results of the CryoSat-2 classification for better comparability.
The median of the differences of the CryoSat-2 classification results are always better than the Envisat results (see Table 4). Even though, the differences are larger for the upstream region than for the middle region. In the upstream region, the mean difference are nearly equal for CryoSat-2 classification and Envisat results caused by the larger spread of the CryoSat-2 results.
The land-water-mask method leads to comparable good results as the classification along the main stream in the middle region where the river is wide. In the middle region along the main river the land-water-mask and the classification approach yield comparable results in the validation. However, in absolute numbers of observations the land-water-mask approach produces more water levels but with a higher amount of outliers. But in the upstream region with small rivers with a width of 100 m or less the quality deteriorates. The polygon is given with an accuracy of 50 m which is sufficient for a 1 km wide river but is too inaccurate for 100 m wide rivers. This causes the larger difference in the validation results of the two CryoSat-2 data sets in the upstream region. In the upstream region the water levels of the classification approach are superior over those of the land-water-mask approach as well in terms of validation results and absolute numbers of valid observations. For both regions the number of outliers is much larger for the mask than for the classification approach. This reveals the opportunity that SAR altimetry provides for rivers which are too small to be reliably identified in optical (e.g. Landsat) or SAR (e.g. Sentinel-1) images. As already shown in section 6.1 and figure 5 the classification of SAR altimetry identifies even rivers which are not visible in the land-water-mask derived from aerial images.
Additionally, the feature selection of the classification was done mostly with regard to the reflective properties of small water bodies which we find in the upstream region. This explains the better classification results in the upstream region compared to the middle region.
6.3.3 Validation in the overlap regions
The overlap between the two regions, upstream and middle described in subsection 5.3, can be used for validation of the classification and height determination.
Theoretically, the land-water classification and the resulting water levels should be identical in the overlap between the two regions. Unfortunately, this is not the case for all points. Overall, at only 67 river crossings the water levels are estimated in both regions. At these 67 points it is possible to evaluate the differences of the two water levels. Out of these, in 45 cases, or 67%, the differences are below 15 cm where we consider them equal given the accuracy of river altimeter measurements. At the same time, the largest difference between two water levels at the same location is 17 m. At the crossings where the difference is larger than 15 cm it has to be decided which water level is taken for the final data set (see subsection 5.3). In 17 cases the water level of the upstream region and in 5 cases the water level of the middle regions was chosen. We found that the decision which of the water levels should be taken has a spatial dependency. Towards the upstream border of the overlap region the results of the upstream classification are more likely to be taken, and vice versa for the middle region. Something similar can be observed for those crossings in the overlap region which have only in one of the two data sets water level estimations, we find more valid upstream observations towards the border to the upstream region and more middle stream observations towards the middle stream region. All this together justifies the separation of the classification into the different regions.
7 Conclusions
In this study we demonstrate the possibilities of classifying CryoSat-2 SAR data in the Mekong River Basin and using this classification for water level extraction. We demonstrate in this study the advantage of CryoSat-2 SAR altimetry data for measuring rivers which are identified by a classification, which is independent of an accurate land-water-mask. The classification uses features derived not only from the waveform but also from the RIP. The RIP contains more information about the reflecting surface than the waveform on its own can provide. This improves the classification and allows us to identify even very small rivers with a width as small as 20 m. In fact, the classification works better on medium and small rivers than large rivers. The cross validation of the classification shows that it is stable and repeatable. However, we were not able to use this classification to isolate the river in the downstream region where the Mekong River is surrounded by seasonal wetlands.
The classification in water and land measurements is used to derive water levels at the crossings of the CryoSat-2 track with a river in the whole basin. Overall, more than 2000 water levels are measured, after outlier detection. However, it is not possible to derive at every crossing a water level. The altimeter is not able to measure a water return at every possible river crossing due to too small rivers or too disturbed returns. Additionally, some measured water levels are discarded in the outlier detection.
The water levels are validated using the near yearly return time of CryoSat-2 and the very stable annual signal in the basin. This validation is compared to the same validation done on Envisat water levels, gauge measurements and using a precise land-water-mask on CryoSat-2 data. Especially, for small rivers in the upstream region the classification improves the water level determination compared to the use of a land-water-mask. Compared to Envisat water levels the CryoSat-2 water levels
Table 4. Analysis of the differences of height measurements 369 days apart for the whole study area, only the upstream region, and only the middle stream region.
| | Median [m] | Mean [m] | Standard deviation [m] |
|------------------------|------------|----------|------------------------|
| **Whole study area** | | | |
| CryoSat-2 classification | 0.76 | 1.43 | 1.59 |
| CryoSat-2 land-water-mask | 0.83 | 1.86 | 4.55 |
| Gauge | 0.45 | 0.82 | 1.09 |
| Envisat | 0.96 | 1.42 | 1.44 |
| **Middle region** | | | |
| CryoSat-2 classification | 0.76 | 1.15 | 1.10 |
| CryoSat-2 land-water-mask | 0.84 | 1.55 | 1.87 |
| Gauge | 0.54 | 1.00 | 1.14 |
| Envisat | 0.81 | 1.26 | 1.26 |
| **Upstream region** | | | |
| CryoSat-2 classification | 0.79 | 1.54 | 1.70 |
| CryoSat-2 land-water-mask | 0.85 | 2.00 | 5.44 |
| Gauge | 0.42 | 0.72 | 1.05 |
| Envisat | 1.01 | 1.46 | 1.49 |
are of higher quality in the whole river basin due to the smaller footprint of the SAR compared to pulse limited altimeter on Envisat.
The resulting water levels of this study will be used in a combination with other altimetric water levels following the ideas of Boergens et al. (2016a) to build basin wide multi-mission water level time series. With CryoSat-2 data we will be able to significantly improve the spatial resolution of the water level observations and to better close the data gap between the end of the Envisat mission and the launch of the SARAL mission. With the launch of the Sentinel-3 satellite in February 2016 SAR altimetry data with a short repeat time is available. When the full stack data are publicly available the same classification of the data for water level retrieval can be hopefully used.
Appendix A: Mean waveforms and RIPs
Author contributions. EB developed the method, conducted the data analysis and wrote the majority of the paper. KN helped with the development of the method and validation. OBA and DD contributed to the discussion of the method and results and writing the manuscript. FS supervised the research and contributed to manuscript writing and organization.
Competing interests. The authors declare that they have no conflict of interest.
Acknowledgements. We want to thank the ESA GPOD team who provided us with the full data set through the SARvatore database and who were very helpful with questions regarding the data. This work was supported by the German Research Foundation (DFG) by the TUM International Graduate School of Science and Engineering (IGSSE) and through fund SE 1916/4-1.
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Figure 1. Processing steps used in this study for extracting water levels from CryoSat-2 SAR data.
Figure 2. Map of the study area with the regional masks (black areas with different hachures) and the SAR mode mask with their validity period (red boxes).
Figure 3. Two exemplary stack matrices with their RIP and waveform. The color of the stack plot indicates the power of the signal. The example on the left hand side is measured over the Tonle Sap lake, the one on the right hand side over a medium upstream river.
Figure 4. One example of a waveform and the corresponding RIP with some of their derived features.
Figure 5. The mean waveforms and RIPs of some selected classes.
Figure 6. An example of the classification. The red dots are classified as water measurements, black are the land classified measurements. The three circles indicate areas where water was detected in river valleys which are not included in the river polygon. The background shows the ETOPO1 topography model.
Figure 7. Heights along one track which crosses a river at four locations. The inlaid map shows the geographical surroundings with the layout of the rivers. The black dots are all retracked heights with the red dots indicating which measurements were classified as water. The blue vertical lines show the location of the crossing of the track with the river polygon and the horizontal lines are the estimated water level at each crossing.
Figure 8. Resulting water levels in the Mekong River Basin
Figure 9. Histogram of the differences of height measurements 369 days apart for CryoSat-2 water levels with the classification, CryoSat-2 water levels inside land-water-mask, gauge water level, and Envisat water level.
Figure A1. Upstream region mean waveforms. Water classes: 0, 4, 13
Figure A2. Upstream region mean RIPs. Water classes: 0, 4, 13
Figure A3. Middle region mean waveforms. Water classes: 2, 5, 6, 8, 11, 12, 14
Figure A4. Middle region mean RIPs. Water classes: 2, 5, 6, 8, 11, 12, 14
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MISSOULA URBAN TRANSPORTATION DISTRICT
May 23, 2024 / 12:00 P.M.
BOARD OF DIRECTORS MEETING
MUTD Conference Room, 1221 Shakespeare St.
AGENDA
1.0 Call to Order & Roll Call (12:00)
2.0 Changes or additions to the agenda
3.0 Public comment on items not on the agenda
4.0 Discussion Items / Reports / Comments:
4.1 General Manager Report (Jennifer Sweten) (12:05)
5.0 Action Items:
5.1
Minutes of the April 25, 2024, board of directors meeting
(Don MacArthur)
Recommendation
(12:45)
meeting.
:
Approve the minutes of the April 25, 2024, board of directors
5.2 Minutes of the April 15, 2024, board of directors special meeting (Don MacArthur) (12:50) Recommendation: Approve the minutes of the April 15, 2024, board of directors special meeting.
5.3 Minutes of the April 18, 2024, board of directors special meeting (Don MacArthur) (12:55) Recommendation: Approve the minutes of the April 18, 2024, board of directors special meeting.
5.4 MOAB Microgrid Concept and Design (Colin Woodrow) (1:00) Recommendation: Approve the $80,750 complete microgrid option or alternatively, approve the concept phase costing $20,000; the second phase focusing on solar totaling $22,750; or, the third geothermal phase costing $38,000.
5.5 March 2024 Financials (Sebastian Strauss) (1:05) Recommendation: Accept the March 2024 financials as presented.
5.6 FY25 Permissive Medical Levy (Allison Segal) (1:15) Recommendation: 1) Hold a public hearing for the FY2025 MUTD Permissive Medical Levy public comments. 2) Adopt Resolution 24-04 of the FY2025 Permissive Medical Levy. 3) Close the public hearing.
5.7 Application for Missoula County Community Assistance Fund (Allison Segal) (1:20)
Recommendation: Approve the application for $44,960 for the FY2025 Missoula County Community Assistance Fund
5.8 FY25 Draft Budget Review (Allison Segal) (1:25) Recommendation: Approve the FY2025 Draft Budget.
6.0 Adjournment (2:00)
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Characterization of Arbuscular Mycorrhizal Spores Isolated from Southern Guinea Savanna of Nigeria
Elizabeth Alori 1 , Oluyemisi Fawole 2 & Anthony Afolayan 3
1 Department of Soil Science, Landmark University, P. M. B. 1001, Omu-Aran, Nigeria
2 Department of Agronomy, University of Ilorin, P.M B. 1515, Ilorin, Nigeria
3
Department of Botany, University of Fort Hare, Alice 5700, South Africa
Correspondence: Elizabeth Alori, Department of Soil Science, Landmark University, P. M. B. 1001, Omu-Aran, Nigeria. Tel: 234-806-348-5837. E-mail: [email protected]
Received: January 31, 2012 Accepted: March 5, 2012 Online Published: May 22, 201
2
doi:10.5539/jas.v4n7p13 URL: http://dx.doi.org/10.5539/jas.v4n7p13
Abstract
The hydrolytic activities (cellulases and pectinases) of some arbuscular mycorrhizal fungi (AMF) from four study sites; namely,- Malete, Bacita, Pategi and Ilorin; in southern Guinea savanna of Nigeria were studied. The DNA, RNA and protein contents of their spores were also quantified. Significant differences were observed in the hydrolytic activities of the AMF isolates. Pectinase activity of Malete AMF was F11, 22 =192.4; (p < 0.05); from Ilorin AMF was F13, 26 =1.38; from Bacita AMF was F8, 16 = 7.5; while from Pategi AMF was F10, 20 = 3.64. On the other hand, cellulase activity of Malete AMF was F11, 22 = 1.58; while in Ilorin, it was F 13 26 =2945.21; and in Bacita, it was F 8, 16 = 3849.34 AMF and in soil from Pategi, F 10, 20 = 5.681.23. Variations in DNA, RNA and protein contents of the 13 isolates were also observed. Scutellospora reticulata was predominant in all the soils; it had the highest hydrolytic activity and highest DNA, RNA and protein contents followed by Glomus pansihalos.
Keywords: arbuscular, mycorrhizal fungi, cellulases, pectinases, DNA, RNA, protein
1. Introduction
The Arbuscular Mycorrhizal association is one of the active and diverse soil biological communities that are highly essential for increasing the sustainability of agricultural systems. The diversity of AMF has significant ecological consequences because individual species or isolates vary in their potential to promote plant growth and adaptation to biotic and abiotic factors. Thus, the composition and dynamics of populations of AMF have a marked impact on the structure and diversity of the associated plant communities, both in natural and agricultural ecosystems (Gange et al., 1990). The correct identification of individual isolates is essential in the analysis of populations of AMF in ecological studies. Genetic, biochemical and functional analysis of selected isolates are required tools in their characterization. For better nutrient management in southern Guinea savanna of Nigeria, less emphasis on use of chemicals and an increase in the use of biological potential such as AMF is required. In our laboratory, AMF from selected soils of southern Guinea savanna of Nigeria were extracted and their morphological characterization was carried out. Thirteen species of AMF: Scutellospora reticulata, Scutellospora calospora, Scutellospora pellucida, Acalospora laevis, Gigaspora decipien, Gigaspora margarita, Enthrophosphora infrequens, Glomus intraradices, Glomus pansihalos, Glomus tortuosum, Glomus manihotis, Paraglomus brasilianum and Paraglomus occultum were identified in the soil samples (Olowonihi, 2011).
More information, particularly on the biochemical and molecular characteristics of AMF indigenous to soils of this ecological zone is however needed. This paper thus presents the hydrolytic activities as well as DNA, RNA and protein content of the spores of AMF extracted from soils of southern Guinea savannah of Nigeria. Such information would be useful in controlling the AMF symbiosis through agro biotechnology for a sustainable agricultural environment.
2. Materials and Methods
2.1 Collection of Soil Samples
Soil samples were randomly collected from four locations; Pategi and Bacita soils which are formed over sedimentary rock, Malete and Ilorin soils which are formed over basement complex in southern Guinea savanna of
Nigeria. Using the random sampling method, auger samples were collected from each of the sampling units at 0-15 cm. The soil samples collected from the four study sites were bulked and transported to the laboratory in well labeled polyethylene bags. The core samples passed through 2mm sieve in preparation for analysis haven been air dried for 3 days.
2.2 Extraction of Arbuscular Mycorrhizal Fungi (AMF) Spores
AM spores were extracted using the wet- sieving and decanting /density gradient centrifugation method of Brundrett et al. (1996). Enumeration of spores was done under the dissecting microscope with magnification X40. The number of spores per gram of soil was calculated and recorded.
2.3 Biochemical Characterization of AMF Spores
Isolates were characterized based on the ability of the spores to produce hydrolytic enzymes – cellulases and pectinases in infected tomato plants.
2.3.1 Growth of Tomato Plants and Inoculation Procedures
Tomato (Lycopersicon esculentum) seeds were surface sterilized in NaCl03 for 15 minutes. The surface sterilized seeds were sown in moist filter paper in a petri dish. After 5 days, uniform sized seedlings were transplanted into 300ml capacity pots filled with grey loam soil. The soil (pH 5.6, 2.41% organic matter, mg kg_1 P NaHCO3 -extractable), was steam sterilized at 100 o C for 1hr on each day of 3 consecutive days. The spores of each of the 13 AMF isolated from the selected soils of Southern Guinea Savanna zone of Nigeria were used for the study. Tomato seedlings were inoculated with AMF spores immediately after transplanting them into pots. Inoculation was at the rate of 50 spores per seedling. Plants were kept in a controlled –climate glass house. The tomato Plants were harvested after 40days. The root system that has been washed and rinsed several times with sterile distilled water was used for determination of enzymatic activity.
2.3.2 Preparation of Extracts for Enzyme Assays
Roots (10g fresh weight) were pulverized in a mortar with liquid nitrogen and then homogenized in 30mls of 100mM tris-HCl buffer (pH7) plus 0. 02g polyvinyl- polypyriolidone (PVPP), 10mM MgCl2, 10mM NaHCO3, 10mM β- mercarptoethanol, 0. 15mM phenylmethyl sulphonyl fluoride (PMSF) and 0.3% X- 100Triton. Sodium azide 0.03% was added to the solution. The liquid was then filtered through several layers of cheesecloth and centrifuged at 20,000 rpm for 20min .The samples were frozen until they were to be used.
2.3.3 Enzyme Assays
Using the viscosity reduction method of Rejon- palomare et al. (1996), the extractants were assayed to determine the hydrolytic activities. Carboxymethylcellulose (CMC) and Citrus pectin were used as substrates for cellulases and pectinases respectively. The reduction in viscosity was determined at 0- 30mins intervals.
2.4 DNA, RNA and Protein Quantification
Estimation of DNA, RNA and Protein content of AMF spores were carried out at the molecular biology laboratory of the Department of Biochemistry and Microbiology, University of Fort Hare, Alice, South Africa.
2.4.1 Isolation of Nuclei and Active Chromatin
To isolate nuclei and active chromatin two hundred AMF spores pulverized in a mortar under liquid nitrogen were used. The suspension washed with buffer containing 10mM Tris HCl, pH 7.4, and 150mM NaCl was homogenized in a potter-Elvehjem homogenizer with 9 volume of buffer containing 12% (w/v) sucrose, 10 mM Tris HCl, pH 7.8, 2.5 mM EDTA and 1 mM PMSF. To chelate endogenous Ca2+ and Mg2+ EDTA was included in the buffer. The homogenate was filtered through two layers of cheese cloth and centrifuged at 12000g for 5 min over a sucrose cushion [15% (w/v) sucrose in buffer A (10 mM Tris / HCl, pH 7.8, 10m M NaCl, 1mM PMSF)].
Crude nuclear pellets washed with 12 % (w/v) sucrose in buffer A, and then twice with Triton X-100 (0.2%) in buffer A, followed by pelleting over 15% (w/v) in buffer A. Pellets were further washed with 12% (w/v) sucrose in buffer A to remove traces of Triton X-100. Nuclei were suspended in buffer A (pH 7.0). Nuclei suspended in buffer A (pH 7.0) were incubated at 37 0 C for 5min. EDTA (2.5 mM final concentration) was added and the solution was placed in ice to stop the reaction. The suspension of nuclei was stirred gently for 15 min and then centrifuged at 12000g for 10 min. The supernatant thus obtained was the active chromatin.
Chromatin was precipitated with 5% trichloroacetic acid. The pellet obtained on centrifugation (12000g, 10min) was washed once with 10% trichloroacetic acid and then with ethanol. Subsequently the pellet was suspended in 5% trichloroacetic acid heated at 95 0 C. Precipitated proteins were removed by centrifugation (12000g, 10min). DNA, RNA and Protein contents were estimated.
2.4.2 Estimation of DNA and RNA
The colorimetric reaction method of orcinol as described by Endo (1970) was used.
2.4.3 Protein Assay
Bradford (1976) protein assay method of was used. Dye Stock- Coomassie Blue G (100mg) was dissolved in 50ml of methanol. 100ml of 85% H3PO4 was added to the solution which was then diluted to 200ml with water. The final reagent concentrations were 0. 5 mg/ml Coomassie Blue G, 25% methanol, and 42.5 % H3PO4. The solution (dark red, pH 0.01) was stable in a dark bottle at 4 0 C. One volume of the dye stock was diluted with 4 volumes of distilled water to prepare the assay reagent. A standard curve was made using bovine serum albumin (BSA) with concentrations 0, 10, 20, 30 40 and 50 µg/ml. Protein assay procedure- six standard solutions (1 ml each) containing 0, 10, 20, 30, 40 and 50 µg/ml was prepared. The spectrophotometer was set to collect the spectra at wave length of 575nm. A 4ml plastic cuvette filled with distilled water was used to blank the spectrophotometer. 0.8 ml of one of the protein standard was added to 0.2 ml dye stock. This was made up to 4 ml with distilled water and mixed gently. The absorbance spectrum at 575nm was recorded. The steps were repeated for each of the protein standard and samples to be assayed.
A graph of absorbance at 575nm versus protein for the protein standards was plotted. The protein concentration of samples was then determined from standard curve.
3. Results and Discussion
3.1 Hydrolytic Activities of Isolates
Some hydrolytic activities of AM fungi isolated from the different study sites are reported in Tables 1&2. Cellulolytic and pectolytic activities were noted to be significantly higher in AMF inoculated plants than the non inoculated control. Ruiz et al. (2011) also reported differential hydrolytic activities in roots of micropropagated Agave tequilana Weber var. Blue inoculated with Glomus intraradices in comparison with the un- inoculated control. Garmendia et al. (2006) reported hydrolytic activities in pepper roots. infected with Glomus deserticola (Trappe, Bloss and Menge). Garcia- Garrido et al. (1992) also reported endoglucanase activities in extracts from spore and external mycelium of G. mosseae and associated increased hydrolytic activity of the root to AMF infection.
Cellulase, pectinase and xyloglucanase activities have been reported in colonized roots and in external mycelium of AM fungi (Rejon-Palomares et al., 1996). Adriano-Anaya (2006) also reported the the production of cellulases and pectinases by Glomus intraradices both in the root of maize and guinea corn.
In this study, we recorded significant differences in hydrolytic activities of plants infected with varying AMF isolates. This is in agreement with Garcia-Romera et al. (1991), who observed different cellulase and pectinase activities between some Glomus isotypes. The variations in the hydrolytic activities of isolates could be an indication of the AMF isolates belonging to different species and their having varying capacities to colonize host tissues. Scutellospora reticulata infected plants had the highest cellulolytic and pectolytic activities, followed by Glomus pansihalos from the four study sites. The higher hydrolytic enzyme activities of S. reticulata and G. pansihalos observed, may be a potential mechanism of adaptation of these fungi to colonize plant roots. Garcia-Garrido et al. (2000) reported that the cell-wall degrading enzymes, cellulases, hemicellulases and pectinases are implicated in the penetration of roots by beneficial plant microorganisms such as arbuscular mycorrhizal fungi.
3.2 DNA, RNA and Protein Content of Spores
The DNA, RNA and protein content of spores of each isolate differed one from another (Figures 1-3). Ranging from 0.1µg to 0.8µg (DNA), 0.2µg to 1.4µg (RNA) and 1.3µg to 3.5µg (protein content) per 200 spores. Pawlowska, (2005) documented genetic variation within individual and within spore, for ribosomal DNA and protein-coding genes in several species of AMF .According to Parfrey et al. (2008), DNA content varies within individuals throughout life cycles and among individuals within species. Nuclear DNA (nDNA) content determined for two AMF species was reported to be about 0.26 picogram (pg) for Glomus versiforme and 0. 75 picogram (pg) for Gigaspora margarita (Bianciotto and Bonfante, 1992). Stommel et al. (2001) reported a mean value of 2 µg/500 spores of Gigaspora rosea spores.
Scutellospora. reticulata and Glomus pansihalos had the highest quantities of DNA, RNA and protein in the soils studied as shown in Figures. 1-3. This probably explains the high percentage of their spores in the soil. High levels of DNA correlated with large vegetative cells (Kondorosi et al., 2000). The biochemical and spore based
characterization in this study has provided a baseline data on the properties of the indigenous AM flora of Southern Guinea savannah zone of Nigeria. This provides a platform for further research work to improve crop production using AM biotechnology.
Acknowledgement
The authors would like to thank Phytomedicine Research Centre, Botany Department, University of Fort Hare, Alice, 5700, Eastern Cape, South Africa for the opportunity to use their laboratory facilities.
References
Adriano-Anaya, M. L., Solis-Dominguez, F., Gavito-Pardo, M. E., & Salvador-Figueroa, M. (2006). Agronomical and environmental factors influence root colonization, sporulation and diversity of arbuscular mycorrhizal fungi at a specific phenological stage of Banana trees. J. Agron., 5(1), 11-15.
Bianciotto, V., & Bonfante, P. (1992). Quantification of the nuclear DNA content of two arbuscular mycorrhizal fungi. Mycol Res, 96(12), 1071-1076. http://dx.doi.org/10.1016/S0953-7562 (09) 80118-4
Bradford, M. M. (1976). A rapid and sensitive method for the quantitation of microgram quantities of protein utilizing the principle of protein-dye binding. Analytical Biochemistry, 72(1-2), 248-254. http://dx.doi.org/10.1016/0003-2697(76)90527-3
Brundrett, M., Bougher, N., Dell, B., Grove, T., & Malajczuk, N. (1996). Working with mycorrhizas in forestry and agriculture. Canberra: Australian Centre for international Agricultural Research Monograph, 32, 374.
Endo, Y. (1970). A simultaneous estimation method of DNA and RNA by the orcinol reaction and study on the reaction mechanism. J. Biochem (Tokyo), 67, 629-633.
Gange, A. C., Brown, V. K., & Farmer, L. M. (1990). A test of mycorrhizal benefit in an early successional plant community. New Phytologist, 115(1), 85- 91. http://dx.doi.org/10.1111/j.1469-8137.1990.tb00925.x
Garcia-Garrido, J. M., Garcia-Romera, I., & Ocampo, J. A. (1992). Cellulase production by vesicular arbuscular mycorrhizal fungus Glomus mosseae (Nicol and Gerd) Gerd and Trappe. New Phytologist, 121(2), 221-226.
Garcia-Garrido, J. M., Tribak, M., Rejon-Palomare, A., Ocampo, J. A., & Garcia-Romera, I. (2000). Hydrolitic enzymes and ability of arbuscular mycorrhizal fungi to colonize roots. Journal of experimental Botany, 51(349), 1443-1448. http://dx.doi.org/10.1093/jexbot/51.349.1444
Garcia-Romera, I., Garcia-Garrido, J. M., & Ocampo, J. A. (1991). Pectinase activity in vesicular- arbuscular mycorrhiza during colonization of lettuce. Symbiosis, 12, 189-198.
Garmendia, I., Aguirreolea, J., & Goicoechea, N. (2006). Defence-related Enzymes in Pepper Roots During Interactions with Arbuscular Mycorrhizal Fungi and/or Verticillium dahlia. Biocontrol, 55(3), 293-310.
Kondorosi, E., Roudier, F., & Gendreau, E. (2000). Plant cell-size control: growing by ploi Cuee opin. Plant Biol., 3(6), 488-492. http://dx.doi.org/10.1016/S1369-5266(00)00118-7
Olowonihi, E. T. (2011). Studies on Arbuscular mycorrhizal fungi in selected soils of Southern Guinea Savanna of Nigeria. (Ph.D Thesis), University of Ilorin. Nigeria.
Parfrey, l. W., Lahr, D. J. G., & Katz, L. A. (2008). The Dynamic nature of Eukaryotic genomes. Mol. Biol. Evol., 25(4), 787-794. http://dx.doi.org/10.1093/molbev/msn032
Pawlowska, T. E. (2005). Genetic processes inarbuscular mycorrhizal fungi. FEMS Microbiol Lett., 125, 185-192.
Rejon-Palomares, A., Garcia-Garrido, J. M., Ocampo, J. A., & Garcia-Romera, I. (1996). Presence of xyloglucan-hydrolyzing glucanases (xyloglucanases) in arbuscular mycorrhizal symbiosis. Symbiosis, 21, 249-261.
Ruiz, S., Adriano, L., Ovando, I., Navarro, C., & Salvador, M. (2011). Biofertilization of micropropagated
Agave tequilana
: Effect on plant growth and production of hydrolytic enzymes.
African Journal of Biotechnology,
10
(47), 9623-9630.
Stommel, M., Mann, P., & Franken P. (2001). Est-library construction using spore RNA of the arbuscular mycorrhizal fungus Gigaspora rosea. Mycorrhiza, 10(6), 281-285.
Table 1. Production of Cellulase enzyme by AM Fungi
-
55.55a
38.6c
46.18b
15.52g
-
0.3993
0.8465
Means followed by the same letter along the column are not significantly different at 5% level of probability using least significant difference (LSD) test.
Table 2. Production of Pectinase enzyme by AM Fungi
Means followed by the same letter along the column are not significantly different at 5% level of probability using least significant difference (LSD) test.
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Configuring ISG as a RADIUS Proxy
Last Updated: August 21, 2011
Intelligent Services Gateway (ISG) is a Cisco IOS software feature set that provides a structured framework in which edge devices can deliver flexible and scalable services to subscribers. The ISG RADIUS proxy feature enables ISG to serve as a proxy between a client device that uses RADIUS authentication and an authentication, authorization, and accounting (AAA) server. When configured as a RADIUS proxy, ISG is able to "sniff" (look at) the RADIUS packet flows and, on successful authentication, it can transparently create a corresponding ISG session. This document describes how to configure ISG as a RADIUS proxy.
* Finding Feature Information, page 1
* Prerequisites for ISG RADIUS Proxy, page 2
* Restrictions for ISG RADIUS Proxy, page 2
* Information About ISG RADIUS Proxy, page 2
* How to Configure ISG as a RADIUS Proxy, page 4
* Configuration Examples for ISG RADIUS Proxy, page 15
* Additional References, page 16
* Feature Information for ISG RADIUS Proxy, page 18
Finding Feature Information
Your software release may not support all the features documented in this module. For the latest feature information and caveats, see the release notes for your platform and software release. To find information about the features documented in this module, and to see a list of the releases in which each feature is supported, see the Feature Information Table at the end of this document.
Use Cisco Feature Navigator to find information about platform support and Cisco software image support. To access Cisco Feature Navigator, go to www.cisco.com/go/cfn. An account on Cisco.com is not required.
1
Prerequisites for ISG RADIUS Proxy
The Cisco IOS image must support AAA and ISG.
Restrictions for ISG RADIUS Proxy
Wireless Internet service provider roaming (WISPr) attributes are not supported.
Information About ISG RADIUS Proxy
* Overview of ISG RADIUS Proxy, page 2
* ISG RADIUS Proxy Handling of Accounting Packets, page 3
* RADIUS Client Subnet Definition, page 3
* ISG RADIUS Proxy Support for Mobile Wireless Environments, page 3
* Benefits of ISG RADIUS Proxy, page 4
Overview of ISG RADIUS Proxy
Public wireless LANs (PWLANs) and wireless mesh networks can contain hundreds of access points, each of which must send RADIUS authentication requests to a AAA server. The ISG RADIUS proxy functionality allows the access points to send authentication requests to ISG, rather than directly to the AAA server. ISG relays the requests to the AAA server. The AAA server sends a response to ISG, which then relays the response to the appropriate access point.
When serving as a RADIUS proxy, ISG can pull user-specific data from the RADIUS flows that occur during subscriber authentication and authorization, and transparently create a corresponding IP session upon successful authentication. This functionality provides an automatic login facility with respect to ISG for subscribers that are authenticated by devices that are closer to the network edge.
When configured as a RADIUS proxy, ISG proxies all RADIUS requests generated by a client device and all RADIUS responses generated by the corresponding AAA server, as described in RFC 2865, RFC 2866, and RFC 2869.
ISG RADIUS proxy functionality is independent of the type of client device and supports standard authentication (that is, a single Access-Request/Response exchange) using both Password Authentication Protocol (PAP) and Challenge Handshake Authentication Protocol (CHAP), Access-Challenge packets, and Extensible Authentication Protocol (EAP) mechanisms.
In cases where authentication and accounting requests originate from separate RADIUS client devices, ISG associates all requests with the appropriate session through the use of correlation rules. For example, in a centralized PWLAN deployment, authentication requests originate from the wireless LAN (WLAN) access point, and accounting requests are generated by the Access Zone Router (AZR). The association of the disparate RADIUS flows with the underlying session is performed automatically when the Calling-StationID (Attribute 31) is sufficient to make the association reliable.
Following a successful authentication, authorization data collected from the RADIUS response is applied to the corresponding ISG session.
Sessions that were created using ISG RADIUS proxy operation are generally terminated by receipt of an Accounting-Stop packet.
2
ISG RADIUS Proxy Handling of Accounting Packets
By default, ISG RADIUS proxy responds locally to accounting packets it receives. The accounting method-list command can be used to configure ISG to forward RADIUS proxy client accounting packets to a specified server. Forwarding of accounting packets can be configured globally for all RADIUS proxy clients or on a per-client basis.
RADIUS Client Subnet Definition
If ISG is acting as a proxy for more than one client device, all of which reside on the same subnet, the clients may be configured using a subnet definition rather than a discrete IP address for each device. This configuration method results in the sharing of a single configuration by all the client devices.
ISG RADIUS Proxy Support for Mobile Wireless Environments
ISG RADIUS proxy uses mobile wireless-specific processes to provide support for Gateway General Packet Radio Service (GPRS) Support Node (GGSN) environments. The following sections describe ISG RADIUS proxy attribute support and processing:
* Attribute Processing and RADIUS Request Correlation, page 3
* 3GPP Attribute Support, page 3
Attribute Processing and RADIUS Request Correlation
When authentication and accounting requests originate from separate RADIUS client devices, ISG uses correlation rules to associate all the requests with the appropriate session. The association of the disparate RADIUS flows with the underlying session is performed automatically when the Calling-Station-ID (Attribute 31) is sufficient to make the association reliable.
In mobile wireless environments attribute processing and the correlation of RADIUS requests with a session are implemented differently than in a PWLAN environment. For example, in a PWLAN environment the Attribute 31 is a MAC address, and in a GGSN environment Attribute 31 is a Mobile Station Integrated Services Digital Network (MSISDN), which is a plain number or alphanumeric string. In addition, in a GGSN environment the correlation of RADIUS requests can be performed using attributes other than Attribute 31.
ISG RADIUS proxy supports mobile wireless environments by allowing you to specify whether the RADIUS-proxy client uses a MAC or MSISDN format for Attribute 31. The format is specified using thecalling-station-id format command. In addition, you can use the session-identifier command to configure ISG RADIUS proxy to use other attributes (apart from Attribute 31) to perform RADIUS request correlation.
3GPP Attribute Support
In GGSN environments ISG RADIUS proxy must understand and parse the Third Generation Partnership Project (3GPP) attributes described in the table below. These attributes form part of the accounting requests.
3
Table 1 3GPP Attributes Supported by ISG RADIUS Proxy
Benefits of ISG RADIUS Proxy
Use of ISG RADIUS proxy has the following benefits:
* Allows the complete set of ISG functionality to be applied to EAP subscriber sessions.
* Allows an ISG device to be introduced into a network with minimum disruption to the existing network access server (NAS) and AAA servers.
* Simplifies RADIUS server configuration because only the ISG, not every access point, must be configured as a client.
How to Configure ISG as a RADIUS Proxy
* Initiating ISG RADIUS Proxy IP Sessions, page 4
* Configuring ISG RADIUS Proxy Global Parameters, page 6
* Configuring ISG RADIUS Proxy Client-Specific Parameters, page 8
* Defining an ISG Policy for RADIUS Proxy Events, page 11
* Verifying ISG RADIUS Proxy Configuration, page 13
* Clearing ISG RADIUS Proxy Sessions, page 14
Initiating ISG RADIUS Proxy IP Sessions
Perform this task to configure ISG to initiate an IP session upon receipt of a RADIUS proxy message from a RADIUS client.
4
SUMMARY STEPS
1. enable
2. configure terminal
3. interface type number
4. ip subscriber {interface | l2-connected| routed}
5. initiator radius-proxy
6. end
DETAILED STEPS
| | Command or Action | | |
|---|---|---|---|
| Step 1 | enable Example: | | |
| | Router> enable | | |
| Step 2 | configure terminal Example: | | |
| | Router# configure terminal | | |
| Step 3 | interface type number Example: | | |
| | Router(config)# interface fastethernet 1/0/0 | | |
| Step 4 | ip subscriber {interface | l2-connected | routed} Example: |
| | Router(config-if)# ip subscriber routed | | |
| Step 5 | initiator radius-proxy Example: | | |
| | Router(config-subscriber)# initiator radius- proxy | | |
5
| Command or Action |
|---|
| end Example: |
| Router(config-subscriber)# end |
Configuring ISG RADIUS Proxy Global Parameters
Perform this task to configure ISG RADIUS proxy parameters that are applied by default to all RADIUS proxy clients. Client-specific parameters can also be configured and take precedence over this global configuration. To specify a client-specific configuration, see the "Configuring ISG RADIUS Proxy ClientSpecific Parameters" section.
SUMMARY STEPS
1. enable
2. configure terminal
3. aaa new-model
4. aaa server radius proxy
5. session-identifier {attribute number | vsa vendor id type number}
6. calling-station-id format {mac-address | msisdn}
7. accounting method-list {method-list-name| default}
8. accounting port port-number
9.
authentication port
port-number
10. key[0|7]word
11.
12.
timer{
end
DETAILED STEPS
| | Command or Action |
|---|---|
| Step 1 | enable Example: |
| | Router> enable |
| Step 2 | configure terminal Example: |
| | Router# configure terminal |
6
ip-address|request}seconds
| | Command or Action | Purpose | |
|---|---|---|---|
| Step 3 | aaa new-model Example: | Enables the AAA access control model. | |
| | Router(config)# aaa new-model | | |
| Step 4 | aaa server radius proxy Example: | Enters ISG RADIUS proxy server configuration mode. | |
| | Router(config)# aaa server radius proxy | | |
| Step 5 | session-identifier {attribute number | vsa vendor id type number} Example: | (Optional) Correlates the RADIUS server requests of a session and identifies the session in the RADIUS proxy module. |
| | Router(config-locsvr-proxy-radius)# session- identifier attribute 1 | | |
| | Example: | | |
| Step 6 | calling-station-id format {mac-address | msisdn} Example: | Specifies the calling-station-id format. |
| | Router(config-locsvr-proxy-radius)# calling- station-id format msisdn | | |
| Step 7 | accounting method-list {method-list-name | default} Example: | Specifies the server to which accounting packets from RADIUS clients are forwarded. Note By default, ISG RADIUS proxy handles accounting packets locally. |
| | Router(config-locsvr-proxy-radius)# accounting method-list fwdacct | | |
| Step 8 | accounting port port-number Example: | Specifies the port on which the ISG listens for accounting packets from RADIUS clients. • The default port is 1646. | |
| | Router(config-locsvr-proxy-radius)# accounting port 2222 | | |
7
7
| | Command or Action | |
|---|---|---|
| Step 9 | authentication port port-number Example: | |
| | Router(config-locsvr-proxy-radius)# authentication port 1111 | |
| Step 10 | key [0 | 7] word Example: |
| | Router(config-locsvr-proxy-radius)# key radpro | |
| Step 11 | timer {ip-address | request} seconds Example: |
| | Router(config-locsvr-proxy-radius)# timer ip- address 5 | |
| Step 12 | end Example: | |
| | Router(config-locsvr-proxy-radius)# end | |
Configuring ISG RADIUS Proxy Client-Specific Parameters
Perform this task to configure client-specific parameters for the ISG RADIUS proxy. This configuration applies to the specified client or subnet only. The client-specific configuration takes precedence over the global ISG RADIUS proxy configuration.
8
SUMMARY STEPS
1. enable
2. configure terminal
3. aaa new-model
4. aaa server radius proxy
5. client {name | ip-address} [subnet-mask [vrf vrf-id]]
}
6. session-identifier {attribute number | vsa vendor id type number
7. calling-station-id format {mac-address | msisdn}
8. accounting method-list {method-list-name| default}
9. accounting port port-number
10. authentication port port-number
11. key [0 | 7] word
12. timer {ip-address | request} seconds
13. end
DETAILED STEPS
| | Command or Action |
|---|---|
| Step 1 | enable Example: |
| | Router> enable |
| Step 2 | configure terminal Example: |
| | Router# configure terminal |
| Step 3 | aaa new-model Example: |
| | Router(config)# aaa new-model |
| Step 4 | aaa server radius proxy Example: |
| | Router(config)# aaa server radius proxy |
9
| | Command or Action | |
|---|---|---|
| Step 5 | client {name | ip-address} [subnet-mask [vrf vrf-id]] Example: |
| | Router(config-locsvr-proxy-radius)# client 172.16.54.45 vrf myvrftable | |
| Step 6 | session-identifier {attribute number | vsa vendor id type number} Example: |
| | Router(config-locsvr-radius-client)# session- identifier vsa vendor 5335 type 123 | |
| Step 7 | calling-station-id format {mac-address | msisdn} Example: |
| | Router(config-locsvr-radius-client)# calling- station-id format msisdn | |
| Step 8 | accounting method-list {method-list-name | default} Example: |
| | Router(config-locsvr-radius-client)# accounting method-list fwdacct | |
| Step 9 | accounting port port-number Example: | |
| | Router(config-locsvr-radius-client)# accounting port 2222 | |
| Step 10 | authentication port port-number Example: | |
| | Router(config-locsvr-radius-client)# authentication port 1111 | |
10
| | Command or Action | Purpose | |
|---|---|---|---|
| Step 11 | key [0 | 7] word Example: | Configures the encryption key to be shared between ISG and RADIUS clients. • 0 specifies that an unencrypted key will follow. • 7 specifies a hidden key will follow. |
| | Router(config-locsvr-radius-client)# key radpro | | |
| Step 12 | timer {ip-address | request} seconds Example: | Specifies the amount of time ISG waits for the specified event before terminating the session. • ip-address --Specifies the amount of time ISG waits for an IP address to be assigned to the session. • request --Specifies the amount of time ISG waits to receive an Access-Request from a client device. |
| | Router(config-locsvr-radius-client)# timer ip- address 5 | | |
| Step 13 | end Example: | Exits the current configuration mode and returns to privileged EXEC mode. | |
| | Router(config-locsvr-radius-client)# end | | |
Defining an ISG Policy for RADIUS Proxy Events
Perform this task to configure a policy that is applied at session start and causes ISG to proxy RADIUS packets to a specified server.
SUMMARY STEPS
1. enable
2. configure terminal
3. aaa new-model
4. aaa authorization radius-proxy {default| list-name}method1 [method2 [method3...]]
5. policy-map type control policy-map-name
6. class type control {control-class-name | always} event session-start
7. action-number proxy [aaa list {default | list-name}
8. end
DETAILED STEPS
| | Command or Action | Purpose |
|---|---|---|
| Step 1 | enable Example: | Enables privileged EXEC mode. • Enter your password if prompted. |
| | Router> enable | |
| Step 2 | configure terminal Example: | Enters global configuration mode. | |
|---|---|---|---|
| | Router# configure terminal | | |
| Step 3 | aaa new-model Example: | Enables the AAA access control model. | |
| | Router(config)# aaa new-model | | |
| Step 4 | aaa authorization radius-proxy {default | list- name}method1 [method2 [method3...]] Example: | Configures AAA authorization methods for ISG RADIUS proxy subscribers. • A method may be either of the following: ◦ group group-name----Uses a subset of RADIUS servers for authorization as defined by the server group group- name command. ◦ group radius ----Uses the list of all RADIUS servers for authorization as defined by the aaa group server radius command. |
| | Router(config)# aaa authorization radius- proxy RP group radius | | |
| Step 5 | policy-map type control policy-map-name Example: | Creates or modifies a control policy map, which defines an ISG control policy and enters control policy-map configuration mode. | |
| | Router(config)# policy-map type control proxyrule | | |
| Step 6 | class type control {control-class-name | always} event session-start Example: | Specifies a control class for which actions may be configured and enters control policy-map class configuration mode. |
| | Router(config-control-policymap)# class type control always event session-start | | |
| Step 7 | action-number proxy [aaa list {default | list- name} Example: | Sends RADIUS packets to the specified server. • Use this command to configure ISG to forward RADIUS proxy packets to the server specified by the aaa authorization radius-proxy command in Step 4. |
| | Router(config-control-policymap-class- control)# 1 proxy aaa list RP | | |
12
| | Command or Action |
|---|---|
| Step 8 | end Example: |
| | Router(config-control-policymap-class- contro)# end |
Verifying ISG RADIUS Proxy Configuration
Use one or more of the following commands to verify ISG RADIUS proxy configuration. The commands may be entered in any order.
SUMMARY STEPS
1. show radius-proxy client ip-address [vrf vrf-id]
2. show radius-proxy session {id id-number | ip ip-address}
3. show subscriber session [identifier {authen-status {authenticated | unauthenticated} | authenticated-domain domain-name | authenticated-username username | dnis dnis | media type | nas-port identifier | protocol type | source-ip-address ip-address subnet-mask| timer timer-name| tunnel-name name | unauthenticated-domain domain-name | unauthenticated-username username} | uid session-identifier| username username] [detailed]
DETAILED STEPS
| | Command or Action | |
|---|---|---|
| Step 1 | show radius-proxy client ip-address [vrf vrf-id] Example: | |
| | Router# show radius-proxy client 10.10.10.10 | |
| Step 2 | show radius-proxy session {id id-number | ip ip-address} Example: |
| | Router# show radius-proxy session ip 10.10.10.10 | |
| Command or Action | | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| show subscriber session [identifier {authen-status {authenticated | unauthenticated} | authenticated-domain domain-name | authenticated- username username | dnis dnis | media type | nas-port identifier | protocol type | source-ip-address ip-address subnet-mask | timer timer-name | tunnel- name name | unauthenticated-domain domain-name | unauthenticated- username username} | uid session-identifier | username username] [detailed] Example: |
| Router# show subscriber session detailed | | | | | | | | | | | | | | |
Clearing ISG RADIUS Proxy Sessions
Perform this task to clear ISG RADIUS proxy sessions.
SUMMARY STEPS
1. enable
2. clear radius-proxy client ip-address
3. clear radius-proxy session {id id-number | ip ip-address}
DETAILED STEPS
| | Command or Action | |
|---|---|---|
| Step 1 | enable Example: | |
| | Router> enable | |
| Step 2 | clear radius-proxy client ip-address Example: | |
| | Router# clear radius-proxy client 10.10.10.10 | |
| Step 3 | clear radius-proxy session {id id-number | ip ip-address} Example: |
| | Router# clear radius-proxy session ip 10.10.10.10 | |
Configuration Examples for ISG RADIUS Proxy
* ISG RADIUS Proxy Configuration Example, page 15
* ISG RADIUS Proxy and Layer 4 Redirect Example, page 16
ISG RADIUS Proxy Configuration Example
The following example configures ISG to serve as a RADIUS proxy and to send RADIUS packets to the method list called RP. FastEthernet interface 0/0 is configured to initiate IP sessions upon receipt of RADIUS packets.
```
! aaa new-model ! aaa group server radius EAP server 10.2.36.253 auth-port 1812 acct-port 1813 ! aaa authorization radius-proxy RP group EAP aaa accounting network FWDACCT start-stop group EAP aaa accounting network FLOWACCT start-stop group EAP ! aaa server radius proxy session-identifier attribute 1 calling-station-id format msisdn authentication port 1111 accounting port 2222 key radpro message-authenticator ignore ! The method list "FWDACCT" was configured by the aaa accounting network FWDACCT ! start-stop group EAP command above. accounting method-list FWDACCT client 10.45.45.2 timer request 5 ! client 10.45.45.3 key aashica#@!$%&/ timer ip-address 120 ! ! This control policy references the method list called "RP" that was configured using the aaa authorization radius-proxy command above. policy-map type control PROXYRULE class type control always event session-start 1 proxy aaa list RP ! ! ! bba-group pppoe global ! interface FastEthernet 2/1/0 ip address 10.45.45.1 255.255.255.0 ip subscriber routed initiator radius-proxy no ip route-cache cef no ip route-cache no cdp enable ! ! The control policy "PROXYRULE" is applied to the interface. service-policy type control PROXYRULE ! radius-server host 10.2.36.253 auth-port 1812 acct-port 1813 key cisco radius-server host 10.76.86.83 auth-port 1665 acct-port 1666 key rad123 radius-server vsa send accounting
```
```
radius-server vsa send authentication aaa new-model ! aaa group server radius EAP server 10.2.36.253 auth-port 1812 acct-port 1813 !
```
ISG RADIUS Proxy and Layer 4 Redirect Example
The following example shows an ISG policy configured for both ISG RADIUS proxy and Layer 4 redirection:
```
aaa authorization network default local ! redirect server-group REDIRECT server ip 10.255.255.28 port 23 ! class-map type traffic match-any traffic1 match access-group input 101 ! policy-map type service service1 class type traffic traffic1 redirect list 101 to group REDIRECT ! policy-map type control PROXYRULE class type control always event session-start 1 proxy aaa list RP 2 service-policy type service name service1 ! access-list 101 permit tcp host 10.45.45.2 any
```
The following example shows corresponding sample output from the show subscriber session command:
```
Router# show subscriber session username 12345675@cisco Unique Session ID: 66 Identifier: aash SIP subscriber access type(s): IP Current SIP options: Req Fwding/Req Fwded Session Up-time: 00:00:40, Last Changed: 00:00:00 Policy information: Authentication status: authen Active services associated with session: name "service1", applied before account logon Rules, actions and conditions executed: subscriber rule-map PROXYRULE condition always event session-start 1 proxy aaa list RP 2 service-policy type service name service1 Session inbound features: Feature: Layer 4 Redirect ------>>> L4 redirect is applied to the session at session start Rule table is empty Traffic classes: Traffic class session ID: 67 ACL Name: 101, Packets = 0, Bytes = 0 Unmatched Packets (dropped) = 0, Re-classified packets (redirected) = 0 Configuration sources associated with this session: Service: service1, Active Time = 00:00:40 Interface: FastEthernet0/1, Active Time = 00:00:40
```
Additional References
Related Documents
Standards
MIBs
RFCs
Technical Assistance
Feature Information for ISG RADIUS Proxy
The following table provides release information about the feature or features described in this module. This table lists only the software release that introduced support for a given feature in a given software release train. Unless noted otherwise, subsequent releases of that software release train also support that feature.
Use Cisco Feature Navigator to find information about platform support and Cisco software image support. To access Cisco Feature Navigator, go to www.cisco.com/go/cfn. An account on Cisco.com is not required.
Table 2 Feature Information for ISG RADIUS Proxy
Cisco and the Cisco Logo are trademarks of Cisco Systems, Inc. and/or its affiliates in the U.S. and other countries. A listing of Cisco's trademarks can be found at www.cisco.com/go/trademarks. Third party trademarks mentioned are the property of their respective owners. The use of the word partner does not imply a partnership relationship between Cisco and any other company. (1005R)
Any Internet Protocol (IP) addresses and phone numbers used in this document are not intended to be actual addresses and phone numbers. Any examples, command display output, network topology diagrams, and other figures included in the document are shown for illustrative purposes only. Any use of actual IP addresses or phone numbers in illustrative content is unintentional and coincidental.
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2
One Concept - 13 models
3 Platforms - 8 Models - 13 Versions
The lightest platform from 1.4 to 1.6 tonnes operating weight and working widths from 82 to 100 cm offers 3 models for small job sites of asphalt or gravel layer compaction.
Specific focus for the most common size of small tandem rollers was assured having a seperate platform for the ARX 23 and ARX 26 (weight class 2.3 - 2.6t, working widths 100 and 120 cm). This results in the best Quality Performance - Cost ratio on the market.
| Type | CECE-weight | Drum width |
|---|---|---|
| | kg | mm |
| ARX 12 | 1475 | 820 |
| ARX 16 | 1520 | 900 |
| ARX 16 K | 1460 | 900 |
| ARX 20 | 1570 | 1000 |
| ARX 23 | 2250 | 1000 |
| ARX 23 K | 2045 | 1000 |
| ARX 26 | 2460 | 1200 |
| ARX 26 K | 2250 | 1200 |
| ARX 36 | 3725 | 1300 |
| ARX 40 | 4125 | 1300 |
| ARX 40 K | 4055 | 1300 |
| ARX 45 | 4650 | 1380 |
Best compaction performance
By combining the ARX 36, 40 and 45 in the heaviest platform is Ammann able to generate outstanding compaction output for medium asphalt jobs and base courses of gravel, sand and mixed soils.
The large drum diameter of these models offers the best compaction factor in the market.
4
Tandem Version
The ARX-range with 8 models of double-drum roller in the weight categories 1.5 - 4.5 tonnes and working widths from 820 - 1380 are designed for asphalt- and soil compaction.
All models have an optimum design with regard to use and economic efficiency based on three product categories. A new hydraulic concept coupled with the latest Yanmar diesel engine technology enables us to gain a significant increase in efficiency. It allows the diesel engine to run at a much lower speed, effectively reducing consumption and noise emissions.
A generously designed operator station with vibration insulation, a simple and clearly laid out operating panel and the multi-functional drive lever next to a comfort-seat form a unit that any driver will appreciate for ergonomic reasons and more.
Side-free Model
The ARX 12 - 20 tandem vibrating rollers are supplied as full flush models with double drive and double vibration as standard. This feature enables the drum to compact completely up against a wall. There is no more additional tuning work needed with additional compaction equipment.
Combination Version
Combination Version
The ARX-rollers are also available as combination rollers ARX16 K, 23K, 26K, 40K and 45K.
The combination model has an in-built anti-adhesive tank with direct pressurised sprinkler system to the tyres. The control of the anti-adhesive sprinklers is operated by a separate hand switch on a control lever. The standard interval-sprinkler switch allows optimum water-supply on every asphalt-job.
5
Features & benefits
The operator makes the difference
During the development of the ARX series the needs of the operator were at the centre of the platform design. Our standard ergonomic criterias to design a safe, comfortable and productive working environment are:
* Double vibration isolated operator platform
Vibration & Sprinkler System
* Strong vibration system with 2 frequencies
* Large water tank for minimum of 1 day´s usage
* Large drum diameter for excellent asphalt compaction
* Water-sprinkler-system with pressurized pump; interval timer and 3 stage filtration
* 2 vibration amplitudes for ARX 36, 40, 45
* AVC - Ammann Vibration Control
* „Best - View - Design" to drum edges and surfaces by narrow frame structure
* Fully adjustable and lateral sliding seat
* Clear, simple and robust layout of all displays, switches and dashboard
Driver comfort and safety
* Highest levels of driver comfort due to:
- Adjustable seat
- Rubber-mounted driver´s platform isolated from chassis
- Slideable seat (ARX 23-45)
* Emergency - switch standard
Transport
* Folding ROPS for best transportation
* Central lifting-point on ARX 12-26
* 4 Large towing-hooks front and rear
Emission & Consumption
* Latest Yanmar diesel engine technology for the lowest fuel consumption and emission level
* Biodegradeable oil is an option
Service
* Due to the large opening engine hood optimum access from one side for daily service checks.
= no greasing for lifetime of the machine
* Maintenance-free articulation-joint
* Simple and reliable electrical circuits with relays instead of printed circuit boards
8
Easy operation and safe transport
4 large tie down points for safe fixing onto trailer / truck
Powerful
Optimum compaction results thanks to:
* 2 working speeds
* High-torque, water-cooled Yanmar diesel engine
* 2 frequencies with 2 centrifugal forces
* Large drum diameter
* Single or double vibration with double traction
* Balanced weight front and rear
* Multiple water filtration
* Large corrosion free water tank
* 2 scrapers per drum
Easy to operate
High comfort of operation due to:
* Tight turning radius
* Easy-to-operate instrument panel
* Compact dimensions for transport
* Rubber mounted operator's platform
* Smooth starting and reversing of the machine by electric drive-lever
Easy to maintain
Minimum maintenance required:
* Teflon-coated central articulation-joint; lubricated for a lifetime
* Bearings are lubricated for a lifetime
* Engine hood can be completely opened
* Outside drain plugs for rapid change of machine fluids
* Direct access to the maintenance points situated at one side
* Water filters and nozzles are easily accessible
Safe
High safety standards:
* Ergonomic instrument panel
* CE-Package: Folding ROPS, emergency stop, comfort seat with security belt and seat contact switch
* Unobstructed view to the drums
Vandal protection of the machine with lock preparation on:
* Engine hood
* Instrument panel
* Fuel tank
* Water tanks
Suitable
The ARX-Serie rollers are based on a modular concept allowing:
* Optimisation of spare parts management due to wide compatibility of the parts between different ARX models
* The customisation of the machine to specific applications of the user
Lockable diesel-tank standard
Folding ROPS for easy transport
2 nd drive-lever
Clear dashboard layout
10
Technical Specifications
Standard
Options
* Front and rear vibration and drive
* Pressurised plus intervall sprinkler system
* Control system with emergency stop
* Ammann Vibration Control
* Central lifting hook (option on ARX2)
* Lateral sliding seat on ARX 23 - 45
* 2 working frequencies
* Hydraulic test-port
* CE-Kit with folding ROPS and working lights
* Canopy
* Road lighting
* Asphalt-thermometer (only on ARX 4)
* Battery disconnection switch
* Reverse alarm
* Central lifting hook (only on ARX 2)
* ATC - Ammann Traction Control (only on ARX 2 + 4)
* Wide-tyre-kit ARX 26 combi
* Arm rests
* Edge-cutter incl. multifunction lever
* Second drive-lever, left
* Bio-degradable hydraulic oil
* Customer Colour
* Drums in Line (only on ARX 1)
ARX 45 K
Weight
Operating weight CECE
Operating weight max.
Static linear load (full-flush)
Wheel load
French classification
Drums (Wheels)
Width
Offset
Rolling width max.
Diameter mm
Thickness mm
Number of wheels
Tire size
Tire-axle width
Engines
Engine type
Emmission class
Power output ISO 3046
Cylinder/ltr.
1. /2. working speed
Travel speed km/h
Electric System
Batterie / Capacity
Steering
Turning radius inside
Steering / Oscillating angle
Vibration
Amplitude
Frequency at 2100/2400 rpm
Centrifugal force - max.
Capacities
Water tank
Anti-adhesive
Hydraulic tank
Diesel fuel tank
4325
5100
16,8
541
PV4
1380
-
1380
850
17
4
10,5/80-16
1275
2621
32/8
0,34/0,55
45/57
55
350
18
37
59
11
Australia: Ammann Australia Pty. Ltd. | Narangba 4504
Austria: Ammann Austria GmbH | 4114 Neuhaus
Brazil: Ammann do Brasil | CEP: 94180-452 Gravataí/RS
Bulgaria: Ammann Bulgaria | 1700 Sofia
China: Ammann Construction Machinery Shanghai Co. Ltd. |
Shanghai 201700
Czech Republic: Ammann Czech Republic a.s. |
54901 Nové Město nad Metují
Ammann Asphalt GmbH | 60200 Brno
France: Ammann France SAS | 94046 Créteil/Cedex
Germany: Ammann Asphalt GmbH | 31061 Alfeld (Leine)
Ammann Verdichtung GmbH | 53773 Hennef
Ammann Elba Beton GmbH | 76275 Ettlingen
India: Ammann Apollo India Private Ltd. | Ahmedabad 380 009
Indonesia: Ammann South East Asia | Jakarta 11530
Italy: Ammann Italy S.p.A. | 37012 Bussolengo
Kazakhstan: Ammann Kazakhstan LLP | Almaty 050051
Netherlands: Ammann Benelux B.V. | 7730 SK Ommen
Poland: Ammann Polska sp.z.o.o. | 02-230 Warszawa
Romania: Ammann Group Romania S.R.L. | 077125 Magurele
Russia: Ammann Russia o.o.o. | 127 473 Moscow
Singapore: Ammann Singapore Pte. Ltd. | 307591 Singapore
Detailed information can be found at: www.ammann-group.com
EN | 10 | 14
Specifications are subject to change.
Spain: Ammann Iberia S L | Madrid
South Africa: Ammann Construction Machinery South Africa |
Benoni 1500
Sweden: Ammann Scandinavia | 211 20 Malmö
Switzerland: Ammann Switzerland Ltd. | 4901 Langenthal
Avesco AG | 4901 Langenthal
Turkey: Ammann Teknomak A.S. | Ankara 06370
Ukraine: OOO Ammann Ukraine | 03150 Kiev
United Arab Emirates: Ammann NME FZE | Dubai
United Kingdom: Ammann UK Ltd. | Warwickshire CV37 0TY
USA: Ammann America Inc. | Ponte Vedra | Florida 32082
|
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http://www.tendix.hu/tendix_uploads/files/termekek/uthengerek/arx_light_tandem_roller_en_2016.pdf
|
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AUTUMN LEAVES
FALL LEAVES CUTTING STRIPS
Cut each strip on the bold lines. Use the blue dots as visual guides for the assisting hand. You can also use them as a strengthening activity by hole punching each blue dot. A hole punch is a great physical cue for moving the assisting hand and cutting along the line. Move the scissors down the shaded path to reach the fall leaves. Don’t go off the path!
FALL LEAVES CUTTING SHAPES
Cut each Fall leaf shape on the lines. Glue them to clothes pins, craft sticks, or paper bags to make puppets. Use these Fall leaves in pretend play activities, in sensory bins, or in making patterns. Have fun!
1. What number leads to the tree? □
2. In the Autumn, I see...
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THE OT TOOLBOX.COM
FALL LEAVES WORKSHEETS DISCLAIMER
Text and Images Copyright 2020
The OT Toolbox ® and Colleen Beck OTR/L
www.theottoolbox.com
DISCLAIMER
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, without written permission of the author.
You May: Make copies for each student on your caseload or in your classroom. You may upload to teletherapy platforms, Google classrooms, or email to parents.
You May NOT: Upload to a school-wide classroom or server. Direct parents/therapists/teachers to www.theottoolbox.com for their personal use. Do not alter this file or document pages in any way. You may not post them in online platforms such as Facebook groups, forums, websites, shared files, etc. Please direct others to The OT Toolbox for access. You may not sell or profit in any way from these files. Copyright The OT Toolbox ® 2020.
This product, along with all products created by or hosted on The OT Toolbox ® sites and social media channels, has been created for educational purposes only. The information found in this publication should not substitute for medical advice from a physician. If necessary, all children should be individually evaluated by an occupational therapist. This publication does not substitute direct intervention from a physician or occupational therapist. All activities should be completed with common sense and with direct observation by a responsible adult. Use of the activities in this publication indicate consent. The author of this publication and The OT Toolbox ®, its contributors and affiliates are not liable for any injury caused to a child by completing these activities. Your use of these materials indicates agreement.
Cut each strip on the bold lines. Use the blue dots as visual markers for the assisting hand. You can also use them as a strengthening activity by hole punching each blue dot. A hole punch is a GREAT physical cue for moving the assisting and when cutting along the lines. Move the scissors down the shaded path to reach the Fall leaves. Don't go off the path!
Cut each strip on the bold lines. Use the blue dots as visual markers for the assisting hand. You can also use them as a strengthening activity by hole punching each blue dot. A hole punch is a GREAT physical cue for moving the assisting and when cutting along the lines. Move the scissors down the shaded path to reach the Fall leaves. Don’t go off the path!
Cut each strip on the bold lines. Use the blue dots as visual markers for the assisting hand. You can also use them as a strengthening activity by hole punching each blue dot. A hole punch is a GREAT physical cue for moving the assisting and when cutting along the lines. Move the scissors down the shaded path to reach the Fall leaves. Don’t go off the path!
Cut each strip on the bold lines. Use the blue dots as visual markers for the assisting hand. You can also use them as a strengthening activity by hole punching each blue dot. A hole punch is a GREAT physical cue for moving the assisting and when cutting along the lines. Move the scissors down the shaded path to reach the Fall leaves. Don’t go off the path!
Cut each strip on the bold lines. Use the blue dots as visual markers for the assisting hand. You can also use them as a strengthening activity by hole punching each blue dot. A hole punch is a GREAT physical cue for moving the assisting and when cutting along the lines. Move the scissors down the shaded path to reach the Fall leaves. Don’t go off the path!
FALL LEAVES CUTTING SHAPES
Cut each Fall leaf shape on the lines. Glue them to clothes pins, craft sticks, or paper bags to make puppets. Use these Fall leaves in pretend play activities, in sensory bins, or in making patterns. Have fun!
1. What number leads to the leaf? □
2. What is your favorite thing to do with leaves or trees?
www.theOTtoolbox.com
1. What number leads to the tree? □
2. In the Autumn, I see...
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Lowest Power Fibre Channel Adapters for Green Data Centers
Cavium's QLogic Adapters Deliver the Highest Performance at the Lowest Power
QLogic StarPower technology from Cavium offers dynamic and adaptive power management features to optimize power and bandwidth for lower power consumption.
KEY BENEFITS
INDUSTRY CHALLENGES
Application growth and technology improvements drives data center managers to use server virtualization to consolidate server footprints and reduce the amount of power and cooling required. Upgrading server equipment to an energy-efficient model can save up to one ton of carbon emissions. Virtualization is an innovative way to absorb growth while minimizing environmental impact.
* Lower Power Consumption. The QLogic ® Dynamic Power Management feature automatically reduces power consumption with no IT administrator intervention. QLogic 2600 Series Adapters from Cavium™ use the minimum number of PCIe ® lanes to accommodate the maximum Fibre Channel bandwidth in a PCIe Gen3 slot. In a PCI Express ® Gen3 slot, the QLogic Dynamic Power Management feature demonstrates 42 percent greater power savings compared to the Emulex ® LPe16002B adapter.
* Lower Power Bills. In a data center with thousands of servers and Fibre Channel Adapters, the QLogic StarPower™ solution results in significant cost savings through lower electricity usage.
* Reduction in Cooling Costs. Choosing an adapter that delivers lower power consumption generates less heat, requiring less cooling to maintain the server's operating temperature.
* Lower Operating Expenses. Decreased power and cooling requirements enable more servers to operate using the existing footprint within the data center.
* Environmentally Responsible. Reducing Fibre Channel adapter power consumption helps lower overall carbon footprint.
All around the globe, more and more data is shared every day, while there is also a shift towards environmentally responsible thinking. The significant increase in the amount of data means that more energy is required to power up and cool the enterprise data center. Therefore, data centers play an important role in reducing the amount of energy used to run large infrastructure complexes.
QLOGIC STARPOWER TECHNOLOGY
Dynamic Power Management techniques, such as Intelligent Link Training (ILT), save power on the QLogic 2500 Series (8Gb) and QLogic 2600 Series (16Gb) Fibre Channel Adapters. Intelligent Link Training forces the PCIe bus to use the minimum number of lanes needed for maximum throughput. For example, for PCIe Gen2 slots, the QLogic 2600 Series Adapter uses all 8 PCIe lanes; however, when the same adapter is plugged into a PCIe Gen3 slot, it uses only four lanes, which are powered down when the bandwidth is not in use, which saves power. Reducing Fibre Channel Adapter component count and using power-efficient components further reduce power consumption.
In addition to its power-saving features, the QLogic 2600 Series Adapter uses an active heat sink to cool the adapter. The design maintains an optimal operating temperature across the broad range of server designs, irrespective of airflow. Having a cooler adapter delivers the highest levels of reliability. Active cooling solutions have been deployed in the industry across many implementations: high-performance CPUs, memory modules, and power components.
1
Lowest Power Fibre Channel Adapters for Green Data Centers
KEY BENEFITS
* Lower Power Bills. The QLogic StarPower solution results in significant cost savings.
* Reduction in Cooling Costs. Choosing an adapter that delivers lower power consumption results in generating less heat.
* Lower Operating Expenses. More servers can operate using the existing power footprint in the data center.
* Environmentally Responsible. Lower the overall carbon footprint.
Table 1. QLogic 2600 Series Power Consumption Advantages 1
KEY ADVANTAGES
Lower Power Consumption. In a PCI Express Gen3 slot, the QLogic Dynamic Power Management feature demonstrates 42% greater power savings over Emulex, as shown in Table 1.
Higher Application Performance and Virtual Machine Scalability. The QLogic 2600 Series Fibre Channel Adapter delivers the best application performance, making it an ideal solution for high-density virtualized environments. Cavium's QLogic technology delivers higher application performance than Emulex in Oracle ® and Microsoft Exchange Server ® environments. The QLogic 2500 Series and the QLogic 2600 Series outperform the Emulex LPe12002 and LPe16002B Adapters, respectively, at real-world workloads (block sizes) used in the enterprise data center. As shown in Table 2, this greater performance effectively means a more efficient adapter well suited for green data centers.
Table 2. Fibre Channel Adapter Power Efficiency
High Availability Architecture. The QLogic 2600 Series Fibre Channel Adapter is the superior choice for the enterprise data center. QLogic Fibre Channel architecture provides port-level isolation across its dual-port ASIC, using independent buffers, the CPU, and the firmware image for each port. This design provides predictive and scalable performance across both ports.
Proven Leadership. According to Dell'Oro Group, Cavium's QLogic adapters lead the market with a double-digit lead over the nearest competitor. With more than 15 million ports deployed across multiple hardware platforms and operating systems, QLogic Fibre Channel Adapters have been field-tested in enterprise data centers.
QLOGIC STARPOWER
QLogic StarPower technology from Cavium offers dynamic and adaptive power management features such as power and bandwidth optimized intelligent PCI Express link training, low-power switching power supplies, and thermally efficient layout requiring lower airflows.
ABOUT CAVIUM
Cavium, Inc. (NASDAQ: CAVM), offers a broad portfolio of infrastructure solutions for compute, security, storage, switching, connectivity and baseband processing. Cavium's highly integrated multi-core SoC products deliver software compatible solutions across low to high performance points enabling secure and intelligent functionality in Enterprise, Data Center and Service Provider Equipment. Cavium processors and solutions are supported by an extensive ecosystem of operating systems, tools, application stacks, hardware reference designs and other products. Cavium is headquartered in San Jose, CA with design centers in California, Massachusetts, India, Israel, China and Taiwan.
1. For a detailed description of the power testing methodology, see the technology brief, "QLogic Platform and Methodology for Product Evaluations."
Follow us:
Corporate HeadquartersCavium, Inc. 2315 N. First Street San Jose, CA 95131 408-943-7100
International OfficesUK | Ireland | Germany | France | India | Japan | China | Hong Kong | Singapore | Taiwan
Copyright © 2013 - 2017 Cavium, Inc. All rights reserved worldwide. QLogic LLC (formerly QLogic Corporation) is a wholly owned subsidiary of Cavium, Inc. Cavium, QLogic, and StarPower are registered trademarks or trademarks of Cavium Inc., registered in the United States and other countries. All other brand and product names are registered trademarks or trademarks of their respective owners.
This document is provided for informational purposes only and may contain errors. Cavium reserves the right, without notice, to make changes to this document or in product design or specifications. Cavium disclaims any warranty of any kind, expressed or implied, and does not guarantee that any results or performance described in the document will be achieved by you. All statements regarding Cavium's future direction and intent are subject to change or withdrawal without notice and represent goals and objectives only.
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Available online on www.ijpcr.com
International Journal of Pharmaceutical and Clinical Research 2022; 14(6); 239-247
Original Research Article
Glycosylated Hemoglobin (HbA1c) Levels and Wound Healing in Diabetic Foot Ulcers–An Observational Study
Priyanka Hegde 1 , Seema V. Kamaraddi 2 , Basavaraj M. Kajagar 3
1Resident, Department of Plastic Surgery, CMC, Vellore, Tamil Nadu, India. 2Associate Professor, Department of Physiology, Jawaharlal Nehru Medical College, KAHER, Belagavi, Karnataka, India.
3Professor, Department of General Surgery, Jawaharlal Nehru Medical College, KAHER, Belagavi, Karnataka, India.
Received: 15-04-2022 / Revised: 20-05-2022 / Accepted: 01-06-2022
Corresponding author: Dr. Basavaraj M. Kajagar
Conflict of interest: Nil
Abstract
Methodology: The present observational study was conducted in 90 DFU patients with single Wagner grades 1 or 2 foot ulcer. Depending on the HbA1c levels; Group 1: < 7%, Group 2: 7-8% and Group 3: > 8%. Photographs were taken using the Tissue Analytics software interface installed on an android smartphone, on day 0 and day 14. The software then calculated and yielded the length, width, and area of the ulcer. Culture and antibiotic sensitivity of foot ulcer was done. Chi-square test was used for group comparisons and p<0.05 was considered significant
Background: Altered glycemic levels (HbA1c) can influence the healing process of diabetic foot ulcers (DFU), prevalent among type-2 Diabetes Mellitus (DM) patients. The objective of this study was to assess the rate of wound healing in DFU corresponding to HbA1c levels in type 2 diabetes individuals.
Results: The mean HbA1c level was 8.76±2.75% and the duration of DM was 118.87±83.52 months in all the subjects. The range of DM duration was 0.08 to 30 years (Confidence Interval: 8.45 to 11.36). Among the subjects, 44.44% had ulcers for 1-4 weeks. A significant negative correlation (rho= -0.55) between HbA1c and rate of wound healing (p<0.0001) was observed using Spearman rank correlation. Wagner grade was significantly associated with group (p=0.001). Neuropathy, Peripheral Vascular Disease (PVD) and bacterial infection at the site was seen in 44.40%, 31.10% and 53.1% patients.
Keywords: Diabetic foot, foot ulcer, Glycated haemoglobin A, wound healing.
Conclusion: The duration required for wound healing increased with rise in HbA1c.
This is an Open Access article that uses a fund-ing model which does not charge readers or their institutions for access and distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0) and the Budapest Open Access Initiative (http://www.budapestopenaccessinitiative.org/read), which permit unrestricted use, distribution, and reproduction in any medium, provided original work is properly credited.
Introduction
Diabetic Foot Ulcer (DFU) is one of the most common causes for hospitalization of a diabetic patient which could result in amputation if untreated. In India, the onset of diabetes is observed at a young age and is associated with complications regardless of the duration of diabetic illness. [1] Complications of diabetes are divided into microvascular (diabetic neuropathy, nephropathy and retinopathy) and macrovascular (peripheral vascular diseases, coronary artery diseases and
stroke). [2] DFU patients have been observed to carry a risk of developing vasculopathy and neuropathy with a short duration of diabetes in India. [1] Worldwide DFU incidence is 9.1 to 26.1 million per annum. [3] Foot ulcers can be averted by a frequent screening of high risk patients. An infection of the ulcer can be avoided by awareness, control of blood sugar level, removal of dead tissue from wound, progressive dressing, surgery and progressive treatment. [4,5] Risk factors associated with DFU are increasing age, female gender, peripheral neuropathy, peripheral arterial diseases, history of diabetes and elevated Glycated Hemoglobin (HbA1c). [6,7] Modality of DFU consists of debridement of infection, antibiotic treatment, subsequently accurate vascular reformation. A negative wound pressure therapy could be the appropriate treatment method for DFU.[8] Wagner grading system delineates the severity of ulcer, existence of gangrene or osteomyelitis. [9]
Assessment of HbA1c in diabetic patients is advantageous over the routine blood glucose or Oral Glucose Tolerance Test (OGTT).[10,11] The benefits of HbA1c testing is that it does not require any prior preparation and it can be done at any time of a day. HbA1c provides an average glucose level for three months which is beneficial over repeated testing of blood glucose. Foot ulcer healing is delayed with elevated HbA1c, total cholesterol, triglycerides, and low-density lipoprotein (LDL) levels. Further HbA1c is a known reliable diagnostic tool for the prediction of DFU. [8,12] Body Mass Index (BMI) and HbA1c are two risk factors associated with diabetes and their raised levels can predict poor healing process of DFU. These two factors signify the restrain over the complications of diabetes. [1] Tissue analytic software assess the wound healing through an electronic health record (HER) plug-in, which is powered by Artificial Inelegancy (AI) software solution. The company recently adopted an interlinked platform with selected partners, that indicates the cutting-edge of wound care instruments, characterized with picturization and examine oxygenation of tissue under the skin, briefing of bioburden and prejudice the DFU.
A paucity of studies regarding a compelling association between DFU and HbA1c level was observed. It has been reported that inconsistent HbA1c levels of diabetic patients have a greater wound healing activity with a baseline control. [13,14] Moreover, after accommodating confounding factors, there has been no correlation between HbA1c level and healing of DFU. [14] Contradicting these outcomes there has been a strong association between elevated HbA1c and delay in the healing of DFU. [4,6,15] Hence, this study proposed to assess the DFU healing rate and its association with corresponding HbA1c levels.
Material and Methods
This prospective observational study was conducted for one year from January 2017 to December 2017 in the department of Surgery at a tertiary care hospital. Using Cohen's convenience method with Effect size of 0.335, 80% power and 5% significance level, sample size was calculated and 90 DFU patients were enrolled in the study. Convenience method of sampling technique was applied for the sample selection. DFU patients who consented for the hospital stay for a minimum of 15 days, patients above 18 years, 1 or 2 Wagner grades with single foot ulcer and only new cases of DFU, irrespective of their Diabetes mellitus duration were included in the study. Exclusion criteria of the study was Wagner grade strike 3 or more, foot ulcer with gangrene, osteomyelitis of foot, diabetic ketoacidosis, immunodeficiency states, hemoglobinopathies, autoimmune diseases like malignancy and patients receiving unconventional treatment for DFUs. The study was approved by Institutional ethical
committee and the informed consent was obtained from the study participants.
Baseline characteristics of the cohort such as age, gender, duration of diabetes, history of hypertension and duration of foot ulcer was collected. During the clinical examination of patients Wagner grade, neuropathy, and Peripheral Vascular Disease (PVD) were recorded. [2.16,17] Ulcer characteristics such as shape, location, edge, margins, floor of ulcer were noted on – Day 0 (beginning of study) and Day 14 (end of study) were examined by a qualified General Surgeon. Diagnostic part of the study culture and antibiotic sensitivity of foot ulcer was conducted, for this wound discharge or deep tissue culture during debridement was carried out before inclusion into study.
For the estimation of HbA1c level among DFU patients, 2 cc of blood sample was collected in an ethylenediamine tetra acetic acid (EDTA) anticoagulant tube and sent to the hospital laboratory. In the laboratory HbA1c level was measured by High Performance Liquid Chromatography (HPLC). [18] Depending on the HbA1c level of patients, they were categorised into three groups: the first group comprised of patients with less than 7%, the second group included patients with 78% and in the third group, patients with HbA1c level greater than 8% were included.
Photographs were taken using the Tissue Analytics software interface which was installed on an android smartphone. The photograph was taken after placing a green circle sticker of 1 cm 2 area next to the wound (used as a scale) on Day 0 and Day 14. The software, then calculated and produced the length, width, and area of the ulcer.
The initial wound area on Day 0 (x) and the final wound area on Day 14 (y) were noted in all the three HbA1c groups (Figure-1). From this data the wound area reduction and rate of wound healing was calculated as follows: rate of wound healing or area reduction per day = x-y/15 [18], where, x = wound area on D 0, y = wound area on D 14. All the data was collected from the patients and documented in Microsoft Excel sheets.
Wound dressing was done with normal saline daily for a period of 15 days and antibiotics were administered based on the wound culture and sensitivity report. All the patients were accompanied with insulin therapy during the hospital stay.
Statistical analysis was done using R 3.6.1 software. Descriptive analysis of the data was done using Excel sheet. Continuous variables were represented by mean ± standard deviation. Categorical variables were represented by frequency tables. Categorical variables were compared using Chi-square test and continuous variables between groups were compared using ANOVA. A p-value<0.05 was considered statistically significant.
Results
The mean age of the study subjects was 56.4±11.41 years across the groups. By Chi-square test, gender was equally distributed across the groups (p=0.3928) and a male (74.44%) preponderance was noticed. The range of DM duration was 0.08 to 30 years (95% Confidence Interval: 8.45 to 11.36). HbA1c was significant among all the three HbA1c groups (p< 0.0001). Using ANOVA, the mean duration of DM (in months) (p=0.5283), the duration of foot ulcer (p= 0.4265) and the site of ulcer (p=0.0506) were found to be insignificantly correlated between the three groups, whereas Wagner grade was significantly co-related with group (p=0.001). (Table-1)
Using two-way ANOVA with interaction, the status of neuropathy did not significantly affect the rate of wound healing (p=0.3436). Effect of HbA1c levels on wound healing was not significantly different over the status of neuropathy (Group: Neuropathy
interaction; p=0.6610). The mean rate of wound healing significantly differed in at least 2 groups (p<0.0001). By ANOVA test, the presence of PVD did not significantly affect the rate of wound healing in the foot ulcer subjects (p=0.8934) and there was no significant interaction effect between PVD and Group (p=0.7147) (Table 2). Wound infection was reported in 53.1% of the study population. However, the presence of infection did not significantly affect the rate of wound healing (p=0.3930) and there was no significant interaction effect between Culture and the Groups (p=0.3261) (Table-2).
A significant negative correlation (rho= 0.55) between HbA1c and rate of wound healing among foot ulcer subjects (p<0.0001) was observed using Spearman rank correlation (Figure-2).
Table 1: Association of the baseline characteristics between the groups.
| Factor | | Group I HbA1c < 7% | Group II HbA1c 7-8 % | Group III HbA1c >8 % | Total |
|---|---|---|---|---|---|
| Age (in years) | | 55.93±12.77 | 56.5±10.55 | 56.77±11.19 | 56.4±11.41 |
| Age group | ≤30 | 1 (3.33%) | 1 (3.33%) | 0 (0%) | 2 (2.22%) |
| | 31-40 | 1 (3.33%) | 0 (0%) | 4 (13.33%) | 5 (5.56%) |
| | 41-50 | 9 (30%) | 8 (26.67%) | 5 (16.67%) | 22 (24.44%) |
| | 51-60 | 9 (30%) | 9 (30%) | 8 (26.67%) | 26 (28.89%) |
| | >60 | 10 (33.33%) | 12 (40%) | 13 (43.33%) | 35 (38.89%) |
| Gender | Male | 25 (83.33%) | 21 (70%) | 21 (70%) | 67 (74.44%) |
| | Female | 5 (16.67%) | 9 (30%) | 9 (30%) | 23 (25.56%) |
| HbA1c (%) | | 6.49±0.39 | 7.6±0.29 | 12.2±2.01 | 8.76±2.75 |
| Duration of DM (in months) | | 105.4±83.16 | 121.77±88.32 | 129.43±79.88 | 118.87±83.52 |
| Duration of Diabetic mellitus category (in years) | 0-3 | 8 (26.67%) | 7 (23.33%) | 4 (13.33%) | 19 (21.11%) |
| | 4-8 | 10 (33.33%) | 8 (26.67%) | 8 (26.67%) | 26 (28.89%) |
| | 9-13 | 3 (10%) | 5 (16.67%) | 9 (30%) | 17 (18.89%) |
| | 14-18 | 6 (20%) | 5 (16.67%) | 5 (16.67%) | 16 (17.78%) |
| | 19-23 | 2 (6.67%) | 3 (10%) | 3 (10%) | 8 (8.89%) |
| | ≥24 | 1 (3.33%) | 2 (6.67%) | 1 (3.33%) | 4 (4.44%) |
| Duration of Ulcer | <1 week | 11 (36.67%) | 10 (33.33%) | 7 (23.33%) | 28 (31.11%) |
| | 1- 4 weeks | 15 (50%) | 11 (36.67%) | 14 (46.67%) | 40 (44.44%) |
| | >4 weeks | 4 (13.33%) | 9 (30%) | 9 (30%) | 22 (24.44%) |
| HTN | Yes | 15 (50%) | 14 (46.67%) | 14 (46.67%) | 43 (47.78%) |
| | No | 15 (50%) | 16 (53.33%) | 16 (53.33%) | 47 (52.22%) |
| Site of foot ulcer | PLANTAR | 14 (46.67%) | 12 (40%) | 21 (70%) | 47 (52.22%) |
| | DORSUM | 16 (53.33%) | 18 (60%) | 9 (30%) | 43 (47.78%) |
| Wagner grade | 1 | 16 (53.33%) | 13 (43.33%) | 8 (26.67%) | 37 (41.11%) |
| | 2 | 14 (46.67%) | 17 (56.67%) | 22 (73.33%) | 53 (58.89%) |
HTN: Hypertension, *p< 0.05 is Significant
Table 2: Comparison of risk factors across the groups.
| Risk factors | | Group I | Group II | Group III | Total | p-value |
|---|---|---|---|---|---|---|
| NEUROPATHY | Yes | 10 (33.33%) | 14 (46.67%) | 16 (53.33%) | 40 (44.44%) | 0.6610 |
| | No | 20 (66.67%) | 16 (53.33%) | 14 (46.67%) | 50 (55.56%) | |
| PVD | Yes | 7 (23.33%) | 13 (43.33%) | 8 (26.67%) | 28 (31.11%) | 0.7147 |
| | No | 23 (76.67%) | 17 (56.67%) | 22 (73.33%) | 62 (68.89%) | |
| CULTURE | Yes | 10 (33.33%) | 16 (53.33%) | 22 (73.33%) | 48 (53.33%) | 0.3261 |
| | No | 20 (66.67%) | 14 (46.67%) | 8 (26.67%) | 42 (46.67%) | |
PVD: Peripheral Vascular Disease
Figure 1: Clinical photographs of ulcer on Day 0 (left hand side) and Day 14 (right hand side)
Discussion
Glycemic control is impacted by the foot ulcer healing process and the severity of diabetes. Duration of the wound healing corresponds to HbA1c level.[6] Old age, peripheral arterial disease, neuropathy, female gender, long duration of diabetes and increased HbA1c levels influence DFU. [7] HbA1c level indicates the severity of diabetes, and subsequently it represents the risk of incidence of DFU. Additionally, increased HbA1c level is accompanied by partial and slow healing of DFU. [12] However, an Indian study reported that the DFU was observed among younger age group with a short duration of type-2 diabetes mellitus. This study reported that, the mean age of all participants was quite low when compared to studies conducted by Christman et al., and Xiang et al. [13,19] This study reported that there was a male predominance as compared to the female patients which was in line with studies conducted by Xiang et al., and Kumar et al. [1,13] A delay and incomplete healing of foot ulcer was associated with elevated HbA1c level in diabetic patients. HbA1c levels regulates the incidence of DFU and it can be used as a diagnostic tool to monitor severity of diabetes and its associated complications. [6,12] One more study reported that, DFU healing rate was efficient in the HbA1c level 7-8% group with well controlled compared to less than 7% and above 8%.[13] The mean HbA1c levels for the first-two groups was slightly higher than Christman et al., study and the total mean of three groups in this study was quite lower than the Younis et al., study.[7,19] Further, the duration of DM was lower than the Xiang et al., and Fesseha et al., studies for the first-two groups and for the mean of all subjects, respectively. [13,14] The duration of foot ulcer in Xiang et al., study for all the groups of HbA1c levels was more than 4 weeks, where as in our study only 13-30% of study population had a history of foot ulcer for more than 4 weeks in all the groups of HbA1c level including the total number of subjects. [13] In our study, when the baseline HbA1c was studied in
relation to the duration of the ulcer (in weeks), an interesting correlation was found. The number of patients with DFU at 1-4 weeks was comparable in Group 1(n=15; 50%) and Group 3 (n=14; 46.67%). When the wound healing was assessed at 4 weeks, Group 1(n=4; 13.33%) and Group 2 and 3(n=9; 30%) were observed indicating a fewer patients in Group 1 than Group 2 and 3. The effectiveness of HbA1c as a prognostic tool in the wound healing of DM is challenged with these proportionate results. The small size of the sample could be attributed to this commensurate result. Older studies have given conflicting views on this regard, which could possibly explain this observation. Fesseha et al., observed that the baseline HbA1c levels had no association with wound healing. [14] Guo and Dipietro explained the relationship between poor wound healing and hyperglycaemic subjects. [19] The state of hyperglycaemia could possibly lead to the accumulation of oxidative stress and release reactive oxygen species. Murine studies have concluded that the end products of glycation could deteriorate wound healing. [20] Hypertensive DFU patients were lower in this study as compared to Xiang et al., and Fesseha et al., studies for all the groups of HbA1c levels and the group of healing status, respectively. [13,14]
Tissue analytics provides softer solution which consists of AI to develop good quality data from clinical images automatically and objectively. The software has advantages of data availability, security, compliance, management, enhances favourable outcomes and is cost effective. [21] In Younis et al., study, patients with dorsal foot ulcer were less than the present study and patients with planter foot ulcers were more. [7] In our study, Wagner grade 2 patients' percentage was greater than Xiang et al., and Kumar et al., studies for all the classes of HbA1c and the total number of patients. [1,13] For Wagner grade 1, the number of patients were lower in our study as compared to Kumar et al., study. [1] The patients of neuropathy with ulcer were higher in Younis et al., and Dhatariya et al., studies compared to our study. [6,7] In Fesseha et al., study, the total number of patients with PVD was slightly higher than our study. [14] There is a need to educate the diabetic patient about DFU, importance of hygiene, selfassessment of foot temperature, usage of proper footwear, and good diabetes control. [4]
This study re-validated the findings that there was a negative correlation between HbA1c level and the severity of DFU among diabetic patients. HbA1c level was significant with the study groups (p< 0.0001). Wound culture was positive in two groups of HbA1c and with the total number of patients. In all the three groups, more prominent strains of bacteria found were Streptococcus pyrogens, Staphylococcus, Escherichia Coli (E-coli), Methicillin Resistant Staphylococcus Aureus (MRSA) and Pseudomonas. Limitations of this study was the absence of a long-term follow-up of foot ulcer patients as it was restricted to hospital stay of 15 days. Additionally, the identification of bacterial growth from ulcer and their sensitivity to antibiotics was not pursued.
Conclusion
HbA1c is the routine diagnostic tool to monitor the known type 2 DM patients, and the same was used to assess the rate of wound healing among DFU patients in this study. The study concluded that the HbA1c was a good indicator for wound healing process of DFU.
References
1. Kumar B, Mishra MK, Sinha A, Soni RK, Patel DK. Prospective study to correlate the level of glycosylated haemoglobin with wound healing, vasculopathy and neuropathy in diabetic foot patients. Int Surg J 2016:3:2087-91.
2. Fowler MJ. Microvascular and Macrovascular complications of Diabetes. Clinical diabetes 2008:26(2):77-82.
4. Zubair M, Malik A, Ahmad J. Glycosylated Haemoglobin in Diabetic Foot, and its Correlation with Clinical Variables in a North Indian Tertiary Care Hospital. J Diabetes Metab 2015:6(7):1-6.
3. Armstrong DG, Boulton AJM, Bus SA. Diabetic Foot Ulcers and Their Recurrence. N. Engl. J. Med. 2017:376(24):2367-75.
5. Haridas R, Krishnakumar K, Paiyappan L. Management of diabetic foot infection: A review. IJIPSR 2017:5(5):80-6.
7. Younis BB, Shahid A, Arshad R, Khurshid S, Ahmad M, Yousaf H. Frequency of foot ulcers in people with type 2 diabetes, presenting to specialist diabetes clinic at a Tertiary Care Hospital, Lahore, Pakistan. BMC Endocr Disord 2018:18(53):1-6.
6. Dhatariya KK, Wah-Pun Sin ELP, Suet Cheng JO, et al. The impact of glycaemic variability on wound healing in the diabetic foot – A retrospective study of new ulcers presenting to a specialist multidisciplinary foot clinic. Diabetes Res Clin Pract 2018:35: 23-9.
8. Nazim MN, Moosabba MS. A study of correlation between glycosylated Haemoglobin (HbA1c) and Fasting Lipid Profile (FLP) in diabetic foot wound healing. Indian J Appl Res 2017:7(8):278-80.
10. Rathod SD, Crampin AC, Musicha C. Glycated haemoglobin A1c (HbA1c) for detection of diabetes mellitus and impaired fasting glucose in Malawi: a diagnostic accuracy study. BMJ Open 2018:8(5): e020972.
9. Mehraj M. A review of Wagner classification and current concepts in management of diabetic foot. International journal of orthopaedics science 2018:4(1): 933-5
11. Florkowski C. HbA1c as a diagnostic test for Diabetes mellitus –Reviewing the evidence. Clin Biochem Rev 2013:34;75-83.
13. Xiang J, Wang S, He Y, Xu L, Zhang S, Tang Z. Reasonable Glycemic Control Would Help Wound Healing During the Treatment of Diabetic Foot Ulcers. Diabetes Ther 2019:10:95–105.
12. Manjunath HR, Kumar VM. Role of Hemoglobin A1c as Predictor of Foot Ulcer Healing in Diabetes. IJSS Journal of Surgery 2018:4(2):71-5.
14. Fesseha BK, Abularrage CJ, Hines KF, et, al. Association of Hemoglobin A1c and wound healing in diabetic foot ulcers. Diabetes care 2018:41:1478-85.
16. Oyibo SO, Jude EB, Tarawneh I, Nguyen HC, Harkless LB, Boulton AJM (2001) A Comparison of Two Diabetic Foot Ulcer Classification Systems. Diabetes care 24(1):84-8.
15. AlGoblan AS, Alrasheedi IM, Basheir OH, Haider KH. Prediction of diabetic foot ulcer healing in type 2 diabetic subjects using routine clinical and laboratory parameters. Res Rep Endocr Disord 2016:6;11-6.
17. Ammar, M. B., Dick, B. A., Sid, Y. M. O., & Fekhaoui, M. Comparative study of the effect of different aqueous solutions on the physicochemical elements of solid medical waste in Nouakchott case of the Amitie hospital. Journal of Medical Research and Health Sciences, 2022:5(5), 2018– 2022.
19. Karami A, Baradaran A. Comparative evaluation of three different methods for HbA1c measurement with Highperformance liquid chromatography in diabetic patients. Adv Biomed Res 2014:3:94.
18. Sontheimer DL. Peripheral vascular disease: diagnosis and treatment. Am Fam Physician 2006:73(11):1971-6.
20. Guo S, Dipietro LA. Factors affecting wound healing. J Dent Res. 201089:219–29.
21. Christman AL, Selvin E, Margolis DJ. Lazarus GS, Garza LA. Hemoglobin A1c is a predictor of healing rate in
diabetic wounds. J Invest Dermatol 2011:131(10): 2121–7.
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The lasting impact of Intraprofessional Education between dentists and dental hygienists
Kimber Satter
Eastern Washington University
Follow this and additional works at: https://dc.ewu.edu/theses
Part of the Dental Hygiene Commons, Dental Public Health and Education Commons, and the Other Dentistry Commons
Recommended Citation
Satter, Kimber, "The lasting impact of Intraprofessional Education between dentists and dental hygienists" (2018). EWU Masters Thesis Collection. 477.
https://dc.ewu.edu/theses/477
This Thesis is brought to you for free and open access by the Student Research and Creative Works at EWU Digital Commons. It has been accepted for inclusion in EWU Masters Thesis Collection by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected].
The Lasting Impact
of Intraprofessional Education
Between Dentists and Dental Hygienists
A Thesis
Presented in Partial Fulfillment of the Requirements for the
Degree of Masters of Science
in
Dental Hygiene
in the
College of Graduate Studies
Eastern Washington University
by
Kimber Satter, RDH, BSDH, MSDH
Spring 2018
Major Professor:
Sarah Jackson, RDH, MSDH
THESIS OF KIMBER SATTER APPROVED BY
SARAH JACKSON, RDH, MSDH, GRADUATE STUDY COMMITTEE
ARTHUR C. DIMARCO, DMD, EWU RIDE DIRECTOR, GRADUATE STUDY COMMITTEE
PAMELA R. NAGASAWA, PHD, GRADUATE STUDY COMMITTEE
MASTER’S THESIS
In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Eastern Washington University, I agree that the JFK Library shall make copies freely available for inspection. I further agree that copying of this project in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this thesis for commercial purposes, or for financial gain, shall not be allowed without my written permission.
Signature Kimber E.H. Sutton
Date 4-27-2018
**LASTING IMPACT OF INTRAPE AMONG DENTISTS AND DH**
**Human Subjects Approvals**
**Application for Exempt Research**
**EWU Institutional Review Board for Human Subjects Research**
*Return this form, signed + 2 copies (3 total) to the Office of Grant and Research Development, 210 Showalter (SHW)*
| Principal Investigator (PI): | Kimber Satter |
|-----------------------------|---------------|
| Title: | Graduate Student |
| Department: | Dental Hygiene |
| Address: | 502 E Boone MSC 1124 |
| Spokane, WA 99258 | |
| Phone number: | (360) 903-5745 |
| E-mail: | [email protected] |
| Responsible Project Investigator (RPI) (faculty/staff sponsor): | Sarah Jackson |
|---------------------------------------------------------------|---------------|
| Department: | Dental Hygiene |
| Campus address/Mail stop: | 310 N Riverpoint Blvd., Suite 160 |
| Spokane, WA 99202 | |
| Phone number: | (509) 828-1299 |
| E-mail: | [email protected] |
**Project Title:** The Impact of Intraprofessional Education Between Dentists and Dental Hygienists
For students only: Is this research being done to meet a course, thesis or other academic requirement? ☒ Yes □ No
If yes, please specify: Master’s thesis
If not, why is it being done?
**Project anticipated starting date:** January 15, 2018
**Anticipated termination date:** February 15, 2018
**Funding:** ☒ Non-funded □ Internal funding □ External funding
**Funding agency (if applicable):**
**Grant or Contract Number:**
Check the type of exemption applicable to the project using the “Exemption Decision Aid” on the next page:
☒ 1. □ 2. □ 3. □ 4. □ 5. □ 6. □ None
**Rationale for exemption. Why should this project be exempt?** This project should be exempt as it examines alumni attitudes towards intraprofessional education in a survey form and does not include any of 12 twelve conditions that exclude an exemption.
Please state the purpose and methodology of the research:
**Purpose**
The goal of this study is to explore dentist’s perceptions of the importance of Intraprofessional education (IntraPE) with dental hygiene (DH) students, and their attitudes towards teamwork and understanding the roles and responsibilities of the DH. This study focuses on the IntraPE between University of Washington (UW) dental students and EWU DH students. Since IntraPE is a form of shared learning, use of the Interprofessional Education Collaborative (IPEC) Core Competencies for Collaborative Practice will provide the framework for the research questions of this exploratory study (IPEC, 2016b). This research seeks to evaluate how well the Regional Initiative in Dental Education (RIDE) program meets these core competencies in practice.
**Research Questions**
- Do dentists who participated in the RIDE program understand their role and responsibilities related to the DH better than dentists who had no formal IntraPE with DH students?
- Do RIDE dentists perceive there are better teamwork dynamics with their dental hygienists compared to non-RIDE dentists, due to their IntraPE experience with DH students?
**Methodology**
Upon consent, participants will individually complete an online demographic questionnaire including open-ended qualitative questions, and a questionnaire adapted from the Modified Readiness for Interprofessional Learning Scale (RIPLS), here called the IntraPE attitudes questionnaire, administered through SurveyMonkey®. Participants will be asked about professional respect, understanding others’ roles, collaboration, and teamwork.
**Variables.**
The independent variables are: participation in the UW RIDE program, the year of graduating from the UWSOD, participation in additional SL activities, and previous career as a DH. The PI seeks to measure if there is a specific impact the RIDE program has that differs from the traditional UWSOD curriculum and if there is a long-term impact of dentists having IntraPE with DH. The dependent variables are the scores from the IntraPE attitudes questionnaire. This will measure attitudes towards roles and responsibilities and teamwork based on the two IPEC Competencies of Roles and Responsibilities and Teams and Teamwork (IPEC, 2016b).
Instruments. The PI will use questionnaires to gather quantitative and demographic information. The PI used existing research as described in the literature review to choose a reliable and valid instrument.
Demographic questionnaire. A demographic questionnaire will provide descriptive statistics for the target population. This includes gender, year of graduation from the UWSOD, RIDE participation, years of clinical experience, previous career as a DH, and other IntraPE or IPE experiences. See Appendix B.
The IntraPE attitudes questionnaire. This is based on the subscales in the Modified RIPLS, a 19 item survey with four subscales using a 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5) (McFadyen et al., 2005). The Modified RIPLS is an instrument proven to be reliable and valid for evaluating IPE (McFadyen, Webster, Maclaren, 2006) and has been used to evaluate IntraPE in multiple studies (Brame, Mitchell, Wilder, & Sams, 2015; Brooks & Gorman, 2017; Reeson, Walker-Gleaves, & Ellis, 2015). The Modified RIPLS was adapted for this study with language changed to be specific to dental education and the number of questions reduced to 12 at the request of the UWSOD. See Appendix C. An expert panel evaluated the adapted modified RIPLS to ensure validity. The panel included six professors and dentists at the University of Washington School of Dentistry (UWSOD), the Associate Dean for Academic Affairs at the UWSOD, the EWU dental hygiene graduate faculty, and one EWU dentist.
Describe the procedures: what specifically will subjects do? If data are anonymous, describe the data gathering procedure for insuring anonymity.
Participants will be e-mailed to request their participation in this online survey. The questionnaires were created on the PI’s personal laptop using Microsoft Word®. Per the request of the Associate Dean for Academic Affairs at the UWSOD, two URLs of the same survey will be created on SurveyMonkey®, one will be sent to RIDE alumni and one will be sent to non-RIDE alumni. The survey will be disseminated with permission of the UWSOD, and e-mailed to participants through Dr. Pamela Nagasawa. Dr. Nagasawa is the RIDE Director of Education and Evaluation and an assistant professor in the School of Medicine at University of Washington. Participants will be provided an informed consent document (Appendix A) via email along with the survey link (Non-RIDE link: https://www.surveymonkey.com/r/WYQQ53F; RIDE link: https://www.surveymonkey.com/r/W22K369)
All information regarding this study will be kept on the PI’s personal password-protected computer. Anonymity will be ensured to all participants by the PI utilizing anonymous response settings on SurveyMonkey®. All participants have the freedom to withdraw from the study at any point of their own desire without notice or consequence. To incentivize participation in this study, the PI will offer a $100 Amazon gift card to be given to one participant randomly selected upon completion of the questionnaire implementation using numbergenerator.org. If participants would like to be included in the gift card selection, they will be asked to provide their e-mail address. This will be a question that is separate from the questionnaire. There will be two reminder e-mails to encourage participation, one week and two weeks following the initial e-mail. The survey will be open for three weeks.
The PI will utilize an encrypted thumb drive exclusively used for study content and data. The PI will share secure documents with a statistician for statistical analysis. Direct access to survey questionnaire results will be available to Nathan Skura, statistician and assistant professor at EWU, and Dr. Pamela Nagasawa, thesis committee member and faculty in the UWSOD.
Attach all surveys, questionnaires, cover letters, information sheets, etc. (including required IRB contact information
Appendix A: Consent Letter
Appendix B: Demographic Questionnaire
Appendix C: IntraPE Attitudes Survey
None-RIDE link: https://www.surveymonkey.com/r/WYQQ53F
RIDE link: https://www.surveymonkey.com/r/W22K369
Application for Exempt Research
EWU Institutional Review Board for Human Subjects Research
I certify that the information provided above is accurate and the project will be conducted in accordance with applicable Federal, State and university regulations:
PI Signature: Kimber Ed Sattin Date: 12-11-17
Submit page 1 of this original, signed + 2 copies (3 total) to the Office of Grants and Research Development, 210 Showalter (SHW)
| Recommendations and Action: | Date | Approve/Disapprove |
|-----------------------------|------|--------------------|
| RPI Signature: | | |
| (Needed only if PI is a student) | | |
| IRB Rep. or Dept. Chair Print & Sign: | | |
| (Needed if PI is a student OR for faculty PI if required by department) | | |
| IRB Signature: | | |
| [✓] Subject to the following conditions: as amended on 11/10/18 | | |
| Approved from 11/10/18 to 11/9/19 | | |
Rev 12/12/2017
Abstract
Purpose: The Regional Initiatives in Dental Education (RIDE) program at the University of Washington (UW) allows first year dental students to take courses with Eastern Washington University dental hygiene (DH) students. This study was conducted to see if the RIDE program is effective as an Intraprofessional Education (IntraPE) program in improving dentists’ attitudes towards teamwork and understanding the roles and responsibilities of the DH.
Methods: UW School of Dentistry alumni from 2012-2017 were invited to participate in this study. Attitudes towards teamwork and roles and responsibilities were assessed using two online surveys: a demographic survey containing open-ended questions, and a quantitative survey containing 12 Likert scale questions. RIDE and non-RIDE participant responses were compared and tested for statistical significance.
Results: There were 26 (54.2%) RIDE alumni respondents and 51 (14.1%) non-RIDE alumni respondents for a total of 77 responses. RIDE alumni had IntraPE experiences whereas non-RIDE may or may not have had IntraPE as a formal part of their curriculum. While the majority of RIDE participants (61.5%) agreed or strongly agreed that IntraPE was useful overall and improved attitudes towards teamwork, there were no statistically significant differences between RIDE and non-RIDE. There was statistical significance ($p = .014$) in responses for understanding of roles and responsibilities between the RIDE (mean = 3.39) and non-RIDE (mean = 3.69). Responses to open-ended questions suggest
largely positive attitudes towards IntraPE for RIDE alumni, including teamwork and roles and responsibilities. The largest percentage of responses from non-RIDE participants ($n = 20$, $47\%$) shows they think formal IntraPE curriculum would have benefited their education while in dental school. Other studies show clinical IntraPE is the best way to improve understanding of roles and responsibilities between health professionals.
**Conclusion:** The quantitative data shows inconclusive evidence that the RIDE program is effective in improving attitudes towards teamwork and roles and responsibilities when compared to non-RIDE dentists. More research is needed to determine how to improve attitudes towards teamwork. This study supports the RIDE curriculum change in 2015 to primarily clinical IntraPE with DH students to help dentists understand roles and responsibilities of the DH.
Acknowledgements
First, I want to acknowledge my thesis committee. To my thesis chair, Sarah Jackson, for her feedback and encouragement throughout this process. Dr. DiMarco, your positivity and enthusiasm for this research was so heartening when I needed it. Pam Nagasawa, I could not have successfully implemented this research without your navigation and guidance. I am grateful to you all.
I am truly thankful to my husband and partner, Drew, who was an equal co-parent to our beautiful twin boys so I could get away and work to my heart’s content. Bishop and Brady, I did this for you! A debt of gratitude to all the folks at Revel 77, where I spent countless hours sipping on Kaiti’s exquisitely crafted lattes while researching, reading, and writing. Finally, I want to thank my mom, Missy Graef, who was the driving force behind my decision to pursue a Master’s in the first place. Mom, thank you for your never-ending love, encouragement, cheer, and always having my best interests at heart.
# Table of Contents
Abstract .................................................................................................................. vi
Acknowledgements ................................................................................................. ix
List of Figures ........................................................................................................ xii
List of Tables .......................................................................................................... xiii
Introduction/Literature Review ............................................................................. 1
Introduction to the Research Question ............................................................ 1
Statement of the Problem ................................................................................... 6
Overview of the Research .................................................................................... 8
Summary .............................................................................................................. 39
Methodology ........................................................................................................... 41
Research Methods or Design ............................................................................. 41
Procedures .......................................................................................................... 41
Human Subjects Protection/Informed Consent ........................................... 41
Sample Source/Plan, Size, Description of Setting ..................................... 42
Variables ........................................................................................................ 43
Instruments (reliability/validity) ................................................................. 43
Equipment ..................................................................................................... 45
Steps to Implementation ............................................................................... 46
Summary ....................................................................................................... 47
Results .................................................................................................................... 48
Description of Sample ....................................................................................... 48
Statistical Analysis ............................................................................................. 50
Discussion .............................................................................................................. 64
Summary of Major Findings ............................................................................. 64
Discussion ......................................................................................................... 65
Demographics .................................................................................................... 65
# LASTING IMPACT OF INTRAPE BETWEEN DENTISTS AND DH
- Teamwork ................................................................. 66
- Roles and Responsibilities ........................................... 68
- Open-ended themes and attitudes .................................. 72
- Limitations ............................................................... 74
- Recommendations/Suggestions for Additional Research .... 75
- Conclusions ............................................................. 77
- References .............................................................. 79
Appendices ................................................................. 90
Curriculum Vitae ............................................................ 96
List of Figures
Figures
Figure 1: Washington number of dentists and dentist : population ratio..............4
Figure 2: Health Professional Shortage Areas by Geographic Area - Washington...5
Figure 3: Interprofessional Collaborative Practice Competency Domains...........16
Figure 4: IPEC Core Competency 2: Specific Roles and Responsibilities Competencies.................................................................17
Figure 5: IPEC Core Competency 4: Teams and Teamwork Competencies ...... ...21
Figure 6: Educational Path for Entry into the Profession ...............................33
Figure 7: RIDE first-year curriculum at EWU 2017-2018...............................37
Figure 8: RIPLS subscales to assess IPEC Core Competences for IPE: Roles and Responsibilities .................................................................45
Figure 9: RIPLS subscales to assess IPEC Core Competencies for IPE: Teams and Teamwork .................................................................45
Figure 10: Inclusion and exclusion criteria for study participation....................48
Figure 11. Frequencies and distribution Item #9: My perception of shared learning with dental hygiene students during dental school is that it can increase a dental hygienist’s ability to understand clinical problems. .................................................................55
Figure 11: Frequencies and distribution: Intraprofessional learning with dental hygienists contributed to a positive working team dynamic in my first years of practice .................................................................61
Figure 12: Frequency Distribution: Do you think it would have benefited your educational experience to have intraprofessional learning with dental hygiene students? .................................................................63
List of Tables
Tables
Table 1: Demographic Characteristics of Respondents........................................50
Table 2: RIDE and non-RIDE descriptive statistics by subscale..........................51
Table 3: Descriptive Statistics for RIDE and non-RIDE respondents...................52
Table 4: Roles and responsibilities questions and descriptive statistics..............54
Table 5: Teamwork questions and descriptive statistics.....................................56
Table 6: RIDE responses describing IntraPE with DH students .......................58
Table 7: RIDE thematic analysis.........................................................................60
Table 8: Non-RIDE thematic analysis...............................................................62
Introduction/Literature Review
Introduction to the Research Question
Healthcare systems around the world are under pressure to transition from an isolated provider delivery method to interprofessional delivery (Khalili, Hall, & DeLuca, 2014). Even though many health professions were conceived from within other health professions (i.e. dental hygiene from dentistry, or nursing from medicine) there has been a tendency to separate the education of professionals within these fields (Alfano, 2012). In response to the shifting demands of providing healthcare, there has been a re-envisioning of how healthcare providers should be educated. The World Health Organization (WHO) has called for healthcare providers to be prepared for a collaborative, practice-ready workforce. There is a need for further research in the field of intraprofessional education (IntraPE) in dentistry (Formicola et al., 2012).
The definition of IntraPE is learning between students belonging to different disciplines within the same profession (i.e. dentists and dental hygienists, or physical therapists and physical therapy assistants) (Bainbridge & Nasmith, 2011), and is the primary focus of this research. In the emerging field of interprofessional study, there is still much misalignment and interchangeable use of different terms to describe common concepts (Thistlethwaite & Moran, 2010), so for the sake of clarity in this document, the terms interprofessional (IPE) and shared learning also need to be defined. The term IPE means students from different disciplines being educated together (WHO, 2010) and in this document encompasses the terms interprofessional, multi-professional, and
interdisciplinary as it pertains to healthcare professional programs. Since some IPE and IntraPE studies come to the same conclusions, the term shared learning will cover both IPE and IntraPE when a generalization is appropriate.
In 2008, the American Dental Education Association (ADEA) House of Delegates outlined competencies necessary for the graduating general dentist, including the need for intraprofessional collaboration with members of the dental team. Competencies state: “2.2: Practice within one’s scope of competence and consult with or refer to professional colleagues when indicated,” and “4.2: Participate with dental team members and other health care professionals in the management and health promotion for all patients” (ADEA House of Delegates, 2008, p. 824). There was a call from ADEA (2008) to change dental education and innovate curricula to develop these competencies. One way to fulfill competencies 2.2 and 4.2 is to incorporate IntraPE between dental and dental hygienist (DH) students.
