Operationalizing resilience planning, theory, and practice: Insights from U.S. seaports

Academics and practitioners advocate climate change resilience planning to guide seaport management, business continuity planning, capital improvements, and so forth. Yet, questions of whether resilience planning interventions influence seaports\u27 planning cultures and result in better prepared organizations remain underexplored. Through 10 cases of U.S. seaport resilience planning, this research explored the benefits and challenges of resilience planning and whether such efforts can enhance the adaptive capacity of a complex, multi-layered system such as a seaport. Results suggested that resilience planning interventions enhanced, inter alia, seaports\u27 social capital with their internal and external stakeholders, and that seaports frequently identified and pursued infrastructure-related resilience enhancement strategies after completing resilience planning. Even when the sponsors of such studies intended an operational and business resilience purpose, they stated benefits consistent with adaptive management and resilience planning theories. Further, while key informants emphasized the strengthened relationships with stakeholders as benefits, they also frequently cited them as key challenges that require deliberative guidance and resources to help stakeholders effectively use products from resilience planning. Additional takeaways captured in this research provide valuable insights that can inform guidance materials designed to help seaports undertake their climate resilience-building endeavors

Trastorno por déficit de atención con hiperactividad en mi aula de infantil

ABSTRACTThe rapid recognition on the part of the professorship of student with the Attention Deficit Hyperactivity Disorder (ADHD) in the classroom, allows attending to the specific needs of these children, as well as the use of more appropriate psychological-pedagogical tools. Objetive: review the ADHD concept and diagnosis and fundamentally the existing pedagogical operational strategies in the classroom. Material and methods: an extensive bibliographical search was realized on Attention Deficit Hyperactivity Disorder and published teaching methods. Results: both, the behavioural therapy, modifying teachers and parents’ behaviour, and the cognitive therapy, learning selfcontrol and self-regulation skills by the pupils to be applied in the classroom, have proved their effectiveness. However, a combination of both therapies will probably be the most effective, the mixed cognitive - behavioral therapy, associated with the administration of stimulant medications, suggested as front-line strategies with ADHD children. Conclusions: The training of the teachers, both in the knowledge of TDAH's current concept and the guidelines of cognitive - behavioral strategies form a part together with family and sanitary professional collaboration and involvement, to obtain a correct both social and educational integration.RESUMENIntroducción: el reconocimiento precoz por parte del profesorado de los alumnos con Trastorno por Déficit de Atención con Hiperactividad (TDAH) en el aula permite atender las necesidades específicas de estos niños, así como el uso de las herramientas psicopedagógicas más adecuadas. Objetivos: revisar el concepto y el diagnóstico actual del TDAH y fundamentalmente las estrategias pedagógicas existentes de actuación en el aula. Material y métodos: se realizó una búsqueda bibliográfica extensa sobre el Trastorno por Déficit de Atención con Hiperactividad y estrategias docentes publicadas. Resultados: tanto la corriente conductual, con redirección de la conducta por parte de padres y maestros, como la cognitiva, mediante el aprendizaje de técnicas de autocontrol y autorregulación aplicadas en el aula, han demostrado su efectividad. No obstante, probablemente lo más eficaz sea la combinación de ambas, la terapia mixta cognitivo-conductual, asociada a la administración de fármacos psicoestimulantes, planteándose como estrategia de primera línea en los niños con TDAH. Conclusiones: La formación de los docentes, tanto en el conocimiento del concepto actual de TDAH, como en las pautas de actuación cognitivo-conductuales, forman parte junto a la colaboración e implicación de la familia y del profesional sanitario, en el engranaje imprescindible para conseguir una correcta integración tanto social como educativa.ABSTRACTThe rapid recognition on the part of the professorship of student with the Attention Deficit Hyperactivity Disorder (ADHD) in the classroom, allows attending to the specific needs of these children, as well as the use of more appropriate psychological-pedagogical tools. Objetive: review the ADHD concept and diagnosis and fundamentally the existing pedagogical operational strategies in the classroom. Material and methods: an extensive bibliographical search was realized on Attention Deficit Hyperactivity Disorder and published teaching methods. Results: both, the behavioural therapy, modifying teachers and parents’ behaviour, and the cognitive therapy, learning selfcontrol and self-regulation skills by the pupils to be applied in the classroom, have proved their effectiveness. However, a combination of both therapies will probably be the most effective, the mixed cognitive - behavioral therapy, associated with the administration of stimulant medications, suggested as front-line strategies with ADHD children. Conclusions: The training of the teachers, both in the knowledge of TDAH's current concept and the guidelines of cognitive - behavioral strategies form a part together with family and sanitary professional collaboration and involvement, to obtain a correct both social and educational integration

