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Killexams : Social-Work-Board Competency questions - BingNews Search results Killexams : Social-Work-Board Competency questions - BingNews Killexams : Core Competencies for Chronic Disease Prevention Practice

Development of Revised Competencies

Step 1: 2007 Core Competencies Review

The PDC found that the 2007 Competencies did not emphasize key public health and chronic disease prevention aspects including health equity, cultural competence, and quality improvement. The Committee also forecasted gaps related to system-level and policy-level concepts in chronic disease such as social determinants of health, health disparities, payer for health care services, and communities' relationship to chronic disease prevention and control.

Step 2: Environmental Scan and Alignment Review

Six documents describing frameworks that were particularly relevant to chronic disease prevention practice in state health departments were found in the environmental scan. The subsequent environmental scan results were consistent with prioritizing evidence-based decision-making regarding public health programming, administrative practices, and organizational capacity development:

  • Administrative evidence-based practices. This literature review proposed 5 priority administrative practice areas for fostering more effective public health. These were workforce development, leadership, organizational climate and culture, relationships and partnerships, and financial processes.[5]

  • Chronic disease domains. The National Center for Chronic Disease Prevention and Health Promotion of the Centers for Disease Control and Prevention (CDC) articulated a set of domains for chronic disease prevention practice around which state health departments can coordinate chronic disease prevention efforts across traditional categorical lines, thereby optimizing effectiveness and efficiency of public health practice. These domains are epidemiology and surveillance, environmental approaches, health care systems interventions, and community programs linked to clinical services.[6]

  • Core competencies for public health professionals. The Council on Linkages Between Academia and Public Health Practice identified a set of skills for general public health practice. This set is based on the 10 essential services and is broadly applicable to public health practice, education, and research.[7,8]

  • Model for chronic disease coordination. CDC's National Center for Chronic Disease Prevention and Health Promotion proposed a model for building capacity for chronic disease prevention practice in state health departments that was based on a review of experience implementing the federally funded Coordinated Chronic Disease Program. Proposed model elements included evidence-based interventions, consistent communications, strategic use of staff, strong infrastructure, focused agenda, identification of functions, comprehensive planning, management resources, relationship building, and collaborative leadership.[9]

  • Public Health Accreditation Board (PHAB) standards and measures. PHAB developed standards for voluntary health department accreditation with the objective of promoting high performance, continuous improvement, and accountability. The 12 evidence-based domains are assessment, investigation, education, community engagement, policies and plans, enforcement, access to care, workforce competency, quality improvement, evidence-based practices, administration and management, and governance.[10]

  • State Activation and Response (STAR). In response to requests from state chronic disease directors, NACDD developed an organizational capacity development model to assist states in strengthening their ability to successfully practice chronic disease prevention and health promotion. The STAR framework includes evidence-based public health practice, leadership, management and administration, organizational climate and culture, partnerships and relationships, and workforce development.[11]

Step 3: Stakeholder Input

With NACDD staff support, the PDC surveyed NACDD members who responded to an open invitation in July 2015, resulting in 74 responses. NACDD's diabetes council provided collective feedback. Respondents provided information on location, type of organization, and number of years in chronic disease practice. NACDD members from 37 states and 2 US territories responded to the survey; most were from state health departments (71%, n = 49). The rest of the respondents were from local health departments (13%, n = 9) or worked at other organizations or agencies (16%, n = 11) (5 respondents skipped the question).

The range of work experience in chronic disease prevention was 0–3 years or more than 10 years; of the 70 respondents (4 respondents skipped the question), 38 had 10 or fewer years of experience, and 32 had more than 10 years of experience. To explore any potential themes related to length of work experience, the PDC compared the responses of practitioners with more than 10 years of experience with those who had 10 years or fewer. When the samples were cross-referenced, responses were similar and allowed the PDC to generalize across all levels of experience.[4]

Survey findings, key informant interviews, and webinar polling confirmed the need for revision to the original competencies set and revamping the implementation and dissemination approach previously in place. Specifically, respondents cited the importance of competency areas such as health equity, health systems transformation, quality improvement, and design thinking, and they reflected on the priority of each competency area. As a result, the PDC reordered the subcompetencies under each competency area to begin with the highest priority and most essential items.[6] The proposed Competencies were used in the development of the May 2017 general member webinar, which introduced NACDD members to the new Competencies and described plans to apply the Competencies in both standard and new ways to better serve members. In 2016 and 2017, 289 NACDD members attended or viewed 3 general member webinars, which reviewed the updated Competencies. Input on implementation and dissemination showed opportunities for technology-based assessment tools and ongoing training support regarding tool use.

