Coursera resilienceinchildren 2015
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Geertje Postma has successfully completed an online course through Coursera titled "Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives". The course, led by Ann S. Masten from the University of Minnesota, focused on concepts and methods for studying resilience in children facing adversity, highlighting lessons from 50 years of research and applications to promote resilience. The statement acknowledges that the online course differs from the on-campus version and does not confer academic credit or a degree from the University of Minnesota.
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Coursera resilienceinchildren 2015
Nadia Ivanova has completed an online course through Coursera titled "Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives" offered by the University of Minnesota. The course focused on concepts and methods for studying resilience in children facing adversity, highlighting lessons from 50 years of research and applications to promote resilience. It was taught by Ann S. Masten, a Regents Professor at the University of Minnesota Institute of Child Development.
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Coursera resilienceinchildren 2015
Nadia Ivanova has completed an online course through Coursera titled "Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives" offered by the University of Minnesota. The course focused on concepts and methods for studying resilience in children facing adversity, highlighting lessons from 50 years of research and applications to promote resilience. It was taught by Ann S. Masten, a Regents Professor at the University of Minnesota Institute of Child Development.
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This document outlines the 8-stage process for registering a trademark in India, as well as the fees and documents required. It begins with searching for prior trademarks, then filing an application, receiving a trademark number, undergoing examination and potential hearings, publication, potential opposition proceedings, receiving a registration certificate, and finally renewing the trademark every 10 years. Professional fees for handling the process through acceptance are Rs. 6,000 plus Rs. 4,000 in government fees per application. Required documents include information on the applicant and proprietary rights, labels or word marks, period of use, and payment.
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This quick guide summarizes the assembly of the Panoura 18S three box packaging in 7 steps: 1) unpacking the package contents, 2) installing the post, 3) hanging the C-arm assembly on the post, 4) attaching the chinrest, 5) attaching the head support, 6) inserting the side covers, and 7) inserting the center panel and mirrors. The guide provides images and warnings at each step to complement the full installation manual. Any questions should be directed to ImageWorks at 914-592-6100.
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El documento describe ejercicios de estimulación temprana para bebés de 0 a 14 meses. En las primeras semanas se recomienda mostrar juguetes al bebé para estimular el control visual y el seguimiento ocular. A los 2 meses se prueba si el bebé realiza seguimiento cefálico levantándolo suavemente por los hombros. Entre los 4-6 meses se enseña a pasar del decúbito supino al prono, y a los 5-6 meses se incorpora al bebé en pasos hasta apoyarlo en
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Evaluation of Student Affairs and Services of PRMSU during Pandemic
ABSTRACT: The covid-19 pandemic disrupted the learning environment globally, face to face classes were
suspended to ensure the safety of the students, despite the suspension of face-to -face classes, the Commission
on Higher Educational Institution made sure that all schools will continue to serve the students through the
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further, it also investigated the services that the students liked the most as well as the services that were not
helpful to them during the pandemic. The researchers used descriptive statistics to determine the frequency and
percentage of participant responses on how they would evaluate the various student affairs and services
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Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
The study aimed to determine the enhancement on Disaster Risk Reduction and Management (DRRM)
operations of the schools in the 2nd Congressional District of Sorsogon for the years 2016-2019. It used the
descriptive-survey method since a questionnaire was devised in gathering the primary data as reflected in the
problem. The respondents were the 30DRRM coordinators of the public elementary schools in the 2nd
Congressional District of Sorsogon which were purposively chosen. The statistical tools utilized were frequency
and ranking.
The study revealed that the activities conducted by the school before the disaster were the conduct regular
earthquake and fire drills in rank 1 that were cited by 28 out of 30 respondents which is followed by the conduct of
disaster preparedness orientation with the pupils is favored by 18 respondents that is rank 2. Similarly, 15
respondents mentioned that they meet with PTCA and other stakeholders to discuss the preparedness of the school
in rank 3 then 13 respondents prepare the DRRM plan which is rank 4. Also, the integration of the disaster
preparedness in the lesson was revealed by 10 respondents in rank 5.