In multiple studies IntraPE has been shown to significantly improve the understanding of shared care between dental and DH students (Brame, Mitchell, Wilder, & Sams, 2015; Ritchie, Dann, & Ford, 2013; Stolberg, Bilich, & Heidel, 2012). Recent research proves that IntraPE creates a better understanding of roles and responsibilities between healthcare providers (Evans, Henderson, & Johnson, 2010; Jones, Karydis, & Hottel, 2017; Leisnert, Karlsson, Franklin, Lindh, & Wretlind, 2012; Reeson, Walker-Gleaves, & Ellis, 2015; Ritchie et al., 2013; Stolberg, et al. 2012), and improves teams and teamwork (Brame et al., 2015; Brooks & Gorman, 2017; Ross, Turner, & Ibbetson, 2009). To evaluate current dental school educational activities, a survey of 62 dental schools in the U.S. and Canada showed IntraPE between dental and DH programs was
available at only half of the responding dental schools. (Formicola et al., 2012). In a 2015 study done by Furgeson, Kinney, Gwozdek, Wilder and Inglehard, only 28% of DH programs reported collaboration with dental programs. As previously stated, there is a call for further research on IntraPE in dentistry, and the acknowledgement that IntraPE and IPE programs should have similar goals and program outcomes (Formicola et al., 2012).
An IntraPE program is currently taking place between the University of Washington (UW) School of Dentistry and Eastern Washington University (EWU) DH program. The program is called Regional Initiatives in Dental Education (RIDE) and is the focus of this research. Established in 2008, the RIDE program allows eight dental students to complete their first year of dental school at EWU in Spokane, Wash., engaging in a range of shared learning activities with the UW Medical School, and IntraPE with EWU DH students (University of Washington, 2018a). The RIDE program curriculum has evolved since its implementation, with varying degrees of IntraPE opportunities between the dental and DH students (A. DiMarco, personal communication, July 27, 2017). There is a need for research that examines the shared learning effects of the RIDE program (P. Nagasawa, personal communication, June 27, 2017). Students in the RIDE program have IPE experiences with UW medical students, and all UW School of Dentistry (UWSOD) students have IPE with UW medical, physician assistant, public health, nutrition, nursing, and pharmacy students. However, this study evaluated the lasting impact of the unique learning activities the RIDE program has as IntraPE between dental and DH students. This theoretical framework supports the need to:
1. Explore if the IntraPE intervention between dental and DH students results in a gained understanding of shared patient care and teamwork.
2. Evaluate the outcomes of IntraPE for dentists beyond their educational career.
3. Evaluate dentists’ attitudes towards IntraPE regarding understanding of roles and responsibilities.
**Regional Initiatives in Dental Education (RIDE).** The vast majority of dentists in Washington state practice in urban areas (Washington State Dental Association, 2013). Research done by the Washington State Dental Association (WSDA) and the UW surveyed all active dental licenses in 2007 and found the largest shortage of dentists in rural areas: only 13% of full-time general practice dentists and 20% of part-time general practice dentists are located in rural areas (Washington State Department of Health, 2007). The number of dentist to population ratio in 2007 is shown in Figure 1.
*Figure 1. Washington number of dentists and dentist: population ratio (Washington State Dental Association, 2013).*
More than 1 million residents in Washington live where there are not enough dentists to adequately serve the population (Kaiser Family Foundation, 2017). In Washington, 10 - 14.9% of the population, or 139 geographic regions, are in a Dental Health Professional Shortage Area (HSPA) (National Conference of State Legislators, 2014; U.S. Department of Health & Human Services, 2017). A Dental HSPA is defined as an area where there is a dentist to population ratio of 1 to 5,000 or less (Ryan, 2016). According to the Kaiser Family Foundation (2017), Washington is rated 19th out of the United States (US) and its territories in Dental HSPA regions. At least 179 additional dental practitioners would be required to remove WA from the qualification of being an HPSA. Figure 2 shows current HSPAs in Washington, shown lowest (non-shaded) to highest (darkly shaded).
Figure 2. Health Professional Shortage Areas by Geographic Area – Washington (U.S. Department of Health and Human Services [HHS], 2017).
In response to the need for an increased number of dentists in rural and/or underserved areas of eastern Washington, the UW created the RIDE program. Dental shortages in rural areas is addressed by the RIDE program “by [providing] access to high-quality, publicly funded dental education to states and regions in the Northwest in order to develop dentists who will…serve the needs of rural and underserved communities,” (University of Washington, 2018a, para. 2). Students in the RIDE program partner with a variety of health professional programs including WWAMI universities (Washington, Wyoming, Alaska, Montana, and Idaho) and EWU. The RIDE mission statement incorporates shared learning, stating that a goal of RIDE is to, “Promote innovative, interprofessional educational experiences for dental students to foster a team approach to healthcare” (University of Washington, 2018a, para. 8). According to the Interprofessional Education Collaborative (IPEC) (2011a), RIDE as an IntraPE program should synthesize teamwork, improve comprehension of different roles of healthcare professionals, acknowledge and respect ideas of other professionals, and enhance the ability to tolerate differences between dental and DH students (Brame et al., 2015; Brooks & Gorman, 2017; Evans et al., 2010; Leisnert et al., 2012; Reeson et al., 2015; Stolberg et al., 2012).
**Statement of the Problem**
There are existing studies regarding dental and allied dental (DH, dental assisting, or dental laboratory technician) students’ attitudes towards IntraPE while they are actively involved in their programs (Brame et al., 2015; Czarnecki, Kloostra, Boynton, Inglehart, & Habil, 2014; Evans et al., 2010; Formicola et al., 2012; Hawkes, Nunney, & Lindqvist, 2013; Jones et al., 2017; Ko, Bailey-Kloch, & Kim, 2014; Stolberg et al.,
A comprehensive review of the literature demonstrates a lack of research regarding the attitudes that shared learning participants, particularly IntraPE students, carry with them when they are practicing healthcare professionals. There has been a call to conduct longitudinal follow-up studies to evaluate shared learning outcomes (Abu-Rish et al., 2012; Nasser Al Harthy, Subhi, Tuppal, & Reñosa, 2015). There appears to be insufficient research with licensed dentists who participated in IntraPE that evaluates their attitudes in regards to understanding of roles and responsibilities, and teamwork. In addition, there is a need for research involving the UW RIDE program as an IntraPE with DH students.
This study explored dentists’ perceptions of the importance of IntraPE with DH, and their attitudes towards teamwork and understanding the roles and responsibilities of the DH. This study focused on the IntraPE between UW dental students and EWU DH students. Since IntraPE is a form of shared learning, use of the IPEC Core Competencies for Collaborative Practice provided the framework for the research questions of this exploratory study (IPEC, 2016b). This research evaluated how well the RIDE program meets these core competencies in practice. Therefore, the research questions were:
- Do dentists who participated in the RIDE program understand their role and responsibilities related to the DH better than dentists who had no formal IntraPE with DH students?
- Do RIDE dentists perceive there are better teamwork dynamics with their dental hygienists compared to non-RIDE dentists, due to their IntraPE experience with DH students?
The Principal Investigator (PI) hypothesized that graduates of the UW School of Dentistry who participated in the RIDE program perceive they have a clearer understanding of the roles and responsibilities of the DH and perceive they work more collaboratively as a dental team compared to dentists who did not have the RIDE experience. Dental students who train with DH students initially report positive attitudes regarding IntraPE (Brame et al., 2015; Jones et al., 2017; Leisnert et al., 2012; Stolberg et al., 2012), and there is an opportunity to research if those positive attitudes translate into clinical practice post-graduation.
**Overview of Research**
Studies in professional journals suggest shared learning is beneficial in helping dental students become more effective as team members and that it can support a better understanding of the different roles they play on a healthcare team (Alfano, 2012; Brame et al., 2015; Czarnecki et al., 2014; Evans et al., 2010; Formicola et al., 2012; Stolberg et al., 2012; Wright, Hawkes, Baker, & Lindqvist, 2012). There is currently a global call to improve and increase shared learning among healthcare professionals from national and international organizations, such as the WHO, the National Center for Interprofessional Practice and Education (NCIPE), the Institute of Medicine (IOM), and the IPEC (University of Washington, 2017).
**Dental education and IntraPE.** The American Dental Education Association (ADEA) has had active involvement in the foundation and continuation of the IPEC. The ADEA President and CEO, Dr. Rick Valachovic is also the founding and acting President of IPEC (IPEC, 2017). Dr. Valachovic is an advocate for shared learning; he stated that his mantra as the President and CEO of ADEA has been “the relentless pursuit of
strategic alliances,” and that has continued in his encouragement of shared learning and involvement in the IPEC (Valachovic, 2014, para. 18).
Recognized by the U.S. Department of Education, the American Dental Association Commission on Dental Accreditation (CODA) is a specialized accrediting agency with the purpose to “…serve the public by establishing, maintaining, and applying standards that ensure the quality and continuous improvement of dental and dental-related education and reflect the evolving practice of dentistry” (CODA, 2015, p. 5). The CODA standards specify the minimum acceptable requirements for dental and dental-related programs. In reviewing CODA curriculum standards for dental schools, it is important to distinguish that CODA requires IPE between dental students and healthcare professionals from other disciplines (CODA, 2015). Standard 2-19 states:
Students should understand the roles of members of the health care team and have educational experiences, particularly clinical experiences, that involve working with other healthcare professional students and practitioners. Students should have educational experiences in which they coordinate patient care within the healthcare system relevant to dentistry. (CODA, 2015, p. 28)
While IntraPE between dental and dental allied students does not fulfill that CODA requirement (A. DiMarco, personal communication, July 27, 2017), it has been shown to have positive outcomes (Brame et al., 2015; Formicola et al., 2012; Jones et al., 2017; Stolberg et al., 2012). In a study done by Brame et al. (2015) when dental and allied dental students were asked if there was a need for shared learning, the responses were unanimously in favor of it. One DH student stated,
I believe that the integrated learning is a very positive thing…we’re going to be working together…so I can see where [dentists and dental assistants] are coming from in terms of their job role and my job role, how we integrate together, how we work together (Brame et al., 2015, p. 619)
The positive impact of IntraPE between dental and DH students is supported in research by Jones et al. (2017) at the College of Dentistry at the University of Tennessee Health Science Center. A pilot program was developed for clinical IntraPE between senior dental and DH students ($N = 58$). The goals of the study were to assess the effectiveness of the program based on student expectations and satisfaction along with patient satisfaction. The student participants received a classroom orientation prior to the clinical IntraPE. In the dental clinic, DH students were randomly paired with dental students whose patients required scaling and root planing, prophylaxis, or periodontal maintenance. Together, the dental and DH students reviewed the patient’s medical history, periodontal diagnosis, and treatment plan, and then the DH student independently performed all required services. The dental and DH students then reviewed treatment outcomes and evaluation of findings and rated student expectations and satisfaction with the training from 1 (minimum satisfaction) to 5 (maximum satisfaction) (Jones et al., 2017). Of the student participants, 100% of DH students ($n = 27$) and 57% of dental students ($n = 51$) completed both the pretest and posttest surveys. All respondents had high expectations of IntraPE with DH students having higher expectations ($p < .001$). It was found that while both groups of students had high expectations of the program and understood its value, the two groups had different levels of expectation that resulted in
gaps between expectations and satisfaction. In all categories, there was no statistical significance in satisfaction between dental and DH students.
While statistically insignificant, the DH students were less satisfied than the dental students with all clinical experiences that involved periodontal procedures. In this study, the dental students often left the operatory after introducing the DH student to their patient and discussing the treatment plan, only returning once periodontal procedures had been completed. This difference in DH and dental expectations could be partially explained because of the common perception that the DH is more qualified to offer periodontal treatment with minimal involvement by the dentist (Jones et al., 2017).
Teamwork in dentistry has gained support in recent years, resulting in growing recognition of the contributions of all members of a team to the treatment of patients (Ross et al., 2009). In an IntraPE study done by Ritchie et al. (2013), dental and DH students had a significantly better understanding of shared care among a dental team compared to students who did not have prior IntraPE experiences. Stolberg et al. (2012) concluded IntraPE involving dental teams provided students the opportunity to grow in clinical skills, improve time management, and gain insight into how allied dental professionals can interact with a dentist.
Brame et al. (2015) at the University of North Carolina (UNC) at Chapel Hill School of Dentistry surveyed dental, DH, and dental assisting (DA) students \((N = 247)\) using smaller focus groups and an adapted Modified Readiness for Interprofessional Learning Survey (RIPLS) (Brame et al., 2015). The RIPLS is a survey that was originally designed to evaluate three sub-scales of shared learning: collaboration and teamwork, professional identity, and roles and responsibilities (Parsell & Bligh, 1999). This
Modified version of the RIPLS is a questionnaire consisting of 19 Likert scale items and has been shown to have reasonable internal consistency and test-retest reliability (McFadyen et al., 2005; McFadyen, Webster, & Maclaren, 2006) (Appendix A). In the Brame et al. (2015) study, the Modified RIPLS was adapted to include language specific to dental professionals. Upon completion of the adapted Modified RIPLS, all participants felt IntraPE would facilitate being a more effective oral healthcare team member, 94% \((n = 160)\) agreed patients ultimately would benefit from interprofessional care and 70% \((n = 116)\) agreed it is important for dental, DH and DA students to learn together. One statistically significant \((p < 0.05)\) difference between the groups of students was the DH felt more strongly about IntraPE than dental or DA students. In addition, 54% \((n = 91)\) \((p < 0.0001)\) of participants agreed the function of an allied team member (DH, DA) is to provide support for the dentist. The majority of these responses were from the dental and DA students \((n = 76)\), while DH students generally disagreed \((n = 15)\). Overall, the authors suggest three main themes emerged from this research. First, there is a need for increased communication among dental and dental allied students. Second, improved intraprofessional communication would also improve the quality of patient care. Third, these students still had a limited understanding of one another’s roles (Brame et al., 2015).
**Limitations to IntraPE in dental education.** Dental schools face unique challenges in implementing IntraPE. Unlike doctors or nurses, most dentists do not participate in hospital-based practice which is the basis for most shared learning activities at this time (Gordon, Barreveld, Donoff, & Kulich, 2016). Research done by Formicola et al. (2012) surveying dental schools in the US and Canada and their use of
IntraPE showed great opportunity for collaboration between dental and dental hygiene programs. Their research highlighted current limitations to dental IntraPE, including crowded curricula and course schedules, lack of leadership support in health sciences centers, lack of willing and trained faculty, and even a lack of support from students (Formicola et al., 2012). Since few dental, DH, and DA programs are housed together, few students are provided the opportunity to experience IntraPE (Brame et al., 2015). A focus is needed regarding team competencies between allied dental health professionals; if relationships among dental professionals are not strong, dentistry may not be able to expand to IPE with other disciplines (Formicola et al., 2012; Gordon et al., 2016).
Effective IntraPE can be undermined by a lack of understanding of one another’s roles, poor communication, and poorly coordinated teamwork. In research done by Jones et al. (2017) involving DH and dental students in a clinical IntraPE experience, DH students had significantly higher expectations ($p < .001$) than the dental students. This difference in expectations resulted in greater gaps between DH students’ satisfaction with the intervention. Jones et al. (2017) suggest this difference in expectations between DH and dental students could be from underlying misconceptions and stereotypes held by the two professions. It is evident from currently available studies that there remains a consistently small number of students who are unsure or disagree with statements regarding teamwork and the understanding of other professionals’ roles and responsibilities following IntraPE (Brame et al., 2015; Formicola et al., 2012; Reeson et al., 2015; Ross et al., 2009).
Ross et al. (2005) surveyed final year dental students ($N = 358$) in the United Kingdom regarding their experience with IntraPE and their knowledge of the clinical
roles of dental professionals. Students who had prior IntraPE with dental allied students tended to be positive regarding their experience specifically related to learning about the roles of team members, although a significant minority were not. The survey found no relationship between the dental students’ previous IntraPE training and their knowledge of the clinical abilities and responsibilities of other dental professionals. Additionally, there was no evidence that previous IntraPE influenced dental students’ attitudes about what they thought were appropriate clinical roles of DH. A number of participants in this survey felt expanding roles of DH may “undermine the dental profession and take treatment away from dentists” (Ross et al., 2009, p. 167). These views do not correlate with current clinical standards and present a definite limitation to the success of dental IntraPE programs.
**The IPEC core competencies.** With the WHO (2010) calling for healthcare providers to be interprofessional, a need was present for collaboration between different disciplines to help guide curricula development (IPEC, 2017). In 2009, six national education associations of health professions (American Dental Education Association, American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, Association of American Medical Colleges, and Association of Schools and Programs of Public Health) formed a privately funded collaborative group to promote shared learning called the IPEC, later expanding to include fourteen more educational associations. By expanding its membership, IPEC was able to create and maintain a set of competencies encouraging interprofessional collaboration and interactive learning across the healthcare field (IPEC, 2016a). The ADEA House of Delegate (2008) Competencies for General Dentists
encourage collaboration in IntraPE as well, stating that graduating dentists should participate with dental team members to promote the health of all patients.
In 2011, the IPEC executive council released two reports, “Team Based Competencies: Building a Shared Foundation for Education and Clinical Practice” (IPEC Expert Panel, 2011b) and “Core Competencies for Interprofessional Collaborative Practice” (IPEC Expert Panel, 2011a). These reports identify a common set of competencies that allow for fundamental shared learning opportunities and help prepare future clinicians for team-based care (IPEC Expert Panel, 2011a). Other organizations have created competencies to evaluate shared learning programs, including the IOM (Greiner & Knebel, 2003), and the Accreditation Council on Graduate Medical Education (IPEC Expert Panel, 2011a), with the IPEC Core Competencies as the most widely accepted.
In 2016, the IPEC updated their Core Competencies for Interprofessional Collaborative Practice (IPEC, 2016b). The IPEC expert panel believes that educating health professionals in silos is no longer acceptable; students must be prepared to give patients collaborative, coordinated care as a part of a greater team (IPEC Expert Panel, 2011a). With Interprofessional Collaboration as the IPEC central domain, four core competencies were established to incorporate into healthcare education: 1) values/ethics for interprofessional practice; 2) roles and responsibilities; 3) interprofessional communication; 4) team and teamwork (IPEC, 2016b). Figure 3 shows the IPEC Core Competencies and their description.
| Competency Domain | General Competency Statement |
|-------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 1. Values/Ethics for Interprofessional Practice | **VE**: Work with individuals or other professions to maintain a climate of mutual respect and shared values. |
| 2. Roles/Responsibilities | **RR**: Use the knowledge of one's own roles and those of other professions to appropriately assess and address the healthcare needs of patients and to promote and advance the health of populations. |
| 3. Interprofessional Communication | **CC**: Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. |
| 4. Teams and Teamwork | **TT**: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver and evaluate patient-/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable. |
*Figure 3. Interprofessional Collaborative Practice Competency Domains (IPEC, 2016b).*
The studies described in the following sections are a combination of Inter- and IntraPE. The IPE research applies to the background of knowledge regarding shared learning, and the IPEC Core Competencies provide a framework for evaluating shared learning effectiveness. The proposed research has two primary goals based upon the research questions: to evaluate the effectiveness of IntraPE overall and in the domains of teamwork and roles and responsibilities. These two categories directly correspond with two of the four domains of the IPEC Core Competencies.
*Roles and responsibilities.* Learning how to be an interprofessional healthcare provider involves having an understanding of how professional roles and responsibilities differ from and complement each other in patient-centered care. This domain calls for recognizing limits of professional expertise and the need for cooperation, coordination, and collaboration across health professions to promote health and treat illness (IPEC, 2016b). Figure 4 shows the IPEC Competencies for this domain.
| Core Competency 2: Roles and Responsibilities | Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of patients and populations served |
|-----------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **RR1** | Communicate one’s role and responsibilities clearly to patients, families, community members, and other professionals. |
| **RR2** | Recognize one’s limitations in skills, knowledge, and abilities. |
| **RR3** | Engage diverse professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet health and healthcare needs or patients and populations. |
| **RR4** | Explain the roles and responsibilities of other care providers and how the team works together to provide care, promote health, and prevent disease. |
| **RR5** | Use the full scope of knowledge, skills, and abilities of professionals from health and other fields to provide care that is safe, timely, efficient, effective, and equitable. |
| **RR6** | Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention. |
| **RR7** | Forge interdependent relationships with other professions within and outside of the health system to improve care and advance learning. |
| **RR8** | Engage in continuous professional and interprofessional development to enhance team performance and collaboration. |
| **RR9** | Use unique and complementary abilities of all members of the team to optimize health and patient care. |
| **RR10** | Describe how professionals in health and other fields can collaborate and integrate clinical care and public health interventions to optimize population health. |
*Figure 4. IPEC Core Competency 2: Roles and Responsibilities Sub-Competencies (IPEC, 2016b).*
individuals can trust and respect the contributions of their colleagues in a team setting (ADEA House of Delegates, 2008; Mickan & Rodger, 2000).
Studies have shown IntraPE can improve attitudes towards the roles and responsibilities of healthcare students in the same discipline (Brame et al., 2015; Brooks & Gorman, 2017; Leisnert et al., 2012; Reeson et al., 2015; Stolberg et al., 2012). One example is research by Brooks and Gorman (2017) studying doctor of physical therapist students (DPT) and physical therapy assistant students (PTA). In this study \((N = 54)\), senior PTA \((n = 18)\) and freshman DPT \((n = 36)\) students interacted in a classroom setting. A combined lecture introduced DPT professional practice to the students. Students were then randomly assigned to groups with three to four DPT students and one to two PTA students. Each group was given a professional practice topic to research and present on at the end of the semester (Brooks & Gorman, 2017). Students evaluated the semester-long IntraPE experience by doing a pre-posttest of the Modified RIPLS, the Interdisciplinary Education Perception Scale (IEPS), and a performance evaluation.
Prior to the intervention, PTA students scored higher than DPT students in understanding the assumed roles and responsibilities of their colleagues. It is implied the reason for this high score is that the PTA students were in their final year of their professional program, and therefore had greater knowledge of professional identity (Brooks & Gorman, 2017). In the posttest, the PTA student scores for the roles and responsibilities were lower than DPT students’ scores. This suggests the learning activity blurred the lines between assumed roles or hierarchy of responsibilities. It is suggested that this blurring of roles is what helped the PTA and DPT students work together as effective teammates (Brooks & Gorman, 2017).
In IntraPE research, dental and dental laboratory technician students were paired together in clinical and didactic courses and worked together to create permanent and removable oral prosthetics for patients (Evans et al., 2010). The students used journals to reflect on their interactions with their colleagues and patients. Anecdotal evidence from these journals suggests both groups of students felt they had a better understanding of the role each profession plays in patient care following IntraPE. It is suggested through anecdotal evidence that dental students might acquire more respect for the dental technician’s knowledge, skills, and professionalism through an IntraPE program (Evans et al., 2010). Other research involving dental and dental technician students showed IntraPE gave students the opportunity to develop their own professional role (Reeson et al., 2015). “It is the willingness of a professional to learn about other professional roles that leads to a broadening and enrichment of the knowledge required to collaborate with other team members in providing effective healthcare” (Reeson et al., 2015, p. 98).
Healthcare students who work in clinical teams together also have a greater respect for each other’s roles. Following an IntraPE experience involving a complete dental team (dental students, DH, and DA), one DH student stated, “it was amazing learning how the different dental professionals function. It gave me a greater respect for each professional” (Stolberg et al., 2012, p. 228). This resulting positive attitude has been found in multiple studies (Horsburgh et al., 2001; Jacobsen & Lindqvist, 2009; Ritchie et al., 2013).
On the contrary, some studies indicate there are existing limitations in regards to shared learning and its ability to enhance the understanding of roles and responsibilities (Czarnecki et al., 2014; Rosenfield, Oandasan, & Reeves, 2011). In one example, IPE
was introduced to first and second-year health disciplines ($N = 1200$: dental, medical, social work, occupational therapy, and pharmacy) in the form of a three-hour seminar (Rosenfield et al., 2011). The seminar included guest speakers and skits to demonstrate appropriate interprofessional communication necessary for patient care. Following the seminar, focus groups were formed and students were asked questions relating to their IPE experience ($n = 35$). Students generally felt IPE had value and merit for their professional education, including potential use for tapping into the expertise of different healthcare professions. However, they would have preferred smaller and more intimate IPE with realistic and relevant case scenarios (Rosenfield et al., 2011). In research done by Czarnecki et al. (2014) between healthcare students ($N = 79$: $n = 40$ dental students, $n = 33$ nursing students, $n = 6$ pediatric dental residents), some students were found to have decreased Modified RIPLS scores in roles and responsibilities following their IPE clinical rotations. It was suggested IPE should emphasize the integration of role-related experiences to challenge students to consider the importance of learning more about these issues (Czarnecki et al., 2014).
**Teams and teamwork.** The fourth IPEC core competency focuses on teamwork: encouraging students to learn about other professions and better understand how they fit into a clinical team to provide the best patient care (IPEC, 2016b). Teamwork is at the center of shared learning. Working in teams involves sharing one’s expertise with others and giving up some professional autonomy to gain improved outcomes (IPEC Expert Panel, 2011a). This is critical for a dental team to promote the health of all patients (ADEA House of Delegates, 2008). To deliver patient-driven care, healthcare providers
should apply relationship-building values to perform effectively in different team settings (IPEC, 2016b). See Figure 5.
| Core Competency 4: Teams and Teamwork. Apply relationship building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient-/population-centered care that is safe, timely, efficient, effective, and equitable. |
|---|
| **TT1** | Describe the process of team development and the roles and practices of effective teams. |
| **TT2** | Develop consensus on the ethical principles to guide all aspects of team work. |
| **TT3** | Engage health and other professionals in shared patient-centered and population-focused problem-solving. |
| **TT4** | Integrate the knowledge and experience of health and other professions to inform health and care decisions, while respecting the patient and community values and priorities/preferences for care. |
| **TT5** | Apply leadership practices that support collaborative practice and team effectiveness. |
| **TT6** | Engage self and others to constructively manage disagreements about values, roles, goals, and actions that arise among health and other professionals and with patients, families, and community members. |
| **TT7** | Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care. |
| **TT8** | Reflect on individual and team performance for individual, as well as team, performance and improvement. |
| **TT9** | Use process improvement strategies to increase the effectiveness of interprofessional teamwork and team-based services, programs, and policies. |
| **TT10** | Use available evidence to inform effective teamwork and team-based practices. |
| **TT11** | Perform effectively on teams and in different team roles in a variety of settings. |
*Figure 5. IPEC Core Competency: Teams and Teamwork Sub-Competencies (IPEC, 2016b).*
Several studies support the IPEC competency of teams and teamwork in IntraPE, proving that it enhances teamwork among healthcare professionals (Brame et al., 2015; Leisnert et al., 2012; Stolberg et al., 2012). In a study by Brame et al. (2015) at the University of North Carolina (UNC) at Chapel Hill School of Dentistry, the attitudes towards IntraPE of the dental, DH, and DA students ($N = 247$) were studied using an adapted version of the Modified RIPLS. Most respondents ($n = 160, 94\%$) agreed that
IntraPE would help them become more effective members of an oral healthcare team in the areas of respect among team members and communication (Brame et al., 2015).
Research shows student participants in shared learning feel positive about the benefits of working on a team (Brooks & Gorman, 2017; Czarnecki et al., 2014; Horsburgh et al., 2001; Reeson et al., 2015). In research by Czarnecki et al. (2014) \((N = 79)\), in which nursing students \((n = 33)\) participated in hospital clinical rotations with dental students \((n = 40)\) and pediatric dental residents \((n = 6)\), nursing students showed significantly higher Modified RIPLS scores related to teamwork and collaboration following their rotation. This research suggests positive learning experiences can increase students’ readiness for further shared learning.
Similarly, Reeson et al. (2015) found that IntraPE with dental \((n = 75)\) and dental technician students \((n = 25)\) learning together had the potential to facilitate positive attitudes towards teamwork. Students worked together in a hospital setting making partial and full dentures for patients. Upon completing the Modified RIPLS, 97% of students agreed they felt they were a part of a team stating they were making decisions as a group, listening to each other’s point of view, and establishing enhanced communication with their patients. Brooks and Gorman (2017) found similar results between DPT \((n = 36)\) and PTA \((n = 18)\) students following an IntraPE lecture and group project. Students generally had a high regard for teamwork and collaboration, with a high average pretest score (4.48) and a significant increase (4.65) in average scores in the posttest \((p = .004)\) (Brooks & Gorman, 2017). Some student comments included, “We accomplished everything we wanted to as a group” and “Wonderful collaboration. This was a good group to be [in]” (Brooks & Gorman, 2017, p. 12).
Using the original RIPLS, researchers at the University of Auckland decided to assess beginning medical, nursing, and pharmacy students for readiness for IPE prior to their IPE course (Horsburgh et al., 2001). Of the sample ($N = 180$), there was overwhelming support for shared learning to create a more effective healthcare team ($n = 154$) and agreement that patients would benefit from healthcare students learning together ($n = 165$). Participants acknowledged teamworking skills are an essential component of their learning and IPE could improve working relationships among healthcare professionals (Horsburgh et al., 2001).
Professors at Malmo University in Sweden sought to discover if a stronger emphasis on teamwork between dental and DH students could increase knowledge of their respective future professions (Leisnert et al., 2012). Their project introduced a one-year IntraPE curriculum intervention that included three professional and student-led seminars, team-based patient care with presentations of the treatment outcomes, and web-based case studies. The dental and DH students ($N = 58$, $n = 34$ dental, $n = 24$ DH) were surveyed at the start and end of the project.
Following the curriculum intervention, both groups of students felt that treating shared patients should be a permanent part of their education, with DH students giving higher scores than dental students (Leisnert et al., 2012). The research was framed by a pre-test at the beginning of the academic year and post-test at the end that mapped students’ understanding of DH competencies and clinical abilities to see if there was a change after the curriculum intervention. The results from this showed all students had a better understanding of DH competencies, with dental students feeling the questionnaires and intervention contributed to their increased knowledge. It is suggested since the dental
students had greater initial gaps in knowledge of DH competencies, they had more to learn and thus found the questionnaire more valuable (Leisnert et al., 2012).
**Clinical rotations.** For healthcare providers to develop collaborative skills, students need opportunities to spend time together in a meaningful way (Hall, 2005). Interactive learning methods must be utilized in shared learning so students learn with, from, and about one another (Brame et al., 2015; Nisbet, Lee, Kumar, Thistlethwaite, & Dunston, 2011). There is a general consensus students working in clinical teams is one of the most effective ways to implement shared learning with some research suggesting sharing clinical training is more effective than joint attendance in teaching sessions (Brame et al., 2015; Czarnecki et al., 2014; Nisbet et al., 2011; Ross et al., 2009).
Students who meet and work with students from another profession develop positive interprofessional attitudes (Jacobsen & Lindqvist, 2009). Students are more likely to learn about each other’s roles and how they fit into a team through hands-on experiences in collaborative work. Studies examining the association between clinical rotations and shared learning have resulted in positive findings (Czarnecki et al., 2014; Hawkes et al., 2013; Jacobsen & Lindqvist, 2009; Reeson et al., 2015; Stolberg et al., 2012). A 2014 study by Czarnecki et al., paired nursing \((n = 33)\) and dental students \((n = 40)\) with pediatric dental residents \((n = 6)\) on healthcare teams in both didactic courses and clinical rotations in a hospital setting. The nursing students’ knowledge regarding oral health, performing oral health services, and diagnosing oral diseases increased significantly after the rotation \((p < .001)\). In addition, dental students improved their attitudes in the importance of nurses engaging in caries risk assessment and recognition (Czarnecki et al., 2014). Clinical shared learning interactions provide students with the
opportunity to expand their knowledge and better understand their role as healthcare providers. After an IntraPE experience among dental and dental laboratory technician students, most students recognized they had developed their own professional identity by being involved in patient care and learning how to work as a part of a team (Reeson et al., 2015).
IntraPE research conducted by Stolberg et al. at EWU in 2012 involving dental, DH, and DA students also supports this theory. Over a five-year period, the EWU DH program partnered with the UW School of Dentistry and the Spokane Community College (SCC) DA program to create, what they called, a Dental Team Experience (DTE) (Stolberg et al., 2012). The mission and goals of DTE included: increase the efficiency of the team, provide an opportunity for all team members to work together, appreciate the complexities of dental practice, and provide quality care to patients. Dental, DH and DA student orientation to the DTE program included training in conflict management and team building. Each year, three dental, five DH, and eight DA students were selected to participate. Once the three-week clinical rotations began, all students were asked to evaluate the whole team each week regarding communication, trust, organization, and conflict resolution skills. Additionally, a program evaluation took place at the end of clinical rotations.
The results of these evaluations show the dental students gained a true understanding of the abilities of both the DH and DA, and DH gained knowledge of how to work with dentists and DA (Stolberg et al., 2012). Student participants expressed DTE was more valuable as a growth experience than a full quarter at school and it was the highlight of their school careers. Participants unanimously would recommend the
experience to others. As a result of their IntraPE experience, these respondents had growth in team management skills as well as communication between patients and team members (Stolberg et al., 2012).
Research was done at the Tokyo Medical and Dental University to develop an IntraPE and IPE training program where DH students trained medical and dental students about oral care for older adults using patient simulation \((N = 184)\) (Otsuka et al., 2016). The DH participants \((n = 22)\) received a one-hour lecture on oral care for older adults and created a lesson plan. Then each DH student trained medical \((n = 110)\) and dental \((n = 52)\) students in groups of four to five using multiple methods of teaching: a simulated patient and peer support joint practice. This allowed medical and dental students to experience being both the practitioner and the patient (Otsuka et al., 2016).
All students were asked to complete a questionnaire following the experience. Medical students reported they had a greater understanding of the methods and significance of oral health care for older adult patients more deeply than dental students \((p < .05)\), which could suggest medical students gained more from the SL experience than dental students (Otsuka et al., 2016). All DH participants felt positive (strongly agree, agree, or somewhat agree) this practice was useful and interesting (Otsuka et al., 2016).
Studies have shown students have well-established attitudes and prejudices regarding their own and other healthcare professions which can influence their attitudes towards other professionals (Hawkes et al., 2013; Jones et al., 2017). Participation in SL helps students perceive individuals in other professions as being more caring. Hawkes et al. (2013) used the Attitudes to Health Professionals Questionnaire (AHPQ) at the beginning and end of a seven-week IPE experience to establish a baseline and compare
results ($N = 76$: $n = 28$ pharmacy, $n = 33$ medical, $n = 15$ nursing). Reflective statements were submitted by the participants after their rotation and their statements were analyzed for common words and phrases. All student groups perceived the three professions as being more caring following their rotation, and all professions saw a statistically significant ($p < .01$) increase in how caring they were perceived to be by all students.
Another study supporting this conclusion was conducted by Jacobsen and Lundqvist in 2009. Occupational therapy, physiotherapy, medical, and nursing students ($N = 162$) participated in a two-week IPE program in a hospital setting, where the AHPQ was administered at the beginning and end of their clinical rotations. Students viewed all professionals as more “caring” after their two-week IPE.
...students’ view towards [other] professions are more similar after [their] stay in [IPE] with the smallest changes observed when assessing students’ view of their own profession group. This suggests that [IPE] provides a learning environment where the students begin to see members of other professions as more like members of their own profession in respect…to caring (Jacobsen & Lundqvist, 2009, p. 249).
In addition to the IntraPE and IPE studies done by Hawkes et al. (2013), Stolberg et al. (2012), and Czarnecki et al. (2014), Jacobsen & Lundqvist (2009) found students perceived others healthcare professionals to be just as caring as people in their own profession after experiencing shared learning. This suggests when shared learning is implemented, students may gain a heightened understanding of their colleagues and grow in empathy and understanding of their professional responsibilities.
Limitations to SL. In a literature review done by Reeves, Perrier, Goldman, Freeth, and Zwarenstein (2013), it was suggested that although there is a range of positive outcomes from shared learning, there is not yet sufficient evidence of the impact of shared learning on professional practice and healthcare outcomes. Existing barriers inhibit the effectiveness of SL between healthcare students (Evans, Henderson, & Johnson, 2012; Reeson et al., 2015; Ross et al., 2009). These barriers include interdisciplinary stereotypes, rivalry, professional identity, university support, and curriculum development (Gilbert, 2005).
Curricular differences. With each discipline program already having a full course curriculum with clinical rotations, conflicting academic calendars can offer few opportunities for SL (Ajjawi, Barton, Dennis, & Rees, 2017; Formicola et al., 2012; Nisbet et al., 2011). In a literature review of 83 articles detailing SL programs worldwide, the most reported barrier was scheduling \((n = 39; 47\%)\) (Abu-Rish et al., 2012). In addition to scheduling conflicts, student participants in IntraPE have expressed concern that IntraPE could overload their already busy schedules (Brame et al., 2015). Structural changes need to be made within universities, and curriculum changes within departments, to include SL as a part of the evaluation and assessment of student learning within their discipline (Brame et al., 2015; Gilbert, 2005).
Professional identity. A number of studies have found professional identity is a barrier to effective shared learning (Abu-Rish et al., 2012; Brame et al., 2015; Evans et al., 2010; Formicola et al., 2012; Gilbert, 2005; Hall, 2005; Horsburgh et al., 2001; Nisbet et al., 2011; Reeves et al., 2013). Upon entering a discipline program, students are very concerned with developing a clear sense of themselves within their discipline.
Expecting students to work collaboratively with other disciplines before they have developed a sense of a professional identity may be counterproductive to learning (Abu-Rish et al., 2012; Horsburgh et al., 2001).
Interprofessional team members may have overlapping obligations and therefore must share in varying degrees of responsibilities with other healthcare providers (Hall, 2005). This can lead to “role-blurring,” defined as the tendency for professional roles to overlap and become indistinct when there is a shared body of knowledge between different disciplines (Sims, Hewitt, & Harris, 2015). Early on in a student’s discipline program, role-blurring can lead to confusion to where one’s practice boundaries begin and end. Gilbert (2005) suggests that to prevent this confusion, the best time to immerse students in SL is in the year in which they graduate from their professional program. By this time, students have experienced an adequate amount of clinical cases to be confident in their professional identity, and therefore understand what is within and out of their scope of practice.
Conversely, it has been suggested that providing shared learning opportunities early in healthcare professionals’ education is more effective, as this allows students to learn with other healthcare professionals before they become isolated in their own field (Hall, 2005). “…Providing interventions early in the professional’s education [would] serve to build bridges between neophytes before the walls of their silos become too thick and high that reaching across the professions becomes too difficult” (Hall, 2005, p. 194). Students come from different social and cultural backgrounds, with a variety of educational experiences, and the more consultation and communication is embedded in IntraPE studies, the more likely graduates continue these good habits in their professional
lives (Evans et al., 2010). At this time, there is not sufficient research to fully support either early or later intervention of shared learning opportunities.
Some studies have found IntraPE students express concern in a hierarchy of providers (Brame et al., 2015; Evans et al., 2010; Hall, 2005; Jones et al., 2017). The results from the study done by Brame, et al. (2015) among dental and dental allied students \((N = 247, n = 160\) dental, \(n = 65\) DH, \(n = 22\) DA) found DH students, in particular, were concerned that IntraPE in the form of simulated dental offices could set up too much of a hierarchy and potentially jeopardize learning. The DH students expressed they would want to be sure all participants in the IntraPE experience are adequately prepared to perform the role for which they are being trained and that all students should receive equal treatment (Brame et al., 2015).
**Faculty training.** The lack of suitably trained professors and clinical staff present a challenge to implementation of shared learning (Abu-Rish et al., 2012; Formicola et al., 2012; Nisbet et al., 2011). It has been indicated some universities are remiss in valuing and helping faculty develop the experience they need to adequately implement and advance shared learning (Brame et al., 2015; Hall, 2005; Nisbet et al., 2011). If faculty are not properly trained to teach IntraPE, they can unintentionally pass along negative stereotypes to their students (Abu-Rish et al., 2012; Brame et al., 2015). This is particularly important as early on in education, students tend to adopt their professional identity and attitudes towards other health care professionals by observing those around them (Khalili et al., 2014).
One factor impacting the lack of faculty advancement and involvement in SL is faculty demands and workload. The responsibilities and workload of DH professors show
one discipline’s demands on their faculty. In a survey of DH professors ($N = 114$) in the US by Collins, Zinskie, Keskula and Thompson (2007), the average workweek for a DH professor was 50.5 hours, with 46.9 hours spent on paid activities and 3.6 hours spent on unpaid activities. Outside of teaching, their responsibilities included professional presentations, research, institutional service activities, and curriculum development. Teaching and institutional service activities are often not rewarded for promotion and tenure consideration, making professors less motivated to participate in those activities (Collins, Zinskie, Keskula, & Thompson, 2007), and with current teacher to student ratios, teaching loads, and contact hours, it is challenging to find the time to develop shared learning (Gilbert, 2005).
**Dental and DH education.** In order to better understand the difference in roles that DH and dentists have, it is first important to distinguish the differences in DH and dental education and scope of practice. All dental and dental allied education programs in the US must be accredited by the CODA.
**Commission on Dental Accreditation.** There has been increasingly more attention towards SL in education for dental programs since July 1, 2013, when CODA added two standards related to SL. These standards state: “The dental school **must** show evidence of interaction with other components of the higher education, health care education and/or health care delivery systems” (CODA, 2015, Standard 1-9, p. 22) and, “graduates **must** be competent in communicating and collaborating with other members of the health care team to facilitate the provision of health care (CODA, 2015, Standard 2-19, p. 28). Dental programs must provide educational opportunities that emphasize evidence-based practice and collaborations with colleagues and other health professionals.
(Brame et al., 2015; CODA, 2015). For DH curriculum, however, while CODA standards allude to IPE, they do not explicitly include it (Furgeson & Inglehart, 2017; CODA, 2015b, Standard 2-15). There has been a call from researchers for surveys and studies to focus on whether the courses currently being offered at dental schools meet the established criteria for SL (Formicola et al., 2012). Consequently, a review of dental and DH education is necessary to review how shared learning is being implemented.
**Education and licensure: DH.** Dental nurses, later named dental hygienists by Dr. Alfred Fones, have been providing prophylaxis to prevent oral disease since the 1880s (Milling, 2010). Dr. Fones established the first DH program in Connecticut, and that class became the first to become licensed to practice. Many dentists in Connecticut at the time, concerned that DH licensure could lead to expanded functions, amended the dental practice laws to create the Connecticut Dental Practice Act that included the regulation of DH (Milling, 2010).
DH applicants must have completed multiple science prerequisites, which include a year of chemistry, anatomy and physiology with lab, nutrition, microbiology (American Dental Association, 2018). At EWU, in addition to science courses, potential DH students must have completed General Education Core Requirements, which include English, psychology, sociology, interpersonal communication, computer literacy, and culture and gender diversity. EWU DH applicants must also have 20 hours of documented observation, volunteer, or paid employment in a dental office prior to applying (Eastern Washington University, 2018).
The role of the DH has changed over the years. Today, the registered DH must successfully complete a national written board examination and state or regional clinical
examinations. The DH is a primary care oral health professional who, having graduated from a CODA accredited DH program at a higher education institution, is licensed to provide education, assessment, research, administrative, preventive, and therapeutic services to support oral and overall health (American Dental Hygienists’ Association [ADHA], 2016). The educational path for a DH is outlined in Figure 6. As this research involves the DH program at EWU, research will focus on the Bachelor of Science in Dental Hygiene educational path.
| Dental hygiene educational path: 4-year academic program |
|----------------------------------------------------------|
| Four-year academic program in an undergraduate educational environment | Two+ years of college (one to two years of pre-requisite course work followed by two years of professional courses) |
| National Board Dental Hygiene Examination successfully passed |
| Clinical/written examination as required by region of state successfully passed |
| Licensure granted by state board of dentistry |
*Figure 6. Educational Path for Entry into the Profession (ADHA, 2016).*
**Clinical practice: DH.** According to the ADHA, “Dental hygiene is the science and practice of recognition, prevention, and treatment of oral disease and conditions as an integral component of total health” (ADHA, 2016, p. 4). The DH provides a variety of services to promote their patient’s health. This includes patient screening procedures for oral cancer, reviewing health history and oral health conditions, removing hard and soft deposits from all surfaces of teeth, educating patients about oral hygiene strategies to maintain oral health, and nutritional counseling (ADHA, 2016). The DH works in partnership with other members of the dental team. Dentists and DH bring their distinct roles together and practice as colleagues in a collaborative environment to provide optimum oral health care to the public (ADHA, 2016).
Supervision: DH. The clinical abilities of a DH vary based on state laws. This proposed research focuses on the laws in Washington state. Nationally there are six different levels of supervision by a dentist under which a DH performs services. In Washington, three of those levels of supervision are practiced: 1) Direct Supervision, where a dentist must be physically present; 2) General supervision, where a dentist must authorize the procedure but does not have to be physically present; and 3) Direct access supervision, where a DH can perform procedures they determine to be appropriate without authorization from a dentist (ADHA, 2017a). A DH in Washington can perform the following services under direct supervision: administer nitrous oxide, place and remove periodontal dressings, place, carve, finish and adjust occlusion of composite and amalgam restorations, and remove sutures. Under general supervision, a DH can take dental radiographs, administer topical and local anesthetic, and take study cast impressions. With direct access supervision, a DH can provide prophylaxis, give fluoride treatments, perform root planing and soft tissue curettage, and place pit and fissure sealants (ADHA, 2017a).
Dental education and licensure. Dentistry is one of the oldest medical professions, dating back to 7000 B.C., but the first dental college was not established until 1840 (ADEA, 2017). The first dental practice act in the US was enacted in Alabama in 1841, leading to the eventual creation of the American Dental Association (ADA) in 1859 (ADA, 2017a; ADEA, 2017). Today, a dentist provides preventive and restorative care to aid in oral and overall patient health. There are nine options for dental specialties (ADEA, 2017), however, this literature review focuses solely on general dentistry.
Current dental school applicants are expected to have completed two semesters (three quarters) of biology, general chemistry, organic chemistry, and physics (ADEA, 2017). In addition, applicants must take the standardized Dental Admission Test (DAT) and should show participation in community service, dental job shadowing, and showcase leadership (ADEA, 2017). To become a licensed dentist, students must receive a Doctor of Dental Surgery (DDS) or Doctor of Dental Medicine (DMD) degree from an accredited university, pass Parts I and II of the written National Board Dental Examinations, and meet state and regional board of dentistry clinical examination requirements (ADA, 2017c). This proposed study focuses specifically on the dental program at the UW.
**Dental practice.** One of the key differences between a dentist and a DH is the dentist’s legal capability to diagnose appropriate treatment. Dentists in Washington diagnose and treat problems regarding patients’ oral health conditions, including the teeth and gums, in contrast to the DH whose scope of practice does not include the diagnosis of disease (Bureau of Labor Statistics, 2016). Dentists typically remove decay from teeth and fill cavities, repair and remove teeth, administer dental anesthetics, prescribe antibiotics and other medications, create models and take measurements for dental appliances, and examine the teeth, gums, and jaw to diagnose problems (Bureau of Labor Statistics, 2016). A dentist in clinical practice also oversees administrative tasks and supervises DH, DA, receptionists, and dental laboratory technicians (Bureau of Labor Statistics, 2016).
**RIDE curriculum.** The RIDE program began in fall 2008 with IntraPE courses with EWU DH students. At that time, RIDE students had two lecture courses with DH
students, *Introduction to Clinical Dentistry* and *Periodontology*. *Introduction to Clinical Dentistry* was taken by DH and RIDE students in the first term of their respective professional programs. In this course, RIDE students attended several class sessions with DH students and worked on case studies and class activities together (S. Jackson, personal communication, Sept 20, 2017). *Periodontology* was taken in the second term of the first year by RIDE students and second term of the second year by DH students. In the course, each RIDE student was divided into a group with six DH students where they worked together on case studies, researching periodontal disease pathogens, and giving presentations (L. Bilich, personal communication, October 9, 2017). Dr. Art DiMarco, the director of the RIDE program, has managed the curriculum since the program began. The RIDE schedule at that time did not allow for collaborative clinical experiences between the students, and the only clinical IntraPE that occurred were two required shadowing occurrences where RIDE students observed DH students while they were treating patients with periodontal disease (A. DiMarco, personal communication, July 27, 2017).
The RIDE program progressed with this curriculum until the 2015-2016 academic year when a new curriculum was introduced. This current curriculum incorporates IPE in the form of foundational science classes with UW medical students, and twice yearly patient interview sessions with medical residents at the Spokane Teaching Health Clinic (A. DiMarco, personal communication, October 30, 2017). These curriculum requirements consume a significant amount of the RIDE students’ classroom time and there was no longer time for classroom IntraPE with EWU DH students. RIDE students now have a separate Periodontology course and Dental Foundations course. However,
while the classroom time has decreased with the current curriculum, the clinical time was enhanced. RIDE students now actively participate in four clinic sessions with EWU DH students instead of simply observing. These clinic sessions include activities for the RIDE students such as health history review, oral cancer screenings, periodontal charting, dental assisting, rinsing and suction, placing a rubber dam, and evaluating radiographs (A. DiMarco, personal communication, July 27, 2017). These four clinic sessions consist of the same clinical experiences with two sessions as a part of the Dental Foundations course and the other two through Periodontology (A. DiMarco, personal communication, October 30, 2017). The changes in first year RIDE curriculum related to IntraPE with DH students is shown in Figure 7.
| 2008 - 2015 (original curriculum) | 2015 to present (current curriculum) |
|-----------------------------------|-------------------------------------|
| **Classroom** | **Classroom** |
| Introduction to Clinical Dentistry| None |
| Periodontology | |
| **Clinic** | **Clinic** |
| Two shadowing sessions with DH | Four collaborative sessions with DH |
| students | students |
*Figure 7. Comparison of original and current RIDE first-year curriculum with DH students.*
Students in the RIDE program complete their second and third years of dental education at the UW campus in Seattle with other UW dental students. During their second year, RIDE students have a 4-week Rural Underserved Opportunities Program (RUOP) rotation in which students live in a rural or underserved community in WA working alongside local dentists to serve these communities (A. DiMarco, personal communication, October 27, 2017; UW Medicine, n.d.). The RIDE students spend approximately half of their fourth year of dental school in Seattle and the other half
returning to the RUOP for clinical rotations (A. DiMarco, personal communication, October 27, 2017; University of Washington, 2018a).
**University of Washington School of Dentistry shared learning.** To comply with CODA standards for IPE, all UWSOD students participate in a course called Foundations of Interprofessional Education in their third year of dental school (A. Kim, personal communication, September 13, 2017). Students who graduated in 2014 or after participated in this course. This IPE course is described as follows:
Students will deepen their understanding of the roles of members of the interprofessional healthcare team, by communicating and co-learning, and collaborating with other health professional students and practitioners in the provision of team based care and patient education (UW School of Dentistry, 2017, para. 1).
This IPE course includes over 600 students from the following disciplines at UW: dental, medicine, physician assistants, nutrition and public health, nursing, and pharmacy (University of Washington, 2018b). Over the course of one academic year, students from these healthcare disciplines are divided into small interprofessional teams with whom they meet with three times. Students are given information ahead of time to prepare, and they work together in their interprofessional teams to develop a foundational understanding of other professional’s education, roles, and skills (A. Kim, personal communication, September 13, 2017; University of Washington, 2018b). As previously described, dental students learning with other health care students, whether in their field or outside of the field, has been shown to improve attitudes towards teamwork (Brame et al., 2015; Czarnecki et al., 2014; Otsuka et al., 2016; Reeson et al., 2015) and roles and
responsibilities (Jones et al., 2017; Leisnert et al., 2012; Stolberg et al., 2012). Although there has been no research on the UW IPE course to this point, UWSOD students who participated in the course may show improved attitudes towards teamwork and roles and responsibilities from their involvement.
**Summary**
Current research shows shared learning is very beneficial to healthcare students in helping them understand the roles and responsibilities of healthcare professionals (Evans et al., 2010; Jacobsen & Lindqvist, 2009; Reeson et al., 2015; Ritchie et al., 2013; Stolberg et al., 2012) and preparing these providers to be efficient parts of a healthcare team (Brame et al., 2015; Czarnecki et al., 2014; Reeson et al., 2015). A limited number of students continued to possess a lack of understanding of the IPEC core competencies following their SL experiences, especially roles and responsibilities (Brame et al., 2015; Formicola et al., 2012; Reeson et al., 2015; Ross et al., 2009). It appears that SL is making significant positive changes to the group dynamic of healthcare professionals and their efficacy in providing collaborative care.
In accordance with the CODA (2015) and the WHO (2010) recommendations, the expected outcomes of the UW RIDE program as an IntraPE program would be to synthesize teamwork, improve comprehension of different roles of healthcare professionals, improve communication, acknowledge and respect ideas of other professionals, and enhance the ability to tolerate differences. There is a current need for research regarding RIDE students and their attitudes towards their IntraPE education, and a need for longitudinal studies evaluating the effectiveness of IntraPE in shaping attitudes. Because IntraPE alumni attitudes have not been widely studied, there is an
opportunity to research that population to gain a better understanding of how IntraPE experiences can shape long-term practice.
Methodology
Research Method or Design
The PI assessed the lasting effects of IntraPE among RIDE dentists using a mixed-methods approach. The RIDE and non-RIDE alumni attitudes towards DH and IntraPE with DH were measured and compared to each other. Upon consent, participants individually completed an online demographic survey including open-ended questions, and a survey adapted from the Modified RIPLS, here called the IntraPE attitudes questionnaire, administered through SurveyMonkey®. Participants were asked about professional respect, understanding others’ roles, collaboration, and teamwork. A questionnaire provides an easy way for participants to partake in the research and provided anonymity for them to be honest with their answers. Quantitative descriptive data and open-ended thematic attitudinal data from surveys provided the framework for this case study research.
Procedures
Human subjects protection/informed consent. The survey was disseminated with permission of the UWSOD, and sent to participants through Dr. Pamela Nagasawa. Dr. Nagasawa is the RIDE, Director of Education and Evaluation and an assistant professor in the School of Medicine. Participants were provided an informed consent document (Appendix E). All information regarding this study was kept on the PI’s personal password-protected computer. Anonymity was ensured to all participants by the PI utilizing anonymous response settings on SurveyMonkey®. There was an exception to
anonymity for those who self-identified to be included in a $100 Amazon gift-card drawing. The data analysis did not identify any individuals. All participants had the freedom to withdraw from the study at any point of their own desire without notice or consequence.
The PI was a graduate student at EWU and in order to fulfill EWU IRB requirements, approval by the EWU Institutional Review Board (IRB) was required prior to initiating the proposed research. According to the University of Washington (UW), IRB approval was dependent on EWU IRB approval. See Appendix B for correspondence between Dr. Nagasawa and Leah Miller, the Team Operations Lead for IRB at UW. The PI requested an expedited review of this study based on EWU human subjects’ protocols.
**Sample source, plan, sample size, description of setting.** A stratified convenience sample was used for this study for pragmatic purposes. The target population was UWSOD alumni dentists who graduated from 2012-2017. RIDE dentists, depending on the year they entered into the RIDE program, had clinical and/or classroom IntraPE experience with EWU DH students during their first year of dental school (A. DiMarco, personal communication, July 27, 2017).
In the demographics section of this study’s survey, students were asked the year they graduated from the UWSOD program to communicate the level of experience the individual had with shared learning. Factors that influenced results for shared learning include: RIDE clinic experience with DH students, RIDE classroom experience with DH students, RUOP rotations, and the IPE course (DENTCL 605). As the IPE course began in 2013 for junior UWSOD students, only respondents who graduated in 2014 or later
may have been influenced by this course (P. Nagasawa, personal communication, July 27, 2017). The inclusion criteria for this study was that dentists participating must have graduated in 2012-2017 from the UWSOD.
**Variables.**
*Independent variable.* The independent variables were: participation in the UW RIDE program, the year of graduating from the UWSOD, participation in additional SL activities, and previous career as a DH. The PI sought to measure if there is a specific impact the RIDE program has that differs from the traditional UWSOD curriculum and if there is a long-term impact of dentists having IntraPE with DH.
*Dependent variable.* The dependent variables were the scores from the 12 items adapted Modified RIPLS. Items 5-11 measured attitudes towards roles and responsibilities, and items 1-3 and 12 measured attitudes towards teamwork. These items are based on the two IPEC Competencies of Roles and Responsibilities and Teams and Teamwork (IPEC, 2016b).
**Instruments.** The PI used surveys to gather quantitative and demographic information. The PI used existing research as described in the literature review to choose a reliable and valid instrument.
*Demographic survey.* The PI designed a demographic survey that was integrated to provide descriptive statistics for the target population. Descriptive items included gender, year of graduation from the UWSOD, RIDE participation, years of clinical experience, previous career as a DH, and other IntraPE or IPE experiences. See Appendix D.
The IntraPE attitudes survey. The survey in this study is based on the subscales in the Modified RIPLS, a 19 item survey with four subscales using a 5-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5) (McFadyen et al., 2005). The Modified RIPLS is an instrument proven to be reliable and valid for evaluating IPE (McFadyen, Webster, Maclaren, 2006) and has been used to evaluate IntraPE in multiple studies (Brame et al., 2015; Brooks & Gorman, 2017; Reeson et al., 2015).
The Modified RIPLS is based on the original design by Parsell and Bligh (1999) with revisions made by McFadyen et al. (2005). See Appendix A. The research questions in this proposed study evaluated dentists’ perceptions of their understanding of roles and responsibilities and teamwork. To assess these attitudes towards IntraPE, a survey was developed adapted from the concepts in the Modified RIPLS particularly pertaining to roles and responsibilities and teamwork (Appendix C). These individual categories were scored, and a total score from the survey was used to show the overall benefit of IntraPE implementation. The subscales of teamwork and roles and responsibilities correspond directly with the two IPEC Core Competencies that provide the framework for this study: roles and responsibilities, and teams and teamwork (IPEC, 2016b). Figures 8 and 9 demonstrate how the Modified RIPLS corresponds to these IPEC Core Competencies and how the Modified RIPLS was adapted for this study.
| Domain 2 Roles and Responsibilities | RR: Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patient and populations served |
|-------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| RR1 | Communicate one’s role and responsibilities clearly to patients, families, and other professionals |
| RR2 | Recognize one’s limitations in skills, knowledge, and abilities |
| RR3 | Forge interdependent relationships with other professions to improve care and advance learning |
| RR4 | Use unique and complementary abilities of all members of the team to optimize patient care |
| Modified RIPLS Item | Adapted Modified RIPLS Item |
|---------------------|-----------------------------|
| 1, 3, 9, 13, 18 | 8, 9, 11 |
| 1, 2, 3, 6, 9, 10, 11, 13, 15, 19 | 1, 4, 5, 8, 9, 10, 11 |
| 1, 2, 3, 4, 8, 10, 11, 13, 14, 15, 17 | 1, 3, 4, 6, 7, 8, 9 |
| 1, 2, 3, 4, 15, 16 | 1, 7, 8, 9 |
*Figure 8. Modified RIPLS subscales to assess IPEC Core Competencies for IPE: Roles and Responsibilities (IPEC, 2016b).*
| Domain 4 Teams and Teamwork | TT: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient-/population-centered care that is safe, timely, efficient, effective, and equitable. |
|-----------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| TT3 | Engage other health professionals – appropriate to the specific care situation – in shared patient-centered problem solving |
| TT4 | Integrate the knowledge and experience of other professions – appropriate to the specific care situation – to inform care decisions, while respecting patient and community values and priorities/preferences to care |
| TT7 | Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care |
| TT11 | Perform effectively on teams and in different team roles in a variety of settings |
| Modified RIPLS Item | Adapted Modified RIPLS Item |
|---------------------|-----------------------------|
| 1, 2, 3, 14, 15, 16, 17 | 1, 6, 8 |
| 1, 2, 3, 4, 13, 16 | 1, 7, 8, 12 |
| 3, 6, 7, 8, 9, 13, 16, 17 | 2, 3, 6, 8, 10, 11, 12 |
| 1, 3, 5, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17 | 2, 3, 4, 6, 8, 11, 12 |
*Figure 9. Modified RIPLS subscales to assess IPEC Core Competencies for IPE: Teams and Teamwork (IPEC, 2016b).*
**Equipment.** The PI’s password protected personal laptop was used for the creation of all documents and instruments, and for data input and analysis via connection
to SPSS statistical analysis software through the EWU Virtual Lab. The PI obtained a SurveyMonkey® account to construct the demographic and IntraPE attitudes surveys. The PI used their password-protected laptop exclusively for study content and data. The PI shared secure documents with a statistician for statistical analysis. Direct access to survey results was available to Nathan Skuza, statistician and assistant professor at EWU, and Dr. Pamela Nagasawa, thesis committee member and faculty in the UWSOD.
**Steps to implementation.** Following IRB approval by EWU and UW, the PI implemented the study. The steps to implementation took into consideration the time constraints of participants and faculty involved.
**Step 1: Communicate with faculty.** The PI worked closely with Dr. Nagasawa to facilitate the online survey. Dr. Nagasawa gained access to the alumni e-mail list by working with Dr. Sara Gordon, Associate Dean for Academic Affairs at the UWSOD. Dr. Nagasawa disseminated the survey URLs for the PI.
**Step 2: Preparation and validation of surveys.** Working with Dr. Nagasawa, the PI developed an IntraPE attitudes survey. An expert panel evaluated this survey to ensure content validity. The panel included six professors and dentists from UWSOD, the Associate Dean for Academic Affairs at the UWSOD, the EWU dental hygiene graduate faculty, and one EWU dentist. After the adapted survey was validated, the PI used the SurveyMonkey® account to create two electronic surveys featuring the demographic and IntraPE attitudes survey, with one link for RIDE alumni and a separate link for non-RIDE alumni based on the needs of Dr. Gordon.
**Step 3: Implementation of surveys.** Participants were e-mailed to request their participation in the proposed research and provided with the link to the survey. They
were contacted via blind carbon copy (bcc) to maintain e-mail privacy and anonymity. To incentivize participation in this study, the PI offered a $100 Amazon gift card to be given to one participant randomly selected upon completion of the survey implementation. If participants chose to be included in the gift card selection, they were asked to provide their e-mail address in a question separate from the survey. Participants were sent a reminder e-mail one week after the initial e-mail is sent, and another email two weeks after. There was a one-month window in which the survey was open on SurveyMonkey®.
**Summary**
The intervention for this study consisted of a target population of USWOD graduates and RIDE program graduates from 2011-2017. The PI collected quantitative data and open-ended responses to compare the two groups using a demographic survey and a survey adapted from the concepts of the Modified RIPLS that used the IPEC Core Competencies to establish participant attitudes towards roles and responsibilities and teamwork, specifically towards dental hygienists. Using data collected from this study, the PI attempted to show that dentists who have had previous IntraPE with DH students perceive to have a higher respect for and understanding of the role of a DH, and have a more positive attitude towards teamwork in their clinical practice and careers when compared against dentists who did not experience DH IntraPE.
Results
Description of Sample
A convenience sample of UWSOD alumni ($N = 409$) were asked to participate in this study. RIDE alumni ($n = 48$) and non-RIDE alumni ($n = 361$) were e-mailed initially to supply the survey link and request their participation. Of the population initially contacted ($N = 409$), there were 90 responses ($n = 90$, 22.0%). Of the 90 responses, 12 were omitted due to incomplete survey responses. One response was thought to be a duplicate as there was a repeat e-mail address used to answer the question about involvement in the $100 gift card drawing. Due to incomplete or redundant data, 77 of the 90 responses ($n = 77$, 85.5%) were considered valid for data analysis: 26 RIDE responses ($n = 26$, 54.2%) and 51 non-RIDE responses ($n = 51$, 14.1%). See Figure 10 for a summary of participant inclusion and exclusion.
*Figure 10.* Inclusion and exclusion criteria for study participation.
**Demographics.** The majority of participants identified as men ($n = 41$, 53.8%). Of the participants, 18 graduated from dental school prior to 2014 ($n = 18$), and 59
graduated in 2014 or after ($n = 59$). Two participants identified former careers as DH before going to dental school. Table 3.1 shows a summary of participants’ demographic information. The number of participants who identified IntraPE with DH students while in dental school was $37 (n = 37, 48.1\%)$. Considering the number of RIDE respondents ($n = 26$), this data shows that 11 non-RIDE respondents identified having IntraPE with DH students. Given that the UW non-RIDE curriculum includes IPE but not IntraPE, some participants may have misunderstood the item and answered based on their IPE experiences.
The demographic survey included yes or no questions leading to two open-ended and questions and one Likert scale item. If participants identified they had experienced IntraPE with DH students, they were asked to describe the experience, and on a Likert scale rate how IntraPE contributed to a positive working environment in their first years of clinical practice. If participants identified they did not experience IntraPE with DH students, they were asked to identify on a Likert scale if they think their education would have benefited from formal IntraPE.
Table 1
Demographic Characteristics of Respondents
| Demographic characteristics | n | % |
|-----------------------------|-----|-------|
| Gender | | |
| RIDE | 26 | 34.6% |
| Non-RIDE | 51 | 65.4% |
| Male | 41 | 53.8% |
| Female | 36 | 44.9% |
| Prefer not to answer | 1 | 1.3% |
| Year of graduation | | |
| 2012 | 8 | 10.4% |
| 2013 | 10 | 13.0% |
| 2014 | 11 | 14.3% |
| 2015 | 16 | 20.8% |
| 2016 | 16 | 20.8% |
| 2017 | 16 | 20.8% |
| Former DH | | |
| Yes | 2 | 2.6% |
| No | 75 | 97.4% |
| IntraPE with DH while in dental school (both RIDE and non-RIDE) | | |
| Yes | 37 | 48.1% |
| No | 40 | 51.9% |
Statistical Analysis. The IntraPE attitudes survey and demographic survey was used to analyze the IPEC Core Competencies of roles and responsibilities and teamwork, in addition to overall IntraPE attitudes. Using these subscales and comparing the two groups of respondents (RIDE and non-RIDE dentists), inferential and descriptive statistics tests in SPSS Version 24 analyzed the responses. Quantitative data from the IntraPE attitudes survey was gathered for both RIDE and non-RIDE groups. The scores from the adapted Modified RIPLS were evaluated for responses for individual items, on each subscale, and for the entire scale. In the IntraPE attitudes survey, items 1, 2, 3, and 12 pertain to the subscale of teamwork, and items 5-11 relate to roles and responsibilities.
All items were analyzed together to gather general attitudes about IntraPE. All quantitative items were on a Likert scale where 5 = Strongly Agree and 1 = Strongly Disagree. T-tests tested for differences between the RIDE and non-RIDE dentists. Table 2 shows the mean aggregate responses for the three subscales. Table 3 shows the average responses to each item between RIDE and non-RIDE respondents. Thematic data was collected using open-ended questions to assess respondent’s attitudes towards IntraPE with DH in dental school.
Table 2
*RIDE and non-RIDE descriptive statistics by subscale*
| Subscale | RIDE (sd) | Non-RIDE (sd) | p-value |
|-----------------------------------------------|-------------|---------------|---------|
| Aggregate Teamwork (Items 1-3, 12) | 4.35 (.73) | 4.48 (.47) | .400 |
| Aggregate Roles and responsibilities (Items 5-11) | 3.39* (.62) | 3.69* (.44) | .014* |
| Aggregate Overall IntraPE attitudes (All items)| 3.73 (.59) | 3.95 (.39) | .091 |
*Note.* The Roles and responsibilities subscale shows statistical significance \((p = .014)\) in the difference of answers between RIDE and non-RIDE. *\(p < .05\)*
Table 3
Descriptive statistics for RIDE and non-RIDE respondents
| Item | RIDE (sd) | Non-RIDE (sd) | p-value |
|----------------------------------------------------------------------|-------------|---------------|---------|
| 1. Patients benefit when dentists and dental hygienists work together to solve patient problems. | 4.38 (.80) | 4.54 (.50) | .347 |
| 2. Dentists and dental hygienists should learn team-working skills. | 4.46 (.76) | 4.51 (.61) | .764 |
| 3. Dentists and dental hygienists need to trust and respect each other.| 4.69 (.84) | 4.63 (.63) | .704 |
| 4. Dental students should learn with dental hygiene students. | 3.65 (.94) | 3.65 (.99) | .977 |
| 5. Dentists have more knowledge and skills than dental hygienists. | 4.00 (.87) | 4.04 (.87) | .854 |
| 6. The primary function of a dental hygienist is to provide support and assistance to the dentist. | 2.88 (.99) | 3.02 (1.03) | .584 |
| My perception of shared learning with dental hygiene students during dental school is that it can... | | | |
| 7. ...improve working relationships between dentists and dental hygienists after graduation. | 3.69 (1.0) | 4.10 (.64) | .070 |
| 8. ... increase a dentist’s ability to understand clinical problems. | 3.04 (.10) | 3.34 (.96) | .158 |
| 9. ... increase a dental hygienist’s ability to understand clinical problems. | 3.50* (.95) | 4.12* (.55) | .004* |
| 10. ... help dentists to think positively about dental hygienists. | 3.61 (1.06) | 3.92 (.66) | .187 |
| 11. .... help dentists understand their own clinical limitations. | 2.96 (1.22) | 3.29 (1.01) | .205 |
| 12. ... help both professionals work more effectively as a team. | 3.85 (1.1) | 4.24 (.62) | .099 |
Note. Item #9 shows statistical significance ($p = .004$) in the difference of answers between RIDE and non-RIDE. *$p < .05$
Summary of first research question. “Do dentists who participated in the RIDE program understand their role and responsibilities related to the DH better than dentists who had no formal IntraPE with DH students?” Items 5-11 from the adapted Modified RIPLS applied to this research question. One RIDE respondent did not answer item 6, otherwise all responses were complete. For RIDE and non-RIDE respondents, the greatest percentage of responses (65.4%) fell between 4 (Agree) and 3 (Neutral).
Aggregate RIDE average responses were 3.39 with a median 3.5 of and a mode of 2.86. For the aggregate of non-RIDE responses, the mean response was 3.69 with a median and mode of 3.57. Independent $t$-tests were applied to compare the mean responses to these items. The average response for RIDE respondents related to roles and responsibilities was 3.39 and the non-RIDE response average was 3.69. The mean difference between the two groups was 0.31, with non-RIDE respondents identifying more strongly that IntraPE with DH students improves the understanding of the roles and responsibilities of dentists and dental hygienists ($t = 2.508$, df = 75, $p = 0.14$). See Table 4 for results in mean responses between RIDE and non-RIDE and statistical significance.
Table 4
Roles and responsibilities questions and descriptive statistics
| Item | RIDE mean (sd) | Non-RIDE mean (sd) | p-value |
|----------------------------------------------------------------------|----------------|--------------------|---------|
| 5. Dentists have more knowledge and skills than dental hygienists. | 4.00 (.87) | 4.04 (.87) | .854 |
| 6. The primary function of a dental hygienist is to provide support | 2.88 (.99) | 3.02 (1.03) | .584 |
| and assistance to the dentist. | | | |
| My perception of shared learning with dental hygiene students during | | | |
| dental school is that it can… | | | |
| 7…. improve working relationships between dentists and dental | 3.69 (1.02) | 4.10 (.64) | .070 |
| hygienists after graduation. | | | |
| 8…. increase a dentist’s ability to understand clinical problems. | 3.04 (1.00) | 3.34 (.96) | .158 |
| 9…. increase a dental hygienist’s ability to understand clinical | *3.50 (.95) | *4.12 (.55) | *.004 |
| problems. | | | |
| 10…. help dentists to think positively about dental hygienists. | 3.61 (1.06) | 3.92 (.66) | .187 |
| 11….. help dentists understand their own clinical limitations. | 2.96 (1.22) | 3.29 (1.01) | .205 |
| Aggregate Roles and Responsibilities | *3.39 (.62) | *3.69 (.44) | *.014 |
Note: Item #9 (p = .004) and the roles and responsibilities aggregate responses (p = .014) show statistical significance in the difference of answers between RIDE and non-RIDE. *p < .05
The only item pertaining to roles and responsibilities that presented statistically significant differences between RIDE and non-RIDE responses was #9 that stated: My perception of shared learning with dental hygiene students during dental school is that it can increase a dental hygienist’s ability to understand clinical problems. The RIDE alumni responses generally rated this statement lower than non-RIDE; the mean response for RIDE was 3.50 (between Agree and Neutral), with a non-RIDE mean response of 4.12 (Agree) (t = 3.065, df = 33.905, p = .004). See Figure 11 for a comparison of RIDE and non-RIDE responses to item #9.
Figure 11. Frequencies and distribution Item #9: My perception of shared learning with dental hygiene students during dental school is that it can increase a dental hygienist’s ability to understand clinical problems.
Summary of second research question. “Do RIDE dentists perceive there are better teamwork dynamics with their dental hygienists compared to non-RIDE dentists, due to their IntraPE experience with DH students?” Items 1-3 and 12 in the survey correspond to this construct. The responses between RIDE and non-RIDE respondents were compared to each other using independent $t$-tests. Of the RIDE respondents, 61.5% Agreed (4) or Strongly Agreed (5) they have positive attitudes towards teamwork with their DH, however, their perceptions were not statistically significant compared to the non-RIDE responses ($t = .980$, df = 75, $p = .330$, two-tailed). The aggregate mean response for RIDE was 4.34 with a median and mode of 4.75. The aggregate mean for non-RIDE respondents was 4.48 with a median of 4.5 and a mode of 4.75. See Table 5 for differences between RIDE and non-RIDE responses related to teamwork.
Table 5
Teamwork items and descriptive statistics
| Item | RIDE mean (sd) | Non-RIDE mean (sd) | p-value |
|----------------------------------------------------------------------|----------------|--------------------|---------|
| 1. Patients benefit when dentists and dental hygienists work together to solve patient problems | 4.38 (.80) | 4.54 (.50) | .347 |
| 2. Dentists and dental hygienists should learn teamworking skills | 4.46 (.76) | 4.51 (.61) | .764 |
| 3. Dentists and dental hygienists need to trust and respect each other | 4.69 (.84) | 4.63 (.63) | .704 |
| My perception of shared learning with dental hygiene students during dental school is that it can… | | | |
| 12….helps both professionals work more effectively as a team | 3.85 (1.08) | 4.24 (.62) | .099 |
| Aggregate Teamwork | 4.35 (.73) | 4.48 (.47) | .400 |
Demographics and impact on IntraPE attitudes. No RIDE respondents and two non-RIDE respondents ($n = 2$, 3.9%) identified they had a career as a DH before becoming a dentist. There was a difference in responses when comparing the non-RIDE former DH to non-RIDE dentists without DH experiences: 3.25 to 4.47 for teamwork, 3.29 to 3.60 for roles and responsibilities, and 3.25 and 3.89 for overall IntraPE attitudes, respectively. Although there was a difference in responses between dentists who were or were not former DH, because of the small number ($n = 2$) of former DH, the statistical significance is not valid or generalizable. Independent $t$-tests showed there was statistical significance pertaining to attitudes towards teamwork and overall IntraPE attitudes (teamwork $t = 4.447$, df = 49, $p = .000$, two-tailed; roles and responsibilities $t = 1.338$, df = 49, sig = .187; overall IntraPE attitudes $t = 2.791$, df = 49, $p = .007$).
Examining the graduation year would determine if student participation in the UW IPE course (DENTCL 605) had an impact on their attitudes towards IntraPE. Those
who graduated in 2014 or after would have participated in the IPE course. A few RIDE respondents graduated between 2012-2013 ($n = 8, 30.8\%$), and 18 graduated in 2014 or after ($n = 18, 69.2\%$). For RIDE respondents, the year of graduation did not have statistical significance for teamwork ($t = 1.029$, df = 24, $p = .314$), roles and responsibilities ($t = .741$, df = 24, $p = .466$), or overall IntraPE attitudes ($t = 1.016$, df = 24, $p = .320$). For non-RIDE respondents, the year of graduation also did not have statistical significance for teamwork ($t = .228$, df = 49, $p = .821$), roles and responsibilities ($t = -.492$, df = 49, $p = 6.25$), or overall IntraPE attitudes ($t = -.277$, df = 49, $p = .783$).
**Thematic attitudes from open-ended responses.** Thematic analysis was used to identify prominent themes from open-ended questions in the demographic survey. Once themes were identified, they were analyzed quantitatively by finding the frequency with which these themes appeared in the sample. Respondents were asked whether or not they participated in IntraPE with DH students while in dental school. If they responded yes, they were asked two open-ended questions and one Likert scale item. The open ended questions were as follows: a) Please describe the IntraPE learning experience, and b) Please describe how these learning experience(s) impacted and translated into your working relationship with dental hygienists in real-life practice.
**RIDE responses.** All 26 RIDE respondents except for one identified they had IntraPE with DH students during their first year of dental school. There was one RIDE student who had a slightly different curricular experience, and therefore was not included in IntraPE with EWU DH students (P. Nagasawa, personal communication, March 13, 2018). For the question “Please describe the IntraPE learning experience,” 24 of the 26
RIDE alumni responded (92%). Of those responses, 77% ($n = 20$) described classroom interaction, 33% ($n = 8$) identified some type of clinical experience, and 8% ($n = 2$) described working on an IntraPE team project. Clinical interaction mostly reported observing third year DH students and assisting them. These responses are consistent with the first-year RIDE curriculum from 2008-2014. Some examples of responses for the type of IntraPE experienced is described in Table 3.6.
Table 6
*RIDE responses describing IntraPE with DH students*
| Thematic Category | Responses |
|------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **Classroom experiences** | “We had certain joint classes during dental school with Eastern Washington University Dental Hygiene students.” |
| ($n = 20$, 77%) | “Took intro to clinical dentistry and perio with dental hygiene students.” |
| | “We had classes during our first year with year 1, 2, and 3 level hygiene students.” |
| | “Worked on an intraprofessional project with a hygienist in my group.” |
| **Clinical Experiences** | “I believe the only time we were with hygiene was when we were in clinic learning to probe.” |
| ($n = 8$, 33%) | “Assisting dental hygienists during the first year of dental school” |
| | “I had my first clinical experiences in a predominantly hygiene-oriented clinic, taught sometimes even by third-year hygienists (students) themselves.” |
Respondents were then asked to describe how IntraPE learning experiences translated into working relationships with DH in real-life practice. A total of 21 out of the 26 RIDE respondents (81%) gave responses to this question, and 17 (81%) of these comments reflected satisfaction with the IntraPE RIDE experience. The majority of these
were positive responses and fell into four main categories: teamwork ($n = 8$, 38%), roles and responsibilities ($n = 6$, 29%), improved relationship with DH ($n = 8$, 38%), and patient benefits ($n = 3$, 14%). There were some negative responses, with five respondents (24%) describing IntraPE did not impact their attitudes towards the DH. One respondent commented that the IntraPE experience was too early in both dental and DH student education to have an impact, and another respondent commented that early combined learning is best. Thematic analysis of these responses is shown in Table 7.
**Relationship between RIDE and thematic responses.** The RIDE respondents who identified having IntraPE with DH students were asked if the experience contributed to positive working team dynamics with DH in practice. The mean response was 3.72, with a median of 4.00 and mode 4.00. The distribution of responses, and comparison to non-RIDE responses, is shown in Figure 12. The greatest number of RIDE respondents ($n = 12$, 48%) Agreed (4) that IntraPE with DH positively affected their working team dynamic after school, with the next largest group being Neutral (3) ($n = 8$, 31%).
Table 7
**RIDE Thematic Analysis**
| Thematic Category | Key terms | Responses |
|-------------------|----------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Positive aspects | Teamwork *(n = 8, 38%)* | “This has helped shape who I want to be in the team.”
| | | “It gave me a better understanding of their training and education process as well as how this translates to their role on the dental team.”
| | Roles and responsibilities *(n = 6, 29%)* | “Learn alongside people who we would someday work beside. This allowed us to understand what they learn and know.”
| | | “It helped to look at dentistry from a hygienist [sic] point of view.”
| | | “My experience with this course with hygienists helped understand their knowledge base, which was more extensive than I had expected.”
| | | “I respect the profession and the effort and learning that occurs during their education.”
| | | “It was helpful to see the training the dental hygienists receive, because it allowed me to better understand their scope of practice and knowledge. I have a lot of respect of the amount of work hygienists have to do…”
| | | “It was valuable in getting perspective and insights from those in different disciplines within dentistry.”
| | Improved relationship *(n = 8, 38%)* | “Most noticeably my experience made me start to appreciate the relationship between hygienist and dentist and made me more observant of the professionals around me.”
| | | “This experience translated into a more trusting relationship at the post-graduate level with hygienists.”
| | | “Able to quickly develop a flow with my hygienist after dental school because I was able to better understand what the breadth of their training was and what they expect from their partner dentist…It made more of a team dynamic in the workplace as opposed to I’m the dentist and you work for me.”
| | Patient benefits *(n = 3, 14%)* | “It has always been my feeling that when we collaborate to come up with the best treatment we both feel the patient will need then the patients will end up with the best results.” |
| Negative Aspects | Not useful *(n = 5, 24%)* | “(IntraPE) didn’t at all.”
| | | “Not at all”
| | | I don’t think they (IntraPE with DH) impacted my current real life relationship.”
| | Too early to impact *(n = 1, 5%)* | “Unfortunately, the experience did not impact/translate into very much. Neither dental students or hygiene students knew enough about anything to really value the experience.”
| | No real-life application *(n = 1, 5%)* | “I have not worked with dental hygienists in real life practice.” |
Figure 12. Frequencies and distribution: Intraprofessional learning with dental hygienists contributed to a positive working team dynamic in my first years of practice.
Non-RIDE responses. There were some non-RIDE respondents who identified they had IntraPE with DH while in dental school ($n = 12, 24\%$). The common themes among the type of described IntraPE experience was through classroom interactions ($n = 3, 25\%$), service learning ($n = 2, 17\%$), and clinical rotations ($n = 2, 17\%$). One participant ($n = 1, 8\%$) commented they were taught classes by DH. Three respondents ($n = 3, 25\%$) who did not identify the type of IntraPE they experienced commented that the experience was a “complete waste of time, no one discussed dental,” and that IntraPE had “no impact whatsoever.” Since these responses did not describe the type of IntraPE they experienced, these results cannot be specifically applied to IntraPE with DH students.
Thematic analysis of responses to the second question, asking respondents to describe how IntraPE impacted and translated into working relationships with DH, are
shown in Table 3.8. There were 11 (22%) non-RIDE responses recorded for this question. The three main themes of positive aspects were teamwork ($n = 3, 27\%$), roles and responsibilities ($n = 4, 36\%$), improved relationship with DH ($n = 4, 36\%$), and overall IntraPE attitudes ($n = 1, 9\%$). The negative and “Not useful” responses ($n = 4, 36\%$) were from respondents who did not identify the type of IntraPE experience they had. One respondent commented, “It was interesting to see how other professionals would look at a medical patient, but usually they did not incorporate much for the dentists to do.” They may have been referring to IPE, not IntraPE, and therefore their responses may not accurately represent IntraPE attitudes.
Table 8
**Non-RIDE Thematic Analysis**
| Thematic Category | Key terms | Responses |
|-------------------|-----------|-----------|
| **Positive aspects** | Teamwork ($n = 3, 27\%$) | “To always listen and get input from all your team members. It widens your perspective on the matter.”
“We were all students together, so I got to see them as equals, not as a boss.” |
| | Roles and responsibilities ($n = 4, 36\%$) | “I better appreciate where they are coming from, how thorough their training can be, how capable and knowledgeable they are, and how valued their hand skills should be!”
“More respect for hygienists and the work they do.” |
| | Improved relationship ($n = 4, 36\%$) | “Further reinforces our collegial and collaborative relationship.”
“Gave me respect and perspective of that profession.” |
| | Overall IntraPE attitudes ($n = 1, 9\%$) | “It was very enriching and I would like to see more of it incorporated into our curriculum.” |
| **Negative Aspects** | Not useful ($n = 4, 36\%$) | “Waste of time. No one discussed dental.”
“No impact whatsoever.” |
| | Roles and responsibilities ($n = 1, 9\%$) | “Hygienists at my sight [sic] were calling gingivitis w/2-3mm pockets periodontitis. They treatment planned SRPs instead of prophies at times.” |
Of those non-RIDE respondents who identified they had experienced IntraPE during dental school, they were asked to respond to a Likert scale item: Intraprofessional education with dental hygienists contributed to a positive working team dynamic in my first years of practice. There were 11 (22%) respondents to this question with a mean response of 3.72, a median of 4.00 and mode of 4.00.
If non-RIDE respondents identified they had not had IntraPE with DH during dental school, they were asked to respond to the following Likert scale item: Do you think it would have benefited your educational experience to have intraprofessional learning with dental hygiene students? This item gained 43 responses ($n = 43$, 77%) with a mean of 3.7, median 4.00 and mode 4.00. The frequency and distribution of these responses is shown in Figure 13. The largest percentage of responses ($n = 20$, 47%) shows that respondents Agreed (4) that IntraPE would have benefited their educational experience in dental school and 14 ($n = 14$, 33%) were Neutral (3).
*Figure 13.* Frequency Distribution: Do you think it would have benefited your educational experience to have intraprofessional learning with dental hygiene students?
Discussion
Summary of Major Findings
This study sought to find if there is a difference in attitudes between dentists who participated in the UW RIDE program and those who did not regarding teamwork with the DH and understanding their roles and responsibilities. Using both quantitative and open-ended questions, information was gathered about these attitudes. Results from the IntraPE attitudes survey showed similar scores between RIDE and non-RIDE respondents, with the mean scores for all subscales being somewhat lower among RIDE respondents. The findings of this study were:
- While the majority of RIDE participants agreed or strongly agreed IntraPE was useful overall and improved attitudes towards teamwork, there were no statistically significant differences between RIDE and non-RIDE.
- There was a statistically significant difference between RIDE and non-RIDE ($p = .014$) regarding attitudes towards roles and responsibilities.
- Open-ended responses showed generally positive thematic evidence towards IntraPE, with many RIDE respondents feeling it enhanced their education and non-RIDE expressing they wished they had formal IntraPE in their dental school curriculum.
Based on this study, it can be suggested the RIDE program helps improve perceived attitudes towards teamwork; however, the RIDE IntraPE experience has mixed results in helping dentists understand the roles and responsibilities of a DH. This aligns
with other research, suggesting that IntraPE and IPE improves attitudes towards teamwork (Brame et al., 2015; Brooks & Gorman, 2017; Curran, Sharpe, Flynn, & Button, 2010; Stolberg et al., 2012), and that more needs to be done in these programs to teach students about the roles and responsibilities of other health professionals (Brame et al., 2015; Czarnecki et al., 2014).
**Discussion**
To further understand the outcomes of this study, data collected from the statistical tests mentioned above were analyzed and discussed in this section. This section is organized by the demographic data and the main subscales of this study: overall IntraPE attitudes, teamwork, and roles and responsibilities.
**Demographic.** The number of non-RIDE responses were limited compared to RIDE. One possible explanation for this is the personal relationship RIDE alumni have with Dr. Nagasawa, who disseminated the surveys. The RIDE alumni knowing Dr. Nagasawa personally and receiving an e-mail from her may have enhances to RIDE participation. There was no statistical significance between gender and IntraPE attitudes \((p = .213)\).
Respondents were asked for their year of graduation to determine two things: how long they have been in clinical practice, and if they participated in the UW IPE course (DENTCL 605). There was no statistical significance \((p = .386)\) between the year of graduation and attitudes towards IntraPE. This would imply the addition of the IPE course (DENTCL 605) to dental students’ curriculum did not affect attitudes towards IntraPE. The IPE course involves students from other health professions and does not include DH students.
Research done by Nasser Al Harthy et al. (2015) surveying IPE student participants used the Modified RIPLS before, during, and 3-4 months after IPE. During IPE, RIPLS scores significantly increased for all participants, however student scores fell back to pre-test level 3-4 months after the IPE experience concluded. Since the RIDE respondents in this study completed their IntraPE intervention between four and nine years ago, it is possible that results do not show statistical significance between RIDE and non-RIDE because their levels have fallen back to pre-intervention level.
There was a statistically significant ($p < .05$) difference in responses of those who identified themselves as a former DH before becoming a dentist and attitudes towards teamwork ($p = .000$) and overall IntraPE attitudes ($p = .007$) with the former DH having lower rated responses. It is important to note there were only two former DH identified in this study, so these results are limited and lack validity. These results are surprising given that in other IntraPE studies, DH participants have even stronger attitudes towards teamwork than dental students (Brame et al., 2015). It is possible that there was a bias that was not addressed with a simple identification of whether someone was a previous DH, and adding another question to the demographic survey could help show why these attitude differences are revealed.
**Teamwork.** This study explored if the RIDE program’s IntraPE with DH students is a way to help improve a dentist’s attitudes toward teamwork after graduation. Based on the quantitative data alone, the answer would seem to be that there is little to no difference between dentists who participated in RIDE or not. Responses from RIDE students were, on average, in agreement (61.5%) that IntraPE with DH had a positive impact on teamwork with DH in real-life practice. None of the individual items in the
survey pertaining to teamwork had statistically significant answers between RIDE and non-RIDE respondents. One suggested reason for this type of response is offered by Jones et al. (2017). In their study between DH and dental student participants, DH students had higher expectations of the IntraPE program than dental students did, which resulted in different gaps between expectations and satisfaction with the program.
Perhaps because RIDE students participated in IntraPE with DH students, while most non-RIDE respondents did not, the resulting gap in responses to teamwork is due to a difference in expectations of how influential IntraPE should be. As this study did not analyze expectations of IntraPE, it is impossible to know what that impact could be.
Even though the quantitative results were not statistically significant, the open-ended responses placed an emphasis on positive team dynamics in real-life practice as a direct result of IntraPE in the RIDE program. These findings are consistent with research by Curran et al. (2010), who found that while curriculum evaluations showed little change in student attitudes towards IPE, students generally had positive attitudes towards IPE. Similarly, in the study by Stolberg et al. (2012), dental students identified they had improved team management skills and communication with team members following IntraPE. In this study, one RIDE participant commented that IntraPE helped them quickly develop a flow with their DH, gain trust, and emphasize a team dynamic in the office. Another participant commented that they better understand DH training and education and that this translates to the dental team. Even the language of one comment suggests a more team-minded approach to dentistry: It allowed us to work alongside people who we would someday work beside (added emphasis). This allowed us to understand what we
learn and know. Another participate commented, “It made more of a team dynamic in the workplace as opposed to I’m the dentist and you work for me.”
**Roles and responsibilities.** The roles and responsibilities category had the strongest statistical significance comparing RIDE to non-RIDE ($p = .014$). A study of IntraPE between dental, DH and dental assisting students by Brame et al. (2015) suggested that even after IntraPE, participants understood their own roles but still had a limited understanding of other team member’s roles. Dental students in particular expressed they needed more interaction with other dental professionals during school to prepare them for practice (Brame et al., 2015). Studies have found that role-related experiences should be added into shared learning programs to challenge students to learn more about other’s roles and responsibilities (Brame et al., 2015; Czarnecki et al., 2014). These results bring up several issues, including professional stereotypes, faculty training, and the different ways IntraPE can be implemented.
**Professional identity.** It has been suggested by Jones et al. (2017) that part of the limited understanding of roles and responsibilities comes from underlying professional stereotypes. Early on, students tend to adopt their professional identity and subsequent behaviors by observing the behaviors of others (Khalili et al., 2014). If faculty are not properly trained in IntraPE, they can potentially impress negative stereotypes and biases on their students (Brame et al., 2015). Universities have been remiss in helping faculty develop the experience they need to move shared learning forward (Hall, 2005). Without training, faculty members are not prepared to develop shared learning programs and bring multiple perspectives from different health professions into discussion (Abu-Rish et al., 2012). Multiple studies call for improved faculty training to improve shared learning.
experiences for health care students to help students’ understanding of roles and responsibilities (Abu-Rish et al., 2012; Furgeson & Inglehart, 2017; Hall, 2005; Hawkes et al., 2013; Khalili et al., 2014). This study did not explore what faculty training was involved in the RIDE program to support and promote the understanding of roles and responsibilities. Future research should examine the level of training faculty receive in order to successfully implement IntraPE between dental and DH students to help them understand one another’s roles and responsibilities.
Lower scores for roles and responsibilities after IntraPE among healthcare students has occurred in other studies as well (Brooks & Gorman, 2017; Czarnecki et al., 2014). One study by Ross et al. (2009) found there was no relationship between previous IntraPE between dental and DH students and dental students having a better understanding of the clinical abilities and responsibilities of other dental professionals. It is suggested by Brooks and Gorman (2017) that IntraPE can cause role-blurring of professional identities between assumed roles and hierarchy of responsibilities. As professional identity has been found to be a main barrier to effective IntraPE, role blurring is an important concept to explore (Brame et al., 2015; Evans et al., 2010).
Role blurring can make team members feel they are under- or over-utilized if roles and responsibilities have not been clearly defined (Hall, 2005). Overlapping obligations can cause roles to overlap and become indistinct. Conversely, role blurring can enhance care by allowing workloads to be shared among health professionals and aid professional development by allowing team members to learn new knowledge and skills (Sims et al., 2015). Brooks and Gorman (2017) suggest that role blurring was what allowed their students to work well together as teams. As the Brooks and Gorman (2017)
study took place immediately following an IntraPE experience, and this study is years after IntraPE, it is difficult to say if role blurring played a part in these results.
Additionally, since the RIDE respondents in this study were first year dental students when their IntraPE took place, it is possible the intervention occurred before they developed a sense of professional identity to understand the roles and responsibilities of other dental professionals.
There is a question of what the best timing is to implement shared learning. One participant in this study commented that the IntraPE part of RIDE happened too early in both the dental and DH students’ educations. “Unfortunately, the experience did not impact/translate into very much. Neither dental students or hygiene students knew enough about anything to really value the experience.” However, another RIDE respondent commented, “I believe that the best time to have such a combined learning experience is at the beginning of our educational journeys, before our educational pathways diverge.” This returns to the question of professional identity and whether early or late curriculum intervention of IntraPE is optimal. There is research on both sides to support and dispute this idea.
When learners are educated in isolation of those in related professions, they graduate with a silo identity (Hall, 2005; Khalili et al., 2014). This type of silo identity created persistent negative stereotypes towards other professionals (Khalili et al., 2014). According to Hawkes et al. (2015), since students see each other as more similar to one another at the beginning of their studies compared to later, early IntraPE intervention would “exploit the lower level of prejudice, allowing more positive attitudes to develop” (p. e2). Although one RIDE response in our survey suggested they did not have enough
of a developed professional identity to benefit from IntraPE, the majority of and most current research supports early educational intervention of IntraPE or IPE (Abu-Rish et al., 2012; Hall, 2005; Hawkes et al., 2013; Khalili et al., 2014).
There was no statistical significance between RIDE (mean = 2.96) and non-RIDE (mean = 2.63) respondents when asked if IntraPE can improve a dentist’s understanding of clinical problems ($t = 1.426$, df = 75, $p = .158$). However, there was a statistically significant difference between the groups when asked if IntraPE can help the DH improve their understanding of clinical problems ($t = 3.065$, df = 33.905, $p = .004$). On average, the RIDE responses were neutral (mean = 3.5), where non-RIDE students were more likely to agree (mean = 4.12). These responses show that while neither group thinks IntraPE helps dentists understand clinical problems, it is possible non-RIDE respondents think IntraPE would help a DH more. It can be suggested that participation in RIDE helped those dentists see that the DH is competent and more capable of solving clinical problems without needing additional help from a dentist compared to dentists who did not have those formal IntraPE interactions.
**IntraPE intervention.** The IntraPE curriculum RIDE alumni took part in was primarily in the classroom with limited clinical interaction. They had two lecture courses with DH students which included group projects and case studies, with the curriculum at that time allowing RIDE students to observe the DH students in clinic with no collaborative patient care experiences. While Brooks and Gorman (2017) found IntraPE can be provided effectively in a non-clinical classroom setting, other studies firmly support clinical shared learning as the superior method to help students understand the roles and responsibilities of other health professionals (Brame et al., 2015; Curran et al.,
Brame et al. (2015) found all allied dental students thought clinical integration of IntraPE should take priority over classroom, with dental students wanting to focus exclusively on clinical models for shared learning. In research by Curran et al. (2010), students favored face-to-face learning and the use of standardized patients for case studies.
Additional research is needed on clinical versus classroom interaction for IntraPE effectiveness. With the change of the RIDE curriculum starting in the 2015-2016 academic year, there is a greater emphasis on shared, collaborative clinical interaction with DH students and less classroom time. With consistent evidence that clinical experiences are more beneficial than classroom, it would be helpful to survey RIDE alumni once this current curriculum has been underway for several years.
**Open-ended themes and attitudes.** The quantitative results from this research show little to no relationship or statistical significance between RIDE and non-RIDE. When answering the open-ended questions, however, RIDE respondents had generally positive comments about IntraPE in teamwork, roles and responsibilities, professional relationships and improved patient care. In 81% \((n = 17)\) of comments from RIDE alumni, they expressed positive attitudes about their IntraPE experience. Even some non-RIDE \((n = 4, 36\%)\) respondents commented that IntraPE can further reinforce collegial and collaborative relationships. One non-RIDE participant said they would like to see more IntraPE incorporated into their curriculum. These attitudes were also seen in research by Curran et al. (2010) who found that although students showed little change in their attitudes towards teamwork as a result of IPE introduction into curriculum, they reported generally positive attitudes towards IPE and teamwork.
It is important to distinguish that since this is a study of attitudes, individual personalities come into effect in regarding participant responses. Some people value different principles more highly than others. As one RIDE participant commented, “I am doubtful that inter-professional learning experiences will change the attitudes of the bad apples -- arrogant, money hungry dentists sneak into the profession and are everywhere.” Another RIDE participant stated:
...to me, the idea of health, interdependent, patient-focused working relationship between dentists and dental hygienists is common sense. However, I think the program experience factors tremendously into how I operate. Nothing like real interaction or experience to solidify a concept and make it more of who you are. So the learning experiences made the understanding concrete, and provided lots of day-to-day examples which, as with any relationship, made future work with hygienists that much more fluid.
This is an individual who already values patient-focused working relationships between DH and dentists, so IntraPE further enforced those values for them. For individuals who have different values, they may not reflect that IntraPE was as beneficial for them.
There may have been previous experiences, for both RIDE and non-RIDE dentists, that influenced their attitudes. One possible explanation showed itself in the open-ended responses. Some respondents reported that they have family members and/or friends who are DH, and having personal relationships with these DH and knowing their experiences gave the dentists greater empathy and understanding. The current body of research does not explore these attitudes. In future research, adding a question to the
demographic survey asking if the participant has close friends or family who is a DH could help explain these responses and attitudes.
Multiple responses from RIDE alumni identified IntraPE helped them understand the education and knowledge a DH has, show them what expectations they should have for a DH, and see dentistry from a different perspective. One respondent shared, “It gave me a greater appreciation for the depth of knowledge that DH acquire in their training. This has translated into a very collaborative and respectful relationship. The hygienists I work with are so valuable to our practice!” This is consistent with the study by Rosenfield et al. (2011), where students noted IPE could be useful for “tapping into the expertise of other professions” (p. 474).
**Limitations**
This study was limited by missing data, sample size, and research methods. Due to the nature of convenience sampling, results of this study cannot be generalized as it is unknown if this sample is representative of other IntraPE programs between dental and DH students. This study only surveyed dentists who were UWSOD alumni, and therefore cannot be generalized to all dental programs. In addition, the number of responses was relatively low. There were 90 responses (22%) out of a possible 409 which limits the ability to generalize the responses to all UWSOD alumni. The percentage of RIDE participation was higher at 54.2% ($n = 26$). Even with a good response from RIDE respondents, the RIDE program is specialized and unique, therefore, the results of this study cannot be generalized to other IntraPE dental programs.
Since all respondents in this study graduated before the implementation of the current RIDE curriculum in 2015, this study only shows the effectiveness of the original
IntraPE curriculum. The original curriculum involved more classroom attendance with DH students and less clinical time with more observation and less hands-on patient care. This allowed for analysis of classroom IntraPE, and did not show the potential benefits of more clinical interaction. Many studies have found that clinical IntraPE is more effective and beneficial for students than classroom learning (Brame et al., 2015; Czarnecki et al., 2014; Ross et al., 2009; Stolberg et al., 2012). Additionally, due to the implementation methods of the survey, respondents may have consisted of those who are most interested and engaged in IntraPE, making it difficult to generalize findings. There was an attempt to decrease this limitation and increase sample size by offering the $100 gift card drawing to incentivize participation.
The PI for this study was the person who was involved with coding the open-ended responses. This research was limited to one coder, and would have benefited from a greater number of coders to build a consensus on appropriate themes and ensure the themes support the quantitative findings. This is an important consideration for future research.
**Recommendations/Suggestions for Future Research**
Future studies evaluating the RIDE program may be able to determine if the current curriculum (more clinical interaction with DH) is more effective in improving attitudes towards roles and responsibilities than the original curriculum (primarily classroom IntraPE). Further study is needed to determine how the RIDE program can effectively improve attitudes towards teamwork. Currently, the research is divided on whether early or late IntraPE curriculum is ideal. Future research is needed to determine whether IntraPE should be incorporated in curriculum early, late, or early *and* late. The
RIDE program has early IntraPE with EWU DH students, and late IntraPE in the RUOP clinical rotations done later in dental school (A. DiMarco, personal communication, April 26, 2018). Future research could examine RIDE students’ attitudes before IntraPE with DH at EWU, before RUOP rotations, and after to expand the current body of research.
Surveying students prior to their graduation, as a part of one of their courses for dental school, would likely increase the sample size and make results easier to generalize to the UWSOD. However, this study sought to learn if the RIDE program as an IntraPE had positive effects in real-life practice. Surveying graduates of other dental programs that included IntraPE with DH students will help to increase the body of research on this topic.
Questions could be added to the demographic survey to help explain potential bias behind participant responses. For example, asking dentists if they have close family members or friends who are DH could clarify positive attitudes towards DH. If a dentist identifies they had a previous career as a DH, asking them to describe their experience being a DH, if their attitudes towards teamwork and roles and responsibilities have changed since becoming a dentist, and how long their DH career was could all help describe how those attitudes could change.
This study surveyed dentists about their attitudes, but did not survey DH. Future research should also research the attitudes of DH see if their perceptions of teamwork and roles and responsibilities were effected by being involved with IntraPE. Different timing of survey implementation could be explored to include DH students in results. For example, sending a survey to dental and DH alumni one year following graduation could provide insight into the effectiveness of IntraPE in real-life practice.
Conclusions
Education models in healthcare education are moving more to collaborative, team-based care (IPEC, 2011b). It is important going forward for health programs to emphasize this curriculum to improve practitioner attitudes and patient outcomes. The importance of educating faculty to effectively implement IntraPE may produce improved results with students by helping reduce bias and stereotypes. The RIDE program implementing IntraPE early in dental school curriculum is supported by other studies as being successful in reducing education silos and improving teamwork with the DH.
The quantitative data from this study shows inconclusive results regarding the RIDE program’s effectiveness to help dentists facilitate teamwork with their DH. Results also suggest a need to improve dental education on the roles and responsibilities of the DH. Open-ended responses from this study show largely positive attitudes towards IntraPE and positive outcomes as a result of the RIDE IntraPE curriculum. There is more research needed to help RIDE dentists understand the roles and responsibilities of the DH as a part of the dental team. With the current body of research supporting clinical IntraPE to improve understanding of roles and responsibilities, the change in the RIDE curriculum to more clinical experiences with DH creates potential for future improvement in the understanding of roles and responsibilities of RIDE participants.
With attitudes and responses from both RIDE and non-RIDE alumni largely supporting IntraPE with DH, it is the PI’s recommendation that dental schools focus their attention on partnering with DH programs to implement IntraPE, specifically in the form
of clinical teams, standardized patients, and case studies. Since there are few dental schools housed with DH and DA programs (Brame et al., 2015), dental schools will need to seek out DH programs in neighboring cities to collaborate with and create a shared curriculum. Educators must create learning opportunities for students to practice in clinical teams so they can work effectively together and understand one another. This type of curriculum has the potential to positively impact the dental team, and in turn, improve patient care.
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U.S. Department of Health & Human Services (2017). [Graphic illustration currently defined HSPAs by discipline]. *Health Professional Shortage Areas by Geographic Area – Washington*. Retrieved from [https://datawarehouse.hrsa.gov/topics/shortageAreas.aspx](https://datawarehouse.hrsa.gov/topics/shortageAreas.aspx)
UW Medicine (n.d.) *Rural underserved opportunities program*. Retrieved from [https://depts.washington.edu/fammed/education/programs/ruop/](https://depts.washington.edu/fammed/education/programs/ruop/)
UW School of Dentistry (2017). *DENTCL 605: Foundations of interprofessional practice*. Retrieved from: [https://dental.washington.edu/courses/dentcl-605/](https://dental.washington.edu/courses/dentcl-605/)
Valachovic, R. (2009, May). Crossing the interprofessional divide [Blog]. Retrieved from: [http://www.adea.org/uploadedFiles/ADEA/Content_Conversion_Final/about_adea/ADEA_CP_September_2009.pdf](http://www.adea.org/uploadedFiles/ADEA/Content_Conversion_Final/about_adea/ADEA_CP_September_2009.pdf)
Valachovic, R. (2014, July). Interprofessional collaboration benefits ADEA and its partners. [Blog]. Retrieved from: [https://adeachartingprogress.wordpress.com/2014/07/15/interprofessional-collaboration-benefits-adea-and-its-partners/](https://adeachartingprogress.wordpress.com/2014/07/15/interprofessional-collaboration-benefits-adea-and-its-partners/)
Washington State Dental Association (2013). *2012 Dental workforce report*. Retrieved from: [http://www.wsda.org/advocacy/reports/](http://www.wsda.org/advocacy/reports/)
Washington State Department of Health (2007). *Dental workforce*. Retrieved from: http://www.doh.wa.gov/portals/1/Documents/Pubs/160-001-OralHlthBurdenWorkforce.pdf
World Health Organization (2010). Framework for action on interprofessional education & collaborative practice.
Wright, A., Hawkes, G., Baker, B., & Lindqvist, S. (2012). Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit. *Journal of Interprofessional Care*, (1356-1820), 1-7. doi:10.3109/13561820.2012.678507
Wright, A., & Lindqvist, S. (2008). The development, outline and evaluation of the second level of an interprofessional learning programme: Listening to the students. *Journal of Interprofessional Care*, 22(5), 475–487.
Zeeni, N., Zeenny, R., Hasbini-Danawi, T., Asmar, N., Bassil, M., Nasser, S.,...Hoffart, N. (2016). Student perceptions towards interprofessional education: Findings from a longitudinal study based in a Middle Eastern university. *Journal of Interprofessional Care*, 30(2), 165-174.
Appendix A
Modified RIPLS
Please indicate the degree to which you agree or disagree with the statement by drawing a circle around the number of the response that best expresses your feeling.
The scale is as follows: 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree.
| | Statement | | | | | |
|---|---------------------------------------------------------------------------|---|---|---|---|---|
| 1 | Learning with other students will help me become a more effective member of a health care team | 1 | 2 | 3 | 4 | 5 |
| 2 | Patients would ultimately benefit if health-care students worked together to solve patient problems | 1 | 2 | 3 | 4 | 5 |
| 3 | Shared learning with other health-care students will increase my ability to understand clinical problems | 1 | 2 | 3 | 4 | 5 |
| 4 | Learning with health-care students before qualification would improve relationships after qualification | 1 | 2 | 3 | 4 | 5 |
| 5 | Communication skills should be learned with other health-care students | 1 | 2 | 3 | 4 | 5 |
| 6 | Shared learning will help me to think positively about other professionals | 1 | 2 | 3 | 4 | 5 |
| 7 | For small group learning to work, students need to trust and respect each other | 1 | 2 | 3 | 4 | 5 |
| 8 | Team-working skills are essential for all health care students to learn | 1 | 2 | 3 | 4 | 5 |
| 9 | Shared learning will help me to understand my own limitations | 1 | 2 | 3 | 4 | 5 |
|10 | I don’t want to waste my time learning with other health-care students | 1 | 2 | 3 | 4 | 5 |
|11 | It is not necessary for undergraduate health-care students to learn together | 1 | 2 | 3 | 4 | 5 |
|12 | Clinical problem-solving skills can only be learned with students from my own department | 1 | 2 | 3 | 4 | 5 |
|13 | Shared learning with other health-care students will help me to communicate better with patients and other professionals | 1 | 2 | 3 | 4 | 5 |
|14 | I would welcome the opportunity to work on small-group projects with other health-care students | 1 | 2 | 3 | 4 | 5 |
|15 | Shared learning will help to clarify the nature of patient problems | 1 | 2 | 3 | 4 | 5 |
|16 | Shared learning before qualification will help me become a better team worker | 1 | 2 | 3 | 4 | 5 |
|17 | The function of nurses and therapists is mainly to provide support for doctors | 1 | 2 | 3 | 4 | 5 |
|18 | I’m not sure what my professional role will be | 1 | 2 | 3 | 4 | 5 |
|19 | I have to acquire much more knowledge and skills than other health-care students | 1 | 2 | 3 | 4 | 5 |
Appendix B
E-mail correspondence between Dr. Nagasawa and Leah Miller regarding UW IRB
From: Leah M. Miller <[email protected]>
Sent: Tuesday, May 1, 2018 9:47 AM
To: Pamela Nagasawa
Subject: Re: TIME Sensitive - EWU Hygiene student - Master's thesis
Hi Pamela,
I agree with the information below.
Leah Miller
Team Operations Lead, IRB-D
From: Pamela Nagasawa <[email protected]>
Sent: Tuesday, May 1, 2018 11:36:34 AM
To: Leah M. Miller
Subject: TIME Sensitive - EWU Hygiene student - Master's thesis
Hello Leah,
Earlier correspondence indicated that a UW IRB was not needed for this EWU study, agreed upon between Leah Miller and Dr. Pamela Nagasawa (December 8, 2017 email string). For context, Dr. Nagasawa is on the thesis committee for a dental hygiene master’s student at Eastern Washington University. In the earlier referenced correspondence UW was not considered a part of the research activities in that Dr. Nagasawa would not be involved in
- directly consenting subjects
- collecting data
- analysis of identifiable data
Dr. Nagasawa clarified and confirmed her roles that included the following:
**Contacting alumni**
- Initial contact with alumni will be through either myself or Dr. Sara Gordon, Assoc Dean for Academic Affairs
- I am helping to garner permission to use the UWSOD alumni email list. This is because the data will, in part, inform the curriculum (in addition to helping the student fulfill their master's requirements)
Data
There is possibility that I will be involved in the data itself - but for the purposes of curricular evaluative reasons. the only identifiable part will be distinguishing RIDE vs. nonRIDE
Thank you
Dr. Nagasawa
Pamela R. Nagasawa, Ph.D.
