Добірка наукової літератури з теми "High Responsibility Teams"

Understanding how teams perform successfully in high-risk settings can provide us with insights into the processes by which safety is created. Building upon previous field and laboratory studies, we propose a tentative formulation of a concept, transactive responsibility system, to account for the intricate, complex responsibility system emerged in team interaction. With a transactive responsibility system, a team can deal with the challenges of conflicting goals of training and performing and rapidly changing work environments found in many settings. A set of measurement proposals is made to illustrate the potential practical use of the concept. Potential impact on training is speculated.

Purpose – The purpose of this paper is to discuss that development and recognition of human capital is a shared responsibility reflecting a delicate balance with employees on one side and the organization on the other. Conveying the message that employees matter, are valued contributors and will be rewarded improves morale, builds trust and expands opportunities for growth, through challenging assignments, improving performance and furthering skill development. Design/methodology/approach – The typical organizational structure in a library is made up of three key components: formal reporting relationships, the identification of groupings of individuals into departments or teams and the design of systems that ensures effective communication, coordination and integration of efforts across units. What steps can a library administrator take to reimagine and implement a responsive rewards system? Findings – There are five recommendations for library administrators to develop and implement a rewards system. Originality/value – New thought piece on this topic.

Background/Context Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers’ ongoing development, and substantially reduce well-documented variation in teachers’ effectiveness across classrooms. Recent research finds that teams can contribute to teachers’ development and increased student achievement. However, research also suggests that teams often fail and that most schools are not organized to ensure their success. Therefore, it is important to learn more about how teams function in successful schools, how teachers experience them, and what factors contribute to their success. Purpose/Objective/Research Question/Focus of Study Data for this article were drawn from a comparative case study focusing on the human-capital practices in six successful high-poverty, high-minority schools (traditional, turnaround, restart, and charter), all located in one Massachusetts city. Each school was affected by a distinct set of state and local policies. Here, we focus on the schools’ approaches to professional learning and collaboration among teachers. Did they rely on teams, and, if so, what purposes did the teams serve, and how were they organized? How did teachers assess their experience with teams? What role did administrators play? Were there notable school-to-school differences in how these teams were organized and managed? Research Design/Data Collection and Analysis For this qualitative, comparative case study, we conducted semistructured interviews with 142 teachers, administrators, and other staff in six elementary and middle schools. Interview protocols encouraged participants to discuss their school's approach to teachers’ professional learning and work with colleagues. During school visits, we also observed a wide range of day-to-day practices and collected documents describing school policies and practices. We coded our data with both emic and etic topical codes and used various matrices to analyze responses within and across the sites. Conclusions/Recommendations Five schools relied on teams as a central mechanism for school improvement, dedicating substantial blocks of time each week to teachers’ meetings. Teams focused on matters of content (curriculum, lesson plans, and student achievement) and the student cohort (individual progress, group behavior, and organizational culture). Teachers valued their work on teams, saying that it supported their instruction and contributed to their school's success by creating coherence across classrooms and shared responsibility for students. Factors that supported teams included having a worthy purpose in support of the school's mission; sufficient, regular time for meetings; engaged support by administrators; and facilitation by trained teacher-leaders.

The objectives of this study are: (1) To find out the significant effect differences between the use of Student Teams Achievement Divisions (STAD) learning methods and Jigsaw learning methods on student responsibility, (2) To determine the significant difference in influence between students who have emotional intelligence towards student responsibility, (3) To determine the interaction of influence between learning models and emotional intelligence on student responsibility. The subject of this study was the eighth grade students of Santo Xaverius 1 Junior High School, namely class VIII-1 who used the STAD learning method and class VIII-3 using the Jigsaw method. The results of the study were: (1) the average responsibility of students taught by the Jigsaw learning method = 87.96 higher than the learning outcomes of students taught by the STAD learning method = 66.3 with Fcount = 1.127 Ftable = 4.006, (2) the average responsibility of students with high emotional intelligence = 86.68 higher than the responsibility of students with low emotional intelligence = 60.76 with Fcount = 7.749 Ftable = 4.009, (3) There is no interaction between learning models and emotional intelligence on student responsibility with Fcount = 2.239 Ftable = 2.683

The religious education book assessment (REBA) program is one of the national book governances in Indonesia implemented by the Ministry of Religious Affairs collaboratively. However, this program is considered to have not divided the functions of stakeholders appropriately in accordance with the concept of collaborative governance and national book regulations which are the responsibility of the government, private sector and community. The results show: (1) stakeholder functions are based on variable indicators of collaboration by dividing responsibility among six program implementation teams (verifiers, IT teams, book assessors, supervisors, supervisors, and instrument developers). (2) The collaboration model of this program refers to the principles of collaboration dynamics: face-to-face, motivational sharing, attractive communication, knowledge, and high adaptability. (3) Macro collaboration between the government, private sector, and community needs to be optimized to support REBA programs that are oriented towards producing religious education books that are suitable for use by the community.

The Advanced Photon Source at Argonne National Laboratory is now providing researchers with high-brilliance undulator radiation from below 1 keV to beyond 100 keV. All technical facilities and components are operational and have met design specifications. Fourteen research teams, with responsibility for 40 beamlines on the APS experiment hall floor, are currently installing beamline instrumentation or actively taking data. An overview is presented for the first operational year of the Advanced Photon Source. Emphasis is on the performance of accelerators and insertion devices, as well as early scientific results and future plans.

Traditional hierarchical leadership has been implicated in patient safety failings internationally. Given that healthcare is almost wholly delivered by multidisciplinary teams, there have been calls for a more collective and team-based approach to the sharing of leadership and responsibility for patient safety. Although encouraging a collective approach to accountability can improve the provision of high quality and safe care, there is a lack of knowledge of how to train teams to adopt collective leadership. The Collective Leadership for Safety Cultures (Co-Lead) programme is a co-designed intervention for multidisciplinary healthcare teams. It is an open-source resource that offers teams a systematic approach to the development of collective leadership behaviours to promote effective teamworking and enhance patient safety cultures. This paper provides an overview of the co-design, pilot testing, and refining of this novel intervention prior to its implementation and discusses key early findings from the evaluation. The Co-Lead intervention is grounded in the real-world experiences and identified needs and priorities of frontline healthcare staff and management and was co-designed based on the evidence for collective leadership and teamwork in healthcare. It has proven feasible to implement and effective in supporting teams to lead collectively to enhance safety culture. This intervention overview will be of value to healthcare teams and practitioners seeking to promote safety culture and effective teamworking by supporting teams to lead collectively.