Step 4: Recommendations Development

As findings were collected in steps 1 through 3, they were synthesized by the PDC. Draft recommendations were circulated in several iterations and shared with key informants for confirmation until the Committee agreed they had reached consensus.

The resulting final recommendations expanded on the original 2007 Competencies framework. The report recommended that the competencies be relabeled "competency areas" rather than "domains" to avoid confusion referencing other related competency sets and to label the items themselves as "subcompetencies" rather than "competencies." No new competency areas were added, indicating the utility of the 2007 framework.[4]

Twenty-five new subcompetencies were added; 15 of those items are related specifically to health equity (Table 1). Cross-referencing these new subcompetencies led to an update to the self-assessment tool, consisting of 52 items.

Step 5: Adoption and Implementation

The NACDD board of directors formally adopted the recommended updated competencies in January 2018, and NACDD began dissemination activities. The Competencies are included in the NACDD Core Chronic Disease Competencies: Updated June 2016,[4] and the National Association of Chronic Disease Directors Competencies for Chronic Disease Practitioners, October 2016.[12] The Guide to Understanding and Using the Chronic Disease Competencies[13] was developed for easy member implementation of the Competencies.

Concept Systems, Inc (CSI), and NACDD leadership used the Competencies to support NACDD's increased commitment to professional development to pursue the following actions. First, to emphasize the priorities and activate member engagement in learning and professional development as an association priority, the PDC was reactivated as the Learning and Professional Development Committee (LPDC). Second, the LPDC formed 4 strategic working groups to focus on the recommendations from the report and address or complete each recommendation (Table 2). The recommendations included adopting the Competencies and developing a complete set of tools, as well as conducting a robust assets inventory to support member learning needs aligned with the Competencies. Third, CSI and NACDD leadership used NACDD's previous assessment tools as the basis for a newly designed, technology-supported assessment tool available for continuous access.[14] The assessment tool focuses on a subset of subcompetencies within the 7 chronic disease competency areas. First piloted at the September 2017 Chronic Disease Academy, the Chronic Disease Competencies Assessment Tool is now available for use in employee, manager, and team assessments within state and territorial chronic disease units. The tool is self-driven and provides explicit instructions for the user to provide ratings on each subcompetency in the self-assessment set, aggregate the ratings, score the ratings, and create an individual development plan that is a point-in-time blueprint.

The user and the manager both can revisit the plan and identify what progress has been made. The manager may also collect assessments from other team members and, via the capacity to aggregate across team members, conduct a team assessment to identify highlights, assess team progress, and notice gaps in the team's capacity to address needs. This process supports the manager in making hiring and coaching decisions as the program's needs change. The manager also has access to supporting tools in the tool kit. The job description builder and the interview planner are 2 tools that are included in the Assessment Tool. The data included can link to the Chronic Disease Competencies Assessment Tool to help in ongoing assessment. Further uses of the tool are described in the Guide to Understanding and Using the Chronic Disease Competencies.[13]

Fri, 24 Jun 2022 12:01:00 -0500 en text/html
Killexams : Master of Social Work Program (MSW)

Sun, 26 Jun 2016 07:09:00 -0500 en-US text/html
Killexams : Why Critical Thinking Matters in Your Business
  • Critical thinking in the workplace ensures objective and efficient problem-solving; it’s essential for your business’s success. 
  • When teams employ critical thinking, they gain enhanced analytical competency, communication, emotional intelligence and general problem-solving skills. 
  • Patiently teach critical thinking in the workplace until it becomes a second-nature skill for employees across your organization. 
  • This article is for small business owners and managers who want to Strengthen critical thinking in their companies to enhance problem-solving and reduce costly mistakes. 