Assistant Professor
University of Washington
Dept. of Biomedical Informatics & Medical Education
Director of Education & Evaluation – RIDE, UW School of Dentistry
Box 357240
Seattle, WA 98195
206-543-2917
Appendix C
IntraPE attitudes questionnaire for RIDE/UWSOD Dentists – Highlighted area shows original questions from which these were adapted
Please indicate your perception of intraprofessional learning with dental hygiene students based on your experience(s) in the University of Washington School of Dentistry. This includes clinical and classroom experiences.
Please indicate the degree to which you agree or disagree with the statement by indicating the number of response that best expresses your feelings.
The scale is as follows: 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree
1. Patients benefit when dentists and dental hygienists work together to solve patient problems (adapted from #2)
2. Dentists and dental hygienists should learn team-working skills (adapted from #7)
3. Dentists and dental hygienists need to trust and respect each other (adapted from #8)
4. Dental students should learn with dental hygiene students (adapted from #11)
5. Dentists have more knowledge and skills than dental hygienists (adapted from #19)
6. The primary function of dental hygienists is to provide support and assistance to the dentist (adapted from #17)
My perception of intraprofessional education with dental hygienists during dental school is that it…
7. …improves working relationships between dentists and dental hygienists after graduation (adapted from #4)
8. … increases a dentist’s ability to understand clinical problems (adapted from #3)
9. … increases a dental hygienist’s ability to understand clinical problems (adapted from #3)
10. … helps dentists to think positively about dental hygienists (adapted from #6)
11. … helps dentists understand their own clinical limitations (adapted from #9)
12. … helps both professionals work more effectively as a team (adapted from #16)
Appendix D
Demographic Questionnaire
The Lasting Impact of Intraprofessional Education Between Dentists and Dental Hygienists
Demographic Questionnaire
Please answer the following demographic questions to the best of your ability. Responses will remain anonymous.
1. What is your gender?
a. Female
b. Male
c. Other
d. Prefer not to answer
2. What year did you graduate from the UW School of Dentistry?
a. 2012
b. 2013
c. 2014
d. 2015
e. 2016
f. 2017
g. Prefer not to answer
3. Have you ever worked as a dental hygienist?
a. Yes
b. No
i. If Yes: How many years? ________.
4. While in dental school, did you participate in intraprofessional education (experiences in which you were educated with dental hygiene students), including classroom or clinical experiences?
a. Yes
i. Please describe the intraprofessional learning experience.
ii. Please describe how these learning experience(s) impacted and translated into your working relationship with dental hygienists in real-life practice.
iii. Intraprofessional education with dental hygienists contributed to a positive working team dynamic in my first years of practice (scaled response where 1 is Strongly Disagree and 5 is Strongly Agree)
b. No
i. Do you think it would have benefitted your educational experience to have intraprofessional learning with dental hygiene students? (scaled response where 1 is Strongly Disagree and 5 is Strongly Agree)
5. Did you experience any other intraprofessional education experiences in your time at UWSOD?
6. Would you like to participate in the drawing for the $100 Amazon gift card? If so, please provide your e-mail address here:
Appendix E
Informed Consent Statement
UW School of Dentistry Alumni,
My name is Kimber Satter, and I am currently pursuing a Master of Science in Dental Hygiene degree from Eastern Washington University. For my thesis, I am conducting research on the effectiveness of shared learning, specifically intraprofessional education between dentists and dental hygienists during dental school. The results of this study will, in part, also inform the University of Washington Dental School’s curriculum.
This research study consists of two questionnaires, a demographic survey and an attitude survey towards intraprofessional education measured on a rating scale. An example of a demographic question is: What year did you graduate from the UW School of Dentistry? An example of an attitudes question is: Patients benefit when dentists and dental hygienists work together to solve patient problems (where 1 is Strongly Disagree and 5 is Strongly Agree).
If you choose to participate in this research study, your consent is implied when you access the questionnaires and answer all or part of the questions. You will be consenting to the use of your anonymous data for research and publication purposes. As anonymous, this data will not be linked to you in any way. Your responses will not be identifiable.
You are under no obligation to participate. However, as an incentive for participation, there will be a drawing for one participant to win a $100 gift card to Amazon. In order to be eligible for the Amazon gift card, you will have the opportunity in the demographic questionnaire to share your e-mail address. If you choose to provide your e-mail address and participate in the drawing, I will only know that you participated in the survey not how you responded to it. The question in the survey asking for your e-mail address will be separated from the data, and the e-mail addresses will not correlate to the data. All information will be kept confidential or anonymous secure on my password protected computer.
Your participation in this research study is voluntary, and you may opt out of the surveys at any time. You also may skip any questions you are uncomfortable answering. This study constitutes less than minimal risks to participants. Any risks associated with the study do not exceed those encountered in daily life.
If you have any questions or concerns about this survey please contact myself (contact information below), or my thesis advisor Sarah Jackson, RDH, MS at 509-828-1299, [email protected]; or the department chair at EWU Ann O’Kelley Wetmore, RDH MSDH, 509.828.132, [email protected]. If you have any concerns about your rights as a participant in this research or any complaints you wish to make, you may contact Ruth Galm, Human Protections Administrator at Eastern Washington University 509-359-7971, [email protected].
Thank you,
Kimber Satter, RDH, BSDH
Email: [email protected]
Cell phone: (360) 903-5745
Curriculum Vitae
Kimber Satter, RDH, BSDH
502 E Boone MSC 1128
Spokane, WA 99258
(360) 903-5745
[email protected]
310 N Riverpoint Blvd., Suite 160
Spokane, WA 99202
(509) 828-1300
[email protected]
Education
2018 Master of Science in Dental Hygiene
Eastern Washington University
Spokane, WA
2010 Bachelor of Science in Dental Hygiene
Eastern Washington University
Cheney, WA
Academic Experience
January 2017-May 2017 Graduate Teaching Practicum
“Dental Hygiene Capstone”
BSDH, Eastern Washington University, online
Spring 2017 Accreditation Review of Dental Hygiene Course Syllabi
Eastern Washington University Department of Dental Hygiene
October 2016 The Importance of Instrument Sharpening Lecture
BSDH, Eastern Washington University – Senior students
August 2015-June 2016 Graduate Assistant
“Dental Hygiene Capstone”
BSDH, Eastern Washington University, online
January 2015-Present Clinical Instructor
Eastern Washington University Department of Dental Hygiene
Spokane, WA
September 2009-June 2010 Teaching Assistant for Local Anesthesia Lab and Clinic
Eastern Washington University Department of Dental Hygiene
Spokane, WA
Professional Experience
March 2015-Present Clinical Dental Hygienist
Full-time for Dr. Kurt Peterson
Spokane, WA
December 2014-August 2015 Clinical Dental Hygienist
Temporary/Substitute
Spokane, WA
August 2011-October 2014 Clinical Dental Hygienist and Surgical Assistant
Full-time for Drs. Fred and Thomas Mueller Periodontics
Corvallis, OR
January 2011-June 2011 Clinical Dental Assistant
Part-time for Dr. Richard Shannon and Dr. David Yang
Flagstaff, AZ
Licensure
2014 - Present Washington Dental Hygiene
Washington State Department of Health
2011 - Present Oregon Dental Hygiene
Oregon Board of Dentistry
Certifications
2014 - Present Washington Registered Dental Hygienist
Expanded functions including local anesthesia,
nitrous oxide/oxygen sedation, pit and fissure
sealants, and restorative functions
2011 - Present Oregon Registered Dental Hygienist
Expanded functions including local anesthesia,
nitrous oxide/oxygen sedation, pit and fissure
sealants, and restorative functions
2007 - Present Healthcare Provider Certification in
Basic Life Support/CPR/First Aid
Spokane, WA
Professional Memberships
September 2007 - Present American Dental Education Association
August 2011 - Present American Dental Hygienists’ Association
September 2007-December 2010 Student American Dental Hygienists’ Association
Service to Profession
October 2012 - October 2014 President and Co-Founder of Mueller Implants and Periodontics Hygiene Study Club
Corvallis, OR
Community Involvement
2015-2018 Dental Hygiene Applicant Interviews, Eastern Washington University
Applicant Interviewer
Spokane, WA
2016 - 2017 Special Populations Workshop, Eastern Washington University
Volunteer Workshop Facilitator
Spokane, WA
February 2016 Veteran’s Day Event, Eastern Washington University
Volunteer Clinical Instructor
Spokane, WA
September 2015 Spokane River Clean-Up
Volunteer
Spokane, WA
March 2014 “Smiles for Veterans,” Eastern Washington University
Volunteer Clinical Instructor
Spokane, WA
October 2014 - Present Volunteer at Meadow Ridge Elementary
Spokane, WA
2012 - 2013 Choir Member for Christmas Concerts
Retirement Communities in Corvallis, OR
| Date | Event | Location |
|------------|----------------------------------------------------------------------|-------------------|
| February 2010 | Sacred Heart Medical Center Pediatric Oncology Community Project | Spokane, WA |
| June 2009 | Volunteer at Spokane Paralympics | Spokane, WA |
| 2000 - 2010 | Volunteer at Fisher’s Landing Elementary | Vancouver, WA |
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PATIENT INTAKE FORM - CHILD
Date: ____________
Name: _______________________________ DOB: ____________ Age: _______
Medical Diagnoses (of any kind): _______________________________________
___________________________________________________________________
Educational Diagnoses: _______________________________________________
Reason for evaluation –
Parental concerns: ____________________________________________________
___________________________________________________________________
Recommendation from other professional(s)/parent(s)? What concerns were shared with you and by whom? _______________________________________
___________________________________________________________________
GENERAL INFORMATION:
Please list any allergies, medications, dietary guidelines, or medical precautions for your child:
Does your child receive speech, occupational, or physical therapy at this time?
Speech ___ x/week
OT ___ x/week ___ No Services at this time.
PT ___ x/week
Has your child received speech, occupational or physical therapy in the past?
___ Yes Speech/PT/OT Date services ended _______ ___ NO
Has your child received cognitive/intelligence/psychological testing?
___ Yes Impaired/Within Normal Limits ___ NO
Has your child received a hearing screen or formal hearing evaluation?
___ Yes Impaired/Within Normal Limits ___ NO
Has your child received a vision screen or formal vision evaluation?
___ Yes Impaired/Within Normal Limits ___ NO
If you have the results of these evaluations, please attach.
FAMILY HISTORY:
Parent’s name: ___________________________ Parent’s name: ___________________________
Parent’s name: ___________________________ Parent’s name: ___________________________
Siblings Name and Age:
______________________________________________________________________________
Who currently lives with this child?
______________________________________________________________________________
History:
Were there any issues with the pregnancy and delivery of your child?
Were there any feeding difficulties after birth including problems sucking or nutrient intake? Please specify.
Has your child had any significant childhood illnesses? If so, please be specific.
Does your child experience frequent ear infections? Does he/she have P.E. tubes? Permanent or temporary? If so, what ears?
Does your child use any adaptive equipment?
The following questions are utilized as a tool in order to get a more complete picture of your child. Some of the questions may refer to children that are older than your own. Check the choice that applies:
| Developmental History: | YES | NO | AGE |
|-----------------------|-----|----|-----|
| Did your child reach developmental milestones at appropriate times? (if no, specify age milestone was met) | | | |
| Roll (5-6 months) | | | |
| Sit independently (6-8 months) | | | |
| Crawl (9-11 months) | | | |
| Walk (12-15 months) | | | |
| First Word (12 months)| | | |
| 2-3 word sentences (18 months) | | | |
| Drink from a cup independently (12-16 months) | | | |
| Feed self independently (2 ½ - 3 years) | | | |
| What type of utensils? | | | |
| Behavior/Temperament Questions | YES | NO | COMMENTS |
|--------------------------------|-----|----|----------|
| Describe your child at present: | | | |
| Mostly quiet, calm, patient | | | |
| Hyperactive, always in motion | | | |
| Rigid, set in his/her ways | | | |
| Upset by transitions/unexpected changes | | | |
| Short attention span | | | |
| Impulsive | | | |
| Over reacts | | | |
| Exhibits frequent temper tantrums | | | |
| Has difficulty separating from primary caretaker | | | |
| Has nervous habits or tics | | | |
| Regular sleep patterns | | | |
| Difficult to get to sleep | | | |
| Is frustrated easily | | | |
| Has unusual fears | | | |
| Has a difficult time in public places | | | |
| Has difficulty learning new tasks (i.e writing, throwing a ball, riding a bike, etc) | | | |
| Very cautious with trying new things | | | |
| Has poor safety awareness | | | |
Does our child play with toys differently than his or her peers? Please describe the difference.
**Family History:**
Do any of your child’s siblings receive therapy services or have a related diagnosis
**School Services:**
Does your child have an IEP, IIIP, or IFSP? YES NO
If YES, then:
- Type of Service(s) Received: OT PT ST
- Frequency and Duration of Session: (eg., ___Min. Direct, ___Min. Indirect, for each discipline)
- OT=
- PT=
- ST=
- Individual or Group Setting (for each discipline):
- OT _______________ PT _______________ ST _______________
Please bring a copy of the IEP, IIP, or IFSP to the appt.
| Name of School | |
|----------------|---|
| Grade | |
| List Goals | |
**Additional Questions:**
What does your child like to do?
What does your child dislike?
Is your child currently active in any extracurricular/recreational activities? If so, what
Therapy goals and additional comments or concerns
*Thank you for taking the time to complete this form. It is greatly appreciated and will be helpful in completing your child’s evaluation here at Family Achievement Center.*
# OCCUPATIONAL THERAPY PATIENT INTAKE FORM – CHILD
| Functional Status | YES | NO | If, no how much assistance they need? |
|-------------------------------------------------------|-----|----|--------------------------------------|
| Independent with dressing | | | 100% 75% 50% 25% 10% |
| Independent with toileting | | | | | | |
| Independent with grooming (brush teeth, comb hair, wash face) | | | | | | |
| Independent with bathing/showering | | | | | | |
| Independent with self-feeding | | | | | | |
| Can independently fix a snack | | | | | | |
## Gross/Fine Motor
| | YES | NO | Comments |
|--------------------------------------|-----|----|----------|
| Gets tired easily playing or writing | | | |
| Seems generally weak compared to peers | | | |
| Has difficulty playing on playground equipment | | | |
| Seems clumsy, awkward | | | |
| Has poor ball skills (catching, dribbling) | | | |
| Have poor handwriting | | | |
| Has difficulty with buttons, zippers, & snaps | | | |
## Vision
| | YES | NO | Comments |
|--------------------------------------|-----|----|----------|
| Rubs eyes while working | | | |
| Poor reading comprehension | | | |
| Eyes are tired at the end of the day | | | |
| Trouble copying from board | | | |
| Holds things very close to eyes | | | |
| Complains of eyestrain, headaches | | | |
| Makes reversals when copying or reading | | | |
## Goal Areas:
In the area of occupational therapy (ex “dress independently, tolerate more sensory experiences, use his/her hands better…”)
---
8320 City Centre Drive, Suite G • Woodbury, MN 55125
Phone: (651) 738-9888 • Fax: (651) 738-9889 • www.familyachievement.com
SPEECH THERAPY PATIENT INTAKE FORM – CHILD
Please answer the following questions to the best of your ability and make comments as appropriate. Please describe the concerns you have regarding your child’s speech and/or language. Give examples of their difficulties.
How does your child make his/her needs and wants known?
Was your infant…
- A quiet baby? YES NO
- A frequent crier? YES NO
- Irritable? YES NO
- Visually alert/attentive? YES NO
- Auditorily alert/attentive? YES NO
At what age did your child…
- Babble?
- Understand speech sounds?
- Imitate speech sounds?
- Say first words?
- Use two or more words in phrases?
At present, does your child have:
- Understandable speech? YES NO
- A loud voice? YES NO
- A monotone voice? YES NO
- A hoarse voice? YES NO
Please describe when you first noticed something was different about the way your child communicates. When did the change occur and what do you think brought on the change?
How intelligible is your child to family members? To others?
Do any of your child’s siblings receive therapy services or have a related diagnosis?
Is there any history of speech, language or stuttering difficulties in your family? If so, who and what is their relationship to the child.
In the next several months in the area of speech/language, I would like my child to be able to (ex “talk clearly, use more words, follow directions . . .”):
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ODH Announces New Initiatives to Educate Youth and Parents About Vaping Dangers and to Provide Tools for Quitting
As They Investigate, CDC Now Warns People Against Vaping
COLUMBUS – Ohio Department of Health (ODH) Director Amy Acton, MD, MPH, today announced new initiatives to prevent and reduce youth vaping. This comes following recent warnings from the U.S. Centers for Disease Control and Prevention (CDC) about severe pulmonary illnesses reported following vaping.
State and local public health officials in Ohio have confirmed that 10 reports of severe pulmonary illness after vaping are likely due to vaping and are investigating an additional 14 reports of illness. Nationally in 33 states, CDC says that it is aware of more than 450 possible cases of severe pulmonary illness after vaping and at least five deaths.
“The explosive increase in vaping among our youth is a public health crisis, and we must educate them and their parents about the dangers of vaping,” said ODH Director Amy Acton, MD, MPH. “Youth have shown an increased vulnerability to nicotine addiction, and evidence suggests that nicotine use during adolescence and young adulthood has long-term impacts on brain development. Last year alone, we saw a 48% increase in vaping among middle schoolers and a 78% increase in vaping among high schoolers. We must provide resources to help our youth to quit using any tobacco products, including vaping.”
ODH announced several new initiatives to address vaping and tobacco use:
- Letter to Ohio school districts encouraging them, in their school policies, to prohibit the use of vaping products and to warn school administrators, teachers, parents, and students about the dangers of vaping and where to get free help to quit;
- Investment of approximately $3.3 million to develop and promote a set of tools and resources that can be used by community groups, organizations, and others to help educate youth and community members about the dangers of vaping and actions they can take to curb vaping in their communities. These tools are likely to include a web-based youth vaping prevention education module, parent/caregiver awareness education, public awareness initiatives, and outreach to community stakeholders;
- Investment of approximately $800,000 in public education campaigns targeting youth and their parents about vaping, as well as Ohio’s new law prohibiting the sale of tobacco, including vaping products, to individuals younger than 21. This new law takes effect on Oct. 17, 2019.
“Tobacco and other companies are addicting our next generation through vaping -- and it is simply not safe. Candy-flavored liquids and intentional marketing tactics are clearly being used to attract and addict young people to vaping,” said Ohio Governor Mike DeWine. “That is wrong, and we must continually look for new ways to reduce vaping in Ohio, especially among our kids!”
People should consider not using e-cigarette products while this investigation is ongoing, according to CDC. The agency also says that e-cigarette products should never be used by youth, young adults, pregnant women, or adults who do not currently use tobacco products. People who do use e-cigarette products should monitor -more-
246 North High Street
Columbus, Ohio 43215 U.S.A.
The State of Ohio is an Equal Opportunity Employer and Provider of ADA Services.
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Palo Alto Rotary Pinion
January 14, 2019Reporter: DON MORGAN Editor: LYLE CONNELL
July 31, 2017
Reporter: DON MORGAN
President GINNY LEAR promptly reminded us that "Be The Inspiration" is our slogan this year, CHARLIE WEIDANZ led the Pledge, and DANA TOM introduced Visiting Rotarian Paula Snyder from Franklin,Tennesee. She said today was an anniversary of the United States: on this date in 1784 the Congress of the Confederation ratified the Treaty of Paris, ending the Revolutionary War. DICK BUSH introduced his guest and long-time close friend of his daughter, Michelle Abshszadeh of Foster City.
Editor: LYLE CONNELL
ELIZABETH SANTANA put in a spirited plug for the Palo Alto Players' "Shakespeare in Love", featuring among other actors an unpredictable dog. This Sunday January 20 at 2pm, followed by a social around 4:15 courtesy of HAL MICKELSON.
LYLE CONNELL recalled from his early Boy Scout days a hike
brush. They soon realized this was too dangerous. It occurred to them to ask themselves "What would Dilworth Young do"? After thinking, they finally carefully plotted their way down the mountain to a stream, then upstream to the camp. Dilworth Young was the Camp Director who was a very inspiration leader for Lyle. He had the ability to inspire you to do your very best when you were with him. Dilworth asked what they would do next time. Result; don't get distracted, focus on the goal, keep track of your surroundings, don't panic, think, develop a plan, and then act to carry it out.
in the mountains of Utah to visit a bat's cave. It was a tough hike. To return to camp he took the ridge route with a leader who knew the way. He and a friend sauntered along the ridge taking in the scenery when they suddenly found themselves alone and "LOST" facing steep terrain and rocky cliffs, not knowing what to do. "So, we panicked." and started crashing
GINNY called attention to complimentary tickets, available at the front desk, to the Celebrity Forum on January 18, featuring Ian Bremmer. She suggested optional donations to End Polio Now.
CASH ALAEE had good news about the annual high schooler speech contest. We have eleven contestants! Many thanks to ANNETTE GLANKOPF for advising how to proceed, and to GINNY and BRUCE GEE for their support. The first round of the contest takes place at City Hall on January 31, at 7 pm. Please attend in support of our team!
BRUCE GEE is now taking reservations for our fabulous Chinese New Year dinner
celebration on January 30 at Chef Chu's Restaurant. Detailed invitations are in your mail.
BRUCE added "Let's get crackin" for the annual crab feed fundraiser on March 23.
BRUCE then volunteered BILL JOHNSON to describe the process to determine recipients of charitable grants from the Club. Unflustered,
BILL did just that, starting with invitations to just about every non-profit in the area to submit preliminary applications. ROGER SMITH, also unflustered, thanked BILL and the Palo Alto Weekly for their support in the process.
For Rotary Foundation donor recognition, GINNY presented a
Paul Harris Fellow pin to PETER SHAMBORA, a pin with three sapphires to SHERRI SAGER, and one with four sapphires to ROGER SMITH. Thank you all for your support.
The President's Club saw TRISH BUBENIK join to thank a hospital for great care and good food, really, and to celebrate her recent birthday.
DANA TOM joined to mark a
graduation trip to Australia with his eldest son and to clebrate his youngest son's selection to the USA Ultimate Frisbee team, about which we should hear much in the future.
DICK MANSFIELD joined to recollect that when he joined the Club 20 years ago an authority asked him to co-chair an important function with PAM BRANDIN, with a warning that she was "really tough". He noted that PAM is retiring and will leave the area in a few months to return to Nebraska.
GINNY thanked BETSY BECHTEL for greeting attendees, KATIE SEEDMAN for Cashier duty, LAURIE LISTON for Microphone Management, STEVE MADSEN and RICHARD KELLER for Room Set Up, and DON MORGAN for the Pinion.
GINNY noted that REBECCA GERALDI was absent due to hand surgery today but would return next week on MLK Day to supervise the all-hands-on-deck service project, preparation of small packages for LGBTQ youths, some of whom have been rejected by their families and are homeless. GINNY hopes for a large turnout.
THE PROGRAM:
Vocational Talks: TOM GRACON, SHERRI SAGER, BILL BUSSE:
MEL MATSUMOTO introduced each speaker with an unusual biographical excerpt – TOM GRACON played the accordion as a youth in a four-person Polka Combo in McKeesport, Pennsylvania, SHERRI SAGER said upon joining the Club in 2004 that she was a long-
standing, long-suffering Golden State Warriors fan, and BILL BUSSE flew a wide range of aircraft in the Navy, from jet fighters to lumbering slow patrol planes.
We enjoyed three fascinating and entertaining talks.
TOM worked in a succession of Silicon Valley tech firms, changing with hardware developments and later software as well, a veritable who's who of the industry, in increasingly important roles.
SHERRI turned 18 the day 18 year-olds got the federal vote, having been allowed to reguister a day earlier. A committed Democrat, she worked for many years on a variety of campaigns and for a variety of office holders, until 25 years ago a friend called to say that the Lucile Packard Childrens Hoapital, then four years old, had obtained approval for a Govermemt Relations specialist, for which everyone
agreed SHERRI was eminently well qualified.
BILL related that the Navy sent him to college in southern
California where he met the lovely lady who would become his wife. On advice from a friend he enrolled at Stanford years later, and produced over a career a large number of impresive architectural creations, including some for our Club. He added to our appreciation of his talents with photos of several projects.
UPCOMING EVENTS AND MEETINGS
January 21, MLK Day: All Hands on Deck
Service Project
January 28, Tom Ehrlich: "A Civic Sputnik Moment"
February 4, Regular Meeting
February 11, Cynthia Butler, Master Gardener Santa Clara County: "Bees in a Nutshell
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Wenbin Li China
Dr Wenbin Li, MD, PhD, chief Physician, professor, director of cancer center and the Neuro-oncology department, Beijing Tiantan Hospital, Capital Medical University, vice president of the National Health Care Big Data (Capital Medical University) Research Institute, dean of the Department of Oncology in Capital Medical University, Chairman-designate of the Neuro-oncological Drug Clinical Research Committee, China Pharmaceutical Innovation and Research Development Association, deputy Chairman of the Gliomal Committee, Chinese Anti-Cancer Association, board member of "Signal Transduction and Targeted Therapy" and "Cancer Biology & Medical", chief Editor of "Neuro-Tumor Channel of Medical Reference". He is one of Leading Experts of Chinese and Western Medicine in Beijing, honorary Research Fellow of the University of South Florida. He is an expert in chemotherapy and clinical trials for brain tumors, was PI for two phase I clinical trials of China key innovative drugs during the 13th Five-Year Plan period. He is also the general coordinator in China for GBM AGILE international multi-center clinical trials. He published more than 100 research paper. Two oral presentations at ESMO 2023.
Topic: Clinical Trials in China
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Reserving a meeting room in Outlook
1. Open your calendar, and click 'New Meeting'
2. Set your meeting date and time
1
3. Click 'Rooms'
4. Select the room you would like to reserve (double-click on the room; it should show at the bottom) and click 'OK'
5. Check the availability of the room. There are two options to do this. One way is to look at the "Suggested Times" to the right of your meeting invitation. This shows if the room is available or if there is a conflict.
The other option is to click "Scheduling Assistant at the top of the screen. This shows the availability for the room as well.
6. Click on 'Appointment' and type the subject of your meeting
7. Click 'Send'
8. You will receive a confirmation if the room is not booked
9. If you attempt to reserve a room that is already booked, you will get a "Declined" message
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Bricklaying
Diploma Level 2
STUDY MODE
Full time
LOCATION
Moulton / Higham Ferrers
LEVEL
Level 2
START DATE
Sep 2021 / Sep 2022
DURATION
1 year
Our Level 2 Diploma in Bricklaying course will provide you with the skills and knowledge you need to become a recognised bricklayer. You will have the opportunity to learn in our state-of-the-art workshops with specialist equipment.
Guided by our expert tutors and guest lecturers your study will include hands-on experience preparing you for industry. Our strong commercial links will provide you with the opportunity to take part in an extensive enrichment programme including industry visits so that you can witness the development of the construction industry, preparing you for your future career in the construction sector.
What you'll learn
Guided by our expert lectueres you will advance your knowledge of bricklaying and available technology in construction. Through practical and theoretical based-learning you will develop your knowledge of solid walling, as well as the proper application of thin joints, setting out and cavity walling.
Building on the knowledge and skills you developed at Level 1 (or alternative prior experience) you will explore in more detail the two 'core units' increasing your understanding of your responsibilities to maintain health, safety and welfare in construction settings. You will also extend your understanding of other trades and your ability to work alongside them with more detailed study of the principles of building construction, information and communication.
The specialist units you will undertake include cavity walling, at this level incorporating openings and decorative features. You will construct solid walls, isolated and attached piers, copings and cappings and you will set out more complex buildings using profiles and mechanical levelling devices to transfer horizontal measurements across a building project.
What will this course cost me?
Hi-Vis and Work Safety Boots are required to undertake this course. All of our equipment is supplied by Baca.
A typical week
This is a full time course taking place on three days per week from 9am - 4:30pm. There will be a mix of practical and theoretical work which are split into 1 hour - 1.45 hour lessons. You will have regular breaks and hour lunch. An example timetable can be viewed here.
How will I be assessed?
Assessment consists of the following:
Bricklaying
Page 1 of 2
Practical assessments
Externally assessed Exams
Internal Exams
Written coursework and workbooks
Where can it lead to?
A Level 2 Diploma will give you the chance to progress to an apprenticeship, employment in the industry as a bricklayer, or to set up as a sole trader (self-employed) in the sector. You could also progress onto study Level 3 in Construction Management.
Entry requirements
Completion of Level 1 Diploma in Bricklaying.
Visit this course on our website: https://www.moulton.ac.uk/courses/pbwd2/bricklaying-diploma-level-2
For further information please contact the college: https://www.moulton.ac.uk/contact
Bricklaying
Page 2 of 2
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Materials for FY2016 1Q Results Briefing - Conference Call
Aug. 12, 2016 (Fri.)
Abbreviations of Company Names Used in this Presentation
MS&AD Insurance Group Holdings, Inc.
Summary of FY 2016 1Q Results
1. Consolidated Earnings for FY 2016 1Q (1) - Overview (i)
・
Net premiums written increased 23.3% year on year to 944.2 billion yen, due to the new consolidation of MS Amlin, in spite of a drop at MSI mainly due to the impact of revisions to fire insurance products in the previous fiscal year.
・ Life insurance premiums rose 44.2% year-on-year to 302.8 billion yen, primarily due to a drop in surrender benefit at MSI Primary Life.
（￥bn）
11.7%
23.3%
- 2.0%
1.1%
1.9%
44.2%
*Direct premiums written and net premiums written exclude Good Result Return Premiums of the "ModoRich" auto insurance product, which contains a special clause related to premium adjustment and refund at maturity, same hereafter.
＜Reference: Gross life insurance premiums＞
（￥bn）
1.5%
MS&AD Insurance Group Holdings, Inc.
1
2. Consolidated Earnings for FY 2016 1Q (1) - Overview (ii)
・ Ordinary profit fell by 82.0 billion yen year-on-year to 49.2 billion yen.
・ Net income fell by 59.2 billion yen year-on-year to 38.0 billion yen, progressing as we planned basically.
（￥bn）
- 62.5%
- 24.6%
- 9.2%
70.2%
- 7.9%
- 139.4%
- 43.3%
-
- 60.9%
- 26.9%
- 18.6%
86.2%
1.1%
- 78.2%
- 24.6%
-
*1 Consolidated net income represents net income attributable to owners of the parent. Net income of subsidiaries are on equity stake basis, same hereafter.
MS&AD Insurance Group Holdings, Inc.
2
3. Consolidated Earnings for FY2016 1Q(2) – YoY Results Comparisons
・
Major factors for the decrease of ordinary profit were (1) an increase in incurred losses from natural catastrophes in domestic non-life insurance, (8) the recoil of the positive effect in the previous year due to interest rate hike of Australian dollar in domestic life insurance (a negative impact of fluctuation of foreign exchange rate and interest rate during the period was offset by (9) reversal of price fluctuation reserve), and (10) system expenses for the transfer of third–sector policies in force.
・ The impact of foreign exchange rates was limited offset (3) by (4).
Factors in YoY changes in consolidated net income
Consolidated net income
※ 1 Figures for domestic non-life insurance are the simple sum of MSI and ADI.
Partly offset
※ 2 Natural catastrophes represents total of the incurred losses resulting from domestic natural catastrophes occurring in Japan during the period including Kumamoto earthquake and heavy snowfalls in Feb. 2014. But FY 2016 does not include the impact of heavy snowfalls, because its impact became limited.
MS&AD Insurance Group Holdings, Inc.
3
（
）
¥bn
４. Consolidated Earnings for FY 2016 1Q (３) – Group Core Profit
・ Group core profit fell by 39.7 billion yen year-on-year to 56.4 billion yen.
・ The combined ratio for domestic non-life insurance business was down 0.8 points year-on-year to 88.9% due to an improvement in the loss ratio of voluntary automobile insurance and the impact of an appreciating yen on incurred loss.
（￥bn）
- 39.7
- 15.4
- 20.0
- 4.4
0.1
- 0.8pt
* 1 For the definition of Group Core Profit, please refer to the last page.
* 2 Combined ratio (Domestic non-life insurance business ) is indicated based on the sum of MSI, ADI and Mitsui Direct General
* 3 Increase in EV of MSI Aioi Life will be disclosed half-yearly and Group ROE will be disclosed at the end of every fiscal year.
※
4
Extraordinary income and losses excluding reserve for price fluctuation (-16.2 billion yen, amortization of goodwill, etc. (-7.4 billion yen)
Group Core Profit 56.4
＝
Consolidated Net Income 38.0
－
Net Capital Gains / Losses on Stock portfolio 5.2
－
Net Evaluation Gains / Losses on Credit Derivatives -0.0
－
Other Incidental Factors ※ 4 -23.7
＋
Equity in Earnings of the nonconsolidated Group Companies -0.0
MS&AD Insurance Group Holdings, Inc.
4
5 Domestic Non-life Insurance Companies (1) – MSI & ADI Results for FY 2016 1Q (i)
・Net premiums written for the two companies fell by 0.6% to 663.1 billion yen mainly due to a decrease caused by revisions to fire insurance products in the previous fiscal year in spite of an increase in voluntary automobile and other insurance.
・ Underwriting profits prior to reflecting catastrophe reserves fell by 12.9 billion yen for the two companies combined to 48.1 billion yen, an increase of natural catastrophe due to the Kumamoto Earthquakes, etc.
・ Underwriting profit for the two companies combined decreased by 11.2 billion yen to 24.6 billion yen.
（￥bn）
YoY Change
-3.9
- 4.0pt
-7.0
19.0
-1.8
0.0
-12.9
1.7
-11.2
-0.7pt
0.0pt
-0.7pt
-1.5pt
-0.2pt
-1.7pt
*1 Net loss ratio is on a "written-to-paid" basis, same hereafter. *2 CALI stands for Compulsory Automobile Liability Insurance, same hereafter.
MS&AD Insurance Group Holdings, Inc.
Ratios
5
6. Domestic Non-life Insurance Companies (1) - MSI&ADI Results for FY 2016 1Q (ii)
・
In investment profit and other ordinary profit resulted in a decrease of 4.9 billion yen year-on-year to 42.7 billion yen, due to the impact of a drop in net interest and dividends income and foreign exchange losses while gains on sales of securities increased.
・ Extraordinary losses fell by 4.6 billion yen year-on-year to a loss of 6.7 billion yen.
・ Net income fell by 15.5 billion yen year-on-year to 48.3 billion yen.
・ Sales of strategic equity holdings for the two companies combined amounted to 30.6 billion yen.
（￥bn）
（￥bn）
- 11.2
- 5.0
6.4
- 1.3
- 4.9
- 16.2
- 4.6
- 20.8
- 15.5
MS&AD Insurance Group Holdings, Inc.
6
7. Domestic Non-life Insurance Companies FY 2016 1Q (2) - Impact of Natural Catastrophes
・Incurred losses related to natural catastrophes rose total of 18.1 billion yen year-on-year for the two companies combined to 18.3 billion yen primarily due to the Kumamoto Earthquakes.
・Net claims paid for natural catastrophes rose 2.8 billion yen year-on-year to 3.4 billion yen.
Impact of natural catastrophes
（￥bn）
* 1 "O/S stands for outstanding claims, same hereafter.
* 2 Excluding residential earthquake insurance
* 3 The figures of FY 2016 excludes the impact of heavy snowfalls in Japan because its impact became very small.
MS&AD Insurance Group Holdings, Inc.
7
8. Domestic Non-life Insurance Companies FY 2016 1Q (3) - Catastrophe Reserves
・
The net change in the catastrophe reserves decreased by 1.7 billion yen year-on-year to 23.5 billion for the two companies combined.
・
Reversals for the two companies combined rose to 1.2 billion yen, from 0.0 billion yen in the same period of the previous year. Provisions fell to 24.7 billion yen for both companies combined, from 25.3 billion yen in the same period of the previous year, due to the impact of a drop in fire insurance income.
Catastrophe reserves
（￥bn）
142.2
76.0
64.4
43.4
169.1
495.3
114.8
13.8
63.7
35.5
60.9
288.9
257.1
89.9
128.1
78.9
230.0
784.2
MS&AD Insurance Group Holdings, Inc.
8
9. Domestic Non-life Insurance Companies FY 2016 1Q (4) – Voluntary Auto Insurance
・
EI loss ratio dropped 1.0 points year-on-year to 55.1%, as Incurred loss fell primarily due to a drop in the number of accidents and the effects of premium rate revisions implemented in the past and other factors.
・ The average payout per claim for vehicle damage rose due to factors such as an increase in the cost of repairs.
Trend in the Number of Accidents
(per day, %YOY, excl. the number of accidents caused by natural disasters)
Simple sum of MSI and ADI (Domestic Business only)
FY201
4
Insurance Premiums and Claims
Mitsui Sumitomo Insurance
Aioi Nissay Dowa Insurance
＊ All figures for factors of increase/decrease in insurance premiums are based on sales results (Apr.- Jun.) year on year,
＊
Changes in average payout per claim means change in average payout per claim over one-year period ended June 30, 2016 compared with average payout per claim in one-year period ended Mar. 31, 2016.
＊ EI loss ratio is calculated based on the figure during April and June for each year.
MS&AD Insurance Group Holdings, Inc.
9
10. Domestic Life Insurance / MSI Aioi Life - Results for FY 2016 1Q
・ The amount of new policies decreased by 14.4% year-on-year to 495.7 billion yen due to a decrease in income guarantee insurance and other factors .
・ Annualized premiums of new policies for third sector insurance increased by 7.1% to 3.4 billion yen.
・ Net income was 1.7 billion at almost the same level in the same period of the previous year.
MSI Aioi Life
（￥bn）
* Total sum of personal insurance and personal annuity insurance
MS&AD Insurance Group Holdings, Inc.
11. Domestic Life Insurance / MSI Primary Life - Results for FY 2016 1Q
・ Gross premiums income fell by 10.5% to 243.9 billion yen compared with the same period of the same period which performed very well.
・
Net income fell by 20.1 billion yen year-on-year to 5.5 billion yen primarily due to the reaction to a drop in the burden of policy reserve for fixed whole life insurance caused by the rise in Australian dollar interest rates in the previous fiscal year. Note that extraordinary income includes 22.5 billion yen in gains on reversal of price fluctuation reserve against losses due to fluctuation of interest rate and foreign exchange rate in the current period.
MSI Primary Life
（￥bn）
- 10.4%
- 3.4%
- 10.5%
- 139.4%
－
- 78.2%
- 170.7%
* Total sum of personal insurance and personal annuity insurance
MS&AD Insurance Group Holdings, Inc.
12. Overseas Subsidiaries - Results for FY 2016 1Q
・ Net premiums written rose 206.1% to 270.3 billion yen due to the effect of the new consolidation of MS Amlin. (foreign exchange rates impact was negative 7.6 billion yen) .
・ Net income fell 2.4 billion yen to 7.5 billion yen due to the impact of earthquake in Taiwan and large and medium-range losses in Europe, despite 3.9 billion yen of the consolidation impact of MS Amlin.
Overseas Subsidiaries
（￥bn）
206.1%
- 5.9%
18.5%
- 1.6%
- 1.2%
-
-24.6%
-51.0%
-267.7%
- 51.9%
- 2.8%
-
MS&AD Insurance Group Holdings, Inc.
FY 2016 1Q Results Data
13. Non-consolidated Results for FY 2016 1Q - MSI (i)
（￥bn）
- 7.2
-6.2pt
-0.1pt
0.6pt
0.5pt
13.6
- 5.4
- 4.5
3.8
1.5
- 9.1
- 13.6
- 0.6
- 11.8
-5.9pt
-0.9pt
0.5pt
-0.4pt
6.2
MS&AD Insurance Group Holdings, Inc.
＜
14. Non-consolidated Results for FY 2016 1Q - MSI (ii)
Net Premiums Written
Net Loss Ratio
（￥bn）
MS&AD Insurance Group Holdings, Inc.
15. Non-consolidated Results for FY 2016 1Q - MSI (iii)
Incurred losses *1 and EI loss ratio (including loss adjustment expenses)
（￥bn）
-2.4pt
-5.6pt
-3.3pt
-1.1pt
-9.1pt
-3.2pt
*1 Incurred losses = net claims paid + loss adjustment expenses + movement in outstanding claims
*2
Earned premium, the denominator of the EI loss ratio, is calculated by adjusting unearned premium (excluding natural catastrophe reserves) and premium reserve.
*3 "Nat Cat (Natural Catastrophe) Impact" is the total of incurred losses resulting from domestic natural catastrophes occurring in Japan during the period. But the figures of FY 2015 1Q includes 0.0 billion yen incurred losses cased by heavy snowfalls in Feb. 2014 in Japan.
*4 Total (A) excludes residential earthquake insurance and CALI.
MS&AD Insurance Group Holdings, Inc.
16. Non-consolidated Results for FY 2016 1Q - ADI (i)
（￥bn）
3.3
-1.4pt
-1.3pt
-0.9pt
-2.2pt
5.4
- 5.8
- 0.4
2.5
- 0.1
1.2
- 2.5
- 3.9
- 3.6
-0.3pt
-2.0pt
-1.2pt
-3.2pt
0.5
MS&AD Insurance Group Holdings, Inc.
17. Non-consolidated Results for FY 2016 1Q - ADI (ii)
Net Premium Written
Net Loss Ratio
（￥bn）
MS&AD Insurance Group Holdings, Inc.
Incurred losses *1 and EI loss ratio (including loss adjustment expenses )
（￥bn）
-3.0pt
-53.9pt
-0.6pt
-1.1pt
-10.7pt
-2.7pt
*1 Incurred losses = net claims paid + loss adjustment expenses + movement in outstanding claims
*2 Earned premium, the denominator of the EI loss ratio, is calculated by adjusting unearned premium and premium reserve.
*3 "Nat Cat (Natural Catastrophe) Impact" is the total of incurred losses resulting from domestic natural catastrophes occurring in Japan during the period. But the figures of FY 2015 includes incurred losses, 0.0 billion yen caused by heavy snowfalls occurred in Feb. 2014 in Japan.
*4 Total (A) excludes residential earthquake insurance and CALI.
MS&AD Insurance Group Holdings, Inc.
（￥bn）
- 3.9
-4.0pt
-0.7pt
0.0pt
-0.7pt
19.0
- 11.2
- 5.0
6.4
1.3
- 7.9
- 16.2
- 4.6
- 15.5
-3.4pt
-1.5pt
-0.2pt
-1.7pt
6.8
MS&AD Insurance Group Holdings, Inc.
6.1pt
5.4pt
6.2pt
（￥bn）
6.8
*1 Incurred losses = net claims paid + loss adjustment expenses + movement in outstanding claims
*2 "Natural catastrophes" means domestic natural catastrophes occurring in Japan during the period. But the figures for FY2015 includes 0.1 billion yen incurred losses caused by heavy snowfalls occurred in Feb. 2014.
MS&AD Insurance Group Holdings, Inc.
（￡ million）
*1 MS Amlin adopts the accounting method that the effect of market value fluctuations on securities reflected in the profit -loss statement.
MS&AD Insurance Group Holdings, Inc.
End of FY2016 1Q
ESR decreased by 27pt mainly due to following factors.
↘ An increase in economic valuebased insurance liability due to the drop of domestic interest rate (decrease in NAV) and an increase in life insurance underwriting risk and interest rate risk
↘ A decrease in the market value of assets due to falling stock prices (a decrease in NAV)
↗ A decrease of equity risk due to falling stock prices
↘ A decrease in the market value in asset due to impact of appreciation of yen(a decrease in NAV)
↗ An increase in NAV due to retained earnings
↗ Reduction of equity risk by sales of strategic equity holdings
＜Assumption of market environment＞
22
*1 ESR: Economic Solvency Ratio
MS&AD Insurance Group Holdings, Inc.
（¥bn） Impact of interest rates and foreign exchange rates and reversal of price fluctuation reserve
MS&AD Insurance Group Holdings, Inc.
Basic concept for reversal of price fluctuation reserve at MSI Primary Life
・Insurance companies are required to set aside price fluctuation reserve under the Insurance Business Act, to prepare for the losses due to future worsening of market conditions and other factors. MSI Primary Life had accumulated reserves totaling 55.0 billion yen by the end of previous fiscal year.
・In the 1Q results, MSI Primary Life withdrew 22.5 billion yen from price fluctuation reserve, in response to accounting losses arising in association with worsening market conditions (stronger yen and lower interest rate).
Reversal of price fluctuation reserve：
・The reversal was based on virtual losses ※ arising from foreign exchange rate and interest rate fluctuations, limited to the standard reversal amount under law with regards to the relevant assets involved.
※MSI Primary Life withdraws price fluctuation reserve in case that losses occurs in the total of virtual losses on assets and liabilities including below and capital gains / losses on assets.
(1) Foreign exchange rate factors: Foreign exchange gains and losses associated with assets exceeding liabilities, etc.
(2) Interest rate factors: Gains and losses in policy reserves associated with interest rate fluctuations, etc.
Group ROE
Definition of "Group Core Profit" and "Group ROE"
Group Core Profit = Consolidated net income
- Net capital gains/losses on stock portfolio (gains/losses on sales etc.)
- Net evaluation gains/losses on credit derivatives
- Other incidental factors
+ Equity in earnings of the non-consolidated group companies
= Group Core Profit ÷ Consolidated total net assets excluding non-controlling interests (average of beginning and ending amounts of B/S)
Caution About Forward-looking Statements
This presentation contains statements about future plans, strategies, and earnings forecasts for MS&AD Insurance Group Holdings and MS&AD Group companies that constitute forward-looking statements. These statements are based on information currently available to the MS&AD Group. Investors are advised that actual results may differ substantially from those expressed or implied by forward-looking statements for various reasons. Actual performance could be adversely affected by (1) economic trends surrounding our business, (2) fierce competition in the insurance sector, (3) exchange-rate fluctuations, and (4) changes in tax and other regulatory systems.
Inquiries
Corporate Communications and Investor Relations Dept.
MS&AD Insurance Group Holdings, Inc.
Phone: +81-3-5117-0311 Fax: +81-3-5117-0602
e-mail: [email protected] http://www.ms-ad-hd.com/en/
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that relationship had ended over 14 years prior to the arbitration.\textsuperscript{17} Where, in a lease dispute, an arbitrator failed to disclose that he had represented a company that owned 50 percent of the stock in a company that was represented by a law firm representing the lessor, there was insufficient evidence of partiality where the arbitrator was not financially involved with either the lessor or lessee.\textsuperscript{18}
The legal principle of waiver has been applied where a timely objection was not made to the alleged partiality.\textsuperscript{19} Union counsel had been informed that the arbitrator had previously rendered legal services in labor matters to a graphic arts firm but did not object to the integrity of the arbitrator prior to the award. The court did not reverse the award, because the union's failure to raise the issue of impartiality during the arbitration constituted a waiver of that objection.
The duty to disclose to the parties any current or past relationship before accepting an appointment is strong and positive. Any doubts should be resolved in favor of disclosure. Doing so assures the integrity of the arbitral process and the impartiality of the arbitrator.
\section*{II. CRIMINAL JUSTICE SYSTEM IN THE WORKPLACE}
\textbf{Elliott H. Goldstein*}
\textbf{Searches in the Workplace}
The first issue to be discussed is the question of employment searches. These searches can be logically divided into (1) private employer searches, and (2) public employer searches. The topic may be divided further into:
1. Searches conducted by the police or policelike employees (e.g., postal inspectors) or other law-enforcement representatives.
2. Searches of workers entering or leaving employer premises.
\textsuperscript{17}\textit{Merit Ins. Co. v. Leatherby Ins. Co.}, 714 F.2d 673 (7th Cir. 1983).
\textsuperscript{18}\textit{Ormsbee Dev. Co. v. Grace}, 668 F.2d 1140 (10th Cir. 1982).
\textsuperscript{19}\textit{Graphic Arts Local 97-B v. Haddon Craftsmen}, 489 F. Supp. 1088 (M.D. Pa. 1979).
*Member, National Academy of Arbitrators, Chicago, Illinois. This paper was presented at the Academy's Continuing Education Conference in Indianapolis, Indiana, on October 28, 1989.
3. Searches conducted on general employment premises (lockers, desks, vehicles parked on employer-owned parking lots, or work areas, such as loading docks or garbage dumpsters).
The most common issue presented to arbitrators confronted with evidence obtained from a police search is whether the admissibility of the evidence hinges on the propriety of a search under the fourth amendment. Some arbitrators have concluded that the exclusionary rule, which precludes using impermissibly seized evidence in a criminal proceeding against the victim of the improper search, should logically be applied in arbitration hearings to prevent the admission of the evidence.
In *Government Printing Office*,\(^1\) the arbitrator concluded that a federal employee could invoke the protection of the fourth amendment and have illegally seized evidence excluded in an arbitration proceeding. In that case stolen photographic equipment was illegally seized in the grievant's apartment—his home—after a police officer and the employer's investigator awakened the grievant and gained admission to his apartment by telling him that they wanted to talk to him about a burglary in the neighborhood. The arbitrator noted in this case that not only was the police officer acting so as to abridge the defendant's rights, but also the government-employed investigator was a precipitating cause and really instigated the improper and warrantless search. Because a public employer was involved, the fourth amendment applied. Additionally, the search occurred at the grievant's home. Under those specific facts Arbitrator William Feldesman held that the "exclusionary rule precludes the use of evidence, so obtained, in a discharge proceedings, of a criminal hue,"\(^2\) instigated against the grievant by his public employer.
In a private sector case, *Hennis Freight Lines*,\(^3\) some employees were charged with theft and possession of cartons of clothing belonging to the employer. The criminal case was dismissed after a motion to suppress the evidence (the clothing found by the police) was allowed. The employees were fired after the bonding company canceled the bonds of two grievants allegedly involved in the thefts. Arbitrator John P. McGury noted:
---
\(^{182}\) LA 57 (Feldesman, 1983).
\(^{2}\)Id. at 71.
\(^{3}\)44 LA 711 (McGury, 1964).
It may be argued that the spirit of the Constitutional prohibition against unreasonable search and seizure is violated, when the fruits of what has been judicially determined to be an illegal arrest . . . are nevertheless allowed to be considered by the Company or an arbitrator for discharge.\(^4\)
However, McGury credited the evidence which had been suppressed in the criminal case. His reason for admitting and relying on this evidence took into account the difference between constitutional law/criminal law standards and the obligation of the employer under the contract to terminate for just cause. He stated that “constitutional principles may keep the grievants out of jail but do they guarantee them their jobs in the face of Company knowledge of extremely strong proof of dishonesty involving Company property?”\(^5\)
**Searches of Workers Entering or Leaving Company Premises**
Arbitrators generally acknowledge the right of employers to perform reasonable searches of employees and their belongings as they enter or leave the work premises. The security procedure must be one that is (1) clearly established, (2) fairly administered, and (3) understood by all workers. Can a reasonable distinction be made between a lunch-box search and a search of purses of employees entering and exiting the plant? I think not. One arbitrator agreed with that logic and sustained the discharge of an employee who refused to allow the search of her purse under a “lunch pail” rule.\(^6\)
**Searches Conducted on General Employment Premises**
The right of management to carry out employment searches under certain circumstances at the workplace is generally acknowledged. The employees should be fully informed of their obligation under security rules. Employers commonly condition the use of lockers on the right to inspect their contents at any time. Even where that right has not been reserved, many arbitrators permit a locker search upon reasonable cause or, if
---
\(^4\)Ibid. at 713.
\(^5\)Ibid.
\(^6\)See Thrifty Drug Store, 64 LA 997 (Feldman, 1975).
the practice exists, a random search or “shakedown” of all or some of the lockers at a place of work.
In *General Electric Co.*, Arbitrator Eleanor S. McDonald acted on the view that past practice and employee expectations should determine the propriety of locker searches: “[I]f employee lockers have not been considered private and personal property of the employees involved and if employees have not reasonably expected the lockers to be inviolate, then a search of an employee locker” is not improper, but a search is improper “if employees at a plant have long believed and relied upon the circumstance that their lockers were considered private areas and that these could not be opened without the personal consent of the owner of the locker.”
**Vehicles Parked on the Parking Lot**
In *Shell Oil Co.*, Arbitrator Charles R. Milentz upheld the dismissal of an employee for refusing an order to permit the search of a car after marijuana “roaches” were seen in an ashtray and on a dashboard. However, in *Kerr-McGee Chemical Corp.*, Arbitrator William Levin found that an employer finding cocaine in the grievant’s van on the company parking lot during a search was motivated by anonymous informers’ suggestions that drugs would be found there. The employer discharged the grievant when he also tested positive for cocaine use. However, the arbitrator held that the employer failed to show it had reasonable grounds to believe the informers; thus, it had no reasonable cause for search, and the employee’s drug test, as well as the finding of “drug paraphernalia” in the van, were not admitted for consideration on the merits.
**Searches of the Person Permitted Where There is Reasonable Cause**
In *Sahara Coal Co.*, coal miners who were suspected of smoking in an underground mine in violation of federal and state laws and of company rules, and who refused to be searched for
---
7 72 LA 391 (McDonald, 1979).
8 *Id.* at 397, 398.
9 84 LA 562 (Milentz, 1985).
10 90 LA 55 (Levin, 1987).
11 89 LA 1257 (O’Grady, 1987).
cigarettes, were found to be improperly discharged, based on the severity of penalty and mitigation. However, the arbitrator found that it was the employer's right and obligation to "search employees when it has cause to believe that smoking underground is taking place." The arbitrator concluded that the significance of the employees' refusal to submit to the search was not reasonable cause for demanding that they undergo a drug test.
**Surreptitious Surveillance**
In an effort to discover and deter internal theft or drug use, distribution, and sales, employers are using more efficient and intrusive surveillance techniques. Generally, arbitrators permit employers covertly to observe and overhear the activities of employees in production areas, stockrooms, loading zones, and similar locations but areas such as lavatories, employee lounges, and locker rooms are expected to be private. As a result, a few arbitrators have concluded that an unreasonable intrusion into privacy has occurred. Federal laws forbidding wiretapping may have substantial impact in this connection, although some arbitrators have admitted illegally obtained tape recordings or videotapes\(^{12}\) based on the same reasoning that permits admission of illegal searches and seizure evidence.
**Use of Undercover Informants, Employee Informers and Spotters**
Two recent cases have dealt with the issue of the use of undercover agents where drug problems are involved. In *Burger Iron Co.*, \(^{13}\) Arbitrator Harry Dworkin concluded that an employer who used undercover agents to investigate a "drug problem" reportedly existing at its plant had just cause to discharge five employees who were observed using, possessing, or selling drugs on company premises. The union argued that enlightened employers use drug treatment programs rather than discipline to deal with employees addicted to drug use. However, Dworkin found no evidence that these employees were addicted to drugs or had voluntarily participated in an
\(^{12}\)See *Hennis Freightlines*, supra note 3.
\(^{13}92\) LA 1100 (Dworkin, 1989).
employee assistance program (EAP). He concluded that the use of drug treatment programs does not deprive management of its contractual right to discipline for just cause.
With reference to the undercover agent issue, Dworkin found that the company was within its rights, even under a duty, to use undercover agents to investigate a drug problem in its plant, where the city police department reported that it had received information from various sources that the problem existed. Dworkin reasoned that drug dealing is furtive and done in secret, and employees rarely come forward to give evidence. The agent's written reports were verified by other information and were substantiated by guilty pleas in criminal court by three of the employees. The agent was not given names of any suspected employee by the company before he "went under cover" nor was he instructed to direct his attention to any designated individual. Under these circumstances Dworkin concluded that use of the information gained by the undercover agent was admissible and determinative of the merits of the case.
Interrogations
There is a fundamental obligation of employees to answer employer questions when an employer is engaged in a reasonable investigation of the possible commission of a crime. This duty is created by the employment relationship itself. There are clear limitations on employer interrogation, however, including prohibitions against coercive questioning under the National Labor Relations Act, the protections of the *Weingarten* doctrine,\(^{14}\) and specific rights of employees to representation during questioning which may exist in the contract.
Under *Weingarten* an employee's right to union representation during an investigatory interview by management arises only if employees request representation. Further, they must reasonably believe that the investigation will result in disciplinary action. Although it is clear that the right to representation applies where employees reasonably fear adverse disciplinary action, *Weingarten* has been found not to cover situations where the employer is investigating an occurrence without contemplating discipline.
\(^{14}\)NLRB v. Weingarten, Inc., 420 U.S. 251, 88 LRRM 2689 (1975).
For example, in *Pacific Bell*,\(^{15}\) Arbitrator Herbert Oestreich concluded that an employee's refusal to discuss a performance matter with a supervisor in the absence of union representation did not constitute insubordination subject to discipline, where the employee had reasonable cause to believe that the discussion was an investigatory interview to administer discipline, where the employee had requested union representation, and where the contract management handbook made the presence of a union representative at disciplinary discussions mandatory if an employee so requested.
Another issue involving *Weingarten* is the question of what to do when the request to have a union representative has not been respected. In *Trailways*,\(^{16}\) Arbitrator Timothy J. Heinsz found that an employer improperly discharged employees who refused to take a breath test, despite suspicion that they were under the influence of alcohol. Heinsz concluded that management had denied to an employee the presence of a union steward during the investigatory interview. The arbitrator found that the employer might have reasonably required the employees to take the breath test under the circumstances of the case, but the presence of a steward would have resolved any questions regarding grievant's condition. Because the grievant refused to take the test, and one basis might have been the lack of representation by a steward, Heinsz reinstated grievant without back pay.\(^{17}\) Heinsz reasoned that arbitrators have refused to sustain terminations where management has denied employees the right to have present a union steward when required and this could have influenced the outcome of the event.\(^{18}\)
In another case dealing with the right to have a representative at an interrogation,\(^{19}\) the arbitrator found that a lack of union representation during the investigation and pretermination hearing for employees whose random drug test results were positive did not invalidate the testing program under the particular circumstances. Arbitrator Barry J. Baroni stated that "representation is strongly recommended to improve the neutrality of the procedure." He noted that one of three "neutral" personnel service managers was assigned to the "test positive" employ-
\(^{15}92\) LA 127 (Oestreich, 1989).
\(^{16}88\) LA 941 (Heinsz, 1987).
\(^{17}\textit{Id.}, \text{at} 947\).
\(^{18}\textit{See also General Tel. Co. of Cal.}, 78 \text{LA} 793 \text{ (Roberts, 1982)}\).
\(^{19}\textit{Dow Chem. Co.}, 91 \text{LA} 1385 \text{ (Baroni, 1989)}\).
ees, gathered evidence, including asking employees personal questions about their lifestyle, and represented the employees before a management board that included the two remaining personnel managers. Under these facts Baroni was not willing to conclude that the lack of a steward was "outcome determinative," as had Heinsz and Roberts in the prior two cases.\textsuperscript{20}
\section*{Conclusion}
In sum, the general rule with reference to the exclusion of evidence in arbitration even when criminal charges are involved is that absolute exclusion is to be avoided. With reference to searches, use of informers, surveillance, and similar techniques, the rule must be to balance the important right of employee privacy and the requirement that the employer act reasonably in line with its genuine need to protect property and to avoid or control theft, drug use, and other serious quasi-criminal misconduct in the workplace. Under these circumstances the standard must focus on the reasonableness of the action, balanced against the intrusion into the employee's privacy. "'Reasonableness,' in turn, requires some showing that the employer had good cause to suspect illegal activity on the part of the employee," or that it had a general and well-publicized rule articulating a fairly administered program of searches and interrogation.\textsuperscript{21} The analysis under a balance of interests rule is likely to produce more acceptable results than a continued attempt at a flawed analogy to the exclusionary rules of evidence developed for the courts and never contemplated for use in the workplace to test admissibility or weight of proffered evidence.
\section*{III. Opinions and Awards: Inadvertent Results}
\textbf{Charlotte Gold*}
It is not easy pleasing the parties. Sometimes they complain that we say too little, other times that we say too much. One
\textsuperscript{20}\textit{Trailways}, supra note 16; \textit{General Tel. Co. of Cal.}, supra note 18.
\textsuperscript{21}\textit{Hill and Sincropi}, Evidence in Arbitration, 2nd ed. (Washington: BNA Books, 1987), 253. For similar balance where there is need to reconcile the interests of employees and property rights of management, see \textit{Beth Israel Hosp. v. NLRB}, 437 U.S. 483, 98 LRRM 2727 (1978); \textit{Republic Aviation Co. v. NLRB}, 324 U.S. 793, 16 LRRM 620 (1945); \textit{Peyton Packing Co.}, 49 NLRB 828, 12 LRRM 183 (1943).
\textsuperscript{*}Member, National Academy of Arbitrators, New York, New York.
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RATING REPORT
Rural Community Development Programmes
REPORT DATE:
May 02, 2024
RATING ANALYSTS:
Musaddeq Ahmed Khan [email protected]
Muhammad Meeran Siddique [email protected]
Mohammad Ahmed [email protected]
APPLICABLE METHODOLOGY(IES)
VIS Entity Rating Criteria: Non-Bank Financial Companies
https://docs.vis.com.pk/Methodologies%202024/NBFCs202003.pdf
VIS Issue/Issuer Rating Scale
https://docs.vis.com.pk/docs/VISRatingScales.pdf
Rural Community Development Programmes
OVERVIEW OF INSTITUTION
RATING RATIONALE
RCDP was set up on November 3 rd , 2015 as a non-profit organization under section 42 of the Companies Ordinance 1984. The principal activity of the Institution is to provide cost effective microfinance services to needy persons to enhance their economic role.
The ratings assigned to the Rural Community Development Programmes (RCDP), encompass implicit support from its parent entity, the Rural Community Development Society (RCDS), both on financial and technical fronts. The ratings reflect a positive trajectory marked by improvement in asset quality metrics and the absence of significant portfolio losses despite prevailing macroeconomic conditions. Of significance is the momentum in disbursement activities, culminating in the expansion of the micro-credit portfolio. Strategically, a cautious approach underpins the growth trajectory, characterized by a shift towards individual loans while profitability has seen a significant improvement despite notable write-offs and heightened operating expenses attributed to network expansion initiatives. In the face of challenging macroeconomic dynamics characterized by persistent inflationary pressures impacting clients' disposable incomes and repayment capacities, the maintenance of asset quality is important from a ratings perspective.
Furthermore, the ratings incorporate the allocation of funds towards lending activities alongside the repayment obligations of international borrowings, although concerns arise from a weakening liquidity position over the assessed timeline. Nonetheless, the Institution benefits from a sizable capital adequacy ratio, reflecting sufficient room for growth. Given the management's pursuit of an expansion agenda, the forthcoming impact on operating self-sufficiency (OSS) and overall profitability metrics are pivotal for future ratings assessments. Additionally, the management's ability to manage spreads, liquidity indicators, and healthy disbursement activities will be crucial factors in sustaining the assigned ratings moving forward.
Auditor's Opinion
Ilyas Saeed & Co. Chartered Accountants has provided an unqualified and unmodified opinion, affirming that the Company's financial statements comply with accounting standards and accurately portray the Company's financial position as of June 2023.
Company Profile:
In 1998, Rural Community Development Society (RCDS) was formed to provide integrated development services to the impoverished and neglected communities in Punjab, Pakistan. Subsequently to abide and comply with regulations, RCDS underwent a spin-off process and separated the microfinance and social development aspects; microfinance segment was taken into a new entity by the name of Rural Community Development Programmes (RCDP) while the social development aspects were retained within RCDS in 2016. RCDP is limited by guarantee having no share capital. The principal activity of the Institute is to provide cost effective micro finance services to needy persons in order to enable economic participation. In addition, the Institution also provides services in the form of training, both to its clients and staff. The registered office of the Institution is situated in Lahore.
RCDP's senior management and Board of Directors are experienced professionals with considerable experience in the field of microfinance. The Board oversees three committees: the Board Audit Committee (BAC), Board Remuneration Committee (BRC), and Board Risk Management and Compliance Committee (BRCC), all chaired by independent directors.
Productivity Analysis and Branch Network
The total number of Loan Officers (LOs) employed by the Institution has increased over time till FY23, aligning with the Institution's strategy to expand its presence, reaching 956 (FY22: 815). However, the number of LOs per branch has decreased due to proportionally higher increase in the number of branches during the rating period. Additionally, there was a rise in the number of active borrowers in FY23, also driven by the Institution's expansion strategy. However, the proportionately greater increase in LOs compared to active borrowers has led to a decline in the Active Borrowers per LO ratio.
VIS
Amid the uncertain political and macroeconomic landscape in Pakistan, RCDP scaled back its expansion plans in the early part of the current financial year. As a result, during 1HFY24, the number of LOs decreased to 906 (FY23: 956), while the number of branches remained constant. The Institution aimed to grow the number of active borrowers by providing smaller token loans for Credit Enterprise Development (CED) loans. Conversely, for other loan products with a higher proportion of bad debt write-offs, the Institution planned to increase the average loan size of such loans by primarily targeting the existing creditworthy borrowers. As a result of these strategies, the Institution experienced an increase in both the number of active borrowers and the average loan amount to 208,196 (FY23: 204,552) and Rs. 41,810 (FY23: Rs. 39,871) respectively. Concurrently, Active Borrowers per LO and Active Borrowers per branch ratios also increased during 1HFY24. A snapshot of productivity analysis indicators is attached below:
Rating Drivers:
Growth in Gross Loan Portfolio (GLP)
The Gross Loan Portfolio (GLP) showed steady growth over the timeline, reaching Rs. 8.2 bn by the end of FY23, up from Rs. 7.1 bn in FY22 and Rs. 4.8 bn in FY21. This growth aligned with increased lending activities during the rating period. Loan disbursements rose to Rs. 13.1 bn (FY22: Rs. 10.4 bn) in FY23, driven by an increase in the number of active borrowers and larger average loan sizes. Total recoveries reached Rs. 11.7 bn FY23 (FY22: Rs. 7.9 bn). The surplus of disbursements over recoveries led to the expansion of the GLP.
During 1HFY24, the GLP stood at Rs. 8.8 bn. Disbursements totaled Rs. 7.3 bn (FY23: Rs. 13.1 bn), while recoveries amounted to Rs. 6.7 bn (FY23: Rs. 11.7 bn). Going forward, as RCDP is a non-deposit taking microfinance institution (MFI), its growth in GLP hinges on securing timely funding from financial institutions.
Microcredit Portfolio Risk Segregation
Originally, RCDP primarily employed a group-based lending approach. However, higher risk associated with this approach precipitated a transition to individual lending during FY22. The Institution's flagship products, CED and Business Enhancement Loan (BEL), maintained their prominence in the net performing loan portfolio during FY23, contributing 48.0% and 32.3%, respectively. There has been a decline in the contribution of all loan products to the portfolio, except for CED, relative to FY22. This change is attributed to an increase in the proportion of bad debt write-offs for these products, thereby, the Institution has reduced the proportion of these products in the loan portfolio accordingly.
In 1H'FY24, disbursements totaling Rs. 6.3 bn were allocated towards CED and BEL products. The proportion of CED within the overall net loan portfolio saw a slight uptick, reaching 49.4%. Similarly, BEL's contribution increased marginally to 33.7%. Below is a tabulated breakdown showcasing the Institution's product mix along with their respective contributions to the net loan portfolio:
During 1HFY24, the average loan size rose to Rs. 41,810 (FY23: Rs. 39,871; FY22: Rs. 38,364). This increase was driven by existing clients entering successive loan cycles, and leveraging their proven credit repayment history. RCDP has implemented a strategic approach to maintain existing customer relationships and gradually increase the average loan size to ensure growth while mitigating credit risk. According to management, each new client is initially offered the Institution's flagship product, CED, tailored for small enterprises. Over time, as the client establishes a credit profile and relationship with the Institution, their financing limit is raised for subsequent loans, accompanied by additional features. Eventually, clients with well-established credit profiles are eligible for larger loans throughout their exposure and loan repayment cycle. Concurrently, with a focus on disbursing loans to new, creditworthy borrowers, the number of active borrowers grew to 208,196 by the end of the first half of FY24, up from 204,552 in FY23 and 183,668 in FY22.
In terms of type of payment, comfort is taken from the fact that the share of EMI remained constant at 96% over the year in FY23. The higher proportion of EMI is a factor of high contribution of enterprise loan products, such as Credit and Enterprise Development, entailing monthly installments.
Similarly, in accordance with the RCDP's policy post COVID, group lending is restricted to mitigate the credit risk associated with activist engagements, loan hijacking, recovery pocketing, and improper loan utilization. Furthermore, RCDP does not intend to introduce group lending during the rating period.
However, the entire portfolio of RCDP comprises of unsecured loans which poses high credit risk leading the portfolio vulnerable to NPLs in the future. RCDP must resort to secured loans in order to mitigate credit risk currently present in the portfolio.
Loan Approval Process
The loan approval framework involves a risk tier system with Verification Officers (VO) playing a crucial role in ensuring a smooth process by identifying and addressing any potential shortcomings or delays. The process begins with a Credit Officer (CO) visiting potential customers to gather information and gather all necessary documents, such as identity documents, which are then attached to the e-appraisal application. This application is accessible via the Android operating system and can be installed on any compatible device. Additionally, a biometric device is utilized to collect the client's thumbprint, and a mobile data SIM ensures internet connectivity. Once this stage is completed, the VO, stationed at each branch and supervised by the Head Office (HO), reviews the customer's complete data. The VO's responsibility includes visiting each potential customer to verify the accuracy of guarantor and customer details, ensuring that the loan will be used for its stated purpose, and assessing the borrower's repayment capacity.
Based on the VO's evaluation, the CO provides a recommendation to the Branch Manager (BM) regarding the acceptance or rejection of the loan application. If the VO is not satisfied with the provided information, they may return the application to the CO with their observations. After receiving feedback, the BM approves the loan and forwards a recommendation to the Area Manager (AM). The final approval is granted by the Head of Operations at the HO, who reviews all applications accepted by the AMs. As an additional safeguard, VOs stationed at each branch conduct random visits to clients to verify borrower authenticity, residential premises, source of income, and appropriate loan utilization. In addition to pre-disbursement checks, the Compliance Officer conducts postdisbursement monitoring of the entire micro-credit portfolio.
Asset Quality Indicators
The breakdown of the GLP indicates that 99.8% (FY22: 97.0%) of the advances are categorized as 'Current', while only 0.02% (FY22: 2.9%) are categorized as 'Bad'. As such, Non-Performing Loans (NPLs) have seen a notable decline, dropping to Rs. 13.0 mn as of Jun'23 (Jun'22: Rs. 209.9 mn), leading to a substantial improvement in the gross infection ratio to 0.2% (FY22: 3.0%), and net infection ratio at 0.1%. The amount of NPLs written off has decreased to Rs. 219.1 mn during FY23 (FY22: Rs. 302.2 mn), indicating reduced credit risk in RCDP's loan portfolio. Additionally, the ratio of bad debt write-offs for CED loans compared to the total bad debt write-offs in the loan portfolio has declined to 20.9% (FY22: 31.2%), staying lower in proportion than the percentage of CED loans to GLP, which currently stands at 48.0% (FY22: 34.2%). Consequently, the percentage of net advances in CED loans has risen to 48.0% (FY22: 34.2%), while it has declined for other loan products, contributing to the lower NPLs written off during FY23.
The specific provisioning of the Institution has seen a significant decrease to Rs. 6.0 mn as of Jun'23 (Jun'22: Rs. 205.1 mn). Subsequently, the specific provisioning coverage has decreased to 45.9% (FY22: 97.7%), indicating improved risk management practices and successful recovery efforts. Following the COVID-19 pandemic, the management has continued its collection strategies, remaining highly active in recovery activities at various levels. RCDP adopts a personalized recovery approach, customizing repayment plans for each borrower based on their specific requirements. The institution allows waivers and discounts to expedite repayment. Operational strategies include a focus on collection in the first half of the month, with slow disbursements, while the second half sees a focus on disbursements. This approach has resulted in successful recovery of 80-85% of installments in the first half of the month. Additionally, RCDP has implemented doorstep collection policies and offers alternate delivery channels (ADCs) such as UBL Omni, Easy Paisa, and HBL Konnect to facilitate the recovery drive.
Liquidity Profile
RCDP is a micro-finance institution with no access to consumer deposits, hence there is no risk of cash calls on deposits, ensuring that liquidity is not affected. Borrowings remain the primary source of funding. Total borrowings of the Institution were recorded highest on a timeline at Rs. 7.1 bn (Jun'23: Rs. 5.8 bn; Jun'22: Rs. 6.8 bn) in line with growth in GLP at end Dec'23. The largest proportion of long term borrowings was acquired from Pakistan Microfinance Investment Company (PMIC). During the period under review, one new agreement has been executed with PMIC on 26 th Dec, 2022 amounting to Rs. 1.8 bn out of which 0.6 bn has been availed. On the other hand, short-term borrowings increased significantly during the rating review period and were recorded at Rs. 1.8 bn (Jun'23: Rs. 848.4 mn; Jun'22: Rs. 833.3 mn) at end Dec'23. A new running finance facility is taken from National Bank of Pakistan (NBP) with annual renewals for three years amounting to Rs. 1.0b at a rate of 6 months KIBOR plus 0.5% in 1HFY24. The breakdown of borrowings is presented in the table below:
The Advances to Borrowings Ratio experienced a significant uptick, reaching 140.6% (FY22: 104.5%, FY21: 103.5%) as at the end of FY23. However, it subsequently declined to 123.4% by the end of 1H'FY24. Given the absence of any other significant sources of funding, the Institution is relying on its own funds to facilitate microcredit extensions to borrowers. As a non-deposit taking NBFC, and in view of expansion in operations, the Institution has been
VIS
actively seeking new funding arrangements along with enhancement of existing facilities. In absolute terms, liquid assets stood at Rs. 2.1 bn (Jun'23: Rs. 0.8 bn; Jun'22: Rs. 2.2 bn) at end Dec'23. Liquid Assets to Total Assets also witnessed a similar trajectory, reaching 19.0% (FY23: 8.9%; FY22: 22.8%) at end-1HFY2423. The total outstanding borrowings with current maturity amounts to Rs. 3.9 bn as at Dec'23, whereas total liquid assets amount to Rs. 2.1 bn. This results in a shortfall of Rs. 1.8 bn. However it should be noted that out of Total GLP of Rs. 8.3 bn, current portion accounts for Rs. 8.0 bn. Resultantly any shortfall in liquidity can be easily managed through maturing advances, placing RCDP in comfortable position in terms of liquidity.
Profitability
The markup earned on the microfinance portfolio increased to Rs. 2.9 bn (FY22: Rs. 1.9 bn), primarily due to a higher yield on earning assets, at 33.3% (FY22: 24.5%), driven by the prevailing elevated benchmark rate. Cost of funds stood also rose to 18.6% (FY22: 10.9%). Despite this, the Institution reported a higher spread at 14.7% (FY22: 13.6%). Other income decreased significantly to Rs. 48.0 mn (FY22: Rs. 178.7 mn), primarily due to lower cash and bank balances in deposit accounts as of Jun'23. RCDP reported higher operating expenses, including administrative and program costs, amounting to Rs. 1.6 bn (FY22: Rs. 1.1 bn), in line with management's strategy of enhancing the Institution's market footprint by opening new branches and hiring LOs during the outgoing year. Nevertheless, the Operational Self-Sufficiency Ratio (OSS) improved, reaching 115.2% (FY22: 102.9%), reflecting a surplus of recurring income over expenses, and supporting the bottom line, which increased to Rs. 475.2 mn (FY22: Rs. 211.4 mn).
During 1H'FY24, the markup earned on the microfinance portfolio totaled Rs. 1.8 bn, and the markup on earning assets, on an annualized basis, slightly increased to 34.1%. The markup expense was reported at Rs. 878.2 mn; on an annualized basis, the cost of funds significantly rose to 24.8%, driven by a higher benchmark rate. Consequently, RCDP reported a lower spread at 9.3%. Amid inflationary pressures, the Institution's administrative and program costs amounted to Rs. 973.4 mn, while rising finance costs, totaling Rs. 900.2 mn have restrained the bottom line at Rs. 238.9 mn.
Limited by Guarantee Company
Given that RCDP is incorporated as a 'Limited by Guarantee Company', there is no share capital present. However, with retained earnings, total reserve funds of the institution have scaled up to Rs. 3.8 bn (Jun'23: 3.0 bn; Jun'22: Rs. 2.6 bn) by end Dec'23. Over the years, in order to reduce reliance on external funding resources to finance its
microfinance loan portfolio, the Institution has created a loan revolving fund (reserve); an amount equal to 60% of the surplus for the year is transferred to loan revolving fund on yearly basis. Moreover, RCDP has also created an additional reserve for construction of buildings for its offices amounting to 25% of the yearly surplus. The leverage Ratio for RCDP stands at 2.4 (FY23: 2.0; FY22: 2.7), which signifies that gearing is at prudent level given the current economic situations. In terms of capital adequacy, RCDP is comfortably placed; capital adequacy ratio (CAR) stood at 32.2% (FY23: 35.6%; FY22: 33.3%) as at end 1HFY24, representing sizable room for growth.
Rural Community Development Programme Appendix I
VIS Credit Rating Company Limited
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Local Government for Langton Green, Speldhurst, Ashurst and Old Groombridge
MINUTES OF THE FULL COUNCIL MEETING HELD ON MONDAY, 3 RD JULY 2017 AT 7.30PM IN THE PALMER ROOM, LANGTON GREEN VILLAGE HALL
MEMBERS PRESENT: Cllrs Barrington-Johnson (Chairman), Milner, Mrs Horne, Mrs Podbury, Mrs Lyle, Mrs Jeffreys, Turner, Kerby, Parker and Mercieca.
OFFICERS PRESENT: Mr C May – Clerk and Mrs K Harman – Assistant Clerk
IN ATTENDANCE: County Councillor James McInroy.
MEMBERS OF THE PUBLIC: There were no members of the public present.
17/134 TO ENQUIRE IF ANYONE PRESENT INTENDS TO FILM, PHOTOGRAPH AND/OR RECORD THE MEETING: No-one present intended to film, photograph and/or record the meeting.
17/135 APOLOGIES FOR ABSENCE Apologies received from Cllr Mrs Price (family emergency), Cllr Allen (work commitments), Cllr Mrs Soyke (Mayoral duties) and Borough Cllrs David Jukes and Julian Stanyer (previous engagements).
17/136 DISCLOSURE OF INTERESTS: There were none.
17/137 DECLARATIONS OF LOBBYING: Cllr Kerby advised that he had been involved in conversations with residents of Groombridge regarding events at Groombridge Place. Cllr Mrs Lyle said that she had been approached by LG Primary School asking for help regarding the parking issues in the LG carpark.
17/138 MINUTES: It was RESOLVED that the Notes of the Annual Parish Meeting held on 24 th April 2017 and the Minutes of the Full Council Meeting on 5 th June 2017 be approved as correct records and signed by the Chairman.
17/139 BOROUGH AND COUNTY COUNCILLORS' REPORTS:
- County Cllr James McInroy said that he had been busy being inducted and attending committee meetings however he had nothing to report yet.
- Cllr Mrs Podbury said that she had received an email from William Benson regarding the travellers stopping in Rusthall on Friday 30 th June to Saturday 1 st July which advised that there was minimal damage to the site however the Officer that served them Notice had had his tyres slashed. Cllr Mrs Podbury referred to the suggested amendment to the planning constitution "call in" process and the term "significant". She said that Councillors have asked for the term "significant" to be defined. She also noted that there is much controversy over the proposed Calverley Park development which is to be discussed at the TWBC Full Council meeting next week.
17/140 PUBLIC OPEN SESSION: There were no matters for discussion.
17/141 FINANCE COMMITTEE: Cllr Mrs Jeffreys reported the following:-
a) There had not been a Finance Committee meeting since the last Full Council meeting.
b) Virements – the 'Highways' budget centre has been subdivided which had resulted in several bookkeeping entries. It was RESOLVED to approve these entries.
c) Interim payments - the following interim payments have been made from the current account with Unity Trust Bank:- £25.36 N.E.S.T. – May pension payments; £196.03 Unity Trust Mastercard- to reduce balance to zero; £69.60 Veolia – waste disposal; £30.00 BT Plc – mobile and £35.40 bank charges. The following payments were made by Mastercard – Unity Trust Bank £6.00 card fee; Rymans £6.99 stationery; Kidman's Ltd £68.00 maintenance; Langton Green Service Station £11.59 petrol; B&Q £10.00 equipment and Tate Fencing £26.58 post mix.
d) All of the payments made by Mastercard were made under delegated authority with the exception of the card fee.
e) It was RESOLVED by majority vote to grant £260.62 to Speldhurst Fete Committee towards insurance costs.
f) It was RESOLVED to pay for the removal of the branches and foliage from Pocket Park at a cost of £1,000. Cllr Milner will speak to Paul Freddi from Roopers regarding organising the remaining compost for residents' use.
g) It was RESOLVED to pay the insurance renewal premium with Came and Co at a cost of £3,065.34.
17/142 ACCOUNTS FOR PAYMENT: Invoices verified by Cllr Mrs Price
To authorise the payment of invoices as listed
Total:
£12,544.05
It was RESOLVED to pay the invoices listed above, authorise the electronic payments and sign the cheques drawn on Unity Trust Bank.
17/143 HIGHWAYS COMMITTEE: There had not been a Highways meeting since the last Full Council meeting. The next meeting is on 24 th July 2017. Cllr Milner reported the following:-
- Speedwatch- a date needs to be organised for the sessions to start – Cllr Milner and the Clerk to organise.
- SID – the new SID has been ordered and a suitable replacement site for outside Ashurst Village Hall will be considered once it is delivered.
- Gateways – the first four gateways are now in place however the gateway at Groombridge is still not as ordered and the Clerk is chasing its replacement. The Clerk has also asked Highways to cut back all obscuring vegetation surrounding the gateways. Cllr Mercieca enquired about what the gateways are made of with regard to maintenance costs. Cllr Milner reported a damaged speed sign on the back of the Langton Green gateway however it was hoped this would be updated when the new speed restrictions are in place.
- 20mph – a consultation for the 20mph zone for Speldhurst was advertised by a letter-drop to 300 residents. The consultation ends on 3 rd July. The 20mph restrictions in Langton Green will be advisory during school opening and closing times and will work on a flashing light system. KCC have asked SPC to be responsible for the ongoing maintenance for the Simmonsigns, GPRS Pulsa Softward and monitor timer at both locations. The Clerk said that he has been advised that LED lights are used which rarely go wrong – if however they do need replacing the approximate cost would be £600. It was RESOLVED that SPC would accept responsibility for the ongoing maintenance of the signage in Langton Green.
17/144 LANGTON GREEN RECREATION GROUND (LGRG): Cllr Mrs Lyle reported the following:
a) Pavilion income for the financial year to date is £5,916.00 against expenditure of £3,667.02
b) The electricity bill had reduced by nearly a half following the change of programme and she will continue to monitor it.
c) The pavilion café is thriving and Emma is planning an end of term jamboree.
d) The management Committee is awaiting information regarding the rating of the pavilion which will have an impact on the rental rates which are due for reconsideration/renewal in November.
e) There are ongoing problems in the carpark at the beginning and end of the school day with not enough spaces for everyone resulting in inconsiderate parking and occasional aggressive behaviour. The school has introduced schemes such as 'walk on Wednesdays' and a walking bus will start in September however despite the efforts of the school repeatedly asking parents to park and behave sensibly there still seems to be a problem. Cllr Mrs Lyle asked Councillors for advice on what could be done to alleviate the problem. Cllrs Mrs Jeffreys, Milner and the Clerk all said that the carpark was built to help with parking; not to solve the problem and was only going to get worse as the school increases its intake. Councillors felt that whilst they are very sympathetic to the problems being experienced by the school parents, it is not the responsibility of SPC to police the carpark or provide solutions and that it is a common problem experienced outside most primary schools in the area. The Clerk suggested a very staggered start and finish time to the school day as a way to reduce the problem. The Clerk also said that when the carpark is repainted in the summer holidays, he was considering hatching some areas that are currently not marked out as bays to prevent people parking there and to encourage safer parking. This was supported by Cllr Mrs Lyle.
17/145 PARISH PLAN: Cllr Barrington-Johnson said that he had nothing specific to report. He has chased up Arriva regarding the study they promised earlier in the year about additional bus services in the parish and he was disappointed to learn that the contact he had been given had moved onto another department and was unable to help. Cllr Barrington-Johnson said that he would speak to the replacement member of staff and remind them of the obligation of their predecessor and ask for the study to be carried out.
17/146 TWBC "LOVE WHERE WE LIVE AWARDS 2017" – Councillor Parker suggested a resident of the parish for the award of 'Individual Hero' and Councillors were in agreement . It was RESOLVED to submit an application and Cllr Barrington-Johnson said he would find out the necessary information.
17/147 NEWSLETTER – The Clerk distributed a draft copy of the suggested newsletter for Councillors' approval and it was RESOLVED to go ahead with the publication with a few minor amendments.
17/148 CHAIRMAN'S REPORT: Cllr Barrington-Johnson referred to his report.
17/149 COMMITTEE REPORTS
a) Governance – Cllr Milner said that there had not been a meeting of the Governance Committee since the last Full Council meeting and that there was nothing to report.
b) Planning – In the absence of Cllr Mrs Price, the Clerk said that there had been a meeting of the Planning Committee on 8 th June 2017, the draft minutes of which having been distributed and that there was nothing further to report. The next meeting would be on 5 th July 2017.
c) Amenities – Cllr Mrs Podbury said that there had not been a meeting of the Amenities Committee since the last Full Council meeting and that the next one will be on 17 th July 2017.
d) Air Traffic – Cllr Barrington-Johnson said that there had not been a meeting of the Air Traffic Committee since the last Full Council meeting. He said that the aircraft retro-fit had largely been completed which had resulted in a reduction in the noise from Airbus A320 aircraft.
e) Footpaths – Cllr Milner asked for clarification on the amount of work SPC's groundsman should undertake in clearing footpaths etc and how much should be forwarded to Highways. The Clerk confirmed that the groundsman can be used for clearing some of the footpaths. He said that Hawkhurst Parish Council writes to residents giving them 28 days to cut back overgrown vegetation. Cllr Milner said that he had obtained the contact details for the owner of Shadwell Wood and would contact him. The Clerk advised that the field on the Langton Road next to Ferbies had been sold.
f) KALC – there was nothing to report.
g) Environment Workshop – The Clerk said that there is a provisional date of 13 th July for the next meeting.
17/150 OTHER MATTERS ARISING FROM THE MINUTES OF 5 th June 2017 – there were none.
17/151 – CORRESPONDENCE RECEIVED – It was RESOLVED that this item would be removed from future agendas as all urgent or important correspondence is circulated and dealt with upon receipt and the list is usually mainly made up of advertising literature.
17/152 – DIARY DATES:
```
Saturday 1 st July – Langton Green Village Fete Monday 3rd – Full Council, Palmer Room, Langton Green Village Hall Wednesday 5 th – LGPS Sports Day Planning Meeting Monday 10 th – Clerk to clerk Rusthall PC meeting Thursday 13 th – Environment Working Group meeting Monday 17 th – Amenities Meeting Monday 24 th – Highways Meeting Tuesday 25 th – LGRG Car Park to be re-lined (weather dependent) Monday 31 st – Finance Meeting Monday 7 th August – Full Council, Committee Room, Speldhurst VH
```
The Clerk asked Councillors to let him know of any planned holiday dates.
17/153 – ITEMS FOR INFORMATION:
- Cllr Milner enquired about the Five Year Plan from TWBC. The Clerk asked Councillors to read the plan that was in their meeting pack and report back any comments at the Full Council meeting on 8 th August.
- The Clerk said that he had received two consultations from TWBC – one a sports and recreation study and one about the precept. Cllr Barrington-Johnson will assist the Clerk in completing the consultations.
- Cllr Mrs Podbury said that there is a consultation regarding homelessness on the TWBC website.
- Cllr Kerby advised that Groombridge Place has applied for an extension to its licence to sell alcohol and play live and recorded music up to 1 am on weekdays and 3 am at weekends. Many residents of Old Groombridge were strongly opposed to this blanket extension of the licence for future events. Cllr Kerby said that there was widespread opposition to this proposal in the East Sussex part of Groombridge; Withyham Parish Council had previously had a meeting with the event organisers at Groombridge Place, and would be vigorously opposing the present proposal. Cllr Barrington-Johnson said that SPC need to put in a strong objection to the Joint Licencing Authority asking for the licence to remain unchanged and for Groombridge Place to apply for individual events on an ad-hoc basis which was endorsed by Full Council. Councillors also objected that the Parish Councils were not consulted and it was agreed the letter should advise that this is unacceptable and be copied into Borough and County Councillors and include our MP.
There being nothing further to discuss the meeting closed at 8.55pm.
Chairman
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Answers to questions taken on Notice Inquiry into the integrity, efficacy and value for money of NSW Government grant programs Monday 21 September 2020
Page 43
Mr HURST: I would have to confirm the date but it was certainly late in the month of June in 2018.
The Hon. JOHN GRAHAM: It is mainly that tied grants funding round that has attracted attention and has been the source of the questioning today. The guidelines for that fund changed on 27 June 2018. I am relying there on evidence you gave to the Parliament in response to a question on notice. That is correct, isn't it?
Answer
The revised guidelines were approved on 27 June 2018.
Page 49
Metro projects and funding guidelines should be hopefully signed by Prem tomorrow. Once the guidelines are signed, I will pass them over to you to get the DP sign and then we can get Min Upton to sign.
The CHAIR: This is an email conversation between Laura Clarke at the Deputy Premier's office and yourself. It has come from a senior policy adviser at the Premier's office. It says:
Do you see that?
The CHAIR: Were they the three Ministers who signed off on the guidelines?
Mr HURST: Yes, I can see those words.
Mr HURST: I was a recipient of that email, not the author. Once again, I am not authorised under the Cabinet confidentiality rules to answer any question about the briefing note. The Legislative Council was advised on 17 September that that document is Cabinet-in-Confidence. The matter is being actively considered by the Legislative Council. It is not appropriate for me to answer that question. I need to take that on notice.
Answer
Yes.
Page 50
Mr HURST: I think that is a question for the Minister.
The CHAIR: There is one other proposition I would put to you and ask you if you want to answer it now or take it on notice. When the Minister provided an answer on notice as to who signed off on the guidelines, and the Minister's answer was "The Stronger Communities Fund Tied Grants round guidelines were approved by the former Minister for Local Government on 27 June 2018", I suggest to you that the answer was false and that, in fact, it was the Deputy Premier, the Premier and the Minister for Local Government. Do you have any reason to suggest that proposition is wrong?
The Hon. JOHN GRAHAM: On that question, you have provided an answer to the Parliament that contradicts the email that has just been referred to. It goes to your office's answer to the Parliament to a question on notice asked by the Chair. This clearly contradicts it. Do you want to correct the record?
Mr HURST: My understanding is that it is the Minister's response to the
Parliament. I believe it is a question for the Minister.
The CHAIR: You have taken it on notice otherwise?
Mr HURST: Yes, I will take that on notice.
Answer
This is a question for the Minister.
Page 60
Mr HURST: Yes, I will take that on notice.
The CHAIR: That is in the tied grant round.
The Hon. JOHN GRAHAM: Could you take on notice how much of the value of the $252 million was respectively approved by the Premier, the Deputy Premier and the Minister for Local Government?
Answer
Of the $252 million total in the tied grants round, $141.8 million was allocated by the Premier, $61.3 million was allocated by the Deputy Premier, and, $48.9 million was approved by the Minister for Local Government.
Page 63
The Hon. JOHN GRAHAM: Not all of them make clear what the direction is. For example for Parramatta, it is your email to your office which is recorded in the documents you have sent to Parliament saying this is a $16 million single project. There appears to be no endorsement from the office. Have you got any guidance on that project?
Mr HURST: Those emails are a record of the Office of Local Government being advised—consistent with the program guidelines—of the council, the project and the amount. The guidelines say that these are for projects identified by the New South Wales Government and the Office of Local Government then proceeds with issuing the funding agreement.
Mr HURST: I would have to take on notice about any particular example but I am sure in that instance it was forwarding on advice that had been received.
Mr HURST: Yes.
The Hon. JOHN GRAHAM: Perhaps you could take that on notice and indicate whether that was a verbal approval in that case.
The CHAIR: It may be easier for you to take on notice providing the answer to who approved each specific project and provide a detailed table identifying who approved each specific project. Would you be in a position to do that?
The CHAIR: To provide an answer as to who approved which specific project under the $252 million. You have heard the Hon. John Graham say it is somewhat confusing following the paper record. Will you provide on notice an answer of who approved which specific projects for the entirety of the tide grant funding? Mr HURST: Yes. I will take that on notice for each of the projects.
Mr HURST: So to summarise the material that has already been provided under the call for papers process which we have fully complied with?
The CHAIR: In doing that, could you provide the written brief for each project?
Mr HURST: Mr Shoebridge, you have those documents. They are in the call for papers that you have already received a response to and that each of you have been reading from during the course of this hearing.
Mr HURST: Yes.
The CHAIR: I am asking if you will take it on notice. I do not want to take up any more of the Hon. John Graham's time.
Answer
identification
| Date of Funding Agreement | Date of Guidelines | Funding Agreement Amount ($) | Number of Projects Funded | Expenditure authorised by | Authorisation date | Delegated authority Date | Projects identified for NSW Government by | Project identification conveyed by |
|---|---|---|---|---|---|---|---|---|
| 30/08/2018 | 27/6/18 | $5,950,000 | 1 | CE OLG | 13/07/2018 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 8/08/2018 | 27/6/18 | $2,600,000 | 1 | CE OLG | 6/07/2018 | 30/5/16 | Premier | Senior Policy Advisor |
| 23/08/2018 | 27/6/18 | $2,370,000 | 2 | CE OLG | 6/07/2018 | 30/5/16 | Premier | Senior Policy Advisor |
| 14/02/2019 | 27/6/18 | $2,126,000 | 4 | CE OLG | 26/09/2018 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 14/02/2019 | 27/6/18 | $1,918,450 | 9 | CE OLG | 6/12/2018 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 28/02/2019 | 27/6/18 | $1,456,070 | 12 | CE OLG | 13/02/2019 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 26/09/2018 | 27/6/18 | $5,800,200 | 24 | CE OLG | 31/08/2018 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 27/6/19 | 27/6/18 | $149,800 | 1 | CE OLG | 27/06/2019 | 30/5/16 | Deputy Premier | Senior Policy Advisor |
| 30/11/2017 | 8/9/17 | $27,760,000 | 10 | Minister for LG | 19/09/2017 | N/A | Local Government Minister | Minister for LG |
Armidale
Regional
Burwood
Bay
Gundagai
Regional
Dubbo
Regional
Hilltops
Mid-Coast identification
| Date of Funding Agreement | Date of Guidelines | Funding Agreement Amount ($) | Number of Projects Funded | Expenditure authorised by | Authorisation date | Delegated authority Date | Projects identified for NSW Government by | Project identification conveyed by |
|---|---|---|---|---|---|---|---|---|
| 08/11/2018 | 27/6/18 | $600,000 | 1 | CE OLG | 11/09/2018 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 19/02/2019 | 27/6/18 | $4,990,000 | 7 | CE OLG | 14/02/2019 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 20/12/2018 | 27/6/18 | $5,590,000 | 6 | CE OLG | 12/12/2018 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 25/07/2018 | 27/6/18 | $9,500,000 | 5 | CE OLG | 28/06/2018 | 30/5/16 | Premier | Senior Policy Advisor, Officer of the Premier |
| 30/08/2018 | 27/6/18 | $5,762,189 | 23 | CE OLG | 26/7/18 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 28/06/2019 | 27/6/18 | 187,811 | 1 | CE OLG | 27/06/2019 | 30/5/16 | Deputy Premier | Senior Policy Advisor |
| 28/6/18 | 27/6/18 | $90,000,000 | 2 | CE OLG | 27/06/2018 | 30/5/16 | Premier | Senior Policy Advisor |
| 29/11/2018 | 27/6/18 | $1,000,000 | 1 | CE OLG | 25/10/2018 | 30/5/16 | Premier | Senior Policy Advisor |
| 30/08/2018 | 27/6/18 | $937,000 | 5 | CE OLG | 31/07/2018 | 30/5/16 | Premier | Senior Policy Advisor |
| 18/02/2019 | 27/6/18 | $12,500,000 | 10 | CE OLG | 12/02/2019 | 30/5/16 | Premier | Senior Policy Advisor |
| 28/2/19 | 27/6/18 | $4,095,000 | 7 | CE OLG | 14/2/19 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 14/2/19 | 27/6/18 | $5,590,000 | 11 | CE OLG | 13/2/19 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
Northern
Beaches
City of
Parramatta
Palerang
Regional
City of
City of Ryde
Randwick
Snowy Monar
Snowy Valley
Waverley identification
| Date of Funding Agreement | Date of Guidelines | Funding Agreement Amount ($) | Number of Projects Funded | Expenditure authorised by | Authorisation date | Delegated authority Date | Projects identified for NSW Government by | Project identification conveyed by |
|---|---|---|---|---|---|---|---|---|
| 30/11/17 | 8/9/17 | $21,100,000 | 11 | Minister for LG | 19/9/17 | N/A | Local Government Minister | Minister for LG |
| 20/11/18 | 27/6/18 | $16,000,000 | 1 | CE OLG | 9/11/18 | 30/5/16 | Premier | Senior Policy Adviser |
| 23/11/18 | 27/6/18 | $5,489,780 | 23 | CE OLG | 20/11/18 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 19/2/19 | 27/6/18 | $99,780 | 5 | CE OLG | 13/2/19 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 8/2/19 | 27/6/18 | $2,580,000 | 1 | CE OLG | 22/1/19 | 30/5/16 | Premier | Senior Policy Adviser |
| 30/8/18 | 27/6/18 | $2,350,000 | 6 | CE OLG | 13/7/18 | 30/5/16 | Premier | Senior Policy Adviser |
| 22/11/18 | 27/6/18 | $5,250,793 | 16 | CE OLG | 20/11/18 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 19/2/19 | 27/6/18 | $339,000 | 4 | CE OLG | 14/2/19 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 20/12/18 | 27/6/18 | $5,695,000 | 27 | CE OLG | 18/12/18 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 25/1/19 | 27/6/18 | $255,000 | 5 | CE OLG | 22/1/19 | 30/5/16 | Deputy Premier | Deputy Chief of Staff, Director of Policy |
| 5/2/19 | 27/6/18 | $500,000 | 1 | CE OLG | 17/12/18 | 30/5/16 | Premier | Senior Policy Adviser |
| 27/2/19 | 27/6/18 | $1,500,000 | 6 | CE OLG | 26/2/19 | 30/5/16 | Premier | Senior Policy Adviser |
Page 65
The Hon. COURTNEY HOUSSOS: Okay. Could you provide on notice a list of those variations and when the funding will then be acquitted for each of those variations?
The Hon. COURTNEY HOUSSOS: So, in accordance with those, are you able to tell me whether all of the funding has been acquitted before 30 June 2020? Mr HURST: No. We also receive applications to vary time frames which are provided for under the funding agreement.
The Hon. TREVOR KHAN: Oh, deary me.
The Hon. COURTNEY HOUSSOS: I am interested in whether any outstanding money resides with councils if the projects have not been completed.
The Hon. NATALIE WARD: It could be hundreds.
Mr HURST: Yes, there have definitely been variations granted under the fund and, yes, I will take it on notice but, once again, it is quite a big exercise to go through and check each of those and the variation that might have been applied to it.
The Hon. TREVOR KHAN: That is what you are asking.
The Hon. COURTNEY HOUSSOS: I am not interested in all the variations.
The Hon. COURTNEY HOUSSOS: I am trying to rein it in a bit for you, Mr Khan. The CHAIR: Limit the scope.
Mr HURST: Is this for Hornsby council or for all councils under the— The Hon. COURTNEY HOUSSOS: For all councils. I am interested in how much of the $252 million has not been spent. I am expecting you to take that question on notice.
The Hon. COURTNEY HOUSSOS: I am interested in funding that has not been fully acquitted by 30 June; any variations that have allowed that funding to remain with councils.
Mr HURST: I will have to take that on notice. It is a significant exercise.
Answer
Of the 24 councils that received funding, 14 councils sought a variation to the Funding Agreement timeframe, 2 councils are yet to reach the end date of the original funding agreement (June 2022), and 1 is complete.
OLG is working with the 7 remaining councils regarding project delivery updates and any requests to vary funding agreements. A number of these councils are either bushfire or COVID affected councils and OLG has allowed some latitude for these councils to address their reporting obligations.
Stronger Communities Fund (SCF) Round 2 - requests for variation to funding agreement:
| Council | Funding Agreement end date |
|---|---|
| Central Coast | December 2020 |
| Cootamundra-Gundagai | June 2021 |
| Dubbo | September 2021 |
| Edward River | March 2021 |
| Federation | December 2020 |
| Georges River | December 2021 |
| Hilltops | December 2020 |
| Hunters Hill | June 2021 |
| Lane Cove | June 2021 |
| Northern Beaches | September 2022 |
| Randwick | June 2021 |
| Ryde | June 2021 |
Stronger Communities Fund (SCF) Round 2 - funding agreements ongoing:
| Council | Funding Agreement end date |
|---|---|
| Hornsby | June 2022 |
Stronger Communities Fund (SCF) Round 2 - all Projects complete:
Page 66
Mr HURST: I will have to take that on notice, Mr Shoebridge, because you are pressing the question about legal advice that was received by the Office of Local Government.
The CHAIR: I will press it, Mr Hurst. What legal advice did you receive as to the sufficiency or otherwise of the initial approval you got from the Premier for the $90 million for Hornsby?
The CHAIR: Did you get the advice in writing?
The CHAIR: I am aware of it. I looked at it before.
The Hon. TREVOR KHAN: Point of order: The witness has taken the question on notice. It is item 12 on the—
The Hon. TREVOR KHAN: Good.
The CHAIR: I am not asking you to disclose the content of the legal advice, Mr Hurst, I am simply asking whether you got it. At this point the additional question I am asking you is whether you got it in writing. Do you remember whether you got it in writing or not?
The CHAIR: But I will press this point: Did you get the advice in writing, Mr Hurst? Mr HURST: Mr Shoebridge, I have already said that I will take your question on notice and I will report back to you, if I can, about the nature and form of the legal advice that was received.
Mr HURST: I have endeavoured to come back to you on notice to ensure that I give you a correct and complete answer, Mr Shoebridge.
Answer
The advice was written. The legal advice received was internal advice from OLG's Director Legal in two emails one on 25 June 2018 and the other on 27 June 2018 both of which have been produced in response to the call for papers and legal professional privilege is claimed over them.
Page 67
Mr HURST: Sufficient for what, Mr Shoebridge?
The CHAIR: Sufficient to address the concerns you had about getting it properly documented?
The CHAIR: I am asking you now, Mr Hurst, and it is not a complicated question, was the answer you got from the Premier's office that I just read to you and that you have just read again, was it sufficient?
Mr HURST: As I have said, I have undertaken to come back to you on notice with the legal advice, the nature and the form of it, if I am able to, about any concerns that there may have been about the phrasing of that.
Answer
The answer I received from the Premier's office was sufficient to enable me to exercise my delegated authority to expend the funds.
Page 70
The CHAIR: Mr Hurst, did you have a discussion with your Minister about this; about the position you have adopted now?
Mr HURST: I apologise; I know that we have covered this but I am unable as a public servant to talk about the process of providing that material that may have formed part of a Cabinet-in-confidence document.
Mr HURST: I base this advice on my understanding of the Cabinet conventions and the guidance that the former Premier has given to public servants appearing before parliamentary inquiries.
Mr HURST: Your question was: Has the Minister reviewed the legal basis which I have for not being able to answer these questions?
The CHAIR: But, Mr Hurst, that did not answer my question. Would you mind answering the question?
The CHAIR: No, my question was: Did you have a discussion with your Minister about the responses you are giving now in relation to Cabinet-in-confidence?
are asking this witness now—
The Hon. TREVOR KHAN: I raise the issue of fairness to the witness. What you
The CHAIR: The witness is able to take it on notice and that might be the appropriate response.
The CHAIR: Mr Hurst, do you want to take the question on notice?
The Hon. TREVOR KHAN: Yes.
Mr HURST: I think the other thing that is relevant is that this matter is still being actively considered by the Legislative Council and so I think for that reason it is not appropriate for me to answer the question at this time and so I agree to take that on notice.
Answer
Prior to the hearing on 21 September 2020 I did not discuss with the Minister the evidence I was to give to the Committee.
Page 71
The Hon. COURTNEY HOUSSOS: Can you provide me with a list of those programs and the minimum requirement? Does an email from a ministerial office suffice? What is the requirement?
The Hon. COURTNEY HOUSSOS: Okay. Are there any other grants programs where you do not require a signature from a Minister in order to authorise funding? Mr HURST: I would have to take that on notice.
Answer
The Deputy Secretary holds financial delegation under the Government Sector Finance Act 2018 providing authority to approve any grants funding allocation within Budget. The following are recent OLG programs where funding was provided without a signature from a Minister.
In early 2020 $43,533,337 was allocated from Treasury to the DPIE budget for immediate financial support for bushfire affected local councils. The funding came with two conditions, namely that the council was to provide a delivery plan within 3 months and secondly that the council report back to the Commonwealth Government in 12 months' time. Funds were disbursed by the Deputy Secretary under delegated authority.
Under the COVID-19 Economic Stimulus Package councils have access to two areas of financial assistance – The Job Retention Allowance (JRA) and funding for the increase in the Emergency Services Levy (ESL). Eligible Councils continue to claim and to be paid the JRA subsidy. Councils access these payments by entering into the Funding Agreement. Funds are disbursed by the Deputy Secretary under delegated authority.
The NSW Government identified in early 2020 that $32.7 million was to be allocated to DPIE as part of the package to cover the 2020-21 increase in ESL for local councils. Funds were disbursed by the Deputy Secretary under delegated authority.
In addition to the above, Councils can access the following grants programs or subsidy payments, conditional upon entering a funding agreement and meeting the conditions, and the funds are disbursed by the Deputy Secretary under delegated authority:
* Local Infrastructure Renewal Scheme - $96.128 million disbursed to date
* Low Cost Interest Loans Initiative - $ 1.468 million disbursed to date
* Innovation Fund – approximately $4 million disbursed to date
Each year the NSW Government distributes Financial Assistance Grants to councils – their total estimated entitlement for 2020-21 is $793,720,184. Councils are receiving approximately half of the estimated entitlement in 4 instalments during 2020-21 and the other half of the entitlement was paid in advance in May 2020. Funds are disbursed by the Deputy Secretary under delegated authority.
Page 71
Mr HURST: Are we talking about how conflicts of interest are managed within the department for our departmental staff?
The Hon. JOHN GRAHAM: I have a question about one issue that we have not covered, which is the conflict-of-interest declarations for this grants program. It is usually central to a grants program. As the administrator, how many conflict-ofinterest declarations do you hold for the tied grants round of the Stronger Communities Fund?
The Hon. JOHN GRAHAM: Normally in relation to a grants program, particularly in relation to decisions being made, the organisation administering it would hold any conflict-of-interest declarations that were made. How many do you hold in relation to these hundreds of grants, these hundreds of millions of dollars?
Mr HURST: I am not aware that we hold any conflict-of-interest declarations for the grants that were made under the Stronger Communities Fund tied grants round.
The Hon. JOHN GRAHAM: Alright, so you are not aware that you hold any. Can you take that on notice and confirm that it is in fact zero? Mr HURST: I am happy to take that on notice.
Answer
The Office of Local Government does not hold any conflict-of-interest declarations specific to this grants program.
Page 72
Mr HURST: Mr Graham, I am going to have to take that on notice. Once again it is tied to the question of the process for approval of the guidelines. This is a Cabinet process and I am prevented from talking about it or the matters that would reveal the process of Cabinet decision-making.
The Hon. JOHN GRAHAM: Let me put the question this way: It is possible, given what you have said and given what we have seen, that the Premier signs off on these guidelines—the Premier's office has emailed saying that the Premier has signed this on the twenty-fifth, it is on the way to the Deputy Premier, then on the way to the local government Minister on the twenty-seventh, the local government Minister signs that off, you tell the Parliament that that happens on the twentyseventh. If it then has to go to Cabinet, which might take a week or weeks, you are dishing out public money while this is going through the Cabinet process and these guidelines are not approved. Is that not a ridiculous proposition, Mr Hurst? You are saying that that is possible?
The Hon. JOHN GRAHAM: The final issue I want to ask about, which returns to
The Hon. TREVOR KHAN: The document otherwise known as—getting musical. The Hon. JOHN GRAHAM: If this is not a funding application form, what is it? Mr HURST: It is a funding agreement that comprises the different elements. Mr Graham, I am prepared to take it on notice and get some very specific advice that talks about the legal basis for this being drafted and executed as a deed between the Government and each council, if that will assist you.
where I started, is about the grant application form. I can understand why you do not want to admit there is an application form but I reiterate that it clearly states, "Attachment 1 Grant Application Form" and this is sent as part of the funding agreement to the council. How would you describe this document? Can you take us through that wording again?
The Hon. JOHN GRAHAM: I welcome you take it on notice. It is not a funding agreement because the funding agreement is immediately before that. Then attachment one is described as the grant application.
The Hon. NATALIE WARD: Did we not start here the other day? Mr HURST: I have agreed to take this on notice so that I can explain the relationship between the funding agreement and its attachments.
Answer
Following the creation of new councils in 2016 neither the New Council Implementation Fund (NCIF) nor Sronger Communities Fund (SCF) guidelines required a council to submit 'an application' to obtain funding. Newly created councils were eligible for funding and the amount was determined by whether or not the new council was created from two or three former councils.
The funding was distributed and recorded by way of a completed template funding deed between each new council receiving funding and the Office of Local Government (OLG). Each deed included Attachment 1 entitled 'Grant Funding Sought by Council Application' and Attachment 2 was described as an acquittal certificate. Each council was invited to complete, sign and return the deed including the attachments to receive the funded grants.
The terms and structure of the 2016 template funding deed was settled in consultation with Office of Local Government Legal, NSW Treasury and the Department of Planning and Environment.
Under the 2018 SCF tied grants round guidelines there was no application process. The eligibility of councils for the funding was set by the Guidelines, all councils that were created in 2016 or affected by the creation of a new council were eligible. There was no application process for distribution of the funds to eligible councils, this was determined by Government, consistent with the guidelines approved by the Government in 2018.
When the guidelines were approved OLG used the same template funding deed to document the disbursement of the funds and it continued to adopt the same title for Attachment 1 for the Tied Grant funding round 1 deeds 'Grant Funding Sought by Council Application.' Attachment 2 became the tied grant guidelines and attachment 3 was the acquittal certificate.
Later versions of the deed saw the title of Attachment 1 changed from 'Grant Funding Sought by Council Application' to 'Grant Application Form'. This did not change the fact that councils were still not required to submit 'an application' to obtain funding.
In all cases, the Attachment 1 document identifies the particular council that was to receive funding, the amount of funding and the project(s) that were being funded so they form an essential part of the deed returned to OLG by the Council which received the funding.