ABSTRACT Introduction The U.S. Military has long been aware of the vital role effective leaders play in high-functioning teams. Recently, attention has also been paid to the role of followers in team success. However, despite these investigations, the leader-follower dynamic in military interprofessional health care teams (MIHTs) has yet to be studied. Although interprofessional health care teams have become a topic of increasing importance in the civilian literature, investigations of MIHTs have yet to inform that body of work. To address this gap, our research team set out to study MIHTs, specifically focusing on the ways in which team leaders and followers collaborate in MIHTs. We asked what qualities of leadership and followership support MIHT collaboration? Materials and Methods This study was conducted using semi-structured interviews within a grounded theory methodology. Participants were purposefully sampled, representing military health care professionals who had experience working within or leading one or many MIHTs. Thirty interviews were conducted with participants representing a broad range of military health care providers and health care specialties (i.e., 11 different health professions), ranks (i.e., officers and enlisted military members), and branches of the U.S. Military (i.e., Army, Navy, and Air Force). Data were collected and analyzed in iterative cycles until thematic saturation was achieved. The subsets of data for leadership and followership were further analyzed separately, and the overlap and alignment across these two datasets were analyzed. Results The insights and themes developed for leadership and followership had significant overlap. Therefore, we present the study’s key findings following the two central themes that participants expressed, and we include the perspectives from both leader and follower viewpoints to illustrate each premise. These themes are as follows: (1) a unique collaborative dynamic emerges when team members commit to a shared mission and a shared sense of responsibility to achieve that mission; and (2) embracing and encouraging both leader and follower roles can benefit MIHT collaboration. Conclusions This study focused on ways in which team leaders and followers on MIHTs collaborate. Findings focused on qualities of leadership and followership that support MIHT’s collaboration and found that MIHTs have a commitment to a shared mission and a shared sense of responsibility to achieve that mission. From this foundational position of collective responsibility to achieve a common goal, MIHTs develop ways of collaborating that enable leaders and followers to excel to include (1) understanding your role and the roles of others; (2) mutual respect; (3) flexibility; and (4) emotional safety. The study data suggest that MIHT members work along a continuum of leadership and followership, which may shift at any moment. Military interprofessional health care teams members are advised to be adaptive to these shared roles and contextual changes. We recommend that all members of MIHTs acquire leadership and followership training to enhance team performance.

Purpose – The purpose of this paper is to discuss the structural design of customer teams (CuTes) working with external teams to implement customized information systems (IS). Design consists of theoretically based measures and a first set of real-world, empirical values. Design/methodology/approach – A search in the organizational literature suggested that the adhocracy is the preferred structure for CuTes. Adhocracy-like measures were then developed and applied to a high-performance CuTe to reveal a first benchmark for a team’s adhocratic design. Findings – High-performance CuTes do not necessarily implement the adhocratic principles to the highest degree. Research limitations/implications – It is still open whether all the structural measures described here are necessary and sufficient to describe the adhocracy-like structural design of CuTes. Practical implications – The CuTe is highlighted as the key incumbent of cooperation with the technology supplier and consultants in terms of project authority and responsibility. A psychometric instrument and real-world values are proposed as a reference for the structural design of high-performance CuTes. Social implications – The performance of IS projects is a social concern, since IS products should be aimed at serving people better both inside and outside the organization. Professionals who work in CuTes to develop better IS should receive institutional recognition and management attention. Originality/value – This study seems to be the first to discuss the structure of CuTes in customized IS projects from a theoretical and applied perspective.