Many professionals hope to pursue careers they’re passionate about so they can find joy and meaning in their work. Caring deeply about your work is vital for engagement and productivity, but balancing emotions with critical thinking is essential in the workplace. 

When employees engage in critical thinking, they use an independent, reflective thought process to evaluate issues and solve problems based on knowledge and objective evidence. 

Critical thinking skills can guide your organization toward success, but to truly maximize the problem-solving benefits of critical thinking, it’s crucial to teach this skill to your entire team. We’ll explore critical thinking skills and how to teach them in the workplace to help your business Strengthen its decision-making and problem-solving. 

What is critical thinking?

Jen Lawrence, co-author of Engage the Fox: A Business Fable About Thinking Critically and Motivating Your Team, defines critical thinking as “the ability to solve problems effectively by systematically gathering information about an issue, generating further ideas involving a variety of perspectives, evaluating the information using logic, and making sure everyone involved is on board.”

This is a complex definition for a challenging concept. Though critical thinking might seem as straightforward as stepping back and using a formal thinking process instead of reacting instinctively to conflicts or problems, it is actually a much more challenging task.

Critical thinking’s ultimate goal is ensuring you have the best answer to a problem with maximum buy-in from all parties involved – an outcome that will ultimately save your business time, money and stress.

Why is critical thinking essential in the workplace?

A World Economic Forum report revealed that critical thinking is one of the most in-demand career skills employers seek when trying to attract and retain the best employees – and employers believe critical thinking skills will become even more necessary in the coming years. 

Critical thinking in the workplace guarantees objective and efficient problem-solving, ultimately reducing costly errors and ensuring that your organization’s resources are used wisely. Team members employing critical thinking can connect ideas, spot errors and inconsistencies, and make the best decisions most often. 

Employees with critical thinking are also more likely to accomplish the following:

  • Analyzing information
  • Thinking outside the box
  • Coming up with creative solutions to sudden problems
  • Devising thought-through, systematic plans
  • Requiring less supervision

Did you know?Did you know?: Critical thinkers are sure about the reasoning behind their decisions, allowing them to communicate with employees clearly. This level of communication enhances employee engagement.

What are critical thinking skills?

Critical thinking is a soft skill that comprises multiple interpersonal and analytical abilities and attributes. Here are some essential critical thinking skills that can support workforce success.

  • Observation: Employees with critical thinking can easily sense and identify an existing problem – and even predict potential issues – based on their experience and sharp perception. They’re willing to embrace multiple points of view and look at the big picture. 
  • Analytical thinking: Analytical thinkers collect data from multiple sources, reject bias, and ask thoughtful questions. When approaching a problem, they gather and double-check facts, assess independent research, and sift through information to determine what’s accurate and what can help resolve the problem. 
  • Open-mindedness: Employees who demonstrate critical thinking are open-minded – not afraid to consider opinions and information that differ from their beliefs and assumptions. They listen to colleagues; they can let go of personal biases and recognize that a problem’s solution can come from unexpected sources. 
  • Problem-solving attitude: Critical thinkers possess a positive attitude toward problem-solving and look for optimal solutions to issues they’ve identified and analyzed. They are usually proactive and willing to offer suggestions based on all the information they receive. [Related article: How to Develop a Positive Attitude in the Workplace]
  • Communication: When managers make a decision, they must share it with the rest of the team and other stakeholders. Critical thinkers demonstrate excellent communication skills and can provide supporting arguments and evidence that substantiate the decision to ensure the entire team is on the same page. 

What are the benefits of critical thinking in the workplace?

Many workplaces operate at a frantic tempo that reinforces hasty thinking and rushed business decisions, resulting in costly mistakes and blunders. When employees are trained in critical thinking, they learn to slow the pace and gather crucial information before making decisions. 