During the disaster, the activities were the provision of advisory and announcements about the disaster and
suspending classes as per DepEd guidelines were stated by 20 respondents which are tied in ranks 1 and 2. Then,
the implementation of the DRRM plan was cited by 16 respondents in rank 3 while the tracking of all the school
personnel and learners and coordination with LGU and barangay officials were revealed by 13 respondents that
are tied in ranks 4 and 5.
The activities of the school after the disaster were the conduct of inventory of the damages came out as the most
commonly done activities as cited by 24 respondents in rank 1. Then, the preparation and submission of reports of
damages to the Division Office was mentioned by 18 respondents in rank 2. Meanwhile, the inspection and
assessment of the condition of the infrastructures were revealed by 16 respondents that are tied in ranks 3 and 4.
Also, 13 respondents said that the coordination with the government agencies for immediate assistance was stated
by 13 respondents which is in rank 5.
Moreover, the top three lessons learned of the school after the disaster as revealed by the respondents were the
conducts to capability building activities for increasing the knowledge and skills to cope with the impact of
disasters with frequency of 23, preparedness of schools in time of disasters with frequency of 13, implementing
properly the continuous and sustained conduct of disaster risk assessment with frequency of 11.
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
This document summarizes a study that examined the enhancement of Disaster Risk Reduction and Management (DRRM) operations in schools in the 2nd Congressional District of Sorsogon, Philippines from 2016-2019. The study found that common DRRM activities conducted before, during, and after disasters included conducting drills, providing advisories, and assessing damages. Key lessons learned were the need for capacity building and preparedness. The top enhancements identified were conducting more trainings, building DRRM capacity, and designating schools as evacuation centers. The study concluded with recommendations to improve DRRM plan preparation, capacity building, and incorporating lessons learned into operations.
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This document summarizes an article that examines the integration of postmodernism in higher education. It discusses how postmodernism has sparked controversies in academia by promoting less conventional teaching styles. The article advocates for adopting postmodern strategies like focusing less on standardized practices and more on preparing students for rapid societal changes. It also addresses how embracing postmodernism could help address educational disparities for underrepresented groups by making institutions more responsive to diverse student populations.
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The document provides an overview of disaster management. It defines a disaster as a serious disruption that exceeds a community's ability to cope using its own resources. Developing countries suffer the greatest costs from disasters. The objectives of the class on disaster management were to develop awareness of different disasters and their environmental impacts, preventive techniques, and precautions. Student feedback indicated they understood disaster management better after the class. The class effectively covered different types of disasters and their effects through presentations and a video. Suggestions included providing more training to teachers and awareness programs for students on disaster management institutions.
Awareness of Disaster Risk Reduction (DRR) among Student of the Catanduanes S...
The Island Province of Catanduanes is prone to all types of natural hazards that includes torrential and heavy rains, strong winds and surge, flooding and landslide or slope failures as a result of its geographical location and topography. RA 10121 mandates local DRRM bodies to “encourage community, specifically the youth, participation in disaster risk reduction and management activities, such as organizing quick response groups, particularly in identified disaster-prone areas, as well as the inclusion of disaster risk reduction and management programs as part of youth programs and projects. The study aims to determine the awareness to disaster of the student of the Catanduanes State University. The disaster-based questionnaire was prepared and distributed among 636 students selected randomly from different Colleges and Laboratory Schools in the University
The Catanduanes State University students understood some disaster-related concepts and ideas, but uncertain on issues on preparedness, adaptation, and awareness on the risks inflicted by these natural hazards. Low perception on disaster risks are evidently observed among students. The responses of the students could be based on the efficiency and impact of the integration of DRR education in the senior high school curriculum. Specifically, integration of the concepts about the hazards, hazard maps, disaster preparedness, awareness, mitigation, prevention, adaptation, and resiliency in the science curriculum possibly affect the knowledge and understanding of students on DRR. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM.
The study further recommends that teachers and instructor must also be capacitated in handling disaster as they are the prime movers in the implementation of the DRRM in education. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM. Core subjects in Earth Sciences must be reinforced with geologic hazards. Learning competencies must also be focused on hazard identification and mapping, and coping with different geologic disaster.