IntroductionThe UK has longstanding problems with psychiatry recruitment. Various initiatives aim to improve psychiatry's image among medical students, but involve research and none are student-led. Providing opportunities to take part in psychiatry research and quality improvement could increase the number of students who choose to enter the speciality.ObjectivesWe have developed the student psychiatry audit and research collaborative (SPARC), a student-led initiative for nationwide collaboration in high-quality research and audits.MethodsOur model is inspired by the success of the UK Student audit and research in surgery (STARSurg). Area teams, located in medical schools, take part in multi-centre projects. The area teams consist of medical students, who have the main responsibility for collecting data; a junior doctor, to supervise the process; and a consultant, with overall responsibility for patient care. The data collected centrally and analysed by a team of medical students and doctors. Student leads from each site are named authors on resulting papers. All other students are acknowledged and are able to present the work.ResultsWe have completed our first audits in Cardiff and London; other sites will return data in 2017. Student feedback indicated a high level of satisfaction with the project and interest in psychiatry as a future career.ConclusionsThis initiative aims to tackle the recruitment problems in psychiatry by giving students a chance to take part in high quality research and audits.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Time-to-market pressures, accelerating technologies, innovation, resource limitations, and technical complexities, social and ethical issues are key characteristics of a high technology organizations. They are complex, dynamic and more cross-functionally transparent. Rapid changes in technology, demands new learning and adjustments at workplace. Errors are likely to be made under these stressful, time-pressured situations. These may result in staggering economic loss for individuals, organizations, industries, and countries. High-reliability organizations (HROs) looks for experts in managing the unexpected to operate error free. HROs are defined as complex and technologically sophisticated, wherein a system failure may result in catastrophe. Team operating in HROs are referred as High Responsibility Teams (HRTs) that have a high responsibility for people and the environment. The team as a social system broke the tradition of autocratic basis of work environment, this was a new window for researchers to understand human factors in automation, complexity and dynamic systems. With the emergence of high-end technologies and tightly coupled systems, managing and steering group of people from one social institutions to another demands the development of novel strategies for monitoring, understanding and responding to changing environment. HROs are accustomed to work under complex processes to manage complex technologies and adapt quickly by building creative responses to failure. The synergy among HRTs is critical, therefore the present study have driven to understand the nature of HRTs. Hence understanding the characteristics of HROs is essential to explore how teams are studied in different HROs. Literature Review & Defining Objectives of the study The study began with review of literature contemplating on three major aspects (a) To identify concepts, structure and processes that account for on organization’s high safety & reliability levels in HRO literature (b) Understand the team work group and team literature emphasizing on future research needs (c) Provide a range of studies focused on understanding the nature of teams in HRO literature across different organizations. During the literature review, we observed how medical care is borrowing the principles of HROs to improve patient safety. This gave us to insight about teams working in emergency medical care. The literature reflected that most of HRO research studies were observational, case studies, exploratory and simulation based. Studies on HRTs highlighted methodologies adopted and few researchers focused on team context, structure and process. There is a pressing need for research to provide a more nuanced, contingency framework to identify HRO practices that fit their teams efficiently. With these insights, we defined our objectives of the study (a) To develop an integrated framework through descriptive case studies to understand the context, structure and process of HRTs (b) To measure and validate constructs of context, structure and process of HRTs (c) To compare and contrast functioning of HRTs in relation to context, structure and process across organizations. Multiple case study with contextual inquiry was carried out in four HROs. We focused on four major areas (a) Context of Organization (b) Workflow (c) Roles & Responsibilities (d) Hierarchical Differentiation and (d) Operational challenges faced by the team. The findings & observations from the case studies were linked to theoretical prepositions and items to measure theoretical constructs were developed with help of HRO experts. The measurement tool was developed at three phases. Through case studies we observed HRTs at their work environment with a set of queries. In what context does a team operate? What is the structure of a team? What is the process of a team? With this background, a clearly delineated, but theoretically and empirically connectable set of measurement scale was developed. Major Findings A sample of 306 from Airport Rescue Fire Fighters (ARFF) and Emergency Medical Care (EMC) teams representing from two international airport and two multispecialty hospitals. Exploratory & Confirmatory factor analysis was computed to validate emerging constructs. Five factors were emerged from EFA to represent Work Environment and five factors emerged to represent Dynamic Systems and complexity of developed High Responsibility Team Context Scale (HRTCS) to measure HRT context. In understanding the structure of HRTs four factors have emerged from the factor analysis to represent Task Structural Response and four factors emerged from the Teamwork measuring HRT structure. Four factors have emerged from team learning behaviour scale to represent collective team learning behaviour and three factors emerged to represent individual cognitive style of processing information and decision making to measure HRT process. The extracted factors were subjected t test to determine significant difference between ARFF & EMC teams. Significant differences were observed with latent factors measuring context, structure and process of HRTs. There was no significant difference among the group on Deference to expertise, Emergency Response, The Prepositive and Collaborative at 0.01 & 0.05 level indicating the characteristics of HRTs operating in HROs. After establishing reliability and validity. We explored how these latent factors inter-related in the interest measurement development and how the observed data reflects integrated framework, which is theoretically driven, hence we used Structural Equation Modelling (SEM) technique to perform Confirmatory Factor analysis (CFA) for measurement model. The results showed that items measuring the latent constructs driven from integrated framework explaining context, structure and process of HRTs were loaded statistically significant (P<.05) by considering the traditional criterion of CFI ≥ 0.90. The two developed scales were acceptable model to explain K.M., & Weik, K.E, (2007) HRO’s principles of work environment and La-Porte & Consoling (1988) task structural response. The scale measuring dynamic systems and complexity failed to achieve minimum model fit, this gave us an insight to reflect to the tool and respondents’ views. Further, new factors emerged from adopted tools have found to be loaded significantly (P<.05) and their measurement model had obtained acceptable indices (Team learning behaviour and cognitive style). Conclusion The objective of present study was to (a) To develop an integrated framework through descriptive case studies (b) To measure and validate constructs of context, structure and process of HRTs and (c) To compare and contrast functioning of HRTs in relation to context, structure and process across organizations. The developed integrated framework with set of interrelationships attempt to blend ideas, theories and results from areas HRO, Medical care, Groups and Teams, Human factors and ergonomics, Aviation Psychology, Human Computer Interaction, Technology management and Organisation Psychology. With respect to the specific contribution in these areas, the present study has empirically identified, set of reliability enhancing characteristics and attempts to understand social and environmental contexts in which teams operate under complex and tightly coupled environment. By proposing an integrated framework to measure HRTs context, structure and process is a primary step towards measurement development. Familiarization, Flexibility, Preoccupation with Safety, Preoccupation with failure and Deference to expertise are the key factors which governs work environment of HRT. The HRT structure is directed by the nature of task operated at three different modes of HROs namely Routine or Bureaucratic, High Tempo or Peak and Emergency mode respectively. The fundamental structural unit of HRT is teamwork which is achieved through Communication & Co-ordination, Participative Decision Making, Recognition of Stressor effects and Shared Command Responsibility. The key factors emphasising the process of HRT are Collective reflection on process & outcomes, Collective Feedback & Evaluation, and Error communication at team level. At individual level members of HRTs prefers confirmative style to favour group dependency in approaching decisions and problems, followed by prepositive and collaborative style. Next stage of this research should be to come up with validation of developed instrument and focus on other HRO domains.

The team structure as a model for organizing work has in recent years won broad acceptance in industry, with studies demonstrating that teams performing high-intensity tasks make fewer mistakes than individual workers. This comports with modern educational theory, which tends to identify two basic varieties of learning: knowledge acquisition, which enables the individual to reproduce the information studied, and knowledge gained through participation in a dynamic community or team. Team learning is beneficial for hospitals where collaboration among clinicians is so vital. The attendings used multiple strategies to build and maintain team relationships. The attendings’ definition of the team extended beyond the learners and included other medical specialists. Attendings view the care of a patient as the team’s responsibility and not just that of the primary provider.

Each year, roughly 18,000 medical students graduate from 170 plus medical schools in the United States. Nearly all of these graduates will continue their medical education at one of the more than 1,000 teaching hospitals across the country. Because of the reduction in the resident work week and the more recent intern shift cap, medical education on the wards must be high yield. This educational responsibility falls on the shoulders of attending physicians, few of whom have had formal education in teaching. This book utilized an in-depth exploratory, qualitative approach to uncover how a group of attendings, identified as experts in the field of medical teaching, construct learning environments that promote team-based learning while delivering high-quality patient-centered care. We observed attendings with their teams on rounds and conducted interviews and focus groups with the attendings and current and former learners in order to obtain multiple perspectives on what makes an attending a great teacher and clinician. Using real examples derived from the inpatient teaching environment, this book will provide readers with strategies they can modify and incorporate into their own teaching repertoire, including how to utilize the expertise of other allied health professionals and involve the patient in the teaching process.

Through an in-depth analysis of bestselling “how-to-succeed” books along with popular television shows and well-trafficked “mommy” blogs, The Rise of Neoliberal Feminism demonstrates how the notion of a happy work-family balance has not only been incorporated into the popular imagination as a progressive feminist ideal but also lies at the heart of a new variant of feminism. Embraced by high-powered women, from Facebook executive Sheryl Sandberg to Ivanka Trump, this variant of feminism abandons key terms, such as equal rights and liberation, advocating, instead, for a life of balance and happiness. What we are ultimately witnessing, Catherine Rottenberg argues, is the emergence of a neoliberal feminism that abandons the struggle to undo the unjust gendered distribution of labor and that helps to ensure that all responsibility for reproduction and care work falls squarely on the shoulders of individual women. Moreover, this increasingly dominant form of feminism simultaneously splits women into two distinct groups: worthy capital-enhancing women and the “unworthy” disposable female “other” who performs much of the domestic and care work. This split, not surprisingly, transpires along racial, class, and citizen-immigrant lines. The Rise of Neoliberal Feminism thus underscores the ways in which neoliberal feminism forsakes the vast majority of women, while it facilitates new and intensified forms of racialized and class-stratified gender exploitation. Given our frightening neoliberal reality, the monumental challenge, then, is how we can successfully reorient and reclaim feminism as a social justice movement.