Along with reducing costly errors, critical thinking in the workplace brings the following benefits: 

  • Critical thinking improves communication. When employees think more clearly and aren’t swayed by emotion, they communicate better. “If you can think more clearly and better articulate your positions, you can better engage in discussions and make a much more meaningful contribution in your job,” said David Welton, managing partner at Grove Critical Thinking.
  • Critical thinking boosts emotional intelligence. It might seem counterintuitive to associate analytical rationality with emotional intelligence. However, team members who possess critical thinking skills are less prone to rash, emotion-driven decisions. Instead, they take time to analyze the situation and make the most informed decision while being mindful and respectful of the emotional and ethical implications. 
  • Critical thinking encourages creativity. Critical thinkers are open to new ideas and perspectives and accumulate a significant amount of information when facing decisions. Because of this, they’re more likely to come up with creative solutions. They are also curious and don’t shy away from asking open-ended questions. 
  • Critical thinking saves time and money. By encouraging critical thinking in the workplace, you minimize the need for supervision, catch potential problems early, promote independence and initiative, and free managers to focus on other duties. All this helps your company save valuable time and resources. 

Did you know?Did you know?: Critical thinking skills are essential for dealing with difficult customers because they help your team make informed decisions while managing stressful situations.

How do you teach critical thinking in the workplace?

Experts agree that critical thinking is a teachable skill. Both Lawrence and Welton recommend exploring critical thinking training programs and methods to Strengthen your workplace’s critical thinking proficiency. Here’s a breakdown of how to teach critical thinking in the workplace: 

  1. Identify problem areas. Executives and managers should assess workplace areas most lacking in critical thinking. If mistakes are consistently made, determine whether the issue is a lack of critical thinking or an inherent issue with a team or process. After identifying areas that lack critical thinking, research the type of training best suited to your organization. 
  2. Start small. Employees newly embracing critical thinking might have trouble tackling large issues immediately. Instead, present them with smaller challenges. “Start practicing critical thinking as a skill with smaller problems as examples, and then work your way up to larger problems,” Lawrence said.
  3. Act preemptively. Teaching and implementing critical thinking training and methodology takes time and patience. Lawrence emphasized that critical thinking skills are best acquired during a time of calm. It might feel urgent to seek critical thinking during a crisis, but critical thinking is a challenging skill to learn amid panic and stress. Critical thinking training is best done preemptively so that when a crisis hits, employees will be prepared and critical thinking will come naturally.
  4. Allow sufficient time. From a managerial perspective, giving employees extra time on projects or problems might feel stressful in the middle of deadlines and executive pressures. But if you want those working for you to engage in critical thinking processes, it’s imperative to provide them ample time. Allowing employees sufficient time to work through their critical thinking process can save the company time and money in the long run.

How do you identify successful critical thinking?

Successful critical thinking happens during a crisis, not after.

Lawrence provided an example involving restaurants and waitstaff: If a customer has a bad experience at a restaurant, a server using critical thinking skills will be more likely to figure out a solution to save the interaction, such as offering a free appetizer or discount. “This can save the hard-earned customer relationship you spent a lot of marketing dollars to create,” Lawrence said. This concept is applicable across many business and organizational structures. 

You should also be aware of signs of a lack of critical thinking. Lawrence pointed out that companies that change strategy rapidly, moving from one thing to the next, are likely not engaging in critical thinking. This is also the case at companies that seem to have good ideas but have trouble executing them.

As with many issues in business, company leadership determines how the rest of the organization acts. If leaders have excellent ideas but don’t follow critical thinking processes, their team will not buy into those ideas, and the company will suffer. This is why critical thinking skills often accompany positive communication skills.

“Critical thinking doesn’t just help you arrive at the best answer, but at a solution most people embrace,” Lawrence said. Modeling critical thinking at the top will help the skill trickle down to the rest of the organization, no matter your company’s type or size.

TipTip: To get your employees thinking critically, conduct employee surveys with well-designed questions to help them identify issues and solutions.

Critical thinking is the key to your business success

When critical thinking is actively implemented in an organization, mistakes are minimized, and operations run more seamlessly. 

With training, time and patience, critical thinking can become a second-nature skill for employees at all levels of experience and seniority. The money, time and conflict you’ll save in the long run are worth the extra effort of implementing critical thinking in your workplace.

Rebecka Green contributed to the writing and reporting in this article. Source interviews were conducted for a previous version of this article.