Page 73
The Hon. JOHN GRAHAM: I hear that you have put that view. I will put these two examples to you to test how ridiculous that is in the real world and see if that changes your view. Firstly, we have been told by Hornsby council that they get a call the day the guidelines are signed off, possibly they have not gone to Cabinet yet, but the day the guidelines are signed off at 5 p.m. they are told not only are they getting the money but there will be a funding application attached to the funding agreement on the way. They receive that minutes later. After they know they have got the money they get to apply. Or, it leads to this example, Minister Roberts is off announcing the Lane Cove and Hunters Hill merger funds at community events on Wednesday and Saturday respectively, this is in July 2018. An email from the Premier's office says, "When he announces the funding he would like to physically hand over the funding agreement docs to the respective GMs". In fact, Minister Roberts is not only announcing the funding and handing over the funding agreement, he is actually handing over the grant application form so the council can apply, is that not correct?
Mr HURST: Mr Graham, you started that question with the premise about the day that the guidelines were approved. Unfortunately, it means I have to take it on notice. I am not able to discuss anything relevant to the Cabinet process. I am prevented from doing so by the Premier's memorandum.
Answer
The revised guidelines were approved by the Government on 27 June 2018. On that day the Office of Local Government received directions as to which councils were to receive funding and OLG issued the funding deed to the councils.
Page 74
Mr HURST: They are public, they went to every council who received funding under the program.
The Hon. JOHN GRAHAM: That is the only action that was taken to make them public?
The CHAIR: That is the only notification that you are aware of that your office did in relation to the guidelines?
Mr HURST: He said that they were not made public, Mr Shoebridge, and that is not correct.
Mr HURST: There may have been more, I will have to take that on notice as well. The CHAIR: I think that is what Mr Graham was asking you, Mr Hurst. If there were more please tell us.
The CHAIR: We seem to be having a definitional problem here, Mr Hurst. "Public" means available to the public at large, not provided in discrete correspondence to individual councils. I do not understand what you mean by "public". What do you mean by "public"?
The CHAIR: Mr Hurst, did the Office of Local Government make the amended guidelines public?
Mr HURST: Something being tabled at a council meeting is being made public, Mr Shoebridge.
Mr HURST: They were included, at the very least, with every funding agreement that went to every council that received funding. Beyond that, how they were publicised I am happy to take on notice.
Mr HURST: I will have to take that on notice.
The Hon. COURTNEY HOUSSOS: Did you put them on a website, did you put them on the Local Government website?
Answer
The allocation of round 2 Tied Grant funding was restricted to councils created in 2016 and councils previously subject to a merger proposal based on the specified criteria set out in the guidelines including that the funding was for projects identified by the NSW Government with the allocation of funds to be based on priorities identified by the Government.
This did not require the guidelines to be published on the OLG website, however a copy of the guidelines was attached to each funding deed sent to a council that had been allocated funding.
Page 75
The CHAIR: Mr Hurst, the truth of the matter is the guidelines were never made public, that the only notification that the Office of Local Government got, apart from emails back and forth between the Premier, the Deputy Premier and the local government, was when you sent them as attachments to the funding agreements to individual councils; that was the only public notification, was it not? Mr HURST: Mr Shoebridge, I think that is yet to be established and I have undertaken to answer that question on notice.
Answer
See answer to previous question.
Page 76
Mr HURST: I believe I have agreed to take on notice the question about the legal construction of these deeds as a document with the several parts. I am not sure what your assertion about any fault that there may be with paragraph 1.1 is? The CHAIR: I am not suggesting that there is any fault. I am suggesting that it correctly reflects the fact that there was, as per the legal document signed by you, a funding request and the submission of a completed grant application form. I am suggesting that is 180 degrees contrary to your evidence to this inquiry that there was no grant application form. So I am giving you the opportunity to explain how you signed something so contradictory to your evidence to the Committee. Mr HURST: Mr Shoebridge, I have agreed to take on notice the question of explaining how these deeds are constructed and the elements that sit within them. This is a legal question and I am not qualified to give legal advice on how these deeds are constructed.
The CHAIR: Like all of the deeds in your folder Mr Hurst, 1.1 of this deed says "Funding request: In consideration for the submission of the completed grant application form being attachment one, Council agrees to accept and apply the funds provided by OLG in accordance with and subject to the terms of this agreement." Was that an accurate reflection of there both being a funding request and upon the submission of a grant application form? Was it true what you signed?
Answer
As explained in answer to the previous question the funding deeds were prepared by Office of Local Government and settled by OLG Legal. I am advised that to document the disbursement of the funds a deed was entered into by each council that received funding and the Office of Local Government.
Councils that were selected to receive funds were advised of their selected projects and provided with the template funding deed with details of the selected projects set out in Attachment 1. If councils agreed to receive the funding they then completed the deed by signing it. I then executed the deed as the delegate and the funding was then provided and has been administered subject to the terms of the executed deeds.
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Highlights of Accelerator Activities in France on behalf of the Accelerator Division of the French Physics Society
J.-L. Revol, P. Ausset, M.A. Baylac, F. Chautard, B. Cros, J. Denard, F.
Kircher, J.-L. Lemaire, P. Maccioni, R. Roux
To cite this version:
J.-L. Revol, P. Ausset, M.A. Baylac, F. Chautard, B. Cros, et al.. Highlights of Accelerator Activities in France on behalf of the Accelerator Division of the French Physics Society. 1st International Particle Accelerator Conference (IPAC'10), May 2010, Kyoto, Japan. Joint Accelerator Conferences Website, pp.181-183, 2010. in2p3-00486115
HAL Id: in2p3-00486115
http://hal.in2p3.fr/in2p3-00486115
Submitted on 30 Jun 2010
HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.
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HIGHLIGHTS OF ACCELERATOR ACTIVITIES IN FRANCE ON BEHALF OF THE ACCELERATOR DIVISION OF THE FRENCH PHYSICS SOCIETY
J-L. Revol, ESRF, Grenoble, France, P. Ausset IPN, Orsay, France, M. Baylac, LPSC, Grenoble, France, F. Chautard, GANIL, Caen, France, B. Cros, LPGP, Orsay, France, J-C. Denard, SOLEIL, Gif-sur-Yvette, France, F. Kircher, CEA, Gif-sur-Yvette, France, J-L. Lemaire, CEA, Bruyères-leChâtel, France, P. Maccioni SDMS, Saint Romans, France, R. Roux LAL, Orsay, France.
Abstract
The French Physics Society is an association with the purpose of promoting physics and physicists. In this context, the accelerator physics and associated technologies division contributes to the promotion of accelerator activities in France. This paper presents the missions and actions of the division, highlighting those concerning young scientists. A brief presentation of the laboratories, institutes and facilities which are the main actors in the field will then be given. Significant projects which are underway or planned will be described, including medical applications. The major contribution of France to international projects will then be introduced. Finally the cultural and technical relations between industry and laboratories will be discussed.
expertise, facilities or laboratories, but more as a general overview and an introduction of what can be found in France. The content of this paper reflects the contributions to the latest Roscoff conference [2].
THE FRENCH PHYSICS SOCIETY
The French Physics Society (SFP) is an association created in 1873 in order to participate in the development and promotion of Physics in France [1]. The SFP brings together researchers, engineers, students, and teachers. It coordinates actions for promoting physics to the general public, ministries, public bodies or other science communities. The society also awards 15 prizes, most of them for the achievements of young scientists.
The SFP includes several divisions, among which the accelerator physics and associated technologies division strives to promote accelerator activities. A dedicated conference is organized every two years for a national review of accelerator physics activities and for an update on the associated technologies. On this occasion the "Jean-Louis Laclare" prize is awarded to a young scientist who has made a remarkable contribution to the field. In 2009 the meeting brought together 118 participants from 25 institutes and 11 companies in Roscoff, a town located on the west coast of France (Figure 1). Attracting and educating a young public is of major concern for the division in order to maintain the dynamics of accelerator activities in France.
MAIN ACTORS AND LABORATORIES
France has a long history of applied sciences and technological challenges. The expertise accumulated through national projects and international collaborations is spread over various laboratories covering most requirements for accelerator developments. This paper is not intended as an exhaustive review of all available
U05 Applications, Other
Accelerator activities are mostly performed or coordinated by the two national organisations through their specific institutes: CNRS (Centre National de la Recherche Scientifique) through IN2P3 (Institut de Physique Nucléaire et de Physique des Particules) and CEA (Commissariat à l'Energie Atomique et aux Energies Alternatives) through IRFU (Institut de Recherche sur les lois Fondamentales de l'Univers). Their involvement is distributed among a large number of laboratories dealing with fundamental physics or technological issues. Most of these laboratories participate in national, European, or international projects (SPIRAL2, IPHI, LHC, CLIC, XFEL, ILC, IFMIF, GUINEVERE,..).
The scientific community benefits from four large accelerator based facilities in operation in France:
National laboratories:
* Synchrotron SOLEIL (Saclay )
* National Large Heavy Ion Accelerator (GANIL, Caen)
European facilities:
* European Nuclear Research Center (CERN, Geneva), partially located in France
* European Synchrotron Radiation Facility (ESRF, Grenoble)
The four facilities are at the forefront of technology, while maintaining the availability and reliability of user facilities at the highest possible level. All of them have a development programme for improving the performance of the accelerators to fulfil the requirements of science.
Accelerators dedicated to medical applications have become a growing field of activity. The performance of the machines dedicated to research or to the most demanding clinical applications requires the participation of experts from laboratories and industry. The main medical projects were presented at the Roscoff conference. A high intensity 70 MeV cyclotron recently built at Nantes, ARRONAX, aims at producing innovative radio nuclides for research in nuclear medicine and to perform research in radiochemistry. A 65 MeV cyclotron, CAL, has been in operation since 1991 in Nice for cancer protontherapy. CPO, the Orsay proton therapy center is upgrading its facility used for patient treatments. A new 230 MeV cyclotron equipped with an isocentric gantry under commissioning will complement the existing beamlines [3]. Regarding hadrontherapy, ETOILE (Lyon)
181
has been approved for funding [4], and ARCHADE (Caen), is under study. Both machines will be designed and built by industry.
Smaller accelerators are also used for research. In Paris, under the Louvre museum, AGLAE, a proton electrostatic accelerator of a few MeV is used to investigate manufacturing techniques of fine art. In Orsay, ELYSE a pico-second short pulse electron accelerator and CLIO a 50 MeV linac based Free Electron Laser are operated as user facilities for physics-chemistry. Also, based in Orsay a 50 MeV electron linac called ALTO and Van de Graff accelerators with light ions are used for nuclear physics. Small accelerators are also used in Orleans for physicschemistry and in Bordeaux in nuclear physics.
Investigating new acceleration concepts, characterized by large accelerating gradients, is an active field of research in French laboratories. Electron accelerator techniques based on laser-plasma interactions in gas targets have demonstrated accelerating gradients in the range 1 to 270 GV/m [5]. Theoretical and experimental approaches indicate promising results and the potential of such techniques for linear accelerators, even if a lot of work is still needed to build operational facilities.
HIGHLIGHTS OF THE LARGEST INSTALLATIONS LOCATED IN FRANCE
GANIL is one of the four largest laboratories in the world dedicated to research using ion beams. The fields of experimentation range from material irradiation to high energy nuclear physics. Five cyclotrons allow the acceleration of ion beams at various energy ranges from a few keV per nucleon to 100 MeV per nucleon. 5000 hours of beam per year are scheduled but 9000 hours of beamtime are available to physics in multibeam mode. Since the very beginning (1975), GANIL has actively participated in European projects in cooperation with many laboratories. In addition to a permanent staff of 250 (physicists, engineers, technicians, administrators…), GANIL is used by 700 visiting scientists from all over the world. GANIL is engaged in the construction of the SPIRAL2 facility, (radioactive ion production system accelerated online) with a linear superconducting accelerator based driver. SPIRAL2 will provide France and Europe with technological and scientific leadership, as this facility, which is as large as the existing GANIL complex, will produce the only exotic beams of their kind in the world, starting in 2012. The heart of the future machine features a superconducting linear accelerator, delivering intense beams onto a thick target. The injector, the RFQ and the Linac [6] will be built by CEA and CNRS laboratories, supported by European industry.
SOLEIL is a third generation synchrotron light source, aimed at providing photons for the French user community in order to complement the ESRF and replace Super-ACO and DCI [7]. The accelerator complex consists of a 100 MeV Linac, a 3 Hz full energy Booster synchrotron and a 2.75 GeV Storage Ring of 354 m in circumference. Designed as a low emittance (3.7 nm rad)
182
source with a modified Chassman Green optics, it features a total of 162 m of straight sections (4×12 m, 12×7 m, 8×3.6 m). 26 beamlines will exploit the high average brilliance radiation which extends from the IR–UV–VUV up to hard X-ray (50 keV). The first electrons were stored and accumulated in 2006. SOLEIL is now delivering photons to 20 beamlines with a current of 400 mA in topup mode and high beam position stability (<1µm). It routinely serves the beamlines with availability above 96 % thanks to the very reliable operation of its original RF system (solid state amplifiers and superconducting cavities). The laboratory has been developing innovative insertions devices, the next one to come being a cryogenic undulator, and is presently implementing canted undulators in straight sections using magnetic chicanes. An electron bunch slicing scheme will soon deliver 100 fs long X-rays pulses to two beamlines. SOLEIL is also involved in a collaboration with LAL (Laboratoire de l'accélérateur linéaire) to study a compact X-ray source (ThomX) based on the Compton Back Scattering process, and contributes to several FEL projects over the world.
ESRF is a European facility supported and shared by 19 countries [8]. This third generation light source, in routine operation since 1994, delivers 5500 hours of beam per year to 42 beamlines with an availability that reached 99 % in 2009. The accelerator complex consists of a 200 MeV linac, a 10 Hz full energy Booster synchrotron and a 6 GeV Storage Ring (SR) of 844 m circumference. The 32 cell Double Bend Achromat lattice of the SR produces a low emittance electron beam (4 nmrad). A large variety of insertion devices (in-air undulators, wigglers, in-vacuum undulators, cryogenic in-vacuum undulators) are installed in the 28 available straight sections. Bending magnet radiation is used by 15 beamlines. ESRF has now embarked on an ambitious 7 year upgrade programme of the machine and beamline infrastructures. The accelerator complex will benefit from the lengthening of several insertion device straight sections from five to six meters, some of them with canted undulator geometry. The RF system will face a major reconstruction with the replacement of klystron based transmitters by high power solid state amplifiers and the development of HOM damped cavities operating at room temperature.
CERN generates a lot of theoretical and experimental work in the French laboratories especially for the development of detectors or accelerator components. In recent years, the CEA and CNRS have contributed to the Large Hadron Collider LHC accelerator and detector construction at CERN. French institutes have largely contributed to the design and construction of superconducting quadrupole magnets and part of the cryogenic system of the accelerator. Both laboratories contributed to the design, assembly and tests of the ATLAS and CMS giant magnets. CEA and CNRS are now participating in the CTF3 (CLIC Test Facility N°3) experimental station for CLIC (CERN LInear Collider), and in the development of accelerating structures for the future SPL (Superconducting Proton Linac) injector, involving some industrial support.
U05 Applications, Other
INTERNATIONAL COLLABORATIONS
In addition to projects in France, the CNRS and CEA laboratories contribute to European programs dedicated to accelerator R&D (EUROTRANS, EURISOL, EuCARD, SLHC-PP, ILC-PP, ...) and provide technological support to European, and international projects.
XFEL, the European X-Ray Laser Project at DESY (Hamburg) will receive in-kind contribution from France. The 101 cryomodules of the superconducting linear accelerator will host 808 cavities (1.3 GHz, 23.6 MV/m). The CEA, largely involved in the development of the superconducting cavities, is now responsible for the assembly of the cryomodules, which will take place in a dedicated clean room at Saclay. The CNRS is in charge of the production and conditioning of the 808 RF couplers (1.3 GHz, repetition rate 10Hz, peak power 150 kW).
IFMIF-EVEDA will be a 9 MeV, 125 mA cw deuteron accelerator installed in Japan, identical to the low energy section of one of the International Fusion Materials Irradiation Facility accelerators [9]. This demonstrator is intended to test and validate the accelerator design and technology. CEA in association with CIEMAT, INFM and SCK-CEN is in charge of the accelerator system. It consists of an ion source, a Radiofrequency Quadrupole cavity (RFQ) and the first module of a superconducting Linac based on half wave resonator cavities, the beam dump and the local control system.
IPHI, (High Intensity Proton Injector) will be the prototype of a driver for future high current proton accelerators. The project realised in collaboration between CEA, CNRS and CERN is under installation in Saclay, (France). IPHI (100 mA, 3 MeV) is composed of a proton source, a low energy beam transport, a RFQ accelerating cavity and a diagnostic beamline.
GUINEVERE (Generator of Uninterrupted Intense NEutrons at the lead VEnus REactor) was inaugurated in March 2010 at SCK-CEN in Mol (Belgium) [10]. This installation is a low power mock-up of an Accelerator Driven System built within EUROTRANS, dedicated to nuclear waste treatment. CNRS designed and built the accelerator GENEPI-3C (240 keV electrostatic deuteron generator) operating in DC and pulse mode, to be coupled in a vertical configuration with a sub-critical nuclear core.
U05 Applications, Other
ILC, the International Linear Collider e + e - project for high energy physics is based on two superconducting linear accelerators. French laboratories are mainly involved in the interaction area (beam optics for the beam delivery system) and design study of the superconducting solenoidal magnet for the International Large Detector.
RELATIONS WITH INDUSTRY
The benefits of accelerator research for industry and society consist of spin-offs of new technologies or methods, in applications of accelerators and their major subsystems. From a technological point of view, the French industry has demonstrated its ability to support accelerator development for national, European or international projects, even though the links between funding agencies, laboratories and industry are not as clear as in some other European countries. The accelerator division of the SFP aims at facilitating collaborations between laboratories and industry. French SMEs and larger companies are now increasingly involved in the above mentioned projects, through a network called PIGES (Partenaires Industriels pour les Grands Equipements Scientifiques).
OUTLOOK
Accelerator research and development has a rich historical background in France, as testified by the present diversity found within numerous laboratories. Today, most projects require collaboration between a large number of nations, of which France is an active participant. The main issue to maintain this potential is the recruitment of high quality students. Large efforts should be invested in the training of young people as accelerator physicists. The French Physics Society SFP is taking an active part in promoting this field to the general public, to younger students, and to the French industrial support network PIGES.
REFERENCES
[1] http://www.sfpnet.fr.
[2] https://users.lal.in2p3.fr/mouton/miroir/accelerateur/ journees_2009/sommaire.html
[3] http://protontherapie.curie.info/en.
[4] http://www.centre-etoile.org/
[5] V. Malka and al., Focus on Laser- and Beam-Driven Plasma Accelerators, New J. Phys. 12,045003 (2010)
[6] P.E. Bernaudin and al., Status of the SPIRAL 2 Superconducting LINAC, This conference.
[7] J.M. Filhol and al., Operation and Performance Upgrade of the SOLEIL Storage Ring, This conference.
[8] J.L. Revol and al., Operation and Upgrade of the ESRF Synchrotron Light Source, This conference.
[9] Mosnier and al., The accelerator prototype of the IFMIF/EVEDA project, This conference.
[10] M. Baylac and al., The GENEPI-3C Accelerator for the GUINEVERE Project, AccApp 2099, Vienna.
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Salome Modernity Oscar Wilde And The Aesthetics Of Transgression
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Audiobook: Salomé - Oscar Wilde
Leeds Cultural Conversations - The Trials of Oscar Wilde's Salome -
Professor Ruth Robbins
Salome by Oscar WILDE read by | Full Audio Book
Where to Start With Oscar Wilde
[CC]
Oscar Wilde's Salome Salome (1923) - from Oscar Wilde's play - silent with clean English intertitles
Salome's Last Dance de Oscar Wilde | Ken Russell | 1988
Salome by Oscar Wilde , the final performance
Oscar Wilde: An Aesthetic Life | Cool History
Al Pacino Presents: Wilde Salome / Salome
SALOME Sunnegardh, Moser, McKinny - Paternostro - WPB16III13
Salome de Oscar Wilde | Charles Bryant |
Vose. | 1923
Salomé, Oscar Wilde. NUMA SADOUL / Les Enfants Terribles
Richard Strauss: Salome -
Strauss - Salome - Nadja Michael,
Neschling, Kremer, Stig Andersen, Petinsky, Konieczny - Hongkong, 2014
Falk Struckmann, Daniel Harding La Scala 2007 sub. italian SALOME Anthology of some productions
2003-2013
R. Strauss «???????» ?????????? ????? 1995?, ?. ????????????, ?. ?????????, ?. ????????
The Trials of
Oscar Wilde 1960 Peter Finch
Salome's Dance of the Seven Veils; Nausicaa Policicchio
Richard Strauss
\"Salomé\" Behrens, van Dam, Baltsa; Karajan 1978 I
Elena Stikhina - Salome - Richard Strauss
Salome Opera - Dance of the Seven Veils - Miko Simmons Projection
Jessica Chastain as Salomé - clip dance
Design
Salome's Last Dance SALOME Barkmin, Moser, López - Albiach - Merida 5VII2014 Salome (Oscar Wilde)
[Full AudioBook] Salome and Oscar Wilde's Obsession Salome - Ein Drama von Oscar Wilde
Oscar Wilde (In
Our Time)
Oscar Wilde's Afterimages: Oscar Wilde and the Commodification of Queer Culture
Salome
Modernity Oscar Wilde And
Oscar Wilde's 1891 symbolist tragedy Salomé has had a rich afterlife in literature, opera, dance, film, and popular culture. Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression is the first comprehensive scholarly exploration of that extraordinary resonance that persists to the present. Petra Dierkes-Thrun positions Wilde as a founding figure of modernism and Salomé as a key text in modern culture's preoccupation with erotic and aesthetic transgression, arguing that Wilde's ...
Salome's Modernity: Oscar Wilde and the Aesthetics of ...
Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression: Amazon.co.uk: Petra Dierkes-Thrun: Books
Salome's Modernity: Oscar Wilde and the Aesthetics of ...
Portraits of the artist as a gay man and Salome as a feminist icon: Wilde and Salome in popular culture since the 1980s. Summary. Oscar Wilde's 1891 symbolist tragedy Salome has had a rich afterlife in literature, opera, dance, film, and popular culture. Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression is the first comprehensive scholarly exploration of that extraordinary resonance that persists to the present.
Salome's modernity : Oscar Wilde and the aesthetics of ...
Oscar Wilde's 1891 symbolist tragedy Salomé has had a rich afterlife in literature, opera, dance, film, and popular culture.Salome's Modernity: Oscar Wilde and the Aesthetics of Transgressionis the...
Salome's Modernity: Oscar Wilde and the Aesthetics of ...
-Joseph Bristow, UCLA Oscar Wilde's 1891 symbolist tragedy Salomé has had a rich afterlife in literature, opera, dance, film, and popular culture. Salome's Modernity: Oscar Wilde and the Aesthetics...
Salome's modernity: Oscar Wilde and the aesthetics of ...
Oscar Wilde's 1891 symbolist tragedy Salomé has had a rich afterlife in literature, opera, dance, film, and popular culture. Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression is the first comprehensive scholarly exploration of that extraordinary resonance that persists to the present. Petra Dierkes-Thrun positions Wilde as a founding figure of modernism and Salomé as a key ...
Salome's Modernity - University of Michigan Press
Salome's Modernity, although uneven, is a useful addition to that body of Wilde scholarship that attempts to provide a more nuanced analysis of the historical Wilde in relation to his varied afterlives. its particular value is in opening a broad vantage onto the richness of the discourse on Wilde's afterlives that Wilde scholarship has only
salome's Modernity: oscar wilde and the Aesthetics of ...
Salome (French: Salomé, pronounced ) is a tragedy by Oscar Wilde.The original 1891 version of the play was in French. Three years later an English translation was published. The play tells in one act the Biblical story of stepdaughter of the tetrarch Herod Antipas (identified as Salome by historian Josephus), who, to her stepfather's dismay but to the delight of her mother Herodias, requests ...
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Salome (play) - Wikipedia
Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression: Dierkes-Thrun, Petra: Amazon.sg: Books
Salome's Modernity: Oscar Wilde and the Aesthetics of ...
Oscar Wilde's 1891 symbolist tragedy Salomé has had a rich afterlife in literature, opera, dance, film, and popular culture. Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression is the first comprehensive scholarly exploration of that extraordinary resonance that persists to the present.
?Salome's Modernity on Apple Books
Contemporary audiences and reviewers variously regarded Salome as the symbol of a thrilling modernity, a challenge to patriarchy, a confession of desire, a sign of moral decay, a new form of art, and a revolt against the restraints of Victorian society. Less well known than Wilde's beloved comedies, Salome is as enduringly modern and relevant.
Salome - Oscar Wilde - Google Books
However, it is for his illustrations for Salome, a play by Oscar Wilde, that he is perhaps most wellknown, a book which brought together two of the key figures of cultural life in London in the 1890s.
Oscar Wilde, Salome: a tragedy in one act, 1894
?Oscar Wilde's 1891 symbolist tragedy Salomé has had a rich afterlife in literature, opera, dance, film, and popular culture. Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression is the first comprehensive scholarly exploration of that extraordinary resonance that persist…
?Salome's Modernity on Apple Books
Amazon.co.uk: salome oscar wilde. Skip to main content.co.uk Try Prime Hello, Sign in Account & Lists Sign in Account & Lists Returns & Orders Try Prime Basket. All
Amazon.co.uk: salome oscar wilde
Salomé has fascinated and inspired artists across the ages. Oscar Wilde's lyrical one-act drama – originally banned in Britain – reinvents Salomé as a powerful and enigmatic figure, both erotic and chaste.
About the play | Salome | Royal Shakespeare Company
Oscar Wilde's 1891 symbolist tragedy Salomé has had a rich afterlife in literature, opera, dance, film, and popular culture.Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression is the first comprehensive scholarly exploration of that extraordinary resonance that persists to the present. Petra Dierkes-Thrun positions Wilde as a founding figure of modernism and Salomé as a key ...
Salome's Modernity eBook by Petra Dierkes-Thrun ...
Petra Dierkes-Thrun is a Lecturer in the Comparative Literature Department at Stanford University and the author of Salome's Modernity: Oscar Wilde and the Aesthetics of Transgression.
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CLASSROOM REQUIREMENTS
Introduction
Great Start Readiness Programs (GSRP) must comply with Public Act 116 of the Public Acts of 1973, as amended and the Licensing Rules for Child Care Centers. Michigan State Board of Education criteria for the GSRP require adherence to the Great Start Readiness Program Implementation Manual and the State School Aid Act requires program adherence to all standards in the Early Childhood Standards of Quality for Prekindergarten (ECSQ-PK). The Michigan Department of Education (MDE) requires grantees to address program quality in a systematic way utilizing both the applicable program evaluation tool and child outcome data.
Agencies which operate GSRP must comply with state licensing regulations governing child care. GSRPs must receive a license from the Michigan Department of Licensing and Regulatory Affairs (LARA), Bureau of Community and Health Systems Child Care Licensing Division. All regular child use areas must be approved for use. Relocations must be completed with the knowledge of the Intermediate School District (ISD). The ISD and a GSRP Consultant must be notified within 24 hours of an incident being reported to licensing, of a special investigation being initiated, a change from a regular to a provisional license, or continued provisional status. For more information contact the Child Care Licensing Division at 866-6850006.
This section provides detail and requirements for a high-quality, center-based preschool program that will enhance the development of young children. When even one child in a classroom is funded through GSRP, all GSRP guidelines must be followed: staff credentialing, curriculum, assessment, parent involvement, etc. Children in any classroom may be funded from a variety of sources, but all must attend for the full session. Classroom models below include required components.
When planning the program year, scheduled breaks, half-days, holidays, and possible inclement weather days should be taken into account and sufficient days and weeks scheduled to ensure that the minimum number of full program days and weeks is met. When excessive unexpected closures occur (e.g. inclement weather days) and reduce the number of days/weeks children will attend to less than the minimum required, make-up days must be planned. Classrooms in place for more than one academic year, including relocated classrooms, must have a minimum of 120 days spread over at least 30 weeks. New subrecipients and newly licensed classrooms must operate for a minimum of 80 days spread over at least 20 weeks of classroom sessions, but more are strongly recommended to better support enrolled children to be prepared for a successful kindergarten experience.
School-Day GSRP
School-Day preschool programs must operate for at least the same length of day as the local school district's/public school academy (PSA)'s first grade program. A classroom that offers a School-Day program must enroll all children for the length of the school day to be considered a School-Day program. If the program operates
five days per week, staff must have paid time for planning, professional development and parent involvement.
Part-Day GSRP
Part-Day preschool programs must provide for a minimum of three hours of teacher/child contact time per day, for at least four days per week. If the program operates five days per week, staff must have paid time for planning, professional development and parent involvement.
GSRP/Head Start Blend Classrooms
An ISD or its subrecipients may partner with Head Start to create a GSRP/Head Start "Blend" within a classroom. This is accomplished by blending GSRP and partday Head Start funding resulting in a school day of preschool programming. The funding for the GSRP portion of the day is the same as Part-Day GSRP. See the ISD Administration of GSRP section of this manual and resources for that section for more information.
GSRP/Head Start Blend preschool programs must operate for at least the same length of day as the local school district's/PSA's first grade program. A School-Day, versus a Part-Day daily routine must be implemented.
All Head Start and GSRP policies and regulations must be applied to the blended classrooms, with the highest standard from either program adhered to. All children funded by the GSRP/Head Start Blend must qualify for and be concurrently enrolled in both programs. Children in the class may be funded from a variety of sources, but all must attend for the full day. Classrooms that include GSRP/Head Start Blend enrollment meet Head Start requirements on days-in-session.
A child may not participate in GSRP for a part-day session in one classroom and then transition to a Head Start part-day session in another classroom. If the program operates five days per week, staff must have paid time for planning, professional development and parent involvement.
For classrooms that include GSRP/Head Start Blends and where Head Start has the preponderance of responsibility, Head Start is contracted as the GSRP subrecipient. When the subrecipient delivering GSRP/Head Start Blend classrooms is other than Head Start, considerations include collaboration on features such as enrollment, attendance, classroom tools and forms, cost allocation for the teaching team and classroom services, comprehensive services and monitoring of requirements for both programs. The responsibility for each of these program requirements must be addressed in the formal agreement between Head Start and GSRP.
Educational guidance for the teaching team warrants special consideration. As with all GSRP classrooms, the GSRP Early Childhood Specialist (ECS) is the educational leader, administering the program evaluation tool and monitoring child assessment data. The ECS must also collaborate with the Head Start Education Manager as detailed within the written agreement. If both the ECS and the Head Start Education Manager are to support the classroom, they also collaborate on feedback sessions and goal-setting so that there is a systematic approach with consistent messaging and manageable expectations for teaching teams.
Program Components
Philosophy
Administrative and program policies are undergirded with an underlying statement of beliefs about teaching and learning. A philosophy statement is a means of thinking deeply about preschool teaching and the beliefs upon which decisions are made. This is separate from a mission statement, which answers the question, "Why do we exist?" and articulates the preschool purpose both for those in the organization and for the public.
The written philosophy statement is developed and reviewed by administrators, staff, and GSRP advisory groups. It is included in the program's Parent Handbook. It establishes a framework for program decisions, goal-setting; and is aligned with the ECSQ-PK and grant expectations. The philosophy statement also addresses local, social, economic, cultural, and family needs; and is promoted widely via websites, recruitment materials, classroom newsletters, parent-boards, etc.
Consider the following as the philosophy statement is crafted or reviewed:
* Why preschool is important: What is the purpose of preschool? What is the preschool grantee's role?
* Those we serve: How do we support diversity among enrolled children? How do we define our community of learners? What is our relationship with the community, parents, teaching colleagues, and administration?
* Approach and content: What are our beliefs about how children learn? How do our beliefs affect our work?
* Program administration: Curriculum selection; instructional strategies AND teacher-child relationships; child assessment; program evaluation; and program improvement efforts for individuals, the classroom, and program.
Comprehensive Programming
The ECSQ-PK and legislation require comprehensive programming. In partnership with parents, the GSRP provider supports:
* Children's health (mental, oral, and physical), nutrition, and development across domains in responsive environments that celebrate diversity;
* Professional development for staff to make referrals for needed services and to document all follow-up efforts; and
* A team approach toward child-specific plans for goals related to overall health and development.
Parent Handbook
Parents are provided with policies and procedures that are easy to read, sensitively written, and brief. Refer to resources in the Reporting and Monitoring section for
additional guidance on developing or reviewing parent handbooks. Features specific to GSRP must be included in handbooks: use of grant name, logo and 'funded by' language. GSRP providers must have written policies and procedures that include the following:
* Program overview including a philosophy statement and curriculum, developmental screening, and ongoing child assessment information;
* Parent involvement information, including formal parent contacts, e.g. home visits and parent-teacher conferences;
* An emphasis on the importance of partnership between parents and teaching staff for child development (in school and at home); and
* Child recruitment plan that includes procedures for selection and placement;
* Opportunities for decision-making activities within the local advisory structure;
* Referral policy to meet child and family needs, including follow-up procedures;
* School calendar;
* Confidentiality policy;
* Daily classroom routine that includes what adults and children do during the day. (See resources for this section for sample daily classroom routines);
* Exclusion policy must be written to describe short term injury or contagious illness that endangers the health and/or safety of children or others. Children must not be excluded or expelled from classroom programming or transportation services;
* Attendance policy;
* Weather policy;
* Medication policy;
* Rest time policy (applies to GSRP/Head Start Blend and School-Day programs);
* Health policies and practices on physical activity and nutrition for children;
* Child discipline/conflict resolution policy, aligned with "Challenging Behavior,' below;
* Accident and emergency policies, including how parents are notified of emergency events;
* Policy for reporting child abuse/neglect;
* Grievance policy that clearly describes the steps to be taken when a parent has concerns or a grievance; and
* Sliding fee scale of tuition;
* Passive consent notice of program evaluation. See the Program Evaluation section of this manual for sample language.
Class Size and Ratio
A 1:8 adult/child ratio must be maintained at all times. A consistent third adult must be present in any classroom where 17 or 18 children are enrolled. Class size must be capped at 18 children with three consistent adults.
Additional staff members must be available to allow all staff time for breaks. Staff assigned to teach double sessions must not be responsible for more than 36 children.
Staffing
The GSRP staff must have appropriate credentialing and sophisticated knowledge of early childhood education and practice a team approach. Staffing requirements include the necessity of the teaching team, which may include one lead teacher, an associate teacher, and a third adult remaining the same for the entire session, every day the class is scheduled. The classroom teaching team is supported with the active involvement of an ECS.
Refer to the Early Childhood Specialist section for specific credentials and responsibilities of this position. One person may not be employed to fill both a lead teacher position and an Early Childhood Specialist position.
Credentialing - Lead Teachers:
Lead Teachers must meet the GSRP qualifications upon hire. A Lead Teacher will be considered credentialed for the position with minimally any of the following:
* A valid Michigan teaching certificate and an Early Childhood Education (ZA) or Early Childhood-General and Special Education (ZS) endorsement or
* A bachelor's degree in early childhood education or child development with a specialization in preschool teaching. The transcript will document a major, rather than a minor, in child development or early childhood education.
The option to hire a Lead Teacher who holds a valid Michigan teaching certificate along with a valid CDA is discontinued. The ISD must ensure that written personnel position descriptions and hiring procedures are accurate. Lead Teachers hired between June 25, 2012 and June 24, 2014 and with MDE-approved compliance plans to acquire a CDA may complete the CDA within the approved timeframe and continue to work as a GSRP Lead Teacher. Personnel hired into a GSRP Lead Teacher position with a valid Michigan teaching certificate along with a valid CDA before June 24, 2014 are also 'grandfathered in.' In both instances, MDE requires no further action as long as the person continues to work as a GSRP Lead Teacher in the same or another GSRP. If there is a break in service to GSRP, a 'grandfathered' Lead Teacher must meet new credentialing requirements before working again in the position of GSRP Lead Teacher. MDE will also honor a valid Michigan teaching certificate with PPI/Early Childhood Special Education Approval.
Credentialing - Associate Teachers:
An associate teacher must be added with the 9 th child in a classroom. Public Act 62 of 2011 altered credentialing requirements for the position of associate teacher with the GSRP. The provision for 120 Clock Hours as a Child Development Associate credential (CDA) equivalency has been discontinued; personnel who currently have a 120 Clock Hour approval letter from the MDE are grandfathered.
Any GSRP associate teacher hired after June 21, 2011 must minimally have one of the following:
* An associate's degree (AA) in early childhood education or child development or the equivalent; or
Section: Classroom Requirements GSRP Implementation Manual Revised August 2020
* A valid Center-Based Preschool CDA credential; or
* An existing 120 Hour approval.
The AA and the CDA are formal training options that uniformly and systematically prepare staff to be effective team teachers in preschool classrooms.
Other Classroom Staff:
Third Staff Person:
* Is added when the classroom enrolls 17 or 18 children;
* Is a consistent member of the teaching team; and
* Meets the LARA, Child Care Licensing Division requirements as a "caregiver."
Relief Staff:
* Are appropriately oriented and trained in program procedures relevant to their roles (e.g., responsive adult-child interaction strategies, child development, special needs of enrolled children, family-style meals), and receive ongoing supervision.
Substitute Staff:
* A substitute teacher should have a minimum of a valid Center-Based Preschool CDA. Any long-term substitute (more than one month), must meet qualifications for the position being filled.
Staffing Noncompliance
Gains in a young child's development are increased when the child has meaningful relationships with responsive adults who have a sophisticated understanding of early childhood education. For this reason, it is critical that GSRPs hire qualified teachers. Programs that employ staff who do not meet credentialing requirements are in noncompliance status.
Staff recruitment efforts must be documented in local administrative files. Recruitment efforts can include the following: identification of the search and screen committee, including individuals outside the hiring unit to serve as committee members; and should minimally include hiring procedures, position descriptions that include GSRP credentialing requirements, evidence of advertisement(s), form letters and notices; evidence of journals, publications, electronic bulletin boards, institutions, departments, professional organizations, meetings, and personal and professional networks to which advertisements and notices are sent (or offices/individuals with whom contacts are made). Compliance plans for staff that are not appropriately credentialed are submitted annually to the ISD who then reports it annually to MDE in the Michigan Electronic Grants System Plus (MEGS+). The written plan must outline educational training and include an
anticipated compliance date. It must be signed by the program's ECS, the ISD Early Childhood Contact (ECC) and the staff member. It is the responsibility of the ECS to monitor the plan throughout the two years to assure compliance will be met within two years of the date of hire with GSRP. When a subrecipient hires staff that is not fully credentialed, the subrecipient and the ISD are in noncompliance status until credentialing is completed.
Staffing Noncompliance – Lead Teachers:
If a program demonstrates to the ISD that it is unable to hire qualified lead teachers, only persons who have significant but incomplete training in early childhood education, or child development may be employed. "Significant" early childhood education is defined as within one or two courses of the Early ChildhoodGeneral and Special Education (ZS) endorsement on a valid Michigan teaching certificate or within one or two courses of the bachelor degree in early childhood education/child development with a specialization in preschool teaching. Educational training is defined as credit-bearing coursework and/or the field experience/student teaching necessary, according to the work plan established for the endorsement candidate by the college or university.
When GSRP Lead Teachers are employed without proper credentialing, a written compliance plan that includes administrative monitoring should be a condition of hire. ISDs will provide assurance in the GSRP Implementation Plan (formerly "Application") that the compliance plan is on file locally.
The written plan must outline educational training and include an anticipated compliance date that is within two years of the date of hire into the GSRP Lead Teacher position. Progress toward completion of the compliance plan must minimally consist of two credit-bearing courses per calendar year. Minimum GPA requirements may be included in the compliance plan as well as considerations for financial support and release time. It must be signed by whoever signs the GSRP contract for the subrecipient, the classroom's Early Childhood Specialist (ECS), the ISD Early Childhood Contact (ECC) and the Lead Teacher. It is the responsibility of the ECS to monitor the plan throughout the two years and support successful completion. The ECS provides support by helping to connect the Lead Teacher with an institution of higher education academic advisor who can arrange a schedule of coursework to meet the two-year timeframe, encourage the Lead Teacher through coursework by discussing the new learning and supporting practice of new strategies. The ECS can help the Lead Teacher to advocate with the subrecipient if release time or financial assistance is needed for courses, fees or textbooks. As with all teaching staff, the ECS ensures that the new Lead Teacher has formal training in the curriculum, the developmental screener, ongoing child assessment tool and has orientation to GSRP and the position of Lead Teacher.
The ISD must ensure that the ECS classroom ratio/contracts reflect the intensive support and additional classroom visits, coaching and consultation that staffs with incomplete credentialing require.
MDE's Office of Educator Excellence provides a list of approved early childhood education endorsement programs in Michigan.
Section: Classroom Requirements
GSRP Implementation Manual
Revised August 2020
Staffing Noncompliance – Associate Teachers:
If a program can demonstrate to the ISD that it is unable to employ properlycredentialed staff, the program may employ associate teachers who have minimally completed one course that earns college credit in child development or early childhood education.
Compliance plans for associate teachers must minimally include two courses or 60 clock hours of training per calendar year from an approved training institution or agency, must be completed within two years of the date of employment, and must result in the attainment of the Center-Based Preschool CDA or an associate's degree in child development or early childhood education. Any kind of training that would be considered "individual study" as opposed to "formal training" will not be accepted. An example of this would be video training, where a person simply watches a video followed by a question sheet. Trainings should provide opportunities for the trainee to apply, analyze, and evaluate content related to the early childhood years. Video trainings and other forms of individual study do not foster this kind of experience.
Team Teaching
The ISD and program administrators must ensure that staff implement a team teaching model. In team teaching, each staff person is fully engaged in planning curriculum, implementing curriculum both indoors and outdoors, child assessment, and supporting parent engagement through home visits, conferences, and parent meetings. The work is collaboratively shared and a high-quality GSRP dedicates time for staff to plan on a daily basis:
* All teaching staff participate equally in planning activities; ensuring associate teachers do not play minor non-teaching roles (e.g., wipe tables, prepare meals, etc.); and
* All teaching staff conduct and participate in children's activities.
The ISD and program administrators must ensure sufficient time for all staff to participate in planning, professional development, and parent involvement activities. Programs typically operate four days of classroom programming per week, with the fifth weekday set aside for above activities.
Teaching Practices
Teaching practices encompass everything the teaching team does to facilitate children's development, including organization of the indoor and outdoor learning environments, the nature of adult-child interactions, and strategies for transitions and grouping. Refer to curriculum guidance, ECSQ-PK and the program evaluation tool for further detail on high-quality indicators of teaching practices.
The curriculum promotes active, participatory learning through all portions of the daily routine. GSRP offers learning experiences personalized for the strengths, interests and needs of each child, in consideration of their family, community, and culture. The following are adhered to:
* Worksheets/workbooks/coloring sheets are prohibited for GSRP classroom use and may not be promoted for use at home.
* Whole-class activities such as 'calendar-time' do not permit children to initiate ideas/actions and are not part of a well-regarded preschool daily routine. However, a valid place for a real calendar is the house area, where children may use a calendar to jot play-themed appointments or in the variety of ways that families use real calendars. Teaching teams subsequently support children at their developmental level, partnering in their play to support emergent understandings in time-sense, literacy and mathematics, etc. For further information and suggestions for alternate practices see Calendar Time for Young Children: Good Intentions Gone Awry
* A 'letter of the week' practice is not individually meaningful for children, has been shown to be an ineffective method to teach alphabet knowledge and is not acceptable within GSRP classrooms. For research-based strategies to support early literacy see Essential Instructional Practices for Early Literacy in Prekindergarten.
* As with all classroom materials, technology is used with intentionality, which may thoughtfully include being used as a tool during play. Teaching staff consider the distinction between active and passive use, recognizing that within active use 'the child's mind is active and deeply engaged with the content' (rather than the machinery). In other words, a child using a device in a physically engaging way does not necessarily reflect active learning. A child must intentionally learn from the experience for it to be active use. For more information, see the 2016 Early Learning and Educational Technology Policy Brief.
Daily Routine
Required parts of the GSRP classroom schedule are bolded below. Refer to sample daily routines as resources to this section of the manual. Classrooms may have alternate terms for parts of the routine, as long as names are used daily and are easily understood by children. A consistent daily routine must include appropriate amounts of time each day for children to:
* Participate in a three-part sequence of child planning, choice and child recall. In child planning, children indicate their choice time plans to adults, in a variety of ways, and in ways that are consistent with individual developmental levels. During one continuous hour of choice time, children carry out their plans, making many choices about where and how to use materials (adults support children's efforts by listening, encouraging children's language, imitating children's ideas and words, and commenting on specific attributes of children's work). Children complete the sequence after clean-up time, by recalling and discussing their choice time activities in small groups;
* Engage in large-group activities which may be adult-initiated, but not adultdominated;
* Engage in discrete small-group activities which may be adult-initiated, but not adult-dominated. School-Day and GSRP/Head Start Blend program options offer small group activities every morning;
* Have snack- or meal-time(s) where staff and children eat together family style and share the same menu to the extent possible. (See Meals/Snacks in this section);
* Have transition times that actively engage them;
* Have an opportunity for rest in a full-day program;
* Have outside-time where adults intentionally support and extend children's plans. Programs provide equipment and materials for active play. Children are minimally provided thirty minutes of physical activity per day, a combination of both teacher-led and free play, notwithstanding the time needed for adults to support children dressing themselves or transitioning to outdoors, unless prevented by inclement weather conditions such as heat, rain or wind-chill. School-Day and GSRP/Head Start Blend program options offer outside, gross motor activities at least every morning;
* Hear parts of the day regularly referred to by staff; and
* See a daily routine posted at child eye level, that is easily understandable and includes visuals for planning, choice, recall, small-group, large-group, snacks/meals, outside, and rest.
Challenging Behavior
The structure of the physical environment, daily routine and activities presented, and the adult(s) approach all have a direct influence on child behavior. Research shows young children who struggle with behavioral and emotional problems have a fifty percent chance of continuing to struggle into adulthood.
GSRP providers must not deny enrollment or exclude a child from classroom programming or program provided transportation based on challenging behavior or any disability because of staff attitudes and/or apprehensions, unfamiliarity with the behaviors or disability, the need to access additional resources to serve a specific child or the need for individualized planning and intentional teaching.
There is evidence high-quality early childhood education minimizes challenging child behaviors when it focuses on child-initiated learning activities. In addition, positive behavior support is most effective when offered to children through a system based on positive relationships with children, families, and colleagues; creating supportive learning environments, intentional social-emotional teaching strategies, and mental health consultation involving intensive individualized interventions.
The effective early childhood mental health consultant has appropriate credentials and is familiar with program-centered consultation, where the goal is to build the capacity of staff, families, and program systems to prevent, identify, and reduce the impact of mental health problems in children and families. An ongoing relationship between a mental health professional and early childhood program staff ensures familiarity with the needs of children and teachers, timely consultation, and services.
The discipline or conflict resolution policy must address procedures for adults to support children as they solve problems with materials, do things for themselves, and assist them in resolving conflicts with peers. In the GSRP classroom, adults:
* Encourage children to do things for themselves throughout the day;
* Approach children calmly and stop any hurtful actions;
* Treat conflict situations with children matter-of-factly;
* Acknowledge children's feelings;
* Involve children in identifying the problem by gathering information from children and restating the problem;
* Ask children for solutions and encourage them to choose one together; and
* Give follow-up support when children act on their decisions.
In December 2016, the State of Michigan adopted new laws restricting the use of seclusion and restraint in schools. As required by the new laws, the Michigan State Board of Education (SBE) developed and adopted a state policy in March 2017 regarding the use of seclusion and restraint in the public schools. Not later than the beginning of the 2017-2018 school year, local education agencies, including intermediate school districts (ISD), must adopt and implement a local policy that is consistent with the state policy. Specific distinctions for preschool-age children should be included in the policy consistent with the SBE policy. As GSRP is a statefunded program and as ISDs are the sole grantees for GSRP funding, the local policy adopted by the ISD must be applied to all GSRP classrooms regardless of the entity responsible for implementing the program: LEA/PSA, CBO (public or private), college/university. The ISD must monitor both ISD-run and subrecipient-run classrooms for adherence to the policy.
"Specials"
GSRP classrooms housed within an elementary school are sometimes offered additional programming referred to as "specials," such as library, computers, physical education, music, and/or art classes. It is questionable whether a classroom in which the GSRP teacher is implementing a comprehensive program (as required) has need of additional programming. In addition, the Department of Licensing and Regulatory Affairs (LARA) requires all regular child use areas be licensed, and MDE requires GSRPs maintain staffing guidelines with staff who have significant credentialing in early childhood education. However, teaching staff may make use of other available space, approved for use by licensing, to support children's learning. The following should also be considered:
* Children who are at risk of academic failure benefit most from developing strong and positive relationships with the GSRP classroom teachers. How would multiple teachers throughout the week affect a child's sense of safety, security, and emotional development?
* When staggered "specials" are in place, what are the effects on the consistent daily routine for children?
* What effects on children will emerge with the additional transitions that will be required of them?
* How would "specials" impact the provision of an appropriate amount of time each day for other parts of the daily routine?
* In following the ECSQ-PK, GSRP classrooms integrate attention to ALL learning domains throughout the day; if this is already in place in the classroom, is there really any need to implement "specials?"
* How can the grantee bring the expertise of the "specials" staff to the classroom as a normal part of the classroom experience? Consider team planning to ensure developmentally-appropriate activities which adhere to the ECSQ-PK. The "specials" teacher could be incorporated into the classroom as the lead for large-group or small-group time(s), assisting outof-doors, etc. Even in this case, the "specials" teacher should have activities that reflect what is currently going on in the classroom, as opposed to isolated art, music, or physical education lessons.
* How can "specials" staff contribute anecdotes for use in child assessment?
Meals/Snacks
Grantees must adhere to the Child and Adult Care Food Program (CACFP)/National School Nutrition Programs nutritional guidelines. In addition, all programs must follow guidelines of the LARA Child Care Licensing Division. Foods served should reflect the home and community cultures and be high in nutrients and low in saturated and trans-fat, added sugar, and salt. GSRP requires Part-Day programs minimally provide a snack. School-Day operating less than seven hours per day must minimally provide one snack and lunch. All children should eat the same foods unless there is a documented allergy or special need for individualization. Depending on income level, parents may be required to pay tuition, but parents incur no cost for program elements such as any aspect of meal service, including sending in snacks or meals from home. The program incurs the cost for individualization at meals unless changes are part of a special education Individualized Education Plan (IEP).
School cafeterias are problematic areas for GSRP to utilize as snack/meal sites due to time for transitioning, size of tables/chairs/serving materials, auditory and visual over-stimulation, and the loss of quality time for adult-child interactions. All meals/snacks must occur in space approved for use by licensing, and must occur in the GSRP classroom unless there is documented approval from the ISD due to extenuating circumstances. Adults in the classroom sit at the table, eat the same foods children do, and participate in child-initiated conversation. All GSRP meals/snacks must be delivered family-style, supporting children to do things for themselves.
Subrecipients are evaluated each year on family-style meal service with nutritious food. When the menu includes breakfast pizzas, corndogs, French-toast sticks, etc., and subrecipients question whether foods are creditable or nutritious, a formal request can be made to not receive specific items. Subrecipients participating in SNP can address concerns with the school district's local wellness committee or reference the local wellness policy that each district is required to implement. Subrecipients can work with school districts and school boards to ensure that the local nutrition plan is written with quality features, e.g., foods that are high in nutrients low in saturated and trans-fat, added sugar, and salt. The Great Start Collaborative, School Readiness Advisory Committee may help subrecipients to advocate that local nutrition plans include quality menus that reflect the home and community cultures.
If food items from home are permitted for classroom celebrations, consider providing a 'nutritious food list' within the GSRP Parent Handbook. Include special notation on allergies, a companion list of foods with low nutritional value, potential choking hazards and a contact person for questions.
Family Style Meals
Snacks and meals in GSRP are part of the curriculum. Decisions regarding meal service should not be made based on ease and efficiency for adults. Snack and mealtimes provide daily opportunities to demonstrate the program philosophy in a visible way through the practices of participatory learning and authentic conversations that build relationships between children and adults. Below are quality features of family style meals, where adults and children eat together in the classroom.
Flexibility in Meal Service
Multiple conversations with program staff and parents have made it clear that more and more families are adopting specialized diets or desire food that reflects the home and community cultures, is high in nutrients and low in saturated and transfat, added sugar, and salt. Some of these features are not easily met by programs.
ISDs and local programs may adopt new meal service policies allowing families to provide meals and/or snacks for their children. There are several conditions that must be met.
* Families must not be expected or encouraged to provide food for their child or the program.
* Meal and snack service meeting Child and Adult Care Food Program (CACFP)/National School Nutrition Program (NSNP) requirements must continue to be provided.
* All licensing requirements for food service must be met.
* In GSRP/Head Start Blend classrooms, the highest standard from either program must be adhered to.
* Family style meal service must continue. Children of families who provide food intermingle with the rest of the class at snack/meals, sitting and eating with the rest of the class and participating in all other aspects of the family style meal.
* Families providing their own meals and snacks must sign an agreement stating their intent and their understanding of the requirements. For a sample form, see resources of this section.
* Meals and snacks provided by families must also meet CACFP/NSNP requirements except when documented food allergies or intolerance or family beliefs prohibit. If inappropriate foods are provided, teaching staff with the support of food service providers, program administrators, and ECS must work with families to meet the requirements or utilize the provided meals.
Programs will also want to consider several situations that may occur if flexibility is offered. These and more should be incorporated into program policies, staff training, and written guidance provided to families.
* Will refrigeration be provided for meals brought from home? Will families be limited to foods that do not requiring heating/warming?
* If parents choosing this option do not send in food for their child, how will the program ensure there is sufficient food to provide meals and snacks for that child?
* How will staff manage possible child reactions to their own or other's meals?
* If a child brings food that does not meet the requirements, will they be allowed to eat it, or will it be replaced? Who will communicate with and advise the family?
This added flexibility for parents does not remove the requirement that parents must incur no cost for program elements, unless in this case only, they choose to supply their child's food. This guidance also does not remove the requirement to evaluate subrecipients each year on family-style meal service with nutritious food.
Planning for Meals
* Plan enough time for meals and snacks. When children assist with set-up, passing and clean-up, expect meals to take 40 - 45 minutes. Snacks will take 15 – 20 minutes.
* Assure there is enough food for each meal and snack. See the CACFP meal pattern. A sufficient amount of food must be available to provide the full, minimum servings of each of the required food components for all children along with adult(s) eating family-style with the children. Note that while the CACFP/NSLP/SBP Preschool meal pattern charts list the minimum required serving sizes for reimbursable meals and snacks, best nutritional practice would be to plan for a bit more of vegetables, fruits and milk.
* Center-based programs must follow guidelines of the LARA Child Care Licensing Division.
* Foods served should reflect the home and community cultures and be high in nutrients and low in saturated and trans-fat, added sugar, and salt.
* Children's eating behaviors, food preferences, and willingness to try new foods are influenced by the people around them. Up to 12 experiences can be necessary for a child to try and then accept a new food! GSRP teachers help by encouraging children to explore and taste new foods.
* Children may have never experienced a meal served family style. Preschoolers love to serve themselves and will easily succeed with some guidance and encouragement. Be prepared to offer intentional support at the start of each school year, with newly-enrolled children and after breaks from school, such as long weekends and holidays. Use real food service materials to set up "meal" provisions in the house area, water table and sand table so that children can practice.
The Meal Service Environment
* Meals take place in the classroom, away from high traffic areas. Noises and distractions are minimized or eliminated.
* Children have enough space at the table for serving, passing and eating comfortably.
* A non-carpeted surface provides for easier clean-up.
* Serving utensils are child-size with comfortable handles. Small scoops, tongs, and spoons may work best. One-quarter and one-half cup measuring cups with handles can be ideal for supporting both fine motor and concept development. Use small pitchers with handles and pouring spouts for serving beverages. Bowls with wide lips are most easily handled by young children. Plastic serving bowls are light-weight and don't conduct heat.
* Plates, bowls, glasses, cups and eating utensils are child-sized. Consider using plates with limited patterns and designs so that the focus remains on the food. Consider using smaller lunch or salad plates because dinner plates can be difficult for children to handle.
* A gallon ice-cream container or sand-pail, along with cleaning cloths, make fine clean-up materials for child use.
Characteristics of Family Style Meals
* Children assist to prepare for snack or mealtime by assisting with washing and setting tables.
* At the beginning of the meal, children bring food to the table in serving bowls, plates, or baskets that children can use comfortably. There are serving utensils for all food.
* Children choose where they will sit. At least one adult sits at each table where children eat and eats the same foods children do. Adults typically position themselves in a mid-position, to more easily provide support and have rich conversation with all children.
* Typically, an adult begins passing each food item, modeling with action and words as they serve themselves. For example, "Today we have yellow string beans. I am taking one spoonful of beans and then I'll pass them to my friend Tamilla. Tamilla, here you go! You might want one or two spoonsful of beans." Adults provide verbal description as they model how to pass bowls and show children how to use two hands while holding a bowl on the outside so that their fingers do not touch the food. Adults model how to pour and scoop using appropriate utensils. Adults model conventional table manners, such as waiting for turns, passing foods and saying "please" and "thank you".
* Food is passed from one person to another.
* Children are offered each meal component and make their own food choices based on individual appetites and preferences.
* Everyone serves themselves. Children are encouraged to take a portion of each food component. Family style meal service affords some latitude in the size of initial servings because replenishment is immediately available.
* Rather than acting as servers, adults sit at the tables with children throughout the snack or meal, unless more food is needed from larger or high-temperature containers.
* Adults offer minimal assistance as needed. In the rare instance where one child needs more help than others, the adult can encourage peer support, and/or the child can be encouraged to sit near an adult at the start of the meal.
* Children choose whether to eat, what to eat, and how much to eat. Have enough food available to meet meal pattern requirements and to allow for seconds.
* Some food will spill as children serve themselves. Be prepared for this with a nearby pail of soapy water and paper toweling. The adult remains seated as the child (and sometimes peers) is calmly supported to clean up spills, wash hands and return to the meal.
* Children help clean-up by clearing their places at the table, disposing of their leftovers, washing the table, and pushing in their own chairs. Preparation suggestions include having a nearby pail of soapy water and small cloths. If a cleaning bucket is used, it is cleaned after each meal service and cloths are either disposable or laundered after each meal service. Adults do final cleaning/sanitizing after the meal has ended and children have left the table.
* Adults participate in child-initiated conversation.
Rest/Quiet Time
Centers that operate five or more hours must have a written rest or quiet time policy. The policy must comply with rest requirements of the LARA, Child Care Licensing Division. The policy should include:
* A time period no longer than one hour, while accommodating for the individual needs of children.
* Provision for parents and staff to support the developmentally-appropriate rest/nap needs of each child.
* Provision of alternate activities for children who do not sleep.
* Details on transition into rest time [e.g., children assist with putting cots out, getting their own blanket(s) and transition item(s); and turning off lights and turning on soft music]. Adults can assist in transition by moving among children in an unhurried fashion, having quiet conversation and providing soothing touch such as backrubs.
* Details on transition out of rest time (e.g., staff turn on soft music, open blinds, turn on lights, and gently awaken children with a touch and conversation). Children can assist in transition by putting away cots, blankets and transition items.
Parent Involvement
Parent engagement is critical to positive child outcomes. The GSRP provides a variety of opportunities for parents to become involved in the program and regularly seeks input from parents. Refer to the Parent Involvement section for more information. Parents must not be required to volunteer in the classroom or participate in group meetings as a condition of enrollment.
Transportation
Providing child transportation to and from the center contributes significantly to family access to GSRP, but this service is not required. Where transportation is offered, parents must not be charged transportation fees. GSRP funds may be used to pay for transportation but must meet the guidelines set in the Budget section of this manual.
LARA Licensing Rules for Child Care Centers include requirements for the transportation of preschoolers. Licensing rules assure the safety and welfare of children, that children are properly supervised while being transported, and are not confined in a vehicle for long periods of time. Licensing rules apply to both routine and field trip transportation. There are specific rules for center-owned vehicles, vehicles of staff or volunteers, or other private transportation and also specific guidelines for public school bus transportation of preschoolers. The National Highway Traffic Safety Administration recommends preschool-age children transported in school buses always be transported in properly secured child safety restraint systems. Grantees must ensure:
* Parents give permission for their children to be transported;
* Children are offered adult assistance when entering and exiting vehicles;
* Children are escorted by adults to and from vehicles;
* There is one caregiver, in addition to the driver, when there are over 10 three-year-old children, or over 12 four-year-old children on the bus; and
* Children are not to be in a vehicle for more than one continuous hour.
Section: Classroom Requirements GSRP Implementation Manual Revised August 2020
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Protests and Complaints Policy In Tournament
For use in NZAFF controlled Tournaments where a decision is required in sufficient time to be applied to any following game containing any of the affected parties.
Protests
Complaints
1. A protest may be lodged on the basis that:
* The Tournament rules, the rules variations or the IFAF rules that cover the conduct of the Tournament are not being observed; and
* The conditions of the Tournament endanger participants in the Tournament.
3. No protest can be lodged or considered in relation to any decision by a referee or other official concerning the conduct of a game which is in the nature of a "field of play' decision.
5. A Protest can only be made within 30 minutes of the game finishing.
2. Complaints cover anything else that can't be protested. Examples include:
* Conduct which is generally unbecoming of the sport or contravenes the sport's codes of conduct.
* Misconduct, abuse by or of:
o an official,
o another competitor
4. If the Complaint is related to an incident during a game then it must be notified to the Event Manager within 30 to 45 minutes of the end of the game where the incident took place. Where there is no Event Manager, the GM of NZAFF.
6. If the complaint is related to conduct outside of a game, then the complaint must be presented within 30 to 45 minutes of the incident that is the subject of the complaint.
7. The Protest or Complaint can only be presented by the coach or the manager as noted on the team sheets at the beginning of the tournament who will be deemed to represent the team.
8. The Protest or Complaint can only be lodged by registered members of NZAFF and can only be directed at members of NZAFF.
9. For incidents that fall outside the above parameters refer to the Event Manager or GM of NZAFF as the case may be.
10. The Protest, Complaint, or Appeal must be accompanied by $100 (cash or bank transfer with a confirmation receipt) which is returned only if the Protest or Complaint is upheld. There will be no action regarding a Protest or a Complaint (or an Appeal) until the receipt of the $100, by the Event Manager. Upon receipt of the $100 the Protest, Complaint, or Appeal will be considered formally lodged.
NZAFF account details - 123083 0540849 00
11. The onus is on the Complainant to identify how their Protest or Complaint clashes with the Rules, regulations etc, that justify the reason for the Protest or Complaint. The Event manager (or other duly authorised person), will need to confirm that the Protest or Complaint (or the Appeal) is valid before the Protest or Complaint is progressed to the next step.
12. The Event manager (or other duly authorised person) will:
* then notify the member, Association or Region ("Respondent"), which is subject of the Protest or Complaint, of the nature of the complaint.
*
form a Hearing Panel to hear the Protest or Complaint.
* nominate one of the members of the Hearing Panel as chairperson of the Panel.
13. The Hearing Panel will be made up of 3 persons, to serve as members, drawn from:
* the NZAFF Board,
* the Chairpersons or presidents of affiliated Regions or Clubs,
* Senior game Officials.
In forming the Panel due consideration will be given to any possible conflict and, to the extent possible, the elimination of such conflict. This may result in different panel composition depending on the team(s) involved.
14. The Hearing Panel will convene within an hour (60 minutes) of the Protest or Complaint being confirmed unless there are extenuating circumstances.
The Hearing Panel will:
* be entitled to consider such evidence as it sees fit including witnesses if either party chooses to have them available at the time of the hearing.
* adopt procedures which it considers are appropriate in the circumstances of the particular Protest or Complaint.
15. Generally, the following procedure will be adopted:
* The Hearing Panel will hear from the complainant and consider any evidence given in support of the complaint. The Respondent (or any representative) will be entitled to ask questions of the complainant and any witness called by the complainant.
* The Hearing Panel will then hear any evidence from the Respondent and the Complainant (or any representative of the complainant) may ask questions of the Respondent and any witnesses called by the Respondent.
In the case of a Protest the Hearing Panel will not consider video evidence unless specifically stated in the Tournament rules as being allowed.
16. All hearings will be private and confidential and only the parties and persons involved as witnesses or representatives of the parties shall be entitled to attend hearings. The exception to this is covered in point 17.
17. If the outcome of the Protest has the potential to impact another team that team's representative (Coach or Manager speaking on behalf of their team or club) should be included in the hearing, as a party, but their comments should be the final comments, including responses from other parties, requested and considered by the Hearing Panel.
18. Individuals appearing before the Hearing Panel are entitled to have a support person attend. Individuals under 18 years old will be required to have an adult support person attend. A Protest or Complaint cannot be heard from an individual under 18, unless a support person is present. The support person must be over 18 years old.
19. Where the Hearing Panel upholds the Complainant's Protest or Complaint on the balance of probabilities (more likely than not), it has the power to impose any of the following penalties(either individually, or in combination):
* A suspension
* Fine
* Such other sanction, or outcome, as it sees fit.
20. After hearing the evidence, the Hearing Panel may retire to consider its decision in private. After its deliberations, it may announce its decision to the parties verbally or in writing.
Appeals
21. Except for appeals to the Sports Tribunal, appeals can only be made by a Member against a decision by the Hearing Panel and must be lodged within 30 minutes of the decision being announced.
22. The basis of the Appeal can only be on:
* The process leading to the decision not following the guidelines laid out in this document.
* The decision contravenes the rules and regulations for the conduct of the Tournament.
23. The onus is on the Member making the appeal to prove that the Appeal meets the above conditions.
24. The process will then follow the same process as above starting at point 11 above. The process will involve the formation of an Appeal Hearing Panel.
25. The Appeal Hearing Panel will consist of different Members to that of the Hearing Panel with the same process for selection as noted in point 13 above.
26. There will be no opportunity to appeal the decision of the Appeal Hearing Panel. The decision on the appeal will be considered final.
Complaints subsequent to the Tournament
27. If a Member wishes to lodge a Complaint regarding any aspect of the Tournament subsequent to the Tournament finishing it must be filed in writing with the Federation within 48 hours from midnight on the last day of the Tournament.
28. Complaints subsequent to the Tournament cannot address any decision made by the Appeal Hearing Panel.
If the Complaint is regarding a decision of the Hearing Panel, it can only be on the basis that the process leading to the Hearing Panel Decision did not follow the guidelines laid out in this document, or that it contravenes the rules and regulations for the conduct of the competition.
29. Depending on the nature of the complaint, the process may be dealt with through mediation or any other means considered appropriate.
Appeal to the Sports Tribunal
30. A decision of the Appeal Hearing Panel may be the subject of an appeal to the Sports Tribunal by any party to the decision. In order to exercise this right of appeal, a written notice of appeal must be received by the Federation and an appeal filed with the Sports Tribunal within 72 hours of the provision of the written decision of the Appeal Hearing Panel.
Further Notes
31. This Policy does not affect or limit the general powers of the Federation and its Board under the Constitution, the Incorporated Societies Act 2022, and regulations made under the Constitution which may be exercised where any matter is not considered under this Policy.
32. No appeal under this Policy can operate to suspend or stay the operation of any sanction imposed. An application for a sanction to be suspended in its effect pending the hearing of any appeal may be made to either the Appeal Hearing Panel (in the case of an appeal from a decision of the Hearing Panel) or the Sports Tribunal (in the case of an appeal from a decision of the Appeal Hearing Panel). An application may be made orally and at the same time the appeal is heard. In considering an application the relevant tribunal will decide whether, in the circumstances of the particular appeal, it is in the interests of justice that the sanction imposed should be suspended pending the hearing of the appeal. A decision on an application may be given orally. There shall be no appeal from any decision in relation to an application under this clause.
Interpretation
The following words shall have the following meanings within the text of this document.
Federation means the New Zealand American Football Federation Incorporated (NZAFF)
Member Includes Regional bodies, Clubs or Associations and individual members that are a member of the Federation as defined in the Constitution.
Board means the Board of the Federation.
Chairperson means the Chairperson of the Federation
Constitution means the Constitution of the Federation
Tournament means an event that has a schedule of games over several days generally up to 2 to 4 days, but no more than 7 days.
Competition means a regular series of games played regularly with gaps of approximately a week between games, over several weeks or months.
Hearing Panel is a three-member panel formed to hear a Protest or a Complaint.
Appeal Hearing Panel is a three-member panel formed to hear an appeal against a ruling by a Hearing Panel.
Event Manager is the person primarily responsible for the delivery and running of a Tournament. Sports Tribunal means the Sports Tribunal of New Zealand who is the tribunal established by Sport New Zealand under the Sport and Recreation New Zealand Act 2002 to hear and determine sports related disputes, including appeals.
Complainant – the Member bringing the Protest or Complaint.
Respondent – the Member who is the subject of the Complaint or Protest.
Field of play decision - a decision made by any official on the outcome of a play including any penalty incurred as a result of the play between the first whistle and final whistle of that game.
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Invitation: Oscar / THN - overview webinars (for practice staff)
This will be an introduction to Oscar Health, a technology-focused health insurance company. Oscar is partnering with the Together Health Network for its 2019 expansion into Wayne, Oakland, Macomb, Washtenaw and Livingston counties.
Topics
1. About Oscar
2. Oscar's Network in Michigan
3. How Oscar works with healthcare providers
4. The Oscar Provider Portal
5. Questions
When & How to join
```
Option 1 December 11th, 2018 from 12:00 PM - 1:00 PM, EST How to join Visit this website www.zoom.us/j/113850562 to register in advance. Or, dial in: +1-646-876-9923 Option 2 December 13th, 2018 from 8:00 AM - 9:00 AM, EST How to join Visit this website www.zoom.us/j/131009627 to register in advance. Or, dial in: +1-646-876-9923
```
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Certification Standards
National Certification Council for Activity Professionals
3015 Upton Drive, Ste 103 Kensington, MD 20895
Tel: 757-552-0653 Fax: 757-552-0143
E-Mail: [email protected]
www.nccap.org
INTRODUCTION
Welcome to the Certification Standards of the National Certification Council for Activity Professionals (NCCAP).
Why Become NCCAP Certified?
Activity Professional Certification
NCCAP was created by the National Association of Activity Professionals (NAAP) in 1986 as the official credential of the Activity Profession.
This is based on Federal Tag 658 that recognizes NAAP as competent to establish professional standards of practice. Ever since, NCCAP has been the trusted credential to ensure the highest competency for the social model of care.
NCCAP offers professional equivalency for Art Therapist Board Certified (ATR-BC), Music Therapist Board Certified (MT-BC), Certified Occupational Therapist Assistant (COTA), Certified Therapeutic Recreation Therapist (CTRS) and Occupational Therapist Registered (OTR).
Benefits of NCCAP Certification
* Enhanced professional recognition
* Career development
* Newsletters, social media and resources
* Inclusion in the NCCAP National Registry
* NCCAP was established by NAAP in 1986 as the highest credential to qualify as a Certified Activity Professional
* Federal Tag 680 of OBRA '87 states that an activity department must be directed by a "qualified professional"
* NCCAP is recognized by CMS as an organization that certifies Activity Professionals to delivery personcentered care in long-term care
* Many States accept NCCAP certification for meeting requirements to work in the activity and life enrichment field
* NCCAP certification assures Administrators and Surveyors that you have met standards that verify your competency to provide services that enhance quality of life through activities and engagement
* Many organizations only hire Activity Professionals who are Certified
* Certification recognized nationwide
* NCCAP has worked to build partnerships and acceptance of our credentials with Federal and State regulators, health care agencies and trade associations and long-term care companies
* Highest standard of education, practice and independent examination
TABLE OF CONTENTS
NCCAP CERTIFICATION
PROFESSIONAL, ENGAGEMENT AND SPECIALIZATION
NCCAP provides the following types and levels of certification:
PROFESSIONAL CERTIFICATION
* Activity Professional Apprentice Certified (APAC)
* Activity Professional Certified (APC)
* Activity Director Certified (ADC)
* Activity Consultant Certified (ACC)
ENGAGEMENT CERTIFICATION
* Person-Centered Engagement Certified (PCEC)
* Memory Care: Validation Certified (MCVC)
* Montessori Dementia Engagement Certified (MDEC)
* Montessori Home Engagement Certified (MHEC)
* Adult Day Engagement Certified (ADEC)
* Assisted Living Engagement Certified (ALEC)
SPECIALIZATIONS
* Adult Day Services (ADS)
* Assisted Living (AL)
* Education (EDU)
* Home Care (HC)
* Memory Care (MC)
* Person-Centered (PC)
QUALIFICATION COMPONENTS OF CERTIFICATION
NCCAP standards include up to 6 Qualification Components with requirements that vary by type and level of certification. See following for specific requirements of each certification.
1. EDUCATION. High School Diploma, GED or college credits or degree.
2. EXPERIENCE. Documented work or volunteer experience with individuals across the continuum of care. Must be within the past 5 years for initial certification or within current certification period for renewal.
3. CONTINUING EDUCATION (CE). CE clock hours must be earned within the past 5 years for initial certification or within current certification period for renewal. May include workshops, seminars and college courses on topics in the NCCAP Body of Knowledge. CE hours are required to ensure regulatory updates and best practices are learned.
4. REQUIRED CURRICULUM. Curriculums vary by type and level of certification.
A. NCCAP's Professional Certifications require the Modular Education Program for Activity Professionals (MEPAP). MEPAP is a two-part program with each part consisting of 90 hours of coursework and 90 hours of practicum assignments, thereby totaling 180 hours of educational learning and 180 hours of experiential learning:
* MEPAP Part 1: Prepares students for the essential functions and duties of Activity Professional to design, deliver and evaluate activity services for older adults across the continuum of care.
* MEPAP Part 2: Prepares students to apply principles of management in their role as Activity Professional to provide service through leadership, advocacy, using principles of planning, organizing, staffing, directing and controlling.
B. NCCAP's Engagement Certifications utilize various education materials specific to the subject matter and setting of the certification. Each curriculum focuses on essential skills and competencies to deliver person-centered care using the social model of care.
C. Certified Activity Professionals working to become Activity Consultants must complete an Independent Study under the guidance of a NCCAP Instructor.
5. NATIONAL EXAM. Required for Activity Director and Activity Consultant levels. National Exam is third-party proctored and offered at designated testing sites. Requires separate fee for the exam company. Exam is to be taken within 30 days of applying for certification. The exam may be retaken and requires the separate fee each time.
6. CONSULTING EXPERIENCE. Require for Activity Consultant level, consulting experience may include advising a group, working 1-to-1, teaching a class, conducting workshops, publishing professional articles, supervising students and managing 5 or more activities staff.
NCCAP CERTIFICATION STANDARDS
PROFESSIONAL CERTIFICATION
ACTIVITY PROFESSIONAL APPRENTICE CERTIFIED (APAC)
Intended for the entry-level workforce, Activity Professional Apprentice Certified (APAC) is the start of the career path to work in activities or become an Activity Director. It is not promoted as meeting the requirements for Activity Director. APAC ensures an individual is competent to work in the activities and life enrichment field. Note: APAC requirements are the same as Activity Professional Certified (APC) except for hours of activity experience. When required hours of documented work experience are obtained, APAC qualifies for APC.
| QUALIFICATION COMPONENTS | TRACK 1 |
|---|---|
| 1. EDUCATION | High School Diploma, GED plus at least 6 college credits |
| 2. EXPERIENCE | Less than 2,000 hours in an activities department within the past 5 years |
| 3. CONTINUING EDUCATION | 20 clock hours from Body of Knowledge within past 5 years |
| 4. REQUIRED CURRICULUM | MEPAP Part 1 |
ACTIVITY PROFESSIONAL CERTIFIED (APC)
Activity Professionals who meet the NCCAP standards to provide services that enhance quality of life through activities and engagement.
| QUALIFICATION COMPONENTS | TRACK 1 |
|---|---|
| 1. EDUCATION | High School Diploma, GED plus at least 6 college credits |
| 2. EXPERIENCE | 2,000 hours within past 5 years |
| 3. CONTINUING EDUCATION | 20 clock hours from Body of Knowledge within past 5 years |
| 4. REQUIRED CURRICULUM | MEPAP Part 1 |
| 5. NATIONAL EXAM | Not required |
ACTIVITY DIRECTOR CERTIFIED (ADC)
Activity Professionals who meet NCCAP standards to direct an activities and life enrichment team and program.
| QUALIFICATION COMPONENTS | Track 1 | Track 2 |
|---|---|---|
| 1. EDUCATION | Bachelor’s Degree or higher | Associate’s Degree or higher |
| 2. EXPERIENCE | 2,000 hours in an activities department within the past 5 years | 3,000 hours in an activities department within the past 5 years |
| 3. CONTINUING EDUCATION | 30 clock hours from Body of Knowledge within past 5 years | 30 clock hours from Body of Knowledge within past 5 years |
| 4. REQUIRED CURRICULUM | MEPAP Part 1 and 2 | MEPAP Part 1 and 2 |
| QUALIFICATION COMPONENTS | Track 4 | |
|---|---|---|
| 1. EDUCATION | High School Diploma/GED | PROFESSIONAL EQUIVALENCY PATH Individuals with related education and experience are eligible for certification. Individuals can apply for Activity Director Certified (ADC) after verification of current certification by an allied credentialing body, including: AT-BC, MT-BC COTA, CTRS, OTR, (NAAPCC until 12.31.19) |
| 2. EXPERIENCE | 12,000 hours in an activities department within the past 6 years | |
| 3. CONTINUING EDUCATION | 40 clock hours from Body of Knowledge within past 5 years, with 8 on activity documentation of MDS and Care Planning | |
| 4. REQUIRED CURRICULUM | MEPAP Part 1 and 2 | |
| 5. NATIONAL EXAM | Required | |
Note: Activity Director Certified Provisional (ADCP) ended October 1, 2019. Individuals who received ADCP prior to this date continue to meet the standards previously in effect up to the allowable time of 6 years to earn all 5 requirements for Activity Director Certified (ADC):
1. Academic Education: High School Diploma/GED or higher
2. Required Curriculum: MEPAP 1
3. Activity Experience: Hours for Academic Education level per ADC Tracks 1, 2, 3 or 4
4. Continuing Education: Clock hours for Academic Education level per ADC Tracks 1, 2, 3 or 4
5. Required Curriculum: MEPAP Part 2
ADCP certification is valid for up to 6 years and must be renewed every 2 years with 30 CEs. Individuals who do not complete all requirements for ADC within 6 years are eligible for APC.
ACTIVITY CONSULTANT CERTIFIED (ACC)
Activity Professionals who meet NCCAP standards for consultants or educators of an activity program, staff or department.
| QUALIFICATION COMPONENTS | TRACK 1 | TRACK 2 |
|---|---|---|
| 1. EDUCATION | Master’s Degree or higher | Bachelor’s Degree or higher |
| 2. EXPERIENCE | 2,000 hours in an activities department within the past 5 years | 4,000 hours in an activities department within the past 5 years |
| 3. CONTINUING EDUCATION | 40 clock hours from Body of Knowledge within past 5 years | 40 clock hours from Body of Knowledge within past 5 years |
| 4. REQUIRED CURRICULUM | MEPAP Parts 1 & 2. If previously completed for AAC or ADC, submit certificates of completion | MEPAP Parts 1 & 2. If previously completed for AAC or ADC, submit certificates of completion |
| 5. NATIONAL EXAM | Required unless fulfilled for ADC | Required unless fulfilled for ADC |
| 6. CONSULTING EXPERIENCE | 200 hours of activity consulting experience within the past 3 years OR completion of independent study with the guidance of NCCAP Instructor | 200 hours of activity consulting experience within the past 3 years OR completion of independent study with the guidance of NCCAP Instructor |
ENGAGEMENT CERTIFICATION
NCCAP Engagement Certifications use a 10-hour curriculum to deliver the skills and competencies for quality of life engagement and person-centered care using the social model of care. Dementia and Validation® are 15-hour curriculums.
NCCAP Engagement Certifications are appropriate for all persons who work across the continuum of care. In addition to care providers, and activities and life enrichment staff, Engagement Certifications may be used to meet facility-wide education, training and in-service requirements as well as for proof of competency for Regulators. Curriculums for PersonCentered Engagement, Home Care and Dementia are open to family care givers.
All Engagement Certifications are valid for 1 year and must be renewed with 5 CE clock hours.
See page 18 Addendum on CE requirement for Initial Engagement Certification.
| QUALIFICATION COMPONENTS | Person-Centered Engagement Certified (PCEC) | Montessori Dementia Engagement Certified (MDEC) |
|---|---|---|
| 1. EDUCATION | High School Diploma/GED | High School Diploma/GED |
| 2. EXPERIENCE | 1,000 hours of experience in any care community within past 5 years | 1,000 hours working with people with dementia within past 5 years |
| 3. CONTINUING EDUCATION | 5 clock hours from Body of Knowledge within past 5 years | 5 clock hours from Body of Knowledge within past 5 years |
| 4. REQUIRED CURRICULUM | Person-Centered Engagement | Montessori Dementia Engagement |
| QUALIFICATION COMPONENTS | Assisted Living Engagement Certified (ALEC) | Adult Day Engagement Certified (ADEC) |
|---|---|---|
| 1. EDUCATION | High School Diploma/GED | High School Diploma/GED |
| 2. EXPERIENCE | 1,000 hours of experience in Assisted Living within past 5 years | 1,000 hours of experience in Adult Day Services within past 5 years |
| 3. CONTINUING EDUCATION | 5 clock hours from Body of Knowledge within past 5 years | 5 clock hours from Body of Knowledge within past 5 years |
| 4. REQUIRED CURRICULUM | Assisted Living Engagement | Adult Day Engagement |
SPECIALIZATIONS
NCCAP Certified Activity Professionals are eligible to receive specialization designations. A Specialization indicates advanced educational study related to engagement and personcentered care in the stated subject area or setting. NCCAP offers the following Specializations:
* ADULT DAY SERVICES
* HOME CARE
* ASSISTED LIVING
* MEMORY CARE
* EDUCATION
* PERSON-CENTERED
SPECIALIZATION QUALIFICATION COMPONENTS
1. Applicants applying for or renewing Activity Professional Certification are eligible for Specialization designations.
2. 10 Continuing Education (CE) clock hours within the past 2 years are required in addition to the CE requirements of your certification level (CEs in the past 5 years will be accepted for Initial Application).
3. Topic of all CE clock hours must be related to those listed in the NCCAP Body of Knowledge. Applicant must submit evidence and description of the CE on the Specialization application.
4. Specialization designation recognizes competency to understand a team approach, direct an activity team, and carry out an activity program in the Specialization area.
5. Specialization designations are renewed biennially. Individuals possessing Activity Professional Certification renew their Specialization at the same time of Professional Certification renewal.
DEFINITION OF TERMS
EDUCATION
1. High School Diploma or GED
2. Academic Degrees or College Credits:
A. From a college or university accredited by the Department of Education of the US or State
B. All subject areas of degrees and college courses are accepted
C. No time limit for college degree or credits
D. Course work used must be a grade of "C" or better
E. Equivalency of any college or technical credits must be based on an official evaluation from an accredited US college, university or independent agency.
3. Documentation Needed to Verify Academic Education
A. Copy of High School Diploma or GED
B. Copy of transcripts from each college or university referred to in your application
C. Foreign transcripts and college credits must be accompanied by an official evaluation from an accredited US or Canadian College, University or Independent Agency
EXPERIENCE
1. Applicable Work Experience
A. Activity Professionals Certification:
i. 50% of work experience must be directly working with activity programming and documentation
ii. 50% can be indirectly working with activities, i.e. Restorative, CNA, Dietary Aide, Rehab, etc.
iii. 30% of this experience can be volunteer work with individuals across the continuum of care
B. Engagement Certification:
i. All Engagement Certifications require 1,000 hours of experience as outlined in the certification
ii. Work must be directly related to a care setting that is applicable to the subject matter of the certification curriculum.
2. Activity Experience Time Frame: APAC, APC, ADC, ACC and ADCP experience must be within the past 5 years
3. Documentation of Activity Experience must be on official company letterhead and include:
A. Employee title
B. Dates of beginning and end of employment within the past 5 years
C. Defines type of population served
D. Total hours of experience up to the date of letter. Note: must state the number of hours worked, for example: "20 hours per week." "Full-time" or "part-time" will not be accepted.
E. Letter signed by Administrator, Program Director or Supervisor
F. For companies no longer operating or closed, submit other proof such as pay stubs or tax records
CONTINUING EDUCATION (CE)
1. Continuing Education Timeframe:
A. For initial certification must have been completed within the past 5 years of application date
B. For Renewal must have been completed within the timeframe that your certification is current.
C. Activity Professional Certifications are 2 years and Engagement Certifications are 1 year.
2. Qualifying Continuing Education:
A. College and university courses can be used to satisfy CE requirements if the courses have not been used to meet Academic Education requirements for certification and were not required as part of the college degree. 1 college credit = 10 CE clock hours
B. Subject of CE must be included in the list of topics of the NCCAP Body of Knowledge
C. Each CE clock hour must be at least 60 minutes in length unless otherwise specified in the table below as specified by International Association for Continuing Education and Training (IACET) standards
D. Allowable CE delivery methods include:
i. A group setting with a leader and discussion
ii. Independent or on-line format
iii. Other methods if NCCAP-Approved (e.g., facility tours as part of a state or national activity conference)
E. Presentations given at workshops, in-service trainings, and courses can receive CE hours as follows:
i. Presentations must pertain to the activity profession
ii. Proof of presentation must be submitted including agenda and marketing material for the program
iii. CE clock hours equivalent to double the total presentation time to allow for preparation time. For example, a 1-hour presentation counts for 2 hours CE
iv. CE hours are allowed only for the initial presentation if presentation is given more than one time
F. Authoring of educational articles receives CE hours as follows:
i. Article must pertain to activities
ii. Proof of publication in a National or State professional publication, website or online
iii. Submit copy of publication with application
iv. One CE clock hour for every 400-600 words
v. CE hours allowed only for one publication of the same article
3. Activities that do not qualify as CE:
A. Entertainment, reading, recreation or travel
B. Business and committee meetings
C. Self-taught courses
D. Any home study such as videos or audio tapes if not NCCAP-approved
E. Activity experience and performing duties related to work
4. Documentation Required for CE:
A. Evidence of CE approval by a college, university, or other accrediting body
B. Proof or Certificate of Attendance with the following information:
i. Name of attendee
ii. Title or topic of the educational session
iii. Date and location of the educational session
iv. Specific number of clock hoursattended
v. Sessions submitted for over 8 hours must include copy of official session outline
vi. Instructor(s) name and credentials
vii. Sponsor name
viii. Signature of instructor or sponsor
ix. If no Certificate of Attendance, additional material (E.G.) course brochure with written explanation
x. Copy of transcripts from college or university and course outline, syllabus and description
xi. Note: Hand-written certificates are not accepted
xii. Note: NCCAP periodically audits CE submissions to verify compliance
5. Total Annual CE Hours Required:
A. APAC: 20, APC: 20, ADC: 30, ADCP: 30, ACC: 40 for initial certification and renewal
B. Engagement Certification: 5 hours for initial certification and for annual renewal
C. Specialization: 10 hours for initial certification and renewal
6. To Obtain NCCAP Approval for a CE Course
A. CE Instructor must submit approval forms found on www.nccap.org
B. "Approved CE Educator" with website posting and logo available for additional fee
TYPE AND AMOUNT OF CE IN A CERTIFICATION APPLICATION
ACTIVITY CONSULTANT EXPERIENCE
1. Consultant experience must meet the certification criteria and may be a combination of:
A. One-to-one activity consultation, and,
B. Teaching a class or workshop of at least 1-hour actual teaching time, subject to:
i. Count only the first-time class or workshop is delivered.
ii. Content must meet requirements and definitions in NCCAP Certification Standards
iii. Teaching Modular Education Program for Activity Professionals (MEPAP)
iv. Acting as a MEPAP Practicum Supervisor counts up to 20%
v. Articles published in National or State publications, print or online, qualify as 1 hour of consulting experience for each 400-600 words and count up to 20%
C. Include a copy of published materials with application
i. May count up to 40 hours direct on-site supervision of activities-related practicum
ii. At least 40 hours of consulting must occur outside place of current employment
iii. At least 40 hours of consultation must be direct activity consultation
iv. Activity Consultant Track 3 Candidates please contact NCCAP office to obtain requirements
2. Consulting Experience Timeframe: 200 hours must be from within the past 3 years
3. Documentation of consulting experience
A. On facility or program letterhead
B. Verify each aspect of consulting experience used by submitting letter(s) to verifying:
i. Employee title
ii. Dates of beginning and end of employment only within the last 3 years
iii. Actual total hours of experience up to the date of the letter
C. Letter signed by administrator, program director, or supervisor
D. For all teaching submit copy of advertising document, copy of certificate of attendance, and verification that the session was presented include:
i. Title of educational offering
ii. Date, time and number of clock hours offered
iii. Location of presentation
iv. Presenter's name and qualification for teaching: degree, certification number or experience
REQUIRED RENEWALS
1. Professional Certification renewal is required every two years and must occur before the expiration date in order to avoid a Late Fee. Late renewal does not change the two-year period. CE clock hours required for renewal are required to be earned during the 2 years after initial certification and every 2 years thereafter:
* APAC or APC: 20 CE hours
* ADC or ADCP: 30 CE hours
* ACC: 40 CE hours
* Specializations: 10 CE hours additional for each specialization
2. All Engagement Certifications require 5 CE hours for renewal every one year. Late renewal and payment date do not change the one-year period. To renew, acquire continuing education during the one year after initial certification and thereafter.
3. Renewal email notifications are sent 120 days prior to expiration and then monthly thereafter.
4. It is recommended that renewal applications be submitted 6 weeks prior to your expiration date to allow for processing. Renewal fees are due at the time of renewal application submission. Renewal applications received without appropriate forms and/or amount of payment are considered incomplete.
5. NCCAP periodically audits CEs submitted to verify compliance. If you are audited, you have 7 days to submit proof of CEs or you will be charged a Late Fee.
6. Renewal information, including renewal fees and required application forms are on www.nccap.org.
7. Renewal applications should be submitted online prior to expiration date on www.nccap.org or printed and mailed to NCCAP office postmarked before certification expiration to avoid Late Fee.
8. Email notification is sent regarding any missing items required for renewal. Your certification will be held in pending status for up to one year until all missing items are submitted and accepted, after which you will need to reapply.
9. Processing of renewal applications can be expedited for an additional Fast Track Fee.
LEVEL CHANGE
1. Activity Professionals seeking a Level Change need to complete a Level Change application and take and pass the National Exam.
2. Applicants only need to add additional information supporting the Level Change and pay the level change fee (see website for fee schedule).
3. The expiration date of certification remains the same as your last current expiration date.
4. If level changing to ADC or ACC, you are required to take and pass the National Exam which requires a separate fee for the third-party testing company.
5. APAC automatically level changes to APC when the required number of documented work experience is obtained.
BODY OF KNOWLEDGE
TOPICS FOR CONTINUING EDUCATION & CURRICULUM CONTENT
WORKING WITH RESIDENTS/CLIENTS
1. Human Development and Late Adult Years
Assisted Living, Mental Health, Sub- Acute, Independent Living, Home Health, Aging in Place, Senior Centers
* Life Span Potential
* Theories of Aging
2. Human DevelopmentandAging
* Human Behavior and Aging
* Potential and Creativity
* Wellness and Self-Esteem
3. Spirituality ofAging
* Reminiscing
* Tasks of Life Review
* Worship and Religion
* Death and Dying
* Palliative Care
* Journaling
* Ethics
* Tasks of Vital Aging
* Prayer and Scripture
* Personal Growth
* Wisdom in Aging
* Comparative Religions
4. Biology of Aging
* Changes: Physical & Sensory
* Sexuality
* Medications
* Nutrition
* Healthy Aging
* Illness and Dysfunction
* Bariatric Issues
* Behavioral Interventions
* Pain Management
5. Sociology of Aging
* Involvement and Isolation
* Dependence and Independence
* Living Alone and Social Networks
* Cultural Attitudes
* Social Histories
* Long-Term Care, Aging and Social Needs
* Living Arrangements: Retirement Housing, Elder Communities, Long-Term Care, AdultDay Services,
* Culture Change in the Continuum of Care
* Baby Boomers and Generational Diversity
* Sign Language
* Foreign Language
* Elder Abuse
6. Psychology of Aging
* Leisure & Aging
* Psychological Choices: Depression, Anxiety, Fears
* Drugs and Alcohol
* Security
* Successful adaptations
* Hospice
* Counseling Techniques
* Stereotypes and Myths
* Confusion, Disorientation and Dementia
* Institutionalization
* Aging in Place
* Memory Care
7. Leisure and Aging
* Recreation: Definition, Types, Philosophy
* Lifestyles
* Retirement Living
* Attitudes: Motivation
* Analysis of Leisure Time
* Client Interests
* Client Rights: Different Categories
* Volunteerism
* Creativity in Aging
* Leisure Education
* Barriers to Leisure
* Person Centered Programming
8. Basic Health
* First Aid and CPR
* Health Precautions
* Personal Health Issues
* Geriatric Medications and Contra-Indications in the Activities Delivery systems
* Nutritional Issues and Diabetes
9. Group Instruction or Leadership
* Adult Learning Modes
* Instruction Methods: Lecture, Handouts, Videos
* Demonstrations, Samples, Slides, Discussion, Participation, Survey, Sharing Experience
* Teaching Materials - Tools, Resources
* Group Dynamics and Leadership
* In-Service
* Leader Listening
* Esteem Building
* Build Group Support and Group Leadership
10. Therapy for the Disabled Aging
* Overview of P.T., O.T., Speech Therapy, Art Therapy, Recreation Therapy, Dance Therapy, Music Therapy, Drama Therapy, Validation, Poetry Therapy, Reality Orientation, Remotivation, Horticulture Therapy, etc.
* Restorative Programs: Feeding Training, ADL Skills, etc.
* Patient Physical Transfer Techniques
* Therapeutic Approach: Meaningful, Purposeful and How it Helps
* Therapeutic Feeding Techniques
* Aroma Therapy
* Massage Therapy
* Therapeutic Swimming
11. With Residents and Staff
* Types of Communication
* Listening Skills
* Responding Skills
* Communication with Frail
* Communication with Confused
* Intercultural Concerns
* Morale Building
* Dealing with Difficult Situations
12. Public Speaking
* Professional Image
* Leading Meetings
* Business Etiquette
13. Public Relations
* The Written Message
* Media Use: Press releases, P.S.A., T.V., Radio
* Publicity and News
* Letters of Appreciation
* Volunteer Programs
* Fund Raising
* Marketing Activity Importance letters, Bulletin Boards, Posters, Graphic Techniques
* Community Marketing of Facility and Activities Delivery Systems
14. Interpersonal Relationships
* Staff Team Approach: Working Together
* Coordination of Services: Staff, Families, Volunteers, etc.
*
Peer Relationships: Staff, Residents
* Family Relationships: Various Age Needs and Attitudes
* Empowerment, Managing Relationships, Personality Evaluation
* Staff and Client Relationships
* Consultant Relationships
* Organizational Relationships
* Organizational Structures in Different Levels of Care
* Conflict Resolution
* Dealing with Difficult People
* Assertiveness Training
15. Motivation
* Clients, Families, Staff, Volunteers
* Professional Improvement
* Motivational Techniques
16. Community Service, Support, Relations
* Recreation Resources
* Service Clubs
* Religious Resources
* Mainstreaming
* Adult Health Services and Support Groups: Alzheimer's, MS, Ostomy, Parkinson's, Arthritis, Amputee, Cancer
* Business and Chambers of Commerce
* Family Open Houses
* Library Resources
17. Regulations
* State and Federal Activities, Regulations and Standards, OSHAADA, Professional Standards
* Survey Process
* Plan of Corrections
* Legislative Updating
* JCAHO, CARF, Specialty Standards
* Assisted Living Regulations, Memory Care, Enhanced Assisted Living Regulations
* Medical Adult Day Health Regulations
* Mental Health Adult Day Health Regulations, Adult Day Habilitation (MR/DD)
* Adult Home Regulations, Personal Care and Boarding
PROGRAMMING
18. Individualized Care Planning
* Assessment: MDS, CAA's, CATS
* Interdisciplinary Team
* Care Planning, Approach, Progress Notes
* Professional Standards
* Legal - Ethical Issues
* Medical Terms
* Charting - Confidentiality
* Patient - Resident Involvement
* For Participant Learning
* Quality Indicators
* Individualized Service Plans
* Person Centered Care Planning and "I" Care Plans
19. Program Management
* Philosophy of Operation
* Expressive and Creative Program Scope: Physical, Mental, Social, Emotional, Community, Spiritual, Educational
* Program Planning: Resident Centered
* Organization and Calendar
* Program Implementation and Conducting Activities
* Evaluation Techniques
* Operating Audio and Visual Equipment
* Equipment & Supplies: Control, Safety Precautions, Resource Materials, Ordering
* Modes of Programming
* Operating Facility Vehicles
20. Computer Skills
* Word Processing
* Database
* Charting
* Desktop Publishing
* Games
* Participant Learning
* Internet
21. Program Types: Theory and Practice
* Supportive
* Maintenance
* Empowerment
* Exercise: General, Volleyball, Wheelchair, Reiki, Tae Kwon Do, Yoga, etc.
* Social, Parties, etc.
* Outdoor (e.g., Barbecues, Games, Walks, etc.)
* Away from the Facility (e.g., Visits to Community Places of Interest, etc.)
* Religious (e.g., Bible Study, Services, etc.)
* Creative (e.g., Crafts, Drama, Writing, Journaling, Scrapbooking, etc.)
* Educational (e.g., Current Events, Alzheimer's Group, Adult Learning, etc.)
* Residents with special needs (e.g., AIDS, DDs, MRs, MS, etc.).
* Resident Planned (e.g., Resident Council or Any Activity, etc.)
* In-Room (e.g., Adapt Out-of-Room Activities, etc.)
* Sensory (e.g., Braille Materials, Any Sensory Stimulation, Pet, Food Related, Snoozelen TM, Meditation, Massage, Reflexology, etc.)
* Reality Awareness
* Entertainment (e.g., Games, Entertainer Resources, etc.)
* Self Help (e.g., Independent Activities)
* Music: Basic & Adaptive Techniques 1. Accompaniment Instrument-Chord Structure, Ear Training 2. Recreational - Rhythm Instruments, Musical Games, Movement, Literature for Aged
* Community Oriented (e.g., Intergenerational, Community Groups in the Facility, etc.)
* Computer Based
* Lesson Planning
* Technological Advancements
* Wii
* Outings/Policies and Procedures
* Recreational/Leisure Vehicle Training
* Bar Tending/Mixology/Wine Tasting
* Proper Food Handling
MANAGEMENT, PERSONNEL, ETHICS AND LEGAL ISSUES
22. Personal Employment
* Recruiting, Interviewing, Hiring, Termination, Development, Recognition, Evaluation: Staff and Volunteers
* Job Search: Resume Writing, Interview Preparation
23. Management and Leadership
* Interdisciplinary Care Plan Team
* Leadership Styles
*
Program Management
* Program Evaluation
* Supervision Philosophies and Techniques
*
Delegating and Enabling Staff Ability
* Self-Analysis
* Time Management
* Activity Staff In-Service
* How to Conduct Meetings: Staff, Association
* Problem Solving
* Resident Council and Family Council
* Record Keeping
* Dealing with Challenging People
* Stress Management
* Memory Improvement
* Violence in the Workplace
* Controlling
* Advocacy and Ombudsman
* Universal Worker Concepts
* Culture Change and Greenhouse Concepts
* Management and Management Techniques
* Generational Diversity/Gender Issues
* Quality Assurance, CQI, TQM, etc.
* Association Management and Conferences
* Committee Development
* Customer Service
24. Management Writing Skills
* Documentation Chart Auditing
* Job Descriptions
* Policies and Procedures Manuals
* Incident Records/Reports
* Letters of Request - Direct Mail
* Grant Writing
* E-mail and Internet Etiquette
* Form Development
25. Financial Management
* Reimbursement
* Record Keeping
* Expense Control
* Establishing Non-Profit Status
* Fund raising
* Donation Management
* Establishing Budgets
26. Professional Development
* Certification
* Professional Attitude Toward Residents
* Professional Associations
* Business Expectations
* Professional Standards - Ethics
* Professional Affiliations
* Professionalism
27. Consulting
* Consultant's Role, Goals, Knowledge
* Consultant's Education
28. Resources
* How to Work with Volunteers
* How to Work with Supervisors
* How to Work with Consultants
* How to Work as Middle Management
* Intra-departmental Skills
* How to work with Vendors
* Public Relations
NCCAP WEBSITE, APPLICATION FORMS, DOCUMENTS AND FEES
Please see the NCCAP website for online version of Certification Standards, policies, forms, documents, fees and additional resources.
ADDENDUM April 2020
Effective May 1, 2020 NCCAP no longer requires Continuing Education (CE) clock hours for any Initial Engagement Certification. CEs remain a required Qualification Component for all certification renewals.
www.nccap.org
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To My Favorite Girl
1. In my opinion Dot is hot. Indifferent to her I am not.
2. Her figure's from a Grecian mold like one that Phidias served of old.
3. Her hair, her face, her smile to me are just the ones I like to see.
5. With face and figure, brains and speed. She is exactly what I need.
6. How lucky I was one December day as I drew a card before starting to play.
7. The partner I won is my partner still I haven't changed and I never will.
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Let's Dance Phoenix
Winter Break Dance Lessons with Nichole Roderick
Mondays
12.23.2019 - 1.6.2020
District 3 Service Center
5:30pm-6:30pm
Let's Dance Phoenix is offering Winter Break Dance Lessons to children ages 6-11. For those families not traveling this season we would like to propose holiday Swing and Foxtrot Classes Starting December 23, 2019.
District 3 Service Center
31 N. Church St. Sacaton AZ, 85147
for more information, please call D3 Recreation @ 520-562-2706 or 520-562-2724
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MIXED SNACKING
Versatile and convenient for any occasion, this original tomato medley pack includes a variety of shapes, colors and sizes of bursting with flavor! Some even call these diverse medley tomatoes "Mini Heirlooms".
Red Grape
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The Team Focus Plus Culture Audit gives leaders visibility of their organisational culture and a road map to make it great and lead their people to be their best.
Leverage your cultural strengths and take advantage of opportunities. Understand what is happening, why it’s happening and how to address it.
**AUDIT PROCESS**
The starting place in creating an inspiring culture is to audit current culture and the most comprehensive audit is qualitative.
This involves experienced facilitators conducting interviews and focus groups with a representative sample from your organisation. These discussions will highlight priorities, values, and drivers of behaviour within your organisation. We elicit the truth about your culture and develop a deep understanding of what is happening in “real life.”
We are skilled at interpreting the messages conveyed by your people, including what is not said. Our findings are presented in a comprehensive report that creates a foundation that will empower you to create great culture and lead your people to be their best.
**PROJECT STEPS**
- Qualitative Assessment
- Data Analysis
- Comprehensive Report
- Presentation of Results
**ADDITIONAL SERVICES**
- Culture plan
- Culture Coaching
- Training and Development
- Team Development
- Leadership Development
**Investment:**
This is a customised program and price varies depending on timing, location, group size, and activities. Price on application.
**SCHEDULE A OBLIGATION FREE CONSULT TODAY!**
[email protected] 1300 551 274 TEAMFOCUSPLUS.COM
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CONCURRING PROCEEDINGS
1. Notwithstanding paragraph 1 of Article 3.34 (Other Claims), an investor of the EU Party shall not submit to the Tribunal under Section B (Resolution of Disputes between Investors and Parties) of Chapter 3 (Dispute Settlement) a claim that Viet Nam has breached a provision referred to in Article 2.1 (Scope) if the investor has submitted a claim alleging a breach of that same provision referred to in Article 2.1 (Scope) in proceedings before a court or administrative tribunal of Viet Nam or any international arbitration. 1
1 The fact that an investor has submitted a claim that Viet Nam has breached a provision of Chapter 2 in proceedings before a court or administrative tribunal of Viet Nam or any international arbitration with respect to one of its investments does not prevent the same investor from submitting a claim alleging a breach of the same provisions to the Tribunal under Section B (Resolution of Disputes between Investors and Parties) of Chapter 3 (Dispute Settlement) with respect to its other investments where such other investment is allegedly affected by the same measure.
2. Notwithstanding paragraphs 2 and 3 of Article 3.34 (Other Claims), in the event that Viet Nam is the respondent, an investor of the EU Party shall not submit a claim to the Tribunal under Section B (Resolution of Disputes between Investors and Parties) of Chapter 3 (Dispute Settlement) that a measure is inconsistent with the provisions of Chapter 2 if any person who directly or indirectly controls or is directly or indirectly controlled by the investor (hereinafter referred to as "related person") has submitted a claim to the Tribunal or any other domestic or international court or tribunal alleging a breach of the same provisions, with respect to the same investment and:
(a) the claim of that related person was addressed by an award, judgment, decision or other settlement; or
(b) the claim of that related person is pending and that person has not withdrawn such pending claim.
3. Claims that do not fall into the scope of paragraph 1 or 2 of this Annex shall be subject to Article 3.34 (Other Claims).
________________
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ALUMNI SOCIETY BOARD OF GOVERNORS
May 7, 2018
Robert Woerner Conference Room
Simmons Cancer Institute
Springfield, IL
Present:
Ann Augspurger
Rik Austin, MD
Careyana Brenham, MD
Elizabeth Cavanagh, MD
Erik Constance, MD
Mary Jo Davies
Aaron Hancock, Class of 2020
Jacqueline Harris, MD
Michael Honan, MD
Breck Jones, MD
Nedra Joyner, MD
Robert Juranek, MD
Joyce Miller, MD
Nicole Pelly, MD
Necole Powell
Susan Reeder, MD
Brian Reinholz, Class of 2019
Julie Robbs
Connor Stephenson, Class of 2021
Joseph Tamimie, MD
Tabatha Wells, MD
Lisa Wichterman, MD
Michael Williamson, MD
Matt Winkleman, MD
Guest: Janet Albers, MD, Professor and Chair of the Dept. of Family & Community Medicine
1. Call to Order
President Dr. Cavanagh called the meeting to order at 6:30 p.m.
2. Welcome and Introductions
Dr. Cavanagh welcomed members and introductions were made.
3. Office of Student Affairs Report
Dr. Constance reported 1,300 student applications were received by Admissions for 72 spots for the 2018-19 academic year. Three hundred applicants were interviewed. Seven of those students completed our MedPrep program. Eighteen percent are minority students with an increase of 14% specifically Latino. Items of note include:
- Tuition is $15,000 per semester for a total of $150,000 by graduation (10 semesters).
- Student loans have a 30-year repayment option.
- 26 alumni scholarships were awarded this year which is very helpful (18 class scholarships awards at $2,000 each & the SOM alumni scholarship fund awarded 5 at $3,000 each; the other 3 were individual scholarships at varied amounts).
- The minimum amount required to establish an endowment is $25,000 (payable over a period of up to five years) which will spin off $1,255 per year.
- Younger classes include mostly men; more women are enrolling in the Physician Assistant (PA) program. The PA program is a 26-month program and they finish with less debt.
100% of the MS2 class passed the USMLE Step 1 last year.
Dr. Williamson inquired, based upon the Match 2018 data, why so many of our students matched at SLU, noting that they have recently been on probation for many non-compliance violations. Dr. Constance noted that many from this class are from the metro-east area and are aware.
4. Approval of October 30, 2017, Meeting Minutes
A motion was made and seconded to approve the October 30, 2017 minutes.
5. Department of Family & Community Medicine Initiatives, Vision & Collaborations
Dr. Janet Albers presented “Increasing Access to Care: The Role of Federally Qualified Health Centers (FQHC) and Expansion of SIU Center for Family Medicine.” SIU Medicine applied for FQHC status to increase the cost-based reimbursement rate for Medicaid and Medicare patients and acquire additional federal dollars to serve vulnerable populations. FQHC status has allowed growth and expansion of services within our medical home to serve our patients and expose our learners to this model of care. The FM Medicine clinics are located in Springfield, Carbondale, Decatur, Jacksonville, Lincoln, and Quincy.
6. Dean’s Update
In Dr. Kruse’s absence, Dr. Albers presented a PowerPoint provided by Dr. Kruse announcing that SIU SOM received the 2018 Josiah Macy Jr. Foundation Award for Excellence in Social Mission in Health Professions Education at the Beyond Flexner Alliance Conference in Atlanta on April 9. This annual award recognizes “outstanding leadership in advancing social mission in health professions education.” SIU Medicine won in the category of Institutional Excellence “for its dedication to a social mission, the pursuit of health equity, unwavering commitment to the residents of central and southern Illinois, and continued success in educating caring, compassionate, socially responsible leaders in medicine and health sciences.” She provided an update on the impact of the Enos Park Neighborhood program collaboration with SIU, HSHS St. John’s Hospital, and Memorial Medical Center. Regarding the SIU System Board of Trustees and the submission of bills filed with the IL House of Representatives, Friday, April 20 was the second reading of the proposed bills and Dr. Kruse will continue to keep SIU SOM updated.
7. Student Class Updates
- Mr. Stephenson, Class of 2021, reported that his class is finishing 1st year and is excited to be in Springfield next semester. They really enjoyed the tailgate tent in the fall bringing the students and alumni together.
- Mr. Hancock, Class of 2020, reported the 2nd year curriculum is complete and they will be taking USMLE Step 1; $10,000.00 was raised from their clothing sale; on behalf of the class, he thanked the board for the winter ball contribution and appreciation for the Springfield area alumni/student dinners.
- Mr. Reinholz, Class of 2019, reported clerkships are finished; took the summative CCX exams and currently on the PEP (personalized education plan).
8. **Student Resource Fund Committee Recommendations**
Dr. Joyner reported that the mission of the SRF created in 1997 is to provide a source of money to enhance the student experience by funding educational and social needs that cannot be met through other fund sources to benefit a large number of medical students. Funding comes from alumni gifts. There was discussion re: gaining more attention from the alumni to donate to this fund and marketing of this each year in order to increase this fund as it has not had the funds contributed to it for the last few years as it did in the past. After discussion, the board recommended funding for:
a. YMCA gym premier memberships at $15,500; this includes direct family members living with the student which promotes time with family, access to both locations, fitness classes, health and wellness centers, indoor pools, racquetball courts; indoor track and the gyms for basketball, volleyball, etc., reduced program fees and more (usual individual health center membership costs $750 per person/per year). Student feedback continues to be very favorable and the number of students enrolled and usage information was provided;
b. Subsidy of Student Winter Ball 2019 at the same rate as 2018 of $4,000.
c. $386.97 on K-cups for the students in Carbondale and Springfield.
A motion was made and seconded to approve the recommendations as presented funding a total of $19,866. All approved.
9. **Foundation Update & Activities (attached reports)**
Ms. Powell distributed packets containing Foundation related material (included):
a. SIU Foundation FY18 Fundraising Report Summary as of May 7, 2018 showing Production & Receipts for each SIU college/school;
b. Forever SIU Campaign Report by Transaction Type for each SIU college/school;
c. SIU SOM Alumni Giving Recap for FY2017 & FY2018 reported by class, # of alumni, # of donors, donor participation percentage, giving, # of Harbinger Society members per class, all as of June 30, 2017;
d. FY2017 AAMC Development Survey Fact Sheet;
e. $2300 donated thus far by the Alumni Board;
f. She reported that the committee who determines who receives student scholarships consists of Dr. Constance, Ms. Robbs, two faculty, and the Foundation director.