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in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
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Miklós Palázsy is a Hungarian professional with over 20 years of experience in sales, management, coaching and training. He holds a degree in special education from SZTE JGYTF Education Faculty. His career includes roles as a regional manager, unit manager, branch manager and quality assurance manager in industries such as insurance, banking, and education. He has strong skills in coaching, sales, communication and teambuilding. Palázsy is fluent in English and Hungarian and resides in Szeged, Hungary.
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Evaluation of Student Affairs and Services of PRMSU during Pandemic
ABSTRACT: The covid-19 pandemic disrupted the learning environment globally, face to face classes were
suspended to ensure the safety of the students, despite the suspension of face-to -face classes, the Commission
on Higher Educational Institution made sure that all schools will continue to serve the students through the
Student Affairs and Services Programs. The purpose of this study is to evaluate the programs of the student
services. Specifically, the study examined the student affairs and services that the students are familiar with,
further, it also investigated the services that the students liked the most as well as the services that were not
helpful to them during the pandemic. The researchers used descriptive statistics to determine the frequency and
percentage of participant responses on how they would evaluate the various student affairs and services
programs and the study utilized the student development theory. The study revealed that the orientation and
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Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
The study aimed to determine the enhancement on Disaster Risk Reduction and Management (DRRM)
operations of the schools in the 2nd Congressional District of Sorsogon for the years 2016-2019. It used the
descriptive-survey method since a questionnaire was devised in gathering the primary data as reflected in the
problem. The respondents were the 30DRRM coordinators of the public elementary schools in the 2nd
Congressional District of Sorsogon which were purposively chosen. The statistical tools utilized were frequency
and ranking.
The study revealed that the activities conducted by the school before the disaster were the conduct regular
earthquake and fire drills in rank 1 that were cited by 28 out of 30 respondents which is followed by the conduct of
disaster preparedness orientation with the pupils is favored by 18 respondents that is rank 2. Similarly, 15
respondents mentioned that they meet with PTCA and other stakeholders to discuss the preparedness of the school
in rank 3 then 13 respondents prepare the DRRM plan which is rank 4. Also, the integration of the disaster
preparedness in the lesson was revealed by 10 respondents in rank 5.
During the disaster, the activities were the provision of advisory and announcements about the disaster and
suspending classes as per DepEd guidelines were stated by 20 respondents which are tied in ranks 1 and 2. Then,
the implementation of the DRRM plan was cited by 16 respondents in rank 3 while the tracking of all the school
personnel and learners and coordination with LGU and barangay officials were revealed by 13 respondents that
are tied in ranks 4 and 5.
The activities of the school after the disaster were the conduct of inventory of the damages came out as the most
commonly done activities as cited by 24 respondents in rank 1. Then, the preparation and submission of reports of
damages to the Division Office was mentioned by 18 respondents in rank 2. Meanwhile, the inspection and
assessment of the condition of the infrastructures were revealed by 16 respondents that are tied in ranks 3 and 4.
Also, 13 respondents said that the coordination with the government agencies for immediate assistance was stated
by 13 respondents which is in rank 5.
Moreover, the top three lessons learned of the school after the disaster as revealed by the respondents were the
conducts to capability building activities for increasing the knowledge and skills to cope with the impact of
disasters with frequency of 23, preparedness of schools in time of disasters with frequency of 13, implementing
properly the continuous and sustained conduct of disaster risk assessment with frequency of 11.
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
This document summarizes a study that examined the enhancement of Disaster Risk Reduction and Management (DRRM) operations in schools in the 2nd Congressional District of Sorsogon, Philippines from 2016-2019. The study found that common DRRM activities conducted before, during, and after disasters included conducting drills, providing advisories, and assessing damages. Key lessons learned were the need for capacity building and preparedness. The top enhancements identified were conducting more trainings, building DRRM capacity, and designating schools as evacuation centers. The study concluded with recommendations to improve DRRM plan preparation, capacity building, and incorporating lessons learned into operations.