Two SHAPE America Physical Education Administrators of the Year share what it takes to be an outstanding administrator in Organization and Administration of Physical Education: Theory and Practice. Jayne Greenberg and Judy LoBianco, veteran leaders in the field with decades of successful administration experience, head a sterling list of contributors who have taught at the elementary, middle school, high school, and college levels in urban, suburban, and rural settings. Together, these contributors expound on the roles and responsibilities of physical education administrators through both theoretical and practical lenses. The result is a book that will be highly useful to undergraduate students looking to enter the field, as well as a resource for administrators in physical education leadership positions who are looking to acquire new skills and innovative ideas in each of the five areas of responsibility covered in the book. Part I covers leadership, organization, and planning. It explores leadership and management styles and presents practical theories of motivation, development, and planning. It also looks at how to plan for the essential components of an effective, quality physical education program. In part II, readers examine various curriculum and instruction models and navigate through curriculum theory and mapping. This section also offers guidance on planning events, including special programs and fundraising projects, and how to build a team and secure community connections for those special events. Part III helps administrators plan and design new school sites or renovate existing ones, and it presents contemporary concepts in universal design and sustainable environmental design. It also offers ideas on how to incorporate technology to meet the needs of 21st-century learners, including the use of social media and robotics in delivering instruction and communication. Part IV explores written, verbal, and electronic communication issues, as well as legal and human resource issues. Administrators learn how to lobby and advocate for physical education, how the legal system affects schools, and how to examine personnel issues, bullying, and harassment. Part V explains the fiscal responsibilities inherent in administrative positions, including budgeting, bidding, and purchasing. It also shows how administrators can secure funding independent of district or local funding, offering many examples of grants and fundraising opportunities with sample grant applications. Throughout the text, special features―Advice From the Field and Leadership in Action―share tips, nuggets of wisdom, and examples of administrators excelling in their various responsibilities. The book also comes with many practical examples of forms that are useful in carrying out responsibilities, and each chapter offers objectives, a list of key concepts, and review questions to facilitate the learning. In addition, the text has related online resources consisting of supportive materials and documents. Organization and Administration of Physical Education: Theory and Practice, published with SHAPE America, offers the solid foundational theory that administrators need and shows how to put that theory into daily practice.

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.

AbstractThis chapter presents our approach to building and sustaining leadership capacity with attention to three areas: (1) personal capacity and commitment to growth; (2) interactions and interpersonal capacity grounded in a culture of trust, collective responsibility and appreciation of diversity, and (3) organizational capacity in high functioning teams that take responsibility for a child-centered vision and help diffuse that vision throughout the school. Leadership in high capacity schools incorporates both formal and informal leadership capacities (Mitchell and Sackney, 2009). Team leadership is essential for building and sustaining leadership capacity in a shared direction for continous school development and diffusion of educational improvements throughout the school. As formal leaders leave to take on new positions in the district or elsewhere, the shared direction and culture of continous improvement helps to sustain progress. In this chapter, we discuss our experiences with building and sustaining leadership capacity in teams that work to develop and diffuse a shared direction for continuous school development. We begin with a discussion of the research-based content from ISSPP and other studies that informed our project. The balance of the chapter presents application in our research-practice approach in the Arizona project (AZILDR) as well as lessons learned with case examples.

AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.

AbstractFor decades, work psychologists have studied the automation of work processes to establish human-centered work design. Moving from automation to autonomy through software, systems, or tools that support (or supplement) the human worker has specific consequences for field applications, for example, in the maritime sector. Autonomous systems are characterized by a high degree of self-governance concerning adaptation, communication, and decision-making. From a psychological perspective, maritime autonomy means that autonomous agents and humans work interdependently as a human-autonomy team.In this chapter, we first introduce the concept of human-autonomy teaming (HAT) in the context of maritime work settings. Second, we elaborate on three psychological perspectives on HAT (i.e., level of autonomy, system trust, system knowledge/features) spotlighting a maritime example of HAT in ship inspection. Qualitative interview results from maritime and technological experts give insights into the complex pattern of possible opportunities and hindrances when facing agent autonomy in maritime application fields. Finally, we outline future trends in HAT increasingly needed due to continuous technical improvement. Maritime autonomy is no static goal, but an adaptive team characteristic impacted by human and situational demands with the potential for collaborative learning, challenges for leadership, and open questions regarding the role of responsibility.

In the past several decades, we have seen tremendous advancements in the development of communication technology. Since the invention of the Internet in 1969, there has been rapid development of Internet-based communication tools and technologies. This technology has revolutionized business practices by offering another important and effective channel for communication (Foo & Lim, 1997), and has allowed people to work on projects irrespective of their physical location. One resulting business practice that has been adopted in recent years is virtual teamwork. Virtual teams are groups of individuals who work at interdependent tasks, who share responsibility for outcomes, and who work together from different locations. Recently, the use of teams as fundamental building blocks in organizations is increasing, as is the use of virtual teamwork (Furst, Blackburn & Rosen, 1999). This article identifies the characteristics of high performing virtual teams.

To effectively diagnose and treat patients, physicians must often cooperate, coordinate, and problem-solve with other healthcare workers. Successful teams in medicine define and work toward shared goals, employ the pertinent and appropriate qualifications of each member, and establish trust in other team members. Task-shifting passes certain roles onto other team members so that physicians can focus on their key areas of responsibility. A number of medical schools have adopted interprofessional education to train today’s physicians, but there are other strategies that are also being explored. Training modules such as Crew Resource Management and TeamSTEPPS^TM are being adapted to the needs of the healthcare field. High-fidelity patient simulations are being used to replicate common situations encountered by healthcare workers. Also, many medical schools are using problem-based or team-based learning practices through which students work with one another to tackle and reason through clinical scenarios.

Small and Medium Enterprises (SMEs) are looking for a sustainable and profitable business concept. They use a human resource model according to the situation and establish a democratic system with flexible work, focusing on responsibility and initiative and increasing the self-control of the team´s members. Self-managing teams have been used more and more in recent years in the business environment. They are relatively autonomous work groups whose members share responsibility and leadership to accomplish their independent tasks. Their objective is to develop a type of collective knowledge that requires the pooling of individual knowledge. Their characteristics include independent, autonomous decision making, shared responsibility, and shared leadership. Sometimes, self-managing teams are also responsible for personnel decisions within the team, such as working hours, the selection and contracting of members, dismissal, and even determining salaries. In sum, the authors propose self-managing teams (such as High Performance Practices) as a good human resource management in small and medium enterprises and show how they can help to create organizational effectiveness and competitive advantage in SMEs.