Broad virus inactivation using inorganic micro/nano-particulate materials

Inorganic materials can provide a set of tools to decontaminate solid, liquid or air containing viral particles. The use of disinfectants can be limited or not practical in scenarios where continuous cleaning is not feasible. Physicochemical differences between viruses raise the need for effective formulations for all kind of viruses. In the present work we describe two types of antimicrobial inorganic materials: i) a novel soda-lime glass (G3), and ii) kaolin containing metals nanoparticles (Ag or CuO), as materials to disable virus infectivity. Strong antiviral properties can be observed in G3 glass, and kaolin-containing nanoparticle materials showing a reduction of viral infectivity close to 99%. in the first 10 ​min of contact of vesicular stomatitis virus (VSV). A potent virucidal activity is also present in G3 and kaolin containing Ag or CuO nanoparticles against all kinds of viruses tested, reducing more than 99% the amount of HSV-1, Adenovirus, VSV, Influenza virus and SARS-CoV-2 exposed to them. Virucidal properties could be explained by a direct interaction of materials with viruses as well as inactivation by the presence of virucidal elements in the material lixiviates. Kaolin-based materials guarantee a controlled release of active nanoparticles with antiviral activity. Current coronavirus crisis highlights the need for new strategies to remove viruses from contaminated areas. We propose these low-cost inorganic materials as useful disinfecting antivirals in the actual or future pandemic threats.This research was performed with support from The Spanish National Research Council (CSIC) (Project No 202060E109). M.F. is grateful to the Comunidad Autonoma de Madrid for research project No. 2017-T1/BIO-4992 (“Atracción de Talento” Action) cofunded by Universidad Complutense de Madrid. This publication was also supported by the European Virus Archive GLOBAL (EVA-GLOBAL) project that has received funding from the European Union's Horizon 2020 research and innovation program ​under grant agreement 871029. S. R.-R. was supported by the the FPI fellowship funded by Universidad San Pablo CEU. J.A-H. was supported by the PFIS fellowship co-funded by the FEDER/FSE and the ISCIII

Adaptación y aplicación de escalas de adquisición de competencias en el aprendizaje práctico de la psicoterapia

El aprendizaje de la Psicoterapia requiere la adquisición de conocimientos teórico-prácticos que se ven recogidos en los planes de postgrado (fundamentalmente en el Master en Psicología General Sanitaria). Sin embargo, la adquisición de competencias y habilidades ha pasado a un segundo plano, delegando su adquisición a aprendizajes informales. En este proyecto se pretende aplicar una escala de competencias en psicoterapia (CTTS) a una muestra de psicólogos en formación, analizar sus resultados en función de la dificultad del caso y adoptar las medidas pedagógicas (fundamentalmente de supervisión) que sean necesarias para la potenciación de estas competencias

Revista española de orientación y psicopedagogía

Resumen basado en el de la publicaciónEl reconocimiento precoz por parte del profesorado de los alumnos con Trastorno por Déficit de Atención con Hiperactividad (TDAH) en el aula permite atender las necesidades específicas de estos niños, así como el uso de las herramientas psicopedagógicas más adecuadas. El objetivo es revisar el concepto y el diagnóstico actual del TDAH y fundamentalmente las estrategias pedagógicas existentes de actuación en el aula. Para ello realizó una búsqueda bibliográfica extensa sobre el Trastorno por Déficit de Atención con Hiperactividad y estrategias docentes publicadas. Tanto la corriente conductual, con redirección de la conducta por parte de padres y maestros, como la cognitiva, mediante el aprendizaje de técnicas de autocontrol y autorregulación aplicadas en el aula, han demostrado su efectividad. No obstante, probablemente lo más eficaz sea la combinación de ambas, la terapia mixta cognitivo-conductual, asociada a la administración de fármacos psicoestimulantes. La formación de los docentes, forman parte junto a la colaboración e implicación de la familia y del profesional sanitario, en el engranaje imprescindible para conseguir una correcta integración tanto social como educativa.ES

Petroglyph National Monument: Rapid Ethnographic Assessment Project

The Petroglyph National Monument Rapid Ethnographic Assessment Project had two primary goals. One was the identification of those American Indian Tribes, Pueblos, and Spanish heritage groups who wanted to participate in a long -term consultation process with the National Park Service about the management of the new Petroglyph National Monument located outside of Albuquerque, New Mexico. The second goal was to document the cultural resource concerns of the Native Americans and the Spanish heritage people, so that protection of these cultural resources could be incorporated into the General Management Plan that the National Park Service is developing for the Petroglyph National Monument.This item is part of the Richard Stoffle Collection. It was digitized from a physical copy provided by Richard Stoffle, Bureau of Applied Research in Anthropology, School of Anthropology at the University of Arizona. For more information about items in this collection, please email Special Collections, [email protected]

GLOBAL CHANGE SCIENCE. Stakeholders in climate science: Beyond lip service?

Local knowledge coproduction must be rewarde

GLOBAL CHANGE SCIENCE. Stakeholders in climate science: Beyond lip service?

Local knowledge coproduction must be rewarde

Cahier de méthodes et expression pour préparer les épreuves du bac - Français 1re

International audienc