Dr. Monica G. Williams, www.nationalforum.com
This document summarizes an article that examines the integration of postmodernism in higher education. It discusses how postmodernism has sparked controversies in academia by promoting less conventional teaching styles. The article advocates for adopting postmodern strategies like focusing less on standardized practices and more on preparing students for rapid societal changes. It also addresses how embracing postmodernism could help address educational disparities for underrepresented groups by making institutions more responsive to diverse student populations.
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Awareness of Disaster Risk Reduction (DRR) among Student of the Catanduanes S...
The Island Province of Catanduanes is prone to all types of natural hazards that includes torrential and heavy rains, strong winds and surge, flooding and landslide or slope failures as a result of its geographical location and topography. RA 10121 mandates local DRRM bodies to “encourage community, specifically the youth, participation in disaster risk reduction and management activities, such as organizing quick response groups, particularly in identified disaster-prone areas, as well as the inclusion of disaster risk reduction and management programs as part of youth programs and projects. The study aims to determine the awareness to disaster of the student of the Catanduanes State University. The disaster-based questionnaire was prepared and distributed among 636 students selected randomly from different Colleges and Laboratory Schools in the University
The Catanduanes State University students understood some disaster-related concepts and ideas, but uncertain on issues on preparedness, adaptation, and awareness on the risks inflicted by these natural hazards. Low perception on disaster risks are evidently observed among students. The responses of the students could be based on the efficiency and impact of the integration of DRR education in the senior high school curriculum. Specifically, integration of the concepts about the hazards, hazard maps, disaster preparedness, awareness, mitigation, prevention, adaptation, and resiliency in the science curriculum possibly affect the knowledge and understanding of students on DRR. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM.
The study further recommends that teachers and instructor must also be capacitated in handling disaster as they are the prime movers in the implementation of the DRRM in education. Preparedness drills and other forms of capacity building must be done to improve awareness of the student towards DRRM. Core subjects in Earth Sciences must be reinforced with geologic hazards. Learning competencies must also be focused on hazard identification and mapping, and coping with different geologic disaster.
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...
ABSTRACT :This research paper aimed to create a comprehensive framework for measuring disaster
resilience in colleges and universities. The study used a mixed method through Exploratory Factor Analysis
(EFA), which involved analyzing data from a survey questionnaire. The questionnaire was developed based on
in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
Ebola Virus Disease
Iryna Gerasymenko successfully completed an online course from Emory University titled "Ebola Virus Disease: An Evolving Epidemic" with distinction. The course discussed various aspects of the evolving Ebola epidemic including disease prevention, management and treatment, response to the outbreak, ethical considerations, and the future global health landscape post-Ebola. The document notes that the online course does not reflect the full curriculum of an Emory University enrolled student.
Rankin Student Experiences with Unstable Housing
The survey found that many University of Washington students experience housing instability or are impacted by others' unstable housing situations. Of the 216 survey respondents, 58% reported some degree of personal housing instability and 88% reported being impacted by housing instability in some way. At least 80 respondents experienced homelessness, including 35 who were street homeless, during their time at the university. Housing instability negatively impacted students' ability to make friends, keep up academically, and participate in extracurricular activities. The results suggest that housing instability among students is a significant issue and barriers unique to student status contribute to the problem.
Puentes, hasid student mobility and academic achievement at a selected elemen...
This article analyzes student mobility rates and academic achievement at a selected elementary school. It finds that the school had a 17% student mobility rate in 2003-2004, increasing to 18% in 2004-2005. Most mobile students moved 2-3 times between pre-K and 5th grade. Mobility was highest in pre-K and K but increased in later grades. State test scores declined significantly from 3rd to 5th grade in the same period that mobility rates increased. While the relationship between mobility and achievement cannot be proven, the findings suggest student mobility may impact academic performance and should be studied further.