Small and Medium Enterprises (SMEs) are looking for a sustainable and profitable business concept. They use a human resource model according to the situation and establish a democratic system with flexible work, focusing on responsibility and initiative and increasing the self-control of the team´s members. Self-managing teams have been used more and more in recent years in the business environment. They are relatively autonomous work groups whose members share responsibility and leadership to accomplish their independent tasks. Their objective is to develop a type of collective knowledge that requires the pooling of individual knowledge. Their characteristics include independent, autonomous decision making, shared responsibility, and shared leadership. Sometimes, self-managing teams are also responsible for personnel decisions within the team, such as working hours, the selection and contracting of members, dismissal, and even determining salaries. In sum, the authors propose self-managing teams (such as High Performance Practices) as a good human resource management in small and medium enterprises and show how they can help to create organizational effectiveness and competitive advantage in SMEs.

In today's fast-changing environment, many organizations are applying the DevOps (Development and Operations) concept to transform their IT functions and establish cross-functional IT teams to deliver software services quickly, reliably, and safely with end-to-end responsibility. The results of an empirical study on which this chapter is based presents platform-oriented, application-oriented, and mobile-oriented DevOps setups, outlining areas of potential collaboration between these DevOps setups and the importance of aligning the aims of development (process agility) and operations (process rigor). Based on the study, six indicators of successful DevOps integration formulated as recommendations for successful IT function transformation were identified.

Pharmaceutical packaging processes are changing drastically in their characteristics from low order-mix with high volumes to a situation with a high order-mix with low volumes due to increasing individualization of products. This requires highly flexible automation concepts on the one hand and very flexible work organizations on the other. As part of Industry 4.0, a wide range of technologies are being researched and implemented. The work organization in the production of the future remains insufficiently researched. The performance potential of self-directed and agile teams has been confirmed in the field of knowledge work. The importance of self-direction and autonomous work teams has been emphasized in lean manufacturing in the past, but there is a lack of practical examples of how such organizational forms can look and which potentials can be realized regarding productivity, flexibility and employee satisfaction. Based on concepts of decentralized decision-making, shop-floor workers are empowered to take responsibility for the organization and control of processes. This paper presents a case study in which the planning and implementation of self-directed and agile teams in production was realized.

Universities have the challenge and responsibility to society to train good professionals. Moreover, they must adapt to current demands. They must do so not only by improving the contents of the different degree programs but also by incorporating new programs and activities that help students develop soft skills, teamwork, connections between the university and real life, making them the best professionals and excellent citizens. To this end, in 2014, the UPV launched a program called Design Factory to channel and frame initiatives carried out by students to develop their prototypes and participate in student competitions. The program facilitates the creation of interdisciplinary learning communities in which students are committed to their goals, their teams, and the university. The program's spirit is to encourage learning in an eminently practical way. Students have to lead the projects, attract and select candidates, manage a budget, carry out their activities and try to achieve their goals, which involves many soft skills. For the program's operation, the university provides a team including management, technical and administrative staff, facilities, and economic endowment to the teams to carry out their activities. Funds are distributed in terms of the quality proposal, impact on the university, and results from the previous edition. More than 2,000 students participate in more than 60 engaged teams whose coordinators show high satisfaction with their roles in the current academic year.

The case study of Valerius, a Portuguese knitwear company that built its competitive advantage developing internal resources, such as horizontal management organization based on dedicated teams with high independence, responsibility and flexibility to better deal with the business environment change in a fast moving market and R&D and Design Department which works in macro trends and anticipation of consumer behaviour launching disruptive projects. Those capabilities allowed Valerius to differentiate its services’ offer and can be characterized as the state of art in private label model of business in the Portuguese textile and clothing industry.

The Office of Naval Research recognizing the importance of education, specifically science and mathematics, embarked nearly a decade ago on their National Naval Responsibility for Naval Engineering program. Since then, academia, industry, and SNAME have increased their individual and collaborative efforts towards reaching out to students in an effort to share the excitement and opportunities available within the marine industry. Recently, in this vein, the Northrop Grumman Shipbuilding Apprentice School Chapter of the Hampton Roads SNAME chapter held a “Boat Design Competition” exposing over 240 high school students from 10 school districts (30 teams from 18 different high schools) to the excitement and knowledge needed to prepare design, construction and engineering packages using guidelines, lectures, and tutorial videos prepared by Apprentices and veteran Naval Architects. This was the first time high school students had the opportunity to compete in a head-to-head competition to design, construct, and operate the best boat relative to a number of prescribed requirements. The program also served to educate Apprentices in leadership, project management, research methods, brainstorming, naval architecture and systems engineering as well as establish a nurturing relationship between student chapter and veteran SNAME members which continues today.

The Fénix Project was created by a multidisciplinary team of forty students that aims to design and build a rocket totally Student Researched and Developed (SRAD), capable of reaching three thousand metres of altitude to participate in universitary rocket launch competitions in Europe. It was born from the will of students at the University of Beira Interior (UBI) and the University of Coimbra (UC) who in 2022 have the goal to participate in the European Rocketry Challenge (EuRoC), organised by the Portuguese Space Agency, and to present a high powered solid rocket. In the desired category, students have to develop a motor from scratch and produce its solid fuel. Due to the current pandemic situation it was impossible, on the one hand, to hold face-to-face meetings regarding teamwork and, on the other hand, to organise fundraising events. In this way, the team was forced to develop teleworking solutions and look for other ways to get some monetary sponsorship. For this, tools such as Discord, Trello, Google Drive and Google Meets were used. The hardest thing to control on a team of so many people in a full quarantine is precisely the pace. For that, this project was based on an Agile methodology - Scrum approach - which encourages teams to learn through experience, reflecting on their own achievements and difficulties during work sprints of fifteen days, promoting continuous improvement and causing there to be a constant concern in complying with the initially defined timeline. To reward the effort allocated by students on the project, points were given to the several teams. Being compliant with the applicable standards of the European Cooperation for Space Standardisation (ECSS) also gave students a great sense of responsibility and endeavour, due to the proximity of the tasks that are performed in huge space agencies, such as the European Space Agency (ESA). With the right approach, COVID-19 effects can be mitigated without ever losing the main focus, which is facilitating the acquisition of soft-skills and hard-skills by students who want to participate and be a part of this fascinating sector.