10. **Future Direction and Mission of the SOM Alumni Society**
Dr. Cavanagh proposed forming a committee to review the bylaws to revisit the mission and vision of the board. The board has discussed areas of alumni fundraising, advocacy, SIU System issues, and requests from alumni such as a Wellness program. Dr. Williamson inquired, “With the status of Illinois, how can SIU SOM survive 10 more years?” adding, “We (the Alumni Board) have to get involved!” Dr. Wichterman raised the recent news reports on splitting up the SIU System, which could split campuses into different schools.
Dr. Williamson also commented about the importance of members of this board leading the way in giving. Dr. Austin noted that if the Board sets a significant threshold, we will exclude young alumni participation on the board. In updating the bylaws, this will be discussed. Dr.
Cavanagh noted that this has been raised in the past, but members have not wanted to set a threshold/requirement for being on the SOM Alumni Board with the debt levels, and remembering that alumni “give” in other ways such as teaching/precepting, hosting, etc. Drs. Jones, Austin, Farmer, Honan, Miller, Pelly, Joyner, Winkleman volunteered to be on the bylaws committee led by Dr. Cavanagh to revisit the mission and vision of the board.
The board inquired if a Web-Ex meeting could be coordinated with Dr. Kruse to ask him for the “State and future of the SOM” and to discuss concerns for the SOM. Attempts were made but due to scheduling conflicts, this was not scheduled and will further be discussed at the next meeting.
11. SIU System Advocacy Efforts
Dr. Cavanagh began a discussion about SIU SOM alumni being more active and visible at the Capitol to interact with state legislators re: factors that affect the SOM’s focus on healthcare education. It was noted that there was recently a SOM Day at the Capitol and alumni should be involved in this activity. Ms. Robbs will inquire about this recent activity. Dr. Austin recently participated in an advocacy event involving the ER group. Ms. Robbs noted that President Dunn recently held a meeting with all SIU alumni directors to discuss “Advocacy 101”. Marissa Brewer, Univ. of Illinois Alumni Association alumni advocacy network which has a very active advocacy program, shared her experiences. Dr. Winkleman proposed an advocacy training for interested members to be held before the October meeting. Volunteers include Drs. Cavanagh, Austin, Webel, Honan, Winkleman. Ms. Robbs will coordinate a meeting with John Charles, SIU System Director of Government & Public Affairs, who will provide the training prior to the fall board meeting.
12. Alumni Activities
Ms. Robbs reported the following:
a. Future Events – A map of upcoming SIU SOM Alumni and Foundation events (tentative) was included.
b. HOSTS Program – The 2017/18 Host report was provided with student feedback. Student requests were lower this year. Ms. Robbs surveyed the MS4 students to explore the low number and results showed a consensus of students finding it challenging to coordinate their many visits and more affordable choices are available from either the residency program or using Airbnb. Ms. Robbs provided the HOSTS program 10-year summary report. Over the history of the program, there has been a total of 256 submitted requests, 159 matches, 86% requests have been filled, 187 total hosts (some are married), 729 alumni contacts, and students have saved over $21,150 (an average cost savings per student interview of $134.65).
c. Student/Alumni Dinners – A report was provided from the 4th Springfield area student/alumni hosted dinners held in March. We continue to receive very positive feedback from both students and alumni. Twenty-six alumni hosted 75 students (majority were second year students) and 6 guests. Dr. Wichterman shared how enjoyable her experience was as a host.
d. Commencement 2018 – Distinguished Alumnus is Dr. Paul Checchia ’93 who will be attending and accepting the award, & Dr. Janet Albers ’86 will receive the Golden Apple award.
13. **Distinguished Alumni & Nominating Committees**
Dr. Farmer will form the committees for 2018/19 and Ms. Robbs will inform members of committee assignments.
14. **Other Business/Announcements**
None
15. **Adjournment**
The meeting adjourned at 8:45 p.m.
FY 2017 AAMC Development Survey Fact Sheet
All numbers as of June 30, 2017
ENDOWMENT
School of Medicine's Endowment Total $26,315,648.67
FY 15-16 Endowment Gifts $277,111,23.00
ALUMNI PARTICIPATION IN SOM PHILANTHROPY
Total number of solicitable MD Alumni – 2,779
Total number of all solicitable medical school Alumni (PA, MEDPREP, PhD, etc.) – 2,914
Total number of MD Alumni donors – 500
GIFTS RECEIVED
| Category | Amount | Donors |
|-----------------------------------------------|--------------|--------|
| SOM Alumni giving | $141,950.53 | 539 |
| (includes resident Alumni) | | |
| All other individuals | $366,622.68 | 4,459 |
| (i.e. grateful patients & families, etc.) | | |
| SOM faculty & staff | $101,484.27 | 930 |
| Corporations (hospitals) | $2,127,491.52| 431 |
| Institutions/Organizations | $153,494.27 | 104 |
| Personal/Family foundations | $3,000.00 | 1 |
| Other private foundations | $295,110.00 | 11 |
ONLINE GIVING
| Category | Amount | Donors |
|-----------------------------------------------|--------------|--------|
| Total dollar amount | $78,757.04 | |
| Total number of gifts | 370 | |
| Total number of donors | 495 | |
| Division / Unit | Reachbacks | 2017 | 2018 | 2019 | Goal | Total | % of Goal |
|---------------------------------|----------------|------------|------------|------------|-------------|------------|-----------|
| Agriculture | $27,000.00 | $321,214.31| $149,267.82| $0.00 | $3,000,000.00| $497,482.13| 16.58% |
| Applied Science & Arts | $26,000.00 | $490,318.18| $1,305,652.88| $0.00 | $3,250,000.00| $578,610.00| 17.80% |
| Athletics | $915,000.00 | $3,984,567.00| $211,240.86| $0.00 | $6,500,000.00| $6,205,219.88| 95.46% |
| Business | $425,000.00 | $3,693,484.30| $5,600,000.00| $0.00 | $4,329,725.16| $77,32% |
| Education & Human Services | $250,000.00 | $281,753.26| $44,600.16| $0.00 | $3,400,000.00| $576,353.42| 16.95% |
| Engineering | $78,750.00 | $2,168,784.61| $93,199.67| $0.00 | $4,700,000.00| $2,340,734.28| 49.80% |
| Graduate School | $100,000.00 | $516,762.00| $47,935.24| $0.00 | $300,000.00| $664,697.24| 221.57% |
| Liberal Arts | $1,572,466.41 | $1,968,961.36| $268,104.37| $0.00 | $4,000,000.00| $3,809,532.14| 95.24% |
| Library | $255,000.00 | $707,807.61| $133,350.16| $0.00 | $2,275,000.00| $1,096,157.77| 48.18% |
| Mass Comm & Media Arts | $2,177,800.00 | $677,673.44| $199,913.80| $0.00 | $3,750,000.00| $3,055,387.24| 81.48% |
| Public Policy Institute | $25,000.00 | $152,939.41| $355,196.15| $0.00 | $450,000.00| $533,135.56| 118.47% |
| School of Law | $140,000.00 | $320,775.36| $112,145.00| $0.00 | $2,000,000.00| $572,920.36| 28.65% |
| School of Medicine | $25,000.00 | $5,931,216.37| $515,686.01| $0.00 | $7,000,000.00| $6,471,902.38| 92.46% |
| Science | $2,650,000.00 | $4,052,080.09| $22,739.50| $0.00 | $3,000,000.00| $6,724,819.59| 224.16% |
| University | $19,032,769.50 | $2,431,532.66| $435,873.64| $0.00 | $24,275,000.00| $21,900,175.80| 90.22% |
| WSIU Broadcasting | $0.00 | $784,739.05| $228,657.10| $0.00 | $1,500,000.00| $1,013,426.15| 67.56% |
| **Total** | **$27,699,815.91**| **$28,484,609.01**| **$4,185,854.18**| **$0.00**| **$75,000,000.00**| **$60,370,279.10**| **80.49%**|
FOREVER SIU CAMPAIGN UPDATE
SIU SCHOOL OF MEDICINE
To date, we have raised $6,471,902.38, which is 92% of our stated goal.
ALUMNI GIVING
2017’s reunion giving totaled more than $47,000. To date, we have exceeded that amount and we have also received an estate gift from an alumni who is celebrating her reunion.
COMMUNITY PARTNERSHIPS
SIU SOM’s Nurse Family Partnership was established through a $11 million gift from the Community Foundation for the Land of Lincoln, Memorial Medical Center and HSHS St. John’s Hospital.
STUDENT SUCCESS
In an outstanding show of support from donors, 45 medical students received a scholarship this academic year, more than double last year’s number.
SOM COMMUNITY
The SOM surpassed $75,000 in gifts for the second annual Day of Giving. More than $40,000 of that total will support scholarships.
NEW INITIATIVES
A newly established fund supporting SOM’s the global health program, received a $10,000 gift.
SPECIAL EVENTS
The Foundation works with grateful patients, alumni friends and SOM departments to raise money through a variety of initiatives.
| Class Year | # of Alumni | # of Donors | Participation % | Giving | Harbinger Society |
|-----------|-------------|-------------|-----------------|------------|------------------|
| 1975 | 21 | 2 | 10% | $6,100.00 | 0 |
| 1976 | 42 | 13 | 31% | $24,774.69 | 10 |
| 1977 | 41 | 8 | 20% | $5,382.33 | 6 |
| 1978 | 49 | 14 | 29% | $56,564.00 | 6 |
| 1979 | 71 | 11 | 16% | $12,802.00 | 9 |
| 1980 | 73 | 14 | 19% | $40,417.25 | 13 |
| 1981 | 67 | 15 | 22% | $12,592.00 | 8 |
| 1982 | 61 | 11 | 18% | $45,150.00 | 2 |
| 1983 | 68 | 9 | 13% | $7,950.00 | 11 |
| 1984 | 43 | 8 | 19% | $11,350.00 | 1 |
| 1985 | 45 | 4 | 9% | $5,000.00 | 6 |
| 1986 | 68 | 12 | 18% | $25,018.80 | 3 |
| 1987 | 64 | 7 | 11% | $3,250.00 | 2 |
| 1988 | 66 | 7 | 11% | $6,440.16 | 5 |
| 1989 | 64 | 6 | 9% | $1,744.00 | 1 |
| 1990 | 64 | 12 | 19% | $2,137.50 | 3 |
| 1991 | 67 | 12 | 18% | $20,507.50 | 1 |
| 1992 | 64 | 13 | 20% | $3,100.00 | 3 |
| 1993 | 69 | 9 | 13% | $3,750.00 | 1 |
| 1994 | 67 | 14 | 21% | $25,160.00 | 1 |
| 1995 | 65 | 4 | 6% | $6,100.00 | 2 |
| 1996 | 66 | 17 | 26% | $8,522.16 | 2 |
| 1997 | 66 | 11 | 17% | $3,505.00 | 0 |
| 1998 | 67 | 12 | 18% | $16,505.00 | 0 |
| 1999 | 70 | 17 | 24% | $24,300.00 | 0 |
| 2000 | 72 | 6 | 8% | $14,700.00 | 0 |
| 2001 | 69 | 11 | 16% | $16,750.08 | 0 |
| 2002 | 66 | 9 | 14% | $6,602.00 | 0 |
| 2003 | 69 | 3 | 4% | $1,225.00 | 0 |
| 2004 | 70 | 9 | 13% | $7,675.00 | 0 |
| 2005 | 67 | 6 | 9% | $11,275.00 | 0 |
| 2006 | 72 | 8 | 11% | $14,973.00 | 0 |
| 2007 | 72 | 11 | 15% | $8,606.00 | 0 |
| 2008 | 73 | 4 | 5% | $1,465.00 | 0 |
| 2009 | 65 | 4 | 6% | $623.00 | 0 |
| 2010 | 68 | 4 | 6% | $300.00 | 0 |
| 2011 | 62 | 3 | 5% | $3,275.00 | 0 |
| 2012 | 72 | 4 | 6% | $350.00 | 0 |
| 2013 | 75 | 3 | 4% | $300.00 | 0 |
| 2014 | 69 | 2 | 3% | $72.00 | 0 |
| 2015 | 70 | 2 | 3% | $180.00 | 0 |
| 2016 | 69 | 2 | 3% | $75.00 | 0 |
| 2017 | 64 | 1 | 2% | $25.00 | 0 |
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STATE TAX COMMISSION OF MISSOURI
TIFFANY SQUARE, INC.,
Complainant(s),
) Appeal No. 21-79058
) through 21-79065
) Parcel/locator No(s): See Appendix A ) (attached)
v.
)
DAVID COX, ASSESSOR, )
PLATTE COUNTY, MISSOURI, )
Respondent.
)
DECISION AND ORDER
Tiffany Square, Inc. (Complainant) appeals the Platte County Board of Equalization's (BOE) decisions finding the true values in money (TVMs) of the subject properties on January 1, 2021, was $4,980,698 (total for seven lots collectively known as the "Outparcels") and $309,982 (one lot known as the "Ambassador Parcel"). Complainant claims the property is overvalued and proposes values of $1,609,200 (Outparcels) and $193,600 (Ambassador Parcel) as of January 1, 2021. Complainant produced substantial and persuasive evidence establishing overvaluation. The BOE's decisions are SET ASIDE. 1
1 Complainant timely filed a complaint for review of assessment. The State Tax Commission (STC) has authority to hear and decide Complainant's appeal. Mo. Const. art. X, Section 14; section 138.430.1, RSMo 2000. All statutory citations are to RSMo 2000, as amended.
Complainant was represented by counsel, Peter Corsale. Respondent was represented by counsel, Bob Shaw. The evidentiary hearing was conducted on September 14, 2022. The parties submitted post hearing briefs that were incorporated into the record.
FINDINGS OF FACT
1. Subject Property. The subject consists of eight vacant lots of land located in Kansas City, Platte County, Missouri. Seven of the lots, known as the Outparcels, were intended to be pad sites, i.e., outparcels, to a Sam's Club based upon a 2013 development plan. The Outparcels range in size from .96 to 2.89 acres of land, totaling 10.55 acres of land. The eighth lot is the Ambassador parcel. It is 1.78 acres of land, irregularly shaped as the north and south ends are shallow and similar to a triangle. The parcel/locator numbers are 17-7.0-36-000-015-012, 19.3.0-06-000-000-009, 19-3.0-06-000-000-010, 19-3.0-06000-000-011, 19-3.0-06-000-000-012, 19-3.0-06-000-000-013, 19-3.0-06-000-000-014, and 19-3.0-06-000-000-016.
2. Respondent and BOE. Respondent classified the subject properties as commercial and determined the TVMs on January 1, 2021, as follows: $309,982 for the Ambassador Parcel and $4,980,698 for the other 8 parcels. They were individually valued at $785,009 (Lot 2), $1,262,476 (Lot 3), $774,513 (Lot 4), $518,852 (Lot 5), $928,407 (Lot 6), $503,284 (Lot 7), and $208,157 (Lot 9). The BOE classified the subject properties as commercial and independently determined the TVMs on January 1, 2021, as follows: $309,982 for the Ambassador Parcel and $4,980,698 for the other 8 parcels. They were individually valued at $785,009 (Lot 2), $1,262,476 (Lot 3), $774,513 (Lot 4), $518,852 (Lot 5), $928,407 (Lot 6), $503,284 (Lot 7), and $208,157 (Lot 9).
3. Complainant's Evidence. Complainant submitted Exhibit A, Appraisal Report, and Exhibit B, the written direct testimony (WDT) of Kenneth Jaggers. Complainant presented testimony from two witnesses at the hearing, Mr. Jaggers and Jon Fogerty.
Mr. Jaggers is the Managing Director for JLL Valuation Advisory in Kansas City, Missouri, is a member of the Appraisal Institute, and is a MAI certified appraiser. Utilizing the sales comparison approach, Mr. Jaggers valued the subject properties as follows: $3.50 per square-foot for the Outparcels, totaling $1,609,200, and $2.50 per square-foot for the Ambassador Parcel, totaling $193,600. The income and cost approaches were not utilized.
Mr. Jaggers concluded in his report that the market area around the subject properties is in the growth stage of its life cycle as it experienced recent employment growth, moderate construction activity and a pending KCI airport terminal completion. (Ex. A at 28) Mr. Jaggers concluded in his report that the highest and best use for the subject properties was speculation. (Ex. A) Mr. Jaggers notes in his report that all of the parcels subject to this appeal have been on the market for many years. (Exhibit A)
Mr. Jaggers explained the physical location of the subject properties in his testimony and how access to them is vital to their individual TVMs. He testified the ingress and egress points to the Outparcels were through Sam's Club, an 18.74 acre lot, not owned by Complainant. (Tr. 10:11-12:6) Mr. Jaggers testified that the Outparcels and Sam's Club were platted in 2013 in accordance with a "joint development plan", with Sam's acting as an "anchor tenant". (Tr. 12:10 -13:9) He testified that the "joint development plan" was terminated when Sam's Club abandoned the project and sought to sell their vacant land. (Tr. 10:11-12:6) He further testified that without that anchor, the development plan became obsolete and essentially acted as a barrier to the sale of the Outparcels. (Id.) Mr. Jaggers testified that as of January 1, 2021, no legally permissible or approved ingress or egress access points existed to enter the Outparcels from the main road. (Tr. 37:17-38:9)
Under the sales comparison approach, Mr. Jaggers found four recent comparable sales less than 4 miles away from the subject properties and in the immediate market area of Kansas City. For the Outparcels, Mr. Jaggers testified the comparables were all similar to the subject properties in that they were raw land that needed utilities, ingress and egress, and new site approval. (Tr. 14:24-15:6; Tr. 41:3-17) The price per square-foot for the four sales analyzed ranged from $1.90 to $5.00. (Ex. A at 54) The adjusted range per squarefoot was $2.50 to $4.95, after Mr. Jagger made adjustments for location, access, exposure, shape and topography, and condition(s) of sale. (Ex. A at 54) Mr. Jaggers concluded that the TVM of each Outparcel on a per square-foot basis was $3.50. (Ex. A at 56)
For the Ambassador parcel, which is located in a less active market area and has been on the market for some time, Mr. Jaggers also utilized a price per square-foot range from $1.90 to $5.00. (Ex. A at 47) The adjusted range per square-foot was to $1.88 to $3.38, after Mr. Jagger made adjustments for location, access, exposure, shape and topography, and condition(s) of sale. (Ex. A at 47) Consequently, Mr. Jaggers concluded the TVM of the Ambassador parcel on a per square-foot basis was $2.50. (Ex. A at 49) His report also concludes that Ambassador has no legal access as of January 1, 2021. (Ex. A at 32) In its current platting, being an irregular shape and located on a roundabout, there is no apparent use of Ambassador without grouping with the nearby adjoining tracts, which Mr. Jaggers testified are also for sale. (Ex. A at 36)
Mr. Jaggers testified to a March 2021 letter of intent (LOI) for all of the Outparcels, including Lot 8 which is not subject to this appeal, where the potential buyer offered $1,918,850 or $3.53 per square-foot for the Outparcels. The sale did not occur, but Mr. Jaggers testified that in his opinion, the LOI is still a "good indicator of the potential market of the Outparcels and how the market views the plots". (Tr. 41:3-17)
Jon Forgey is the Senior Vice-President at Security Bank and Secretary/Treasurer of Tiffany Square, Inc. At the hearing, Counsel for Respondent objected to Mr. Forgey's testimony as inadmissible due to the failure of Complainant to list him as a potential witness. Counsel for Complainant argued that Mr. Forgey should be allowed to testify as his testimony is relevant to the content of Mr. Marx's testimony, of which they were unaware of until the hearing, and as his WDT was prefiled, but did not contain the information brought up in the hearing and Mr. Forgey's testimony was being offered as rebuttal to Mr. Marx only. The Senior Hearing Officer issued an interlocutory order allowing Mr. Forgey to testify and a ruling on the testimony's admittance was taken with the case.
In their brief, Complainant argued, the content of Mr. Forgey's testimony "was fully disclosed to Respondent prior to the hearing. Square, Inc. Tr. 101:1-4" (Comp. Brief at 21) Respondent's Objection is hereby overruled. Mr. Forgey's testimony is admitted into the record and given the weight deemed appropriate. Respondent's questions regarding covenants and marketing are allowed over Complainant's continuing objection that this is outside the scope of cross examination. The testimony and cross examination is admitted in its entirety.
In his testimony, Mr. Forgey explained the subject properties have been marketed since at least the mid-1990's. Mr. Forgey testified Sam's Club's "abandonment has stalled any progress on development of the parcels as currently platted". (Tr. 102:21-105:21) He also clarified there have been several LOIs, all of which have failed, because of Sam's Club's full-scale abandonment and refusal to allow the interior access roads on its property. (Tr. 102:21-107:20)
4. Respondent's Evidence. Respondent submitted Exhibit 1, 2 and Rebuttal Exhibit 14, which are admitted into evidence. Exhibit 1 is the WDT of Robin Marx. Exhibit 2 is the appraisal report. Exhibit 14, used for impeachment, is a prior STC case where Mr. Jaggers conducted the appraisal. Complainant objected to its inclusion as irrelevant. Respondent argued it was relevant for credibility.
Exhibit 2 utilizes the sales comparison approach to estimate the market value of the subject properties from recent sales of nine comparable properties. Focusing on six sales of active developments, Mr. Marx valued the Subject Properties totaling $4,345,000 for the Outparcels and $410,000 for the Ambassador parcel. Mr. Marx valued the subject property as if each parcel would be bought separately and utilizing sales involving active developments. (Ex. 2, p. 29) Mr Marx testified he valued each of the outparcels as individual lots and his value conclusions were $590,000 ($9.00 per square-foot) (Lot 2), $1,400,000 ($11.00 per square-foot) (Lot 3), $520,000 ($11.00 per square-foot) (Lot 4), $475,000 ($11.00 per square-foot) (Lot 5), $775,000 ($10.00 per square-foot) (Lot 6), $460,000 ($11.00 per square-foot) (Lot 7), and $125,000 ($3.00 per square-foot) (Lot 9).
The comparable properties differ from the subject property with respect to use. Mr. Marx's value conclusions, when added, are lower than the BOE's decisions.
5. No Evidence of New Construction & Improvement. There was no evidence of new construction and improvement from January 1, 2021, to January 1, 2022, therefore the assessed value for 2021 remains the assessed value for 2022. Section 137.115.1.
6. Value. The TVMs of the subject properties on January 1, 2021, were as follows:
| Appeal | Parcel Number | TVM |
|---|---|---|
| Number | | |
| 21-79508 | 17-7.0-36-000-015-012 | $193,600 |
| 21-79059 | 19.3.0-06-000-000-009 (Lot 2) | $229,000 |
| 21-79060 | 19-3.0-06-000-000-010 (Lot 3) | $439,800 |
| 21-79061 | 19-3.0-06-000-000-011 (Lot 4) | $225,900 |
| 21-79062 | 19-3.0-06-000-000-012 (Lot 5) | $151,400 |
| 21-79063 | 19-3.0-06-000-000-013 (Lot 6) | $270,500 |
| 21-79064 | 19-3.0-06-000-000-014 (Lot 7) | $147,000 |
| 21-79065 | 19-3.0-06-000-000-016 (Lot 9) | $145,600 |
CONCLUSIONS OF LAW
1. Assessment and Valuation
Pursuant to Article X, Sections 4(a) and 4(b), Mo. Const. of 1945 real property and tangible personal property is assessed at its value or such percentage of its value as may be fixed by law for each class and for each subclass. Article X, Sections 4(a) and 4(b), Mo. Const. of 1945. Commercial real property is assessed at 32% of its TVM as of January 1 of each odd-numbered year. Section 137.115.5(1)(c). "True value in money is the fair market value of the property on the valuation date, and is a function of its highest and best use, which is the use of the property which will produce the greatest return in the reasonably near future." Snider v. Casino Aztar/Aztar Mo. Gaming Corp., 156 S.W.3d 341, 346 (Mo.
banc 2005) (internal quotation omitted). The fair market value is "the price which the property would bring from a willing buyer when offered for sale by a willing seller." Mo. Baptist Children's Home v. State Tax Comm'n, 867 S.W.2d 510, 512 (Mo. banc 1993). Determining the TVM is a factual issue for the STC. Cohen v. Bushmeyer, 251 S.W.3d 345, 348 (Mo. App. E.D. 2008). The "proper methods of valuation and assessment of property are delegated to the Commission." Savage v. State Tax Comm'n, 722 S.W.2d 72, 75 (Mo. banc 1986).
"For purposes of levying property taxes, the value of real property is typically determined using one or more of three generally accepted approaches." Snider, 156 S.W.3d at 346. The three generally accepted approaches are the cost approach, the income approach, and the comparable sales approach. Id. at 346-48; see also St. Louis Cty. v. Sec. Bonhomme, Inc., 558 S.W.2d 655, 659 (Mo. banc 1977).
The comparable sales approach "is most appropriate when there is an active market for the type of property at issue such that sufficient data are available to make a comparative analysis." Snider, 156 S.W.3d at 348. For this reason, the comparable sales approach is typically used to value residential property. "The comparable sales approach uses prices paid for similar properties in arms-length transactions and adjusts those prices to account for differences between the properties." Id. at 347-48 (internal quotation omitted). "Comparable sales consist of evidence of sales reasonably related in time and distance and involve land comparable in character." Id. at 348.
2. Evidence
The hearing officer is the finder of fact and determines the credibility and weight
of the evidence. Kelly v. Mo. Dep't of Soc. Servs., Family Support Div., 456 S.W.3d 107, 111 (Mo. App. W.D. 2015). The finder of fact in an administrative hearing determines the credibility and weight of expert testimony. Hornbeck v. Spectra Painting, Inc., 370 S.W.3d 624, 632 (Mo. banc 2012). "It is within the purview of the hearing officer to determine the method of valuation to be adopted in a given case." Tibbs v. Poplar Bluff Assocs. I, L.P., 599 S.W.3d 1, 9 (Mo. App. S.D. 2020). The hearing officer "may inquire of the owner of the property or of any other party to the appeal regarding any matter or issue relevant to the valuation, subclassification or assessment of the property." Section 138.430.2. The Hearing Officer's decision regarding the assessment or valuation of the property may be based solely upon his inquiry and any evidence presented by the parties, or based solely upon evidence presented by the parties. Id.
3. Complainant's Burden of Proof
The BOE's valuation is presumptively correct. Rinehart v. Laclede Gas Co., 607 S.W.3d 220, 227 (Mo. App. W.D. 2020). To prove overvaluation, a taxpayer must rebut the BOE's presumptively correct valuation and prove the "value that should have been placed on the property." Snider, 156 S.W.3d at 346. The taxpayer's evidence must be both "substantial and persuasive." Id. "Substantial evidence is that evidence which, if true, has probative force upon the issues, and from which the trier of fact can reasonably decide the case on the fact issues." Savage, 722 S.W.2d at 77 (internal quotation omitted). Evidence is persuasive when it has "sufficient weight and probative value to convince the trier of fact." Daly v. P.D. George Co., 77 S.W.3d 645, 651 (Mo. App. E.D. 2002); see also White v. Dir. of Revenue, 321 S.W.3d 298, 305 (Mo. banc 2010) (noting the burden of persuasion is the "party's duty to convince the fact-finder to view the facts in a way that favors that party"). A taxpayer does not meet his burden if evidence on any essential element of his case leaves the STC "in the nebulous twilight of speculation, conjecture and surmise." See, Rossman v. G.G.C. Corp. of Missouri, 596 S.W.2d 469, 471 (Mo. App. 1980).
4. Complainant Proved Overvaluation.
Complainant produced substantial and persuasive evidence of overvaluation. In his valuation, Mr. Jaggers focused on the economic realities of the subject properties and any potential future market transactions by utilizing an approved methodology in the state of Missouri. The analysis of Complainant's appraiser is supported by the sales comparison approach. The comparable sales approach uses prices paid for similar properties in armslength transactions and adjusts those prices to account for differences between the properties. Comparable sales consist of evidence of sales reasonably related in time and distance and involve land comparable in character. This approach is most appropriate when there is an active market for the type of property at issue such that sufficient data is available to make a comparative analysis. Snider v. Casino Aztar/Aztar Missouri Gaming Corp., 156 S.W. 3d, 341, 347 (Mo. 2005). (citations omitted). Complainant used sufficient comparables of similar properties. Complainant's comparable sales are reasonably related in time and distance and involve land comparable in character (vacant land, no utilities, and/or no access). Although Respondent utilized more comparables, many of them are not persuasive of value, as the usage of active developments increases the marketability much above the current parcels within this appeal. Mr. Marx testified he made adjustments to the sale prices per square-foot in each comparable to account for the active developments;
however, these adjustments amount to speculation when they are so unlike the current subject properties. (Exhibit 2) Further, there is no reason to include those comparables when Mr. Marx had other comparables which were more similar to the subject properties. Respondent's comparables are not persuasive as to TVM.
True value in money is the fair market value of the property on the valuation date, and is a function of its highest and best use, which is the use of the property which will produce the greatest return in the reasonably near future. Aspenhof Corp. v. State Tax Commission, 789 S.W. 2d 867, 869 (Mo. App. 1990). Both parties' appraisers concluded the highest and best use for the properties is speculation. (Exhibit A and 2) It is true that property can only be valued according to a use to which the property is readily available. But this does not mean that in order for a specific use to be the highest and best use for calculating the property's true value in money that particular use must be available to anyone deciding to purchase the property. . . .A determination of the true value in money cannot reject the property's highest and best use and value the property at a lesser economic use of the property. Snider v. Casino Aztar/Aztar Missouri Gaming Corp., 156 S.W. 3d, 341, 348-349 (Mo. 2005). Therefore, to compare the parcels in this appeal to sales of active developments is not a proper comparable as it rejects the highest and best use. In fact, Complainant's comparables all mirror the highest and best use of the subject property.
Complainant explains the importance of choosing comparables with the proper use in their brief, "in the case of the Outparcels, the detrimental effect of the failed and abandoned development plan and an adjoining landowner who has refused to allow access through its land as outlined in the plat map." (Comp. Brief at 2) Complainant further explains this factor in relation to market value, as follows:
"The 2013 joint development plan contemplated ingress and egress through portions of Lot 1, which was owned by Sam's and was to house the anchor tenant. Tr. 10:1112:6. The amended covenants and restrictions entered by and between Sam's and Complainant outlined how this would be executed. Id. With the amended covenant and restrictions terminated and Sam's abandoning the project, new plans would have to be submitted to provide ingress and egress. Id; Tr. 22:1-22. And if each parcel as platted would be granted such access, which is not guaranteed and therefore purely speculatory, then the usable space for each lot is further diminished. Tr. 10:11—12:6; Tr. 22:1-22. Consequently, the parcels, as configured, are essentially raw land with no utilities to the individual sites, no current ingress or egress, and would require the submission of a new site plan. Tr. 13:10-14:15." (Comp.'s Brief at 3) (emphasis added)
Complainant's argument is well taken. The evidence regarding market conditions, combined with the factual reality that the subject properties are unable to be developed as previously intended, lead to a reasonable conclusion that the value of the Outparcels has decreased, not increased. Ambassador suffers its own issues as an irregularly shaped parcel with no legal access points as of January 1, 2021. The record supports the TVMs submitted by Complainant.
CONCLUSION AND ORDER
The BOE decision is set aside. The TVM of the subject property as of January 1, 2021 were as follows:
| Appeal | Parcel Number | TVM |
|---|---|---|
| Number | | |
| 21-79508 | 17-7.0-36-000-015-012 | |
| 21-79059 | 19.3.0-06-000-000-009 (Lot 2) | |
| 21-79060 | 19-3.0-06-000-000-010 (Lot 3) | |
| 21-79061 | 19-3.0-06-000-000-011 (Lot 4) | |
| 21-79062 | 19-3.0-06-000-000-012 (Lot 5) | |
| 21-79063 | 19-3.0-06-000-000-013 (Lot 6) |
|---|---|
| 21-79064 | 19-3.0-06-000-000-014 (Lot 7) |
| 21-79065 | 19-3.0-06-000-000-016 (Lot 9) |
Application for Review
A party may file with the Commission an application for review of this decision within 30 days of the mailing date set forth in the certificate of service for this decision. The application "shall contain specific detailed grounds upon which it is claimed the decision is erroneous." Section 138.432. The application must be in writing, and may be mailed to the State Tax Commission, P.O. Box 146, Jefferson City, MO 65102-0146, or emailed to [email protected]. A copy of the application must be sent to each person listed below in the certificate of service.
Failure to state specific facts or law upon which the application for review is based will result in summary denial. Section 138.432.
Disputed Taxes
The Collector of Platte County, as well as the collectors of all affected political subdivisions therein, shall continue to hold the disputed taxes pending the possible filing of an application for review, unless said taxes have been disbursed pursuant to a court order under the provisions of section 139.031.
SO ORDERED September 29, 2023. STATE TAX COMMISSION OF MISSOURI
Erica M. Gage
Senior Hearing Officer State Tax Commission
Certificate of Service
I hereby certify that a copy of the foregoing has been electronically mailed and/or sent by U.S. Mail on September 29, 2023, to:
Complainant(s) and/or Counsel for Complainant(s), the County Assessor and/or Counsel for Respondent and County Collector.
Stacy M. Ingle Legal Assistant
APPENDIX A
| | Appeal No. | | Complainant | Parcel Locator No. |
|---|---|---|---|---|
| 21-79058 | | Tiffany Square Inc | | |
| 21-79059 | | Tiffany Square Inc | | |
| 21-79060 | | Tiffany Square Inc | | |
| 21-79061 | | Tiffany Square Inc | | |
| 21-79062 | | Tiffany Square Inc | | |
| 21-79063 | | Tiffany Square Inc | | |
| 21-79064 | | Tiffany Square Inc | | |
| 21-79065 | | Tiffany Square Inc | | |
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COVID-19
In the wake of the current Coronavirus Pandemic we wish to ensure the health and safety of our staff and clients.
If you are experiencing any of the following symptoms or have been in contact with anyone else who is unwell or self-isolating, please do not enter our premises.
- Fever/High temperature
- New and persistent cough
- Shortness of breath
- Headaches
The health and well being of our staff and clients are our main priority at this time.
If you need to contact us about your case, please do so by telephone or e-mail
📞 02892672644
✉️ [email protected]
CAMPBELL & CAHER
LAW FIRM
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Epson DURABrite Inks are an evolving pigment-based ink technology first introduced in the Epson Stylus C80 ink jet printer. DURABrite Inks are optimized for plain and matte papers, yet the newest formulation of DURABrite Inks (currently featured in the Epson Stylus C66/C86/CX4600/CX6600) adds improved printing on glossy papers—especially on the new DURABrite Ink Glossy Photo Paper. DURABrite Inks are featured in the Epson printers and all-in-ones designed for dedicated productivity.
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This technical brief will provide detailed information on the goals and advantages of DURABrite Inks.
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DURABrite Inks are compatible with a variety of papers, including 1:
| Matte Surface Papers | Glossy Surface Papers |
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| • Plain Paper • Epson Premium Bright White Paper • Epson Photo Quality Ink Jet Paper • Epson Matte Paper Heavyweight • Epson Double-Sided Matte Paper | • Epson DURABrite Ink Glossy Photo Paper • Epson Glossy Photo Paper • Epson Premium Semigloss Photo Paper Note: The Epson Premium Glossy Photo Paper is not compatible with DURABrite Inks |
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DURABrite Inks have previously been featured on the Epson Stylus C80/C82/C64/C84/CX5200/CX6400, and are currently featured on the following Epson printers 3 :
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Visit www.DURABrite.com for the latest information on DURABrite Inks, testimonials, and more.
1 Because the Epson Stylus C80 uses a different variation of DURABrite Inks, it supports different papers. While current models support Epson Glossy Photo Paper, the Epson Stylus C80 does not support those papers, but does support Epson Premium Glossy Photo Paper (not supported on the current models).
2 The initial formulation of DURABrite Inks, used in the Epson Stylus C80, was not rated for lightfastness on plain paper.
3 The EPSON Stylus C64/C66/C84/C86/CX4600/CX6400/CX6600 use the latest formulation of DURABrite Inks with improved printing on glossy papers.
Epson and Epson Stylus are registered trademarks of Seiko Epson Corporation. DURABrite is a registered trademark of Epson America, Inc. Other product names used herein are for identification purposes only and may be trademarks of their respective owners. Epson disclaims any and all rights in those marks.
©2004 Epson America, Inc.
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Antieke Birmese Nat op paard
- Materiaal: hout
- 64,9 cm hoog
- 16 cm breed en 39,8 cm diep
- Verguld met 24 krt. bladgoud
- 19e eeuws
- Met ingelegde ogen
- Afkomstig uit Birma
- Nr: 3028-22
- Prijs: 850 euro
A rare and important gilt bronze figure of a warrior, possibly a king, seated on a horse, holding a sword in his right hand and a spear in his left. The figure is adorned with intricate details, including a tall, ornate hat with a pointed top, and a necklace with pendants. The horse is also intricately detailed, with a saddle and bridle. The figure is mounted on a red base.
Provenance: Private collection, Switzerland.
Dimensions: Height 30 cm (11.8 inches)
Condition: Excellent condition, with some minor wear consistent with age and use.
Bekijk op website
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The characteristics of the current central bank hiking cycle
DISCIPLINED BY NATURE. FLEXIBLE BY DESIGN.
The icons alongside represent our investment process. Through a disciplined provision of investment policy and security selection at the global level, regional portfolio management teams have the flexibility to construct portfolios to meet the specific requirements of our clients.
HIGHLIGHTED IN THIS PUBLICATION:
- GLOBAL STRATEGIC ASSET ALLOCATION
- REGIONAL ASSET ALLOCATION
- GLOBAL SECURITY SELECTION
- REGIONAL PORTFOLIO CONSTRUCTION
Over the last 18 months, monetary policymakers across the world have raised interest rates by cumulatively large amounts in a synchronous fashion. In this issue of *Infocus* EFG chief economist Stefan Gerlach looks at the data and analyses the frequency and step sizes of the hikes and reaches some interesting conclusions.
In the last year or two, central banks across the world have raised interest rates. Because these rate increases have been very large, have been adopted by so many central banks and have occurred almost simultaneously, this is arguably one of the most dramatic periods of monetary policy tightening in history.
Inflation rates far above central banks’ targets were responsible for driving these rate increases. Since monetary policy impacts the economy with long lags and these rate increases occurred relatively recently, it is too early to see a definitive response in the inflation data. However, it is informative nonetheless to review this episode of monetary tightening to see what we can learn from it.
There are many obvious questions. For instance, how much have central banks raised rates? How many times have they increased them? Have they proceeded at about the same pace, per increase or on average per month?
Of course, different groups of central banks have behaved differently. For instance, Latin American central banks started tightening monetary policy earlier than other central banks and did so even more dramatically. Here we focus on a set of nine central banks (in what the IMF would refer to as) advanced economies which responded, as shown below, in broadly similar ways.
In Figure 1, we look at perhaps the two most important central banks: the Federal Reserve (Fed) and the European Central Bank (ECB); four in English-speaking economies: the Bank of England (BoE), Bank of Canada (BoC), Reserve Bank of Australia (RBA) and the Reserve Bank of New Zealand (RBNZ); and three smaller European central banks: the Swiss National Bank (SNB), the Norwegian Norges Bank (NB) and the Swedish Riksbank (RB).
**Characteristics of this tightening cycle**
Figure 1 shows these banks’ policy rates, starting from the end of the month before they adopted the first interest rate increase in the current episode. Several interesting observations can be made based on the data in the graph.
Most obviously, these central banks started raising interest rates at different points in time, ranging from September 2021 to July 2022. Those that started first increased interest rates slowly, before taking larger steps.
They also started from different levels, ranging from -0.75% to 0.25%. Those central banks that first started to raise rates did so from positive levels (except for Norges Bank, which started at zero). Those that started last, the SNB and the ECB (for which we use the deposit rate which served as the ECB’s de facto policy rate in recent years), started from below zero. This suggests that the countries starting from negative interest rates had experienced stronger-than-average deflationary pressures.
The number of interest rate increases also differs among central banks. While the Bank of England has raised interest rates 12 times, the Swiss National Bank has only done so four times.
There are also large differences among central banks regarding how much they have raised interest rates. While the Federal Reserve and the Reserve Bank of New Zealand have raised...
rates by 500 bps (or 5 %), the Swiss National Bank has merely raised them by 2.25%.
5. Cumulative increase in interest rates (%)
| | RBNZ | Fed | BoC | BoE | RBA | ECB | RB | NB | SNB |
|-------|------|------|------|------|------|------|------|------|------|
| | 5 | 5 | 4.5 | 4,4 | 3.75 | 3.75 | 3.5 | 3.25 | 2.25 |
Source: EFG calculations on data from BIS and central bank websites, data as at 17 May 2023.
It is also interesting to look at the average ‘step size’, that is, the cumulative increase in interest rates divided by number of interest rate increases. Six of the central banks have taken steps on average of between 45-58 bps, while the remaining three have taken average steps of between 33-37 bps.
6. Average step size (basis points)
| | RB | BoC | SNB | ECB | Fed | RBNZ | BoE | RBA | NB |
|-------|------|------|------|------|------|------|------|------|------|
| | 58 | 56 | 56 | 54 | 50 | 45 | 37 | 34 | 33 |
Source: EFG calculations on data from BIS and central bank websites, data as at 17 May 2023.
The ‘speed’ at which they have raised interest rates, measured as the cumulative change interest rates divided by the number of months they have been raising rates, can also be computed. These speeds are broadly similar, ranging from 38 bps per month for the ECB to 16 bps per month for the Norges Bank.
7. Speed (basis points per month)
| | ECB | Fed | BoC | RBA | RB | RBNZ | BoE | SNB | NB |
|-------|------|------|------|------|------|------|------|------|------|
| | 38 | 36 | 32 | 31 | 29 | 26 | 26 | 20 | 16 |
Source: EFG calculations on data from BIS and central bank websites, data as at 17 May 2023.
What can be learnt about central bank interest rate setting?
Looking at these characteristics one by one provides no information on how they are related. For instance, have central banks that raised interest rates from lower levels taken larger steps? Is there an inverse relationship between step size and number of occasions a central bank has raised interest rates?
8. Correlations (significant at 10% level)
| | Months since start | Starting level | Number of increases | Cumulative change | Step size | Speed |
|--------------------------|--------------------|---------------|---------------------|-------------------|-----------|-------|
| Months since start | | | | | | |
| Starting level | 0.6 | 1 | | | | |
| Number of increases | 0.7 | 0.7 | 1 | | | |
| Cumulative change | | | | 0.7 | 1 | |
| Step size | -0.6 | | | -0.8 | | 1 |
| Speed | | | | | | 1 |
Source: EFG calculations on data from BIS and central bank websites, data as at 17 May 2023.
To understand these issues better, it is useful to look at the correlations between the characteristics discussed above (see Figure 8). To focus on the important relationships, only correlations that are statistically significant are indicated.
Figure 8 leads to several conclusions:
• Central banks that started early tended to start from a higher level, have raised interest rates more often and by cumulatively more, but took smaller steps.
• The speed at which they raised rates did not vary with these other characteristics.
Conclusions
These data show that there was natural ordering between central banks in terms of their propensity to raise interest rates. Those that felt the greatest need started early and did so from a relatively high level, increased rates many times and by cumulatively large amounts, but took smaller steps. However, the speeds at which they did so varied little among them, implying that the frequency of interest rate increases and the choice of step size offset each other.
The Bank of England had the greatest propensity to raise interest rates, followed, in declining order, by the Reserve Bank of Australia, Norges Bank, the Federal Reserve, the Reserve Bank of New Zealand, the Bank of Canada, the Riksbank, the European Central Bank and the Swiss National Bank.
A key question investors ask is whether this dynamic will work also in reverse. While history does not repeat itself, it is a plausible hypothesis that it will. If that happens, the central banks that led the process of raising rates may be among the first to cut them. Time will tell.
---
1 The significant level is 10%.
2 The conclusions in this and the next paragraph follows from applying principal components analysis to the data and ordering the central banks according to the first principal component.
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RUNNING WITH GIANTS #5
Moses, Peter & Jesus Life Group Notes
CONNECT QUESTIONS
If you could have any one super power – what would you choose?
Have you ever re-gifted something – what was it and did you get away with it?
_____________________________________________________________________________________
Joshua 23:14 MSG “As you can see, I’m about to go the way we all end up going. Know this with all your heart, with everything in you, that not one detail has failed of all the good things God, your God, promised you. It has all happened. Nothing’s left undone—not so much as a word.
This verse reminds us of the faithfulness of God – be encouraged – not one thing he has promised will be left undone – God will complete the work He has begun in your life!
_____________________________________________________________________________________
Pastor Ric and Marissa have just returned from time in New York – and Ps Ric was sharing about the enormity of the city (8.5 million people) and the incredible weight of humanity. We know God hears our prayers, and just how miraculous this is was magnified amongst so many people. In the face of such big crowds, the questions were asked – How will I be heard? What difference can I make? We may feel small or insignificant compared to the world, or to the giants of faith in the Bible – but the reality is – God wants to connect with us!
How is your connection with God at the moment? Is your connection 2-way? We can also have incredible encounters with God – its all about daily choices and staying in faith!
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Moses had an incredible connection with God – he was face to face with God 80 days up a mountain – yet Moses missed out on entering the promised land – Check out Deuteronomy 32:50-52. Why do you think Moses was disqualified from entering the land?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Moses assumed his calling would fix his character! Moses was rejected throughout his life, and this resulted in anger – and his lack of control stopped him from entering into all that God had for him. What is that thing deep in your life that will stop you from entering into all that God has for you?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
The good news is that God is LOVE! He loves us and wants to redeem those areas of our lives that might otherwise hold us back. He is all about character development. Consider Peter – a disciple of Jesus who the day before Jesus was arrested declared he would never leave him. When Jesus was arrested, Peter was fearful and ended up denying he knew Him. Jesus made a way back for Peter (and he makes a way back for us to! Check out John 21:15-17 . Jesus didn’t ask Peter if he had repented, or spent time feeling sorry – he asked Peter if he loved him! Why do you think this was the most important question?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Perfect love casts out all fear! When we truly open our hearts and both love God and trust Him with all that we are – we are filled with His power – Check out John 14:26. Do you completely trust the Holy Spirit?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Read Revelation 3:19-21 . Our times are in God’s hands – as we love Him wholeheartedly He will give us the desires of our hearts! The power of the Holy Spirit is available to us so we can live as Jesus did! How will you step out in faith today?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
PRAYER
Pray that we would have strong connections with God and live as Jesus did – stepping out in faith.
Pray for any areas of your life that need some character development – and thank God for his love in the journey of growth!
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ProjectorKit: Easing the Development of Interactive Applications for Mobile Projectors
12 Martin Weigel, 3 Sebastian Boring, 2 Jürgen Steimle, 1 Nicolai Marquardt, 1 Saul Greenberg & 1 Anthony Tang
1
Department of Computer Science
University of Calgary
2500 University Drive NW
2 Max Planck Institute of Informatics Cluster of Excellence MMCI Campus E 1.7
Calgary, Alberta Canada T2N 1N4
66123 Saarbrücken, Germany
3 Department of Computer Science University of Copenhagen Njalsgade 128, Bldg. 24, 5th floor 2300 Copenhagen S, Denmark
[mweigel, jsteimle]@mpi-inf.mpg.de, [email protected], [nicolai.marquardt,saul,tonyt]@ucalgary.ca
ABSTRACT
Researchers have developed interaction concepts based on mobile projectors. Yet pursuing work in this area – particularly in applying projector-based techniques within an application – is a cumbersome and time-consuming. To mitigate this problem, we generalize existing interaction techniques using mobile projectors. First, we identified five interaction primitives that serve as building blocks for a large set of applications. Second, these primitives were used to derive a set of principles that inform the design of a toolkit that ease and support software development for mobile projectors. Finally, we implemented these principles in a toolkit, called ProjectorKit, which we contribute to the community as a flexible open-source platform.
Author Keywords
Projection Mapping, Mobile Projector, Toolkit, Framework.
ACM Classification Keywords
H.5.m. Information interfaces and presentation (e.g., HCI).
INTRODUCTION
In recent years, small mobile projectors have been increasingly used as an input / output device, where their position in the 3D physical environment affects how the interface responds. The problem is that today's user interface programming tools are typically optimized for 2D GUIs, which does not map well to the 3D projection environment. Using mobile projectors as part of an interface require a different set of development tools, including functionality that reacts to the projector position and that correctly projects its scene on a physical surface. Because there is a lack of tools, interactive applications for mobile projectors are typically developed from scratch – a time-consuming and complex task. While some toolkits for developing 3D real-world interfaces are emerging [5], they do not yet offer support for mobile projection.
To remedy this problem, we pursued the goal of developing a toolkit that simplifies how interaction designers and researchers can rapid prototype applications incorporating mobile projectors. We began by analyzing prior work in the area, where we identified five conceptual interaction primitives with mobile projectors. In turn, we derive a set of generic design principles for such toolkits, which address fundamental projection challenges that underlie all applications. We also present a general set of semantically meaningful events that encapsulate interactive functionality. Finally, we implemented these principles as the opensource ProjectorKit. Details are described below.
INTERACTION PRIMITIVES OF MOBILE PROJECTIONS
We began by analyzing prior research on mobile projector interaction, where our goal was to identify a set of common interactions. Our set is largely inspired from [7], yet focuses on activities to yield primitives that can be operationalized as design principles of the toolkit.
Project. The most basic purpose of a projector is to project content onto a surface, where projection is constrained and bound by how the user is holding it. Ideally, projection creates a display on any surface and at variable sizes, where it is typically visible to multiple people. For example, a user may project pictures or movies onto a wall to show them to friends. Projectors can move, and this can be used as a form of input. For example, the projector's motion can influence the projected content as a motion beam [9] to steer a virtual character.
Augment. Projectors can also serve to augment real-world objects by projecting additional digital information onto them. Virtual contents are bound to the real-world object (projection mapping), where content is revealed when the user projects onto the object(s). For example, a mobile projection could show up-to-date information on a flight ticket, such as the expected delay of the flight [6].
Select. The projector can act as a selection device, i.e., where the user can select a virtual item to perform an activity bound to that item. For example, selecting a virtual button can trigger an event. Selection can be performed in various ways: by targeting with the projector [1, 8]; by directly touching a portion of the projection surface [10]; or by interacting in the light beam [3].
Command. People want to interact with the shown information by executing commands. Examples include zooming, rotating, and moving content. Those commands can be executed through item selection, as described above, or with gestures, which are performed with the projector or the object that is projected upon [4].
Share. Sharing allows multiple users to combine and exchange information. For example, two people can overlap two projections of calendar events to merge them, or use overlap to swap pictures in a shared workspace [2].
TOOLKIT DESIGN PRINCIPLES
We then used these five interaction primitives to derive a set of design principles that would ultimately inform the design of our toolkit. The first two encapsulate the base functionality for a projection's visual appearance. The last three define a projection's interactive behavior as three fundamental events.
Handling a Projection's Visual Appearance
Project: Correcting for Jitter and Keystone Effects. Because of their portable nature, mobile projections suffer from two fundamental effects that impact the image quality. (1) Jitter occurs due to the natural hand tremor. (2) Keystone effects appear when the axis of projection is not perpendicular to the projection surface. To counter this (and thus improve a projection's image quality), a toolkit should automatically remove jitter by stabilizing the image and remove keystone effects by warping the image (Figure 1a).
represented in a 3D world. That is, correct imagery can be calculated from their respective poses and by 3D raytracing (Figure 1b).
The low level programming to perform both of the above is complex. Thus a toolkit should include this low-level functionality, where it is presented as an abstraction layer to ease implementation. For example, through automated projection mapping, developers should be able to easily bind textures onto real-world objects. The toolkit itself would then automatically render and project that texture correctly from the projector's perspective.
Select: Hotspot and Targeting Events
Hotspot and targeting events are a semantically meaningful abstraction layer for the "selection" interaction primitive, where can be implemented using proxemic properties.
Augment: Automated Mapping of Projection. Mobile projectors can be used to augment real-world objects. Such augmentation requires that projections are correctly shown on their surfaces, i.e. by mapping them as virtual textures onto them. At the same time, these textures should remain correctly positioned, regardless of the projector's movement (which will change the spatial relationship between the projector and that object). Implementing such functionality requires both objects and the projector to be
Hotspots define an interactive area on a visual texture (Figure 1c, top). Hotspot areas are activated when they are fully or partially inside the projection. If a hotspot area is activated by the projection, a corresponding event is triggered. This allows application developers to easily implement interactive behaviors on projected textures, e.g. a button, a menu item or animations that start when the object is in the projection.
In contrast, a targeting event tells the developer which texture or real-world object (or which part of it) is currently targeted and therefore selected by the projection (Figure 1c, bottom). However, developers must be able to specify what exactly the targeting area is, i.e., the entire projection, or just a specific part of it, or even a single pixel.
Proxemic properties are essential to implement both event classes, as they can specify or modify the selection event. Proxemic properties comprise the distance and orientation between the projector and the projection surface. For example the distance between projector and projection surface can be used to adjust the level of detail of projected contents [1]. Orientation can adapt the perspective of a rendering [9]. Given those proxemics and the intrinsic parameters of the projector, further projection properties, such as the pixel density on the surface, should be provided. Table 1 shows a basic set of properties which should be supported by the event system.
Gesture Events
Commands as gestures are one way to execute commands. A toolkit should automatically trigger events for a set of basic gestures, e.g., shaking, wiping and rotating. These gestures are performed either with the projector itself or with objects the user is projecting on (Figure 1d).
Display Overlapping Events
Sharing via overlap. Multiple projections can overlap in various ways. A projector can overlap another projector, or a projector can overlap an active screen (e.g. a wall-sized display. Overlap can be full or partial (Fig. 1e). Overlapped regions can be exploited as a common display space, e.g., to merge and share information. An event system should trigger events when overlapping of two or more projections starts, changes or ends. The events should contain information about the proxemics of each participating projection and about the geometry of the overlap.
Table 1. Basic properties of the events.
| Events | Properties |
|---|---|
| Gestures | Object, start, duration, used area. |
| Hotspot | Projector, distance, rotation, pixel density, visible part of the hotspot. |
| Overlap | Surface, overlapping coordinates, area size. For both displays: overlapping pixels, average pixel density, number of overlapping pixels, percentage of the display, displayed content For projections: distance, rotation, intersection angles, max/min pixel density. |
PROJECTORKIT IMPLEMENTATION
We developed a toolkit that implements our design principles, which developers can use to create applications in any of the .NET languages. The developer first creates a server application, which imports the toolkit and will hold the application logic. In a one-time procedure, the developer then registers physical objects and surfaces that are present in the scene. The toolkit automatically manages the model of the virtual scene, tracks moveable objects, triggers events for the application logic, and updates the clients. A lightweight client application that is part of the toolkit then runs on mobile devices to render the visualization that is going to be projected.
Internally, the implementation relies on the Proximity Toolkit [5] for tracking the spatial relationships between physical objects and projectors. It currently supports infrared marker tracking with Vicon and OptiTrack systems; these systems are nowadays widely available in academia and industry and can be effectively used for prototyping purposes. Since the tracking system is modular, other tracking approaches (e.g., depth sensors) can be implemented and used without modification of the toolkit or the applications. The current implementation only supports planar surfaces in the scenery.
The following running example shows how a rich projectorbased interaction on an augmented book can be implemented by using all prior described design principles. A texture on the book contains a zoomable map that changes its zoom level with the distance to the projector. Shaking the book changes the texture to show different information, like reviews and related books in the users library. Overlapping two projections on the book combines the related books of both users in one sorted list.
Adding a Texture to a Real-World Object
The following code snippet maps a texture onto a region of a real-world object, for example a book that is tracked by the tracking system:
```
var book = env.World.Get("Book"); // Load image with size 2000x1600mm var image = new ImageElement(2000,1600, @"image.jpg"); image.PositionOn(book, 0, 0); image.SetRelativeTo(book); env.World.Add(image);
```
The texture is mapped in three steps: (1) positioning it on the book; (2) setting it relative to the book so that it stays at the position when the book changes; and (3) the texture is added into the world to be automatically shown when it is inside the projection.
Reacting on Projector Distance for Semantic Zooming
A picture that is part of the books texture shows the location of the books' story on a map. A hotspot event indicates the visibility of the map and provides proxemic information (distance) between the projection device and the surface. This is used here to control zooming to show map detail as the projector is moved closer to the map.
```
var hotspot = new Hotspot(image,mapregion, projector); hotspot.Changed += HotspotEvent; void HotspotEvent (object sender, HotspotEventArgs e) { if(e.Distance < 200) // Distance in mm // Zoom with the distance }
```
Registering a Shake Gesture
Shaking the book is used to change the information that is displayed on its cover. The following code binds a 2 second shake gesture to the book.
```
var shaking = new ShakeGesture(book, 2.0); shaking.Recognized += ShakingEvent; void ShakingEvent (object sender, ShakingEventArgs e) { // Code to change the cover information }
```
Creating a Common Workspace
When discussing the book with other users, multiple overlapping projections can combine friends who liked the book or show related books that both users have read.
The toolkit supports overlapping workspaces, while at the same time also avoids potential interference of one projection on other projections or active displays. It does so through two techniques. The first technique blacks out the complete overlapping area (or specific parts) of one projection, i.e., so that the other projection displays without interference in that area. The following example illustrates this, where it considers the overlap of a mobile projector and a fixed display (such as a wall-sized display). It calculates which would have the lower resolution of the two (which depends upon the distance of the projector from the display), and blacks that one out dynamically. The effect is that the projector can serve as a high-resolution magic lens when brought close to the fixed display. However, the code below only shows how the lackout region is determined.
```
var overlap=new OverlappingDisplays(projector,display); overlap.OverlappingChanged += OverlappingEvent; void OverlappingEvent(object s, OverlappingEventArgs e) { if (e.Display1.PixelDensity<=e.Display2.PixelDensity) e.Display1.BlackoutOverlapWith(Display2); else e.Display2.BlackoutOverlapWith(Display1); }
```
A second technique to handle interference is to black out only specific parts of the overlap area rather than the whole regions. While we do not show an example of its use, it is implemented in the toolkit and only somewhat more complex than the above example.
USER FEEDBACK
We tested and collected feedback in two prototyping workshops with 7 computer scientists (6m, 1f; median age 25) and two longer-term projects with 3 developers (2m, 1f; median age 24). Participants developed a wide variety of applications for mobile projectors, including a multi-user game, a book browser, projection of personal content on a public display and a map interface with focus plus context behavior. Each of these applications was implemented with a small number of statements (less than 100). All projects could be realized without any major obstacles.
Overall, we received very positive feedback from the participants. All participants appreciated the ease of augmenting the environment and the possibility of using events to easily respond to projector-based interactions. One participant suggested that providing dedicated UI controls and labels would further ease application development. Another participant reported that better support for visual debugging of the 3D environment would be helpful.
CONCLUSION
Based on an analysis of prior work, we presented principles for the design of toolkits that ease developing interactive applications that make use of mobile projectors. We used these principles to design and implement a software toolkit, ProjectorKit.
Acknowlegements. Funding was provided in part by the NSERC SURFNET Network Grant, and by that AITF/NSERC/SMART Technologies Industrial Chair.
REFERENCES
1. Cao, X. and Balakrishnan, R. Interacting with dynamically defined information spaces using a handheld projector and a pen. In Proc. UIST'07.
2. Cao, X., Forlines, C., and Balakrishnan, R. Multi-user interaction using handheld projectors. In Proc. UIST'07.
3. Cowan, L. and Li, K. ShadowPuppets: supporting collocated interaction with mobile projector phones using hand shadows. In Proc. CHI '11.
4. Huber, J., Steimle, J., Liao, C., Liu, Q., and Mühlhäuser, M. LightBeam: Interacting with Augmented Real-World Objects in Pico Projections. In Proc MUM'12.
5. Marquardt, N., Diaz-Marino, R., Boring, S., and Greenberg, S. The Proximity Toolkit: Prototyping proxemic interactions in ubiquitous computing ecologies. In Proc. UIST'11.
6. Mistry, P., Maes, P., and Chang, L. WUW - wear Ur world: a wearable gestural interface. In Proc. CHI EA'09.
7. Rukzio, E., Holleis, P., and Gellersen, H. Personal projectors for pervasive computing. Pervasive Computing, IEEE, 11(2), 30-37.
8. Schmidt, D., Molyneaux, D., and Cao, X. PICOntrol: Using a Handheld Projector for Direct Control of Physical Devices through Visible Light. In Proc. UIST'12.
9. Willis, K., Poupyrev, I., and Shiratori, T. Motionbeam: a metaphor for character interaction with handheld projectors. In Proc. CHI '11.
10. Winkler, C., Reinartz, C., Nowacka, D., and Rukzio, E. Interactive phone call: synchronous remote collaboration and projected interactive surfaces. In Proc. ITS' 11
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MEMORANDUM OF UNDERSTANDING BETWEEN AND AMONG THE SOUTH COAST AIR QUALITY MANAGEMENT DISTRICT, THE CITY OF LONG BEACH AND THE CITY OF LOS ANGELES REGARDING THE SAN PEDRO BAY PORTS' 2017 CLEAN AIR ACTION PLAN UPDATE
This Memorandum of Understanding (MOU) is entered into by the South Coast Air Quality Management District (South Coast AQMD), the City of Long Beach, acting by and through the Long Beach Board of Harbor Commissioners (Long Beach), and the City of Los Angeles, acting by and through the Los Angeles Board of Harbor Commissioners (Los Angeles). Long Beach and Los Angeles shall be referred to collectively herein as the Cities. The Cities and South Coast AQMD shall be referred to collectively as Parties (each a Party) to this MOU.
I. RECITALS
A. Air Regulatory Agencies. Air pollution remains a significant public health concern in many parts of California, and specifically in the South Coast Air Basin (Basin). The South Coast AQMD, California Air Resources Board (CARB), and the United States Environmental Protection Agency (USEPA) are the regional, state, and federal regulatory agencies, respectively, with jurisdiction over air quality in the Basin. South Coast AQMD and CARB have developed and approved the 2016 Air Quality Management Plan (2016 AQMP) for the Basin and USEPA has incorporated the AQMP into the California State Implementation Plan (SIP).
B. South Coast AQMD. The South Coast AQMD is the regional air pollution control agency primarily responsible for reducing air pollution in the Basin, which consists of the County of Orange, and the non-desert portions of the Counties of Los Angeles, Riverside, and San Bernardino. The Basin includes the San Pedro Bay Ports (Ports).
C. Need for Emission Reductions. The Basin is classified as an extreme nonattainment area for the 1997 and 2008 8-hour ozone national ambient air quality standards (NAAQS) with statutory deadlines to reach attainment by 2023 and 2032, respectively. Despite significant air quality improvements achieved over the last several decades, to meet these standards, emissions of oxides of nitrogen (NOx) have to be reduced by a further 45% in 2023 and 55% in 2031 as outlined in the 2016 AQMP. The 2016 AQMP includes Control Measure MOB-01 (Emission Reductions at Commercial Marine Ports) with the goal of achieving emission reductions from marine ports through implementation of CAAP strategies.
D. Cities. The Ports are comprised of two adjacent ports: the Port of Long Beach owned by Long Beach and the Port of Los Angeles owned by Los Angeles. The Cities independently manage the Ports as separate and distinct legal and commercial entities under statutory grants of tidelands from the California state legislature and are under legal mandate to use Port assets and funds per statutory
requirements, including promoting maritime commerce, navigation, fishery, and water-dependent recreation.
E. Emissions from maritime industry-related mobile sources operating at the Ports. The maritime industry-related mobile sources operating at the Ports represent a significant source of NOx emissions in the Basin because of their use of drayage trucks, cargo handling equipment, ocean-going vessels, harbor craft, and rail locomotives. These operations accounted for 9.3% of total NOx emissions in the Basin based on the 2018 Port emissions inventory reports by the Cities and their contribution to the basin-wide emissions is expected to increase in future years based on the latest cargo growth forecasts. Because of the large contribution from the maritime industry-related mobile sources to the Basin's emissions and regional air quality, additional NOx emission reductions from these sources are critical for demonstrating attainment of the ozone standards in 2023 and 2031.
F. San Pedro Bay Ports Clean Air Action Plan
1. In 2006, the Cities approved the San Pedro Bay Ports Clean Air Action Plan (CAAP), a comprehensive strategy for dramatically reducing air pollution emissions from cargo movement (ships, heavy-duty trucks, cargo handling equipment, harbor craft and rail) in and around the Ports. The Ports updated the CAAP in 2010 with new strategies and emission-reduction targets including health risk reduction.
2. The CAAP has been very successful at facilitating emission reductions from the maritime industry-related mobile sources. Combined emissions associated with these sources at the Ports achieved an 87% reduction in diesel particulate matter (DPM), 60% reduction in nitrogen oxides (NOx) and 98% reduction in sulfur oxides (SOx) between 2005 and 2018. While these reductions are impressive and laudable, the Cities and South Coast AQMD agree that more effort is needed to continue to reduce emissions further.
3.
In November 2017, the Cities approved an update to the CAAP (2017 CAAP Update), with 14 strategies including Clean Vehicles and Equipment Technology and Fuels, Freight Infrastructure Investment and Planning, Freight Efficiency, and Energy Resource Planning. The 2017 CAAP Update was guided by California's Sustainable Freight Action Plan and its zeroemissions and freight efficiency targets, as well as new greenhouse gas reduction targets set by the State of California. The 2017 CAAP Update did not predict the emission benefits associated with implementation of CAAP strategies in the Basin but included initial planning estimates of emission benefits for some of the CAAP strategies for drayage trucks and cargo handling equipment. South Coast AQMD and the Cities agree that the 2017 CAAP Update and this MOU are voluntary and not regulatory in nature.
G. Purpose of MOU
1. The purpose of this MOU is to set forth how the Parties, consistent with their respective legal authorities, intend to coordinate and cooperate to further South Coast AQMD's efforts to quantify the emission reduction benefits in the Basin anticipated to occur through the implementation of strategies developed by the Cities under the 2017 CAAP Update.
2. The MOU establishes metrics for quantification of emission benefits or specific commitments associated with implementation of CAAP strategies as set forth in the attached schedules 1 through 5 for each emissions source category addressed by the 2017 CAAP Update, including heavyduty trucks (HDT), cargo handling equipment (CHE), ocean-going vessels (OGV), harbor craft (HC) and rail locomotives (Rail), consistent with the 2023 and 2031 dates for attainment of the ozone standards.
3. The emission reduction benefits for CAAP strategies will be credited into the SIP to the extent they meet USEPA's integrity elements (i.e., quantifiable, surplus, permanent, and enforceable) and the SIP submittal includes an enforceable commitment by South Coast AQMD to USEPA, a demonstration of funding and legal authority, technical analysis, procedures for public disclosure of information, and provisions to measures and track programmatic results.
4. The Parties specifically disavow any desire or intention to create any thirdparty beneficiary under this MOU, and specifically declare that no person or entity shall have any remedy or right of enforcement.
H. MOU Public Process
1. Following the adoption of the 2016 AQMP, South Coast AQMD staff held a series of public working group meetings to solicit comments on implementing Control Measure MOB-01 for marine ports. Based on input received during the public process, South Coast AQMD staff developed a recommendation for the South Coast AQMD's Governing Board's consideration for the development of a Marine Ports Memorandum of Understanding (MOU) with the Cities, based on implementation of CAAP measures by the Cities, and exploration of new joint incentive strategies for ocean-going vessels subject to Cities' jurisdiction and discretionary decisions. In the event that the MOU approach with the Ports is not successful, South Coast AQMD staff also recommended seeking direction from the South Coast AQMD Governing Board regarding the pursuit of a regulatory approach that could potentially apply to port terminal operators for reducing emissions from maritime industry-related mobile sources operating at the Ports.
2. In May 2018, South Coast AQMD Governing Board approved staff's recommendation and directed staff to pursue an MOU approach with the Cities for implementing 2016 AQMP Control Measure MOB-01.
3. South Coast AQMD staff has established a Technical Working Group (TWG), comprised of representatives from South Coast AQMD, CARB, USEPA, Cities, Coalition for Clean Air, Sierra Club, Pacific Merchant Shipping Association, and California Trucking Association, to quantify the emission reduction benefits associated with implementation of CAAP measures. The purpose of the TWG is to: 1) develop calculation methodologies for a baseline emissions forecast for port-related mobile sources and for projected emissions associated with implementation of CAAP strategies in 2023 (and 2031 depending on data availability); 2) provide estimates of baseline emissions forecasts and projected emissions in 2023 (and 2031 depending on data availability) due to implementation of CAAP measures; 3) quantify corresponding SIP creditable emission reductions based on the 2016 AQMP emissions inventory; and 4) monitor implementation of CAAP measures and actual emissions benefits achieved based on the annual reports submitted by the Cities as specified in Schedules 1 to 5.
4. South Coast AQMD staff has also established an MOU Working Group (WG), consisting of representatives from South Coast AQMD, Cities, CARB, USEPA, environmental organizations, labor, maritime industry-related mobile sources, other stakeholders, and the public to solicit comments on the MOU development as well as monitor the implementation of this MOU. In addition, South Coast AQMD may utilize other well-established routes, including the South Coast AQMD website, Subscribers lists, and Governing Board and Committee meetings, for disseminating information concerning the status of MOU implementation.
5. The MOU has been developed through the public process outlined above for the South Coast AQMD Governing Board's and the Cities' Harbor Commissions' consideration.
II. NOW, THEREFORE, in consideration of the mutual interests and benefits of all Parties to be derived from emissions reductions or specific commitments associated with the implementation of the strategies in the voluntary 2017 CAAP Update specified in Schedules 1 to 5 of this MOU, the Parties hereto agree as follows:
A. CITIES' RESPONSIBILITIES
The Cities agree to take the following actions:
1. CAAP Implementation. Implement 2017 CAAP Update programs as specified in Schedules 1 to 5 attached to this MOU in accordance with the authority and direction set forth by their Boards.
2. CAAP Studies and Other Information. Provide final documents to South Coast AQMD that are published by the Cities as part of the implementation of the 2017 CAAP Update (i.e., Feasibility Studies, Clean Truck Program Rate Study). Any material changes to existing studies which the Cities have agreed to provide to South Coast AQMD will require notification to the South Coast AQMD prior to implementation of the change.
3. Monitoring and Reporting. Monitor the implementation of the 2017 CAAP Update programs specified in Schedules 1 to 5 attached to this MOU and provide annual reporting to South Coast AQMD as outlined in Schedules 1 to 5.
4. Cargo Forecast. Provide the latest published San Pedro Bay Ports Cargo Forecast report to South Coast AQMD as part of the Cities' annual reporting to South Coast AQMD.
5. Technical Working Group and Working Group. Participate as a member of the MOU TWG (Section II.C. below) and the MOU public process and WG (Section II.D. below).
6. Incentives. Provide incentives for vessels, harbor craft, and cleaner trucks as provided in the 2017 CAAP Update (e.g., vessel speed reduction, Green Ship Incentive, exemptions from Truck Rate) and approved by the Cities' respective Boards.
7. Funding. Support grant funding efforts that may provide funding for the 2017 CAAP Update measures, at the Cities' discretion.
B. South Coast AQMD'S RESPONSIBILITIES South Coast AQMD agrees to take the following actions:
1. Technical Working Group. Establish and lead the TWG (Section I.H.3. above).
2. MOU Working Group. Establish and lead the MOU public process and MOU WG (Section I.H.4 above).
3. Technical Analyses for SIP Credit and actual emission reductions from 2017 CAAP Update measures. South Coast AQMD will provide the necessary documentation and technical analysis with respect to the calculation of the emission reductions benefits attributable to 2017 CAAP Update measures specified in Schedules 1 to 3 for determining SIP credit as well as the actual emission reductions achieved based on annual reports provided by the Cities. This includes, but is not limited to, an analysis of the AQMP/SIP baseline for affected maritime industry-related mobile sources operating
at the Ports, emission reductions achieved through 2017 CAAP Update measures, and an estimation of emissions reductions benefits and corresponding SIP credit as well as the actual emission reductions achieved based on implementation of these measures. Factors to be considered for purposes of calculating the emission reductions benefits attributable to the 2017 CAAP Update measures shall include but not be limited to: cargo growth forecasts from the Cities, implementation of 2017 CAAP Update measures as specified in Schedules 1 to 5, and the availability of funding for relevant incentives programs (if applicable. The TWG established under Section II.C. below, shall actively assist South Coast AQMD to develop such analyses. South Coast AQMD will make final determinations, based on the work and conclusions of the TWG, on baseline emissions and emissions reductions to be used for the 2016 AQMP goals and obligations and for determining SIP credit eligibility for emissions reductions achieved through implementation of 2017 CAAP Update measures specified in Schedules 1 to 5.
4. Federal Enforceability. To the extent necessary to obtain SIP credit, federally enforceable commitments will be provided by South Coast AQMD in a separate SIP update document to be submitted to the USEPA after being approved by the South Coast AQMD and the CARB Boards. South Coast AQMD will monitor, assess, and report on the actual emission reductions benefits from 2017 CAAP Update measures to the USEPA.
5. Responsibility for Shortfall. South Coast AQMD shall be solely responsible to make up any emissions reduction shortfall that may occur in the event that its projected 2017 CAAP Update emissions reduction benefits exceed actual emissions reduction benefits resulting from implementation of the 2017 CAAP Update measures specified in Schedules 1 to 3. South Coast AQMD will commit to adopt and submit substitute measures to USEPA to remedy any potential emission reduction shortfall associated with the implementation of 2017 CAAP Update measures specified in Schedules 1 to 3. The Cities shall have no obligation(s) and/or requirement(s) to implement any substitute measures to remedy any potential emissions reduction shortfall associated with implementation of the 2017 CAAP Update measures specified in Schedules 1 to 3, unless otherwise mutually agreed on by both parties. Notwithstanding the above, Cities and South Coast AQMD agree that, in the event South Coast AQMD's estimated 2017 CAAP Update emissions reduction benefits exceed actual emissions reduction benefits resulting from implementation of the 2017 CAAP Update measures, the Cities and South Coast AQMD, through the MOU WG, will work together to consider potential new or enhanced programs or better efforts to quantify existing programs, to help South Coast AQMD to meet any shortfalls, subject to consideration and approval by the Boards.
6. Funding. Support grant funding efforts with potential sources that may provide funding for the 2017 CAAP Update measures, including South Coast AQMD's own incentive programs, at its Governing Board's discretion.
7. Monitoring. The South Coast AQMD will monitor and assess the implementation of 2017 CAAP Update measures through the TWG and MOU WG process based on the annual reports provided by the Cities as outlined in Schedules 1 through 5 .
8. Information Sharing. The South Coast AQMD will provide the means for ensuring that emission reduction data and other pertinent information related to the implementation of the 2017 CAAP Update measures are fully accessible to the public and the USEPA.
C. MOU SCHEDULES
The 2017 CAAP Update measures identified in the following schedules are attached to and incorporated as part of this MOU:
1. MOU SCHEDULE No. 1 - DRAYAGE TRUCKS
3. MOU SCHEDULE No. 3 - OCEAN GOING VESSELS
2. MOU SCHEDULE No. 2 - CARGO HANDLING EQUIPMENT
4. MOU SCHEDULE No. 4 - HARBOR CRAFT
5. MOU SCHEDULE No. 5 - RAIL LOCOMOTIVES
Each Schedule focuses on a 2017 CAAP Update measure equipment category and time frames that align with the 2016 AQMP emission reduction target dates (e.g., 2023), and includes technical details pertinent to the equipment category such as:
* Metrics or performance targets
* Applicable studies (rate study, feasibility study)
* Schedule for program implementation
* Annual reporting by the Ports to South Coast AQMD
Variations in the nature of information and data needed for each of the source measures may be addressed with focused and adaptive revisions to the individual equipment category schedules and may be revised by mutual agreement of the Parties without modifying this MOU.
D. AUTHORITY OF CITIES
South Coast AQMD acknowledges the fiduciary duty and authority of the Boards of Harbor Commissioners to make policy and fiscal decisions for the Cities in implementing the strategies identified in the voluntary 2017 CAAP Update and this MOU, including without limitation, all spending decisions for incentives or otherwise.
E. TERM OF MOU. This MOU shall be in full force and in effect when signed by all parties following their respective required authorization processes. The initial
term of this MOU shall expire on December 31, 2035 unless terminated earlier pursuant to Section II.G, below. Prior to expiration of this MOU, all Parties agree to meet to evaluate the need for continuing participation. If all Parties agree that continuing participation is desirable, they shall negotiate for their respective Boards' approval, a written extension of the term of this MOU and any applicable additional MOU Schedules. All parties agree to revisit the MOU by March 2023 to update performance targets and specific commitments in Schedules 1 to 5.
F. WITHDRAWAL AND EARLY TERMINATION. If any Party to this MOU determines that it wishes to no longer be a party to this MOU, then the Party shall provide notice to the other Parties at least ninety (90) days in advance of the specified date of termination of the MOU. The Parties commit to work together to resolve any issues and attempt to negotiate an updated MOU at least thirty (30) days in advance of the specified date of termination of the MOU. If the Parties are unable to reach agreement, the MOU shall terminate on the date specified in the notification.
G. ENFORCEABILITY. The Parties commit to enforce the provisions under their respective commitments specified in the MOU. In the event that any party fails to enforce its commitment(s) or anticipates an inability to meet its commitment(s), the Party shall provide notice to the other Parties within sixty (60) days of such determination and seek to negotiate a mutually agreeable solution within ninety (90) days of the date of the Notice. The Parties shall continue to comply with all other commitments under this MOU during the negotiations. Nothing contained in this paragraph is intended to limit any rights or remedies that the parties may have under law. The Parties shall attempt to resolve any controversy that may arise out of or relating to this MOU. If a controversy or claim should arise that cannot be resolved informally by the respective staffs, executive level representatives of the Parties will meet at least once in person to attempt to resolve the matter. The representatives will make every effort to meet as soon as reasonably possible at a mutually agreed time and place.
H. NOTICES. All notices that are required under this MOU shall be provided in the manner set forth herein, unless specified otherwise. Notice to a party shall be delivered to the attention of the person listed below, or to such other person or persons as may hereafter be designated by that party in writing. Notice shall be in writing sent by U.S. Certified Mail, Return Receipt Requested, or a nationally recognized overnight courier service. Notice shall be deemed to be received when delivered (written receipt of delivery).
South Coast AQMD:
Attn: Assistant Deputy Executive Officer - Planning, Rule Development & Area Sources
South Coast Air Quality Management District 21865 Copley Drive Diamond Bar, CA 91765-4178
CITY OF LONG BEACH:
Port of Long Beach
415 W. Ocean Blvd.
Long Beach, CA 90802
Attn: Director of Environmental Planning
CITY OF LOS ANGELES:
Los Angeles Harbor Department 425 S. Palos Verdes St.
San Pedro, CA 90731
Attn: Director of Environmental Management
I. AVAILABLE FUNDING. Each Party shall be responsible for its respective costs associated with this MOU and acknowledges that the commitments contained herein by any other Party are subject to the availability of appropriated funds as approved in its discretion. No Party will submit a claim for compensation to any other Party, or otherwise seek reimbursement of costs from any other Party, for activities carried out pursuant to this MOU.
J. FUTURE AGREEMENTS. This MOU does not restrict any future agreements between the Parties with respect to the subject matter stated herein or any other subject matter.
K. JOINT WORK PRODUCT. This MOU shall not be construed against the party preparing the same, shall be construed without regard to the identity of the person who drafted such and shall be construed as if all parties had jointly prepared this MOU and it shall be deemed their joint work product.
L. ENTIRE UNDERSTANDING. This MOU, including all attachments, constitutes the entire understanding between the parties and supersedes all other agreements between the parties, oral or written, with respect to the subject matter herein. This MOU shall not be amended except in writing signed by the parties which expressly refers to this MOU.
M. VENUE. This MOU shall be construed and interpreted and the legal relations created thereby shall be determined in accordance with the laws of the State of California. Venue for resolution of any disputes under this MOU shall be Los Angeles County, California, USA.
N. SEVERABILITY. If a court of competent jurisdiction holds any provision of this MOU to be illegal, unenforceable, or invalid in whole or in part for any reason, the validity and enforceability of the remaining provisions, or portions of those provisions, will not be affected.
08-11-2021 PORT MOU DRAFT FOR DISCUSSION PURPOSES
O. ATTORNEY'S FEES. In the event any action is filed in connection with the enforcement or interpretation of this MOU, each party shall bear its own attorneys' fees and costs.
P. COUNTERPARTS. The signature pages of this MOU are being executed in counterparts by authorized signatories of the Parties following the approvals by their respective public agency governing boards. When all Parties have signed, all executed counterparts taken together shall constitute one and the same instrument.
Q. AUTHORIZED SIGNATURES. Each signatory of this MOU represents that s/he is authorized to execute on behalf of the Party for which s/he signs. Each Party represents that it has legal authority to enter into this MOU and to perform all obligations under this MOU.
IN WITNESS WHEREOF, the Parties hereto have caused this Memorandum of Understanding to be executed by their authorized representatives.
SOUTH COAST AIR QUALITY MANAGEMENT DISTRICT
By _______________________________
Name: Wayne Nastri
Title: Executive Officer
Date: ______________________, 20___
Attest____________________________
Name:
Title:
APPROVED AS TO FORM:
Date: ______________________, 20___
BAYRON T. GILCHRIST, General Counsel
By _______________________________
Name:
Title:
08-11-2021 PORT MOU DRAFT FOR DISCUSSION PURPOSES
CITY OF LOS ANGELES, CALIFORNIA,
a municipal corporation acting by and through its Board of Harbor Commissioners
By____________________________
Name: Gene Seroka
Title: Executive Director, Harbor Department
Date: _____________________, 20___
Attest
______________________________
Name: Amber Klesges
Title: Board Secretary
CITY OF LONG BEACH, CALIFORNIA,
a municipal corporation acting by and through its Board of Harbor Commissioners
By___________________________
Name: Mario Cordero
Title: Executive Director, Harbor Department
Date: ___________________, 20___
Attest
_____________________________
Name: Richard Jordan
Title: Chief of Staff to the Board
APPROVED AS TO FORM:
Date: ______________________, 20___
MICHAEL N. FEUER Los Angeles City Attorney Janna B. Sidley, General Counsel
By ____________________________
Joy M. Crose Assistant General Counsel
APPROVED AS TO FORM:
Date: ______________________, 20__
CHARLES PARKIN Long Beach City Attorney
By___________________________
Dawn McIntosh, Deputy City Attorney
MOU SCHEDULE NO. 1 - DRAYAGE TRUCKS
This MOU Schedule No. 1 is attached to and a part of the MOU between the Cities and South Coast AQMD.
I. PROGRAM DESCRIPTION - Implement the 2017 CAAP Update Clean Trucks Program.
II. PROGRAM TIMEFRAME- Upon execution through 2035.
III. CITIES OBLIGATIONS - The Cities shall make, or have made, the following commitments in reference to the 2017 CAAP Update Clean Trucks Program:
A. Commit to adopt, within their authority and jurisdiction, a Clean Trucks Program consistent with the goals of the 2017 CAAP Update, that would accelerate the deployment of near-zero-emissions (NZ) and zero-emission (ZE) heavy duty trucks operating at San Pedro Bay Ports in 2023 and later.
B. Beginning in October 2018, new trucks entering the Ports' Drayage Truck Registry (PDTR) must have a 2014 engine model year (MY) or newer. Existing trucks already registered in the PDTR can continue to operate.
C. Conduct a feasibility assessment for NZ and ZE heavy duty truck technologies including an evaluation of technical viability, commercial availability, operational feasibility, infrastructure availability, and key economic considerations, by June 2019. The feasibility assessment was completed in April 2019. Updates will be made a minimum of triennially through 2035.
D. Pursue a pilot demonstration project to evaluate a larger-scale deployment of ZE trucks. The Ports are working with AQMD to develop and implement a pilot program, which is estimated to commence in 2022.
E. Conduct an economic study for the Clean Truck Program rate as stated in the 2017 CAAP Update: to evaluate the capacity of the maritime industry operating at the Ports to absorb the new clean truck rate in light of existing costs and other fees, including an assessment of how the rate will affect the Ports' economic competitiveness, growth, and the potential for cargo diversion. The study will also project the amount of the revenue that will be collected at each of the proposed rates taking into account estimated turnover to NZ and ZE trucks. The study will also evaluate, qualitatively, how revenues collected from the rate, public funding, and/or private financing mechanisms, could mitigate potential impacts associated with the proposed rate. The economic study was completed in February 2020, and may be updated from time to time as needed.
F. Establish a mechanism for collection of the Clean Truck Program rate based on individual truck calls. Funds collected through the Clean Truck Program rate shall be used by the Ports to cover program administrative expenses, and to offer additional incentives for deployment of NZ and ZE drayage trucks and infrastructure (fueling and charging stations). In May 2021, each Port approved a contract with a third party to build an electronic system for collection of the Clean
Truck Program rate. The Clean Truck Fund Rate system is expected to be completed by Spring 2022.
G. Adopt a resolution setting the amount of the Clean Truck Program rate, within their jurisdiction and authority. The rate would apply to all heavy-duty trucks entering the Ports' terminals, with amounts of exemptions or discounts for trucks that are certified to meet the NZ or ZE standards, as adopted in a future tariff.
1. On March 9, 2020, at a joint meeting, the boards of harbor commissioners of the Ports approved a resolution setting the amount of Clean Truck Rate at $10 per Twenty Foot Equivalent Unit (TEU).
H. On June 17, the Los Angeles Board of Harbor Commissioners passed a resolution directing staff to coordinate with the Port of Long Beach in conducting a robust stakeholder outreach effort to solicit input from the public on the remaining details to be finalized for the Clean Truck Fund Rate. By December 31, 2021, which follows CARB's adoption of a low-NOx engine manufacturing standard in August 2020, the Ports commit to adopt and implement a Tariff to implement collection of the Clean Truck Fund Rate. The Tariff would authorize commencement of collection of the Clean Truck Fund rate from heavy-duty trucks entering the Ports' terminals, apply the appropriate exemption and/or discount amounts to certified NZ and ZE heavy-duty trucks, and establish an early action waiver to the Clean Truck Program annual registration fee for certified NZ and ZE heavy-duty trucks. As stated in the 2017 CAAP Update, in addition to CARB's establishment of the low-NOx engine standards, the initiation of the Clean Truck Program rate is contingent on completion of an economic study, an assessment of technical feasibility and a determination of commercial availability of NZ and ZE trucks, and establishment of a rate collection mechanism. The Clean Truck Program rate was set in a resolution adopted as described in MOU Schedule No. 1, Section III, G. Any subsequent updates to the Clean Truck Fund Rate adopted by the Ports' Boards of Harbor Commissioners in their sole discretion into the Ports' Tariffs will be incorporated into this MOU by reference.
I. Commit to implement and enforce the Clean Trucks Program, collect associated fees and rates, and expend the collected funds on the Clean Trucks Programs, including without limitation, program administrative expenses, incentive programs toward the purchase of low NOx and ZE trucks, in collaboration with South Coast AQMD, and potentially installation of infrastructure including charging and fueling stations for ZE vehicles.
J. Facilitate truck reservation systems to be implemented by the marine terminals by end of 2020 that will integrate existing terminal operating systems and help to increase overall efficiency for cargo movement and reducing truck idling emissions.
K. The Cities shall facilitate implementation of an early-action pilot of CARB's HeavyDuty Vehicle Inspection Program (HDVIP) for port drayage trucks.
L. Starting January 1, 2023, new trucks entering the PDTR must have engines that meet CARB's Low NOx standard or better, subject to CARB requirements. Existing trucks already registered in the PDTR can continue to operate.
M. Modify the Clean Truck Program rate so that by 2035 only trucks that are certified to meet zero-emissions will be exempt from the rate.
N. Participate in South Coast AQMD's TWG which will develop methodologies and quantify the projected emission benefits associated with the implementation of the Clean Trucks Program. The Cities will provide the results of feasibility assessments, an economic study for Clean Truck Fund rate, adopted rate, and all other available, non-privileged and necessary port trucks activity data to the TWG.
O. Commencing March 1, 2023 and every year thereafter through 2035, provide annual reports on implementation of the Clean Trucks Program to South Coast AQMD for each preceding year, including the following information:
1. Number and type of truck visits to port terminals (i.e., Low NOx, ZE, diesel and LNG trucks by model year and VIN number);
2. Total revenues collected;
3. Detailed information on incentive funding programs provided by Cities or in collaboration with South Coast AQMD under the Clean Trucks Program including the following information:
a. Total funding amount offered and awarded
b. Number of low NOx and ZE trucks funded
4. For each Low NOx or ZE truck funded through the incentive programs offered under the Clean Trucks Program, provide the following information on the new and replaced trucks:
a. Truck VIN number
b. Truck model year
c. Gross Vehicle Weight Rating (GVWR)
d. Engine model year
e. Fuel type
f. Registered date in PDTR (for new trucks)
g. Proof of destruction for replaced truck or proof of third party scrappage [To Be discussed - This would depend upon the source of additional funds that may be aggregated with funds from the Clean Truck Fund Rate.]
IV. South Coast AQMD OBLIGATIONS
A. Annually, beginning in 2022, the South Coast AQMD, through the TWG and MOU WG, shall monitor the implementation of the Clean Trucks Program by the Cities, calculate actual emission reductions based on the annual reports provided by the Cities, and make the final decision on baseline emissions and emissions reductions to be used to satisfy the obligations and goals of the 2016 AQMP and SIP and determine SIP creditability for the emissions reductions achieved through the Clean Trucks Program.
B. In the event that the actual emission reduction benefits from implementing the Clean Trucks Program fall short of the projected SIP emission reductions, South Coast AQMD will work collaboratively with the Cities and MOU WG to consider and implement new or enhanced programs to achieve emission shortfalls. Regardless, of the consideration the Parties give to new or enhanced programs or better efforts to quantify existing programs South Coast AQMD shall remain solely responsible to make up any emissions reductions shortfall. The South Coast AQMD will be responsible for submitting such substitute measures to USEPA by statutory deadlines to remedy any potential emission reduction shortfall, subject to consideration and approval by the South Coast AQMD Governing Board.
C. The South Coast AQMD will ensure that any emission reduction data related to the Clean Truck Program and other pertinent information are fully accessible to the public and the USEPA.
MOU SCHEDULE NO. 2 – CARGO HANDLING EQUIPMENT
This MOU Schedule No. 2 is attached to and a part of the MOU between the Cities and South Coast AQMD.
I. PROGRAM DESCRIPTION – Coordinate with terminal operators to accelerate adoption and deployment of feasible ZE and low NOx emission cargo handling equipment with a 100% ZE goal by 2030.
II. PROGRAM TIMEFRAME - Upon execution through 2035.
III. CITIES OBLIGATIONS - the Cities shall make the following commitments in reference to the 2017 CAAP Update Cargo Handling Equipment Procurement Planning:
A. Beginning in 2022, through new or amended leases or other agreements, require each terminal operator to submit an equipment inventory and 10-year procurement schedule for their cargo handling equipment. This procurement plan will be updated annually. Any proprietary information subject to trade secrets is not available for public review or review by South Coast AQMD without express authorization from the terminal operator.
B. Beginning in 2022, consistent with the Cities' legal authorities and obligations, require terminal operators, through new or renewed leases or other agreements, to consider ZE equipment first for new purchases, if feasible, or low NOx emissions equipment, if feasible, or cleanest available equipment if ZE and low NOx emissions equipment are not yet feasible or commercially available. Feasibility determinations would be made through the Ports' Feasibility Assessment, with exemptions for equipment with low operating hours.
C. Develop, in collaboration with terminal operators, long term plans and any necessary terminal upgrades, including fueling and charging infrastructure upgrades, to support continued cargo handling operations.
D. Commit to work with terminal operators and equipment manufacturers to negotiate group rates or make bulk purchases to reduce purchase costs, to the extent possible.
E. Beginning in 2022, commit to work with terminal operators to accelerate the replacement of existing equipment, with priority on the oldest, highest emitting equipment, with ZE and low NOx emission equipment by seeking incentive funding from local, state and federal sources. The Cities will assist and support terminal operators in applying for these incentives.
F. Conduct a feasibility assessment for NZ and ZE cargo handling equipment technologies. Evaluate technical viability, commercial availability, operational feasibility, infrastructure availability, and key economic considerations for NZ and ZE equipment, by October 2019. The feasibility assessment was completed in September 2019. Updates will be made a minimum of triennially through 2035.
G. Support the TWG's efforts to develop estimates of low NOx, ZE or cleanest commercially available equipment for all terminal equipment in 2023 (and 2031
depending on data availability) to address new purchases and replacement of equipment. The Cities will provide data on projections for cleaner equipment based on known equipment transition projects underway, EIR mitigation measures, lease conditions, and other anticipated deployment projections that can be reasonably identified by the Cities and share available information to support reasonable assumptions based upon existing demonstration projects and the feasibility assessment for NZ and ZE cargo handling equipment technologies.
H. Commit to work with utilities and technology providers to implement fueling and charging infrastructure upgrades that are necessary to ensure timely purchase and placement of ZE equipment by terminal operators in accordance with their procurement plans. Terminal operators will not be penalized for purchasing NZ or cleanest available equipment if necessary infrastructure to support the ZE equipment is not in place at their terminals.
I. Participate in South Coast AQMD's TWG which will develop methodologies and quantify the projected emission benefits associated with purchase and operation of NZ and ZE equipment or cleaner equipment based on a reasonable level of implementation in 2023 (and 2031 depending on data availability).
J. By June 1 of each year beginning in 2022 and every year thereafter through 2035, the Cities will provide the following information to South Coast AQMD on for each preceding calendar year:
1. List of CHE equipment at the Ports with the following information:
a. Equipment ID
c. Equipment type
b. Terminal type
d. Fuel type
f. Power rating (hp or kW)
e. Engine model year
g. Emission control technology
h. Annual operating hours
2. Near-term and long-term port-wide projections for deployment of low NOx and ZE cargo handling equipment (including hybrid equipment) based on the implementation of 2017 CAAP Update CHE procurement planning mentioned under this schedule. Any proprietary information subject to trade secrets is not available for public review or review by South Coast AQMD without express authorization from the terminal operator.
IV. JOINT OBLIGATIONS
A. The Parties commit to work closely to identify and demonstrate advanced clean technologies for cargo handling equipment in collaboration with technology
providers, terminal operators, other agencies (CARB, USEPA) and other stakeholders.
B. The Parties will collaborate closely to develop new incentive programs and secure additional sources of funding to accelerate turnover of existing cargo handling equipment and promote adoption of ZE and NZ emission equipment.
V. South Coast AQMD OBLIGATIONS
A. Annually, beginning in 2022, the South Coast AQMD, through the TWG and MOU WG, shall monitor the implementation of the program by the Cities, calculate actual emission reductions based on the annual reports provided by the Cities, and determine if any emissions reductions achieved are SIP creditable.
B. The South Coast AQMD will ensure that any emission reduction data related to the program and other pertinent information are fully accessible to the public and the USEPA.
MOU SCHEDULE NO. 3 – OCEAN GOING VESSELS
This MOU Schedule No. 3 is attached to and a part of the MOU between the Cities and South Coast AQMD.
I. PROGRAM DESCRIPTION - Reduce emissions from ocean going vessels (OGV) through three programs: (1) Vessel speed reduction (VSR), (2) Green ship incentives, and (3) Clean Ship Program.
II. PROGRAM TIMEFRAME - Upon execution through 2035.
III. CITIES OBLIGATIONS - the Cities shall make the following commitments in reference to the 2017 CAAP Update OGV strategies:
A. Adopt revisions determined appropriate by their Boards to the VSR programs by 2020 to maximize emission reductions from VSR for all vessels transiting within 40 nm of Port Fermin. In developing the revised VSR program, the Cities will consider: 1) reducing the current 20 nm VSR incentive to encourage all vessels to participate within 40 nm; 2) increasing the incentive amount for the 40 nm VSR program; 3) replacing the dockage rebate incentive with a per-call incentive structure; 4) evaluating the potential operational hurdles for compliance; and 5) implementing alternative compliance plans allowing vessel operators to maximize emission reductions for their fleet.
B. Provide data that can be used by the TWG to project emission benefits of the VSR program by October 2022.
C. Continue or expand existing incentive funding programs for VSR with a goal to maintain or exceed existing VSR compliance rates, in amounts to be determined by the Cities' Boards.
D. Continue to require compliance with VSR within 40 nm, where possible, in new or renewed leases.
E. By 2025 or soon after, implement a variable rate on OGVs, at the discretion of their Boards, to encourage calls by cleaner vessels (Tier 2 and Tier 3 vessels) and discourage older vessels (Tier 0 and Tier 1 vessels).
F. Modify existing incentive programs in collaboration with South Coast AQMD to include a Tier 2+ level for ships that perform better than the Tier 2 emission levels through on-board technologies, alternative fuels, or as demonstrated by engine certificates.
G. By June 1 of each year beginning in 2022 and every year thereafter through 2035, provide the following information to South Coast AQMD for each preceding calendar year:
1. Annual OGV emissions by vessel type, engine type (main, auxiliary engines, auxiliary boilers) and operational mode (transit, maneuvering, hoteling, anchoring). Vessel types will include:
a. Container (By TEU classification)
b. Tankers
d. Reefers
08-10-2021 MOU DRAFT FOR DISCUSSION PURPOSES
c. Cruise Ships
e. General Cargo
g. Auto Carriers
f. Bulk Vessels
h. ROROs
j. Misc. Vessels
i. Ocean Tugs
2. Number and percentage of inbound and outbound calls complying with 20 nm and 40 nm VSR by vessel type and shipping lines;
3. Number of vessel calls by vessel type and Tier level
IV. JOINT OBLIGATIONS
A. The Parties commit to working closely to identify and conduct demonstration technologies for reducing emissions from ocean going vessels' main engines, auxiliary engines and auxiliary boilers in collaboration with engine manufactures, technology providers, shipping lines, other agencies (CARB, USEPA) and other stakeholders.
B. The Parties commit to working closely to develop and coordinate new and existing incentive programs for OGVs based on retrofit technologies or accelerated deployment of Tier 3 vessels. To implement the new OGV incentive programs, the South Coast AQMD and the Cities commit to pursue new sources of funding (to be expanded).
V. South Coast AQMD OBLIGATIONS
A. Annually, beginning in 2022, the South Coast AQMD, through the TWG and MOU WG, shall monitor implementation of the OGV programs by the Cities and South Coast AQMD, calculate emissions reductions based on annual reports provided by the Cities and determine if any emissions reductions achieved are SIP creditable.
B. The South Coast AQMD will ensure that any emission reduction data related to the program and other pertinent information are fully accessible to the public and the USEPA.
C. The Parties commit to working closely to engage with international port authorities to coordinate the development of new and existing incentive programs for OGVs.
MOU SCHEDULE NO. 4 – HARBOR CRAFT
This MOU Schedule No. 4 is attached to and a part of the MOU between the Cities and South Coast AQMD.
I. PROGRAM DESCRIPTION - Reduce harbor craft emissions and fuel consumption.
II. PROGRAM TIMEFRAME - Upon execution through 2035.
III. CITIES OBLIGATIONS - the Cities shall make the following commitments in reference to the 2017 CAAP Update harbor craft strategies:
A. Develop an incentive program to upgrade harbor craft to the cleanest available engines. The incentive program will be evaluated annually to determine best available engine technology. Incentives may be provided by securing grants from federal, state, or local agencies, a formal incentive program with financial rewards, or through more favorable lease terms, where applicable, for harbor craft operators that have cleaner fleets.
B. Conduct a study to evaluate operational changes to reduce harbor craft emissions, for example, by reducing wait time or slow speed movements of assist tugboats to minimize unnecessary travel.
C. Continue to provide and expand infrastructure to allow harbor craft to plug into shore power while at berth.
D. Inform the South Coast AQMD of any initiative that results in a reduction of emissions from harbor craft and provide data to quantify the emission reductions.
E. Require harbor craft modernization through new and renewed leases or other agreements with harbor craft operators, where possible.
F. Participate in South Coast AQMD's TWG which will develop methodologies and quantify the projected emission benefits associated with the implementation of harbor craft strategies.
G. Beginning in 2022, provide the following information to South Coast AQMD on an annual basis by June for each preceding calendar year:
a. List of harbor craft operating at the Ports with the following information:
a. Vessel ID
i. Assist tugboats
b. Vessel type
ii. Commercial fishing vessels
iv. Ferry vessels
iii. Crew boats
v. Excursion vessels
vii. Tugboats
vi. Government vessels
viii. Ocean tugs
ix. Work boats
c. Fuel type
e. Power rating (hp or kW)
d. Engine type and model year
f. Engine tier level
h. Annual operating hours
g. Emission control technology (if applicable)
b. List of harbor craft removed or no longer operating during the reported year with the above information
c. Description of programs implemented to reduce harbor craft emissions as specified in III.A. to III.E. in this schedule.
IV. JOINT OBLIGATIONS
A. The Parties commit to working closely to identify and conduct demonstration technologies for reducing emissions from harbor craft's main and auxiliary engines in collaboration with engine manufacturers, technology providers, other agencies (CARB, USEPA) and other stakeholders.
B. The Parties commit to working closely to develop new or enhanced incentive programs for harbor craft based on retrofit technologies or accelerated deployment of Tier 4 vessels. To implement the new harbor craft incentive programs, the South Coast AQMD and the Cities commit to pursue new sources of funding.
V. South Coast AQMD OBLIGATIONS
A. The South Coast AQMD, through the TWG and MOU WG, shall monitor the implementation of the harbor craft strategies by the Cities and the South Coast AQMD, calculate emission reductions based on the annual reports provided by the Cities, and determine if any emissions reductions achieved are SIP creditable.
B. The South Coast AQMD will ensure that any emission reduction data related to the program and other pertinent information are fully accessible to the public and the USEPA.
MOU SCHEDULE NO. 5 - LOCOMOTIVES
This MOU Schedule No. 5 is attached to and a part of the MOU between the Cities and South Coast AQMD.
I. PROGRAM DESCRIPTION - Increase the percentage of cargo moving by rail to and from the port complex and seek utilization of the cleanest locomotives.
II. PROGRAM TIMEFRAME - Upon execution through 2035.
III. CITIES OBLIGATIONS – the Cities shall make the following commitments in reference to the 2017 CAAP Update rail strategies:
A. Invest in rail infrastructure with the goal of increasing containerized cargo moving through the port complex by rail to 35% by the earliest feasible date.
B. Continue to work with rail operators and state and federal regulatory agencies to seek utilization of the cleanest locomotives within the port complex.
C. Inform the South Coast AQMD of any initiative that results in a reduction of emissions from rail activity in the port complex and provide data to quantify the emission reductions.
D. Beginning in 2022, provide the following information to South Coast AQMD on an annual basis by June for each preceding calendar year:
1. Total and percentage of cargo volume transported by on-dock rail for each port.
2. List of switcher locomotives operating at the ports:
a. Locomotive ID
c. Locomotive engine type
b. Fuel type
d. Locomotive engine model year
f. Locomotive engine tier level
e. Power rating (hp or kW)
g. Emission control technology, if applicable
i. Annual fuel usage
h. Annual operating hours
3. Description of programs implemented to reduce locomotive emissions as specified in III.A. to III.C. in this schedule
III. JOINT OBLIGATIONS
A. The Parties commit to working closely to identify and conduct demonstration technologies for reducing emissions from rail locomotives operating at ports in collaboration with engine manufacturers, technology providers, other agencies (CARB, USEPA) and other stakeholders.
B. The Parties commit to working closely to develop new incentive programs for locomotives operating at the ports based on near-zero or zero-emission technologies or deployment of Tier 4 locomotives. To implement the locomotives incentive programs, the South Coast AQMD and the Cities commit to pursue new sources of funding .
IV. South Coast AQMD OBLIGATIONS
A. The South Coast AQMD, through the TWG and MOU WG, shall monitor the implementation of the locomotive rail strategies by the Cities and South Coast AQMD, calculate emission reductions based on the annual reports provided by the Cities, and determine if any emissions reductions achieved are SIP creditable.
B. The South Coast AQMD will ensure that any emission reduction data related to the program and other pertinent information are fully accessible to the public and the USEPA.
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At the Forest Refuge...
Exploring Freedom
A retreat at the Forest Refuge facilitates the natural emergence of wisdom and compassion. Within a tranquil and harmonious environment that includes private dormitory accommodations, experienced insight meditators can follow their own schedule, settle into greater depths of practice and strengthen faith and self-reliance.
Financial Assistance
For those whose financial circumstances might otherwise prevent their participation, a number of 'You Choose' fee spaces are available for a Forest Refuge personal retreat of fourteen nights or longer. Awards are made on a firstcome, first-served basis and a minimum fee of $10 per night is required.
If your work in the US or overseas has helped transform the lives of economically disadvantaged people, you may be eligible for a full scholarship to practice at the Forest Refuge, thanks to its Fund in Support of Community Development Work.
Examples of this kind of work include curing blindness by providing cataract operations, developing projects to assist those on low incomes, counseling former prisoners, or teaching inner-city children. Please mention this fund when you apply for a Forest Refuge stay, if you have done such work.
Welcoming Asian Sayadaws
In 2009, IMS will host two senior Asian meditation masters at the Forest Refuge. Burmese teacher Sayadaw U Tejaniya will be in residence May 24 – June 14. He began his Buddhist training as a young teenager under the late Shwe Oo Min Sayadaw. Twelve years ago, following life as a householder with a business career, he ordained as a monk. His earlier householder experience has given him rare insight into the challenges faced by lay practitioners.
Vietnamese monk Bhante Khippapanno will offer the dharma for the month of July, 2009. Also mentored by Shwe Oo Min Sayadaw, Bhante has a gentle teaching style that emphasizes a relaxed and open awareness of the acti
AHNA FENDER
AHNA FENDER
We learn to understand more about the constituents of this mind and body energy field. How does it work during certain times of the day or during a particular time in our life? How can we apply this understanding and make best use of it on a personal retreat?
We learn to be more accepting of how our practice is naturally unfolding. We learn not to push or strive, but to keep a gentle continuity of awareness even through these difficult times.
Can you give us some examples?
We may start to notice that there are times when the mind is clearer and more alert, and that our practice naturally rolls along. At those times, we can sit for longer periods with a balance of concentration and energy supporting a continuity of mindfulness.
At the other end of the spectrum, we may discover there are periods when our minds are not as clear. Perhaps the body doesn't have as much energy, or there is a challenge with pain.
Making use of energy when it's available and learning from when it's not are both parts of the strengthening of confidence in our practice.
Why is this confidence so important?
Confidence in our ability to be truly mindful brings a deepening commitment to steadiness in our practice. This allows the flowering of interest, energy and a fulfilling joy to simply be with the truth of whatever is happening. Along with tranquility, concentration and equanimity, these give rise to the fruit of liberating insight. I have great respect for the role
of confidence in our spiritual journey. As a teacher, one of my aims is to nurture this growing confidence, and to encourage yogis to respect it for themselves.
Through this confidence, we can more easily connect with a profound innate wisdom. Whenever yogis express this wisdom in their own unique ways, I am deeply moved. It's not my wisdom. It's not even the Buddha's wisdom. It's the yogis' own wisdom, and it can be tremendously empowering and freeing for them to experience the flowering and fruit of their practice.
See our website and pages 16-17 for the Forest Refuge teaching schedule and further information. Kamala also teaches each year at the Retreat Center with her husband, Steve Armstrong — see pages 18-19.
At the Retreat Center...
The 2009 Retreat Center schedule includes many short courses, such as weekends and five-day retreats, in addition to opportunities for longer practice periods. This allows those with family and work commitments, for whom extended practice time is rare, the chance to experience the benefits of meditation, silence and tranquility.
An exploration of love and wisdom as paths to profound acceptance and peace will be offered by Rebecca Bradshaw in another five-day retreat, April 24-29. This will be followed by Relaxed Openness: Embodying Presence, May 2-10, taught by Yanai Postelnik, Myoshin Kelley and Patricia GenoudFeldman.
Some highlights include a seven-day retreat led by Phillip Moffitt that will focus on the Twelve Insights of the Four Noble Truths, February 13-20. Howard Cohn and Sharda Rogell will teach a five-day course, The Buddha's Way to Happiness, April 10-15.
A Two-Month Retreat, with one-month partials, will replace the traditional Three-Month Retreat in 2009. Dates are September 26 – November 21.
See our website and pages 18-26 for the full 2009 Retreat Center schedule and course information.
THE INSIGHT MEDITATION COMMUNITY OF WASHINGTON
IMCW offers training in Vipassana – or Insight – meditation and related Buddhist practices that awaken the heart and mind. We serve the entire Washington, DC metro area with programs that recognize our multicultural community, and we welcome all with an open heart.
In addition to our flagship Wednesday night class in Bethesda, MD, which is taught by Tara Brach, IMCW's programs include weekly classes and sitting groups in Washington, DC; Takoma Park, MD; and northern Virginia. We also offer nonresidential weekend retreats and workshops, as well as a thriving community of peer-led Kalyana Mitta – or spiritual friends – groups. Longer residential retreats, held several times a year, are open to out-oftowners as well as DC-area residents.
IMCW extends a warm welcome to both newcomers and experienced meditators. There are many ways to participate in our community and deepen your practice. Please visit our website for a full schedule of classes, retreats and other activities.
Look for us at www.imcw.org or call us at (202) 986-2922
ABOUT IMS
The Insight Meditation Society first opened its doors in 1976. Its mission is to provide a spiritual refuge for all who seek freedom from the suffering of mind and heart. It offers meditation retreats rooted in the Theravada Buddhist teachings of ethics, concentration and wisdom. These practices help develop awareness and compassion, giving rise to greater peace and happiness in the world.
IMS operates two retreat facilities – the Retreat Center and the Forest Refuge – which are set on some 200 secluded wooded acres in the quiet countryside of central Massachusetts.
The Retreat Center offers a yearly schedule of meditation retreats lasting from a weekend to two months. Most courses are open to both new and experienced meditators.
The Forest Refuge opened in 2003 and is specifically designed to support the practice of more experienced meditators. Its program encourages the exploration of sustained, longer-term personal retreats – a key component in the transmission of Buddhism from Asia to the West. Participants can stay for periods ranging from one week to a year or more.
A group of senior teachers provides regular guidance and direction to both programs, as well as teaching each year themselves. In addition, recognized insight meditation teachers from all over the world come to offer teachings.
Insight Meditation Society 1230 Pleasant Street
Barre MA 01005, USA www.dharma.org
The Retreat Center (978) 355-4378 [email protected]
General Information
Retreat Center courses are generally designed for both new and experienced students. Instruction in meditation and evening talks about the Buddha's teachings are given daily. Individual or group interviews with the teachers take place at regular intervals. Silence is maintained in most retreats at all times, except during question and interview sessions. A typical daily schedule starts at 5am and ends at 10pm. The entire day is spent in silent practice comprising alternate periods of sitting and walking meditation, as well as a one-hour work period.