Lesson Learned-Internationalization Student Affairs
The document discusses lessons learned from an initiative at New York University to better engage international students. Over 800 international students participated in 20-minute individual meetings. Key findings included a desire from international students to connect with others from their home country for support, to build friendships with domestic students, and a need for improved intercultural competence across campus. The initiative provided insights into how the university can strengthen academic advising, mentorship programs, career services, health resources, and dining options to better support international students' transition and success.
Statement of Accomplishment Disaster Preparedness for the Health Care Profess...
Jose Luis Gutierrez Velazco completed an online course through Coursera titled "Disaster Preparedness for the Health Care Professional" offered by Johns Hopkins University. The course provided foundational knowledge in managing victims of disasters and public health emergencies as well as new strategies for increasing hospital surge capacity. The document is a statement of accomplishment and does not reflect the entire curriculum or confer any grades, credit, or degrees from Johns Hopkins University.
Reflections on a Research Career in Academic Emergency Medicine
Reflections on a Research Career in Academic Emergency MedicineUniversity of Michigan Department of Emergency Medicine
This document summarizes the career of Dr. Rebecca Cunningham in academic emergency medicine and injury prevention research over nearly 30 years. It describes her progression from emergency medicine residency training in the late 1990s to becoming Vice President for Research. As an emergency physician, her research initially focused on preventing firearm injuries and violence among youth. This expanded to larger community-based intervention studies and developing emergency medicine training programs in Ghana. Her current role continues to support injury prevention research and new initiatives in areas like hydrogen energy and bridging the funding gap for university startups.Similar to Coursera resilienceinchildren 2015 (20)
Certificate in Disaster Preparedness with Distinction from the University of...
Certificate in Disaster Preparedness with Distinction from the University of...
Evaluation of Student Affairs and Services of PRMSU during Pandemic
Evaluation of Student Affairs and Services of PRMSU during Pandemic
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...
Williams, Monica national focus on postmodernism in higher education
Williams, Monica national focus on postmodernism in higher education
Awareness of Disaster Risk Reduction (DRR) among Student of the Catanduanes S...
Awareness of Disaster Risk Reduction (DRR) among Student of the Catanduanes S...
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...
Puentes, hasid student mobility and academic achievement at a selected elemen...
Puentes, hasid student mobility and academic achievement at a selected elemen...
Lesson Learned-Internationalization Student Affairs
Lesson Learned-Internationalization Student Affairs
Statement of Accomplishment Disaster Preparedness for the Health Care Profess...
Statement of Accomplishment Disaster Preparedness for the Health Care Profess...
Reflections on a Research Career in Academic Emergency Medicine
Reflections on a Research Career in Academic Emergency Medicine
Coursera resilienceinchildren 2015
- 1. coursera.org Statement of Accomplishment JUNE 01, 2015 GEERTJE POSTMA HAS SUCCESSFULLY COMPLETED THE UNIVERSITY OF MINNESOTA'S ONLINE OFFERING OF Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives This course focus is on core concepts and methods to study resilience in children and youth; it will highlight lessons learned from half a century of research, and applications to promote resilience in children whose lives are threatened by extreme adversity. ANN S. MASTEN, PHD REGENTS PROFESSOR IRVING B. HARRIS PROFESSOR OF CHILD DEVELOPMENT DISTINGUISHED MCKNIGHT UNIVERSITY PROFESSOR INSTITUTE OF CHILD DEVELOPMENT UNIVERSITY OF MINNESOTA, TWIN CITIES THE ONLINE OFFERING OF THIS CLASS DOES NOT REFLECT THE ENTIRE CURRICULUM OFFERED TO STUDENTS ENROLLED AT THE UNIVERSITY OF MINNESOTA. THIS STATEMENT DOES NOT AFFIRM THAT THIS STUDENT WAS ENROLLED AS A STUDENT AT THE UNIVERSITY OF MINNESOTA IN ANY WAY. IT DOES NOT CONFER A UNIVERSITY OF MINNESOTA GRADE; IT DOES NOT CONFER UNIVERSITY OF MINNESOTA CREDIT; IT DOES NOT CONFER A UNIVERSITY OF MINNESOTA DEGREE; AND IT DOES NOT VERIFY THE IDENTITY OF THE STUDENT.