Summary Chevron's Wells Decision Support Center (DSC) has been evolving since it was founded in 2011. Originally called the Real-Time Drilling and Optimization Center (RDOC), it was later renamed to more closely reflect the work and the advisory nature of the services provided. The original DSC (or RDOC) was established after the Macondo incident in the Gulf of Mexico. Its primary focus was managing process safety risk—well control in particular—in deepwater and complex wells as defined by Chevron's global standard operating procedures. The role of the DSC in process safety is primarily in an advisory capacity while the decision making is the responsibility of the operations team on the rig and in the business unit. The original DSC was established as a partnership between Chevron and a data aggregation and visualization service company. The visualization software tools enabled the DSC's experienced engineers and Drill Site Representatives (DSRs) to monitor operations on a 24-hour basis. A separate team of experienced engineers provided analytical support, and a team of IT professionals provided the foundational IT support to the 24/7 team. This combination of experienced operations, engineering, and technical support professionals facilitated communication and built credibility with business units, which made the Wells DSC an integral part of Wells operations around the world. As shale and tight rock plays evolved in North America, and later expanded internationally, it became a significant piece of Chevron's business. Today, there are unconventional operations in the U.S., Canada, and Latin America. Process safety is very important in all plays, but cycle time and costs are also important business drivers for shale plays, so the DSC expanded its scope. This was done by developing new workflows, leveraging digital tools, and collaborating with geology and geophysics (G&G) teams. The DSC integrated further by adding a geosteering team for unconventional resources in 2018. As operations in the Permian expanded, the DSC stood up a performance pod in 2019 to focus on drilling cycle time and costs. Several analytical tools were developed in collaboration with business partners to meet the unique needs of shale operations. To streamline operations and provide the best support possible to business units, directional service providers and G&G ops teams decided to physically co-locate within the DSC. Placing directional drillers, measurement while drilling (MWD) personnel, and geosteerers in the DSC improved collaboration, reduced costs, and provided an additional safety benefit by removing personnel from rig sites. Today, the DSC is organized by asset class—unconventional resources, deepwater, etc. — so that teams can easily share lessons learned and leverage performance improvement opportunities across regions. Successful DSC pods require streamlined workflows and software tools. The high volume of data from downhole and surface sensors substantiated the need for mature digital tools. Furthermore, the shortage of experienced well professionals in the industry presented challenges for identifying consistent operational outcomes. The Wells DSC continues to develop in-house workflows and analytical tools while working with service companies to unleash the power of data to improve performance, enhance decision quality, reduce costs, and improve cycle time.

The wide spread of parasitic zoonosis in the Russian Federation requires regular epidemiological and epizootic monitoring. Only relying on accurate data of the people morbidity rates, the peculiarities of the epidemic, epizootic process and their relationship, mapping of hotbeds of zooanthroponosis, the formation of social responsibility and a high cultural and educational level of the population, it becomes possible to implement a system of effective preventive, sanitary and recreational measures.

The Design of Machine Elements course is one of the most difficult and complicated courses in the Mechanical Engineering program. It requires inventive concept generation, the knowledge of geometrical design, and basic knowledge of stress and deformation analyses. On those three elements, the machine elements design philosophy is established and further developed. The course material has to be chosen carefully since the time constrains will allow to cover design of only few essential machine elements. The material is covered by lectures, textbook readings, homework problems, and design projects. In addition to the textbook content the course contains five special elements: Idea Generation, Safety Considerations, Design of the Day (DoD), a Designer’s Liability study, and three projects including Final Project – Shaft Design. In the Idea Generation project, students generate an idea of machine or mechanical device. The Safety Consideration project is done by inspection and documentation of unsafe elements on campus. The Shaft Design Project had students design a shaft system under given constrains. In DoD students present existing advanced machines chosen using different sources or their own industrial internship experience. The Liability assignment addresses the designer’s legal responsibility in case of a defective product that caused an injury or accident. The material taught in the course is larger than conventional machine element design course. The elements added that are beyond the structural analysis bring better understanding of engineering problems during the Senior Design course and later during engineering practice. They allow the students to connect the theory with the real world of engineering challenges. This gives students more satisfaction during the learning process and cognitive benefits during engineering practice. The unconventional inventive design approach of the teaching team (course instructor and GTA) to problem solving is based on many years of instructor’s experience in teaching of engineering problem solving and design. The learning pattern in which students work in teams, both in problem solving and in design exercises, also helps to conduct the course. Thanks to all these elements the learning experience of the course is unique and engaging despite the high level of difficulty associated with it.

A collaborative design project has been implemented in a junior-level materials selection and manufacturing course. The team-based design problem involved the design of playground equipment for elementary school children. Focus groups of elementary students and a review of applicable construction standards were used to set design requirements. Each team comprised undergraduate on-campus students, undergraduate distance education students and junior/senior high school technology students. Initial design choices were made by the entire group. Subsequent calculations of stress, deformations, etc. to refine the design as well as choices of materials and manufacturing processes were primarily the purview of the undergraduate students. Drafting and integration of the design segments into a complete computer model was the responsibility of the high school students. Continuous communication between the groups was required for the process to be successful. This collaboration was facilitated via online forums and site visits. An overview of the project structure is presented along with a summary of the project outcomes and recommendations for improving the process.