The Forest Refuge (978) 355-2063 Fax: (978) 355-4307 [email protected] a personalized program of meditation practice is created, designed to nurture the highest aspiration for liberation.
Support for a personal retreat includes two individual interviews with a teacher each week and twice-weekly dharma talks in the meditation hall. Recordings of talks are also available.
For those interested in practicing at the Forest Refuge, there is an application process. Guidelines and an application form are available from the office or can be downloaded from our website. You may also apply online.
At the Forest Refuge, retreats are based on one's own schedule or a wish to work with a particular teacher (see the Teaching Schedule on page 17), and space availability. In consultation with the teachers,
All IMS meals are vegetarian. Accommodations at the Retreat Center are simple single and double rooms; all spaces at the Forest Refuge are single. Men and women do not share rooms. Camping is not available.
Evening Discourses
When a Retreat Center course is in progress, anyone is welcome to attend the evening dharma talks; those with insight meditation experience are also welcome to attend group sittings. Some restrictions apply. Please call the Retreat Center office for a daily schedule.
Individual Retreat
Self Retreat
If you have participated in a course at the Retreat Center, you may schedule an individual self retreat between courses. The length of stay may not exceed the longest period of teacherled retreat that you have done at the center.
During this time, you are expected to meditate in silence, observe the five precepts and maintain a continuity of practice. The sliding scale fee is $58-$105 per day, depending on your means. For self retreats of up to six days immediately before or after a specific group course, you can add the dates on your registration form. For self retreats of longer than six days, please call the office for an application form.
Work Retreat
Work retreats provide a valuable opportunity to explore the integration of mindfulness practice with work. The daily schedule combines periods of formal meditation and instruction with five hours of work – in silence – in either the Kitchen or Housekeeping department.
Participation is limited to experienced meditators with a high degree of selfreliance. Since the work can be physically demanding, a moderate level of physical fitness is required.
At the Retreat Center, work retreats usually coincide with the scheduled courses. At the Forest Refuge, a one-month commitment is ideal.
A special application needs to be submitted; the only cost is a $35 non-refundable processing fee. Information and application forms are available on our website. You can also contact our Registrar about a Retreat Center work retreat by calling (978) 355-4378 ext. 170 or emailing [email protected]. For the Forest Refuge, call(978)355-2063 or email [email protected].
www.dharma.org
Financial Information
Fees
IMS course fees are on a sliding scale basis that allows participants to pay according to individual means. At the Retreat Center, there are four rates – Sustaining, Mid, Base and Scholarship. The Forest Refuge has three rates – Sustaining, Mid and Base, with some financial assistance available.
Payment at the Base rate covers less than 50% of what is needed to run our centers. To balance our budget and to provide wise stewardship of our resources, donations must supplement any fee income received at this level.
The Sustaining rate represents the actual cost for IMS to operate our programs. Payment at this rate lets us
direct income from donations towards helping those with lesser means to attend our retreats. If you can afford this level or higher, you assist our efforts to offer lower sliding-scale rates and ongoing financial subsidies.
Regrettably, we have had to raise our fees for 2009, due to the rising costs of basic necessities such as fuel, insurance and food.
Any amount paid above the Base rate is a tax-deductible donation.
Financial Assistance
IMS provides financial assistance in the form of scholarships and 'You Choose' fee options to those who are genuinely unable to afford the cost of a retreat.
Due to limited resources, we recommend that you apply for assistance as early as possible. Awards are distributed on a first-come, firstserved basis and are generally restricted to one per person, per year.
For a Retreat Center scholarship, you can apply online or check the relevant box when completing the registration form on page 26. Please include the appropriate deposit. Forms can also be downloaded from our website or requested from the office.
For the Forest Refuge, complete the retreat application and indicate interest in receiving financial assistance. We will contact you if your retreat application is approved.
We cannot guarantee that every application will result in an award; please be assured, however, that we will do our best to help you attend a retreat with us.
Dana
Dana is a Pali word that means generosity or giving freely. It is central to the 2,500-year-old tradition of Buddhism and has played a major role throughout IMS's much shorter history.
Generosity is the first of the ten parami, or qualities of character, that the Buddha taught his students to cultivate. Such practice develops lovingkindness and compassion, deepens awareness of our interconnectedness and encourages nonattachment. Giving is said to benefit both the giver and the receiver – the giver practices sharing and letting go, and the recipient practices acceptance of what is presented. Offering a small favor, a kind thought, a meal, or funds to help sustain a meditation teacher or center is a sincere form of spiritual practice.
It is this spirit of generosity that guides all aspects of IMS.
Our teachers are carrying on the ancient Buddhist monastic tradition of freely offering the teachings here in the midst of contemporary Western culture. Most Retreat Center teachers receive no compensation for teaching at IMS and must rely on the generosity of course participants. For those who teach at the Forest Refuge, where there are fewer retreatants staying for longer periods, IMS offers a monthly honorarium to augment donations. Your contributions help many teachers lead a life devoted to teaching both at IMS and in other parts of the world. Your gifts also allow teachers to take time for their own practice, ensuring that their teachings are continuously enriched.
One of IMS's deepest aspirations is to share the Buddha's teachings with all who are interested, regardless of their ability to pay. We rely on your generous support to operate our centers, to provide affordable rates and to give financial assistance to a third of our retreatants.
Whenever you are inspired to offer a donation, you join a community directly engaged in alleviating suffering and bringing greater wisdom and compassion to the world.
May your practice be for the benefit of all.
Media Visits
As the dharma takes root in our society, various media are expressing interest in the work that we do at IMS. This presents our community with a valuable opportunity to introduce the teachings to a wider audience.
While maintaining our primary commitment to supporting your practice, IMS may agree occasionally to requests from the media to visit us for reporting. Before any such request is granted, journalists will be carefully screened to ascertain, as best we can, their ability to report fairly on our work, and with minimal interference.
Notice will be given of any media visit that occurs during a course. We will advise participants as far in advance as is practically possible. We will respect the wishes of anyone who prefers not to be included, and work to minimize any impact on our meditative environment and on our retreatants. We appreciate your understanding of our efforts to share the dharma in this way, and welcome any suggestions or questions you may have.
NEW YORK INSIGHT
New York Insight (NYI) was founded as a nonprofit center for the practice of mindful awareness (vipassana or insight meditation). NYI provides a place where all are welcome to begin or deepen meditation practice based on the liberation teachings of the Buddha. Programs include evenings with renowned meditation teachers, ongoing classes, daylong retreats and weekend courses for the integration of meditation teachings in daily life. The events, except where noted, are suitable for beginning as well as experienced meditators. NYI welcomes the participation of all interested people.
Our spacious and peaceful center is located in central Chelsea at:
28 W 27th St, 10th Floor (between 6th Ave & Broadway) NewYork NY 10001
Please check our website www.nyimc.org for event descriptions and registration information, or call (212) 213-4802
IMS FACULTY 2009
Core
Guy Armstrong has practiced insight meditation for over 30 years, including training as a Buddhist monk in Thailand with Ajahn Buddhadasa. He began teaching in 1984 and has led retreats worldwide. He is an IMS guiding teacher and a governing teacher at Spirit Rock.
Steve Armstrong, a co-founding teacher at the Vipassana Metta Foundation's dhamma sanctuaryhermitage on Maui, encourages development of all good human qualities. He offers a variety of Buddhist mindfulness practices designed to strengthen an unshakeable sense of well-being.
Ruth Denison studied in Burma in the early 1960s with the meditation master Sayagi U Ba Khin. She has been teaching since 1973 and is founder of Dhamma Dena, a desert retreat center in Joshua Tree, CA, and The Center for Buddhism in the West in Germany.
Christina Feldman is a co-founder of Gaia House in England and an IMS guiding teacher. Following training in the Theravada and Mahayana Buddhist traditions, she has taught meditation since 1976 and has an ongoing commitment to the long-term retreat program at Gaia House. Her books include Compassion, Silence and The Buddhist Path to Simplicity.
Joseph Goldstein is a co-founder and guiding teacher of IMS's Retreat Center and Forest Refuge programs. He has been teaching vipassana and metta retreats worldwide since 1974 and in 1989 helped establish BCBS. He is the author of A Heart Full of Peace, One Dharma, The Experience of Insight and Insight Meditation.
Myoshin Kelley began practice in 1975 and has worked with teachers in the Theravada and Tibetan Buddhist traditions. Her teaching style emphasizes a relaxed, caring and attentive attitude combined with joyful interest. She is teacher-in-residence at the Forest Refuge.
Jack Kornfield trained as a Buddhist monk in Asia. He is a co-founder of IMS and Spirit Rock, and has taught meditation internationally since 1974. He holds a Ph.D. in clinical psychology and is the author of a number of books, including The Wise Heart and After the Ecstasy, the Laundry.
Michael Liebenson Grady has been practicing insight meditation since 1973. He is a guiding teacher at the Cambridge Insight Meditation Center.
Narayan Liebenson Grady, an IMS guiding teacher, is also a guiding teacher at the Cambridge Insight Meditation Center where she has taught since 1985. She is the author of When Singing, Just Sing: Life As Meditation and a regular contributor to Buddhadharma magazine.
Kamala Masters began practicing in 1975. Trained by Anagarika Munindra and Sayadaw U Pandita, she offers the dharma in the US and abroad. She is a co-founder and guiding teacher of the Vipassana Metta Foundation on Maui and is currently developing Ho'omalamalama, a sanctuaryhermitage for long-term practice.
Michele McDonald has taught insight meditation around the world for 27 years, helping individuals to find their own natural entry points into stillness and deep liberation. She is a co-founder of Vipassana Hawai'i as well as a leader in retreats for youth and Burma relief projects.
Corrado Pensa teaches insight meditation in Italy and the US. Since 1987 he has been the guiding teacher of the Association for Mindfulness Meditation in Rome. He is also a professor of Eastern Philosophy at the University of Rome and a former psychotherapist.
Larry Rosenberg practiced Zen in Korea and Japan before coming to vipassana. He is the founding teacher of the Cambridge Insight Meditation Center and the author of Living in the Light of Death and Breath By Breath.
,
Sharon Salzberg, a co-founder of IMS and BCBS, has practiced Buddhist meditation since 1971 and has been teaching worldwide since 1974. She is an IMS guiding teacher and author of The Kindness Handbook Faith and Lovingkindness.
Rodney Smith has been teaching insight meditation since 1984. He is a former Buddhist monk and worked in hospice care for 17 years. The author of Lessons From the Dying, he is the founding and guiding teacher for the Seattle Insight Meditation Society and an IMS guiding teacher.
Carol Wilson began insight meditation practice in 1971. She has studied with a variety of teachers in Asia and the West, including time as a Buddhist nun in Thailand. An IMS guiding teacher, she has been offering vipassana and metta retreats around the world since 1986, including the IMS Three-Month course.
Visiting
Fred von Allmen has studied and practiced under Tibetan and Theravada teachers since 1970 in Asia, Europe and the US. He has taught retreats worldwide for 25 years. The author of several Buddhist books in German, he is a co-founder of the Meditation Center Beatenberg in the Swiss Alps.
Pascal Auclair has practiced and studied Buddhism since 1997 and is currently part of the IMS/Spirit Rock Teacher Training Program. For several years he has taken an active role in the IMS Family, Teen and Three-Month retreats.
Rebecca Bradshaw is the guiding teacher of the Insight Meditation Center of Pioneer Valley, MA. She is also a psychotherapist and the Buddhist Advisor at Mt Holyoke College. Her teachings invite exploration of the convergence of love and wisdom.
Bhante Buddharakkhita was born and raised in Uganda. Meditating since 1993, he was ordained as a Theravada Buddhist monk in 2002. Now residing at Bhavana Society in WV, he teaches worldwide and in 2005 founded the Uganda Buddhist Centre.
Rob Burbea has practiced and studied Buddhism since 1985. Teaching since 2004, he is currently the Gaia House Resident Teacher and a member of its Teacher Council. He is a co-founder of Sanghaseva, an organization exploring the dharma through international service work.
Hugh Byrne teaches with the Insight Meditation Community of Washington, DC and is a co-founder of the Washington Buddhist Peace Fellowship. He teaches classes on Buddhism and meditation for the Smithsonian Resident Associate Program.
Sally Clough began practicing vipassana meditation in India in 1981. She moved to the Bay Area in 1988, and worked at Spirit Rock until 1994 in a number of roles, including executive director. She began teaching in 1996, and is one of the guiding teachers of Spirit Rock's Dedicated Practitioner Program.
Howard Cohn has been leading vipassana retreats internationally since 1985. A psychotherapist and an original member of the Spirit Rock Teachers Council, he brings joy and passion to his teaching with an emphasis on reawakening our intrinsic freedom.
Mark Coleman has taught retreats since 1997, following extensive training in several Buddhist traditions. He leads Wilderness Meditation courses, has a private practice in counseling and coaching, and is the author of Awake in the Wild.
Matthew Daniell, a Buddhist meditation and yoga practitioner since 1984, teaches vipassana and 'mindfulness yoga', inspired by the tradition of T.K.V. Desikachar. He is a founder and the resident teacher at the Insight Meditation Center of Newburyport, MA.
Sky Dawson has practiced vipassana meditation since 1981 and completed the IMS Teacher Training Program in 2005. She lives in Western Australia where she teaches the dharma. She also has extensive experience in hospice and palliative care.
Chas DiCapua, currently the IMS Resident Teacher, has offered meditation since 1998. He is interested in how each person can fully and uniquely manifest the dharma. He teaches regularly at sitting groups and centers close to IMS.
Jean Esther has practiced vipassana meditation since 1982 and has worked with the Teen Retreat since 1999. She has a psychotherapy practice in Northampton, MA and has been teaching meditation since 2001.
Anushka Fernandopulle has practiced and studied meditation in the US and Asia for most of her life. In addition to retreat teaching, she is engaged with the arts, nature, service work and progressive social justice movements.
Patricia Genoud-Feldman has been practicing Buddhist meditation (vipassana and Dzogchen) in Asia and the West since 1984 and teaching vipassana internationally since 1997. She is a co-founder and guiding teacher at the Meditation Centre Vimalakirti in Geneva, Switzerland.
Trudy Goodman has practiced in the Zen and Theravada traditions since 1974. She founded InsightLA and Growing Spirit (a family program) in Los Angeles. She is the guiding teacher of the Institute for Meditation and Psychotherapy in Cambridge, MA.
Ed Hauben, a long-term meditator and friend of IMS, has served on its board and assisted with the Teen and Family retreats for the past 25 years.
Deborah Ratner Helzer has practiced with Western and Asian teachers in the Theravada tradition since 1995, including a year as a nun in Burma. She has been teaching in the Washington, DC area and assisting with retreats around the country since 2001.
Bhante Khippapanno, ordained a Buddhist monk in 1949, practiced vipassana in India and Burma with Dipa Ma, Mahasi Sayadaw and Shwe Oo Min Sayadaw. He founded Jetavana Vihara, Washington, DC, 1982, and Sakyamuni Meditation Center, CA, 1988. He helped establish Phuoc Son Meditation Center, Vietnam, 1994.
Kittisaro, a Rhodes Scholar, spent 15 years as a monk in the forest tradition of Ajahn Chah. He is a co-founder of the Dharmagiri Hermitage in South Africa and teaches worldwide. He recently completed a year self retreat.
Maddy Klyne teaches classes and workshops as well as special programs for young people at the Cambridge Insight Meditation Center, MA.
Ajahn Kusalo has interest and experience in offering the teachings to families, having lived a householder life before ordaining in New Zealand in 1992. He is co-abbot at Tisarana, a Buddhist monastery in Canada in the Thai forest tradition.
Heather Martin has practiced meditation for over 30 years with Asian and Western teachers, and began teaching in 2000. A midwife for 20 years, she lives in B.C., Canada.
Ajahn Metta, born in Germany, received ordination in 1996 at Amaravati Buddhist Monastery in the UK. She has recently completed a year-long retreat in Asia.
Phillip Moffitt is a member of the Spirit Rock Teachers Council and the founder of the Life Balance Institute. He teaches vipassana meditation and is the author of Dancing with Life, a book exploring the Buddha's Four Noble Truths.
Wes Nisker is a dharma teacher, author, radio commentator and performer. He is the founder and co-editor of Inquiring Mind and a member of the Spirit Rock Teachers Council. His latest book is Crazy Wisdom Saves the World Again!
Annie Nugent has practiced since 1979 and was an IMS Resident Teacher, 1999-2003. Her teaching style aims to reveal how all aspects of our lives can help us come to a clear and direct understanding of the Truth.
Susan O'Brien has been practicing vipassana meditation since 1980 and has studied with a variety of Asian and Western teachers. She began teaching in 1996 and coordinates the Insight Meditation correspondence course.
John Peacock, an academic and meditation teacher for 25 years, currently teaches Buddhist studies and Indian religions at the University of Bristol, UK. He is an Associate Director of The Oxford Mindfulness Centre, recognized by Oxford University.
Yanai Postelnik has been engaged in full-time dharma practice and service for 19 years. Inspired by the Thai forest tradition, he has taught internationally since 1992 and is the Dharma Director of Gaia House, England.
Sharda Rogell has been meditating since 1976 and teaching worldwide since 1987. She has been influenced by several Buddhist and Hindu traditions. She is on the Teachers Council at Spirit Rock and is a student in the Diamond Approach.
Marcia Rose has practiced Buddhist meditation since 1970. She is a guiding teacher in Taos, NM for The Mountain Hermitage and founded Taos Mountain Sangha. She was IMS Resident Teacher, 1991-1995, and now teaches in the US and internationally.
Adrianne Ross, MD, has been involved with meditation and healing since 1978 and has offered retreats in Canada and the US since 1995. She also teaches MBSR to people with chronic pain and illness.
Ajahn Santacitta, born in Austria, received ordination at Amaravati Buddhist Monastery in the UK in 1998.
Greg Scharf has practiced extensively since 1992 in India, Thailand and in Burma, where he trained as a Buddhist monk. He is particularly interested in the role of service in the path of awakening.
Amita Schmidt, author of Dipa Ma: The Life and Legacy of a Buddhist Master, is a former Resident Teacher at IMS. She currently combines the teaching of nondual awareness with her foundation in Buddhist practice.
Gina Sharpe has studied and practiced Buddhism for over 30 years, across several traditions. She co-founded New York Insight in 1998 and is currently part of the IMS/Spirit Rock Teacher Training Program. She has been teaching since 1994.
Ajahn Thanasanti, a native of CA and senior nun at Chithurst Buddhist Monastery in the UK, received ordination in 1991. Her international teaching focuses on awakening compassion and using nature as a support for meditation.
Thanissara, a practitioner since 1975, was a nun for 12 years in the tradition of Ajahn Chah. She guides Dharmagiri Hermitage in South Africa and an affiliated HIV/AIDS program. She recently completed an MA in Buddhist Psychotherapy.
Sayadaw U Tejaniya began his Buddhist training as a young teenager in Burma under the late Shwe Oo Min Sayadaw (1913-2002). Twelve years ago, following life as a householder with a business career, he ordained as a monk. He teaches meditation at Shwe Oo Min Dhammasukha Tawya in Rangoon, Burma.
Arinna Weisman is a founding teacher of Insight Meditation Center of Pioneer Valley in Easthampton, MA, and co-author of A Beginner's Guide to Insight Meditation. Her practice and teaching have been infused with her life experiences as an environmental and political activist.
Kate Lila Wheeler began teaching meditation in the mid-1980s and continues to practice with teachers in Theravada and Tibetan Buddhist lineages. Writing is an important part of her life; she has recently completed a second novel.
Larry Yang, a longtime meditator, trained as a psychotherapist, has taught meditation since 1999 and is a core teacher at East Bay Meditation Center in Oakland, CA. He has practiced in Southeast Asia and was a Buddhist monk in Thailand.
Assisted by
Éowyn Ahlstrom is a certified yoga teacher and massage therapist whose primary interest is in teaching awareness of and compassion for the body. She has served on staff at IMS for several years, and is a dedicated dharma practitioner.
Franz Moeckl has practiced and studied insight meditation, Tai Chi and Qigong for more than 25 years, including time as a Buddhist monk in Thailand. He now teaches in the US, Europe and Asia.
LOU ALBERT
The Forest Refuge
General Information
The Forest Refuge allows the exploration of a more independent and less structured form of retreat life. For experienced practitioners, its peaceful and secluded environment establishes the sense of harmony most conducive to sustained, long-term personal retreat. Stays range from one week to a year or more.
For those interested, there is an application process. Guidelines and an application form are available on our website or from our office. You can apply online, or mail or fax a completed form to us. We will contact you when your application has been reviewed.
If there is no accommodation available at the time you wish to come, we encourage you to keep your application in process. You may want to change your dates, or we can put you on a wait list, if your application is approved. There are sometimes cancellations from those already confirmed and spaces open up.
Fees for 2009 are outlined in the box on the next page. For those who cannot afford the entire cost, a limited number of 'You Choose' fee spaces are available, allowing you to establish your own course rate based on your financial means. A minimum of $10 per night is required.
A deposit of approximately onethird of your total retreat cost is due once your application has been approved. (The minimum deposit for anyone on a 'You Choose' fee option is $50.) Deposits are accepted online, by mail, by phone or in person. Please make your check or money order payable to IMS, or include Visa or MasterCard information.
Please contact us as soon as possible if you need to cancel. If you let us know more than 60 days before your retreat begins, fees are: $100 (or full deposit if less than this was paid). Your full deposit is forfeited if you cancel 60 days or less before your starting date.
2009 FOREST REFUGE TEACHING SCHEDULE
* Participants are expected to practice in the style offered by these monastic teachers; this may include observance of the eight monastic precepts.
A self-sustaining practice is necessary to undertake a Forest Refuge retreat.
The teaching schedule may change without notice. It is our intention that retreatants will have the opportunity to practice with a variety of experienced and well-qualified insight meditation teachers.
2009 Retreat Center Schedule
Dates
Feb 1-Feb 8
Feb 13-Feb 20
Feb 20-Feb 22
Feb 27-Mar 4
Mar 6-Mar 15
Apr 3-Apr 10
Apr 10-Apr 15
Apr 17-Apr 19
Apr 24-Apr 29
May 2-May 10
May 29-Jun 5
Jun 5-Jun 14
Jun 16-Jun 21
Jun 26-Jul 3
Jul 5-Jul 9
Jul 11-Jul 16
Jul 18-Jul 26
Jul 29-Aug 5
Aug 7-Aug 9
Aug 7-Aug 16
Aug 29-Sep 3
Sep 4-Sep 7
Sep 10-Sep 13
Sep 17-Sep 20
Sep 26-Oct 24
Oct 24-Nov 21
Dec 11-Dec 16
Dec 18-Dec 23
Yoga
Please see the following pages for retreat descriptions and registration information.
* Fees for most Retreat Center courses do not include payments to the teachers. There is an opportunity to offer donations for the teachings and for IMS at the end of each retreat.
+ Scholarships are awarded on a first-come, first-served basis.
* 'You Choose' means that you can establish your own course fee, based on your financial means. A minimum of $10 per day is required.
^ Free bus transportation is offered between New York City and IMS on a first-come, first-served basis for this retreat.
** Please refer to page 23 for additional Family Retreat information.
* Proceeds will benefit IMS and the Home Care Alliance of Massachusetts. Nursing contact hours will be offered.
)
1230 Pleasant St.
*
Barre, MA 01005
(978) 355-4378
*
rc
@
dharma.org
SHARE THE BENEFITS
OF PRACTICE Offer Financial Assistance
Each year, generous contributions support the practice of many participants in our programs – from a new student attending an initial weekend retreat to an experienced practitioner spending a year or more in silence. Please consider joining the community of donors who help make IMS retreats possible for those who cannot afford the entire cost.
IMS is committed to offering financial assistance – in the form of 'You Choose' fee spaces or scholarships – to retreatants as needed, and we appreciate your support of that commitment.
Contributions can be sent to: IMS, Attn: Donations 1230 Pleasant Street Barre MA 01005
To donate online, visit our website.
PHOTOS AT LEFT:
JOHN HOLLAND, MARC HAMEL, LIBBY VIGEON, AHNA FENDER
The Retreat Center
COURSE DESCRIPTIONS
Insight Meditation
Metta
Insight Meditation (vipassana in Pali, the language of the original Buddhist teachings) is the simple and direct practice of moment-to-moment mindfulness. Through careful and sustained observation, we experience for ourselves the ever-changing flow of the mind/body process. This awareness leads us to accept more fully the pleasure and pain, fear and joy, sadness and happiness that life inevitably brings. As insight deepens, we develop greater equanimity and peace in the face of change, and wisdom and compassion increasingly become the guiding principles of our lives.
The Buddha first taught vipassana over 2,500 years ago. The various methods of this practice have been well preserved in the Theravada tradition of Buddhism. IMS retreats are all rooted in this ancient and well-mapped path to awakening, and draw on the full spectrum of this tradition's lineages.
Metta is the Pali word for friendship or lovingkindness. It is taught as a meditation that cultivates our natural capacity for an open and loving heart. With its roots in practices said to have been taught by the Buddha himself, metta is traditionally offered along with meditations that enrich compassion, joy in the happiness of others and equanimity. These practices lead to the development of concentration, fearlessness, happiness and a greater ability to love.
The Twelve Insights of the Four Noble Truths
In the Samyutta Nikaya, the Buddha describes Twelve Insights that progressively lead us to a full understanding and integration of the Four Noble Truths. This retreat will offer an in-depth exploration of these insights, through silent meditation, talks about the teachings, interviews and optional periods of mindful movement. This time of practice allows us to meet life's challenges with greater ease of heart and balance of mind.
Wisdom and Compassion: Insight Meditation Weekend
Insight meditation practice leads us to realize the essential nature of the mind. This understanding allows us to meet experience with a deepening wisdom and compassion – the essence of the Buddha's teachings. This weekend retreat, open to both new and experienced meditators, aims to strengthen these qualities, enabling us to embrace everything in life as food for freedom.
The Heart of Wisdom: Monastic Retreat
Each year, the ordained sangha from the Forest tradition offers a monastic retreat at IMS. Nuns will lead the 2009 course, focusing on the Buddha's Four Foundations of Mindfulness as a path to awakening. The retreat will support the opening of the heart, the experience of emptiness and the deepening of wisdom and compassion.
This course includes daily insight meditation practice, devotional chanting and optional periods of mindful movement (qigong). The retreat is held within the context of the eight precepts, which includes abstaining from eating after noon.
25th Anniversary of the Women's Retreat
This year we celebrate the 25 th gathering for the annual Women's Retreat at IMS – a milestone in establishing the lineage
of women in Western Buddhist practice. In the classical context of silence and sustained insight meditation practice, a powerful sense of community has been created that supports our capacity for deepening wisdom and compassion. There are daily talks, instructions, guided lovingkindness practice and meetings with the teachers.
A Taste of Freedom: Insight Meditation Weekend
This course will explore the taste of freedom that is the heart of insight meditation. The Buddha spoke of this in his teachings known as the Four Foundations of Mindfulness. Suitable for both beginning and experienced meditators, the retreat will offer talks, time for questions and a sustained schedule of silent meditation practice.
Christina Feldman will be assisted by Chas DiCapua for this weekend retreat.
Living Freedom: Insight Meditation Retreat
The whole of the Buddha's teaching can be seen as showing us ways to live with more ease and joy, freeing ourselves from the constraints of unhappiness. Throughout this retreat, talks about the teachings and meditation instructions will emphasize the theme of liberation and help us nurture a living experience of freedom.
The Buddha's Way to Happiness: Insight Meditation Retreat
The Buddha was called 'the Happy One.' His life and practice provided the foundation for what he later described as the Four Noble Truths and the Noble Eightfold Path. This retreat will follow the Buddha's path of mindfulness, concentration and lovingkindness, illustrating how each of us can move from attachment to freedom, from confusion to clarity and from tension to ease.
Sitting and walking in silence, and investigating the flow of experience moment by moment, we can relinquish the causes of suffering and reclaim our natural happiness.
Insight Meditation Weekend for New Students
This introductory weekend is designed for those who are new to insight meditation, as well as for those who may have a meditation practice but who have not yet attended this kind of retreat. A continuity of mindfulness will be emphasized in a supportive and silent atmosphere. Sitting and walking periods will be shorter than the standard IMS course format and the schedule will also include talks and periods of discussion.
Love and Wisdom: Insight Meditation Retreat
Meditation helps us bring kindness and awareness to each moment of life's experience, connecting us with true freedom. This five-day course will explore both love and wisdom as paths to profound acceptance and peace. It will include daily guided lovingkindness practice to warm our hearts and afternoon yoga to relax our bodies, and will
provide a good introduction for new students as well as an opportunity to deepen insight for experienced meditators.
Relaxed Openness: Embodying Presence
This insight meditation retreat will guide us towards strengthening qualities of mind that include receptivity, gentle continuity of energy, heartfulness and radiant clarity. Rather than emphasizing technique, we will learn to cultivate wise attitudes of practice that foster a steadfast trust in ourselves and in the naturally-emerging wisdom of our hearts. Suitable for beginners and experienced meditators, the course will also include an optional daily session of mindful yoga.
Loving Friendliness: Metta Retreat
This metta retreat will provide the support needed to touch the wordless depths of our own heart. There, we can experience its essential boundlessness and our capacity to love and embody kindness. Teachings and practices on compassion, joy in the happiness of others and equanimity will also be offered.
An optional period of mindful qigong will take place each day to deepen our ability to soften, relax and connect with our bodies.
Liberation of Mind and Heart: Insight Meditation Retreat
This course will explore the Buddha's teachings on liberation of mind and heart. Through learning to connect with our mind/body process with interest and acceptance, we develop greater understanding and compassion, thereby extending our ability to meet life's changes with graceful ease and serenity. With guidance from the teachers, participants will be encouraged to develop trust in their own practice.
Dharma Seed
Stream or download an extensive range of teachings and guided meditations from the Buddhist vipassana (insight) tradition
www.dharmaseed.org
Or call (800) 969-7333 for CDs and tapes
An optional period of mindful qigong will take place each day to deepen our ability to soften, relax and connect with our bodies.
Insight Meditation Retreat for Experienced Students
People of Color Retreat
This insight meditation course, co-sponsored by IMS and New York Insight, creates a space of ease and support for people of color to meditate together and cultivate inner freedom. It provides an in-depth experience of the Buddha's teachings on mindful awareness, illuminating a path toward healing and greater happiness. Those without previous meditation experience are encouraged to participate.
Our wish is to make this retreat accessible to anyone who would like to attend. We offer a 'You Choose' fee option, charging a minimum of just $10 per day. Those who can contribute more, however, help ensure that the community of POC meditators continues to flourish. Free bus transportation is provided on a first-come, first-served basis between New York City and IMS.
The core of insight meditation is the practice of mindfulness, that quality of awareness that sees without judgment. Sitting and walking meditation, the first steps in formal practice, become the foundation and continuous inspiration for meeting all aspects of life with a greater openness and willingness to learn. The ordinary activities of retreat life become a part of the practice because the challenges they offer help us develop the art of mindful living.
An optional period of Mindfulness Yoga will be offered each day.
Participants are required to have sat at least two meditation retreats lasting five days or longer in any Buddhist tradition. Please document this when registering.
Teen Retreat
This retreat is specifically for teens, aged 14-19. It offers beginning meditation instruction, half-hour sitting and walking
periods, facilitated discussion groups, meditative arts and free time. This allows young adults to develop and value their natural spirituality within a supportive environment. Extensive supervision is provided.
Family Retreat
This course for families is an invitation to free our hearts and liberate our minds in the very midst of our lives, roles and relationships. Based on the teachings of the Buddha, the retreat will balance the formality of ritual and ceremony with the humor and playfulness to be found in everyday activities. Through meditation practice, dharma teachings and discussions, and family gatherings, we will explore the unfolding of wisdom, joy and compassion.
A program for children over two years old is included; it is staffed by volunteers who coordinate age-appropriate activities. A parent or friend needs to stay with any child under two years old at all times.
Each family unit pays an additional fee for the children's program. This is on a sliding scale basis, ranging from $50 to $150. Please specify the name, full date of birth and gender of all children when you register.
Due to the popularity of this retreat and our wish to support continuity for regulars as well as accessibility for new participants, all applications received by February 13, 2009 will be processed as follows: half of available spaces will be given to families who have attended three out of the past five years, or two out of the last three years, by lottery from all qualifying registrations. Families who have registered for the last two years without getting a place are automatically confirmed – please notify us if this is the case, prior to the lottery deadline. The balance of places will be drawn by lottery from all remaining registrations; those not selected, as well as any late registrations will be put on a wait list.
Mindfulness, Insight, Liberation: Insight Meditation Retreat
This insight meditation retreat will explore the Four Foundations of Mindfulness, as taught in the Satipatthana discourse given by the Buddha. It is a profound teaching that encourages us to place the path of freedom and compassion into the classroom of our lives, nurturing a heart that is receptive and unshakeable. Each day will offer a sustained schedule of formal meditation practice (both insight and lovingkindness), meetings with the teachers, talks and instructions, all within an environment of silence.
Investigating Life: Insight Meditation Retreat for 18-32 Year Olds
This retreat specifically addresses the practice needs of new and experienced meditators in the challenging years of early adulthood. The format includes daily meditation instruction, group and individual interviews, opportunities for questions and discussion as well as afternoon yoga sessions. The course will end with a day of activities centered on supporting community and integrating the practice into our daily lives.
Insight and the Art of Equanimity
In insight meditation, we practice moment-to-moment observation of our experiences through an open, precise and accepting awareness. In the practice of equanimity, we develop a non-reactive and engaged mind. Together, these two practices
provide a stable foundation for investigating attitudes that condition understanding. Momentum in insight practice and the art of equanimity foster clarity and confidence from which we can live with wisdom and compassion. This course is suitable for beginners and experienced meditators; a warm welcome is extended to all.
Two retreat options are available – participants can select either the weekend course or the full nine days.
The Seven Factors of Awakening: Study and Practice Retreat
The Buddha describes the development of seven qualities of mind – mindfulness, investigation, energy, joy, tranquility, concentration and equanimity – as the direct path to freedom. Cultivated and brought to maturity, they liberate the heart from all suffering. This retreat will include extended periods of teaching about these qualities and small discussion groups, in addition to silent, sustained practice.
Labor Day Weekend
Ruth Denison is a vipassana dharma elder whose style of teaching is unique in the IMS schedule. Her body-focused teachings invite students to drop below the level of concept into the direct experience of life. In addition to sitting and walking meditation, Ruth spontaneously guides the moment-to-moment development of awareness in movement, chanting and playful celebration. While the retreat is held in noble silence, continuous meditation instruction will be given during her teaching periods.
Ruth will be joined in teaching by Arinna Weisman, and will be celebrating her 87 th birthday during this time.
Caring for the Caregivers: Insight Meditation Retreat for Home Health & Hospice Workers
This retreat is an invitation for leaders and caregivers in the home care and hospice sectors to receive an in-depth training in meditation. This practice can develop a balance of mind that helps to center and sustain us in our work with people who are sick and dying. Through guided meditations, Q&A sessions, periods of silence (including during meals), talks on cultivating equanimity in the face of daily suffering, and optional daily yoga, we will move towards deeper care for ourselves and more compassionate care for others.
The course will benefit the missions of both IMS and the Home Care Alliance of Massachusetts. It is also sponsored by Fazzi Associates. Nursing contact hours will be offered.
Please document your home health or hospice employer affiliation when registering.
Insight Meditation Weekend for Scientists
This course is designed for scientists – neuroscientists, cognitive scientists, psychologists and others who study the mind. It is open to academics and professionals working in the broad area of the mind sciences. Its goals are to help researchers in this field experience indepth training in meditation and to explore ways in which a rigorous and systematic approach to introspection can inform research. The three-day retreat will be conducted in silence, except for some discussion towards the end about various research projects. The practices taught are nonsectarian and do not require adopting Buddhism as a religion or dogma.
Please document your scientific affiliation when registering.
Two-Month Retreat
This two-month course, including its one-month partials, is a special time for practice. Because of its extended length and ongoing guidance, it is an opportunity for students to deepen the powers of concentration, wisdom and compassion. Based on the meditation instructions of Mahasi Sayadaw and supplemented by a range of skillful means, this retreat will encourage a balanced attitude of relaxation and alertness, and the continuity of practice based on the Buddha's Four Foundations of Mindfulness.
Prerequisite is two retreats of a week or more with a recognized insight meditation teacher, or special permission. Please document this experience, including teachers' names, dates and lengths of courses when registering. You will also need to submit a questionnaire when signing up – your course participation cannot be confirmed until this is received and approved.
Special cancellation fees and deadlines apply. 2MO and Part 1: up to July 26, $100; afterwards, $350 for 2MO and $250 for Part 1. Part 2: up to August 24, $100; afterwards, $250. Please note that these amounts will apply even if you wish to move from any part of the course to another.
Living an Awakened Life: Insight Meditation Weekend
This course is an opportunity to practice a way of being that embraces the path of wisdom and compassion. Centered in dynamic present aliveness with a grounded awareness in our bodies and minds, we will connect directly with a living field of awakening through our mind and five senses. This allows for a spontaneous, skillful and open-hearted relationship with the moment-to-moment changing flow of life's experience.
Through sitting and walking meditation, as well as talks about the Buddha's teachings and group interviews, old and new students alike are invited to explore what it means to live an awakened life. All are welcome.
Sharda Rogell will be assisted by Chas DiCapua for this weekend retreat.
Wings of Awakening: Cultivating the Five Spiritual Faculties
The Buddha highlighted five spiritual faculties that need to be developed for awakening to manifest: trust, persistence, mindfulness, concentration and wisdom. As these qualities mature, their power carries us inexorably to the goal of nibbana, the timeless freedom from suffering that is always present. This retreat will explore and cultivate these faculties, using the body and mind as the ground of practice. Within an atmosphere of silent contemplation, daily instruction, meditation, chanting, discussion and optional qigong will be offered.
Metta (Lovingkindness) and Upekkha (Equanimity) Retreat
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allowing us to relate to all that comes and goes within and around us with greater understanding and ease.
This retreat begins with the teachings and practice of metta, bringing a focus and steadiness to our heart and mind. As we open to a more accepting, expansive and loving heart, fearlessness and self-confidence are strengthened and our fundamental interconnectedness with all life is revealed. With metta as our ground, the course will gradually take us towards the teachings and practice of upekkha. This brings a clear-seeing acceptance and balance of mind,
Resolutions of the Heart: New Year's Retreat
The New Year is an opportunity for both reflection and establishing intention. Before deciding the direction our lives should take in the future, it is helpful to thoroughly investigate where we are now. This insight meditation retreat will gently explore the terrain of our lives with compassion and wisdom.
"In giving a meal, the donor gives five things to the recipient. Which five? He or she gives life, beauty, happiness, strength and quick-wittedness." – The Buddha
Offer a Meal
Help us to continue a tradition that has flourished since the time of the Buddha – the offering of meals to spiritual practitioners. Donating toward the cost of a meal is a direct way to support IMS. On the day of your gift, your generosity will nourish each meditator, each teacher and all the staff members who serve the IMS community.
You have the choice of funding an individual meal or a group of meals, at both our centers or just at one, as outlined at right:
If you or your group of friends would like to offer Meal Dana, we will acknowledge your gift – if you wish – by inscribing your name(s) and dedication on the menu board for a particular day or meal. The date chosen often celebrates a birthday, honors someone who has died or commemorates another of life's milestones.
To make a meal donation online, visit our website. To receive additional information or to request that a Meal Dana form be sent to you, please contact the IMS Development office – call (978) 355-4378 ext. 230 or email [email protected]
G
H
T
Retreat Center Registration
Mail your completed form to IMS, 1230 Pleasant Street, Barre MA 01005, USA Or register online at www.dharma.org
I am including $_____________ as a donation to IMS.
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YES K NO K
May we share your email address with similar organizations? YES K NO K
Information
*All retreats require a deposit on registering. Deposit and fee amounts are listed beside each course on the Retreat Center schedule (see pages 18-19). Our sliding scale fee structure allows you to pay according to your means.
*Any amount paid above the Base rate is a tax-deductible donation.
*We will advise you of your course status within two weeks of receiving your registration.
*All participants are expected to stay for the duration of the retreat. The full course fee will be charged, regardless of length of stay.
*If a course is full, you will be placed on a wait list. If an opening occurs, you will be confirmed into the course and notified. If you do not accept, a cancellation fee will apply. If no opening occurs, your deposit will be refunded.
*Please contact us as soon as possible if you need to cancel. Fees are: $50 if you cancel four or more weeks before a course begins; your full deposit is forfeited after that. (For any retreat with a 'You Choose' rate option, cancellation fees are $25/$50.) The cancellation policy for the Two-Month Retreat is more stringent – see page 24 for details.
*All cancellation fees support our Scholarship Funds.
Barre Center for Buddhist Studies
...for the integration of scholarly understanding and meditative insight...
The Insight Journal is a free BCBS publication, containing articles of lasting interest on the integration of scholarly understanding with meditative insight.
If you would like to receive your free subscription to Insight Journal, please call or email us.
Year-Long Study Program
BCBS offers a one-year program integrating meditation practice with the study of Buddhist thought. The Integrated Study and Practice Program's curriculum is structured on readings from a sourcebook, mentoring and several on-campus study-retreats. The first two courses for the next program will be June 5-10 and October 9-14, 2009, followed by two more in 2010. There is a single application process for the entire program. Please visit the BCBS website for details.
The Barre Center for Buddhist Studies (BCBS) offers a variety of opportunities for investigating the teachings of the Buddha: lectures, classes, workshops, retreats and independent study programs. While rooted in the classical Buddhist tradition, the BCBS mission calls for the study of all schools of Buddhism and discussions with other traditions. The emphasis is on the interrelationship between study and practice, and on exploring the relevance of classical teachings to contemporary life.
2009 Schedule
For full course descriptions and registration information, please request our catalog by emailing [email protected] or visiting www.dharma.org/bcbs.
I
N
S
I
G
H
T
N
E
W
S
L
E
T
T
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R
Insight Meditation Society 1230 Pleasant Street Barre MA 01005
Non-profit Org. U.S. Postage PAID Permit No.2 Worcester, MA
If you would prefer to read this newsletter online, please email [email protected] and we will stop sending you the print version.
and cultivate awakening
IMS is more than just a workplace. We offer:
*
a friendly and caring environment
* fair pay and great benefits
* meditation resources and support
* a way to combine practice with service to others
For current openings and further information see www.dharma.org/ims
Please contact Human Resources
*
(978) 355-4378 ext. 335
*
[email protected]
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Contact Us
If you are having a life threatening emergency, call 911
Lee St. Clinic
51 SW Lee St.
Newport, OR 97365
(541) 574-5960
Lincoln City Clinic
4422 NE Devils Lake Blvd
Suite 2
Lincoln City, OR 97367
(541) 265-4196
Monday - Friday 8 AM - 5 PM
Hearing Impaired 7-1-1
Our services are available regardless of age, race, color, sex, religion, national origin, physical or mental disability, sexual orientation, gender identity, and marital status.
Who do we serve?
Behavioral Health services are available to Lincoln County residents struggling with mental health symptoms. It is our goal to assist our clients in long term recovery and to help them maintain their independence within the community.
Community-Based Services
Lincoln County Behavioral Health offers the following outpatient services and treatments:
- Individual Counseling
- Group Counseling
- Psychiatric Services
- Nursing Services
- Case Management
- Peer Support Services
- Dual Diagnosis Treatment
- Problem Gambling Treatment
- Crisis and commitment services
Accessing Services
Services are offered in Newport & Lincoln City locations
Please call each office for their walk-in screening times
If appropriate, an assessment will be scheduled after the screening, which is when the individual and the therapist will develop an individualized plan for treatment.
Payment
Billing Office Phone: 541-265-0468
- Oregon Health Plan, Medicare, and private insurances are accepted
- Sliding fee scales available dependent on income level
- Services are provided regardless of ability to pay
- Problem Gambling treatment is free to Oregon residents and their affected family members.
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25B
The other day I came across these amusing short prayers put together by little children.
"Dear God, maybe Cain and Abel would not hate each other so much if they had their own rooms. It works with my brother – sincerely Larry"
"Dear God, we learned at school that Edison made light. But in our R.E. lesson they said that you did it. So I bet he stole your idea. Sincerely, Donna.
Dear God, thank you for the baby brother but what I prayed for was a puppy - Joyce
St Theresa was once asked to put into a sentence what she thought holiness to be. She said, "holiness was a disposition of the heart which makes us humble and childlike in the hands of God, conscious of our own weakness, but confident to the point of boldness in the goodness our Heavenly Father". She must have been inspired by today's gospel passage.
She saw as the surest way to Heaven what she called, 'spiritual childhood'. Just as small children rely exclusively on their parents or guardians, so we should have that same unbounded trust in God. When putting everything into His safe hands, especially things which worry us a lot, there should be no hesitation at all on our part that He will look after us.
Little children don't worry about where the next meal is coming from or whether they will have a bed for the night. Neither do they dwell on the past or fret about the future but live in the present. If we did the same vis-à-vis our Heavenly Father a lot of our worries would dissolve into thin air. Nothing would get to us. Jesus tells us "Do not worry about what you are to eat or drink or wear, or how you look or what people think of you – it is the pagans of this world who have set their heart on these things".
The first Reading mentions the godless. The problem with them is that they have no Heavenly Father to trust in. Sigmund Freud believed that God is figment of our imagination. God is just our conceptual longing for a heavenly father who doesn't exist. He is an imaginary being we wish were there, to protect us the way our earthly father did when we were children. For him God is like a father for childish adults, so to speak.
Unbelievers often disparage people who believe by trying to undermine their faith and trust in a Heavenly Father. They tell them to grow up and live in the real world. This point is also brought out in the First reading as follows: "let us lie in wait for the religious man or woman since they annoy us".
To shake our faith some people dismissively say that religion is the underlying cause of conflict in our world. St James tells us today that's not true. He says "the wisdom that comes down from above", that is from Our Heavenly father, "makes for peace, is kindly and considerate, is full of compassion and shows itself by doing good".
If we adopt a childlike stance before God, the wisdom which we receive from above will indeed take precedence over our own limited perception of things and set us on the road to authentic holiness.
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Jefferson State Community College
DOCUMENTATION OF PHYSICAL THERAPY OBSERVATION
Applicant: ________________________________________________ J Number or SS: _________________________________
Applying for Semester Beginning: Summer 2019
Candidates for the Physical Therapist Assistant program at Jefferson State Community College are required to complete seventy-five (75) hours of observation/volunteer experience under the supervision of a licensed Physical Therapist or Physical Therapist Assistant within one year prior to the application deadline; qualifying hours must be achieved between Jan 1, 2018 and Jan 15, 2019 for the next deadline. Twenty-five (25) of these hours must be completed in an inpatient setting. Applicants must provide Documentation of Physical Therapy Observation (Pages A and B) for each clinical facility in which hours are completed. Documented hours will not be credited without both forms. It is the applicant's responsibility to be sure the form is complete, accurate, and submitted with the JSCC Physical Therapist Assistant Application by the deadline: January 15, 2019. Different forms will not be accepted; this form may be reproduced as necessary. Please type or print legibly in black ink.
Facility Name: ____________________________________________________________________________________________
Facility Address: __________________________________________________________________________________________
Facility Phone Number: ______________________ Fax: _____________________ Contact Email: ________________________
Supervisor(s): Name of Physical Therapist or Physical Therapist Assistant supervisor of observation (PLEASE PRINT):
Name: ______________________________________________________________ License Number: __________________
Name: ______________________________________________________________ License Number: __________________
Name: ______________________________________________________________ License Number: __________________
Name: ______________________________________________________________ License Number: __________________
I VERIFY THAT THE HOURS DOCUMENTED ON THE FOLLOWING PAGE(S) ARE TRUE AND ACCURATE:
________________________________________________________ __________________________________
Student Signature
Date
PageA
Jefferson State Community College DOCUMENTATION OF PHYSICAL THERAPY OBSERVATION
Applicant: ________________________________________________ J Number or SS: _________________________________
Applying for Semester Beginning: Summer 2019
The Physical Therapist Assistant program at Jefferson State Community College requires applicants to complete a minimum of seventy-five (75) hours of observation/volunteer experience; a minimum of twenty-five (25) hours MUST be from an inpatient setting. We suggest the hours documented represent quality observation experiences. Credit should not be given for anything outside of patient care activities (i.e., lunch, administrative duties, organizational orientation, etc.) Hours of observation must be performed under the supervision of a licensed physical therapist or physical therapist assistant. Each line must be signed by the supervising therapist. Please print and/or sign legibly in black ink.
Different forms will not be accepted; this form may be reproduced as necessary. Qualifying hours must be achieved between Jan 1, 2018 & Jan 15, 2019
Types of Observation Experience*
Inpatient Settings
Acute care hospital
Extended care facility
Skilled Nursing Facility
Rehabilitation unit – inpatient
Other: ________________________
Outpatient/Other Settings
Outpatient clinic
Private practice
Hospital-based outpatient
Rehabilitation unit – outpatient
Home Health
Sports Medicine/Athletics
Pediatrics/Early intervention/School-based program
Industrial Medicine/Occupational Health
Aquatic Rehabilitation
Wellness/Prevention/Fitness
Other: ____________________________
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Board of Directors
Emily Roberts, President • Jim Ruane, Vice President • John P. McGlothlin, Secretary • Tim Ross, Treasurer
Raul Gomez
Nancy A. Kraus
Malissa Netane-Jones
*
*
Leslie Hatamiya,
Executive Director
GOVERNOR'S EXECUTIVE ORDER N-25-20**** CORONAVIRUS COVID-19
On March 17, 2020, the Governor of California issued Executive Order N-29-20 suspending certain provisions of the Ralph M. Brown Act in order to allow for local legislative bodies to conduct their meetings telephonically or by other electronic means. Pursuant to the CDC's social distancing guidelines which discourage large public gatherings, the Board of Directors of the San Bruno Community Foundation is now holding meetings via Zoom.
If you would like to make a Public Comment on an item not on the agenda, or comment on a particular agenda item, you may address the Council orally during the meeting, or you may email us at [email protected]. The length of all emailed comments should be commensurate with the three minutes customarily allowed per speaker, which is approximately 300 words total. Emails received before the special or regular meeting start time will be forwarded to the Foundation Board of Directors, posted on the Foundation's website and will become part of the public record for that meeting. If emailed comments are received after the meeting start time, or after the meeting ends, they will be forwarded to the Foundation Board of Directors and filed with the agenda packet becoming part of the public record for that meeting.
Individuals who require special assistance of a disability-related modification or accommodation to participate in this meeting, or who have a disability and wish to request an alternative format for the agenda, agenda packet or other writings that may be distributed at the meeting, should contact Melissa Thurman, City Clerk 48 hours prior to the meeting at (650) 619-7070 or by email at [email protected]. Notification in advance of the meeting will enable the San Bruno Community Foundation to make reasonable arrangements to ensure accessibility to this meeting, the materials related to it, and your ability to comment.
AGENDA
SAN BRUNO COMMUNITY FOUNDATION
Special Meeting of the Board of Directors
July 28, 2021 4:00 p.m.
Zoom Meeting Details:
Webinar ID: 827 5629 5489
https://us02web.zoom.us/j/82756295489?pwd=MlBzaW1TWFRKVFRBTHlVekNxRDJTdz09
Passcode: 429578
Dial-in: (669) 900-6833
Page 1 of 2
1. Call to Order/Welcome
2. Roll Call
Emily Roberts,
*
Board of Directors
President
Jim Ruane,
Vice President
*
John P. McGlothlin,
Secretary
*
Tim Ross,
Treasurer
Raul Gomez
Nancy A. Kraus
Malissa Netane-Jones
*
*
Leslie Hatamiya,
Executive Director
3. Public Comment: Individuals are allowed three minutes. It is the Board's policy to refer matters raised in this forum to staff for research and/or action where appropriate. The Brown Act prohibits the Board from discussing or acting upon any matter not agendized pursuant to State Law.
4. Conduct of Business
a. Adopt Resolution Appointing Members to the San Bruno Community Foundation Board Nomination Ad Hoc Committee
5. Adjourn: The next regular meeting of the Board of Directors is scheduled for Wednesday, September 1, 2021, at 7:00 p.m.
Page 2 of 2
Memorandum
DATE:
July 26, 2021
TO:
Board of Directors, San Bruno Community Foundation
FROM: Leslie Hatamiya, Executive Director
SUBJECT:
Resolution Appointing Members to the San Bruno Community Foundation Board Nomination Ad Hoc Committee
At the end of this year, three current members of the San Bruno Community Foundation's Board of Directors will be concluding their second terms on the Board (and terming out) and one Board member will be completing his first full term on the Board. Under the Foundation's Bylaws, the San Bruno City Council designates the Foundation's Board members. In 2019, the last time the Foundation had open seats on the Board, the Foundation evaluated applicants seeking to serve on the Board and recommended to the Council three individuals for appointment, which the Council then approved without doing its own review.
This year, the City Manager has sought to incorporate the SBCF Board appointment process into the Council's broad Policies and Procedures document. The Council has been working on this document for a number of months and still has a few remaining issues to be resolved before the whole document is approved, but the Council has already agreed upon the SBCF Board appointment process. This process will consist of two steps: First, an ad hoc committee consisting of two Councilmembers and two SBCF Board members (named the "San Bruno Community Foundation Board Nomination Ad Hoc Committee") will agree upon the announcement brochure and application, which the City Clerk's office will distribute, and then review applications, conduct interviews, and make a recommendation to the City Council. Then, the City Council will receive the joint committee's recommendation, decide on its review process, which could include interviewing the recommended slate or other applicants, and then make its appointments to the Foundation Board.
At the July 28, 2021, special meeting, the Board will consider the attached resolution appointing President Emily Roberts and Board Members Malissa Netane-Jones to the San Bruno Community Foundation Board Nomination Ad Hoc Committee. The ad hoc committee is expected to have its first meeting the week of August 9, 2021, and release the announcement regarding the application process shortly thereafter. The City Council expects to make the appointments to the Board in late November or early December.
Page 1 of 2
Memorandum
I recommend that the Board adopt the resolution appointing members to the San Bruno Community Foundation Board Nomination Ad Hoc Committee
Attachments:
1. Resolution Appointing Members to the San Bruno Community Foundation Board Nomination Ad Hoc Committee
Page 2 of 2
RESOLUTION NO. 2021-__
RESOLUTION OF THE SAN BRUNO COMMUNITY FOUNDATION APPOINTING MEMBERS TO THE SAN BRUNO COMMUNITY FOUNDATION BOARD NOMINATION AD HOC COMMITTEE
WHEREAS, the second terms of three current members of the San Bruno Community Foundation Board of Directors and the first full term of an additional member of the Board will conclude on December 31, 2021;
WHEREAS, under Article V, Section 5 of the Bylaws, the San Bruno City Council shall designate all Foundation Board members;
WHEREAS, the San Bruno City Council has created the San Bruno Community Foundation Board Nomination Ad Hoc Committee, charged with reviewing applications from individuals seeking to serve on the Board, interviewing candidates, and recommending a list of finalists to the City Council; and
WHEREAS, the San Bruno Community Foundation Board Nomination Ad Hoc Committee shall consist of two members of the San Bruno City Council and two members of the Foundation Board of Directors.
NOW, THEREFORE, BE IT RESOLVED that the Board of Directors appoints President Emily Roberts and Board Member Malissa Netane-Jones as the Foundation's two representatives on the San Bruno Community Foundation Board Nomination Ad Hoc Committee.
Dated: July 28, 2021
ATTEST:
_______________________________________
John McGlothlin, Secretary
I, John McGlothlin, Secretary, do hereby certify that the foregoing Resolution No. 2021-__ was duly and regularly passed and adopted by the Board of Directors of The San Bruno Community Foundation on this 28 th day of July, 2021, by the following vote:
Board members:
Board members:
AYES:
NOES: Board members:
ABSENT:
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First Church Cyclists 2017 Schedule
The first ride will take place on Saturday, May 6. All the rest of the rides will be on Sundays. The mileage column reflects the total miles, out and back, for each trail and all rides leave from the trailheads at 2:00 PM.
The primary objective is to get together for some fun, fresh air, fellowship and most important, ice cream. Invite anyone, regardless of age or ability to join us.
For further information please call or text Ray at 603.913.3974 or email him at [email protected].
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BR1 MK2 cellular router
Industrial-Grade 4G LTE Router
Automatic Failover 4G LTE Router.
*Selected models
The BR1 offers automatic switching, DC or terminal block power capability, advanced GPS fleet tracking, and remote management, all packed into a durable metal enclosure.
Fleet Tracking and Management
Branding your captive portal is as easy as uploading your logo and terms & conditions. You can easily set bandwidth allowance and access duration per user or manage access using RADIUS.
SpeedFusion technology powers MAX BR1 for seamless failover.
Customize Captive Portal
With built-in GPS fleet tracking and InControl cloud-based management, you can keep tabs on location and manage your mobile network from any Internet-connected device.
Terminal Block for Secure Power Supply
SpeedFusion Hot Failover
Certified Toughness
In addition to rugged metal enclosure, BR1 has certifications on:
Shock and vibration resistance
(EN 61373:1999, IEC 61373:1999)
Railway applications (EN 50155)
Electromagnetic Compatibility (EN 61000)
MAX BR1 is equipped with a terminal block for secure power installation in vehicles and other locations.
BR1 MK2 cellular router
Industrial-Grade 4G LTE Router
Specifications
SMA GPS Antenna
Connector
SMA Cellular
Antenna Connector
SMA Cellular
Antenna Connector
| MAX BR1 MK2 | |
|---|---|
| 1x GE WAN Interface 1x Embedded LTE-A Modem | |
| LAN Interface | 1x GE |
| Wi-Fi Interface | 802.11ac/a/b/g/n 2x2 MIMO Simultaneous Dual-Band, Wi-Fi WAN & AP |
| Router Throughput | 100Mbps |
| Recommended Users | 1-60 |
| Cellular and GPS Antenna Connector | 2x SMA Antenna Connectors 1x SMA GPS Antenna Connector 2x Wi-Fi Connector |
| Power Input | DC Jack/Terminal Block: 10V – 30V DC |
| Power Consumption | 16W (max.) |
| Dimensions | 5.8 x 5.0 x 1.6 inches 147 x 128 x 40 mm |
| Weight | 0.96 pound 435 grams |
| Operating Temperature | -40° – 131°F -40° – 55°C |
| Humidity | 15% – 95% (non-condensing) |
| Certifications | FCC, CE, RoHS, E-Mark, IC Class I, Division II: Hazardous Locations RF Port Lightning Immunity: ITU-T K.20 (+/- 1.5 kV) EN 61373:1999 IEC 61373:1999 : Shock and Vibration Resistance EN 50155: Railway Applications EN 61000: Electromagnetic Compatibility |
| Warranty | 1-Year Limited Warranty |
Ordering Information
Feature Add-On
Feature Add-On
Ref no.: max-br1mk2-201908-v22
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LEARN: to simplify the abortion debate and to respond confidently to common pro-abortion objections. L
I IDENTIFY: the facts about abortion, sorting through misinformation that floods culture, media and politics.
F FORMULATE: a biblical, philosophical, and scientific understanding of the pro-life position.
E EDUCATE: others about the sanctity of human life in a gracious and effective manner.
To register go to: https://nci4life.org/lg
Registration Deadline: September 30th
(Register by September 8th to guarantee t-shirt)
574-306-7406
[email protected] www.nci4life.org
Saturday, October 8, 2022
8:30am - Registration & Snacks
9:00am - Why Pro-Life? (Peter Heck)
9:45am - Guest Story
10:00am - Break
10:15am - The Face of Abortion (Peter Heck)
11:00am - Break-Out Groups
11:30am - Lunch
12:30pm - Pro-Life 101 (Mike Spencer)
2:00pm - Break
2:15pm - Pro-Life 101 (Mike Spencer)
3:45pm - Break-Out Groups
4:15pm - Q & A and Closing (Mike Spencer) 5:00pm- Dismiss
Location:
Whitley County Agricultural Museum 680 W Squawbuck Rd. Columbia City, IN 46725
Cost:
$10 per participant
MAKING THE CASE FOR LIFE
Life Guardians is a one-day training designed to equip high school students to be effective ambassadors for LIFE!
Many today reject or are indifferent to the pro-life view, having been influenced by culture or because they've never heard the pro-life position presented in a compelling manner.
Life Guardians Training will deepen one's understanding of abortion, diving into the issue three-fold: spiritually, philosophically, and scientifically.
The training will help students learn how to confidently hold a position and communicate intelligently and graciously to the most pressing issue of our time: abortion.
SPEAKERS
Mike Spencer of Project LifeVoice travels extensively throughout the United States equipping pro-life advocates on high school and university campuses.
Mike is a gifted and much sought-after communicator who brings a compassionate heart to the often emotional and divisive issue of abortion in a way that is both gracious and compelling.
in the Washington Times, Washington Post, USA Today, and on CNN, MSNBC and Fox News. A former radio host, Peter produces a daily podcast and has authored a number of books on Christians and the culture. Peter Heck Peter Heck is an author, speaker, and pastor. He is a lead news editor and opinion writer for "Disrn". He's an ardent pro-life advocate, whose opinions have also been published
Register Here:
https://nci4life.org/lg
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1) Trapping rodents
A Baraisa gives examples of the normal way to trap rodents and the unusual way to trap rodents.
Another Baraisa limits the requirement to trap rodents in an unusual fashion to a grain field near a city, rather than one near a tree field.
2) Repairing a fence
R’ Yosef and a Baraisa suggest different methods of closing a break in a fence.
R’ Chisda asserts that it is only the wall of a garden that has the restriction against rebuilding the breach, but the wall of a courtyard may be repaired in the normal manner.
The Gemara suggests a proof to this assertion but it is rejected.
A second version of this discussion is presented wherein the Baraisa is cited, unsuccessfully, as a challenge to R’ Chisda’s assertion.
R’ Ashi cites our Mishnah as support for R’ Chisda.
3) MISHNAH: A dispute is presented regarding the parameters of a kohen examining tzara’as blemishes on Chol Hamoed.
4) Clarifying the Mishnah
A Baraisa presents a more detailed account of the dispute in the Mishnah.
Rava limits the dispute to examining one who is at the end of his second confinement, and he identifies the point of dispute.
A contradiction is noted regarding which opinion Rebbi follows.
The Gemara answers that there are contradictory versions of Rebbi’s position.
The Gemara infers from the previous discussion that a confirmed metzora is permitted to engage in marital relations.
A Baraisa is cited that supports this conclusion.
The dispute presented in the previously cited Baraisa is explained.
The Gemara questions whether one can infer from the previous discussion that the potential metzora’s status depends upon the declaration of the kohen.
This inference is confirmed by a Baraisa.
Abaye and Rava disagree whether there is a practical difference between the Tannaim cited in the previous Baraisa.
The Gemara begins to explain why the different Tana'im follow different positions.
---
Distinctive INSIGHT
Demolishing & rebuilding a dangerous wall on Chol Hamoed
לימא מסייע להו בטל הגהה לרשויות הרבנים סותר וbone דרבי מני
The Mishnah had taught that a fence in a garden may be patched on Chol Hamoed, but only in a makeshift manner. In the Gemara, Rav Yosef explains that this means that it may be covered with a crude covering of branches. A Baraisa even allows placement of stones, but without any cement to secure it. Rav Chisda explains that this halacha and its limitations only apply to a fence in a garden, where no significant loss is imminent. However, a fence of a courtyard which is breached may be fixed in a normal manner. Because intruders into a yard can cause significant financial loss, repair of the wall is essential, and this may be done in its normal manner.
To corroborate the opinion of Rav Chisda, the Gemara offers a Baraisa which allows direct construction of a wall which hangs dangerously over the public domain. We see, claims the Gemara, that direct building of a wall along the public domain is allowed on Chol Hamoed. Nevertheless, the Gemara rejects this proof, as the Baraisa itself states that this is only allowed due to the danger which is present, but it would not necessarily be permitted simply to prevent a financial loss.
This attempt of the Gemara to buttress the opinion of Rav Chisda seems weak, as the Baraisa explicitly states that the only reason rebuilding of the wall is permitted is the danger. This is not a support for Rav Chisda’s statement to allow such construction due to financial considerations. What, then, did the Gemara see in the Baraisa to prove the rule of Rav Chisda?
Ritva explains that once the danger is averted by removing the hanging bricks, allowed the further rebuilding seems unnecessary. Yet the Baraisa allows not only demolishing of the weak structure, but full restoration of the wall to its original condition, as well. It must be, therefore, that the reason to allow construction is to prevent thieves from entering, as Rav Chisda asserted.
Nevertheless, the Gemara responds that even the rebuilding of the wall may be due to the danger. If the owner knows that he can only remove the weak bricks, but that he may not rebuild the wall, he might refuse even to take down the wall in the first place. This is why we allow reconstruction to proceed fully.
Dancing for Sheva Berachos during the Three Weeks
A chosson who develops a blemish is given the seven days of his wedding celebration [before examining it].
Rav Nosson Gestetner, the Lehoros Nosson, was asked whether it is permitted to dance at Sheva Berachos after Shiva Asar B’Tamuz. The question is based on the ruling of Magen Avrohom who writes that it is prohibited to dance during the Three Weeks. Does this restriction include even dancing for the sake of the mitzvah to bring joy to the chosson and kallah, or not?
Some authorities maintain that the obligation to rejoice during the week of Sheva Berachos is Biblical in origin, whereas others maintain that the obligation is Rabbinic. Rav Yitzchok Elchonon Spektor, the Be’er Yitzchok, suggests that proof can be adduced from our Gemara that rejoicing during Sheva Berachos is Biblical. The Gemara derives from pesukim that the kohen does not examine the blemishes on a chosson to determine whether he has tzara’as. If the obligation to rejoice is only Rabbinic, how could the Gemara derive this exemption from pesukim and how could the rabbinic obligation of joy override the obligation to examine a blemish? It must be, concludes Be’er Yitzchok, that rejoicing during Sheva Berachos is Biblical, and thus overrides the mitzvah of examining blemishes.
Lehoros Nosson rejects this proof. Even if we accept that rejoicing is Rabbinic the Rabbis still have the authority to instruct the Kohen against examining the blemish to fulfill the Rabbinic obligation to rejoice during Sheva Berachos.
The final conclusion of Lehoros Nosson is to permit dancing during the Three Weeks. The reason is that the restriction against dancing before Rosh Chodesh Av is only a custom whereas to celebrate a wedding with dancing is obligatory, whether Biblical or Rabbinic. Therefore, priority is given to the activity that is obligatory rather than the restriction that is only customary. Rav Menashe Klein, the Mishnah Halachos, also addressed this issue and cites other more restrictive opinions.
STORIES Off the Daf
The Chosson’s Blemish
Once, the Imrei Emes, zt”l, attended a sheva brochos and met Rebbe Elazar Dovid, zt”l, the Rebbe of Radishitz.
Apropos of the occasion, the Rebbe decided to ask the Imrei Emes a perplexing question. He said, “We learn that a chosson who has tzara’as is allowed the time of the sheva brochos during which the kohen refrains from inspecting his blemish to see if it is impure. This dispensation is granted for a blemish on the chosson himself, or on his house or one of his belongings.” (Mishnah Negaim 3:2, brought in Moed Katan 7b)
The Rebbe of Radishitz continued, “Yet we learn in Arachin 16a that there are seven sins for which blemishes come as recompense. Since all the sins of a chosson are forgiven on the day of his wedding, how can he still be struck with such an affliction?”
The Imrei Emes responded immediately, “Surely the atonement granted for a chosson is not more powerful than that of Yom Kippur. On Yom Kippur we learn that person is not forgiven for sins between himself and his fellow man. All seven sins which bring on blemishes are בזיז אדם ללבינו! We see from here that there is no contradiction.”
Actually, it is no wonder that the Imrei Emes answered so quickly; we have a record that he asked the very same question to his son, the Lev Simcha, zt”l.
The Lev Simcha, zt”l responded, “In Berachos 5b, we find that blemishes can also be a form of אובחנה. If this is the type of blemishes we are talking about, than there is no question about the possibility of a chosson being visited with them despite the atonement that he has received.”
The Imrei Emes, however, was not satisfied with this reasoning. He said, “Your answer is not worthy of your Istalaya (an important garment worn by Rabanan)! Although it is true that the Gemara does say that there are “sufferings of love” that can affect a person’s body, we do not find this is similarly true about the aforementioned (your garment) or one’s house!”
REVIEW and Remember
1. What is the unusual way to trap rodents?
2. According to R’ Meir, when is it permitted for a kohen to examine blemishes on Yom Tov?
3. What is the rationale behind the two versions of Rebbi’s position?
4. What are the days that the kohen does not examine blemishes?
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Longhorn Corvette Club - 1st Choice Weekend - Tom Moore Memorial Weekend
Longhorn Corvette Club invites you to join them for the Tom Moore Memorial Weekend, this is a 14 Auto-X weekend,
SANCTION Numbers; __SW-207-001 to 014
TYPE OF EVENTS: ______14 Low Speed Auto-X____NCCC Members Only__DATE: _April 26,27, 2024__
REGISTRATION: OPENS:__Immediately ___ CLUB: Longhorn Corvette Club
CLOSES:__Drivers Meeting_ REGION: ______Southwest
DRIVERS MEETING TIME:___9:00 AM___ ENTRY FEE: _See Registration Form__
FIRST CAR OUT TIME:___10:30 AM ______ LOCATION: _____TX A&M Cen TX____
SPEED EVENTS:*HIGH:SPEED:_____LOW SPEED:__X__/ EXHAUST --OPEN:__ CLOSED:__X__
Event Coordinator / Governor LCC – Lee Heins /John Tiemann,
Event Notes:
• There is no Host Hotel, see the list of hotels in Killeen, https://www.choicehotels.com/texas/killeen/hotels
• Friday tech will start 4-26 at 5 PM TX A&M Cen TX, Saturday tech will start 4-26 at 7 AM, Address: **1001 Leadership Place Killeen Texas 76549**
• No Class Changes after Drivers Meeting unless the car breaks down and is verified by Tech
• Lunch Provided on Saturday and Sunday, additional meals are $13.00 each. ANY LATE REGISTRATION AFTER 4/20/24 OR REGISTRATION THE DAY OF TH RACE WILL NOT HAVE LUNCH PROVIDED
• NO Drones, No Alcohol, No Drugs, No Open Carry of Fire Arms on University Property
• Bathrooms are in Warrior Hall next to the parking lot C
• On Line Entry is requested for all entrants. A check may be mailed in if credit card payment is not used.
• Early Entry forms must be completed or Post Marked on or before 4-14-2024
• Mail you check to:
Longhorn Corvette Club C/O Lee Heins
PO BOX 12084
Austin, Texas 78711
• Mail any questions to; [email protected]
• On Line Entry is opens January 30, 2024
NCCC NOTES:
1. All entrants MUST completely and truthfully fill out the registration form. All entrants eighteen (18) years and older MUST also sign the RELEASE AND WAIVER OF LIABILITY, ASSUMPTION OF RISK AND INDEMNITY AGREEMENT and any other release documents which maybe required by NCCC. Entrants younger than eighteen (18) years old must have a parent or legal guardian present for the event and submit a properly completed PARENTAL CONSENT, RELEASE AND WAIVER OF LIABILITY, ASSUMPTION OF RISK, AND INDEMNITY AGREEMENT and a MINOR’S ASSUMPTION OF RISK ACKNOWLEDGMENT and any other release documents which may be required by NCCC.
2. All drivers MUST be properly licensed per Section 1.7.1. (Eligibility to Compete) of the NCCC Rulebook.
3. Any Safety and/or NCCC Rulebook infractions may result in disqualification or ejection from current and future event participation. No refunds will be made in this instance.”
4. No person may compete who has pre-run through all or any part of the course, in any wheeled vehicle. Any competitor with a physical disability that impairs his/her ability to walk may, with the approval of the Chairman of the Event, use a wheelchair, bicycle, scooter, or similar aid traveling at normal walking speed can be allowed.
5. No persons younger the 16 may work the event
6. No EV’s allowed at this event with the exception of the Corvette E-Ray.
7. Non Members are not covered by insurance
1001 Leadership Place Killeen Texas 76549
Please fill out completely Type or Print
DRIVER 1 Male [ ] Female [ ]
PERMANENT CAR # __________ Class _______
| Name | E-mail |
|------|--------|
| | |
| Address | City |
|---------|------|
| | |
| State | Zip |
|-------|-----|
| | |
| Phone | Cell Phone |
|-------|------------|
| | |
| Club Name | NCCC# |
|-----------|-------|
| | |
Check the type of Lunch, Ham _____ Turkey_______
DRIVER 2 Male [ ] Female [ ]
PERMANENT CAR # __________Class _______
| Name | E-mail |
|------|--------|
| | |
| Address | City |
|---------|------|
| | |
| State | Zip |
|-------|-----|
| | |
| Phone | Cell Phone |
|-------|------------|
| | |
| Club Name | NCCC# |
|-----------|-------|
| | |
Check the type of Lunch, Ham_____ Turkey_____
Registration
| Auto-X | Sanction | Number of Entries | Early $17, End 4/14/2024 | Late $19, After 4/15/2024 | Total |
|-------------------------|------------|--------------------|----------------------------|----------------------------|-------|
| All AutoX Saturday | SW-207-001-7 | | | | |
| All Auto X Sunday | SW-207-008-14 | | | | |
| Weekend Package $210 per entrant | SW-207-001-114 | | $210 Each Person | $264 each Person | |
| Individual Auto X Saturday | List the number 1-7 | | $17 X ___= | $19 X ___= | |
| Individual Auto X Sunday | List the number 8-14 | | | | |
| Extra Lunches | Saturday @ $13 | | | | |
| | Sunday @ $13 | | | | |
| | | | | Total $ | |
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Searching online for the "Best Music Notation Software - Under $200.00" provided a review by Billy Bommers (Writer/Reviewer, February 9, 2018) provided the following: Important to note that all have Guitar Tabulation. All rank high for editing feature except MuseScore, rating a bit low. Music features--all are 10.
**Notion 6** - $149 Notion 6 is available for Mac and Windows computers and has all the important editing tools. You can input notes with a MIDI keyboard, virtual piano or virtual guitar fretboard.
**Forte Home 9** - $109 - Best Value
MuseScore is free, open-source notation software with the tools you need to make basic compositions. It isn't as customizable as the best programs, but it is a good way to learn how to notate music with software.
**QuickScore Elite Level II** - $195
**Magic Score Maestro8** - $70
**Sibelius First 8** - $119
**Finale PrintMusic for Windows** - $99 - Sibelius First is easy to use and has a good selection of composition templates to get you started on the road to using software to notate your music.
The premier software is:
**FINALE - Version 25** - $600
Also, previously mentioned is Finale PrintMusic for Windows - $99
Finale offers a free trial version.
**SIBELIUS**
Perpetual License - $599, new feature release for one year
Perpetual w/PhotoScore & NoteateMe Ultimate - $749
Perpetual w/PhotoScore & NoteateMe & AudioScore - $899
Sibelius First 8 - $119
Sibelius offers a free trial version
**Best Pick for Teachers to use in their studios is NOTEFLIGHT - Web Based**
Noteflight Free w/10 scores
Noteflight Premium $49
Noteflight Learn $69 for 10 students, $2 for each additional
Noteflight Learn Premium is unlimited
This program is accessible on any computer. When in the browser go to "Noteflite.com" and log in. This is the exciting feature of Noteflight. Because it is web based your account can be reached from any device that will access the web.
It is possible to use on an iPad or phone. Because the devices are smaller than a regular computer, it is not as easy to use, but it is possible.
Since the access is via the web, when Noteflight makes changes they are immediate and will be available to the user right away. This is key, there is no updating your device because the function is not on your device.
Use "notes.noteflight.com" to access their information blog. It is a special site with information for the users.
Noteflight Tutorial 2018, What Can Noteflight Premium Do for You
February 20, 2018 with John Mlynczyk and Robin McClellan
https://www.youtube.com/watch?v=9Ja_gxI3474&t=20s
**SOUNDTRAP**
Software which is good to know, and is useful in companion with Noteflight
Tutorial - Michael Gray, November 21, 2016
https://www.youtube.com/watch?v=nVQQhO5bFPw
**BROWSER**
It is recommended that you use "Google Chrome" for your browser.
**TESTIMONIALS ABOUT NOTEFLIGHT**
By Jena Root on December 5, 2014
"I've been a long-time user of Finale. I have tried Sibelius, Notion, MuseScore and pretty much all the other alternatives just to explore. However, none of them really captured me as much as Finale, which I have invested the most time on...until I encountered Noteflight. Although it does not give as many functions as the stand-alone apps, what intrigued me the most was its ease of use and focus on collaboration.
You can access to your scores anytime, anywhere, as long as you have the internet. Also, the basic score preparation can be done a bit quicker than the other apps, and that is a major thing because the speed matters in the professional world as much as the equality. Lastly being able to collaborate with people to edit scores is the best function of all. I think that function is especially helpful for composers with assistants, band musicians who are writing music together and music classes. I highly recommend you try it out?"
By McLean on October 18, 2014
"Noteflight is a ground-breaking tool for musicians and music educators that I have been using extensively for several years. It combines an extremely powerful music notation application (think Finale or Sibelius) with the convenience of cloud computing (think Google Docs). Each score created is a shareable document that can be opened and edited anywhere! (laptops, phones, tables). For my personal needs as a jazz musician I can share my original compositions with my band mates and have them access the scores for rehearsal.
Noteflight has changed the way that I teach music and the way that my students learn. I am a full-time music teacher at an NYC middle and high school where all of my students learn how music works through creating their own compositions. Like no other technology Noteflight lets my students make creative choices about how they want their music to go without having to first haggle with music theory. They learn everything from music notation, consonance and dissonance, harmonic structures and progressions, melodic devices, key relationships, orchestration, musical form and musical history all from composing in Noteflight.
Because Noteflight scores live online I am able to easily give my students feedback directly on their scores. Noteflight's built-in discussion and comments features allow for the best aspects of social media. Not only can I give my students feedback but they can also talk with each other about their work. This capability has helped lead to the development of non-profit organization where I can include a community of composers all working and sharing together! As part of this program Noteflight makes it possible for us to bring in a chamber ensemble to perform each student's piece. Again, because the scores are shareable I can easily get over 80 pieces for each concert to the musicians. Noteflight's UI is both extremely user-friendly and powerfully dynamic. The built-in, onscreen keyboard allows for note entry based on a piano keyboard. My students love this! Notes can also be entered directly on the staff or by using the alpha-numeric keyboard. Editing features are on par with the most powerful notation editors. I've always been able to make my music look exactly as I've needed it to. Navigating my scores and organizing them in thoughtful and clear ways is super easy.
The exporting and sharing features for each score are tremendously helpful. Each Noteflight score has ready-made embed code that I use to put scores on my website and blog. The embeds not only look great but they can be played directly on the page!
Simply put, Noteflight is a game changer for me as a musician and as a teacher. I've used Sibelius and Finale extensively in the past but have not touched them over the last two years. The possibilities for what I can now bring to my music classroom are things I could only dream of just a few years ago!"
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T-TESS Observation Evidence Sheet 6th Grade Math
Domain: Instruction
© Texas Education Agency 6/15/2017
| | Dimension | | Evidence | Rating |
|---|---|---|---|---|
| | | Midway through the lesson, the teacher said, “Remember, I need you to walk out of here knowing how to do what? (Students respond based on the identified learning outcomes: write a fraction as a decimal and percent.) …to work smarter and not harder, cause we use them all the time, …right?... Make sure that you can explain this… the reason I do not care for the movement is because you’re just memorizing it. There will be some weird fractions here in the next couple of days, and with the movement, you won’t know what the movement is connected to. “ | | |
| Content Knowledge and Expertise 2.2 | | The teacher understands the mistakes that students will make and gives them strategies to keep from making that mistake (lining up decimals like on a receipt and thinking about the value of each coin, importance of simplifying the fraction). At one point when discussing division, she state, “What is the one mistake that students often make….?” The teacher clarified misunderstandings as they emerged and corrected and clarified when mistakes were made. By showing students multiple ways to solve the same problem, she allows students the latitude to choose the strategy that they feel is easiest for them to explain. The card activity provided an opportunity for students to practice concepts learned after analyzing different values represented by different forms in order to determine which form would facilitate comparison of values. One student responded that the answer was $1.00 when the correct answer was actually .50. The teacher asked probing questions to help the student reach the correct answer. The teacher provided numerous examples that connected to real life situations and sequenced instruction in a logical and supportive manner. She also asked student “is this the only way I can do this?” For example, on the board, she highlighted the student’s benchmark example of ½, 50% and .50 to show equivalency. The teacher listened to all groups and questioned rationale for why students selected a specific form (fractions, decimals, percents). | | |
| Communication 2.3 | | Students engaged in peer to peer interactions, as well as intentionally planned independent responses. The teacher began the lesson with a real world example (rainfall totals) that could be represented by fractions, decimals or percents. Other real-world examples were tied to basketball percentages, how the decimal is noted on a receipt, and the relationship between four quarters and | | |
T-TESS Observation Evidence Sheet
© TEA 6/15/2017 6th Grade Math
| Dimension | | Evidence | Rating |
|---|---|---|---|
| | a dollar. She also used the example of things being 40% off at Target. The teacher sets expectations for students to communicate with their peers and with her. “Talk to your group. Only the reporter can talk to me so you need to speak clearly to the reporter.” “Most of you have figured it out. What takes you to the next level is being able to explain it to me.” “All group members must be able to explain with detail.” “Listen to what everyone else says because you can lose points if you repeat what has already been said.” All students used their whiteboards as a visual tool. “I should be able to look at your board and it tell me a story about how you decided to do the work.” “Rate yourself on your whiteboard with an explanation of why you feel that way.” “Make sure your words are clear and concise.” The teacher used the whiteboard in her room to provide written communication and clear explanations. The teacher communicated the learning objective several times, and set an expectation for the students to be able to communicate it also. “Make sure you know the objective so if someone walks in and asks why you’re having fun, you can explain it.” Some sample questions asked by the teacher included: How can you use benchmarks and the relationship between fractions and decimals to help you compare these values? What do you think of when you use decimals? How did you take the values that were not in percent and convert them to percent? How can I line up these decimals to compare them? The way that you’re going to show me is by describing. At the end of the lesson, the teacher checked for understanding by stating, “Rate yourself on your whiteboard with an explanation of why you feel that way.” | | |
T-TESS Observation Evidence Sheet
© TEA 6/15/2017 6th Grade Math
| | Dimension | | Evidence | Rating |
|---|---|---|---|---|
| | | The teacher recommended that one group revisit their thinking about their work. She also encouraged students to provide examples and use clear language as they developed their steps. She asked students to explain their thinking about how to get from this to that. She also asked students “Could you draw me a picture I could associate?” She also asked the question: “Would you talk to me about what would make it easier?” Students were provided with choices regarding how they would solve the problems. | | |
| Monitor and Adjust 2.5 | | Teacher monitored all group discussions, encouraging students to show their work and explain their thinking and rationale. Teacher constantly walked around the room monitoring their participation, understanding, and performance. She monitored student understanding by using thumbs up/down and white boards. She used purposeful questioning to either redirect or confirm students’ thinking and provided specific academic feedback. One group was struggling with the game of putting the cards from least to greatest. She told the group, I want you to think about it for 2 minutes and help me to clarify where the mistake occurred.” During the 2 minutes, she gave the rest of the class the assignment to write a response to the focus question on where this could be used in the real-world. Then she went to the struggling group to clarify their misunderstanding. Strong pacing and encouraged input from students on the amount of time they needed to successfully collaborate and solve problems. Teacher used formative assessment data from teacher observation and student discussion to determine whether or not deeper explanation was needed. Purposeful questions guided last group to discover their mistake. Teacher said, “It is important to know why you make the error so you don’t make it again”. Teacher also had understanding of the mistakes that students might make and gave strategies to avoid making those mistakes. She also reinforced big ideas necessary to understand the content (fractions to decimals to percents, parts of fractions, fraction bar=divide, connection with money, etc.). | | |
T-TESS Observation Evidence Sheet
© TEA 6/15/2017 6th Grade Math
Domain: Learning Environment
| | Dimension | | Evidence | Rating |
|---|---|---|---|---|
| Classroom Environment, Routines and Procedures 3.1 | | Students were held to expectations for individual and group work. The teacher reinforced expectations for focused learning throughout the lesson. It is evident that students are accustomed to working together and being accountable for individual and collective efforts. Lesson pacing was appropriate for the content presented. Roles and responsibilities included facilitator, reporter, and gatekeeper. Teacher constantly referred them back to content and language objective as well as the essential questions throughout the lesson. | | |
| Managing Student Behavior 3.2 | | The teacher consistently encouraged students. “I love it. That helps me right there.” Y’all are doing great today. All eyes on me.” “I saw great work, ideas, and talking.” “Table tents in place. Thumbs up when read.” No distracting student behaviors were observed during the lesson and most students did participate the entire lesson. The teacher used questioning, illustrations and proximity to continually monitor the lesson, work and behaviors of the students. Students were respectful and self-directed in their focus and respect for others and their teacher. She expected students to actively listen and share in accountable behaviors by utilizing a point system related to the group grade. Students collaborated with one another as they explored the concepts of equivalency (percents, fractions, decimals). Teacher also used a four-point rubric for students to self- assess their learning at the end of the lesson. | | |
T-TESS Observation Evidence Sheet
© TEA 6/15/2017 6th Grade Math
T-TESS Observation Evidence Sheet
© TEA 6/15/2017 6th Grade Math
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Credit Card AUTHORIZED USER Change
Credit Card Account Owner
Last Name
First Name
Account Number
Credit Card Account Number
Other Information (if applicable)
Add Authorized User Remove Authorized User
Authorized User Only
Last Name
First Name
Social Security Number
Address (if not the same as credit card account holder)
Date of Birth
Authorized User is a member of the credit union
Authorized User is not a member of the credit union
Required Information In order for an individual who is not a current member to be an authorized user on this account they must provide picture identification and documentation reflecting the individual's current residential address. Please submit one of following valid forms of identification: • Driver's License • US Social Security Card/ITIN • Passport • US Military ID • US Work Visa • Other Government Issued picture ID. SBCU is required, by federal law, to obtain, verify, and record information that identifies each person opening or having access to a SBCU Account.
Authorized User Signature
X
Date
Acknowledgements I, the Borrower, and any Authorized User agree to accept full responsibility for the use of the card in accordance with the terms and conditions of the Visa® Disclosure Statement and Agreement I received with my original Card(s) and any Additional Federal and State Disclosures provided since that time. In addition, by signing below the Authorized User authorizes you to gather and exchange any credit, checking account, and employment information you consider appropriate from time to time and agrees that this is a loan to which the Authorized User has access and may be considered liable for any outstanding balance on this account should the Borrower default. Should this become necessary, unlimited access to the account payment and transaction history will be available to the Authorized User upon request.
I hereby authorize South Bay Credit Union to issue additional Visa® Card on my account to the individual named above. I understand a card will be issued only if my account is in good standing. I understand I may cancel or remove an authorized user by written notice to the Credit Union without consent or prior notice to the authorized user. I understand that an incomplete application will delay processing of my request.
Acknowledgements & Signatures
Card Holder Account Owner Signature
X
Date
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Dear Parents and Carers,
We've had a fantastic term and run up to Easter this week. The children have loved decorating their eggs and making their Easter nests as their attendance treat. I hope you all have a lovely break and the weather stays sunny. We look forward to welcoming the children back on Monday 15th April.
Thank you, Mrs Maughan
Social Media Warning for children in Bowburn
We have been made aware of some social media platforms where children of primary school age are encouraged to join groups and then to self-harm. Whilst this is always a possible threat for our children, it seems to be particularly prevalent in this area at the minute.
We ask you to be extra vigilant over the Easter period with regards to your child’s online activity so that they are not drawn into such groups.
If you need extra information on how to support your child, then the following link to the NSPCC site may be useful:
Content promoting self-harm, suicide and eating disorders | NSPCC
New Lunch Menu
Our catering contractor Chartwell will launch their new menu when we return after the Easter Break. They kindly provided a taster day alongside our parents’ evening and the new dishes were really well liked.
The new menu has been emailed out to parents and will appear on our website shortly.
Reminder, meal prices will be £2.81 from April
Easter Prize Winners
Well done to everyone who entered the competition. You made the judges job very difficult.
Nursery winners—congratulations to Finn, Lucy and Bette.
Our Year 6 winners with their prizes—Amelia Heidi and Keisha. See more over the page...
Easter Prize Winners
Well done to Freddie (with his burger egg) and Ruby (with her chick egg) who won 1st and 2nd prize in Year 5.
3rd prize in Reception was for Rachel. What a lovely egg!
Our Year 1 winners—Mafario, Logan and Ava with their lovely eggs.
Year 4’s winning entries—congratulations to Laura, Scarlett and Nathan.
Non School Activities
Ballerz
NEW TO THE CITY OF DURHAM
Improve your game
Be a BALLER
EASTER HOLIDAY FOOTBALL CLUB
9AM - 4PM
NEW FERENS PARK, DH1 1GG
BOOK YOUR PLACE VIA QR CODE
www.bookwhen.com/simplysport
07956312322
Durham County Junior CHESS Championships
Belmont Community Centre,
Gilesgate Moor, Durham, DH1 2LL
Puzzles – White to play and win.
Saturday 27th April 2024, 1pm – 5pm
- Open to all juniors attending school or living in the former Durham County which apart from the current County Durham includes Darlington, Hartlepool, Stockton, Gateshead, Sunderland and South Tyneside (Others are welcome to compete but ineligible for Championship titles and related prizes.) All juniors are welcome – no previous tournament experience is required.
- Registration 1pm to 1.10pm and Round 1 will start at 1.15pm. There will be 5 or 6 rounds. (It is not a knock-out event.) The event, including prize-giving, will finish by 5pm.
- Light refreshments including snacks, tea & coffee will be available.
- Five age group trophies: under-9, under-11, under-13, under-15 and under-18. Ages on 31st August 2023, as for normal current school year. E.g. Under-9 includes current Year 4.
- The winner of each section will receive a medal and trophy. There will also be a medal and trophy for the best performance of a girl aged under 15. Other medals may be awarded based on number of entries. (All trophies to be returned next year.)
- Entry fee £8 per player. Pay on the day, but you must enter in advance by email. Closing Date – Wednesday 24th April.
- Entries by Email: [email protected]
Please give: name; date of birth; mobile number; home address and name of school.
- For full details about this tournament and reports on previous events, visit the website at http://www.durhamcountychess.co.uk/junior.php.
- This Tournament is organised by the Durham County Chess Association, https://dcca.org.uk.
| Holiday | Closing date | Teacher Training Days | Date re-opens for children |
|------------------|--------------------|-----------------------|-----------------------------|
| Easter | Thursday 28th March| | Monday 15th April 2024 |
| May Day Holiday | Fri 3rd May | Bank Holiday (Mon 6th May) | Tuesday 7th May 2024 |
| May Half Term | Friday 24th May | | Monday 3rd June 2024 |
| Summer | Friday 19th July | | |
| Teacher Training Days | Monday 22nd & Tuesday 23rd July | Teacher Training Days | Thursday 5th September 2024 |
| October half term| Friday 25th October| | Monday 4th November |
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Guidance Note No. 20
Lateral Restraint to Wall at Roof Level
Notes:
1. Bracing omitted for clarity
2. Returns on straps should be fastened to un-cut blocks
Strapping Gables to Rafters
Straps provide most of the lateral stability to the gable wall and are nearly always required. They must engage a full block on a gable, and will need to be fitted to the underside of the raft members. Nail each strap to at least three rafters and to the timber noggins, which are needed between the rafters (as shown right).
Straps can be fixed before the gable is built, but great care is needed to ensure that downturns are in line and match with coursing. Straps can be built into the masonry in their correct positions and temporarily tied to rafters; allowing noggins and packing to be added later. Nailing a strap (or even screwing it) into position while the masonry is green is difficult to do without disturbing and weakening the blockwork.
Lincs Building Consultancy
Tedder Hall Manby Park Louth Lincolnshire LN11 8UP
Tel: 08707 551696
Fax: 01507 327069 www.e-lindsey.gov.uk
E-mail: [email protected]
If you would like to receive this information in another language or in another format, such as large print, Braille or on an audio tape, please contact Administration at either of the offices shown above.
Please note that these guidance notes are for advice only and may not cover all situations. It is your responsibility to ensure that they are appropriate for use in your particular circumstances.
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God saw Audrey was getting tired and a cure was not to be, and whispered, come with Me. Although we loved her dearly, We could not make her stay. A golden heart stopped beating, Hard working hands to rest. God broke our hearts to prove to us He only takes the best.
Author Unknown
IN LOVING MEMORY
Audrey Owen Summerfield
ENTERED LIFE
January 9, 1923
Lynwood, Michigan
ENTERED ETERNAL LIFE
February 11, 2002
Rochester Hills, Michigan
FUNERAL SERVICE
Friday, February 15, 2002 - 2:00 P.M.
Potere-Modetz Funeral Home
339 Walnut Blvd.
Rochester, Michigan
OFFICIATING
Pastor Glenn Sattelmeier
St. John Lutheran Church
Rochester, Michigan
INTERMENT
Mt. Avon Cemetery
Rochester, Michigan
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Barnacre-with-Bonds Parish Council M I N U T E S
Of the Parish Council Meeting which took place virtually, via Microsoft Teams on Wednesday 17 th March 2021. 7.30pm.
Draft version – for approval at the meeting of the Parish Council scheduled to take place on Wednesday 19 th May 2021.
1. Present: Parish Councillors Commander, Howell (Chair), Fennel & LCC Councillor Shaun Turner. Apologies: Received from Councillor Forshaw, Ibison, Marsh & Gorst.
2. Minutes from the meeting held on 13 th January 2021 were discussed. It was resolved that the Chair would sign the minutes when able to do so. Covid19.
3. Declarations of interest – There were no declarations of interest declared.
4. Period of public discussion / chance to review Clerk's report / receive updates from Police, Borough & Parish Councillors re meetings, groups, visits, training courses etc - The meeting was adjourned at 7:35pm: Councillor Howell gave the following updates - The footpath on The Toppings estate which connects to the footpath 100 which runs alongside the River Wyre
– LCC have been contacted about the two missing lighting columns the developer was supposed to put in and they have confirmed that they are still looking at the design of these with Redrow Homes and they will confirm when finalised.
Trees that were illegally felled on the Calder House Lane development (Duchy Holmes) – Wyre environmental officer (Ryan Orrell) has replied and confirmed that caution letters are being issued to both Duchy Homes and the tree surgeon. Duchy Homes have a responsibility to replace the trees. If cautions are accepted and the trees have been replaced (within the next planting season) then the matter will be concluded. If either party does not accept the caution then prosecution could possibly follow.
Garstang Neighbourhood Plan – The group has not met since the last Parish Council meeting. Councillor Howell has had discussions with Councillor Roger Brooks who has asked for the resolutions from the meeting in November in relation to the Garstang Neighbourhood Plan to take to the next Town Council meeting of Garstang. We are still awaiting an update following that meeting about the possibility of Councillors Howell and Fennell joining the group as representatives of this PC.
Market Town Working Group – The group has not met since the last meeting due to recent Lockdown.
Canal tow path improvements, Garstang to Claughton – Councillor Ibison has had a discussion with a Councillor from Claughton PC who wondered what was happening. Councillor Shaun Turner updated that it was an ambition to get some Lancashire wide money in the budget to put towards building on existing green infrastructure and other quiet areas. A health and Wellbeing exercise. There is £2m in the budget to work with partners (PCs) and look at pathways without any previous funding. Work completed on the tow path at Bilsborrow has now enabled the completion of a circular walk around Bilsborrow.
Signed ……………………………………………………………. Date ……………
Claughton are interested in getting involved; the idea will be to link with the guild wheel at Broughton and North – get into Lancaster working with the canals and rivers trust also (Councillor Turner has a meeting with the trust next week) If there is any land anywhere that anyone is aware of that could be used to link these footpaths; please let Councillor Turner know.
New partnership for the Greater Garstang area (2 year Wyre initiative) – Garstang TC seem to be involved but none of the surrounding Parishes – Councillor Shaun Turner updated that this is something that has come out of the Market Town Working Group – they are now setting up this partnership. Wyre are giving some money to areas that have stood up a partnership board to do some work around consultancy. Dave Sharples is the representative for Parish Councils in the area.
Shaun Turner gave a further update on the following:
Pandemic – Lancashire wide the Lancashire Resilience Forum (LRF) was set up as the emergency body (all public sector bodies) is looking to be stood down in the coming weeks so the Councils that had delegated powers will revert back so things are on the up in Lancashire; almost 730k been vaccinated. The ambition for Lancashire is to have everyone fully vaccinated by the end of July 2021.
Bowgreave Rise – the plans get considered April / May. Two modern buildings to replace the existing one; One for dementia (built first) the residents will then move in and then the other one will be demolished and the second building, the extra care centre will be built. All positive. If permitted, the building will commence June time. There have been a couple of objections in relation to speeding. Councillor Turner has asked for some stats from police in the area.
The bus stop opposite will also be looked at.
Clerk mentioned Calder Vale Road that needs work – the bollards and signs were placed there soon after this was reported but nothing else has been done in over 12 months now. Councillor Turner knows of this work and that the banking does need supporting; he will chase this up with LCC and try to get a timescale as to when this will be done. He will keep Clerk updated on the situation.
Councillor Turner also asked the Clerk to send him details of roads etc (noticed item10 on agenda) that needed attention and he would report them on behalf of the PC.
Clerk wanted it noted to personally thank both Councillor Marsh and John (employed by Councillor Marsh's company) for arranging / setting up the new laptop.
Clerk updated that PC Chris Banks has now left the area to another role in South Division and been replaced by PC 4326 Rachel Sanderson (new neighbourhood policing team that covers Barnacre-with-Bonds) The new rural taskforce started on the 1 st March following success of the urban task force; 4 rural task force officers based in Garstang that cover Wyre and Fylde who work in collaboration with the wider rural task force team at a county level. They will tackle issues that matter to locals in rural areas, eg farm machinery theft, rural, wildlife and heritage crimes.
Meeting reconvened 8:12pm.
Signed ……………………………………………………………. Date ……………
5. Community event
This was discussed. It was resolved that given the current pandemic situation that this be carried forward to the next meeting to be reviewed again at that time.
6. Garstang Town Council Emergency Plan
This was discussed and it was resolved that the PC would be interested in joining and willing to provide content if and where appropriate toward the Emergency Plan.
7. Old Laptop
This was discussed and it was resolved that the laptop can be donated to the charity in Garstang as suggested by Councillor Forshaw where the laptop can be donated, to be reset and then given to someone in need. Clerk will contact Councillor Forshaw and arrange this.
8. Payments of invoices in-between meetings
This was discussed, mainly in relation to the Clerk being able to pay the payroll services as and when the invoices are received to benefit from the discount which would be applied to the account in the subsequent year if payments are made in an average of 30 days. Sometimes this is not achievable if authorisation is required at the next meeting (which is beyond the 30 days). It was resolved that all payments could be made to Autela Payroll (only) and then included on the next meeting agenda as a retrospective payment
to be authorised for audit trail of approval.
9. McAfee security software
The current trial is due to run out on the new laptop. This was discussed and it was resolved that Clerk could purchase the offer which was available last week of £19.99 for 1 device, 1 year and reimburse herself straight away.
10. Issues with road surfaces etc around the Parish
Discussions took place around a few different things that needed to be reported to LCC Highways. It was resolved that the following should be reported via LCC Councillor Shaun Turner as requested earlier in the meeting:
* Sullom side Lane – At the top of Bell Lane round the left hand bend at the top; just on Sullom Side Lane, to the left is very uneven surfacing. This has been reported a few times in the past – I am unable to find the ref number though. Similarly if you keep going on Sullom Side Lane the same thing has happened to the surfacing on the left just as you approach the post box and the junction onto Strickens Lane.
* The bottom of Bell Lane (where it meets Sandholme Lane) has recently been holding a lot of surface water, particularly when it rains – water is running across the road here. This may be due to a blocked culvert? When it was freezing this made the area treacherous.
* The road surface is in a terrible state on the corner of Strickens Lane where it meets Sandholme Lane and opposite the turn off to Turners Lane. There was a huge pot hole here also which has been filled in very recently but is starting to open back up again as water settles here too which won't help.
* There is a large accumulation of water also on Parkhead Lane, North of the motorway bridge.
* Also, to chase the sinking of the road into Calder Vale village – email ref to original report is 238925 and for the issue of the replacement reflector bollards email ref 238929.
11. Planning applications / appeals / other planning matters
a. Application 21/00059/FUL – Engineering Operations to form a lake @ Land to the East of Gubberford Lane, Woodacre Park Farms, Hazelhead Lane. This was discussed and no comments from those present. It was resolved that Clerk should chase with Councillors Ibison and Marsh to ensure no comments from them also.
b. Application 20/01304/FUL – Replacement dwelling @ Woodacre Cottage, Hazelhead Lane. This was discussed and no comments from those present. It was resolved that Clerk should chase with Councillors Ibison and Marsh to ensure no comments from them also.
c. Application 21/00255/OUT – Outline application for erection of 2 No dwellings (c3) with access applied for, to include an internal access road @ The Orchard, 58 Garstang Road, Bowgreave. This was discussed and it was resolved that the following comment be sent to Planning: the entrance to this proposed development is directly opposite the new Rowland housing development. So, in conjunction with Lancashire County Council Highways Department, the planning department should ensure that the development entrance should meet all statuary highway requirements i.e. sight lines.
d. Application 21/00194/FUL – Proposed alterations to existing dwellings, construction of proposed agricultural storage / equestrian building & alterations to entrance gates (part retrospective) @ Hillside, Strickens Lane. This was discussed and it was resolved there were no comments.
e. Application 21/00264/LAWP – Conversion of detached garage to ancillary living accommodation @ Kelbrick Farm, Strickens Lane. This was discussed; as it is only an application for a certificate of lawfulness; it was resolved there were no comments.
Signed ……………………………………………………………. Date ……………
12.Financial transactions
It was resolved that the Chair would sign the bank statements showing the following transactions being authorised:
SO – Standing Order, DD – Direct Debit, FPO – Faster payment, BACs – Banker's automated clearing system & BGC – Bank Giro Credit.
13.Bank statement
It was noted that the current bank balance was £3,220.73.
14.Retrospective payment for authorisation
It was resolved that the above payment be authorised.
15.Payments for authorisation
It was resolved that the above payments be authorised.
16.Next meeting
The next meeting of the Parish Council will take place, virtually on Wednesday 19 th May 2021.
Meeting closed at 8:40pm.
Signed ……………………………………………………………. Date ……………
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Texas Health Care-Associated Infections Reporting Frequently Asked Questions
As of 01/2012
How to begin reporting:
1. Our facility IP left suddenly, where do we begin? The first thing you need to do is to learn about the state reporting requirements and determine whether your facility is required to report—you can start by reading the rest of this document.
If you are required to report, you will need to determine where the previous Infection Preventionist left off in the reporting process. To do this, contact [email protected], explain the situation and verify whether your facility is enrolled in NHSN. If so, NHSN will need to set you up as the new Facility Administrator for your facility. If not, you can check out the "Texas HAI Start-up Checklist," which can help get you started in NHSN.
2. Are there any resources for collecting and reporting HAI data? The following resources can be found on the www.HAITexas.org website under reporting:
a. Free NHSN reporting training provided by The Association for Prevention of Infection and Control (APIC)
c. Texas NHSN course on: Using Excel to Import Knee Surgical Denominator Data
b. Training sessions recommended by the CDC NHSN Program i. http://www.cdc.gov/nhsn/training.html
d. NHSN spreadsheet example
Who must report:
3. Which facilities are required to report Health Care-Associated Infections (HAI)? All Texas licensed general hospitals and Ambulatory Surgical Centers (ASC) are required to report the HAI data related to the specified procedure codes. A general hospital is defined as a hospital licensed under the Texas Health and Safety Code Chapter 241 or a hospital that provides surgical or obstetrical services and that is maintained or operated by the state of Texas. An ASC is defined as a facility licensed under the Texas Health and Safety Code Chapter 243. This does not include a comprehensive medical rehabilitation hospital.
4. Are critical access hospitals required to report Health Care-Associated Infections (HAIs)? Yes, critical access hospitals fall under general hospital licensing rules in the state of Texas, and are considered general hospitals for mandatory HAI reporting purposes.
5. Are Long Term Acute Care facilities (LTACs) required to report Health Care-Associated Infections (HAIs)? Yes and No. Some LTACs are licensed as General Hospitals and others are licensed as Special Hospitals under Chapter 241. The ones licensed as General Hospitals (provides surgery, OB services or both) are required to report, while the ones licensed as Special Hospitals (do not provide surgery or OB services) are not required to report. Of the LTACs that are required to report, a subset of them will not report HAIs because they do not have an ICU and they do not perform any of the Texas Reportable Procedures (see Question 12 for reportable procedures).
6. Is the Veterans Affairs (VA) or Department of Defense (DOD) hospitals required to report Health Care-Associated Infections (HAIs) to the state? No, Veteran Affairs and Department of Defense hospitals are not licensed under the Texas Health and Safety Code and are not maintained or operated by the State of Texas so are exempt from mandatory state reporting of HAI.
7. What Special Care Settings must report? A unit or service of a general, pediatric or adolescent hospital that provides treatment to inpatients who require extraordinary care on a concentrated and continuous
basis. The term includes pediatric, neonatal (level III or II/III) and adult critical care units as defined by the Centers for Disease Control and Prevention's National Healthcare Safety Network (NHSN) or its successor. See list below.
– Burn ICU or CCU
– Medical cardiac ICU or CCU
– Medical ICU or CCU
– Medical/surgical ICU or CCU
– Neurologic ICU or CCU
– Neurosurgical ICU or CCU
– Neonatal ICU or CCU (Level II/III Nursery) –
– Neonatal ICU or CCU (Level III Nursery) –
– Pediatric Burn ICU or CCU
– Pediatric Cardiothoracic ICU or CCU
– Pediatric Medical ICU or CCU
– Pediatric Neurosurgical ICU or CCU
– Pediatric Respiratory ICU or CCU
– Pediatric Surgical ICU or CCU
– Pediatric Trauma ICU or CCU
–
Pediatric Medical/surgical ICU or CCU
Prenatal ICU or CCU
Respiratory ICU or CCU
Surgical ICU or CCU
– Surgical cardiothoracic ICU or CCU
– Trauma ICU or CCU
8. If an ASC does not do any of the surgical procedures, are they still required to report? ASCs report the same surgical site infections (SSI) as general hospitals. If your facility does not perform any of the surgical procedures then you are not required to report. However, if at any time your facility does perform one of the reportable procedures, you will be required to report at that time.
9. Does a facility need to enroll now even if they are not reporting until a later phase in period? We are encouraging facilities to enroll in NHSN now and start practicing entering data into NHSN, even if you will not be reporting for Texas until a later phase in period. This will give you time to get used to entering data in NHSN, and identify and correct any issues that may occur before your data gets posted to a public website. Also to note, although your facility may not be required to report for Texas, you may need to enroll in NHSN for CMS reporting.
10. Do inpatient rehab facilities have to report? No, inpatient rehabilitation facilities are not required to report to Texas.
11. Does my "swing" unit (a unit with patients at varying levels of acuity) have to report central line associated bloodstream infections (CLABSIs)? No. This unit is considered a Mixed Acuity Ward, not an Intensive Care Unit.
12. Do the reporting requirements for central line associated blood stream infection (CLABSI) in Intensive Care Units (ICUs) include High Observation Units (HOUs) in long term acute care facilities (LTACs)? LTACs are NOT included unless they have an 'ICU' or critical care unit (CCU) within their facility.
13. Who will be required to communicate to the Texas Department of State Health Services (DSHS) if the Infection Prevention (IP) position is vacant? Each hospital and ambulatory surgery center will designate a facility contact that will be responsible for communications with DSHS. Texas requires that all facilities ensure communications with DSHS are maintained and monitored even if the position is vacant for any reason (vacation, illness, etc.).
14. How will I communicate to the Texas Department of State Health Services (DSHS)? Facilities may contact DSHS by email to [email protected] or by phone (512.776.3773).
15. What types of communications will I receive from DSHS? Designated Facility Contacts may receive emails, letters, faxes or phone calls from DSHS.
When to report:
16. How often must a facility submit data into National Healthcare Safety Network (NHSN)? Data must be entered into NHSN according to NHSN protocols: "Report adverse events/exposures and appropriate summary or denominator data as required for the module(s) indicated on the reporting plan to CDC within 30 days of the end of the month." Texas reporting deadlines in the proposed rule are shown in the table below.
What to report:
17. What needs to be reported for mandatory state reporting? All licensed general hospitals and ambulatory surgical centers (ASCs) shall report the number of device days and laboratory-confirmed central line-associated primary bloodstream infections in special care settings (intensive care units & critical care units) including the causative pathogen. The complete ICD-9 Table may be found on the NHSN website (www.cdc.gov/NHSN).
General hospitals and ambulatory surgical centers shall report the Health Care-Associated Infections (HAI) data related to the following surgical procedures. This includes all procedure-related SSIs identified (i.e., superficial, deep and organ space SSIs). The surgical procedure is defined by the National Healthcare Safety Network (NHSN) operative procedure and the ICD-9-CM codes linked to that operative procedure.
2. Hip arthroplasties (Hip prosthesis).
1. Colon surgeries (Colon surgery).
3. Knee arthroplasties (Knee prosthesis).
5. Vaginal hysterectomies (Vaginal hysterectomy).
4. Abdominal hysterectomies (Abdominal hysterectomy).
6. Coronary artery bypass grafts (Coronary artery bypass graft with both chest and donor site incisions; Coronary artery bypass graft with chest incision only).
7. Vascular procedures (Abdominal aortic aneurysm repair; Carotid endarterectomy; Peripheral vascular bypass surgery).
Pediatric and adolescent hospitals shall report the HAI data relating to the following surgical procedures. The surgical procedure is defined by the NHSN operative procedure and the ICD-9-CM codes linked to that operative procedure.
2. Cardiac procedures, excluding thoracic cardiac procedures (Cardiac surgery; Heart transplant).
1. Spinal surgery with instrumentation (Spinal fusion; Laminectomy; Refusion of spine).
3. Ventriculoperitoneal shunts including revision and removal of shunt (ventriculoperitoneal shunt).
18. My facility uses CPT codes instead of ICD-9 codes. Is there a reference for CPT codes and ICD-9 codes? Currently, there are not CPT codes for all of the NHSN procedures. Right now, there are only CPT codes for COLO and HYST procedures. These can be found at
http://www.cdc.gov/nhsn/PDFs/FINAL-ACH-SSI-Guidance.pdf. However, NHSN has announced that they will release the CPT codes for the other state reportable procedures as soon as they are approved.
19. When will specific procedures be phased in for reporting? See the table below.
Table 1: DSHS schedule for reporting HAIs
20. What are the reporting requirements for DSHS vs CMS IPPS Ruling? Please see the following Tables. See Question 19 for the DSHS schedule for phasing in the HAIs for reporting. Table 2 has the CMS current/proposed requirements that were updated 08/2011.