Attention to safety and health are of ever-increasing priority to industrial organizations. Good Safety is demanded by stockholders, employees, and the community while increasing injury costs provide additional motivation for safety and health excellence. Safety has always been a strong corporate value of DuPont and a vital part of its culture. As a result, DuPont has become a benchmark in safety and health performance. Since 1990, DuPont has re-engineered itself to meet global competition and address future vision. In the new re-engineered organizational structures, DuPont has also had to re-engineer its safety management systems. A special Discovery Team was chartered by DuPont senior management to determine the “best practices’ for safety and health being used in DuPont best-performing sites. A summary of the findings is presented, and five of the practices are discussed. Excellence in safety and health management is more important today than ever. Public awareness, federal and state regulations, and enlightened management have resulted in a widespread conviction that all employees have the right to work in an environment that will not adversely affect their safety and health. In DuPont, we believe that excellence in safety and health is necessary to achieve global competitiveness, maintain employee loyalty, and be an accepted member of the communities in which we make, handle, use, and transport products. Safety can also be the “catalyst” to achieving excellence in other important business parameters. The organizational and communication skills developed by management, individuals, and teams in safety can be directly applied to other company initiatives. As we look into the 21st Century, we must also recognize that new organizational structures (flatter with empowered teams) will require new safety management techniques and systems in order to maintain continuous improvement in safety performance. Injury costs, which have risen dramatically in the past twenty years, provide another incentive for safety and health excellence. Shown in the Figure 1, injury costs have increased even after correcting for inflation. Many companies have found these costs to be an “invisible drain” on earnings and profitability. In some organizations, significant initiatives have been launched to better manage the workers’ compensation systems. We have found that the ultimate solution is to prevent injuries and incidents before they occur. A globally-respected company, DuPont is regarded as a well-managed, extremely ethical firm that is the benchmark in industrial safety performance. Like many other companies, DuPont has re-engineered itself and downsized its operations since 1985. Through these changes, we have maintained dedication to our principles and developed new techniques to manage in these organizational environments. As a diversified company, our operations involve chemical process facilities, production line operations, field activities, and sales and distribution of materials. Our customer base is almost entirely industrial and yet we still maintain a high level of consumer awareness and positive perception. The DuPont concern for safety dates back to the early 1800s and the first days of the company. In 1802 E.I. DuPont, a Frenchman, began manufacturing quality grade explosives to fill America’s growing need to build roads, clear fields, increase mining output, and protect its recently won independence. Because explosives production is such a hazardous industry, DuPont recognized and accepted the need for an effective safety effort. The building walls of the first powder mill near Wilmington, Delaware, were built three stones thick on three sides. The back remained open to the Brandywine River to direct any explosive forces away from other buildings and employees. To set the safety example, DuPont also built his home and the homes of his managers next to the powder yard. An effective safety program was a necessity. It represented the first defense against instant corporate liquidation. Safety needs more than a well-designed plant, however. In 1811, work rules were posted in the mill to guide employee work habits. Though not nearly as sophisticated as the safety standards of today, they did introduce an important basic concept — that safety must be a line management responsibility. Later, DuPont introduced an employee health program and hired a company doctor. An early step taken in 1912 was the keeping of safety statistics, approximately 60 years before the federal requirement to do so. We had a visible measure of our safety performance and were determined that we were going to improve it. When the nation entered World War I, the DuPont Company supplied 40 percent of the explosives used by the Allied Forces, more than 1.5 billion pounds. To accomplish this task, over 30,000 new employees were hired and trained to build and operate many plants. Among these facilities was the largest smokeless powder plant the world had ever seen. The new plant was producing granulated powder in a record 116 days after ground breaking. The trends on the safety performance chart reflect the problems that a large new work force can pose until the employees fully accept the company’s safety philosophy. The first arrow reflects the World War I scale-up, and the second arrow represents rapid diversification into new businesses during the 1920s. These instances of significant deterioration in safety performance reinforced DuPont’s commitment to reduce the unsafe acts that were causing 96 percent of our injuries. Only 4 percent of injuries result from unsafe conditions or equipment — the remainder result from the unsafe acts of people. This is an important concept if we are to focus our attention on reducing injuries and incidents within the work environment. World War II brought on a similar set of demands. The story was similar to World War I but the numbers were even more astonishing: one billion dollars in capital expenditures, 54 new plants, 75,000 additional employees, and 4.5 billion pounds of explosives produced — 20 percent of the volume used by the Allied Forces. Yet, the performance during the war years showed no significant deviation from the pre-war years. In 1941, the DuPont Company was 10 times safer than all industry and 9 times safer than the Chemical Industry. Management and the line organization were finally working as they should to control the real causes of injuries. Today, DuPont is about 50 times safer than US industrial safety performance averages. Comparing performance to other industries, it is interesting to note that seemingly “hazard-free” industries seem to have extraordinarily high injury rates. This is because, as DuPont has found out, performance is a function of injury prevention and safety management systems, not hazard exposure. Our success in safety results from a sound safety management philosophy. Each of the 125 DuPont facilities is responsible for its own safety program, progress, and performance. However, management at each of these facilities approaches safety from the same fundamental and sound philosophy. This philosophy can be expressed in eleven straightforward principles. The first principle is that all injuries can be prevented. That statement may seem a bit optimistic. In fact, we believe that this is a realistic goal and not just a theoretical objective. Our safety performance proves that the objective is achievable. We have plants with over 2,000 employees that have operated for over 10 years without a lost time injury. As injuries and incidents are investigated, we can always identify actions that could have prevented that incident. If we manage safety in a proactive — rather than reactive — manner, we will eliminate injuries by reducing the acts and conditions that cause them. The second principle is that management, which includes all levels through first-line supervisors, is responsible and accountable for preventing injuries. Only when senior management exerts sustained and consistent leadership in establishing safety goals, demanding accountability for safety performance and providing the necessary resources, can a safety program be effective in an industrial environment. The third principle states that, while recognizing management responsibility, it takes the combined energy of the entire organization to reach sustained, continuous improvement in safety and health performance. Creating an environment in which employees feel ownership for the safety effort and make significant contributions is an essential task for management, and one that needs deliberate and ongoing attention. The fourth principle is a corollary to the first principle that all injuries are preventable. It holds that all operating exposures that may result in injuries or illnesses can be controlled. No matter what the exposure, an effective safeguard can be provided. It is preferable, of course, to eliminate sources of danger, but when this is not reasonable or practical, supervision must specify measures such as special training, safety devices, and protective clothing. Our fifth safety principle states that safety is a condition of employment. Conscientious assumption of safety responsibility is required from all employees from their first day on the job. Each employee must be convinced that he or she has a responsibility for working safely. The sixth safety principle: Employees must be trained to work safely. We have found that an awareness for safety does not come naturally and that people have to be trained to work safely. With effective training programs to teach, motivate, and sustain safety knowledge, all injuries and illnesses can be eliminated. Our seventh principle holds that management must audit performance on the workplace to assess safety program success. Comprehensive inspections of both facilities and programs not only confirm their effectiveness in achieving the desired performance, but also detect specific problems and help to identify weaknesses in the safety effort. The Company’s eighth principle states that all deficiencies must be corrected promptly. Without prompt action, risk of injuries will increase and, even more important, the credibility of management’s safety efforts will suffer. Our ninth principle is a statement that off-the-job safety is an important part of the overall safety effort. We do not expect nor want employees to “turn safety on” as they come to work and “turn it off” when they go home. The company safety culture truly becomes of the individual employee’s way of thinking. The tenth principle recognizes that it’s good business to prevent injuries. Injuries cost money. However, hidden or indirect costs usually exceed the direct cost. Our last principle is the most important. Safety must be integrated as core business and personal value. There are two reasons for this. First, we’ve learned from almost 200 years of experience that 96 percent of safety incidents are directly caused by the action of people, not by faulty equipment or inadequate safety standards. But conversely, it is our people who provide the solutions to our safety problems. They are the one essential ingredient in the recipe for a safe workplace. Intelligent, trained, and motivated employees are any company’s greatest resource. Our success in safety depends upon the men and women in our plants following procedures, participating actively in training, and identifying and alerting each other and management to potential hazards. By demonstrating a real concern for each employee, management helps establish a mutual respect, and the foundation is laid for a solid safety program. This, of course, is also the foundation for good employee relations. An important lesson learned in DuPont is that the majority of injuries are caused by unsafe acts and at-risk behaviors rather than unsafe equipment or conditions. In fact, in several DuPont studies it was estimated that 96 percent of injuries are caused by unsafe acts. This was particularly revealing when considering safety audits — if audits were only focused on conditions, at best we could only prevent four percent of our injuries. By establishing management systems for safety auditing that focus on people, including audit training, techniques, and plans, all incidents are preventable. Of course, employee contribution and involvement in auditing leads to sustainability through stakeholdership in the system. Management safety audits help to make manage the “behavioral balance.” Every job and task performed at a site can do be done at-risk or safely. The essence of a good safety system ensures that safe behavior is the accepted norm amongst employees, and that it is the expected and respected way of doing things. Shifting employees norms contributes mightily to changing culture. The management safety audit provides a way to quantify these norms. DuPont safety performance has continued to improve since we began keeping records in 1911 until about 1990. In the 1990–1994 time frame, performance deteriorated as shown in the chart that follows: This increase in injuries caused great concern to senior DuPont management as well as employees. It occurred while the corporation was undergoing changes in organization. In order to sustain our technological, competitive, and business leadership positions, DuPont began re-engineering itself beginning in about 1990. New streamlined organizational structures and collaborative work processes eliminated many positions and levels of management and supervision. The total employment of the company was reduced about 25 percent during these four years. In our traditional hierarchical organization structures, every level of supervision and management knew exactly what they were expected to do with safety, and all had important roles. As many of these levels were eliminated, new systems needed to be identified for these new organizations. In early 1995, Edgar S. Woolard, DuPont Chairman, chartered a Corporate Discovery Team to look for processes that will put DuPont on a consistent path toward a goal of zero injuries and occupational illnesses. The cross-functional team used a mode of “discovery through learning” from as many DuPont employees and sites around the world. The Discovery Team fostered the rapid sharing and leveraging of “best practices” and innovative approaches being pursued at DuPont’s plants, field sites, laboratories, and office locations. In short, the team examined the company’s current state, described the future state, identified barriers between the two, and recommended key ways to overcome these barriers. After reporting back to executive management in April, 1995, the Discovery Team was realigned to help organizations implement their recommendations. The Discovery Team reconfirmed key values in DuPont — in short, that all injuries, incidents, and occupational illnesses are preventable and that safety is a source of competitive advantage. As such, the steps taken to improve safety performance also improve overall competitiveness. Senior management made this belief clear: “We will strengthen our business by making safety excellence an integral part of all business activities.” One of the key findings of the Discovery Team was the identification of the best practices used within the company, which are listed below: ▪ Felt Leadership – Management Commitment ▪ Business Integration ▪ Responsibility and Accountability ▪ Individual/Team Involvement and Influence ▪ Contractor Safety ▪ Metrics and Measurements ▪ Communications ▪ Rewards and Recognition ▪ Caring Interdependent Culture; Team-Based Work Process and Systems ▪ Performance Standards and Operating Discipline ▪ Training/Capability ▪ Technology ▪ Safety and Health Resources ▪ Management and Team Audits ▪ Deviation Investigation ▪ Risk Management and Emergency Response ▪ Process Safety ▪ Off-the-Job Safety and Health Education Attention to each of these best practices is essential to achieve sustained improvements in safety and health. The Discovery Implementation in conjunction with DuPont Safety and Environmental Management Services has developed a Safety Self-Assessment around these systems. In this presentation, we will discuss a few of these practices and learn what they mean. Paper published with permission.