Table 2: Healthcare Facility HAI Reporting to CMS via NHSN – Current & Proposed Requirements (8/1/2011)
21. What do Ambulatory Surgical Centers (ASCs) have to report? ASCs report the same surgical site infections (SSI) as general hospitals.
22. Are superficial surgical site infections going to be required for reporting into NHSN? Yes. A condition of use for NHSN is that facilities enter all infections identified (including superficial SSIs). Texas will report standardized infection ratios (SIRs) based on all (superficial, deep and organ space) SSIs identified. CMS will only report SIRs based on only deep and organ space SSIs identified. But regardless, you will be required to enter superficial SSIs into NHSN. See question 43 for details.
23. Are the surgical site infections (SSI) reported for all units? You are required to report SSIs related to any of the reportable surgical procedures that you perform in your facility.
24. We are a small facility that performs less than 50 surgeries a month. Can we choose our three most frequent surgeries for reporting infections if they have a National Healthcare Safety Network (NHSN) operative code? No. Senate Bill 7 was passed in the 82 nd legislative session (2011) and eliminated the alternate reporting criteria for facilities performing less than 50 surgeries a month. Facilities will be expected to report any of the reportable procedures that they perform, even if they only perform one. See question #17.
25. What are the details of Respiratory Syncytial Virus (RSV) reporting? Currently, the state is not including RSV reporting.
26. What are the details for reporting the Preventable Adverse Events (PAE)? Currently, the state is not requiring facilities to report these events. DSHS anticipates PAE reporting in 2013 or later.
Why report:
27. What is the penalty (if any) for non-participation in the state mandated Health Care-Associated Infections (HAI) reporting program? If a facility fails to comply with state mandatory reporting, the state can suspend or revoke a hospital's license or place a hospital on probation.
NATIONAL HEALTHCARE SAFETY NETWORK (NHSN)
Enrollment:
28. What if my hospital system has more than one campus/facility under the same Centers for Medicare and Medicaid Services (CMS) number? Facilities will be required to report separately for each hospital campus. Each facility should enroll separately in National Healthcare Safety Network (NHSN). One campus may use the shared CMS Certification Number (CCN) during the enrollment process. The other campuses will be required to request a NHSN enrollment number to complete the enrollment process. An enrollment number may be obtained upon request from [email protected]. Once each facility campus is enrolled, you must log into NHSN and enter your facility's CCN in the Facility Information page.
29. If my hospital has an affiliated Ambulatory Surgery Center (ASC), should I enroll the hospital and the ASC separately into the National Healthcare Safety Network (NHSN)? It depends. See below.
2) A general hospital with an outpatient surgery center within their hospital that is licensed separately as an ASC should NOT enroll separately. The outpatient surgery center will be entered as a location in the hospital.
1) A general hospital with an outpatient surgery center within their hospital that is covered under the same general hospital license should NOT enroll separately. The outpatient surgery center will be entered as a location in the hospital.
3) A general hospital with an ASC that is freestanding at a separate location but covered under the hospital license SHOULD be enrolled separately.
4) A general hospital with an affiliated ASC that is freestanding and not covered under the hospital license SHOULD be enrolled separately.
30. How can I figure out my NHSN facility ID number? When you enroll in NHSN, you will be assigned an NHSN Facility ID. It can be found on the NHSN landing page. It is shown after the name of your hospital, in parentheses. See below.
31. If our facility is not required to report, do we still need to get an NHSN facility ID number? No. If you are returning Attachment 2 of the CEO letter to indicate that you are not required to report, you can NA this question. See the CEO letter under CEOs Sent Reporting Notification at http://www.dshs.state.tx.us/idcu/health/infection_control/hai/reporting/
Confer Rights:
32. What needs to be filled out on the confer rights template? Template examples can be found on HAITexas.org under reporting.
Pediatric Hospital Confer Rights Template (PDF) Adult General Hospital Confer Rights Template (PDF) ASC Confer Rights Template (PDF)
33. I made a mistake on the confer rights template, how can I make changes to it? Log into NHSN. From the blue navigation bar on the left of the screen, select Group Confer Rights. Select HAITexas (15833) in the box under "Groups that have access to this facility's data." Once you click on the group, it should highlight in blue. Then click on Confer Rights. This will bring you to the Confer Rights Template for modification.
34. I enrolled my facility but I am not showing up on the DSHS list of enrolled facilities? The list is updated weekly on the website. If your facility does not show up after an update, you most likely accepted an old Confer Rights template. Log into NHSN and follow the "Guide to Conferring Rights" under reporting on HAITexas.org. You can re-confer rights by selecting HAITexas and clicking on the Confer Rights Button. Guide to Conferring Rights (PDF 467 KB)
35. How do I confer rights to (share my data with) the state of Texas through National Healthcare Safety Network (NHSN)? Links to the Guide to Conferring Rights and associated documents can be found at http://www.dshs.state.tx.us/idcu/health/infection_control/hai/reporting/.
Data Submission:
36. Do we submit our National Healthcare Safety Network (NHSN) plan monthly or annually for the entire year? What are the time frames? Is it by discharge date? You can submit your plan monthly or annually for the entire year. Once you enter one month's reporting plan, you can copy it over to the next month. Your plan must be entered into NHSN before it will allow you to enter Healthcare Associated Infection (HAI) data. If you try to enter data before you have a plan for that month, it will prompt you to enter a plan. NHSN asks that you submit data within 30 days of the end of that reporting period.
37. When entering data into National Healthcare Safety Network (NHSN), what should I use as the Patient Identifier? Use the permanent patient identifier (such as Medical Record Number) used by your facility to identify the patient for all facility visits.
38. What is the denominator and numerator information for CLABSIs and SSIs in regards to reporting? SSIs are counted for the month the surgery occurred. CLABSIs are counted for the month the infection occurred.
39. How do I calculate central line days for patients with dialysis catheters? It depends. If the dialysis line is never accessed, then do not count the line towards the unit's central line days. If the dialysis line is accessed by anyone while in the ICU (i.e., an ICU nurse or contract dialysis staff), count that line on the day it was accessed and all subsequent days according to NHSN protocol.
Health Care-Associated Infection Definitions:
40. Blood cultures are what determine central line associated bloodstream infections (CLABSI), correct? Not culturing the tip of the catheter. What is the reasoning behind this? By National Healthcare Safety Network (NHSN) definition, positive blood culture(s) determine whether an infection is considered a CLABSI or not. A positive catheter tip alone (without positive blood culture) does not meet criteria for CLABSI. In the reporting instructions of the NHSN Manual it states "purulent phlebitis confirmed with a positive semi-quantitative culture of a catheter tip, but with either negative or no blood culture is considered a CVS-VASC, not a BSI." (Document found at: http://www.cdc.gov/nhsn/PDFs/pscManual/4PSC_CLABScurrent.pdf). Instead, positive catheter tips may be indications of CVS-VASC, an arterial or venous infection (definition on page 318 of the American Journal of Infection Control (AJIC) article: http://www.cdc.gov/ncidod/dhqp/pdf/nnis/NosInfDefinitions.pdf ), which are counted separately from CLABSIs.
41. What is the NHSN definition of an operative procedure? Answer can be found by clicking on the "SSI protocol" link under reporting on www.HAITexas.org.
1) That is performed on a patient who is an NHSN inpatient or an NHSN outpatient;
An NHSN operative procedure is a procedure:
2) Takes place during an operation (defined as a single trip to the operating room (OR) where a surgeon makes at least one incision through the skin or mucous membrane, including laparoscopic approach, and closes the incision before the patient leaves the OR; and
3) That is included in Table 1 on the document found at http://www.cdc.gov/nhsn/PDFs/pscManual/9pscSSIcurrent.pdf.
NOTE: If the skin incision edges do not meet because of wires or devices or other objects extruding through the incision, the incision is not considered primarily closed and therefore the procedure is not considered an operation. Further, any subsequent infection is not considered a procedure-associated infection (i.e., not an SSI or PPP).
42. What is the NHSN definition of a surgical site infection (SSI)? There are 3 types of reportable surgical site infections.
2) Deep incisional SSI
1) Superficial incisional SSI
3) Organ/space SSI
Definitions of the following can be found by clicking on the "SSI protocol" link under reporting on www.HAITexas.org.
43. What is the surveillance definition for superficial surgical site infections (SSI)? A superficial incisional SSI must meet one of the following criteria:
Infection occurs within 30 days after the operative procedure and involves only skin and subcutaneous tissue of the incision and patient has at least one of the following:
b. Organisms isolated from an aseptically obtained culture of fluid or tissue from the superficial incision.
a. Purulent drainage from the superficial incision.
c. At least one of the following signs or symptoms of infection: pain or tenderness, localized swelling, redness, or heat, and superficial incision is deliberately opened by surgeon, and is culture-positive or not cultured. A culture-negative finding does not meet this criterion.
d. Diagnosis of superficial incisional SSI by the surgeon or attending physician.
NOTE: There are two specific types of superficial incisional SSIs:
2. Superficial Incisional Secondary (SIS) – a superficial incisional SSI that is identified in the secondary incision in a patient that has had an operation with more than one incision (e.g., donor site [leg] incision for CBGB)
1. Superficial Incisional Primary (SIP) – a superficial incisional SSI that is identified in the primary incision in a patient that has had an operation with one or more incisions (e.g., C-section incision or chest incision for CBGB)
Further information can be found by clicking on the "SSI protocol" link under reporting on HAITexas.org. SSI Protocol.
44. Where is the best reference and training material for National Healthcare Safety Network (NHSN)? There are a number of states providing information on NHSN training but the NHSN training site should be your first site http://www.cdc.gov/nhsn/training.html
45. What is the Texas Department of State Health Services (DSHS) doing about prevention of Healthcare Associated Infections (HAI)? DSHS is working with public and private healthcare providers to increase the awareness implement reporting and prevention activities for HAIs. A large portion of the prevention efforts include internal and external collaboration between different healthcare facilities. DSHS has currently awarded a contract to work with multiple facilities around the state to determine the effectiveness of prevention collaborative efforts.
CLINICAL/PATIENT SAFETY PROTOCOL/HAI DEFINITIONS
46. Blood cultures are what determine central line associated bloodstream infections (CLABSI), correct? Not culturing the tip of the catheter. What is the reasoning behind this? By National Healthcare Safety Network (NHSN) definition, positive blood culture(s) determine whether an infection is considered a CLABSI or not. A positive catheter tip alone (without positive blood culture) does not meet criteria for CLABSI. In the reporting instructions of the NHSN Manual it states "purulent phlebitis confirmed with a positive semi-quantitative culture of a catheter tip, but with either negative or no blood culture is considered a CVS-VASC, not a BSI." (Document found at: http://www.cdc.gov/nhsn/PDFs/pscManual/4PSC_CLABScurrent.pdf). Instead, positive catheter tips may be indications of CVS-VASC, an arterial or venous infection (definition on page 318 of the American Journal of Infection Control (AJIC) article: http://www.cdc.gov/ncidod/dhqp/pdf/nnis/NosInfDefinitions.pdf ), which are counted separately from CLABSIs.
47. What is the NHSN definition of an operative procedure? Answer can be found by clicking on the "SSI protocol" link under reporting on www.HAITexas.org. SSI Protocol.
1) That is performed on a patient who is an NHSN inpatient or an NHSN outpatient;
An NHSN operative procedure is a procedure:
2) Takes place during an operation (defined as a single trip to the operating room (OR) where a surgeon makes at least one incision through the skin or mucous membrane, including laparoscopic approach, and closes the incision before the patient leaves the OR; and
3) That is included in Table 1 on the document found at http://www.cdc.gov/nhsn/PDFs/pscManual/9pscSSIcurrent.pdf.
NOTE: If the skin incision edges do not meet because of wires or devices or other objects extruding through the incision, the incision is not considered primarily closed and therefore the procedure is not considered an operation. Further, any subsequent infection is not considered a procedure-associated infection (i.e., not an SSI or PPP).
48. What is the NHSN definition of a surgical site infection (SSI)? There are 3 types of reportable surgical site infections.
2) Deep incisional SSI
1) Superficial incisional SSI
3) Organ/space SSI
Definitions of the following can be found by clicking on the "SSI protocol" link under reporting on HAITexas.org. SSI Protocol.
49. Are superficial surgical site infections (SSI) reported? Yes. A superficial incisional SSI must meet one of the following criteria:
Infection occurs within 30 days after the operative procedure and involves only skin and subcutaneous tissue of the incision and patient has at least one of the following:
1) Purulent drainage from the superficial incision.
3) At least one of the following signs or symptoms of infection: pain or tenderness, localized swelling, redness, or heat, and superficial incision is deliberately opened by surgeon, and is culture-positive or not cultured. A culture-negative finding does not meet this criterion.
2) Organisms isolated from an aseptically obtained culture of fluid or tissue from the superficial incision.
4) Diagnosis of superficial incisional SSI by the surgeon or attending physician.
NOTE: There are two specific types of superficial incisional SSIs:
2) Superficial Incisional Secondary (SIS) – a superficial incisional SSI that is identified in the secondary incision in a patient that has had an operation with more than one incision (e.g., donor site [leg] incision for CBGB)
1) Superficial Incisional Primary (SIP) – a superficial incisional SSI that is identified in the primary incision in a patient that has had an operation with one or more incisions (e.g., C-section incision or chest incision for CBGB)
Further information can be found by clicking on the "SSI protocol" link under reporting on HAITexas.org. SSI Protocol.
COMPARISON WITH CENTERS FOR MEDICARE & MEDICAID SERVICES (CMS)
50. Will hospitals have to report infections twice… once for CMS Inpatient Prospective Payment System (IPPS) and once for Texas mandatory reporting? No. You will only need to enter your hospital's data into NHSN once. Then CMS and the Texas Department of State Health Services (DSHS) will pull the data from NHSN, individually.
51. How do I find out more information about what CMS is requiring for reporting? See question 20. For Acute-Care Hospitals, go to http://www.cdc.gov/nhsn/cms-welcome.html. There are links to operational guidance for acute care hospitals at the bottom of the page. For other healthcare facilities, please go to http://www.cdc.gov/nhsn/start_here.html and click on the appropriate link.
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CECM-TN
TAKING ACTION TO ADDRESS CHILD MARRIAGE
The role of different sectors
HEALTH
Strategies for integrating child marriage
Build adolescents' communication and negotiation skills related to sexual and reproductive health
Comprehensive sexual and reproductive health education for married and unmarried adolescents
Mass media and behaviour change communication campaigns to influence and promote healthy sexual and reproductive health practices, including through the use of new technologies
Education and mobilisation of community members on the harmful health impacts of child marriage
Training of providers and equipping of facilities for the provision of youth-friendly services
Psychosocial services
Public-private partnerships for scaling o HIV services for married and unmarried adolescents o Appropriate maternal health services
Strategies for integrating child marriage
Empower women and girls with knowledge of their rights and skills to advocate for them
Engage women and girls in programme design
Sensitise and mobilise communities on the value of women and girls
Utilise the media to portray and promote genderequitable attitudes and to draw attention to violations of women's rights
Strategies for integrating child marriage
Workforce education and training
Initiatives to increase financial literacy, savings, and loan kills
Connections with mentors, internships, and job placement
Employment services, such as job placement and on-the-job training
Entrepreneurship and enterprise-development training
Community mobilisation around the importance of investing in girls
CCTs conditional on girls staying enrolled in school or a programme, and/or unmarried until age 18
Financial support for school, such as scholarships, school fees, materials, and uniforms
Subsidies or loans for access to resources Partnerships with private-sector actors
DEMOCRACY
Economic growth and workforce development
Conflict and humanitarian crisis
Key child marriage stakeholders
Agricultural extension officers
Producer groups
Disaster response workers
Peace keepers
Social entrepreneurs
Legal officers
Policy- makers
Teachers
Healthcare workers
Community, traditional, and religious leaders
Key child marriage stakeholders
Legal and police officers
Judicial officers, including judges, magistrates, lawyers, and paralegals
Healthcare workers
School administrators and teachers
Families, including parents and in-laws
Community, traditional, and religious leaders
Community members
Women, girls, men, and boys
Agriculture, energy, and the environment
Families, including parents and in-laws
Gender-based violence
Youth
Strategies for integrating child marriage
Engaging youth in the design, implementation, and evaluation of programmes
Targeting vulnerable youth
Innovative approaches to promote gender equitable norms among youth, such as sports, dramas, and social media campaigns
Safe spaces
Life skills and empowerment programming
Initiatives to enhance livelihood skills and income generation opportunities
Initiatives that increase girls' access to and the quality of schooling
Opportunities for developing social networks
Community sensitization and mobilization
Youth participation in advocacy efforts
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Integrated Solar Panels with Steve Hern from CertainTeed
In these grey November days it is hard to imagine that solar power can do much to take the chill out of our New England homes. But Steve Hern from CertainTeed joined us on Nov. 15 to tell us about innovations in solar roof panels. First a quick lesson on how solar power works. Solar power is the process of converting solar radiation into direct current electricity (DC). The more surface you have grabbing that sunlight, the more electricity. The panels are connected and daisy chained together and work in sequence collecting power. Our homes use alternating current (AC) so how does this work? There is a piece of equipment before the panel called an inverter that converts the DC to AC.
Solar power augments our eclectic service in our homes, it does not replace it. The panels can only generate power while it is sunny and power storage is expensive. So you aren't making your own power and storing it for when you need it. It is a very literal process; even the shade of a tree or chimney can affect the power generated. And in terms of location, one doesn't need a compass in the city to know where south is, look at the solar panels on houses, or the satellite dishes! In addition to a south facing roof, slope matters as does any possible obstruction. Vents, chimneys and nearby trees may create too much shade. The goal is as much continuous sunshine as possible. Because of this, the extent one can augment their electricity purchase will vary with the sunshine, at its maximum in the summer months and decreasing in the winter months.
As we all know, the building industry is an innovative business. The days of window ropes and chimneys (when you don't have a fireplace!) are gone. Throw a concern for and respect of the environment into the mix, and there are amazing innovations happening all the time. The Apollo system from CertainTeed is a solar panel that "is" the roof covering. Unlike the traditional (!) solar panel that sits on top of the roof shingles, the Apollo panels are the roof cover. Here's how they are installed: The old roof material is removed and the sheathing is clear of matter, and likely renailed to ensure the sheathing is secure. A layer of ice and water shield is laid down over the entire roof. Of course ideally the attic is vented. The panels snap together and are connected electrically like a snake. Any damage or obstruction (shade) and the system reroutes around the weak link. The panels are covered in tempered glass. The panels come in 4' lengths and cannot be cut, so the roof is covered in increments of 4s. The balance is covered with shingles or flashing depending on location and the amount to be covered. The panels themselves warm up in the sunshine and snow will slide off. Because of this, snow guards are often installed just below the panels. The life expectancy of the ice and water shield is 50 years while the panel life expectancy is 25 years. The inverter is in the basement near the meter and panel. Any wiring related to the solar panels (in DC current) inside the house must be in metal conduit and labeled as power generating conduit.
This exciting innovation may not be for everyone, do the math. Folks that don't use a lot of power may not reap any financial benefit for years to come, if at all. But for many the benefit of solar power is not economic but environmental. We will likely see more solar panel installations with time and with that will come innovative materials. Stay tuned!
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Product data sheet
Protecta-Line pupped fittings PE100
Nominal diameters 90mm – 630mm
For electrofusion or butt fusion jointing with Protecta-Line pipe.
Range
Colour
Weights
All weights are published in the GPS Protecta-Line Product and Technical Guide.
Dimensions
All dimensions are published in the GPS Protecta-Line Product and Technical Guide.
aliaxis.co.uk
Protecta-Line pupped fittings PE100
Specifications
aliaxis.co.uk
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Description
Mi-Wave's 688 Series Flange adapters are manufactured in standard waveguide sizes from 8 to
* Precision Built
* Available from 8 to 60 GHz
60 GHz. Each section is precision-machined and terminated in a variety of flange combinations. Please refer to Appendix A for a full list of available flanges.
Precise control of the waveguide dimensions and elimination of surface discontinuities make these sections useful in transmission line applications that require low waveguide loss and VSWR effects. In addition to the standard 688 Series Flanges, specialized flange adapters are available on request.
Applications
The 688 Series Flange adapters are used in operational millimeter wave transmission systems that require a transition between components or systems with different flanges.
Custom flanges available
| Model No. | A | B | C | |
|---|---|---|---|---|
| | | | in. | mm |
| 688Ku/419/541 | UG-419/U | UG-541/U | 1.00 | 25.40 |
| 688K/595/596 | UG-595/U | UG-596/U | 1.00 | 25.40 |
| 688K/595/425 | UG-595/U | UG-425/U | 1.00 | 25.40 |
| 688A/381/599 | UG-381/U | UG-599/U | 1.00 | 25.40 |
| 688A/381/600 | UG-381/U | UG-600/U | 1.00 | 25.40 |
| 688A/599/600 | UG-599/U | UG-600/U | 1.00 | 25.40 |
| 688B/383/719 | UG-383/U | 719 | 1.00 | 25.40 |
| 688B/383/385 | UG-383/U | UG-385/U | 1.00 | 25.40 |
| 688U/383/720 | UG-383/U | 720 | 1.00 | 25.40 |
Email: [email protected] Fax: 727-563-0031
Ordering Information
Tel: 727-563-0034
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EDUCATION REVIEW COMMITTEE
www.hawaii.gov/hirec
REAL ESTATE COMMISSION
AGENDA
Date: Wednesday, June 14, 2017
Time:
Upon adjournment of the Condominium Review Committee Meeting, upon adjournment of the Laws and Rules Review Committee meeting which convenes at 10:30 a.m.
Place: West Hawaii Association of REALTORS® 75-5995 Kuakini Highway, Ste. 221 Kailua-Kona, HI 96740
The Commission may move into Executive Session to consider and evaluate personal information relating to individuals applying for licensure in accordance with Section 92-5(a)(1), HRS, and to consult with the Commission's attorney on questions and issues pertaining to the Commission's powers, duties, privileges, immunities, and liabilities in accordance with Section 92-5(a)(4), HRS.
1. Call to Order, Public Notice, Quorum
2. Chair's Report
3.
Senior Real Estate Specialist's Report
b. Minutes of Previous Meeting – May 10, 2017
a. Announcements, Introduction, Correspondence, and Additional Distribution
4. Continuing Education Administration, Curriculum, Courses, Providers, and Instructors
b. Applications –
a. Administrative Issues – 2017-2018 Continuing Education Providers and Courses Ratification List
1) Course – "Ninja Selling Business Plan"; Author/Owner: Walt Frey.; Provider: Abe Lee Seminars; Course Categories: Other – Client Management, Agent Professionalism; Clock Hours: 6
3) Course – "Room Full of Referrals"; Author/Owner: Lynn Howard; Provider: Asentiv Hawaii (pending); Course Category: Other – Communication, relationships, marketing, behavioral style; Clock Hours: 3
2) Provider – Asentiv Hawaii; Administrator: Lynn Howard
c. Continuing Education Core Course – Train-the-Trainer, 2017-2018 Core Course Part A, Thursday, June 29, 2017, Honolulu Board of REALTORS®, 9:30 a.m. – 12:30 p.m.
5. Administration of Examinations
1) Licensing Examination Statistics – May 2017
a. PSI
2) School Pass/Fail Rates – May 2017
b. Exam Monitoring – Honokaa, Hawaii Test Center - Report
3) School Summary by Test Category – May 2017
6. Program of Work, FY17
1) June 2017 SCHOOL FILES distributed
a. Annual Report, Quarterly Bulletin, and School Files
2) Request for Quotes – Printing Real Estate Commission Bulletin
EDUCATION REVIEW COMMITTEE AGENDA Page 2
7. ARELLO, REEA and Other Organizations – ARELLO Education Awards, Post Licensing/Continuing Education Course – Commission's 2017-2018 Core Course, Part A, "Technology: The Good, the Bad, and the Evil"; "Clients Trust Accounts", "2017 Real Estate-Related Legislation"
8. Next Meeting: Wednesday, July 12, 2017
adjournment of the Laws and Rules Review Committee meeting, which convenes at
Upon adjournment of the Condominium Review Committee Meeting, which is upon
9:00 a.m.
Queen Liliuokalani Conference Room
King Kalakaua Building
335 Merchant Street, 1
st
Honolulu, HI 96813
Floor
9. Adjournment
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Registered Nurse – 6-month FTC- Surbiton
Candidate information pack
Welcome to Royal Star & Garter
Thank you for your interest in Royal Star & Garter.
Since I joined this fabulous charity, I have been amazed and humbled by the passion and dedication of every member of staff. Our teams in our three Homes are nothing short of exceptional in the care they deliver, while our teams in Central Services provide unrivalled support.
I am looking for someone really special to join us as a Shift Leader. It is a role that will suit someone who is collaborative, engaged and professional. You don’t have to have management experience – if you think this role sounds right for you then please apply. I’m looking for someone with experience of delivering exceptional, high-quality care that demonstrates strong commitment to nursing the elderly along with the desire for personal growth.
It matters to me who you really are. We strive to live our values in everything we do, and we want the people who join us to do the same. Having the right person join our team is important.
We are committed to investing in our staff – in skills, behaviours and wellbeing. We have a comprehensive training offer for our team members and your continued professional development is important to us. We are looking for people who share our values, people with passion and dedication who want to work as part of a team. People who want to make a difference to others. If this is you then I look forward to receiving your application.
Helena Maher
Home Manager
The role at a glance
Title: Registered Nurse (Nights)
Location: Royal Star & Garter, Upper Brighton Road, Surbiton KT6 6JY
Reports to: Home Manager
Hours: 42 per week, 12-hour shifts worked as part of a rota
Salary: £51,848 per year
Contract: 6 months approx. FTC
More information:
[email protected]
Provision of the highest quality of care and service to residents in accordance with our Care Strategy, chosen model of care and values. Deliver effective leadership of staff on shift. Support the Lead Nurses in the planning, implementing, monitoring and auditing of care.
- Provide effective nursing care and clinical interventions to promote and maintain the health and wellbeing of residents at all times
- Effectively manage the shift ensuring all residents receive the highest standards of physical and emotional care and that this is documented in accordance with their care plan, our policies and relevant legislation
- Create and manage person centred care plans and risk assessments
- Act as a role model by working alongside health care assistants and promoting best practice
- Manage assigned care staff ensuring all processes and practices are carried out to a high standard, including but not limited to, supervision, appraisal, absence management
- Oversee the administration of medication mentoring care staff to ensure competence at all levels
- Champion a professional, open, values-based culture that empowers staff to deliver high quality care
- Effectively engage with visiting professionals advocating for our residents when required
- Proactively engage in the wider management of the Home for example ensuring residents are able to engage in any and all activities as they wish, driving a culture of cost consciousness and, stock management
- Undertake audits as identified within the clinical governance agenda and implement action plans to drive best practice
- Reporting incidents via the electronic system, ensuring a proactive approach to managing the incident and sharing the learning from this
- Work in partnership with residents and their families to ensure effective clinical treatment and wellbeing approaches are delivered
- Adherence to all legislation, professional codes and policies including, but not limited to, The NMC ‘The Code, Health & Safety legislation, GDPR and all charity policies.
- Maintain a high degree of confidentiality at all times.
- Any other duties that may be reasonably required in line with your role as requested.
Person specification
Essential behaviours / characteristics
• Excellent at building positive relationships with colleagues
• Demonstrate warmth, compassion and understanding of older people with disabilities and physical care needs and, those living with a dementia
• Flexible, positive and proactive with a ‘can-do’ attitude
• Adaptable and innovative with drive, energy and passion to introduce new ideas and in a way that takes colleagues with you
• A commitment to personal and professional development
• Committed to our mission, values and to enabling outstanding care for the veteran community
Essential experience
• A Registered General Nurse (RGN) or a Registered Nurse – Learning Disability (RN-LD) or a Registered Mental Health Nurse (RMN)
• Confident in using IT systems and supporting others to do the same
Desirable experience
• Experience of and genuine desire to work in nursing and care of older people/ dementia care
• Previous experience of managing teams of health care assistants
We offer a generous package
- Salary £51,848 per annum full time (£23.74 per hour)
- Full time: 42 hours per week, 12 hour shifts worked over a 6 week rolling rota
- Part time roles considered
- Equivalent of 25 days holiday per annum plus bank holidays (pro-rata for part-time)
- Modern working environment
- Employer Pension Contribution of 7.5% with matching Employee contribution of 5%
- Life insurance of 3 x salary (until age 70)
- 2 months full occupational sick pay, 1 month half pay before statutory sick pay
- Access to appropriate professional bodies and payment of membership fees after 6 months of employment
- Learning and Development – fully funded opportunities to support you in your role
- Access to mental health, financial and legal support
- Additional leave for Armed Forces Reserves and Cadet Forces Adult Volunteers
- Overtime paid at time and a quarter
How to apply
Send your CV and a covering letter of no more than 2 sides explaining how you meet the ‘Essential Behaviours’ for this role. You should include the values and behaviours you would bring to the role and the team.
The interview will be based on behaviour and potential. This means that, as well as ensuring you have the skills to be a good fit for the role, you also fit with behaviours and values of the team and charity.
There is more detail about the job in the Job Description on our website but remember, it is your behaviours that are important for your application.
Your CV and covering letter should be sent to [email protected] for the attention of Lindsay Campbell.
Mandatory requirements
All offers are subject to:
• Enhanced DBS check
• Right to Work in the UK and satisfactory reference checks
Our Vision and Mission
We are committed to our vision of a future where all veterans can live life to the full.
Our mission is to provide outstanding care, for veterans and their partners who live with disability or dementia, together with a varied and engaging programme of activities that enables residents to remain independent and enjoy life.
Our Care
Our Surbiton Home offers a warm welcome to residents and their families. The Home is rated ‘Good’ by the Care Quality Commission and “Outstanding” in Care and staff provide specialist dementia and nursing care tailored to the needs and wishes of each individual. Every aspect of the Home has been designed with our residents' well-being in mind.
Our staff are highly skilled and motivated and are constantly evolving services and innovating our care to meet present and future needs. This includes younger veterans, a day care service, and an outreach project planned for later this year.
1. You will be a proactive member of a dynamic, high-performing team, treating others with respect, kindness and understanding.
2. You have a strong commitment to nursing the elderly and providing the highest standards of care to enable residents to live their lives as fully and independently as possible. It is about recognising that each person is an individual and adapting one’s own approach accordingly.
3. You will work collaboratively with people from different backgrounds and with different perspectives than your own, building positive and effective relationships.
4. You recognise the strengths of people in your team, sharing your knowledge and skills to support and develop their abilities. Challenging poor attitudes and performance issues in a timely and constructive manner.
5. You model professional conduct, showing determination, drive and commitment at all times, particularly when faced with challenges and setbacks.
6. You reflect on your practice: identifying your own strengths and limitations; being receptive to feedback; and, actively seeking and making use of opportunities for development and wellbeing.
7. You manage your time effectively, ensuring that you understand the roles and responsibilities of colleagues and are comfortable discussing your wellbeing.
Surbiton
With its stunning foyer and relaxed, spacious lounges, our Surbiton Home offers a warm, friendly welcome. Highly trained staff provide specialist nursing and dementia care in comfortable surroundings, where the focus is always on the individual.
High Wycombe
Our High Wycombe Home is our newest and has been designed for the comfort and wellbeing of our residents. Specialist nursing and dementia care is offered in a relaxed, homely environment, where residents can enjoy the many activities, share their day with friends or enjoy time in the spacious lounges and landscaped gardens.
Solihull
Our Solihull Home offers a warm welcome to residents and their families. The Home is rated ‘Outstanding’ by the Care Quality Commission in all five areas and staff provide specialist dementia and nursing care tailored to the needs and wishes of each individual. Every aspect of the Home has been designed with our residents’ wellbeing in mind.
And rated ‘Outstanding’ in the care category.
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Manual Of Standard Operating Procedures And Policies
Eventually, you will certainly discover a supplementary experience and skill by spending more cash. nevertheless when? reach you give a positive response that you require to acquire those every needs similar to having significantly cash? Why don't you attempt to get something basic in the beginning? That's something that will lead you to comprehend even more nearly the globe, experience, some places, subsequent to history, amusement, and a lot more?
It is your entirely own epoch to ham it up reviewing habit. among guides you could enjoy now is manual of standard operating procedures and policies below.
How to Create Standard Operating Procedures (SOPs) for Your Company Writing Effective Standard Operating Procedures How to make STANDARD OPERATING PROCEDURES? Standard Operating Procedures
How (and Why) to Create Standard Operating Procedures to Scale Your BusinessSOP 5 Steps: How to Write Standard Operating Procedures?Excel Template? How Important are Standard Operational Procedures How To
Write A Standard Operating Procedure (SOP) SOP - Standard Operating Procedures, and why they are so important Standard Operating Procedures for Small Business - Why you need them and what's the best SOP tool Why You Must Create A Standard Operating Procedure Manual. Writing High-Quality Standard Operating Procedures (SOPs) MORNING MOTIVATION | You Need To Hear This | END BAD HABITS - Powerful Speeches by Jocko Willink How to Build Systems In Your Business? Process Improvement: Six Sigma \u0026 Kaizen Methodologies Startup CEO: Creating Your Company's Operating SystemStandard Operating Procedures Samples | Sample Templates | SOPs Standard Operating Procedures Tracking IDEAS vs TASKS in ClickUp | Behind-theScenes Look + Bonus Tip about using Automations CLICKUP 2.0 TUTORIAL | ClickUp Project Management Software Reviews 3 Simple Steps to creating your Operating Manual What is a business process? How To Establish Standard Operating Procedures - Jocko Willink How To Write Effective Standard Operating Procedures SOP as per ISO 9001? 3 Minute Training: Using the SOP templates for Word How to set up Standard Operating Procedures / SOPs in CLICKUP Standard Operating Procedure Software Process Street
The Importance of Standard Operating Procedures | Organizational Behavior ManagementWhat are Standard Operating Procedures and how to write and implement effective SOPs introduction CTN Webinar: Writing
Site Specific Standard Operating Procedures (SOPs). Manual Of Standard Operating Procedures
A standard operating procedure manual, known in ISO 9001 as the quality manual in a quality management system, provides a method for collecting your organization's many procedures in one place. A manual can be as simple as a collection of Microsoft Word documents that you organize into a master document or a traditional binder with pages.
How to Write Standard Operating Procedures | Smartsheet
How to Write a Standard Operating Procedure Manual Step 1: Choose Your SOPs. Identify procedures that should be standardized, like assembling parts for a product or... Step 2: Prepare to Write. This will allow you to group related procedures for employees. Draw rough flowcharts for... Step 3: ...
How to Write a Standard Operating Procedure Manual | Bizfluent
A standard operating procedures manual is a written document that lists the instructions, step-by-step, on how to complete a job task or how to handle a specific situation when it arises in the workplace.
The 8-Step Guide to Building a Standard Operating ...
A Standard Operating Procedure (SOP) is a document consisting of stepPage 3/8
by-step information on how to execute a task. An existing SOP may need to just be modified and updated, or you may be in a scenario where you have to write one from scratch. It sounds daunting, but it's really just a checklist. See Step 1 to get the ball rolling.
How to Write a Standard Operating Procedure: 15 Steps
A standard operating procedure (SOP) is a set of instructions that describes the steps required to perform a process to accomplish an objective. An SOP describes an operational process to be performed by one or more people including: Process steps, sub-steps, tasks, and subtasks within those steps.
25 Free SOP Templates and Best Practices for Creating ...
A standard operating procedure is a set of steps that have to be followed by the members of a certain organization in order to perform certain tasks, in a certain way specified by their company or their presiding officer.
15+ Free Standard Operating Procedure (SOP) Template [Word ... Introduction to the procedures manual. View. Chapter 1 - Policy statement, organizational structure and roles, key principles and values, legislative framework, key terms. Safeguarding Policy Page 4/8
Statement. View. Key Principles and Values. View. Legislative Framework. View. Organisational Structure and Key Roles.
Procedures Manual – CSAS
The procedure manual template is a document which provides the framework of company's polices to employees. The document is of great importance to run a business effectively it will let the employees know what they need to do and how to do it. The manual will assist people in fulfilling the expectations of the company.
Procedure Manual Templates | 11+ Free Printable Word & PDF ...
Standard Operating Procedure Guidelines (PDF file - 34kb) PDF, 34KB, 1 page. This file may not be suitable for users of assistive technology. Request an accessible format. If ...
Standard operating procedure guidelines - GOV.UK
How to create a Standard Operating Procedure Template. By choosing to create a SOP template, you will be able to standardize your procedures, be able to get started quickly and you will also be in a position of providing fast and easy to comprehend answers to some common SOP questions or queries.By having a Standard Operating Procedure template you will be able to communicate to everybody the
...
37 Best Standard Operating Procedure (SOP) Templates
The Standard Operating Procedures Manual (SOPM) provides our schools and personnel with the procedural framework necessary to develop supportive, inclusive education programs citywide, based on each student's individual needs.
Standard Operating Procedures Manual
The operations manual is the documentation by which an organisation provides guidance for members and employees to perform their functions correctly and reasonably efficiently. It documents the approved standard procedures for performing operations safely to produce goods and provide services. Compliance with the operations manual will generally be considered as activity approved by the persons legally responsible for the organisation. The operations manual is intended to remind employees of how
Operations manual - Wikipedia
This template is designed to help you easily build standard operating procedures which adhere to ISO-9001:2015 Quality Manual Add this template to your organization in Process Street and you can export it
to word and save as PDF once you have completed it. Throughout each section, you will find concise instructions to complete your SOPs.
What is an SOP? 16 Essential Steps to Writing Standard ...
The standard operating procedure (SOP) template is an effective tool that is used to write the set of steps that must be followed by the employees to capture the best routine activity of an organization. These free standard operating procedure (SOP) templates are designed in Microsoft Word and available in PDF and Google docs.
45+ Standard Operating Procedure (SOP) Templates (PDF, DOC ...
Having a standard operating procedure training manual means new employees can get consistent answers from one source, without having to ask other members of the team. Essentially, your training manual becomes a go-to source of knowledge for everyone in the company, ensuring consistency. 2. Reduce employee training time
4 Benefits of a Standard Operating Procedures Training Manual
Standard operating procedure software provides centralized, often cloud-based, support for SOPs. Functions include purpose-built templates for documents, document and change control, review scheduling, tracking for revision approvals, task tracking, training
Copyright : lucernevalleyleader.com
Online Library Manual Of Standard Operating Procedures And Policies
and logging of training sessions, acting as a central repository for documents, and more.
Standard Operating Procedures Templates | Smartsheet
Creating a standard operating procedures manual Creating a standard operating procedures manual from scratch can be quite daunting as most owner/operators start with the information in their heads. Each farm will have its own way of doing things, partly because of the infrastructure and partly because of the management.
Standard operating procedures | The People in Dairy
STANDARD OPERATING PROCEDURES (SOPs) FOR FIXED FOOD ESTABLISHMENTS SOPs are procedures specific to your menu and operation that describe the tasks necessary to prevent foodborne illness and follow the Michigan Food Law and Michigan Modified FDA Food Code. These procedures should be used to train the staff members responsible for the tasks.
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Only first name should be ITALIC. Surname or Last name should not be ITALIC
* There is no limit as regard the maximum number of pages.
* Embed all fonts, including those used in the pictures.
* The images should have resolution of at least 150 dpi for an online only publication.
* What to write in abstract- let your readers know what they can expect from your article
* Abstract should include- 1) Background 2) Objectives 3) Methods 4) Results 5) Conclusion
* Abstract should be a concise standalone piece that accurately represents your research. Keep to the point and include keywords. Eliminate spelling errors and acronyms (Abbreviations), do not include any reference or citation
* Do not write your title as a question
* Manuscripts must be submitted with a full title which appears at the top of the article. The title should reflect the contents of the paper and be specific, descriptive, concise, and comprehensible to readers outside the subject field (please avoid abbreviation and a title written in capital letters).
* Authors and Affiliations- The authors should specify in the article their first and last names and relevant addresses (department, university / organization, city, state/province and country). NO INITIALS.
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Commonwealth of Virginia Sample Ballot County of Hanover
Special Election Tuesday, March 28, 2023
Instructions to voters
To vote for a candidate, use a black pen to fill in the oval next to the name, like this:
To write in a qualified candidate who is not already on the ballot, fill in the oval and write the name of the person on the line.
If you want to change a vote or have made a mistake, ask an election worker for another ballot.
If you make marks on the ballot besides filling in the oval, your votes may not be counted.
END OF BALLOT
Member
Senate of Virginia
9th District
For unexpired term to end January 9, 2024 Vote for only one
Lamont Bagby - D
Stephen J. Imholt - R
Write-in
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Non-parametric stability measures for analysing non-normal data
A K PAUL 1 , RANJIT KUMAR PAUL 2 , SAMARENDRA DAS 3 , S K BEHERA 4 and A DHANDAPANI 5
Indian Agricultural Statistics Research Institute, New Delhi 110 012
Received: 14 July 2014; Accepted: 27 March 2015
ABSTRACT
In the present investigation, five different non-parametric stability measures are proposed based on the ranks of the genotypes to assess genotype-environment interaction, when the data does not satisfy the normality assumption. The behaviours of developed stability indices are studied by simulation technique under the assumption of normal as well as non-normal distributions such as log-normal, gamma, beta and t - distributions. These indices are compared empirically by using power of the test and type-I error. Results from the non-parametric analysis with the help of simulation study demonstrated that the proposed index A 4 outperformed other indices in normal as well as nonnormal data scenarios.
Key words: Genotype-environment interaction, Non-parametric measures, Power of the test, Stability, Type-1 error
In multi-environment trials (MET), the occurrence of Genotype-environment interactions (GEI) is common, which reduce the efficiency of varietal selection and recommendation. When the performance of genotypes in different environments is extremely different, GEI becomes a major challenge to genetic improvement programs. For example, environmental factors such as precipitation, temperature and soil play important roles in genotype yield performance. GEI affects the performance of the most favorable genotypes but is an important consideration in plant breeding and selection programs (Karimizadeh et al. 2012). The occurrence of GEI has led to the development of several stability parameters that can be used to estimate the stability of cultivar's performance over different environments.
component approach, regression approach, biometrical genetics approach and the genetic correlation approach. The choice among these methods depended on the particular situation in hand and the type of data that are collected by the investigator. Subsequently various concepts of stability were advanced. Several procedures for analyzing GEI and yield stability were proposed based on assumptions about data characteristics. Most of these procedures, however, were parametric methods performance of which was not quite satisfactory from the standpoint of breeders. The scientists therefore started looking for non-parametric measures as well as procedures, which allow the selection of genotypes simultaneously for yield and stability.
Most statistical techniques assume that data should follow a certain distribution, especially normal distribution. These procedures are known as parametric statistics and estimate population parameters that need the underlying distribution of a dataset. In real crop data set, the specific form of distribution is not known and which makes these techniques inapplicable. So, then suitable transformation is applied in data to make it normal; however, such transformation does not always fulfil the assumption of normality. Previously, there were four different parametric approaches to the statistical analysis of GEI. These are variance
1Principal Scientist (e mail: [email protected]), 2Scientist (e mail: [email protected]), 3 Scientist (e mail: samarendra4849 @gmail.com), 4 Ex-Student(e mail: [email protected]), 5Principal Scientist (e mail: [email protected]), NAARM, Hyderabad
There is hardly any study on the performance of nonparametric measures when the basic data is not normally distributed. This is serious when the ground reality is that, the data does not satisfy the assumptions about normality and independence of observations as well as homogeneity of error variances. There is, therefore need for development of some new stability measures, which does not require the distributional property of the basic data. There is ample justification for the use non-parametric measures in the assessment of yield stability of crop varieties. Their chief advantages of such measures are: (i) No assumptions about the phenotypic observations are needed, (ii) Sensitivity to measurement errors or to outliers are much less compared to parametric measures, (iii) Additions or deletions of one or a few genotypes do not cause distortions to non-parametric measures. (iv) Most of the time, the breeder, is concerned with crossover interaction, an estimate of stability based on rank-information, therefore, seems more relevant, (v) These measures are particularly useful in situations where
parametric measures fail due to large non-linear GEI. For these reasons non-parametric measures are widely employed in the selection of crop varieties especially when the interest mainly lies in crossover interaction (Thennarasu 1995, Mohamadi and Pourdad 2009, Mohamadi et al. 2008, Ebadi et al. 2008, Mohamadi and Amri 2008; Cobos et al. 2009, Kan et al. 2010, Kozak 2010, Pourdad 2011, Zali et al. 2011)
This important aspect motivated for taking the present investigation, which will also consider the development of some non-parametric stability measures, which could be used for selecting stable genotypes across different environments.
MATERIALS AND METHODS
For the simulation of the requisite data, the parametric values of μ and were taken from the extensive data from All India Coordinated Project on Pearl millet. Assuming the grain yields to be normally distributed, the required normal variates (Y ij ) were generated as per the procedure discussed earlier, taking µ =1984 and =152.22 and σ E =1121. It is to be noted that the value of µ and will not have any specific effect on type I error thus any mean and error variance can in fact be used.
Observations from different non-normal distributions such as log-normal, gamma, beta and t - distributions were generated for different combinations of genotypes (t) and environments (s). For this study, data were generated for the combinations of t (8, 12, 16, 20, and 24) and s (5, 10, 15, and 20). The detail algorithms based on different distributions for generation of non-normal data were given in supporting information. The variates so generated are used for computing different developed non-parametric stability measures. The performances of these non-parametric measures are studied on the basis of type 1 error (α) and power of the test coming from normal as well as non-normal (log-normal, gamma, beta and t-distributions) observations.
For a two-way data set with t genotypes grown in s environments, we denoted r ij as the rank of the i-th genotype grown in j-th environment and r i. mean rank of i-th genotype across all the environments. For ranking purpose, the smallest y (response obtained from i-th genotype in j-th environment) in a particular environment is given rank, one, the next higher value, rank two, and so on. Using the rank values and rank means, we proposed the following stability measures: (i) Average deviation of ranks from median:
(ii) Coefficient of variation of absolute deviation of ranks from median:
(iii) Coefficient of variation among ranks:
(iv) Coefficient of variation of absolute deviation of ranks from median:
In the formulae, the quantities r i * and Md i * are the mean and median ranks for the i-th genotype respectively obtained from the corrected Y ij . The corrected phenotypic values namely, Y * ij =Y ij -Y i , where, Y i : is the mean performance of the i-th genotype. The ranks obtained from these corrected Y ij depend only on the GE interaction and error components. Smallest values of the parameter and highest seed yield over the control are considered as stable genotype. In comparison with the Thennarasu non parametric index available in the literature we found that, A 2 index is almost equivalent or some times better.
To apply the test of significance of any measure through χ 2 test or by normal Z test, it is necessary that the stability measure should follow normal distribution. For ensuring non-erroneous selection of genotypes, the power of the test should be high. In order to find out a better stability parameter for a particular situation, comparison is carried out, making use these distributional properties. To examine whether the normality holds or not, a simulation programme is run and the observed and expected probability of type I error (α) for various stability measures, parametric as well as nonparametric, are compared. The soundness of the normal approximation for each of these measures is thereby assessed. A comparison is also made in terms of their power of the test.
The proposed stability parameters are compared using Type-I error and power of the test. Type-I error and power of the test are calculated using SAS (Annicchiarico 1997) to compare their performances.
RESULTS AND DISCUSSION
The simulation programme was used for generating sets of t × s observations, coming from t genotypes (8, 12, 16, 20, and 24) and s environments (5, 10, 15, and 20). For each (t, s) combination the data were generated using three different random seeds thereby obtaining 3 sets of ts observations to serve as 3 replications. For each replication of specified ts observations, the developed non-parametric stability measures were calculated. This yields different sets of 3 × t values, one for each stability parameter, and each sets is subjected to a one way ANOVA for testing the genotypic differences if any. For each (t, s) combination the entire procedures is repeated 1000 times and the number of times the observed F ratios exceed the table F value is determined. This number expressed as a proportion is our observed type-I error. The observed is computed for different
expected levels of significance (α = 0.01, 0.05). For these expected levels the table values of F with degrees of freedom (t-1) and 2t are taken as critical values. The same procedures were followed for lognormal, gamma, beta and t distribution case. For the comparison of observed α with a specified expected α were represented in Tables 1 to 3. These are tabulated for the different stability measures mentioned above for different combination of t and s for each distribution.
Normal distribution
The results for type 1 error at 5% level and power of the test are tabulated in Table 1. The power of the test obtained from different combinations of genotypes and environments
Table 1 Comparison between observed and expected Type I error (a) and power of the test (b) for different number of genotypes (t) tested in different environments (s) for newly developed non- parametric measures at 5% level of significance in case of normal distribution
Table 2 Comparison of power of the test in a one way ANOVA for the different combinations of genotypes (t) and environments (s) at 5% level of significance for newly developed non- parametric measures in case of lognormal (L-norm) and Beta distribution
Beta
0.79
0.74
0.68
0.71
0.88
0.86
0.84
0.84
0.94
0.91
0.89
0.91
0.97
0.97
0.95
0.94
0.98
0.98
0.97
0.97
Table 3 Comparison of power of the test in a one way ANOVA for the different combinations of genotypes (t) and environments (s) at 5% level of significance for newly developed non- parametric measures in case of gamma and t distribution
at different levels of significance for non-parametric stability measure A 4 higher than rest of the developed measures. For normal distribution the order of performance of these stability measures is given by A 4 > A 3 > A 5 > A 1 > A 2 . The results showed that A 4 , A 3 , A 5 showed better performance than A 1 and A 2 .
Lognormal distribution
significance for newly developed non-parametric measures in case of gamma distribution are represented in Table 3. From Table 3, it can be seen that A 4 has highest power for different combinations of genotypes and combinations followed by A 3 . For gamma distribution the order of performance of these stability measures is given by A 4 > A 3 > A 2 > A 1 > A 5 . The results showed that A 4 showed better performance and A has poorest performance.
The power of the test in a one way ANOVA for the different combinations of genotypes (t) and environments (s) at 5% level of significance for newly developed nonparametric measures in case of lognormal distribution are represented in Table 2. The results obtained for 5% level of significance showed that for different combinations of genotypes and environments for non-parametric stability measure A 4 higher than rest of the developed measures and A 2 has poor performance among others.
Beta distribution
The results for beta distribution are tabulated in Table 2. The power of all the developed stability measures at 5% level of significance is greater than 0.05, which showed that they performed well for every combination of genotypes and environments. If we compare the powers these measures, then we can see that A 4 has highest power among others, but the difference is not much more.
Gamma distribution
The power of the test obtained from different combinations of genotypes and environments at 5% level of
t - Distribution
Power of the test in a one way ANOVA for the different combinations of genotypes and environments at 5% level of significance for all the developed non-parametric measures in case of t-distribution are given by Table 3. The results showed that the powers obtained for different combinations of genotype and environment are nearly same. For tdistribution, all the developed measures showed equal performance. The results obtained for from t- distribution is same as that of beta distribution.
The performances of the developed stability measures are quite different for each distribution. Among all the developed non-parametric measures, A 4 performed better in normal as well as non-normal data situations followed by A 3 .
Most plant breeders prefer to select genotypes, whose responses are stable across all the environments. It seems that using parametric approaches for measures of phenotypic stability depends on the nature of data used. This problem in parametric approaches motivated for taking up this study to propose some non-parametric stability measures to identify
potential and favourable genotypes in plant breeding programs. In this investigation, five different non-parametric stability measures are proposed based on the ranks of the genotypes. Their performances are also studied under normal as well as non-normal distributions cases. The power analysis of the developed stability indices with the help of simulation study showed that all these proposed non-parametric measures performed well in normal as well as non-normal data sets. Among these indices, A 4 outperformed than other four stability indices for all the combinations number of genotypes and number of environments as well as for all distribution cases. By adopting such indices, the plant breeders and researchers can identify the stable genotypes, when the distributional form of the data is not known. Such an outcome could be used to provide predictive, more rigorous recommendation strategies as well as to help in identifying stable genotypes in crop improvement programs.
REFERENCES
Cobos M J, Winter P, Kharrat M, Cubero J I, Gil J, Millan T, Rubio J. 2009. Genetic analysis of agronomic traits in a wide cross of chickpea. Field Crops Research 111: 130–6
Ebadi Segherloo A, Sabaghpour S H, Dehghani H, Kamrani M (2008) Non-parametric measures of phenotypic stability in chickpea genotypes (Cicer arietinum L.). Euphytica 162: 221– 9
Karimizadeh R, Mohammadi M, Sabaghnia, N and Shefazadeh M K. 2012. Using Huehn's nonparametric stability statistics to investigate genotype × environment interaction. Not. Bot. Horti.
Agrobo. 40(1): 293–301.
Kan A, Kaya M, Gürbüz A, Sanli A, Özcan K and Çiftçi C Y. 2010. A study on genotype × environment interaction in chickpea cultivars (Cicer arietinum L.) grown in arid and semi-arid conditions. Science Research and Essays 5: 1 164–71.
Kozak M. 2010. Comparison of three types of G × E performance plot for showing and interpreting genotypes' stability and adaptability. Internattional Journal of Plant Production 4(4): 293–302
Mohamadi R and Amri A. 2008. Comparison of parametric and non-parametric methods for selecting stable and adapted durum wheat genotypes in variable environments. Euphytica 159: 419–32.
Mohamadi R, Pourdad S S and Amri A. 2008. Grain yield stability of spring safflower (Carthamus tinctorius L.). Australian Journal of Agricultural Research 59: 546–53.
Mohammadi R and Pourdad S S. 2009. Estimation, interrelationships and repeatability of genetic variability parameters in spring safflower using multi-environment trial data. Euphytica 165: 313–29.
Pourdad S S. 2011. Repeatability and relationships among parametric and non-parametric yield stability measures in safflower (Carthamus tinctorius L.) genotypes. Crop Breeding Journal 1(2): 109–18.
Thennarasu K. 1995. On certain non-parametric procedures for studying genotype-environment interactions and yield stability. Indian Journal Of Genetics 60: 433–9.
Zali H, Farshadfar E, Sabaghpour SH (2011) Non-parametric analysis of phenotypic stability in chickpea (Cicer arietinum L.) genotypes in Iran. Crop Breeding 1: 89–100
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Lime Wood’s 10th Birthday Pop Up
rilettes of smoked mackerel, pickled cucumber, horseradish, toasted muffin & oyster butter
Phil Howard
carnaroli white truffle risotto, 48 month aged Parmigiano Reggiano
Angela Hartnett and Luke Holder
bolitto misto, guinea fowl, salsa verde, mustard fruits
Valentine Warner
apple semifreddo, walnut & blackberries
Neil Borthwick
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CHIEFS BOARD REPORT APRIL 2018
INDIAN HILLS FIRE PRTECTION DISTRICT
April 25, 2018
1) Our move to Jeffcom was completed on April 3 rd as planned.
2) Backflow system is getting closer to completion.
3) 4 th of July events are falling into place.
4) KNS is doing final testing on the new mountain fire dispatch channel for acceptance, after completion of the testing is approved the radio equipment at each site will be turned over to the designated department.
Calls for April 5-Medical's, 4-Mva's, 1-False Alarm, 1-Good Intent, 9-Cancel En route. Total for March-20 Total for Year-79
Respectfully Submitted Emery Carson Chief
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CC-MAIN-2024-42
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https://www.ihfr.org/files/b5dc34787/chiefs+board+report+04-25-18.pdf
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Project presentation SHAPES
Objectives
The main objective is to analyze the risks and benefits of a modal shift from passenger cars to cycling. In this way SHAPES will enable policy makers to make clear and science-based choices related to commuter cycling and transport modal shift in cities.
Therefore SHAPES has defined a number of specific objectives:
* To evaluate the exposure to air pollution for cyclists compared to car users
* To evaluate the physical condition of cyclists compared to car users
* To implement an on-line injury registration system for minor injuries in commuter cyclists
* To develop a spatial analysis for accident risks
* To integrate these risks into a common framework, to evaluate costs and benefits
* To propose policy options that contribute to safer and healthier cycling and to lower emissions and social security costs in the long term
* To develop a spatial analysis of trajectory choice and methodology for infrastructure development in the three Belgian regions
Methodology
To achieve these goals a project in two phases is proposed:
In Phase 1 we perform a statistical and geographical analysis of accident data to identify the causes of accidents with cyclists and the correlated spatial attributes. This knowledge will be used to choose urban and suburban commuter trajectories. A set of relationships between exercise and improved health will be derived for different groups in the population and applied to the car drivers and cyclists in each of the case studies. Spatial attributes such as slope will be included to build a model predicting the exposure to air pollution for each of the transport modes. Phase 1 is also devoted to the preparation of a measurement campaigns and the collection of new injury data using an on-line registration system.
Phase 2 is largely devoted to the measurement campaigns that will determine the links between activity level, exposure and physical health. Breathing rate, exercise and exposure to NOx, PM and CO will be measured simultaneously for both drivers and cyclists. Special attention is paid to spatial variations in behavior and links with infrastructure. The models developed in Phase 1 will be calibrated and validated using the results from these measurements and complemented with the new injury data. It will then be used to extrapolate the likely impacts of promoting commuter cycling through the provision of specifically targeted infrastructure in each region. All health impacts from each risk category will be associated with a cost for medical care that can be worked out based on data provided by the national public health insurance. These costs are then used to develop a cost-benefit framework for decision support.
Interaction between the different partners SHAPES is not a continuation of any SPSDI or II project, but there is a clear logic in the succession of research topics covered and their relevance to policy makers at different levels. SHAPES builds further on the conclusions of quite a number of transport-related projects under the SPSD I and SPSD II programs but is founded on expertise obtained by the VUB outside of the federal science policy program (e.g. the Flemish Commuter Cycling project) and the European ETOUR project (Electric Two wheelers on Urban roads).
VITO participated in the SPSDI project "External costs of transport" which translated the European ExternE methodology to the Belgian context. This provided policy makers with information on the environmental differences between technologies and transport modes. This resulted in two SPSDII projects on new technologies (SUSATRANS) and promising transport modes (MOPSEA) increasing the understanding of national and European policy instruments. Under SPSDII, "Mobilee" looked at local environmental impacts and contributed to the integration of mobility and environmental policy at the local level.
UCL also participated in SPSDI and II for developing new tools in terms of spatial analysis of road accidents in Belgium as well as in understanding trip distribution and modal choices (Samba project). Moreover, the UCL team conducts other researches financed by FNRS on spatial econometrics and health problems.
SHAPES acknowledges that
* all major technological innovations have entered the mainstream car market.
* the remaining "relaxed" targets for CO2 prove very hard to comply with
* exposure to traffic related air pollution is most important on the road
* results cannot be extrapolated to other sites unless spatial factors are taken into account
Building on that experience it was decided to include an expert GIS team in this proposal (UCL) to ensure that results from SHAPES can be used throughout the country while taking into account the need to include local spatial constraints. The Department of Geography of the UCL is well known for its expertise in GIS especially in the domain of modal split (SPSDII, SAMBA) and road accident analysis.
SHAPES is therefore an integration of three lines of research and focuses on a specific transport mode that has the potential to contribute to several environmental targets while fulfilling a number of other policy targets as well.
Expected results and/or Products
SHAPES will build an integrated framework to evaluate the costs and benefits of commuter cycling. The outcome of the project will be a distinct set of policy options that can be used to promote a modal shift to cycling and substantially improve public health in a cost-efficient manner while taking in account the physical capabilities of different groups and spatial constraints in different regions.
The results will be useful:
* for individuals considering to give up sedentary transport in favor of cycling by providing clear insights in the individual health benefits such as a decreased risk for cardiovascular disease, hypertension, obesity, a better overall physical condition and risks encountered.
* for policy makers promoting cycling to prevent chronic diseases in an aging population, to reduce air pollution by cars and to reduce CO2 emissions by highlighting non-marginal changes (e.g. infrastructure)
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NOTICE OF THE MEETING OF THE COMMISSIONERS COURT OF BELL COUNTY, TEXAS December 10, 2018
Notice is hereby given that a regular special meeting of the above named Court will be held at 9:00 a.m., on December 10, 2018, with the meeting to be held in the COMMISSIONERS' COURTROOM, at the Bell County Courthouse, 101 Central Avenue, Belton, Texas, to begin on December 10, 2018 at 9:00 a.m., and continue thereafter until such business of the Court has been completed in accordance with Article 81.005 of the Local Government Code of the State of Texas. The following items of business will be discussed, to-wit:
1. Consider approval of minutes of December 3, 2018.
2. County Engineer
a. Consider Final Plat Approval of the "Heine Addition", being a 3.33-Acre, 2 Lot, 1 Block Subdivision located within the City of Belton's ETJ, Bell County, Precinct 2.
b. Consider Final Plat Approval of the "Tanglewood Amending Plat #4, being a 0.688-Acre, 1 Lot, 1 Block Subdivision located within the City of Temple's ETJ, Bell County, Precinct 3.
c. Consider entering into an Interlocal Agreement with the City of Little RiverAcademy for sale of Cold Mix Asphalt Material from the Bell County stockpile inventory.
3. Personnel/Budget Amendment
a. Special Announcement
4. Consider Application for Tax Abatement presented by Temple Economic Development Corporation for the benefit of East Penn Manufacturing Company, which was approved by Resolution 2018-9465-R of the Temple City Council on December 6, 2018 on a 36.9-acre tract of land designated as Tax Abatement Reinvestment Zone Number 38 (Bell County Appraisal District Tract 410044), for five-years of tax abatement at a rate of 50% of the increased taxable value on real property..
5. Consider authorizing the County Judge to submit a letter to the Texas Historical Commission requesting funding of $44,900.00 from the Round X Grants - Master Plan Update for the preparation of an updated Bell County Courthouse Master Plan, with Bell County allocating $5,000.00 as required by the program; and consider approval of a Resolution supporting efforts to secure funding under the Texas Historical Preservation Program to update the Bell County Courthouse Master Plan.
6. Consider approval of Resolutions of support for Rehabilitation of Elm Creek (Cen-Tex) Watershed Floodwater Retarding Structures Numbers:
a. No. 4
b. No. 21
c. No. 22
d. No. 23
e. No. 39
7. Claims
a. Accounts Payable
b. Payroll
c. Restitution
d. Juror Pay
Agenda items may be considered, deliberated, and/or acted upon in a different order than set forth above.
Bell County Commissioners Court reserves the right to discuss any above items in executive (closed) session whenever permitted by the Texas Open Meeting Act.
JON H. BURROWS, County Judge
By:___________________________
I, SHELLEY COSTON, Bell County Clerk, do certify that the above Notice of Meeting of the above named Commissioners' Court, is a true and correct copy of said notice, and that I posted a true and correct copy of said Notice on the bulletin board at the Courthouse door of Bell County, Texas, at a place readily accessible to the general public at all times on the ____ day of ______________, 2018, and said Notice remained so posted continuously for at least 72 hours preceding the scheduled time of said Meeting.
Dated this the ____ day of _____________, 2018.
SHELLEY COSTON, Bell County Clerk
By:_______________________________
County Clerk
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Interventions to reduce metabolic sequelae in rodent models of diet-induced obesity
D. Menichini 1 , F. Facchinetti 1 , M. Longo 2
1Department of Medical and Surgical Sciences for Children and Adults, Unit of Obstetrics and Gynecology, University of Modena and Reggio Emilia, Modena, Italy
2Department of Obstetrics and Gynecology, University of Texas Health Science Center, Houston, USA
ABSTRACT — Obesity is one of the top ten adverse health conditions in the world and it has doubled in the last decades. Altered maternal nutrition, including both undernutrition and maternal obesity, have been shown to lead to transgenerational transmission of metabolic disorders in the offspring, perpetuating metabolic disorders in the future generations. Several interventions have been performed in animal models of obesity to reduce the long-term obesity-related sequelae and consequently the adverse effects on offspring's health. Our aim was to critically review studies that performed interventions with natural/botanical compounds in rodent model high fat diet (HFD) induced obesity and to assess glucose, lipid, metabolic and cardiovascular outcomes. We carried out a computerized literature review using PubMed and Medline. We identified fourteen studies that fulfilled the inclusion criteria. Lipid profile, in term of adipogenesis, leptin, triglycerides, cholesterol and adiponectin levels, improved after administration of all the natural compounds tested. Glucose profile improved with the supplementation of rice hull smoke extract, rheum undulatum, zanthoxylum piperitum DC ethanol extract and alpinia officinarum showing an increased insulin sensitivity. Oxidative stress and body weight also improved after the supplementation with most of the compounds in rodent models of obesity, proving promising and effective anti-obesity properties. These experimental studies demonstrate that several natural interventions improve lipid, glucose and oxidative profiles in rodents presenting an obese phenotype induced by a high fat diet consumption. Clinical research could now explore the efficacy and safety of such interventions in the obese population to reduce the longterm sequelae of this metabolic disfunction and thus to interrupt the vicious circle that an obese mother generates a child prone to develop metabolic (and cardiovascular) disease in adult life.
KEYWORDS
Natural compounds, Rodent Model, Obesity, High Fat Diet
INTRODUCTION
The World Health Organization (WHO) declared obesity as one of the top ten adverse health risk conditions in the world and one of the top five in developed nations 1 . Recent WHO data estimate that the worldwide prevalence of obesity has doubled between 1980 and 2014. In 2014 more than 1.9 billion adults, 39% of the population, aged 18 years and over (38% of men and 40% of women) were overweigh; of these over 600 million, 13% (11% of men and 15% of women) were obese 1 . Traditionally obesity has been linked to changes in diet and lifestyle, as result of increased high caloric dietary intakes, of high-energy diets and concomitant reduced physical activity levels 2 . Human and animal studies have highlighted the link between the perturbations of the intrauterine environment, occurring in the early-life, and the increased susceptibility to obesity and related metabolic and cardiovascular disorders later in life. Altered maternal nutrition, including both undernutrition and maternal obesity, has been shown to lead to transgenerational transmission of metabolic disorders in the offspring, perpetuating then, in the future generations (Figure 1). This association has been conceptualized by Barker and others as the "Developmental origins of health and diseases" also known as "The Barker's hypothesis" 3 which states that, environmental factors impacting the fetus during critical developmental periods can cause adverse lifelong effects on offspring's health. More recent studies had demonstrated that fetal developmental programming is a transgenerational phenomenon that transmits the programming effects to subsequent generations, even in the absence of continuous environmental stressors, thus perpetuating a cycle of obesity and metabolic disorders in future generations 4 . The role of the interactions between environmental and genetic factors in the contribution to complex polygenic obesity and common obesity is really important as no efficient treatment, apart from major surgery, currently exists 5 . Therefore, by the discovery of novel genes or new etiological pathways, innovative therapies, preventive measures, and pharmacogenetic strategies can be found and/or used in obesity studies.
FETAL PROGRAMMING
A quarter of a century ago, Barker and Osmond 6 at the University of Southampton, England, crystallized the concept of fetal programming and early origin of adult disease by suggesting that stress in utero, manifested by low birth weight (LBW), increased the risk of cardiovascular disease and stroke in specific areas of England and Wales. Prior researchers had formulated similar hypotheses on the basis of findings in humans 7,8 and animals 9 . Hales and Barker 10 , however, provided a mechanistic explanation by proposing the "thrifty phenotype hypothesis" to complement the already existing "thrifty genotype hypothesis" 11 . According to Hales and Barker's hypothesis, fetuses exposed to suboptimal conditions during intrauterine life, reprogram physiological developmental processes in anticipation of similar suboptimal conditions in postnatal life. If postnatal conditions are instead optimal and resources
are abundant, the organism is ill-prepared to cope with the different environment and hence is more susceptible to develop diseases 12 .
EPIGENETIC MECHANISMS
Epigenetics is a term coined by Waddington (1969) 13 to describe heritable gene function changes without a changed DNA base sequence. Epigenetics has become a central mechanism in the hypothesis of fetal developmental programming. There are several different epigenetic mechanisms as: activation or inactivation of genes by DNA methylation (DNA methylation suppresses gene expression), histone acetylation and chromatin remodeling regulatory feedback by microRNAs. Obesity and its related comorbidities are intimately associated with epigenetic alterations. The implicated genes, also called epi-obesogenic genes, are susceptible to epigenetic regulation and they play a role in the development of obesity by controlling processes such as adipogenesis, inflammation, appetite and glucose tolerance 14 . New genome loci that could be part of the epigenetic map of obesity have been discovered after an analysis of 450 million cytosine with a guanine as the next nucleotide (CpG) sites 15 . Dick et al 16 have associated increased BMI and adiposity with raised DNA methylation at hypoxia-inducible transcription factor 3A (HIF3A) – a gene that could affect gene expression management involved in obesity development. Therefore, knowing the combination of both genetic and epigenetic information in obese patients would improve personalized interventions 17 .
Nutritional imprinting on hormonal and epigenetic mechanisms
The hypothalamic pituitary adrenal axis and the insulin-like growth facto axis may have a crucial role in the regulation induced by nutritional programming. The persistent alterations seem to be a consequence, at least in part, of elevated insulin levels during 'critical periods" of pre-natal and early postnatal development. Also, leptin seems to play an important role in this complex system. New knowledge about these mechanisms involved suggests the development of new, rational and effective preventive and/or therapeutic options before and/or after birth. Thus, early infancy may provide an opportunity for intervention aimed at reducing later disease risk 18 .
Animal models of obesity
Several animal studies have been created to examine the effects of maternal metabolic disorders during pregnancy on offspring's development later in life. These studies have been conducted in different animal species: sheep, non-human primates and mostly rodents. Along the years, different models of metabolic disorders have been developed in mice and rats, including pharmacologically induced diabetes, using streptozocin, as well as transgenic model with mutation in the leptin pathway as: the ob/ob mouse 19 , the dB/dB mouse (the "diabetic" mouse) 20 . In both, humans and rodents, the development and/or maintenance of obesity has been assumed to result from diet-induced leptin resistance 21-23 . In fact, after exogenous administration of leptin, obese individuals do not respond with a decrease food intake that is normally observed in lean individuals and are, hence, considered leptin-resistant 24,25 . These leptin-resistant models are obtained by inducing a deficit in the down-streaming process of the brain leptin receptor: proopiomelanocortin (POMC) knockout mouse, POMC/AgRP (Agouti related protein) knockout mice, and many others. The model that we decided to focus on in this review is the diet-induced obesity model. It is a polygenic model of rats and mice that include a diet-induced obesity (DIO) and diet resistant (DR), which means that they gain weight and fat at the same rate as chow-fed controls 26 . The high fat diet (HFD) is the most used because it rapidly and specifically reduces the central actions of insulin and leptin. This effect is rapid, occurring after a few days of HFD exposure and it seems to directly affect the respective intracellular signaling pathways in hypothalamic target neurons with resulting changes in neuropeptide expression (e.g. lack of an insulin effect on POMC expression), but possibly also in other brain areas. Fat composition seems to have a major role in this effect because saturated fat (e.g. palmitic acid) is more deleterious than unsaturated fat 27 .
Natural/botanical drugs as an alternative effective anti-obesity therapeutic strategy
Several interventions have been performed in animal models of obesity to ameliorate weight gain, blood pressure, glucose and insulin regulation, leptin levels, lipid metabolism and vascular functions. It is of remarkable importance that anti-obesity drugs, such as orlistat and sibutramine, have serious side effects including valvular heart disease 28 . Under the guidelines of the US Food and Drug Administration, botanical drugs can be developed faster and more cheaply than conventional single-entity pharmaceuticals. Thus, there are many botanical products that might provide safe, natural and cost-effective alternatives to synthetic drugs 29,30 . Recent studies have found that natural bioactive compounds, including resveratrol, curcumin, green tea and brown rice can be used to treat obesity in obese mouse and rat model 31-34 . Thus, in this review we will analyze the studies that tested the administration of natural compounds in diet-induced rodent model of obesity.
METHODS
The research question of this review was defined as: what are the interventions with natural compounds performed in rodent models of obesity induced by high fat diet? Eligibility criteria were pre-determined by reviewers to prevent bias in the inclusion or exclusion of articles and to improve the precision of the broader search.
Inclusion Criteria:
* Studies involving rodents model: rats and mice.
* Obesogenic diet: high fat/high fructose diet (Fat content > 30% of total energy content) from weaning for 4 consecutive weeks. The obesogenic diet was defined as any diet in which fat and fructose, regardless of type or source, constituted greater than 30% of the total energy (kJ) content.
* Studies testing the effects of the administration of natural/botanical compounds.
* Controlled studies in which the control groups included rodents fed with standard chow/control diet or rodents that didn't receive the treatment.
Exclusion criteria:
* All not rodents' studies. All not controlled studies.
* All not rodents' studies.
* All not rodents' studies. Studies testing the efficacy of drugs or synthetic compounds.
* Studies were excluded if they did not meet the above definition, or if the macronutrient content of the diet was not specified or ambiguous.
* All not rodents' studies. Experimental studies conducted during pregnancy.
Using PubMed and Medline we found 14 studies that met the inclusion criteria, which had been conducted in obese mice and/or rats models, precisely, rats and mice genetically modified to develop insulin resistance or hypertension and not genetically modified susceptible to diet-induced obesity.
Interventions with natural compounds performed in rodent models of high fat diet-induced obesity
The interventions that had been performed in the 14 studies conducted in rodents are the following:
2. Black Garlic: Garlic (Allium sativum) has been used as a medicinal ingredient in folk remedies since the old times. It contains various bio-functional properties affecting health 36,37 . Black garlic is made by ripening raw garlic at high temperature and humidity, which removes the peculiar pungent odor 38 , it gets its name from the black hue of the cloves but retains the same shape as raw garlic. During the ripening process, the glyco-component and amino acids of the garlic undergo a non-enzymatic browning reaction, producing melanoidins and water-soluble components such as S-allylcysteine (SAC) and S-allyl melcaptocystein (SAMC) and nearly removing all volatile substances 39 , these substances play a key role in antilipidemic action as well as conferring potent antioxidant activity 40 .
1. Selenium-enriched probiotics (SP): is essential in the human diet. It is a new product developed using different strains of probiotics that can transform and enrich organic selenium (Se) form inorganic source, which has a strong ability to convert sodium selenite into organic Se. Studies of dietary SP supplementation showed that this combination has a positive effect in lowering body weight, lipid levels, antioxidative status, and gene expression 35 .
3. Soy leaf (SL): known to be useful for the prevention and/or treatment of obesity because of its composition with kaempferol glucosides or pterocarpans. Coumestrol, the most abundant pterocarpan found in soy leaves, is a potent antioxidant of low-density lipoprotein and inhibits yeast a-glucosidase 41 . Soy isoflavonoides possess antioxidant, anti-inflammatory, and anti-cancer effects 42,43 .
4. Resveratrol: Isolated from the oriental medicinal plant Polygonum capsidatum exerts a variety of pharmacological effects, such as anticancer and anti-inflammation actions 44 . Resveratrol exerts a strong inhibitory effect on production of reactive oxygen species and it has free radical scavenging properties. It was shown to prevent adult hypertension, vascular dysfunction and microvascu-
lar rarefaction in male offspring following fetal exposure to a low-protein diet 45 .
6. Eriobotrya Japonica (EJ) and Nelumbo Nucifera (NN): are fruit plants widely used in India, China, Japan, and Korea for their medicinal values. EJ and NN are rich in several flavonoids (luteolin, quercetin, rutin, isoquercetin, tannins, and triterpenoids) and alkaloids. Several researchers have reported their anti-inflammatory, antioxidative, anticancer, antidiabetic, anti-obesity, and many other biological activities 47 .
5. Rice hull smoke extract (RHSE): it has been shown to reduce the cellular lipid content in 3T3L1, preadipocyte cells, by about 72% and 88%. RHSE has a strong antiadipogenic effect exerted by suppressing the expression of the adipocyte differentiation adiponectin marker 46 .
7. Cydonia oblonga mill leaf extract (COM Rosacea): also called Kinashi, Soil papaya, Biye, is a traditional Uyghur medicinal plant, commonly used in Western China, for the treatment or prevention of cardiovascular disease, among other. In traditional Uyghur medicine COM fruit, leaves, roots, branches and other parts are used as medicine for the treatment or prevention of cardiovascular disease. Currently, there is much research being done on the chemical composition and antibacterial effects of COM and on its effects on coagulation and blood pressure 48 .
9. Fucoxanthin (Fxn): is one of the most abundant carotenoids and contributes more than 10% of the estimated total production of carotenoids in nature, especially in the marine environment 52 . It was found that fucoxanthin significantly reduced plasma and hepatic triglyceride concentrations and cholesterol-regulating enzyme activities, and fecal triglyceride and cholesterol 53 as well as fatty acid oxidation enzyme activity in epididymal white adipose tissue of mice 54,55 . The potential lipid lowering effect might be mediated by down-regulating various lipogenic enzyme activities and upregulating fatty acid β-oxidation activity suggesting that fucoxanthin might act as a regulator of lipid metabolism in fat tissues 56 .
8. Blueberry peel extract (BB): are polyphenols that have shown promising results treating cognitive impairment, ischemic heart disease, oxidative stress, and neurological degeneration 49 . Ethanol extracts from the BB leaf, stem, root, and fruits contained active compounds with insulin-like and glitazone-like properties and protected against glucose toxicity 50 . In obese people, the consumption of BB improved metabolism at dietary achievable doses 51 .
10. Rheum undulatum L. (RU): is a perennial herb that is distributed and cultivated mainly in South Korea 57 . The rhizome of the species is one of the important herbal medicines that are used widely as anti-inflammatories and anti-blood stagnation agents in East Asia 58,59 . Recently, it was found that RU and 3 compounds isolated from it (desoxyrhapontigenin, emodine, and chrysophanol) showed significant anti-obesity and antidiabetic activity based on the oral glucose tolerance test 58 .
12. Zanthoxylum Piperitum DC ethanol extract (ZPDC): has been used in Korea as a traditional medicine for vomiting, diarrhea, and abdominal pain. The fruit and leaves of ZPDC contain aliphatic acid amides, terpenoids, flavonoids, an alkaloid, and other phenolic which exhibit antioxidant and hepatoprotective effects. Previous studies 67 reported that a glycoprotein isolated from ZPDC possesses anti-inflammatory properties.
11. Green Tea Polyphenols: is one of the most popular beverages in the world. The impacts of green tea consumption on weight loss have been reported in clinical 60-62 and laboratory animal studies 63 . Such an anti-obesity effect of green tea is probably due to its capacity in elevating thermogenesis and fat oxidation, lowering lipid peroxidation 64,65 , as well as suppressing appetite and nutrient absorption 66 .
13. Germinated brown rice GBR: has been seen as one of the most interesting germinated cereal products and it has garnered a great deal of attention, especially in Asian countries 68 . During the process of germination, the chemical compositions of the rice change drastically because the biochemical activity produces essential compounds and energy for the formation of the seedling. Germination is therefore considered an important way to improve bioactive compounds and health benefits of rice grains 69 .
14. Alpinia Officinarum (AO): has been used in traditional medicine for the treatment of abdominal pain, emesis, diarrhea, impaired renal function and dysentery. Recently, it has been found to have also anti-obesity properties 70 .
Diet-induced obese rodent model
Female and male C57BL/6J, C57BL/6N and Albino mice were placed on different varieties of high-fat diet (HFD) specified in Table I, to develop an obese phenotype. Female and male Sprague-Dawley (SD) rat were placed on high-fat diet after weaning to obtain an obese phenotype (Table I).
MAIN FINDINGS
The results of the 14 studies included in this review were evaluated focusing mostly on glucose and lipid metabolisms and oxidative and biophysical status
(oxidative stress, body weight or weight gain) (Table II). Each one of the interventions showed a certain degree of improvement in the obesity parameters evaluated.
LIPID PROFILE
In the rodent obesity models considered, we found that the lipid profile and metabolism were improved by all the natural compounds. Precisely, lipid accumulation in white adipose tissue, liver and lipid cellular content were decreased by Black Garlic, Resveratrol, Rice hull smoke extract (RHSE), Eriobotrya japonica and Nelumbo nucifera, Zanthoxylum piperitum DC ethanol extract, Germinated brown rice and Alpinia officinarum. RHSE inhibited the AMPK signaling pathway and might serve as an anti-obesity multifunctional food additive considering that AMPK, a major regulator for cellular energy homeostasis, has an important role in the development of obesity, because AMPK up-regulates lipid and glucose homeostasis by controlling the expression of PPAR and SREBP1c during adipogenesis (Choi et al.,2013).
Cell survival rate in pre- and mature adipocytes as well as the proliferation rate of preadipocytes were decreased by Resveratrol, Blueberry peel extract and Alpinia officinarum. All the other compounds showed an improvement in terms of plasmatic leptin, adiponectin, cholesterol, and triglycerides levels.
GLUCOSE PROFILE
Glucose homeostasis was improved by the administration of Black Garlic, Rice hull smoke extract, Rheum undulatum, Zanthoxylum piperitum DC ethanol extract, Eriobotrya japonica plus Nelumbo nucifera and Alpinia officinarum. All of them demonstrated decreases in blood glucose and insulin levels, increasing the insulin sensitivity.
HEPATIC STATUS
Positive changes of serum AST and ALT levels, which are serum markers of liver damage, have been reported after treatment with Selenium-Enriched Probiotics, Black Garlic, Eriobotrya japonica plus Nelumbo nucifera and Cydonia oblonga mill Leaf extract. Moreover, Cydonia oblonga mill Leaf extract reduced liver steatosis, Fucoxanthin and Zanthoxylum piperitum DC ethanol extract lowered mRNA expression of hepatic Acetyl-CoA carboxylase (ACC) and fatty acid synthetases (FAS), while Germinated brown rice and Alpinia officinarum significantly decreased lipid accumulation in the liver.
Table I. Interventions with natural/botanical compounds in rodent models of diet-induced obesity.
*Ingredient HFD: Casein 200, Corn starch 284, Sucrose 50, Dextrose 132, Cellulose 50, Soybean oil 50, Lard 175, Cholesterol 2.5, Mineral mixture 35, Vitamin mixture 10, TBHQ 0.014, Sodium cholate 5, L-Cystine 3, Choline bitartrate 2.5 (g/kg).
BODY WEIGHT
OXIDATIVE STRESS
Significant reductions in the body weight were obtained after the supplementations with most of the natural compounds tested, among those we find: Black Garlic, Soy Leaf, Rice hull smoke extract, Eriobotrya japonica and Nelumbo nucifera, Blueberry peel extract, Green Tea Polyphenols. Zanthoxylum piperitum DC ethanol extract, Germinated brown rice and Alpinia officinarum.
One of the other most widely recognized characteristics of obesity is the increased oxidative stress 80 . Anti-oxidant properties have been shown by Selenium-Enriched Probiotics, Soy Leaf, Cydonia oblonga mill Leaf extract, Blueberry peel extract, Fucoxanthin, Green Tea Polyphenols, stemming from their ability to scavenge reactive oxygen species.
Table II. Effects of natural compounds interventions performed in murine models of HF-diet induced obesity.
WG: Weight Gain; GSH-PX: glutathione peroxidase; HSL: Hormone-sensitive lipase; GPT: glutamate pyruvate transaminase; ACC: Acetyl-CoA carboxylase; HMG-CoA: Hydroxy-3-methylglutaryl coenzyme A; TC: total cholesterol; SOD: Superoxide Dismutase; CPT1: carnitine palmitoyl transferase; SOD: superoxide dismutase; LPL: Lipoprotein lipase; ACAT: Acyl-CoA cholesterol acyltransferase; TG: triglycerides; PPARα: peroxisome proliferator-activated receptor-α; UCP2: Mitochondrial uncoupling protein 2; C/EBPα: CCAAT-enhancer binding protein ; SREBP-1: Sterol regulatory element-binding protein 1; PTP1B: protein-tyrosine phosphatase 1B; TP: total protein; G6PDH: Glucose-6-phosphate dehydrogenase AMPK: AMP-activated protein kinase; FAS: Fatty acid synthetases; GOT: glutamate oxaloacetate transaminase ; LCAT: lecithin-cholesterol acyltransferase
Table III. Summary of the effects of the supplementation with natural compounds in rodent models of HFD-induced obesity.
↑ = Improved; ↓ = Reduced; / = No changes; NA = Not Assessed.
DISCUSSION
According to this review, as it is summarized in Table III, the interventions with natural/botanical compounds analyzed are able to ameliorate different components of the obese phenotype induced by HFD, such as the lipid and glucose metabolisms, the oxidative status and body weight in animal models of HFD-induced obesity. Overall, the studies analyzed showed indeed significant decreases in TG, TC and insulin levels, but also in excessive lipid accumulation in the liver. The natural compounds analyzed, significantly decreased histopathological lesions, liver damages, reversed AST, ALT, TC, TG, LDL, TP, PPARα, PPARγ decreased lipid in adipose tissues and liver, which are the key sign of a fatty liver disease, regulating hepatic lipogenesis, they increased levels of lipoprotein lipase (LPL), hormone-sensitive lipase (HSL), HDL content and intensified activity of superoxide dismutase. They also brought to a decrease in body weight, leptin and adiponectin levels, inhibited TNFα and adipogenic differentiation in preadipocytes and suppressed lipolysis in mature adipocytes, less cellular lipid content and epididymal white adipose tissue, decreased serum insulin. The anti-obesity effects of the above-mentioned natural substances followed the activation of different pathways and mechanisms and all of them led to positive changes in several features of the obese phenotype. Our findings raise the possibility or profit of natural compounds and herbal formulation for the prevention and treatment of obesity or its related diseases. Other potential interventions remain to be investigated to permit evidence-based changes in the clinical man- agement of obese patients. Ideally, according to the beneficial effects shown, a combination of natural compounds and approaches may lead to even better results for the treatment of obesity, to finally interrupt the vicious circle that an obese mother and/or father generate a child prone to develop metabolic and cardiovascular disease in adult life 81 .
Conflicts of interest:
The Authors declare that there are no conflicts of interest.
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MEETING OF THE
FRS INVESTMENT COMMITTEE
3100 BRENTWOOD DRIVE
BATON ROUGE, LOUISIANA
WEDNESDAY, JULY 10, 2019 AT 3:00 PM
AGENDA
I. Preliminary Business-
(1) Roll Call
II. Old Business-
None
III. New Business-
(1) Discussion and action regarding: (i) The FRS monthly investment performance results for June 2019, (ii) NEPC LLC's response to the 2019 FRS Consultant Questionnaire, (iii) International small cap equity education presentation, (iv) FRS Watch List updates, and all matters related to the foregoing items.
TRUSTEE TRAINING- Notice is hereby given that Agenda Item III(1)(ii) involves but is not limited to investment consulting services and industry standards and comparisons; and Agenda Item II(1)(iii) involves but is not limited to the description, value added, asset class performance and efficiency, correlation and volatility forecasts of international small cap equities. Discussion of the foregoing agenda items may be applied as credit for trustee training pursuant to R.S. 11:185.
IV. Other Business-
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Record of Proceedings dated 08.12.2017
O. P. No. 6 of 2015 & I. A. No. 28 of 2015
M/s Rithwik Power Projects Limited vs TSNPDCL
Petition filed seeking directions to the Licensee for payment of tariff for the additional capacity of 1.5 MW at the rate being paid to existing 6 MW power plant.
Filed an I.A seeking to amend the title in the original petition.
Sri. T. Vizhay Babu, Advocate representing Sri. Challa Gunaranjan, counsel for the petitioner and Ms. Pravalika, Advocate representing Sri. Y. Rama Rao, Standing Counsel for the respondent are present. The advocate representing the counsel for the petitioner has stated a few facts of the case. The emphasis is on directing the DISCOM to enter into PPA for additional capacity of 1.5 MW. The representations were made to the APPCC in the year 2013 and further to the then Commission but without any response. On the other hand, the advocate representing the standing counsel has pointed out that the PPA had been entered for the capacity of 6 MW only and if the petitioner has increased it subsequently, they are not inclined to look into it unless and until the petitioner approaches them as directed by the Commission.
The Commission at this stage has made several observations about the act of the petitioner as well as licensee in the matter. It was made clear to the petitioner that the petitioner should place before the Commission the DPR of the project on the basis of which the project was sanctioned and PPA had been entered by the distribution licensee. It should also state whether the PPA contained the project cost and if so, whether it is for 6 MW or 7.5 MW. Applying certain parameters the plant life will be extended or enhanced, is it the case of the petitioner for applying such parameters and enhancing capacity? Is it the case of the petitioner that fixed and variable cost have to be re-determined? The licensee is also not clear on the aspect of agreeing or disagreeing to accept the additional capacity to be contracted with the petitioner. A stock reply is given by the advocate on the instructions of the officer concerned that the petitioner is not approaching them for discussing the matter or for taking a decision on contracting the additional capacity of 1.5 MW, which the Commission views to be the irrelevant answer and is not clear response to the petition. The licensee is also not ready to state whether the fixed cost arrived at and shown in the PPA is with reference to 6 MW capacity or 7.5 MW capacity. In the absence of these details and factual position, matter cannot be proceeded with. The respective parties have to make their stand clear in the matter. Only upon filing the necessary information, the petition can be considered. Therefore, the matter is adjourned without any date.
Sd/- Sd/-
Member
Chairman
O. P. No. 2 of 2017 & I. A. No. 27 of 2017 & 28 of 2017
M/s. NSL Krishnaveni Sugars Ltd. Vs. TSDISCOMs
Petition filed seeking for determination of tariff for 28.2 MW bagasse based cogeneration project consequent to the directions to purchase power under long term PPA
I. A. 27 / 2017 filed seeking to amend the prayer in the original petition.
I. A. 28 / 2017 filed seeking to pass interim tariff of Rs. 4.51 per unit for the surplus power supplied by it.
Sri. Vizhay Babu, Advocate representing Sri. Challa Gunaranjan, counsel for the petitioner and Ms. Pravalika, Advocate representing Sri. Y. Rama Rao, Standing Counsel for the respondent are present. The advocate representing the counsel for the petitioner stated that the interlocutory applications have been filed and notice has been issued to the licensee. The advocate representing the standing counsel for the respondent stated that notice has been received by the DISCOM only on yesterday. They need to file counter affidavit in respective of I. As., accordingly time may be granted for the licensee. Accordingly the matter alongwith interlocutory applications is adjourned without any date.
Sd/- Sd/Chairman
Member
O. P. No. 10 of 2017
M/s. Arhyama Solar Power Pvt. Ltd., Vs. TSSPDCL
Petition filed seeking questioning the action of the respondent in not implementing provisions of regulations / orders issued by the Commission in respect of Balancing and Settlement Code of 2006.
Sri. S. V. Seshadri, O & M of the company of the petitioner and Ms. Pravalika, Advocate representing Sri. Y. Rama Rao, Standing Counsel for the respondent are present. The representative of the petitioner stated that they need time in the matter. The advocate appearing for the respondent has no objection. Accordingly the matter alongwith interlocutory applications is adjourned without any date.
Sd/- Sd/-
Member
Chairman
I. A. (SR) No. 35 of 2016
in O. P. No. 32 of 2014
M/s. Ganapati Sugar Industries Ltd. & another Vs. TSDISCOMs
Application filed U/s. 62 & 86 of the Electricity Act, 2003 seeking modification of the order dated 16.05.2014 passed in O. P. No. 32 of 2014 of the combined Commission insofar as variable cost.
Sri. T. Vizhay Babu, Advocate representing Sri. Challa Gunaranjan, Counsel for the petitioner and Ms. Pravalika, Advocate representing Sri. Y. Rama Rao, Standing Counsel for the respondents are present. The Advocate representing the counsel for the petitioner stated that the counter affidavit is yet to be filed as they have sought adjournment earlier also. The advocate representing the counsel for the respondents the licensee needs some more time to argue the matter. Also similar matter filed before the Hon'ble ATE by the petitioner itself is pending consideration. The Commission took the view that the matter cannot be posted and heard in view of the seizure of the issue by the higher forum, hence, it is not willing to proceed in the matter. Accordingly the matter is adjourned without any date.
Sd/- Sd/-
Member
Chairman
O. P. No. 15 of 2017
M/s. Steel Exhange India Limited Vs. TSDISCOMs
Petition filed U/s. 86 (1) (f) of the Electricity Act, 2003 R/w Conduct of Business Regulation No. 2 of 2015, claiming compensation bills payable by the TSDISCOMs as per power purchase orders.
Sri. T. Vizhay Babu, Advocate representing Sri. Challa Gunaranjan, Counsel for the petitioner and Ms. Pravalika, Advocate representing Sri. Y. Rama Rao, Standing Counsel for the respondent are present. The advocate representing the counsel for the petitioner that the issue relating to payment of compensation for deviation in supply. According to the advocate, a claim made by the petitioner is Rs. 1.49 crores towards compensation for deviation from the agreement by the DISCOM. The advocate representing the standing counsel for the respondents stated that if at all due is found the amount would be Rs. 72 lakhs. According to her, the specific details of supply and stoppage of supply in the particular case are available.
The Commission observed that the present petition ought not to have been initiated at all before this Commission, as these issues can be mutually resolved by looking into the figures. However, both the parties shall look into the complete data available with SLDC and file their specific claims with reference to scheduling and dispatch of energy. Both parties are required to file necessary information after verifying the SLDC data. Till then the matter is adjourned without giving any date.
Sd/- Sd/-
Member
Chairman
O. P. No. 18 of 2017
M/s. Madhucon Sugar & Power Industries Ltd., Vs. TSPCC & TSDISCOMs
Petition filed U/s. 86 (1) (f) of the Electricity Act, 2003 seeking to recover short fall amounts from the licensee for the energy supplied in October & November, 2010.
Sri. T. Vizhay Babu, Advocate representing Sri. Challa Gunaranjan, Counsel for the petitioner and Ms. Pravalika, Advocate representing Sri. Y. Rama Rao, Standing Counsel for the respondents are present. The advocate representing the counsel for the respondents stated that the counter affidavit has been filed, however, the advocate representing the counsel for the petitioner stated that the counter affidavit has not been received so far. The advocate representing the standing counsel for the respondents has been directed to furnish another copy to the petitioner, though, it is stated that a copy of it had been sent by post. Accordingly, the matter is adjourned without giving any date.
Sd/- Sd/-
Member
Chairman
O. P. (SR) No. 20 of 2017
Smt. Lavanya Yejju Vs. GoTS & TSTRANSCO
Petition filed U/s. 67 (4) & (50 of the Electricity Act, 2003 seeking compensation for acquisition of properties without paying compensation.
Ms. Jyothisri Vankina, Advocate for the petitioner and Ms. Pravalika, Advocate representing Sri. Y. Rama Rao, Standing Counsel for the respondents are present. The counsel for the petitioner has stated that the petition is filed for compensation towards land acquired for laying lines. She stated that as directed by the Commission, a representation has been made to the District Collector & Magistrate, R. R. District to furnish the required information as to whether any compensation had been paid and if so, to whom the same had been paid and for what amount. She stated that no response has been received from the District Collector. She stated that the present petition is for determination of compensation and direction for payment of the same. It is her case that without paying the compensation, action has been taken to install the lines and towers in the land.
The Commission sought to know from the respondents, whose representative was present at the time of hearing as to whether the District Collector had passed orders permitting the respondents to lay the lines and they have done so. The representative confirmed that without any order for possession and compensation, they have laid the lines. On detailed questioning, a general order has been passed by the Collector is the statement of the representative. On further questioning he also stated that no compensation had been paid to the land oustees. However, upon specific order, they are willing to pay the determined compensation to the owners of the land.
The Commission also observed that in the absence of an order passed by the District Collector invoking Land Acquisition Act and following the procedure set out therein for determining the compensation, the Commission cannot entertain the petition, as it is required to adjudicate the difference or dispute in respect of the compensation so determined. The present petition appears to be premature as according to the parties, there is no order from the District Collector & Magistrate concerned. While it is not correct on the part of the DISCOM to lay lines and towers without obtaining necessary orders from the competent authority for land acquisition, it is also equally not correct that the Commission can prima facie decide compensation itself. Therefore, the present petition needs to be rejected.
At this stage, the counsel for the petitioner sought time and also stated that the respondents should file their counter affidavit and state whether they are willing to pay compensation at all, as there is an oral concession before the Commission as to payment thereof upon proper order. In these circumstances, the parties have sought adjournment of the case.
It has also been contended on behalf of the respondents that the petitioner before the Commission has already invoked the jurisdiction of the Hon'ble High Court. The reply from the counsel for the petitioner is that the said petition is with reference to violation of fundamental rights and legal rights and the same does not amount to plurality of remedies. She also read out a reply given to the office of the Commission when it raised objection after filing of the petition, explaining the position in respect of litigation before the Hon'ble High Court and the Commission. The Commission made it clear that it has no authority with regard to violation of fundamental rights or any other remedy except that one which is provided under the Act, 2003.
Keeping in view the detailed arguments made on behalf of the parties, while the parties are required to take necessary steps of obtaining the orders of the Collector as well as filing of the counter affidavit etc., the matter is adjourned but without any date.
Sd/- Sd/-
Member
Chairman
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Efficient variants of the CMRH method for solving a sequence of multi-shifted non-Hermitian linear systems simultaneously
Xian-Ming Gu 1 , 2 , ∗ , Ting-Zhu Huang 3 , † , Bruno Carpentieri 4 , ‡ Akira Imakura 5 , § , Ke Zhang 6 , ¶ , Lei Du 7 , ∥
1. School of Economic Mathematics/Institute of Mathematics,
Southwestern University of Finance and Economics, Chengdu, 611130, P.R. China
2. Bernoulli Institute for Mathematics, Computer Science and Artificial Intelligence,
University of Groningen, Nijenborgh 9, P.O. Box 407, 9700 AK Groningen, The Netherlands
3. School of Mathematical Sciences,
University of Electronic Science and Technology of China, Chengdu, 611731, P.R. China
4. Faculty of Computer Science, Free University of Bozen-Bolzano
Dominikanerplatz 3 - piazza Domenicani, 3 Italy - 39100, Bozen-Bolzano
5. Graduate School of Systems and Information Engineering,
University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki, 305-8573, Japan
6. College of Arts and Sciences, Shanghai Maritime University, Shanghai, 201306, P.R. China
7. School of Mathematical Sciences, Dalian University of Technology, Dalian, 116024, P.R. China
Abstract
Multi-shifted linear systems with non-Hermitian coefficient matrices arise in numerical solutions of time-dependent partial/fractional differential equations (PDEs/FDEs), in control theory, PageRank problems, and other research fields. We derive efficient variants of the restarted Changing Minimal Residual method based on the cost-effective Hessenberg procedure (CMRH) for this problem class. Then, we introduce a flexible variant of the algorithm that allows to use variable preconditioning at each iteration to further accelerate the convergence of shifted
∗E-mail address: [email protected]; [email protected]
†Corresponding author. E-mail address: [email protected]. Tel.: 86-28-61831016.
‡Corresponding author. E-mail address: [email protected]. Tel.: +39-047-101-6027
§
E-mail address: [email protected]
¶E-mail address: [email protected]
∥ E-mail address: [email protected]
CMRH. We analyse the performance of the new class of methods in the numerical solution of PDEs and FDEs, also against other multi-shifted Krylov subspace methods.
Key words: Krylov subspace methods; Shifted linear systems; Hessenberg procedure; GMRES; Shifted CMRH methods; FDEs.
AMS Classification: 65F12; 65L05; 65N22.
1 Introduction
In this paper we introduce efficient iterative methods for the simultaneous solution of a sequence of, say t, shifted non-Hermitian linear systems of the form
where A ∈ C n × n is a large, sparse and nonsingular matrix, σi ∈ C are t shifts given at once, I is the n × n identity matrix, x ( i ) and b are solutions and right-hand side vectors of the t linear systems, respectively. Problem (1.1) arises in implicit numerical solutions of partial differential (PDEs) [1, 2] and fractional differential equations (FDEs) [3, 4], in control theory [5, 6], large-scale eigenvalue computations [7], quantum chromodynamics (QCD) applications [8] and in other computational science problems [9–11].
Krylov subspace methods are an efficient alternative to sparse direct methods for solving a sequence of multi-shifted linear systems, owing to the shift-invariance property
where we denote by Km(A, b) := span{b, Ab, . . . , A m − 1 b} the Krylov subspace of dimension m generated by A and b (see [6, 12, 13]). By a suitable choice of the initial vectors x ( i ) 0 , for example take x ( i ) 0 = 0, the solution of systems ( 1.1 ) requires a single Krylov basis [12,13]. This approach has shown to effectively reduce storage and algorithmic costs in the analysis of realistic QCD, PageRank and multi-frequency elastic wave propagation problems [9–11].
Over the last two decades, several shift-invariant Krylov subspace algorithms have been proposed for solving multi-shifted linear systems with general non-Hermitian coefficient matrices. Shifted extensions of the restarted generalized minimum residual (GMRES) method [39–44], the restarted full orthogonalization (FOM) method [18–20] and the restarted Hessenberg method [21] are some relevant examples built upon the wellknown Arnoldi procedure. On the other hand, shifted versions of the quasi-minimal residual (QMR) method and its transpose-free variant (TFQMR) [14], the induced dimension reduction (IDR(s)) [15, 16] and its QMR form [17], the biconjugate gradient (BiCG) method and its stabilized and generalized product-type extensions (BiCGStab, BiCGStab(ℓ) and GPBiCG) [12, 13, 25], the biconjugate residual (BiCR) method and its stabilized form (BiCRSTAB) [24] are built upon short-term vector recurrences such as the Bi-Lanczos [22, pp. 229-233] and the A-biorthogonalization [23, pp. 40-42] procedures.
In [26, 27], recycling variants of BiCG and BiCGSTAB have been applied to the solution of multi-shifted non-Hermitian linear systems arising in model reduction applications.
In this paper we consider the Changing Minimal Residual method based on the Hessenberg procedure [28, pp. 377-382] (shortly, CMRH 1 ) introduced in [29, 30]. The method is based on long-term vector recurrences, like Arnoldi. However, each basis vector li has i − 1 components equal to zero and only one component equal to one; each matrix-vector product involved in the computation of li costs less than the Nz operations required by the Arnoldi procedure, where Nz is the number of nonzero entries of A. Therefore, the method can be cost-effective especially when large Krylov subspaces are generated [21, 29, 31–33]. It has been shown that CMRH and GMRES convergence curves are often comparable [29,30,45]. On problems where GMRES exhibits superlinear convergence, so often does CMRH; when GMRES stagnates, CMRH does so as well. We point the reader to [45, 48] for further discussions, and to [34–36] for some recent developments on the theoretical and algorithmic aspects of the CMRH method [31,35,37], including efficient parallel implementations [29].
We propose an extension of (restarted) CMRH for solving multi-shifted linear systems which preserves the shift-invariance property of Krylov subspaces by forcing the shifted residuals to be collinear to the seed system residual at every cycle, at moderate extra storage and arithmetic operations. It is well known that the use of a preconditioner is essential to accelerate the convergence of Krylov subspace solvers. Many conventional preconditioning techniques are not suitable for solving shifted linear systems as they do not ensure that property (1.2) holds for the preconditioned systems [6, 12, 16, 21]. We present an inner-outer iterative scheme based on nested Krylov subspace methods, where the inner solver is a multi-shifted Krylov method such as shifted FOM, shifted IDR(s), shifted QMRIDR(s) or shifted BiCGSTAB(ℓ) methods that acts as a preconditioner for an outer flexible CMRH (FCMRH) solver [34].
The rest of the current paper is organized as follows. In Section 2, we briefly review the (restarted) CMRH method and we extend it to the solution of multi-shifted linear systems. In Section 3, we derive a restarted shifted CMRH method that preserves the shift-invariance property of Krylov subspaces by forcing the shifted residuals to be collinear to the seed system residual at every cycle. Implementation details and algorithmic complexity of the new method are discussed. In Section 4, we propose a cost-effective nested Krylov subspace method based on shifted CMRH for solving multishifted linear systems. Section 5 presents numerical evidence of the potential of the new family of methods to solve efficiently shifted linear systems arising from QCD and from the solutions of PDEs/FDEs. In Section 6, the paper closes with some final remarks.
1 A short note described the relation between the ELMRES method [31,32] and Sadok's CMRH method is available at http://ncsu.edu/hpc/Documents/Publications/gary_howell/contents.html#codes.
2 The CMRH method for shifted linear systems
In this section, we briefly review the restarted CMRH method for solving general nonHermitian linear systems Ax = b; then, we extend it to the solution of problem (1.1).
2.1 The CMRH method
The CMRH algorithm for non-Hermitian systems applies the Hessenberg procedure with pivoting 2 to compute a basis of the Krylov subspace Km(A, r0). Starting from an initial vector l1 = r0/α, where α = (r0)1 is the first entry of r0, m steps of the Hessenberg procedure yield a basis {l1, l2, . . . , lm} and a matrix decomposition of the form
where Lm = (l1, l2, . . . , lm) is an n × m unit lower trapezoidal matrix and ˇ Hm ∈ C ( m +1) × m is upper Hessenberg. The CMRH approximation after m steps writes as xm = x0 + zm, where zm ∈Km(A, r0) solves the following constrained minimization problem
Since the columns of Lm+1 are not orthogonal, vector zm cannot be computed by minimizing directly the residual norm ∥u∥2 in Eq. (2.2). Instead, CMRH computes zm by minimizing the quasi-residual norm
similarly to the well-known QMR method [22, pp. 236-241]. In Eq. (2.3), we denote by L † m+1 the pseudo-inverse of L m +1 ; however, note that any left inverse of L m +1 would work here [45]. Problem (2.3) can be interpreted as a standard residual minimization using a semi-norm [29,30]. By writing z = Lmy ∈Km(A, r0), Eq. (2.3) is implemented in CMRH as the following small least squares problem
A detailed theoretical analysis of the method can be found in [29, 30]. In particular, the result below compares the residual norms computed after m iterations of the CMRH and the GMRES methods:
2 According to Refs. [21, 31, 32], it cannot be proved that the Hessenberg procedure with pivoting strategy is backward stable in finite precision arithmetic. However, in most of our experiments the backward error is very small.
Theorem 2.1. ( [29, Theorem 4] and [45, Theorem 1]) Let r G m and r c m be the GMRES and CMRH residuals at the mth iteration beginning with the same initial residual r0 (e.g., r0 = b), respectively. Then
where κ(Lm+1) = ||Lm+1||2||L † m+1 || 2 is the condition number of L m +1 .
Duintjer Tebbens and Meurant have proved that any non-increasing residual norm history is possible for the CMRH method with any set of nonzero eigenvalues of the system matrix [48]. Therefore, the distribution of the eigenvalues alone may not play any role in the convergence. However, similarly to other Krylov methods, for many problems and applications a tightly clustered spectrum around a single point away from the origin is favourable to achieve fast convergence, whereas widely spread eigenvalues and/or clusters close to zero are often bad. Being based on long-term vector recurrences, like GMRES also CMRH may need to be restarted to control the growing costs of the Hessenberg procedure. To date, much fewer results are available on the convergence of the restarted CMRH algorithm (referred to as CMRH(m)).
2.2 The CMRH method for shifted systems
The starting point to develop a shift-invariant extension of the CMRH method for solving a sequence of multi-shifted linear systems is the shifted Hessenberg relation
where Im is the identity matrix of order m, and Lm, ˇ Hm(σseed) are factors of the matrix decomposition (2.1) independent of σi. By no lack of generality we can assume that the shift of seed system is zero, i.e. σseed = 0; otherwise, if σseed ̸= 0, we can rewrite Eq. (1.1) for A := A − σseedI and σi := σi − σseed.
By using relation (2.5), the following shift-dependent CMRH quasi-minimization problem equivalent to Eq. (2.4) is derived
The small-size least squares problem (2.6) can be solved in O(m 2 ) operations for each shift σi. Therefore, the most time-consuming part of the algorithm remains the construction of the Krylov basis Lm, but this has to be performed only once. Since the initial residuals must be shift independent, x0 = 0 should be used as initial vector for all shifted systems. Then, the whole sequence (1.1) can be solved simultaneously without additional matrix-vector products in terms of the seed system.
3 The restarted shifted CMRH method
In this section, we present the restarted version of the shifted CMRH algorithm, and a convergence analysis. We conclude the section with a complexity study of the new method compared to the restarted shifted GMRES solver.
3.1 The restarted shifted CMRH method
Shifted CMRH developed in Section 2.2 may suffer from memory problems in the case long vector recurrences are generated by the Hessenberg procedure, similarly to its unshifted counterpart. To alleviate such costs, it may be necessary to restart the algorithm after every, say m, Hessenberg steps. Upon restarting, the residual vectors r ( i ) m obtained from the quasi-minimum residual condition are not collinear in general, and therefore the shift-invariance property (1.2) may not be maintained. We impose on the add systems the collinearity condition used by Frommer and Gl¨assner in the restarted shifted GMRES method [39], namely
where rm := r ( σ seed ) m is the residual vector of seed system, to ensure that property (1.2) continues to hold at restart. For seed system, however, the same quasi-minimum residual condition enforced on the residual vector by the restarted shifted CMRH method is used. The following minimization problem is solved for the seed system
where ˇ Hm := ˇ Hm(σseed) from Eq. (2.5) and ym := y ( σ seed ) m . The residual vector rm appearing in Eq. (3.1) can be written as
Then, from the collinearity condition (3.1), it follows for the add systems
using the matrix representation of the Hessenberg procedure; see [39] for details.
From the above relation, y ( i ) m and γ ( i ) m can be read as solutions of the ( m +1) × ( m +1) linear systems
for i = 1, 2, . . . , ts. Systems (3.2) are upper Hessenberg, and are solved efficiently using Givens rotations. The complete restarted shifted CMRH method is summarized in Algorithm 1.
Algorithm 1 The restarted shifted CMRH method with pivoting.
```
Input: the coefficient matrix A (or a user-defined function that applies A to a vector); the right-hand side vector b; the set of shifts {σi}i=1,...,t; the dimension m of the Krylov subspace; the maximum number of outer iterations, maxit. Output: the set of solution vectors x ( i ) of the sequence of multi-shifted linear systems.
```
```
1: Choose the restart dimension m and the initial guess x0, x ( i ) 0 such that r ( i ) 0 = γ ( i ) 0 r 0 , e.g. x0 = x ( i ) 0 = 0 (also implies that γ ( i ) 0 = 1) 2: Set q = [1, 2, . . . n] T and determine j0 such that |(r0)j0| = ∥r0∥∞ 3: Set α = (r0)j0, l1 = r0/α and (q)1 ↔ (q)j0, where ↔ is used to swap contents. 4: for j = 1, 2, . . . , m, do 5: Compute u = Alj 6: for k = 1, 2, . . . , j, do 7: ˇ hk,j = (u)(q)k 8: u = u − ˇ hk,jlk 9: end for 10: if j < n and u ̸= 0 then 11: Determine j0 ∈{j + 1, . . . , n} such that |(u)(q)j 0 | = ∥(u)(q)j+1:(q)n∥∞ 12: ˇ hj+1,j = (u)(q)j 0 , lj+1 = u/ ˇ hj+1,j; (q)j+1 ↔ (q)j0 13: else 14: ˇ hj+1,j = 0; Stop 15: end if 16: end for 17: Define the (m + 1) × m Hessenberg matrix ˆ Hm = { ˇ hk,j}1≤k≤m+1,1≤j≤m and collect the matrix Lm = [l1, l2, . . . , lm] 18: Compute ym = arg min y∈ C m = ∥ α e 1 − ˆ H m y ∥ 2 and set u m +1 = α e 1 − ˆ H m y m 19: xm = x0 + Lmym, rm = r0 − ALmym = Lm+1um+1 20: for i = 1, 2, . . . , ts do 21: Solve ˇ Hm(σi) | um+1 y ( i ) m γ ( i ) m = γ ( i ) 0 α e 1 22: x ( i ) m = x ( i ) 0 + L m y ( i ) m , r ( i ) m = r ( i ) 0 − AL m y ( i ) m = γ ( i ) m r m 23: end for 24: Restart: if converged then stop; otherwise update x0 := xm, x ( i ) 0 := x ( i ) m , r 0 := rm, r ( i ) 0 := r ( i ) m , γ ( i ) 0 := γ ( i ) m and goto step 2-3.