Under the United Nations Charter, the U.N. Security Council has several important functions and powers, not least with regard to taking binding actions to maintain international peace and security. The ten elected members have the opportunity to influence this area and others during their two-year terms on the Council. In this paper, we aim to illustrate some of these opportunities, identify potential guidance from prior elected members’ experiences, and outline the key procedures that incoming elected members should be aware of as they prepare to join the Council. In doing so, we seek in part to summarize the current state of scholarship and policy analysis in an effort to make this material more accessible to States and, particularly, to States’ legal advisers. We drafted this paper with a view towards States that have been elected and are preparing to join the Council, as well as for those States that are considering bidding for a seat on the Council. As a starting point, it may be warranted to dedicate resources for personnel at home in the capital and at the Mission in New York to become deeply familiar with the language, structure, and content of the relevant provisions of the U.N. Charter. That is because it is through those provisions that Council members engage in the diverse forms of political contestation and cooperation at the center of the Council’s work. In both the Charter itself and the Council’s practices and procedures, there are structural impediments that may hinder the influence of elected members on the Security Council. These include the permanent members’ veto power over decisions on matters not characterized as procedural and the short preparation time for newly elected members. Nevertheless, elected members have found creative ways to have an impact. Many of the Council’s “procedures” — such as the “penholder” system for drafting resolutions — are informal practices that can be navigated by resourceful and well-prepared elected members. Mechanisms through which elected members can exert influence include the following: Drafting resolutions; Drafting Presidential Statements, which might serve as a prelude to future resolutions; Drafting Notes by the President, which can be used, among other things, to change Council working methods; Chairing subsidiary bodies, such as sanctions committees; Chairing the Presidency; Introducing new substantive topics onto the Council’s agenda; and Undertaking “Arria-formula” meetings, which allow for broader participation from outside the Council. Case studies help illustrate the types and degrees of impact that elected members can have through their own initiative. Examples include the following undertakings: Canada’s emphasis in 1999–2000 on civilian protection, which led to numerous resolutions and the establishment of civilian protection as a topic on which the Council remains “seized” and continues to have regular debates; Belgium’s effort in 2007 to clarify the Council’s strategy around addressing natural resources and armed conflict, which resulted in a Presidential Statement; Australia’s efforts in 2014 resulting in the placing of the North Korean human rights situation on the Council’s agenda for the first time; and Brazil’s “Responsibility while Protecting” 2011 concept note, which helped shape debate around the Responsibility to Protect concept. Elected members have also influenced Council processes by working together in diverse coalitions. Examples include the following instances: Egypt, Japan, New Zealand, Spain, and Uruguay drafted a resolution that was adopted in 2016 on the protection of health-care workers in armed conflict; Cote d’Ivoire, Kuwait, the Netherlands, and Sweden drafted a resolution that was adopted in 2018 condemning the use of famine as an instrument of warfare; Malaysia, New Zealand, Senegal, and Venezuela tabled a 2016 resolution, which was ultimately adopted, condemning Israeli settlements in Palestinian territory; and A group of successive elected members helped reform the process around the imposition of sanctions against al-Qaeda and associated entities (later including the Islamic State of Iraq and the Levant), including by establishing an Ombudsperson. Past elected members’ experiences may offer some specific pieces of guidance for new members preparing to take their seats on the Council. For example, prospective, new, and current members might seek to take the following measures: Increase the size of and support for the staff of the Mission to the U.N., both in New York and in home capitals; Deploy high-level officials to help gain support for initiatives; Partner with members of the P5 who are the informal “penholder” on certain topics, as this may offer more opportunities to draft resolutions; Build support for initiatives from U.N. Member States that do not currently sit on the Council; and Leave enough time to see initiatives through to completion and continue to follow up after leaving the Council.