```
The following convergence result can be given for the restarted shifted CMRH method.
Theorem 3.1. If the coefficient matrix A is positive definite, i.e., (Ax, x) > 0, ∀x ̸= 0, and σi < 0 for all i, and if the restarted CMRH method converges for the seed system, then the restarted shifted CMRH method also converges for the add systems for every restart frequency m. Moreover, we have
for all j, where r ( i ) j,m and r j,m represent the j -th residual vectors for the add and the seed systems in a generic cycle, respectively.
Proof. Let ζ be any zero of the CMRH residual polynomial [36] after m iterations, ϕm Since ϕm(0) = 1, it is ζ ̸= 0 and we can write.
with τm−1 a polynomial of degree m − 1 such that τm−1(0) = 1. Denote w = τm−1(A)r0 and r = Aw. Then
For γ ∈ C , the functional ∥w − γr∥2 is minimized for
Assuming that ∥ϕm(A)r0∥2 has been minimized, the norm ∥L † m+1 r m ∥ 2 is also minimal due to the inequality ∥L † m+1 r m ∥ 2 ≤∥ L † m+1 ∥ 2 ∥ ϕ m ( A ) r 0 ∥ 2 . We conclude that
and (r, A − 1 r)/(r, r) = (A − H r/∥r∥2, r/∥r∥2) ∈ F (A − H ). Here we denote by F (A) the field of values F (A) = {(Ax, x)|x ∈ C n , ∥x∥2 = 1} ⊂ C .
On the other hand, since A is positive definite and (Ax, x) = (A − H y, y) for y = Ax, F (A − H ) is also contained in the right half-plane like F (A). In conclusion, it holds Re 1 ζ > 0 and thus Re(ζ) > 0. Since σi < 0, it is ϕ(σi) ̸= 0. Similarly to [39, Lemma 2.4] for the restarted shifted GMRES method, this condition ensures that Eq. (3.2) has a unique solution. It follows that the restarted shifted CMRH method converges for both seed and add systems for each restart frequency m. Finally, Eq. (3.3) can be proved following a similar argument to [39, Theorem 3.3]. ✷
Remark 1. Analogously to the restarted shifted GMRES method, since γ ( i ) 0 = 1 from x0 = x ( i ) 0 = 0, according to Eq. (3.3) the add systems may converge more rapidly than the seed system. If not, the shift switching technique 3 [50] can be applied.
3 In general, the seed system may converge faster than the add systems. In this case, for efficient computation, it needs to change the seed system into one of the rest systems, this strategy is called the seed switching technique.
Remark 2. In Theorem 3.1, restarted CMRH is supposed to be convergent on the positive definite seed system. Unfortunately, there exist very few results in the literature on the convergence of restarted CMRH, even in the positive definite case; the topic is largely unexplored [29,31,45,46,48]. According to our computational experience, restarted shifted CMRH often enjoys similar convergence behaviour to the more costly restarted shifted GMRES method; in our experiments (see Section 5), in some cases it could even handle certain shifted systems where the latter failed.
3.2 Computational cost of the restarted shifted CMRH method
Following the idea introduced in our recent work [21, 44], in Table 1 we present a comparative complexity analysis between shifted CMRH(m), shifted GMRES(m) and shifted SGMRES(m) [44] at equal restarting frequency m. The main difference in terms of floating-point operations (FLOPs) between shifted SGMRES(m) and shifted GMRES(m) is due to the cost of applying the Givens rotations in the least-squares solution for seed system. Shifted SGMRES(m) often requires less FLOPs than shifted GMRES(m) [44]. On the other hand, shifted CMRH(m) may require less FLOPS than both shifted SGMRES(m) and shifted GMRES(m) that are based on the more costly Arnoldi procedure.
4 Inner-outer variants of CMRH for shifted systems
It is celebrated that preconditioning is an essential ingredient to accelerate the convergence of Krylov subspace methods, including their shifted variants. Without further assumptions on the preconditioners M(σi) applied to the t linear systems (1.1), the shift-invariant property (1.2) may not be preserved for the preconditioned Krylov subspaces [6, 12, 16]. One would like to find a matrix M, independent of σi, satisfying
so that property (1.2) would hold true in the preconditioned case as well. It is not hard to find that Eq. (4.1) is satisfied if the preconditioned shifted matrix can be written as a shifted preconditioned matrix, that is
Although M is not needed to compute a basis of Km((A − σiI)M(σi) − 1 , b), it must be known explicitly to compute the solutions x ( i ) of the unpreconditioned system from the knowledge of the solution y ( i ) of the right-preconditioned system; see e.g., [51] for details.
Inspired by [9,51], in this work we use flexible preconditioning to solve sequence (1.1). Flexible preconditioning means that a different preconditioner can be applied at every iteration j of an iterative Krylov method, see e.g. [52–54] and our recent work [34, 55].
Shifted SGMRES 2 mNz + (2 m 2 + 5 m + 3) n FLOPs with an upper triangular matrix t s (2 mn ) FLOPs with R m − σ i [ V H m r 0 , 1 , I m − 1 ] seed system; 1 add systems ( i = 1 ( m 2
10
If different preconditioners Pj, Pj(σ) are used at every iteration j, a relation similar to Eq. (4.2), namely
must hold to ensure the shift invariance property of the preconditioned Krylov subspace given by Eq. (4.1). In Eq. (4.3), αj and βj are parameters dependent on the shifts σi. At each iteration j, the preconditioner is applied to a vector vj in the form
Next, we determine conditions on the coefficients αj's and βj's to ensure that Eq. (4.3) and Eq. (4.4) hold. Preconditioning is applied by using an inner solver in a multi-shift Krylov method, and the preconditioned vectors
z
j
=P
1 −
(i)
−
j
v
j ,
z
j
=P
j
(σ
i
)
1
v
j ,
are computed via a truncated multi-shifted Krylov subspace solver. Therefore, the corresponding (inner) residuals are given by
We require the residuals (4.5)-(4.6) of the inner method to be collinear, i.e.
Note that the collinearity factors γ ( i ) j change at each iteration j, for every shift σi. Eq. (4.7) is satisfied automatically by methods such as shifted FOM [18–20], shifted BiCGStab [12, 13], shifted BiCRStab [24], shifted IDR(s) [15,16] and by the restarted shifted Hessenberg method [21]. From the conclusion in [16], αj's and βj's can be determined using Eq. (4.4) and the collinearity relation (4.7). The residuals are collinear if
at every (outer) iteration 1 ≤ j ≤ m. One can show that the following relation,
holds or, in terms of the flexible preconditioners Pj and Pj(σi),
It remarks that αj's and βj's do depend on σi, since the collinearity factors γ ( i ) j change for each shift.
Based on the strategy proposed by Baumann and van Gijzen in [16], we now present a new nested multi-shifted Krylov solver in which the shifted Hessenberg (msHessen) method [21] is used as an inner preconditioner and flexible CMRH (FCMRH) is used as the outer Krylov iteration. We note that shifted FOM and flexible shifted GMRES [52] are related to the shifted Hessenberg and the flexible shifted CMRH methods, respectively. The Hessenberg relation given by Eq. (2.1) can be extended as follows,
where at iteration 1 ≤ j ≤ m flexible preconditioning is applied in the form zj = P − 1 j v j , z ( σ i ) j = P − 1 j ( σ i ) v j , with Z m = [ z 1 , . . . , z m ] and Z ( σ i ) m = [z ( σ i ) 1 , . . . , z ( σ i ) m ]. It follows that both the Hessenberg process and the strategy proposed in [16] yield the modified Hessenberg matrix
where I m is the m × m identity matrix with an extra column of zeros appended. The consecutive collinearity factors of the inner method then appear on a diagonal matrix Γ ( i ) m defined as
After m outer iterations of the flexible shifted CMRH method, the solution to
yields approximate solutions to Eq. (1.1) in the search spaces Z ( σ i ) j ∈ C 2 n × j that minimize the 2-norm of the quasi-residual of the i-th shifted linear system, cf. Section 3 and [16, 34, Section 3.4]. In Eq. (4.10), the Hessenberg matrix ˇ Hj corresponds to the seed system, and Γ ( i ) j is related to Eq. (4.9). Note that the shifted Hessenberg procedure yields collinear residuals by default [21]. We summarize the new nested Krylov subspace (dubbed Hessen-FCMRH) method for solving shifted linear systems in Algorithm 2.
The proposed Hessen-FCMRH method is related to the FOM-FGMRES method introduced in [16]. On the other hand, according to our recent work [21] msHessen can be cheaper than msFOM in terms of elapsed CPU time when it is used as the inner solver. Our numerical results presented in the next section confirm that shifted CMRH often requires less operations than shifted GMRES. Thus, the proposed Hessen-FCMRH can be a cost effective nested Krylov solvers for multi-shifted linear systems. However, note that the framework presented above may accommodate the use of other shifted Krylov subspace methods as inner preconditioners at Line 5 of Algorithm 2, for example shifted
Algorithm 2 The FCMRH method with pivoting and msHessen preconditioner
```
Input: the coefficient matrix A (or a user-defined function that applies A to a vector); the right-hand side vector b; the set of shifts {σi}i=1,...,t; the number of inner iterations, mi; the maximum number of outer iterations, mo. Output: the set of solution vectors x ( i ) of the sequence of multi-shifted linear systems. 1: Choose the initial guess x0 = x ( σ i ) 0 = 0, then r0 = b 2: Set q = [1, 2, . . . n] T and determine j0 such that |(r0)j0| = ∥r0∥∞ 3: Set β = (r0)j0, l1 = r0/β and (q)1 ↔ (q)j0, where ↔ is used to swap contents. 4: for j = 1, 2, . . . , mi, do 5: Preconditioning: z ( σ i ) j = msHessen(A − σiI, lj, mi) 6: Compute γ ( σ i ) j according to the similar formula in [16, Eq. (3.9)] 7: Compute u = Az (0) j (hint: σi = 0) 8: for k = 1, 2, . . . , j, do 9: ˇ hk,j = (u)(q)k 10: u = u − ˇ hk,jlk 11: end for 12: if j < n and u ̸= 0 then 13: Determine j0 ∈{j + 1, . . . , n} such that |(u)(q)j 0 | = ∥(u)(q)j+1:(q)n∥∞ 14: ˇ hj+1,j = (u)(q)j 0 , lj+1 = u/ ˇ hj+1,j; (q)j+1 ↔ (q)j0 15: else 16: ˇ hj+1,j = 0; Stop 17: end if 18: // Loop over shifted systems: 19: for i = 1, 2, . . . , ts do 20: Define the matrix Z ( σ i ) j = [z ( σ i ) 1 , z ( σ i ) 2 , . . . , z ( σ i ) j ] 21: Set up ˇ Hj(σi) according to Eq. (4.9) 22: Solve y ( σ i ) j = arg min y∈ C j ∥ β e 1 − ˇ H j ( σ i ) y ∥ with e 1 = [1 , 0 , . . . , 0] T ∈ R j +1 23: x ( σ i ) j = x ( σ i ) 0 + Z ( σ i ) j y ( σ i ) j 24: end for 25: end for
```
BiCGStab(ℓ), shifted IDR(s), shifted BiCRStab and shifted GPBiCG) could be employed. Similarly to the FCMRH method for unshifted systems, extra memory is required to store the Z ( σ i ) j 's matrices which span the solution space for each shifted problem [52, 53]. The memory requirements increase to about O(2ntmo) for Z ( σ i ) mo , and each iteration of the nested multi-shifted Krylov solver needs to evaluate mimo matrix-vector products (the leading cost), where mo and mi are the numbers of outer and inner iterations, respectively. This extra cost is the price to pay for using flexible preconditioning 4 [34,52], and it applies for each shift.
5 Numerical experiments
In this section, we show the numerical behaviour of the restarted shifted CMRH method, shortly referred to as sCMRH(m), for solving some realistic shifted linear systems arising in real-world engineering modelling, also compared to the restarted shifted GMRES (sGMRES(m)), restarted shifted Simpler GMRES (sSGMRES(m)) and shifted QMRIDR(s) (sQMRIDR(s)) methods. Additionally, some experiments are reported with the framework of nested Krylov subspace solvers based on the CMRH and Hessenberg methods described in Section 4, and compared to the framework proposed in [16].
Our experiments are performed in double precision floating point arithmetic in MATLAB R2016a on a Windows 7 (64 bit) PC equipped with an Intel(R) Core(TM) i5-2400 CPU running at 3.10 GHz and with 10 GB of RAM. Unless stated otherwise, the right-hand side b is the vector with all 1's. The iterative solution is started from x ( i ) 0 = 0 and is stopped at iteration k when ∥r ( i ) k ∥ 2 / ∥ b ∥ 2 < 10 − 8 for i = 1 , 2 , . . . , t s for all linear systems, or after at most Maxmvps iterations. We do not compute the residuals of the additional shifted systems because of the collinearity condition.
5.1 General academic problems
The first set of eight linear systems are extracted from the SuiteSparse Matrix Collection [56]. The main characteristics of the test problems are listed in Table 2. We use shifts σj = −j/10000 (j = 1, 2, 3, 4, 5) for problems Σ1, Σ4, Σ5, Σ6, Σ8, shifts σj = −(8 + j)/200000 for Σ2, shifts σj = −(179 + j)/20000 for Σ3, and σj = −j/20000 for Σ7. The first linear system (A − σ1I)x (1) = b is the seed system. We set the restart value m equal to 40 (this value is used throughout Sections 5.1-5.3) to ensure that all the multi-shifted linear systems converge successfully [9,16,40,41], and the maximum number of matrix-vector products Maxmvps equal to 6000.
In Table 3 we show number of matrix-vector products (abbreviated as MVPs) and elapsed CPU solution time in seconds (CPU) required by sCMRH(m), sGMRES(m), sQMRIDR(s)(s = 1, 2) and sSGMRES(m) to converge to prescribed accuracy. All methods converge within the maximum number of iterations, except sQMRIDR(1) for Problem Π4
4 One application of flexible preconditioning requires to evaluate mi matrix-vector products and about O(tm 2 i ) operations to solve t Hessenberg least-square problems of size m i .
Table 2: Set and characteristics of the test problems used for Experiment 5.1.
Table 3: Convergence results with different shifted Krylov subspace solvers for Experiment 5.1, using m = 40. Symbol ‡ (or · + ) means convergence failure (in terms of true residuals).
‡
‡
and sSGMRES(m) for Problem Πℓ, ℓ = 3, 4, 6, 7, 8. In our runs, sCMRH(m) is the fastest solver although it often needs more MVPs, confirming the complexity analysis presented in Section 3.2. The timing performance of sQMRIDR(s) are penalized by the extra inner products and vector updates required at each iteration; note, however, that sQMRIDR(2) generally requires less matrix-vector products to converge. On this set of problems, sSGMRES(m) is less robust that the other solvers.
The relative residual histories plotted in Fig. 1 for different shifts confirm the conclusion reported in [39] that sGMRES(m) converges more rapidly on the add systems than on the seed system, and that its convergence history is comparable to sCMRH(m). Overall, the sCMRH(m) method is very competitive on this set of matrices.
.
Fig. 1: Relative residual histories of different iterative solvers for test problem Σ1 in Table 3
5.2 Quantum chromodynamics applications
Next, we report on experiments on seven 49, 152 × 49, 152 complex shifted linear systems arising from the discretization of the Dirac operator in quark simulations at different physical temperatures in lattice QCD applications. The seven test problems are named as conf5 4-8x8-05, conf5 4-8x8-10, conf5 4-8x8-15, conf5 4-8x8-20, conf6 0-8x8-20, conf6 0-8x8-30, conf6 0-8x8-80 in the SuiteSparse Matrix Collection [56]. Hereafter, they will be denoted as problems Πi for i = 1, 2, . . . , 7. We select shifts equals to σj ∈I = −{.001, .002, .003, .04, .05, .06, .07} and we use (A − σ1I)x (1) = b as the seed system. The maximum number of matrix-vector products
is set equal to 5000.
Table 4: Convergence results with different shifted Krylov subspace solvers for Experiment 5.2, using m = 40.
In Table 4, we report on elapsed CPU time and MVPs required by different iterative methods to reduce the initial residuals by eight orders of magnitude. Except for Problems Π5 and Π6, sCMRH(m) is more cost-effective that sGMRES(m). In general sQMRIDR(s) requires less iterations but more CPU time to converge. One exception is Problem Π6, where sQMRIDR(1) is the fastest solver. In our experiments, sAd-SGMRES(m) is not a competitive choice in terms of both MVPs and elapsed CPU time.
The convergence histories and the final accuracies of sGMRES(m) and sCMRH(m) are once again comparable based on the relative residual histories plotted in Fig. 2. The approximate solutions computed by sCMRH(m) are slightly more accurate than for the other solvers, whereas the final residual norms of sGMRES(m) are smaller than those of sQMRIDR(s). We conclude that sCMRH(m) can be an interesting alternative to other shifted Krylov subspace methods for this set of problems.
5.3 Time fractional differential equations
Fractional differential equations (FDEs) are widespread mathematical models in the study of physical, biological, geological and financial systems, to name only a few fields. Due to the increasing dimension and complexity of these systems, in recent years considerable attention has been devoted to the development of efficient numerical methods for the approximate solution of FDEs in many areas, see e.g. [57, 58]. Here we consider a benchmark problem coming from the 3D time-fractional convection-diffusion-reaction equation defined as
Problem ( 5.1 ) is a modification of the third example presented in Ref. [ 17 ], with diffusion constant ǫ = 1, reaction constant r = 400 and convection parameter ⃗ β =
(0/√5, 250/√5, 500/√5) T . Upon the finite difference discretization of Eqs. (5.1) on an uniformly spaced domain using naturally ordered grid points, a system of FDEs of the form
is obtained, where u denotes the vector of unknown approximate solutions at the grid points. Using a grid size h = 0.025, the order of the matrix A is about 60,000. It is well-known [2–4] that, for 0 < γ < 1, the true solution of this problem can be expressed as
where Eγ,1(z) is the Mittag-Leffler (ML) function [4, 57]
In light of Eq. (5.3), the numerical solution u(t) can be computed as the product of the matrix ML function Eγ,1(t γ A) times u0. This operation accounts for the major computational cost of the solution of Eq. (5.2). Recently, the numerical evaluation of the action of the matrix function on a vector, namely Eγ,1(t γ A)u0, is receiving much consideration as shown by the spread of literature on this topic [2–4]. One approach is based on the Carath´eodory-Fej´er approximation of Eγ,1(t γ A)u0 [59], that has the following representation
where wj and zj are quadrature weights and nodes, respectively. Implementing Eq. (5.4) requires the solution of a sequence of shifted linear systems of the form (−A + zjI)x ( j ) = u0, zj ∈ C .
In Table 5 we compare different shifted Krylov subspace methods for solving five groups of real shifted linear systems with same seed system −Ax = u0 but a different number of shifts arising from this application. For this reason, the number of matrix-vector products required by different solvers to converge changes only slightly in Table 5. In our runs, sCMRH(m) exhibits the fastest convergence in terms of elapsed CPU time, although it requires more MVPs. As in previous experiments, the performance of sQMRIDR(s) are penalized by the s + 2, possibly complex, n-length extra vectors that need to be stored and updated for each new shift. Unfortunately, the sAd-SGMRES(m) method fails to converge in our runs.
For a more comprehensive performance evaluation of different algorithms, in Table 6 we report on elapsed CPU time and MVPs required to solve the six shifted linear systems with different grid size and reaction parameters. Large values of convection coefficients
Table 5: Convergence results with different shifted Krylov subspace solvers for Experiment 5.3, using m = 40. Symbol ‡ means convergence failure.
‡
‡
Table 6: Convergence results with different shifted Krylov solvers for Experiment 5.3, using m = 40, γ = 0.8 and ν = 10.
‡ ‡
‡
‡
⃗β and reaction parameter r in Eq. (4.1) always result in highly nonsymmetric, illconditioned finite difference matrix A [17]. In these experiment we set Maxmvps = 6000. We can see from Table 6 that in our runs only sCMRH(m) and sQMRIDR(s) are able to solve all the shifted linear systems. The reason might be that the sGMRES(m) and sAd-SGMRES(m) methods are more sensitive than the other two shifted iterative solvers to the high nonsymmetry and indefiniteness of the coefficient matrix. In addition, although sQMRIDR(s) always requires less number of MVPs than the other two shifted iterative solvers, it is still more expensive in terms of elapsed CPU time due to the extra vector operations. Based on these results, we conclude that the proposed sCMRH(m) method is an efficient algorithm to solve shifted linear systems arising in the discretization of FDEs.
5.4 Experiments on flexible preconditioning for shifted systems
We illustrate the performance of the methods presented in Section 4, namely Hessen-FCMRH, Hessen-FGMRES and FOM-FCMRH against FOM-FGMRES [16] for solving some ill-conditioned shifted linear systems arising from realistic difficult problems, such as evaluating the action of the matrix function on a vector with large matrix norm [59, 60] and the QCD simulation. In these runs, we select Ax = b as the seed system. Timings can be different from the experiments of the previous two sections as we use the norm of the true residual vector (which can help us to investigate how inner iterations actually affect the outer iterations) to monitor the (complete) convergence of the outer method (i.e., FCMRH and FGMRES).
In Group I, we solve some shifted linear systems arising from the computation of the Carath´eodory-Fej´er approximation exp(τL)u0 in reactive transport simulations through heterogeneous porous media modelled by the advection-diffusion-reaction equation defined on a two-dimensional [0, 2] 2 square domain. The experimental setting is the same as the one proposed in [60, Example 2], except for different values of the shift τ. We use MATLAB codes available at https://numerical-analysis.uibk.ac.at/ exp-int-software to generate matrices L of different sizes equal to 9, 801 × 9, 801, 14, 161×14, 161, and 19, 321×19, 321, corresponding to grid sizes h = 1/100, 1/120, 1/140. In the matrix ML function evaluation, we use ν = 14 poles. Numerical experiments with various nested Krylov subspace solvers are shown in Table 7.
Table 7: Number of inner and outer iterations and CPU solution time for experiments with different nested Krylov methods to solve Group I problems.
In Group II, we use the same test problems of Section 5.3 with the following setup values: γ = 0.9 and ⃗ β = (0/√5, 250/√5, 500/√5) T with h = 0.025 and h = 0.02 for test problems Ξ1 and Ξ2. The sizes of these two systems are 59, 319 × 59, 319 and 117, 649 × 117, 649, respectively. On the other hand, we set γ = 0.8 and ⃗ β = (500/√5, 250/√5, 500/√5) T with h = 0.02 and h = 0.0125 for test problems Ξ3 and Ξ4. The sizes of these two test problems are 117, 649 × 117, 649 and 493, 039 × 493, 039, respectively. The other settings are set equal to the values used in Section 5.3. The results are illustrated in Table 8.
In Table 7, we show elapsed CPU time and number of inner and outer iterations (denoted as IT in and IT out, respectively) required by the four nested Krylov methods to solve the seven shifted linear systems within prescribed tolerance and maximum number of iterations. We adopt these notations throughout the subsection. Our nested solver Hessen-FCMRH is the most efficient one in terms of elapsed CPU time at equal number of
Table 8: Number of inner and outer iterations and CPU solution time for experiments with different nested Krylov methods to solve Group II problems.
inner steps, with the exception of (1/120, 0.04) and IT in = 140. The result is supported by the conclusions presented in [21] and by our previous analysis. Note that not only Hessen-FCMRH is faster than Hessen-FGMRES, but also FOM-FCMRH is more efficient than FOM-FGMRES in terms of elapsed time at similar number of outer iterations. We conclude that nested iterative solvers based on the Hessenberg procedure can be computationally efficient to solve multi-shifted linear systems.
Similar conclusions are derived from the convergence results of the seven shifted linear systems of Group II illustrated in Table 8. Nested Hessen-FCMRH is a robust method in terms of solution time at equal number of inner steps, except only problem Ξ1 with IT in = 60 and problem Ξ2 with IT in = 70. For most problems, Hessen-FCMRH and Hessen-FGMRES converge faster than FOM-FGMRES and FOM-FCMRH. In addition, we can see that FOM-FCMRH is still faster than FOM-FGMRES in terms of elapsed time at similar number of outer iterations. Under similar conditions, Hessen-FCMRH is also faster than Hessen-FGMRES thanks to the cost-effective Hessenberg procedure. The proposed Hessen-FCMRH method is remarkably robust for handling shifted linear systems, in terms of the elapsed CPU time.
Finally, we consider the last two test problems, denoted as MLMF and QCDx. MLMF arises from Eq. (4.1) setting γ = 0.9, r = 500, ⃗ β = (500/√5, 250/√5, 500/√5) T and h = 0.02. Experiments with nested iterative schemes with a different number of inner iterations (i.e, IT in) are shown in Table 9. Our Hessen-FCMRH method with IT out = 2 and IT in = 100 exhibits the best overall performance in terms of CPU time. Nested schemes based on the Arnoldi procedure always require more time to converge, except the case of IT in = 90. Often in our runs, the larger the number of inner iterations, the smaller the number of outer steps, and vice versa for the solution time. The results show that the proposed
Table 9: Number of inner and outer iterations and CPU solution time for experiments with different nested Krylov methods to solve problem MLMF.
Hessen-FCMRH method can be regarded as a robust choice for this problem.
Table 10: Number of inner and outer iterations and CPU solution time for experiments with different nested Krylov methods to solve problem QCDx.
Here problem QCDx is denoted as problem Π2 in Section 5.2. Experiments with nested iterations using a different number of inner iterations IT in are listed in Table 10. Our Hessen-FGMRES method with IT in = 140 has the best overall performance among the four solvers in terms of elapsed CPU time. Again, nested solvers based on the Arnoldi procedure tend to require more CPU time than those based on the Hessenberg procedure. The larger the number of inner iterations, the smaller the number of outer steps, while elapsed CPU time costs do not always follow the same trend. Also in this case we conclude that the Hessen-FGMRES method can be considered as a robust choice for this test problem. The Hessen-FCMRH method is also an interesting alternative.
6 Conclusions
The paper presents two contributions to the development of shifted Krylov subspace methods built upon the Hessenberg process for the efficient solution of shifted linear systems. Firstly, we explore the algorithmic relation between the GMRES(m) and CMRH(m) methods. The reduced memory and algorithmic complexity of CMRH(m) motivated us to generalize this algorithm for solving shifted linear systems. The experiments reported in this paper show the effectiveness of the shifted CMRH(m) method against sGMRES(m), sAd-SGMRES(m) and sQMRIDR(s)(s = 1, 2) in terms of elapsed CPU time. Then, a new nested iterative framework of shifted linear systems is proposed based on the Hessenberg procedure. More precisely, we proposed three nested iterative solvers: Hessen-FCMRH, Hessen-FGMRES and FOM-FCMRH for shifted linear systems. The first two often converge significantly faster than FOM-FGMRES introduced in [16]. In particular, numerical experiments involving time integration of 3D fractional/partial differential equations are reported to illustrate the advantages of the proposed nested iterative solvers. We showed that these algorithms can be very effective to use in numerical schemes that require to evaluate the action of the matrix function on a vector (see e.g. [3, 4]) for threedimensional time-dependent (fractional) convection-diffusion-reaction equations. This point can be regarded as the second contribution of our manuscript.
In our experiments, the number of inner iterations was often large, potentially leading to high computational and memory requirements on realistic applications. As an outlook for the future, we plan to test shifted Krylov subspace solvers based on short-term vector recurrences, such as shifted BiCGSTAB(ℓ), shifted BiCRSTAB, shifted IDR(s), shifted GPBiCG, shifted TFQMR and shifted QMRIDR(s) as inner solvers in the nested iterative framework for shifted linear systems, see e.g. [16]. Meanwhile, the restarting technique can often remedy memory problems related to long-term recurrence Krylov subspace methods, e.g., FOM, GMRES, and CMRH. Thus, we are also interested to develop restarted shifted versions of FOM, GMRES, Hessenberg, and CMRH as inner solvers in our future research.
Acknowledgement
The authors are greatly grateful to Prof. Gang Wu and Prof. Yan-Fei Jing for their constructive discussions and insightful comments. Especially, we would like to thank Dr. Mohammed Heyouni and Dr. Jens-Peter M. Zemke for making their MATLAB package of Ref. [35] and codes of the multi-shifted QMRIDR(s) method, respectively, available for us. This research is supported by NSFC (61772003, 11601323, and 11801463), the Fundamental Research Funds for the Central Universities (JBK1902028) and the Ministry of Education of Humanities and Social Science Layout Project (19JYA790094).
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Educators in today’s world need a broad understanding of the fundamental right and value of including all children from a variety of backgrounds; including, but not limited to, socio-economic status, language, ethnicity, and ability. This major and professional training program focuses upon educational inclusion for our nation’s increasingly diverse population. Therefore, this program provides candidates with the understandings and skills necessary to navigate the complex systems of teaching and learning within the school and community environments.
This 8 quarter program integrates studies in Elementary Education, Special Education, and across nine additional disciplines including Art, Math, Science, Health, Instructional Technology, and Physical Education. The coursework for this undergraduate program is offered in a prescribed sequence with evening classes, and daytime practicum work most quarters. Students take classes as a cohort and engage in practical experiences at selected schools throughout the region. Undergraduate students undertake the Bachelor of Arts in Education with an Education for Inclusive Environments major. This program leads to recommendation to the Office of Superintendent of Public Instruction for a WA state residency teaching certificate with both Elementary and Special Education P-12 endorsements. For further information, please speak with a Teacher Education Outreach Programs (TEOP) coordinator by calling one of the TEOP sites:
Bremerton (360) 475-7269
Everett (425) 405-1646
**Admissions & Retention**
Before students may begin taking courses, they must be admitted to both Western Washington University and Teacher Education Outreach Programs. Admission occurs once a year with a priority application deadline of March 1st. Applications received after that date will be considered on a space available basis. Classes begin in the fall. Program admission requirements include:
- Transferable A.A. degree from a Washington state community college, or satisfaction of Western’s General University Requirements
- Minimum grade point average of 2.75 overall or for the most recent 45 quarter credit hours
- Meet the West-B basic skills requirement. This may be met by: a) Taking the West-B exam, b) SAT minimum scores, c) ACT minimum scores. See wce.wwu.edu/admissions/west-b-requirement for details.
- English composition course, completed with a B- or better
- Three letters of recommendation
- Reflective essay and interview
Retention requires maintenance of a 2.75 quarterly GPA for each quarter after admission. The State of Washington requires students to earn a "C" or better in all major endorsement and most education courses.
**Advisement**
Prospective students are invited to meet with an advisor for more information about the program (see site contacts). At all sites, the student advisor is the Academic Program Director. Students will have regular contact with their advisors and their program coordinators throughout their program.
## Plan of Study
### Professional Program
| Course | Title | Credits |
|----------|----------------------------------------------------------------------|---------|
| ART 398 | Integrated Arts for Elementary Educators | 3 |
| ELED 380 | Literacy I: Foundations | 4 |
| ELED 426 | Social Studies Methods | 4 |
| ELED 472 | Developing Teaching Seminar | 4 |
| ELED 473 | Developing Teaching – Practicum | 2 |
| ELED 474 | Documenting Teaching Seminar | 4 |
| ELED 475 | Documenting Teaching – Practicum | 2 |
| ELED 478 | Literacy: Fluent Communicators Seminar | 4 |
| ELED 479 | Literacy: Fluent Communicators - Practicum | 2 |
| ELED 490 | Teaching Laboratory | 2 |
| HLED 455 | Health Education Grades K-8 | 2 |
| IT 442 | Digital Decisions: Technology for Educators | 3 |
| MATH 381 | Teaching K-8 Mathematics I | 4 |
| MATH 382 | Teaching K-8 Mathematics II | 4 |
| MATH 383 | Teaching K-8 Mathematics III | 4 |
| PE 345 | Physical Education for Elementary School | 3 |
| SCED 480 | Science Methods and Curriculum for the Elementary School | 5 |
| SCED 490 | Laboratory/Field Experience in Elementary Science | 3 |
| SPED 305 | Intro to Special Education and Typical/Atypical Development | 5 |
| SPED 310** | Education, Culture, and Equity | 5 |
| SPED 440 | Practicum I - General Education | 2 |
| SPED 450 | CBE & Norm Referenced Assessment | 5 |
| SPED 494 | Internship - Elementary | 8 |
| SPED 498 | Internship - Special Education | 8 |
### Education for Inclusive Environments Major
| Course | Title | Credits |
|----------|----------------------------------------------------------------------|---------|
| ELED 472* | Developing Teaching Seminar | 4 |
| ELED 473* | Developing Teaching – Practicum | 2 |
| ELED 474 * | Documenting Teaching Seminar | 4 |
| ELED 475* | Documenting Teaching – Practicum | 2 |
| SPED 305 * | Intro to Special Education and Typical/Atypical Development | 5 |
| SPED 450* | CBE & Norm Referenced Assessment | 5 |
| SPED 451 | Transdisciplinary Teams and IEP | 5 |
| SPED 471 | Interventions for Learning and Achievement in a Diverse Classroom | 4 |
| SPED 472 | Behavior Assessment and Intervention | 4 |
| SPED 474 | Students With Complex Needs | 4 |
| SPED 483 | Reading Instruction for Students With Special Needs | 4 |
| SPED 484 | Designing Written Expression Interventions | 4 |
| SPED 485 | Designing Math Interventions | 4 |
| SPED 489 | Practicum V - Individual and Group Interventions | 3 |
| SPED 494* | Internship - Elementary | 8 |
| SPED 498* | Internship – Special Education | 8 |
*Courses listed under both Professional Program and Education for Inclusive Environment Major.
**Writing proficiency
Washington State requires teacher candidates to pass a subject knowledge assessment for each chosen endorsement. WWU teacher candidates are required to attempt the content knowledge test for each endorsement to be earned on the first-issue teacher certificate prior to commencing the student teaching internship. For more information: [wce.wwu.edu/cert/content-test-resource-site](http://wce.wwu.edu/cert/content-test-resource-site)
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MN Grazing Lands Conservation Association
VOLUME 3 ISSUE 2
Minnesota GLCA 2014 Video Conference
NOVEMBER, 2014
MENTORS:
"Grass Bred and Fed"
December 12, 2014 * 8:00 am – 4:00 pm * six sites throughout Minnesota
Dean Hanson
(218)268-4555 Polk County
Roy Bell
(218)397-2579
Cass County
Dan Jenniges
(320)634-4253
Pope County
Clarence Caraway
(507)368-9437
Lincoln County
Scott Thooft
(507)865-4436
Lyon County
Morris: Humanitarian/Fine Arts Center, U of M Campus Morris (lower level), Room 45, 600 East 4th Street, Morris MN 56267
Pine City: Pine Technician & Community College, Room 91 9000 4 th Street SE, Pine City MN 55063
Lamberton: SW Research and Outreach Center
23669 130 th Street, Lamberton MN 56152
Staples: Central Lakes College, Room A114
1830 Airport Road, Staples MN 56476
Crookston: U of M Crookston, Dowell Hall, Room 101
2900 University Avenue, Crookston MN 56716
Rochester: Rochester Community and Technical College,
Room ST-108 and ST-112, 851 30th Ave SE, Rochester MN
Conference locations:
Dan & Terese Hall
(507)956-2657
Keynote speakers:
Watonwan County
Troy Salzer
(218)384-3511
Carlton County
Nathan Redalen
(507)282-8051
Olmsted County
Ralph Lentz
(651)345-2557
Wabasha County
Dave/Florence
Minar
(952)212-9506
Scott County
Grant & Dawn
Breitkruetz
(507)641-5384
Redwood County
Dean Thomas
(507)765-3878
Fillmore County
Todd Churchill, Thousand Hills Cattle Company
Brad Heins, University of Minnesota, Morris
Marielle Graese, North Star Bison of Wisconsin
Carmelita Nelson, Department of Natural Resources
Kelly Anderson, Minnesota Department of Agriculture
The afternoon producers panel will include Jake Grass, Tim Hendrickson, Rory Beyer and Bonnie Haugen.
Cost: (pre-registration ends December 1, 2014)
MN GLCA members; $25
(
members may register for $45 and renew membership for 1 year)
Non-members; $45 and receive 1 year membership
Spouses and Students; $25 st
After December 1
& at the door cost will be $30 for members,
$50 for non-members, spouses & students $25.
Registration:
Register at www.mnglca.org
By mail send payment and indicate site selection to:
Nathan Redalen, MN GLCA, 7618 County Road 19 SE, Rochester MN 55901
Lunch is included with registration but seating is limited; pre-registered participants will have guaranteed seats. Walk-ins may be standing room only.
MN GLCA 2014 Video Conference - "Grass Bred and Fed" - 12/12/14
PROGRAM
PRESENTER INFORMATION
7:30 am – 8:00 am Registration
8:00 am Welcome: Format of the day. Recognition of sponsors, background, vision & value of the MN GLCA – Clarence Caraway, MN GLCA President
8:15 am Opening Address: Don Baloun, NRCS State Conservationist.
8:30 am Todd Churchill, Thousand Hills Cattle Co. "100% Grass Fed Beef 100% Good for you"
9:30 am Brad Heins, Assistant Professor of Organic Dairy Management U of M. "Best management practices for production, grazing and breeding for profitability".
10:30 am BREAK
10:45 am Marielle Graese, North Star Bison. "Using Bison to manage praire restoration and the multifaceted business of processing and marketing.
11:45 am Carmelita Nelson, DNR and Kelly Anderson, MDA – Update on the use of insecticides while grazing public lands in Minnesota.
12:15 pm LUNCH
1:00 pm Producer Panel and Discussion: Jake Grass, Tim Hendrickson, and Roy Beyer will talk about their hands on experience in their operations. How they manage their challenges to remain sustainable and their strategies to improve pastures and production as well as profitability on their farm and ranches.
3:00 pm Bonnie Haugen, Dairy Apprentice Program.
3:30 pm Final Question & Answer period. Evaluation
4:00 pm Adjourn and Thank You from GLCA President Clarence Caraway
MORNING SESSION
Don Baloun has been Minnesota's State Conservationist for the NRCS since 2010. He has been responsible for the development and implementation of programs in our state as well as joint regional programs that benefit all of agriculture in Minnesota.
Todd Churchill, The Thousand Hills Cattle Company. Beginning in2003, Thousand Hills Cattle Co. founder has been working with farmers and chefs to provide a healthy, regional source of grass fed beef. In addition to raising his own cattle, Todd has built a cooperative network of independent small family farms in Minnesota and surrounding states to provide a consistent supply of grass fed beef Todd and his committed expert staff inspect all cattle for tenderness, marbling and over all meat quality. The business model is grounded in the principles of stewardship and sustainability. All practices are considered and implemented in a manner consist with this vision.
Brad Heins is an Assistant Professor of Organic Dairy Management at the University of Minnesota's West Central Research Center in Morris, Minnesota. His research and extension program focuses on the best management practices for organic cattle, crossbreeding and group rearing of calves in an organic system. Brad will also discuss a recent research study, which compared: growth, meat quality, consumer acceptability, and profitability of grass-fed dairy steers, grain-supplemented dairy steers, and conventional dairy steers, these findings will help producers explore value-added options for rising and selling dairy-beef steers. The meat quality analysis and taste panel evaluation that the study includes, will provide information to consumers to help them make choices about food quality in a culture that is becoming more aware of how food is produced.
Mariel Graese North Star Bison is a family owned and operated vertically integrated enterprise. To fulfill a life-long dream, it was birthed in September 1994 with the purchase of 2 young bison from Blue Mound State Park in Luverne, Minnesota. In 1995, they continued to grow the herd, during this time, the decision to market the meat directly was made and they formed the distribution division. They realized that 100% grass-fed bison was the best all around; good for the land, good for the animals, and good for people. A licensed custom processing plant was added in 2005 in Conrath, Wisconsin. Their market includes retail and wholesale customers ranging from restaurants to grocery outlets and ranch stores. Today approximately 600 bison are grazed under Holistic Resource Management principles.
Carmelita Nelson has been with the Minnesota DNR for over 25 years. Her career has included many positions with them and now as Prairie co-coordinator. She has worked to expand the numbers of prairie grasslands, by building partnerships, public information and education. By implementing grazing as a management tool she improves habitability.
Kelly Anderson has worked for the Minnesota Department of Agriculture as a Livestock Specialist for five years. Her duties include producer assistance, livestock program development, licensing of livestock dealers and agents and writing grazing plans. She has been working with the Department of Natural Resources to assist with development of the conservation grazing program and writing grazing plans for public land management. Kelly and her husband live near Farwell, MN where they run a herd of 70 cow/calf pairs on a combination of private land, rented pastures, and Fish and Wildlife land.
AFTERNOON SESSION- PRODUCERS PANEL
Jake and Lindsey Grass operate Grass Meadows Farms. This joint operation consists of 120 cow calf pairs for the production of grass fed beef. The cattle are born on a 210 acre farm in St. Louis County. The calves are finished on their 70 acre farm in Pine County. The cattle are sired by Angus bulls and out of Angus, Gelbvieh and Scottish Highland cows. They raise most of their own finishing forage in Pine County on 120 rented acres.
Tim Hendrickson and his family lives west of Menahga, MN (which is located in Becker County). They graze 150 spring and fall calving beef cow/calf pairs. They also custom raise an additional 120 beef cow/calf pairs, and background calves. The land they manage is in pasture of which most are rotationally grazed. Tim began working with NRCS to improve his grazing management in 2009, and continues to work at improving his land. Tim's winter feeding program includes feeding out on pasture to improve pasture fertility which has increased the production, health, and condition of the forages. Tim has graciously worked with the NRCS grazing specialist to produce a video on his winter feeding program to share and educate others on the aspects of winter feeding to improve pasture fertility.
Rory Beyer started as a 100% Registered Holstein herd with total confinement. Their herd was a very high producing herd with sales of breeding stock. They switched to Organic in 2006 and obtained certification in 2009. They anticipated the 30% grazing rule that is part of the organic certification and contracted their local NRCS office for technical and financial support. In addition to the organic requirements they wished to meet feedlot rules for manure management and thought the pasture system would allow them to accomplish this. Rory will discuss the costs of establishing a rotation grazing system fora dairy herd. Some of the key items include the costs of fence, watering system components, seeding, and the skill set he's developed and continues to acquire. He will discuss the changes to the operation and planned changes. One of the areas he's learned about since starting the pasture projects is fertilization, reseeding pastures, and seed mixes that work for him.
Bonnie Haugen of Springside Farm, Canton, MN, and the Minnesota Education Coordinator for Dairy Grazing Apprenticeship program. Bonnie and her husband, Vance, have been rotationally grazing their crossbred dairy herd since purchasing 230 rolling acres in 1993. They are mostly spring freshening and some years they have shut down in the winter. Bonnie has raised calves on momma barrels with waste milk and replacer, in individual pens and by leaving the calves on the cows until weaning. Currently Olaf, their son is in the 4th year of share-milking. Their dairy grazing apprentice, Nathan, is in his second year, and they are looking to add a second apprentice. As Coordinator for the Dairy Grazing Apprenticeship program, her work includes identifying Master Grazers, helping to place apprentices, and facilitate these relationships. She establishes mentor groups, monitors the job book progress, and organizes any requested educational sessions. Bonnie strongly believes that farming is everybody's bread, butter and water. Contact: [email protected]
SPONSORS
SUPPORTING SPONSORS:
MN Board of Water & Soil Resources, Audubon MN Lincoln County Corn & Soybean Growers Association Paul Fehrman Red Angus and AXIS seed, Lake Benton MN 507.828.7399 East Ottertail Soil & Water Conservation District Minnesota State Cattlemen's Association Redwood Soil & Water Conservation District Eagle Bank, Glenwood MN Albert Lea Seed Midwest Machinery Company, Glenwood MN
Caraway Red Angus, Lake Benton MN 507.530.3166
University of Minnesota Extension
Fillmore County
902 Houston Street NW, #3
Preston MN 55965
Return service requested
www.carawayredangus.com 507.530.3166
THANKS TO OUR SITE FACILITATORS:
Rochester: Nathan Redalen, GLCA; Dean Thomas, Fillmore SWCD & GLCA; Jess Bronson, NRCS; John Zinn, NRCS
Lamberton: Grand & Dawn Breitkreutz, GLCA; Scott & Deb Thooft, GLCA; Lance Smith, NRCS
Morris: Clarence Caraway, GLCA; Kelly Anderson, MDA; Dan Jenniges, GLCA; Robin Moore, LSP
Staples: Jeff Duchene, NRCS; Brenda Miller, Extension; Roy Bell, GLCA
Crookston: Jim Stordahl, Extension; Mark Hayek, NRCS; Dean Hanson, GLCA
Pine City: Tom Gervais, NRCS; Troy Salzer, Extension;
Nonprofit Org. U.S. Postage PAID Preston MN 55965 Permit No. 36
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2021 12U Boys Basketball League Schedule
*All Games and Times are subject to change.
City of Anderson Parks & Recreation Department
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Instruction: 1) Attempt all questions
2) Figures on right indicate the marks.
3) Draw labelled diagram wherever required.
Q- 1 a. Describe: Nervous system of Earthworm with diagram. 09
b. Write classification and general characters of phylum Porifera up to class with examples. 09
OR
Q- 1 a. Describe reproductive system of earthworm with diagram. 09
b. Give general characters and classification of phylum Arthropoda with examples. 09
Q- 2 Describe : a. Structure of body wall of hydra with diagram. 09
b. Histological structure of Mammalian kidney with diagram. 09
OR
Q- 2 Describe: a. Different methods of locomotion in hydra with diagram. 09
b. Histological structure of Mammalian pancreas with diagram. 09
Q- 3 Explain: a. Recombinant DNA technology. 09
b. Darwinism. 09
OR
Q- 3 Explain: a. Mendel’s dihybrid experiment. 09
b. Fresh water habitat 09
Q- 4 Write note on: a. Nucleus. 07
b. Importance of Aquaculture. 07
c. Apiculture. 07
OR
Q- 4 Write note on: a. Water pollution. 08
b. Volant adaptation. 08
c. Lysosome 05
March 2019
F.Y.B.Sc. Examination
March -April Code no. 8071 Zoology Paper Z – 102
Time: 2 Hours Total Marks – 75
सूचना: 1. वाणी प्रश्नों के उत्तर देने से।
2. जवाबी बाज़ी अपकरा प्रश्न ना गुज़र देशाये।
3. ज्ञान ज्ञान तथा नामनिर्देशन वाली अपकर्ता देये।
प्र. 1 अ. वाणी: अधारशील नं. येलांतर (आहूति ज्ञानी)।
ब. संधीपाद समुदाय नं. वार्ग सुधीनु वार्ग क्रया अने तेना सामान्य लक्षणो उदाहरण सह लानो।
अध्यया
प्र. 1 अ. वाणी: अधारशील नं. प्रजनन तंत्र (आहूति ज्ञानी)।
ब. संधीपाद समुदाय ना सामान्य लक्षणो अने वार्डिकरण उदाहरण सह आपो।
प्र. 2 वाणी: अ. हायडानी शरीर दीवाल नी अंतःस्थ रचना (आहूति ज्ञानी)।
ब. सस्तन ना मूर्तिपिंड नी अंतःस्थ रचना (आहूति ज्ञानी)।
अध्यया
प्र. 2 वाणी: अ. हायडान मा प्रयत्न नी विविध रीतो (आहूति ज्ञानी)।
ब. सस्तन ना स्वाधुपिंड नी अंतःस्थ रचना (आहूति ज्ञानी)।
प्र. 3 समजावो: अ. पुनः संयोजित DNA टेकनोलोजी।
ब. डायन व्याद।
अध्यया
प्र. 3 समजावो: अ. मेक्सल नो डिस्करशन नो प्रयोग।
ब. मीठा पानी ना नियास स्थानो।
प्र. 4 नोध लानो: अ. ड्रेफक्टन।
ब. जलजुट संवर्धन नं. महत्त्व।
3. मधमानी उपर।
अध्यया
प्र. 4 नोध लानो: अ. पात्री नं. प्रदर्शण।
ब. उद्यान माटेना अनुकुलनो।
3. लायसोजेम।
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Sculpture Garden Rules
Alcoholic beverages may not be brought in to the Sculpture Garden but may be purchased at the café.
Do not touch the works of art unless it is indicated that you may do so.
Do not ride bicycles or use in-line skates and skateboards in the Sculpture Garden.
No pets other than service animals are allowed.
Music Department
National Gallery of Art
Sixth Street and Constitution Avenue NW
Washington, DC
www.nga.gov
Concerts are made possible in part through the generosity of donors to the National Gallery of Art through The Circle. Reserved seating is available in recognition of their support. Please contact the development office at (202) 842-6450 or [email protected] for more information.
12:00 and 1:00 pm
September 7
The United States Air Force Strings
(French and American program)
September 14
Ricardo Marlow and Ensemble (flamenco)
September 21
The Seldom Scene (bluegrass)
September 28
National Gallery of Art Wind Ensemble
(Bach and Beethoven)
COVER: Raoul Dufy, Music and the Pink Violin, 1952, oil on canvas,
National Gallery of Art, Washington, Collection of Mr. and Mrs. Paul Mellon
Program
The United States Air Force Band
Colonel Larry H. Lang, Commander and Conductor
The United States Air Force Strings
Captain David Alpar, conductor
with MUC Emily Dickson, harpist
Presented in honor of Degas/Cassatt
Gabriel Fauré (1845 – 1924)
Overture to Masques et Bergamasques (1909 – 1910)
Claude Debussy (1862 – 1918)
Danse sacrée et Danse profane (1904)
George Whitefield Chadwick (1854 – 1931)
Serenade for Strings in F Major (1890)
September Concerts in the Sculpture Garden are made possible by support from Barbara A. Spangenberg
The Degas/Cassatt exhibition is made possible by a generous grant from Booz Allen Hamilton Inc. in celebration of its 100th Anniversary.
Program Notes
One of six musical ensembles that comprise the United States Air Force Band, the Air Force Strings consists of twenty active-duty Airmen musicians performing a wide range of musical styles. The ensemble often entertains audiences at high-level military and government events and appears regularly at civilian ceremonial functions, education outreach events, and public concerts in the metropolitan Washington area.
The Air Force Strings collaborates in today’s performance of Debussy’s Danse sacrée et Danse profane with harpist Emily Dickson, a member of The United States Navy Band. She has also performed with the Dallas Wind Symphony, National Gallery Orchestra, Naval Academy Band, and United States Air Force Band. Active in promoting music education for young people, Dickson teaches early childhood music classes and serves as vice president of her local parent-teacher association.
Noting the affinity and cross-influence between the Frenchman Edgar Degas and the American artist Mary Cassatt, Captain Alpar and the Air Force Strings have selected music by French and American composers who were influential when those artists flourished. Located in Galleries 72 – 76 in the West Building, Degas/Cassatt remains on view until October 5, 2014.
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Driver Distraction System using Face, Eye, Yawn And Pulse Detection
R.Naresh, Dhruvil Patel, Aaryan Krishna
Abstract: Secure car driving is an important entity for safety and is the first priority for any automobile driver and is the main reason for designing a system which captures the state of the drivers eyes and his/her facial variations combined with pulse fluctuations, altogether they gives us parameters to decide whether the driver should be notified or not. Eye detection - more precisely it analyses the eyes and check if they're closed or open using camera module the amount of frames during which eyes are closed is decided. When this number of frames is above a selected threshold, the drive will get a alert. Camera module periodically takes snaps so as to confirm safety..A true time system which captures the state of the driver which will benefit many of us round the globe.
Keywords : Camera Module, drowsiness, Viola-Jones Human Machine Interface, Face Detection, Eye detection, Yawn detection, Distraction Detection, Alert Sound, Haar Cascade , Arduino , pulse sensor.
I. INTRODUCTION
Driver Distraction relates to unsatisfactory or no attention given to activities critical for driving. Inattentiveness can either be an intentional or an unintentional distraction of attention by the drive . Driving distraction causes traffic accidents. The increasing use of navigation systems and infotainment systems has led to an increase in driver distraction like talking on phone, taking note of loud music,or even traditional distractions like drowsiness and yawning are indications That needs motivating the drivers transfer attention faraway from the mundane driving task by weakening the drivers auditory, biomechanical, cognitive or visual faculties or combinations thereof. it is vital to note that driver distractions are normally because of a competing trigger activity which will cause driver inattention, which successively decrease driving performance. So so as to take care of the driving feasibility some parameters must be taken care of which comprises of mainly facial and retina variations of driver and his/her heartbeat or pulse because it's shown by some studies that a drivers heartbeat or pulse is higher while driving and is lowered during a fluctuating manner while sleep or distracted and this all parameters help us to formulate that whether the driving force is feeling fatigue or not.
Revised Manuscript Received on May 30, 2020.
*Correspondence Author
R.Naresh*, Associate Professor, Department of Computer Science and
Engineering at SRM Institute of Science and Technology.
Dhruvil Patel,
Pursuing Bachelor of Technology, Computer Science and Engineering at SRM Institute of Science and Technology.
Aaryan Krishna,
Pursuing Bachelor of Technology, Computer Science and Engineering at SRM Institute of Science and Technology.
© The Authors. Published by Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Retrieval Number: F4736049620/2020©BEIESP
DOI: 10.35940/ijitee. F4736.059720
Journal Website: www.ijitee.org
263
By recognizing variety of the reason for driver distraction, it's possible to isolate scenarios when the rationale for distraction are going to be controlled. the bulk of road accidents nowadays are happening simply because of driver behavior and therefore the fault which may cause death and injuries, and are some of the main reasons for financial losses. Distracted driving sometimes put other drivers in danger as the drowsy driver not only put himself at risk but his/her carelessness may prove fatal for others also. One amongst the explanations for accidents on the road are fatigues of a driver. Hence due to such conditions there is a need of a compact system to predict the drivers behavior so fatal injuries and accidents can be tackled in real time. The given system can help for alerting the driving force when it's distracted. The system detects the face from captured images. If some distraction can happen then the constant sound is played. Driver status notification is distributed to the admin.
II. PRPOSED WORK
Most traffic accidents occur when the drivers fall asleep whilst driving. So it would be beneficial to develop how to detect the drowsiness in the drivers before it occurs and to be able to warn them in time. Many such systems have already been developed or are being developed which support the vehicle behaviour like wheel movements, that specialize in the driving force physical behavior i.e. using supported recording taken of head movements, pulse alteration or grasp strength. This system uses a video camera that tracks eye movements , which have also been developed. Until now no such system has proven to be sufficiently reliable. The existing system used the eye closure ratio as input parameter to detect the drowsiness of the drive . If the eye closing down ratio decreases from the traditional ratio, the drive is notified with the help of a alarm. For our system, a Pi camera module is employed to require the pictures of the driver's eye.
A. Abbreviations and Acronyms
Img-image
Hmi-human machine interface
Vj-viola jones
Ar-arduino IDE
Published By:
Driver Distraction System using Face, Eye, Yawn And Pulse Detection
B. Equations
Haar algorithm features can easily be scaled by expanding or the size of the pixel group being inspected. As a result, this enables us to detect features on particular gestures. The variances of contrasts within the pixel groups are accustomed be told comparable light and dark areas. The feature value f of any single Haar feature with k rectangles will be elected by because the following equation
P≤ ((number of Pos.Img-number of Neg.Img)/(1+number ofstages-1))*(1-min hit rate) …{a}
* Haar-like feature-based classifier gives both high precision & speed. It needs fewer microprocessor instructions & has much less false detections. the utilization of integral images causes the high speed of evaluation while rectangular property of the haar like features characterize nonsymmetrical properties of Gesture appearance , so it's perfect for Gesture detection procedure. • The rotated integral image are often calculated by calculating the entire value of the pixels' intensity values which are found at a forty-five-degree angle to the left & above for the x value & below for the y values.
II. IMPLEMENTATION
The Distraction system initially takes input using camera module and identify the driving force then it implies certain parameters to test the drowsiness of the driving force, system use the attention closure ratio as input parameter to detect the drowsiness of the driving force. If the attention closure ratio deteriorates from the quality ratio, the driving force is alerted with the assistance of a buzzer. Haar Cascade may be a machine learning algorithm accustomed identify objects in a very img or video when compared to viola- jones algorithm it is more compact and captures facial and retina movements, altogether the distraction system software harnesses haar cascade to differentiate between drowsy and normal features of driver and open CV platform provides a feasible way to harness the graphical input.
of the black area and also the white areas within the attributes.
The classifier then tries to form the foremost optimized target values for locating and tracking the thing by changing the size of the attributes. Attributes are weak classifiers. this is often because they can't be an accurate classifier alone.
In an object, there are many features and a neighborhood where they're collected contains the wanted object within the image. employing tons of positive and negative images facilitates the detection of the item within the image.
The classifier runs as described above . Its rate of finding the objects inside the image wholly depends on the training method employed by the classifier and also on the amount of positive and negative images available. For training the Classifier , the positive and negative images are used. we will train the classifier by providing positive images separately keep up with their preferred choice. The positive images are resized up to a 24*24 pixels and are then converted to a vector file which features a script. then , the quantity of positive images which will be utilized in training is about . For the determination of this number [P], equation (a) is used.
C. Pusle monitering using arduino
There is a significant fluctuation variation in drivers pulse while driving and while sleepy and this is a observed fact during study conducted [12] and the most effective and affordable option to moniter heartbeat is using Arduino and pulse sensor the simple combination computes the drivers heartbeat while finger is placed and notifies if the pulse value is abnormal or out of bounds
D.Figures and Tables
TABLE I.
A. Open CV as a Raspberry pi- alternative
Raspberry Pi are often wont to perform various different tasks, but still there are some limitations found because of its hardware and its processor. It can't operate X86 operating systems. a number of the common OS like Windows and Linux distros don't seem to be compatible. Additionally, a couple of applications which have high demands on CPU processing power and usage can't be performed. "Model B took 107 ms to end one calculation of the purely synthetic prime test; a mid-range desktop Core 2 Duo E8400 took only 0.85ms." (Collins, 2012).
a. System tools requirement
Total Operators mustn't use the standard computer standards to scope Raspberry Pi.
B. Haar Cascade Classifier
Haar Cascade might be a classifier which when employed, are often wont to detect a face from an image For training the classifier positive images which contain the specified object i.e. the face within the image and negative images which don't contain the face within the image are required. The classifier scans all the attributes on the positive images and creates specific target values by using the entire values
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DOI: 10.35940/ijitee. F4736.059720
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Fig. 1.Haar cascade features.
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DOI: 10.35940/ijitee. F4736.059720
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III.RESULTS DISCUSSION
The model feasibly detects the face and eyes through camera module and using haar cascade repository it determines whether the driver is distracted or not and notifies the admin about the same and moniters pulse rate through pulse sensor connected to Arduino uno board and report any irregularities.
IV.OUTPUTS SCREENSHOTS
(1) Screenshots of the Facial detection :-
(2) Screenshots of the drowsiness detection :-
Published By:
(3) Yawn Detection
(4) Arduino uno and Pulse Sensor assembly (Pins are connected in ports viz A0 ,V1,GND)
V.CONCLUSION
The main objective of this paper is the creation of a realtime observation system in vehicles which will be henceforth used to monitor sleepiness in drivers. We have developed a straightforward structure which consists of a number of steps which are :-accession of video, divison of video into frames, facial detection, optical detection, pulse detection and sleepiness detection. Each of these steps are often presented separately hence providing how to stack them supported the requirementsFour things that produces our system different from the present driver detection system are concentrate on the driving force, which may be a straightforward way of observing and detecting the sleepiness, aka, a real-time system that will help us in detecting facial, optical , blinking, and driver drowsiness in a completely non-intrusive system.
Retrieval Number: F4736049620/2020©BEIESP
DOI: 10.35940/ijitee. F4736.059720
Journal Website: www.ijitee.org
The system will be totally low costing as no hardware cost is required because of open CV compared to raspberry pi and use of Haar cascade algorithm makes our model different with collaboration of pulse monitering. Our model gives the knowledge about the driving force's bearing while driving and will alert us if the driver is yawning, sleeping or not concentrating on the road while driving The proposed system can estimate the gaze which is used to warn the drive. The system could warn the driving force to concentrate whenever the driver's gaze gets distracted on an edge apart from the road. The Haar cascade method is employed here to detect the face, for the attention part, the Jones algorithm which only detects frontal faces is employed .The Haar cascade also demonstrates better performance as compared to the Viola Jones performance i.e. Viola Jones performance cannot easily be estimated. Haar cascade includes an honest solution as compared to the Adaboost algorithm which can be a suboptimal solution. In future the warning mechanism are getting to tend within the type of visual, audio or some quite regeneration are often incorporated which can influence driving behavior during a very positive manner.The positive or negative abrupt fluctuations in heartbeat also indicates the drivers drowsiness and may be monitered easily using Arduino ide and pulse sensor and as this components are available at an inexpensive market cost the system is sort of affordable and adaptable.
REFERENCES
1 Portable Prevention and Monitoring of Driver's Drowsiness Focuses to Eyelid Movement Using Internet of Things Authors: Menchie Miranda ; Alonica Villanueva ; Mark Jomar Buo ; Reynald Merabite ; Sergio Paulo Perez ; John Michael Rodriguez, 2018 IEEE 10th International Conference on Humanoid, Nanotechnology, Information Technology,CommunicationandControl,EnvironmentandManagement (HNICEM)
2 A Fuzzy Based Algorithm for Driver Drowsiness Detection Authors: Omar Rigane ; Karim Abbes ; Chokri Abdelmoula ; Mohamed Masmoudi, 2017 IEEE/ACS 14th International Conference on Computer Systems and Applications(AICCSA)
3 Driver Drowsiness Based on Time Series Analysis of Steering Wheel Angular Velocity Authors: Gao Zhenhai ; Le DinhDat ; Hu Hongyu ; Yu Ziwen ; Wu Xinyu, 2017 9th International Conference on Measuring Technologyand MechatronicsAutomation(ICMTMA)
4 Driver Drowsiness Detection Based on Time Series Analysis of Steering Wheel Angular Velocity Authors: Gao Zhenhai ; Le DinhDat ; Hu Hongyu ; Yu Ziwen ; Wu Xinyu, 2017 9th International Conference on Measuring Technologyand MechatronicsAutomation(ICMTMA)
5 Real-Time Drowsiness Detection Algorithm for Driver State Monitoring Systems Authors: Jang Woon Baek ; Byung-Gil Han ; Kwang-Ju Kim ; Yun-Su Chung ; Soo-In Lee, 2018 Tenth International Conferenceon Ubiquitous andFutureNetworks(ICUFN)
6 Ruian Liu,et.a;, "Design of face detection and tracking system," Image and Signal Processing (CISP), 2010 3rd International Congress on , vol.4, no., pp.1840,1844, 16-18 Oct. 2010
AUTHORS PROFILE
Dr R.Naresh Associate Professor in the Department of Computer Science and Engineering at SRM Institute of Science and Technology. He has many years of teaching and research experience. He has done B.E and M.E in Computer Science and Engineering from Anna University and done Ph.d in Computer Science and Engineering. His research interest includes Cloud Computing, Distributed
Networks, Group Key Management, Web Security.
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He always teaches the students in a very detailed and nice manner and He is very knowledgeable.
Dhruvil patel Currently pursuing Bachelor of Technology in Computer Science and Engineering at SRM Institute of Science and Technology. This paper is one of his beginning works in research area. His main area of interest includes Machine learning, image processing, internet of things and cloud computing
Aaryan Krishna Currently pursuing Bachelor of Technology in Computer Science and Engineering at SRM Institute of Science and Technology. This paper is one of his starting works in research. His interests include Artificial intelligence, cloud computing.
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DOI: 10.35940/ijitee. F4736.059720
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ISSN: 2278-3075 (Online), Volume-9 Issue-7, May 2020
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Brazil
* Capital: Brasilia
* Area: 8,514,877 sq km
Population: 205,716,890 (July 2012 est.)
* Age Structure: 0-14 years: 26.2% (male 27,219,651/female 26,180,040); 15-64 years: 67% (male 67,524,642/female 68,809,357); 65 years and over: 6.7% (male 5,796,433/ female 7,899,650) (2011 est.)
*
* Life Expectancy at Birth: Total population: 72.79 years; male: 68.24 years; female: 76.53 years (2012 est.)
* Infant Mortality Rate: Total: 20.5 deaths/1,000 live births; male: 23.9 deaths/1,000 live births; female: 16.93 deaths/1,000 live births (2012 est.)
* Literacy Rate: Total population: 88.6%; male: 88.4%; female: 88.8% (2004 est.)
* GDP: $2.282 trillion (2011 est.)
* GDP per Capita: $11,600 (2011 est.)
U.S. CDC Direct Country Support
Brazil launched its national influenza surveillance system in 2000. After the pandemic, there was a need to adapt the strategy of influenza surveillance in Brazil and obtain a better understanding of the clinical, epidemiological and etiological cases of severe acute respiratory infection (SARI) since a variety of agents, beyond influenza are responsible for most of these cases and occurrence may occur in clusters of cases that deserve specific and timely interventions.
Given the need to structure influenza surveillance in Brazil to improve prevention and control activities and identify unusual or new human influenza subtypes, the Ministry of Health (MOH) issued ordinance Official n. 2,693 in 2011. This promotes the strengthening of epidemiological surveillance for influenza in 72 priority municipalities. This will be developed through financial transfers to municipality units. This ordinance also calls for a new model of sentinel surveillance for influenza and establishes criteria for these units in Brazil.
In this new structure, the sentinel influenza surveillance sites have three components: surveillance for severe acute respiratory infection (SARI) cases; influenza-like illness (ILI) cases and weekly aggregate reporting of SARI cases.
Surveillance
The epidemiological surveillance activities for the monitoring of influenza-related respiratory diseases in 2011 are available in the Brazilian Preparation Plan for Coping with Pandemic Influenza and Protocols for Epidemiological Surveillance of Influenza H1N1 2009 Pandemic: Notification, Research and Monitoring and Clinical Management of SARI. These documents were based upon recommendations from the World Health
WHO Region of the Americas (AMR)
113
114
Organization (WHO) to: reduce morbidity and mortality, optimize existing resources through appropriate planning and programming and reduce the socio-economic burden, and impact upon national essential services functioning during an influenza pandemic.
Surveillance Activities
With regard to routine influenza surveillance, the state and municipal health departments:
* monitor unusual events.
* investigate serious cases.
In outbreak situations, the state and municipal health departments are prepared to:
* monitor acute respiratory infections and viruses circulating.
* maintain and update information.
Laboratory
Three central laboratories: Instituto Evandro Chagas (IEC) in Belém, Pará State, northern Brazil; Instituto Adolfo Lutz (IAL), in Sao Paulo; Oswaldo Cruz Foundation (Fiocruz), located in Rio de Janeiro, are classified as National Influenza Centers (NIC) in Brazil.
In addition to the NICs, an additional 27 laboratories also conduct surveillance, one in each federal unit. In 2011, this network of laboratories tested an average of 14,837 (5,214
cases of SARI and 9,173 cases of ILI) clinical samples of nasopharyngeal swabs. It is anticipated that in 2012, the network will process an average of 60,000 samples. The laboratory techniques utilized are: indirect immunofluorescence (IIF) and RT-PCR in real-time.
Laboratory Activities
* In 2011, the ILI sentinel sites sent 9,173 influenza clinical samples of nasopharyngeal secretions to the laboratory network to identify influenza virus. These samples identified 25.7% influenza A viruses and 13.6% for influenza B, by IIF technique. These units report weekly the number of visits, general and ILI cases to the electronic Information System of Epidemiological Surveillance of Influenza (Sivep_Gripe).
* One of the goals of the system is the identification of respiratory viruses circulating in the country. The system also allows for monitoring of the demand for care by the ILI sentinel sites.
* The hospitalized cases of SARI reported in 2011 were more concentrated in cities in the South and Southeast regions of the country. Influenza A/H1N1 2009 was confirmed in the following cities: Belo Horizonte (568 reported cases), Porto Alegre (346), São Paulo (189) and Curitiba (171).
* The NICs received 5,214 clinical samples of nasopharyngeal swabs from SARI cases in hospital, 790 were from Fiocruz, 905 from IEC and 3,519 from IAL. The notification of these cases has been done since the 2009 H1N1 pandemic, using the web-based National Notifiable Disease Information System (Sistema de Informação de Agravos de Notificação Compulsória). Influenza outbreaks are reported through a national information system (Sinan.net) designed to report outbreaks.
* Students from the Brazilian Field Epidemiology Training (FETP) Program participate in investigations of outbreaks and cases of SARI and ILI in the field.
Influenza Division International Activities
|
Fiscal Year 2011 Annual Report
* The MOH publishes an epidemiological bulletin monthly on its website (www.saude.gov.br/svs) with information on cases of SARI and ILI from sentinel sites.
* The NICs send samples of influenza viruses to WHO Collaborating Centers (CC), upload data to FluNet, and also work regularly with collaborators to develop quality control.
* The influenza MOH team has a general coordinator as well as epidemiological and laboratory coordinators. The team has five professionals who work directly with influenza surveillance in the country; one of them works with the administration of the CDC cooperative agreement.
Preparedness
In 2011, Brazil strived to strengthen influenza surveillance with new strategies and guidelines.
Preparedness Activities
* Studying the epidemiological profile of influenza in Brazil.
* Increasing the overall number of specimens collected in all Brazilian geographical regions.
* Monitoring the expansion of existing and new influenza sentinel sites.
* Decentralizing the real-time RT-PCR capabilities to provide capacity for all federal units in the country.
* Integrating epidemiological and laboratory surveillance.
* Enhancing the strategies and measures for control and prevention of influenza in Brazil.
Training
The following trainings were held in Brazil in FY 2011:
* The MOH developed a comprehensive peer training activity for professional workers in the following parts of the national health system: basic health, family health, high complexity services, emergency care, rescue, and public education. These professionals then provided the same training to their state partners.
* Training on treatment and clinical management protocols was conducted.
* This material is the basis for all regional courses for professionals and is available on the MOH web site.
* The NICs provided training in real-time RT-PCR for influenza diagnosis for the state lab network.
* The Brazil MOH hosted train-the-trainer sessions to develop rapid response teams in all states, including remote states.
* The influenza team at the Brazil MOH developed a web course about influenza surveillance to be provided in 2012 in all States and the Federal District.
Contacts
Cláudio Maierovitch Pessanha Henriques, MD Director, Department of Epidemiological Surveillance (DEVIT) Health Surveillance Secretariat Ministry of Health Brasilia, Brazil Email: [email protected]
Marcia Lopes Carvalho, MD Coordinator, Respiratory Diseases (CGDT) Health Surveillance Secretariat Ministry of Health Brasilia, Brazil Email: [email protected]
WHO Region of the Americas (AMR)
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Pontus Hultén, the new director of the Los Angeles Museum of Contemporary Art, speaks with Richard Rogers, who, with Renzo Piano, designed the controversial Centre National d'Art et de Culture Georges Pompidou in Paris.
Ruth Iskin
When MOCA's new director, Pontus Hultén, came to New York for the first time in 1959, he was struck by the sense that "everything was possible." That feeling has been reverberating through Los Angeles and the rest of the art world now that plans for the first museum of contemporary art in the country are fully underway.
MOCA sources anticipate that the new museum will attract more people than do the Dodgers' and Rams' games. Such optimistic predictions may even underestimate the potential number of museum visitors since Hultén's exhibitions at the Beaubourg drew 500,000 to 1,000,000 people for each one—far more than planners anticipated. (The Picasso show at MOMA drew a record attendance of 1,000,000 in this country.)
Hultén's exhibitions at the Beaubourg were tailored to the Parisian audience, and, likewise, plans for the Los Angeles museum—being made by Hultén and Richard Koshalek (MOCA's Deputy Director and Chief Curator)—will spotlight Southern California's distinct characteristics. For example, one cross-cultural exhibition being considered will feature the automobile and its role in contemporary culture. Custom cars and superior automotive designs, along with about a hundred works of art (from Futurism to the present), will join pop culture and fine arts in an analysis of the automobile, properly examined in the city that has grown up around it. Another exhibition will present Hollywood and its role as the worldwide arbiter of style and taste. Balancing these topics will be a Barnett Newman exhibition and an emerging talent show (one occurring approximately every six months) which will include architects, painters, sculptors, and other artists. There is even talk of a giant outdoor projection screen that could transmit things like the Olympic events. Such a screen was included in the original plan of the Beaubourg.
The Beaubourg Museum, Renzo Piano and Richard Rogers' daring architectural structure, represented a radical departure from the traditional notion of a museum as a remote shrine for art objects. Designing it as "a cultural warehouse," as Rogers likes to call it, has made it the kind of building in which the interaction between
We have forgotten that man-scale is architecturally more important than mass.
—Richard Rogers
itself and the audience is a participatory event. Many MOCA organizers here feel that art is placed in a secondary position at the Beaubourg, and they feel that the environment fails to create the special interaction that much modern and contemporary art calls for.
Recently, Coy Howard (an architect representing the Artists Committee on the Architecture and Design Committee) spoke for the artists, saying "The museum should be a religious building in the sense that it celebrates the unique cultural contribution of artists to society. It is not a commercial building; it is not a recreational building; it is a religious institution." A Trustee and Chair of the Architectural and Design Committee, Max Palevsky, feels that when you enter the museum, "You should have the feeling of crossing a boundary into a space that is more magical, different, something special, rather than having the feeling that you have entered a factory." Howard explains that he is the only elitist (in the classical sense) participating on the committee: "I think that art, by definition, is only for those people who work to understand it; it's not for everybody." That opinion is not shared by directors Pontus Hulten and Richard Koshalek, both of whom have become widely known for their populist approach and their common feeling that museums should have a certain availability and openness that will enlarge art's audience.
Recognizing that any one concept imposed on the plans would be limiting, MOCA planners have adopted a pluralistic stance. They have rejected a purist position in favor of a "hybrid concept," explaining that to truly serve contemporary art, the building needs to welcome a full range of expression: painting and sculpture (demanding classical settings), environmental art, and performance and social-action art (demanding special accommodations).
In the design of the Beaubourg, Richard Rogers and Renzo Piano addressed the needs of modern and contemporary art, as well as the growing audience, by creating a highly flexible loft space that could be redefined for each exhibition. The idea of flexibility receives a different interpretation at MOCA, which is primarily a private museum operating with some supplementary public funding. As such, MOCA could not afford the enormous costs of building walls anew for each exhibition. Nor could it finance the high fire-insurance premiums that would result from an open plan with few firewalls. But beyond these practical considerations, many here feel that contemporary art can best be served by providing a variety of fixed spaces for various uses. Some artists may choose to display their art conventionally; some may mold and develop it by moving building elements around; and still others may choose to challenge the nature of the institution by using loading docks, roofs, stairs, elevators, archival space, or even the security system itself, thus pushing art's investigative mode to an extreme. Howard says that this approach is "based on the realization that art by definition challenges our notions and expectations of how things are in the world. And since that is the case, we have to be willing to accept the inevitability that the institution will be challenged. We must anticipate that challenge so that museum curators and directors will not have to say no to any artist."
MOCA stresses its concern with perceptual flexibility over physical flexibility. Perceptual flexibility means two things, according to Howard: "One, a variety of spaces, and two, a type of architecture that allows perceptual projections. Artists should be able to call out the delicate, subtle qualities of the building, or focus on the bold qualities." Palevsky stresses the anonymous quality of the gallery spaces: "We want galleries that people won't remember. They will remember what is in them, we hope." He explained that the typical artist's working environment—the white loft space having no interfering colors or distractions of any kind—is a model for the galleries.
The Architectural and Design Committee has determined two important concerns for the museum: first, they desire a plan that will ensure the most efficient handling of artworks; second, they hope to bring the curatorial and directorial staff in regular and close confrontation with the art that is exhibited. The latter goal may be achieved by the location of administrative offices that could be placed in such a way as to cause administrators to pass through the exhibitions on their way to the office. Curators will not be isolated in a basement or in a separate wing. (This layout could cause unexpected snags: for example, assuming that attendance hits anticipated records, the staff could find itself trapped in the offices or even unable to pass through the galleries on their way to their offices.)
However, regardless of differing opinions, the point on which all admit to the Beaubourg's success is that of its interrelationship with its urban environment and audience, most apparently accomplished through its large and popular piazza. MOCA representatives stress the fact that they do not have control over the environment of the new museum under the overall plan of the Bunker Hill Associates. Howard has said, "We feel that there are some misunderstandings, for example, about the ethnic mix that exists in Los Angeles and the notions about how the citizens will use the downtown area. We are in conversation with the Community Redevelopment Agency and architect Arthur Erickson's office to try to, perhaps, adjust their thinking about that. Palevsky has stated, "We are hoping, obviously, to get a lot of open space, for outdoor sculpture." Additionally, MOCA plans to schedule exhibition hours between noon and 5:00 p.m. (rather than from 10:00 a.m. to 5:00 p.m., traditional hours), to serve people in downtown Los Angeles during the transitional time between working and entertainment hours.
In Los Angeles, where light has been the inspiration for an indigenous and widely acclaimed art, natural light may be a scarce commodity in MOCA's site as positioned by the CRA. According to Howard, MOCA's placement, in the midst of high-rise buildings, is "the worst possible location in terms of light." He estimates that the current site will afford the museum about one hour of natural light per day. Nevertheless, the site has been designated by the CRA and solidified in Erickson's overall design of the project. Howard: "There are a couple of locations within the Bunker Hill parcel which would be quite excellent. Unfortunately, Erickson's scheme does not allow the museum to move into those areas, and the developer is not interested in having Erickson change the scheme."
The most innovative factor in MOCA up to now, is evidenced in the collaborative process that has guided its development at every step. MOCA's Architectural and Design Committee—advised by both the Artists Advisory Committee and the Board of Trustees—is now working closely with architect Arata Isozaki. The Architecture and Design Committee is formalizing the architectural program and will continue to work in close contact with the architect until the building is completed. In contrast, the method of selecting the Beaubourg architect was an international competition having 681 entries and a final, winning design. A competition was avoided here in the interest of time and pluralism; input from the trustees, artists, director, and curators is the most important factor in planning all phases of this museum. The plan is growing slowly from the needs of the clients rather than from the desires of the architect.
Recently Pontus Hulten and Richard Rogers discussed museum architecture—specifically, the Beaubourg Museum and MOCA. The problems and needs that appear when art, architecture, and people meet in a common setting are detailed in the following interview.
**Iskin:** How does the Beaubourg Museum differ in concept from other museums—aside from its innovative architecture and exhibition program?
**Hulten:** I don't think it differs in structure, but it is a bit different in its way of functioning, because of its unique setup. That is, we live together with three other cultural institutions in the same building: the public library, the science center, and the music center. This proximity affects us because we have daily contact with people from other disciplines, such as design, literature, architecture, etc.
This situation did not originate with administrative thinking, but rather it stemmed from the development of art during the fifties and sixties: the breaking down of the separations between disciplines. The idea became administrative only later on, in the process of constructing the institution. At that time there was a great concern that it not be merely an administrative solution, and finally what we had hoped for became an actuality. We really did work together. I think it happened basically because of the four big exhibitions that forced us to cooperate. At first, co-working with the exhibition of "Paris/New York" was rather tentative. It became better with the "Paris/Berlin" show and better yet with the "Paris/Moscow" show. I think this was partly because we had to travel to Moscow to work together, and we saw each other daily outside of the institution.
Iskin: When I saw the Beaubourg Museum last April, I had the feeling that it was different from other museums, not only because it housed a broad spectrum of culture (in addition to the fine arts), but also because, in some ways, it democratized art. It didn't have the feeling of being a shrine or a temple like a traditional museum.
In the terms I have talked about, a successful, multi-functioning city is a museum. The life, color, light, and shadow of the Jeddah el Fina Square in Marrakesh today make this great place and a great visual statement as much as the more permanent squares in Sienna or San Marco in Venice. Paul Valerie wrote, "The city is all of culture," but, especially in the States, the city is no longer the meeting place for people; it is a meeting place for cars and culture, and it is in danger of becoming a place of isolated, single-purpose institutions for the few. We have forgotten that man-scale space is architecturally more important than mass.
The major problem we've had in the twentieth century is that we haven't created places; there are no longer Siennas or San Marcos. In fact, up until recently, there was no area like Venice here. So you could only circulate and move around by car. There were no urban places created here that were equivalent to what you see in Mexico or Italy, North Africa, and so on. This last problem is the urban question. I think that there is a critical problem when each building speaks only to itself. It's closed. It's a monument on a site. It has streets around it—perhaps it even has twelve formal trees around it. But it has nothing to do with urban space and life and texture. There is no reason for anybody to go to it except to see specific works of art, and that's a very strange and specialist limitation.
I think that the Beaubourg has democratized or popularized culture. It gives all people of all classes and ages something to do on a Saturday afternoon. You, as a specialist, can go to the museum; your grandmother can go to the restaurant; and the kids can play in the square. It's a multiple-activity situation, and, instead of watching television or going away for the weekend, all people (not just the elite) have something to do in the city. I think this urban function is another purpose of the contemporary museum.
Iskin: Pontus, do you think the Los Angeles museum should fulfill that kind of social function—as the Beaubourg does?
Hulten: Yes, we have discussed that, or rather, we are beginning to discuss it. The climate here makes a fluid relationship between inside and outside much easier than in Paris. Of course, the museum here, one should not forget, is also more specialized. It is concerned only with contemporary art, whereas the Paris museum includes modern and contemporary art. Here the institution will obviously be more experimental, more aggressive, which I think suits the city and the climate.
Iskin: When you say "more experimental," what do you mean?
Hulten: Well, of course there is painting and sculpture, but we are also going to involve other media, including media systems, photography, performance. We have to find out about our scope, since we are not opening this year—we are opening in three years.
Iskin: What are the lessons to be learned from the Beaubourg in terms of the areas that have worked well and those that have not?
Hulten: That's a good question. Rich and I have discussed technical issues. One thing I would like to ask Rich (because, unfortunately, we don't see each other very often) is, would you build a museum of steel and glass again after the experiences with the fire department and the security issues?
Rogers: I would do it better.
Hulten: Yes, but would you still choose steel and glass as a possibility?
Rogers: I don't think the problem is the technology we used. Technology is only the choice of the appropriate technique to translate an idea or ideas. We chose lightweight, easily changeable, indefinite, colorful technology to translate an open-ended, multipurpose, public-oriented philosophy: an erector set to build a
climbing frame that encloses a broad range of overlapping activities. We believe that exciting things will happen when many activities meet in a flexible environment.
One certainly has to have sophisticated approaches. In some areas of the building, the use of technology is very sophisticated; in other areas it is very primitive. The interiors, for example, were very simple, partly because of the rushed program. It was the fastest building being built—certainly in France, if not in Europe—and at that time we weren't the most experienced team. So speed, plus, in some sense, lack of experience (which one might say also gave us an advantage), created some tremendous technical problems. And, uniquely, we finished under cost.
Hulten: You remember, Richard, when you had to close off more and more of the glass with second-decision materials, like screens (which you were sorry about), and they were required because of the fire laws in France?
Rogers: Yes. I think what you really do all the time is, you have a new problem and you find a solution. Given the constraints, we haven't succeeded on all levels, but I believe we solved the key problems we set out to solve.
Hulten: Yes, but maybe we would have had fewer. I would say, after having lived in the building since it opened, that it has some enormous advantages. The flexibility you've always talked about in the meetings is a reality. The building is truly flexible. On the other hand, we are suffering with the energy problems already. We cannot cope with them. We cannot use the lighting to its full capacity, for example.
Rogers: That's a constraint which has come after. The problem is that Beaubourg was built on the theories and design of the early seventies, and the energy crisis happens to have come at the end of the seventies. Beaubourg is not tremendously energy-efficient. It certainly is nowhere near it. We are doing a building in London, a headquarters for Lloyd's of London, where the energy consumption of the large building—nearly as big as the Beaubourg—is a third of Beaubourg's. That fact is, in a sense, a direct response to something which we hardly knew about in 1970. Therefore, we would never build a building like that today, because new constraints have arrived. We now know how to handle many of the materials properly.
In fact, as Pontus knows, we didn't really know that the art museum was going to be there at all until about halfway through the program, and so no specific plan was included until very late.
Hulten: Well, that wasn't really a negative surprise for you.
Rogers: No, I was absolutely delighted.
Iskin: Aside from the energy problem, are there any other areas that you feel are important lessons for us here?
Hulten: Yes, certainly one problem is that we underestimated the flow of the public. We counted 10,000 as the normal, maximum rate of visitors per day, and we now very often have over 50,000 per day. But I would say the building takes it up pretty well. I don't think people suffer from it. It's crowded, but that is partly what people go there for. It's not necessarily a negative point. It might become a bigger problem as our crowds get bigger, and that may be when we really test the building for its flexibility.
Rogers: That again is a very familiar and important point. You must not only be flexible internally, but you must also be able to accommodate all types of change. You create a framework, which is the building, but you should be able to play inside that framework. The elevations are not perfect, finite statements. We feel very strongly that if you create a "perfect" building, the problem is that you only have to put a red door on it instead of a black one and it is destroyed aesthetically. Architecture is not like a painting. You can't require that all doors will always be black. The fact that we were told by the government that there are 25,000 to 50,000 people coming per day means that the building must be capable of changing and adapting.
Iskin: To what do you attribute the fact that the number of visitors at the Beaubourg is so much larger than the original estimate?
Hulten: I think there are at least three, maybe more, reasons. One is that the center was needed. That is the basic reason. It was needed not only in Paris and France, but also in Europe. There was no focal point for modern and contemporary culture, and Paris was the obvious place. A center had been lacking for so many years. Another reason is that the architecture of the building made it very popular. Another factor is the current popularity of the particular place in Paris where the museum is located: the area had been rapidly deteriorating. Unlike other areas, it had no social character in the sense that it didn't belong to a particular social group. It is an anonymous part of the city, and it's within walking distance from a number of areas. It is also within subway distance for eleven million people. The area was a good choice.
To go back to your question of what we would have wanted to create differently at the Beaubourg—and I wasn't involved with Richard and Renzo from the beginning, so I feel free to discuss it—I would say that the daylight situation, in spite of the fact that there is much glass, is not good. That is due to the general orientation of the building, which is south and principally west. We get all the afternoon sunlight right into the building, and we had to blind out the light which we actually would love to have had, but in another version. Of course, we have to live with that situation. It's not tenable, but it also has a certain liveliness. Paris doesn't have a lot of sunlight. It's very difficult to handle, but it's not only negative.
I would say, in general, that Richard's and Renzo's building is a very difficult building. It's a building I like to live with, but it's difficult. It's hard work.
Rogers: You mean it's very objective; it's not passive.
Hulten: Yes. We have to fight it all the time.
Rogers: I would tend to agree. I think it's quite a tough building in that sense.
Hulten: But the flexibility exists, the crowd absorbence exists, the light is there, even if it's sometimes hard to handle. There is one thing that one tends to forget. It's the only museum which has the piazza in front. Most of the 680 other projects had no piazza. They were filling out the lot to the border lines, and that, of course, is a sensational difference. It makes all the difference.
Hulten: Yes, I would agree that the success of the building, as Pontus says, is in the numbers of people, and those numbers are created by the overlapping of activities. Usually a museum—the traditional museum—is just a museum. If you take the Tate in London, for example, I think there is a restaurant there, but that's about it. At the Beaubourg, you have a whole series of overlapping things to do, and therefore the area becomes much more active. It's more like a railway station. One of the theories which we tested out—and I think it did work—was the idea that if you have a series of activities, such as a library and children's areas, all placed in a flexible framework, then this mix will create a catalyst for more activities. But then too, the activities themselves change in this atmosphere. There was going to be a flower market, and then there wasn't a flower market. There wasn't going to be a bookstore, and now there is a vast bookstore. A square which was rather downgraded is now a very successful and lively square. So all this is beginning to change. It's the theory of the flexible magic box, which includes the piazza. Nothing is ever static, and nothing is ever perfect.
Iskin: Are these some of the guiding principles for the Los Angeles museum as it is being thought of now?
Iskin: Well, we are not finished yet. I think here we will at least have a big chance to have studied the Beaubourg and also other museums that are architecturally important, and we will certainly analyze them. So we will learn from other people's mistakes.
Iskin: Could we talk about the Artists Committee and its function? It seems to be a rather unique case.
Hulten: One of the original things in the Los Angeles Museum of Contemporary Art is that it has the Artists Committee and it has two artists (Sam Francis and Robert Irwin) on the Board—which, I understand is unique in the United States. I think this idea is both a very interesting and a very dangerous thing to fool around with. Personally, I've always tended to think that it can be murderous to mix consumption and production, meaning—to have the same people be consumers and producers. You can see it in socialist countries, where it is put into practice all over, and it's absolutely deadly for art there. Art is confined into a nice little monopoly. Of course this is theory, and practice is something else. The fact that two eminent artists are on the Board is a very interesting and unusual situation. It's also very positive that important people take time to work on the museum; that is actually the reason I came here when I was asked. The artists' involvement inspires confidence. It's a contradiction, but we have to live with that. It's a good contradiction.
Iskin: In this case, has it worked well so far? From your point of view?
Hulten: Oh, yes. The relationship between the staff, the project people, and the Board—we are in a honeymoon period. We will see how long that lasts. At the moment, everything is so smooth it's unbelievable.
Iskin: But the museum in Los Angeles would not really involve the broad kind of documentation of culture that the Beaubourg includes. It would focus on contemporary art.
Hulten: Well, it is involved in contemporary culture, but it focuses on contemporary art. We have discussed this a little bit—whether we will have departments. It may be that we won't have departments and that we will have project groups instead. It's possible that we will avoid the kind of classical structure that sets up a department of photography, prints and drawings, etc., and that we will try to find a more organic process.
Iskin: So people would work together in groups on particular projects at a given time?
Hulten: Yes. It could be a long time. There could be a project group that stays together for several years, and they could include staff and freelance people.
Perhaps in the long run we will be what every museum dreams of being—a place for contact among capital, art, and science.
—Pontus Hulten
Rogers: Even if the building is only doing one thing, being a museum or whatever it may be, it is still linked to a network. It still has a responsibility to stitch together a series of other activities.
I spent a month, when I was at UCLA, looking at culture in L.A. One of the things that came to me very strongly everywhere, but particularly in the States, was that we have to stop thinking of buildings as sitting on single plots or as being things that we can drop from airplanes like confetti. They are not just beautiful objects. There are actually a number of things that are happening at ground level and at skylight level. Buildings stitch together activities just by the positioning of the front door, or the parking lot, or the square—as in the Beaubourg. It seems to me that the architect's main job is to be a generalist, not a specialist. He has specialists to help to carry out the work, but the architect's major job is to question the program. For instance, at the Beaubourg we have quite a major group called the "non-program" activities area, and it deals with activities that were not written into the program by the Committee. These activities in a sense, were key; they were actually more important than the programmed areas, because the directors look after their own areas. But there is no one to look after the other activities which are not specifically defined, but which the architect can, in fact, link through. I think this craze we once had of dropping buildings on sites and making monuments out of them is a very serious problem. It's a misunderstanding about architecture—that is, the idea that mass is more important than void. Historically, it has been space that has been more important than mass. It's absolutely wrong to be so preoccupied with finite mass.
To be continued in summer issue.
1 Artists Committee includes DeWaine Valentine (Chairman), Lita Albuquerque, Peter Alexander, Karen Carson, Vija Celmins, Guy Dill, Fred Eversley, Sam Francis, Robert Heinecken, Robert Irwin, Gary Lloyd, Peter Lodato, Joe Ray, Roland Reiss, Alexis Smith, and Tom Wudl. Advisors are Stanley Grinstein, Coy Howard, Richard Armstrong, and Chuck Boxenbaum.
2 The Architecture and Design Committee includes Board of Trustee members artists Robert Irwin and Sam Francis and donors Max Palevsky and Eli Broad. It also includes architect Coy Howard, the only non trustee member of the committee.
3 MOCA Trustees are William Norris, Max Palevsky, Eli Broad, Marcia Weisman, Robert Rowan, Leon Banks, Carl E. Hartnack, Robert Irwin, Sam Francis, Dr. Peter Ludwig, Dominique de Menil, Count Giuseppe Panza de Buono, Seiji Tsutsumi, Betsy Burton, Gary Familian, Martin Lipton, William F. Kieschnick, and Lenore S. Greenberg.
Ruth Iskin is a Los Angeles art critic. She was formerly a founding editor and co-publisher of Chrysalis magazine. Currently she is an Editorial Advisor for Images & Issues.
In Part One Ruth Iskin interviewed Pontus Hulten, Director of the Beaubourg Museum in Paris and currently Director of MOCA, along with Richard Rogers, architect of the Beaubourg Museum (in collaboration with Renzo Piano). They evaluated the success and problem areas of the architecture of the Beaubourg Museum and museums generally, as well as the interaction between architecture and the urban environment. Part Two focuses on Pontus Hulten’s plans for MOCA while Rogers continues to comment on the points raised.
Ruth Iskin
Iskin: Since the museum is going to be downtown, what thoughts have you had about ways to relate the museum to the immediate neighborhood? And also to the ethnic communities in that area?
Hulten: Downtown is defined by three freeways, and we will occupy ourselves first with that area; later on, we will move outside of the downtown area. We are limited in staff at the beginning. We think we will find a place pretty soon where we can establish ourselves in a very primitive way, and we will start to make ourselves known—not as a project, but as a physical space. We are going to get involved with the business community in a very direct way, for example by offering our services so that if someone has an idea or project, we can offer our expertise.
We don’t want to have a situation in which you build up to this magnificent opening evening. We want to avoid that at all costs. We have had that once, in the Beaubourg. We want to do what I’m calling a flying start so that we will have momentum, and on the night of the opening we will already have been there in the downtown area. We will already have done things. Maybe, if we can afford it, we will have a big show even before we open. It means that we are in a process, and the opening is just part of the process. It’s not the historical moment. It will, of course, be a historical moment, but for us, it’s just another thing.
Iskin: When do you foresee the museum beginning the program which you described?
Hulten: Right now. We are in the process of discussing these things. When we will have the space is uncertain. It’s more a question of finding it than knowing what to do.
Iskin: What kind of requirements, roughly speaking, do you have for the temporary space?
Hulten: It should be capable of housing at least two, if not more, functions. I would love to have the same situation as we had in the Beaubourg—we were in the same building as the architect. Richard and Renzo were downstairs, and we saw each other every day without needing to set up meetings all the time and without running in and out of the building. That saves time and makes for a better product. Since I worked with Richard and Renzo on the Beaubourg, I have given a lot of thought to what it means to be a client for a building. I think we probably were not-so-very-good clients, and I want to be a better client now. To be a good client, I think, means to be there all the time. So the temporary building should at least include an office for us and an office for the architect, and then we can expand: have an exhibition space and a storage space. Then we would have a four-function space, and that’s pretty good. I think it should be on the ground—a factory-style space. We are looking at something, but we don’t have the money. This working process would permit us to have a flying start.
Iskin: Are you thinking of utilizing other spaces in conjunction with the temporary space?
Hulten: Well, possibly we might be capable of doing many things, but I’m not sure that we will have enough capacity to do several shows before we open. That might be pretty difficult. We might have to concentrate.
Iskin: What kinds of shows do you think are particularly appropriate for Los Angeles at this time?
Los Angeles has the most sophisticated public in the world in terms of contemporary art. Compared to Paris, L.A. is about fifty years ahead in terms of the public’s sensibility.
—Hulten
Hulten: We are finding the first program for ourselves right now. We will certainly do all kinds of shows. We will have very classical retrospectives of predominant interests and important masters in the classical style. We will have thematic shows, idea shows, emerging talent shows, and we will have the whole spectrum of painting, architecture, sculpture, other media, video, film, etc., even dance and theater if it’s appropriate. We want to do shows in the contemporary field of the style that we have done in Paris with the Paris/Moscow show: an overall cut of the cultural stream. One of our first shows will be about the role of the city in modern culture. So we are going to be very concerned with California in different ways.
Iskin: You spoke earlier about the function the museum may have with the business community. Do you think of the museum as functioning on other levels of service for other communities too?
Hulten: Yes, but that’s a very difficult question. I think we want to turn especially to minority art, ethnic groups, and women, but we are not specializing in only West Coast art either. We will be as broad as we can and create our own profile. Nothing is worse than cultural institutions which are repetitious. That has happened in some cities in Germany. You go from one museum to the next in a matter of a couple of hours, and you see approximately the same
art. That should be avoided. So we will definitely turn to what is original in our situation. And the ethnic groups constitute originality.
Iskin: Generally in art, particularly in performance, there has been a transition toward a more participatory kind of experience rather than mere spectatorship. How would that influence the museum?
Hulten: The museum itself is already such a step. Compared to the classical theater, cinema, or the concert situation, where you are in your seat, in the museum you are on your feet. So already the museum, as such, is more participatory.
Iskin: Do you think it might be appropriate to develop that area of participatory experience further in the museum?
Hulten: Yes—which is where art is going anyway. And this might suit Los Angeles, downtown, and Southern California. It might be very difficult to do it in other situations. You couldn't do it in Moscow. Even in Paris it's very difficult.
Iskin: You mentioned the issue of women. Feminists have, of course, documented the poor ratio of women's art in museums in the United States, particularly in permanent collections but also in the exhibition record. I take it that the new museum could have a real chance to establish a precedent. Is that a serious concern for the new museum?
Hulten: Yes, I suppose it's a serious concern for modern times, but there are no easy solutions. You don't want to show art made by women just because it is made by women; rather, you want to show it because it's good art. It is something one has to keep in mind.
Iskin: The Children's Museum downtown seems to have initiated a variety of innovative programs for children. Would the museum consider forming a link with the Children's Museum, or would it have its own facility?
Hulten: We would probably have our own children's area. If it's going to be so ambitious as to call it a museum, I don't know. Probably it would not be a place where you just drop your child. It would be more interesting to have other kinds of things for the children to do which they cannot do at home on their own.
Iskin: Couldn't those two functions go together?
Hulten: Yes. There are lots of arrangements in Paris and the Scandinavian countries like that. The children's issue could also be taken care of by establishing children's tours. Or they could see films. We have a very successful children's film program at the Beaubourg, and I did one earlier in Stockholm. It has great potential because most of the movies that kids see are not what we would like, ideally.
Rogers: What we are trying to do, and what I think Pontus has done very successfully, is to break down barriers between the public and art. One of the key positive elements in eliminating that resistance is children. They are much more open; they understand things easily. If you attract children to a place, it's more likely that their parents will accept going there. Actually, what we tend to have instead is the reverse situation: parents have to drag their children [to museums]—speaking from my own experience.
Iskin: Given the particular nature of Los Angeles as a city—geography, climate, etc.—how do these factors influence museum planning?
Hulten: Los Angeles probably has the most sophisticated public in the world in terms of contemporary art. There is a great media awareness here. The museum, therefore, has to be highly sophisticated to cope with an extremely advanced public. It has to be very special, and I think it has to have a sharp profile. It has to go far in its originality. This forward-looking nature can be created in several ways, but it must exist first of all in the museum's structure—in the way in which it functions and presents itself, and in its content. The challenge will be difficult here because of the advancement of the public. Compared to Paris, Los Angeles is about fifty years ahead in terms of the public's sensibility. You can still shock people in Paris with things that people in L.A. wouldn't even care to go and see.
Iskin: What are your thoughts about the ideal permanent collection for the museum in Los Angeles?
Hulten: We will see ourselves as the museum for Los Angeles art, Southern California art, American art, and international art, about in that sequence, with different levels of perfection. We would definitely want to be a museum for the art of the city, and we would try to be complete in that area, as any museum in a city normally would. Then we would be concerned with American art, and we would have to be very good there too. We also have to be international, and we must be a good example.
We cannot pretend to cover what is going on all over the world, but we can show the best examples. Then we might specialize. I think we will go to other parts of the world, like Japan, Korea maybe, China. Maybe some of the Eastern European countries.
Iskin: I know it would be very difficult—actually impossible—to collect performance art, but do you have any thoughts about creating an archive of documentation through photographs, writing, etc.?
Hulten: Yes, that idea is very compelling. You know that it has been done in the MOMA in New York very successfully. It's something we should do. The whole question of library and archives is something we haven't gone into yet. It's too early. It's very important to the contemporary sensibility, so we would have to get into it. Video too. Maybe the two can be combined.
Iskin: Would you also be thinking about generating the museum's own video series?
Hulten: Yes. We hope to become an institution that initiates creativity to a large extent. In the long term, perhaps we would be what every museum dreams of being—that is, a place for contact among capital, art, and science. All museums dream of that, but it's very, very difficult. Perhaps Los Angeles and Southern California have the first climate where that could be possible. The problems that come up among art, science, and capital are mostly language problems. The museum can act as a translator in those language problems.
Rogers: I think that's very important. It's key.
Hulten: But that is nothing we can start out with. It will grow from our being here.
Ruth Iskin
Iskin: What is your reaction to the L.A. art scene?
Koshalek: I think it's important and exciting. I agree with Count Giuseppe Panza de Biumo, who has one of the largest collections of California art and believes that the artists in California have been extremely influential in the area of contemporary art.
Iskin: How will L.A.'s MOCA differ from New York's MOMA?
Koshalek: We're going to be different. Alfred Barr was one of the great geniuses. Back in 1932 he did an exhibit titled "Can New Yorkers have good housing?" and he did his first hidden talent show in the early 1930s; so he was way ahead of museums in this country, and we've got a lot to look up to. I think our museum is going to be a bit more aggressive. It's going to be more adventuresome, and I think L.A. is ready for it. L.A. is a really open situation where anything is possible. That's what people tell me.
Iskin: How will MOCA involve itself with its immediate downtown community?
Koshalek: The museum will be involved in the downtown area by presenting programs in all the arts, architecture, urban planning, and performance. We are considering the possibilities of programming the downtown area that is outlined by the major freeways. One idea we are talking about is "The Stages of Performance," which was proposed to us by Judy Lazar. In a program of this kind, an artist, designer, or architect would design a performance space that utilizes specific downtown architecture in conjunction with a contemporary composer, theater director, or dance choreographer. These would be original performances presented directly within the community—not in a formal theater—and performed before a neighborhood audience, in a space that incorporates existing elements of that neighborhood.
Iskin: Is that similar to what you did at the Walker Art Center in the late 1960s?
Koshalek: It was the idea of Martin Friedman, the Director of The Walker Art Center in Minneapolis. For several years, the Walker Art Center did not have exhibition or auditorium space: they were constructing the new building (designed by Edward Larabee Barnes) on the site of the old building. The center rented an office in downtown Minneapolis and presented exhibitions in fire stations, vacant lots, parking lots, department stores, and auditoriums throughout the city.
Iskin: Is the concept of MOCA (before it locates in the permanent building) similar?
Koshalek: We will be very active in the city. We are calling this phase The Transitional Museum as opposed to the Guerilla Museum, which was sometimes confused with "Gorilla" Museum.
Iskin: How will MOCA affect art on the West Coast, particularly in Los Angeles?
Koshalek: By providing consistent exposure of the high-quality work being produced by California artists. To begin this program, we are proposing a unique research project titled "The California Chronology." The majority of the exhibitions will be originated by the curatorial staff of The Museum of Contemporary Art, with assistance from guest curators, writers, and scholars.
Iskin: Do you think people are sensing that L.A. is becoming a new energy center for the eighties?
Koshalek: Absolutely; it's a center for business, science, and the arts. The city is changing, and very rapidly.
Iskin: Aside from the obvious differences between the art scenes in New York and in L.A.—in the numbers of museums, galleries, and artists—is there a special character to Los Angeles art?
Koshalek: There are considerable differences between the work of California artists and that of New York artists. This museum, to a certain extent, has no models. L.A. must develop its own unique institution, and it must have confidence in that institution. It's the right time for it. L.A. has to stop looking to places like New York for its artists to gain international recognition. Artists should be able to stay in L.A. and not have to go to New York to get a stamp of approval. It's not going to happen overnight.
Iskin: Is the kind of broad collaborative process of artists, collectors, and business community that characterizes the founding of MOCA unique to L.A.? Could it happen in New York?
Koshalek: It couldn't happen in New York. I think in L.A. people are more accepting of each other. They are more open to other people's ideas. In New York it's a constant struggle for your own identity, your own personality, your own world, your own picture in the New York Times. In L.A. it's a different attitude. People are more willing to have a group shot here.
Iskin: Do you think most New Yorkers don't have a frame of reference with which to understand West Coast art?
Koshalek: When I was at the Walker Art Center in Minneapolis, I was interested in work produced throughout the United States. I traveled frequently to California, Texas, and New York. When I was living in New York, I found that I traveled less (only twice in four years to California). There is so much activity in New York. New York has a way of absorbing all one's attention. One becomes extremely busy just being involved in what is there.
Iskin: Are West Coast art and L.A. art, to some extent, becoming more popular in New York?
Koshalek: I think L.A. is becoming more interesting to people in New York. I think they are watching. Some people in New York probably would like to see L.A. fall flat on its face so they could say, "See, New York has got it all, L.A. doesn't. They get all excited in L.A., but they can't turn it over." I think the fact that there has been so much coverage of MOCA in the New York Times is significant. They know something new is starting in California, but some of the articles have an undertone of skepticism. They are not convinced yet that MOCA is going to succeed.
Iskin: Well, there is a certain amount of skepticism even in this community, although the enthusiasm overrides it.
Koshalek: Yes. We are always confronted with the fact that the Pasadena Museum closed for lack of a million dollars. It's going to take a lot of dedication and imagination on everyone's part for MOCA to succeed. We still have a lot of bridges to cross. Pontus and I haven't yet done a single program, and MOCA has gotten a great deal of publicity. A writer from a European art magazine was here recently and—at the end of a long discussion on the museum—said, "You've got to be kidding. Why would Pontus Hulten and yourself take over a new institution which doesn't have a collection, a building, the funds, or a program?"
Iskin: That's L.A. . . .
Koshalek: It's all process—so far.
Iskin: And all media. ★
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MEMORANDUM OF UNDERSTANDING
Between City of Shelton, Shelton School District and Mason County Facilities, Parks & Trails Regarding Skatepark Operation
1.1 PARTIES
This agreement is entered into between the City of Shelton ("City"), Shelton School District ("District") and Mason County Parks & Trails ("County"). The above entities are collectively referred to as the PARTIES.
1.2 PURPOSE AND USE
The PARTIES agree that the purpose of this agreement is to facilitate a lease agreement and management responsibilities of the Shelton Skatepark, located at 110 Wallace Kneeland Blvd, Shelton, from County to the City. The lease agreement concerns the skateboard ramps, concrete pad, and fencing. The Shelton School District retains ownership of the land.
1.3 DESCRIPTION OF PROJECT
The PARTIES agree that the project objective is to form a partnership primarily between County and the City to operate the skatepark with the City as the lessee and the District as the lessor. Under the terms of this agreement, the PARTIES agree to the following:
1) The City will enter into a lease agreement with the District to operate the skatepark for a term of five (5) years.
2) The County will pledge up to but not exceeding $5,000 annually to the City for operations and will also provide staff expertise needed for structural and ramp repairs.
3) During the five year lease period, the City and the County agree that they will partner to write grants and fundraise to either rebuild the skatepark at the present location or find a new location to build a new skatepark and decommission the existing skatepark. The City will assume complete operational responsibilities of a new or rebuilt facility.
4) The City and the County agree that if, by the end of the five year lease, funding has not been raised to either re-build or re-locate the skatepark, the City and the County will negotiate an extension to this agreement or jointly close and decommission the skatepark and return the grounds to a condition agreeable to the District, with costs of closure being shared 50/50 between the City and the County.
1.4 TERM
The term of this agreement shall commence immediately upon signatures of all PARTIES.
Effective date Mason County will transfer the skatepark ramps located at 110 Wallace Kneeland Boulevard, Shelton, WA 98584 to City of Shelton and will remove skatepark from the County’s property and liability insurance.
Feb 24 2015
Effective date the City of Shelton accepts full responsibility of skatepark located at 110 Wallace Kneeland Boulevard, Shelton, WA 98584 on the City’s property and liability insurance.
Feb 24 2015
1.5 RESPONSIBILITIES OF THE COUNTY
The County will provide and support all of the following:
- Assist the City with transfer of skatepark to City management.
- Provide any agreed monetary and non-monetary support required during lease period.
- Mobilize community groups to help with fundraising, maintenance and clean up of the facility.
- Jointly write grants with the City to either construct a new skatepark or renovate the existing skatepark.
- Mobilize cleanup work parties for the skatepark when available.
- Transfer any spare parts or supplies for the skatepark to the City.
- Provide any technical advice and/or services as requested.
1.6 RESPONSIBILITIES OF the City
The City will provide and support all of the following:
- Assume management of the skatepark fixtures including ramps, concrete pad, and fencing.
- Enter into a lease agreement with the District for management and ownership of the skatepark.
- Assume primary maintenance and operations responsibilities for the skatepark.
- Coordinate with County for site cleanup.
- Request staff assistance from County for repairs as needed
- Jointly write grants with County to either construct a new skatepark or renovate the existing skatepark.
- Mobilize community groups to help with fundraising, maintenance and clean up of the facility.
- Request assistant from County for technical advice on the maintenance and operations of the skatepark as needed
- All persons on the said Leased Premises shall be at the risk of the City. The County shall not be liable to City for any damage to persons or property resulting from the carelessness, negligence or improper use occurring at the Premises. The City agrees
to defend and hold harmless the County from any claim, action and/or judgment for injury or damage to persons or property arising from use of the Premises.
1.7 RESPONSIBILITIES OF DISTRICT
District will provide and support the following:
- Support transfer of operations from MPTD to City
- Prepare a new ground lease for the City
- Provide direction on acceptable site conditions should the skatepark operation cease.
1.8 TERMINATION
Any Party may terminate its participation in this agreement with a minimum 180 days prior written notice to the other parties, and in accordance with the termination provisions of the Lease Agreement. Provided, however, that if the County’s decision to terminate its participation in this Agreement results in closure of the skatepark or termination of the City’s Lease with the District, the County and City shall share equally in the cost of any removal of improvements and site restoration that need to be performed.
1.9 EFFECTIVE DATE
This agreement shall be in full force and effect upon approval by the City, County and School officials signing below on behalf of all the PARTIES.
Dated this 24 day of February, 2015
MASON COUNTY
By [Signature]
SHELTON SCHOOL DISTRICT
By [Signature] 3/10/15
CITY OF SHELTON
By [Signature]
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