Tue, 28 Jun 2022 12:00:00 -0500 en text/html
Killexams : How to Find a Culturally Competent Therapist No result found, try new keyword!Rather, “cultural competence makes cross-culture work possible,” says Frances Chinchilla, a licensed clinical social worker who ... recommends asking these questions during a consultation ... Thu, 31 Mar 2022 09:39:00 -0500 text/html Killexams : How to Strengthen Your Career Development No result found, try new keyword!On a tangible level, there is a clear connection between improving your technical and industry knowledge, digital competency ... you can ask questions of community boards often managed or ... Fri, 29 Apr 2022 10:31:00 -0500 text/html Killexams : There is a skills gap and the future of work will require stronger soft skills, study shows

This is the weekly Careers newsletter. If you’re studying this on the web or someone forwarded this e-mail newsletter to you, you can sign up for Globe Careers and all Globe newsletters here.

Radhika Panjwani is a former journalist from Toronto and a blogger.

Even though employers look for candidates with literacy, numeracy and digital skills, a new study shows social and emotional skills (SES) such as communication, collaboration, leadership, resilience and cultural competency are critical in the workplace and need to be nurtured early on in life.

The study from the Conference Board of Canada and the Future Skills Centre gathered insights from 1,300 leaders from education, organizations, non-profits and other sectors, and was part of Conference Board’s Sounding Tour initiative that unfolded over a three-year period.

“Technical skills allow us to perform specific, job-related tasks; for example, to use a particular information-management system or to know and follow safe chemical-handling procedures,” said Erin Macpherson, a senior research associate with the Conference Board and a co-author of the report.

“However, during the Sounding Tour, we heard more about the general, transferable skills such as teamwork, computer skills and confidence, and how these are more in demand than the technical skills,” Ms. Macpherson said. “One leader from Calgary told us to ‘teach them soft skills, and technical skills can be taught later.’”

The study’s authors identified and tackled five themes: The changing nature of work in Canada, reimagining postsecondary education, equitable recovery from the pandemic, social and digital infrastructure and essential skills.

Skills versus ability

Some employers in the study said new entrants to the workplace appeared to lack professional behaviour around e-mail communication and etiquette. Others employers said they prioritized traits such as strong communication, time-management skills the and ability to analyze problems in a digital context. They said that finding workers who had strong set of soft skills was proving to be a challenge. The unanimous verdict from the study participants was that the future of work will require a cadre of candidates with strong SES.

“We heard workers’ skill sets frequently do not meet employers’ needs,” said Jessica Rizk, a senior research associate with Conference Board and co-author of the study. “We heard the realities of the COVID-19 pandemic only intensified the need for strong SES. For example, individuals doing virtual work or school require strong self-management skills to stay on-track. Clear, pro-active communication is needed to build effective virtual relationships.”

Cultivating a lifelong learning mindset in response to new technologies or changing economic opportunities will help workers who want to succeed. Also, new graduates should identify and communicate to their employers that they would like to receive training and mentorship to develop these skills, Ms. Rizk said.

Emotional quotient: a barometer for success

In a blog, Alida Miranda-Wolff, CEO and founder of Ethos, and author of Cultures of Belonging: Building Inclusive Organizations that Last, says soft skills are the “backbone of leadership” and there’s presently a scarcity of work-ready individuals with adequate soft skills.

She says that in the constantly changing competitive landscape what makes someone successful today may not necessarily do so tomorrow. Ultimately, it’s someone’s ability to change, adapt and learn new skills that count, Ms. Miranda-Wolff said.

Her advice to employers is that when hiring, they should look for people who have the standard set of technical skills for the job, but comb through the applicant pool for people who demonstrate emotional quotient (EQ) and curiosity quotient (CQ). In short, hire the heart, train the brain.

Employers can evaluate those soft skills during the interview by asking candidates specific questions around a business or technical challenge, and how they solved it. Alternately, a structured format of interview where the interviewer poses open-ended questions, such as “How do you react when someone challenges your ideas?” may all yield useful information.

“Individuals with high EQ are less likely to experience stress and anxiety, which allows them to manage high-pressure situations and make consistently good decisions,” Ms. Miranda-Wolff writes in the blog. “High EQ also indicates strong interpersonal skills, which are essential to managing teams, collaborating with peers and colleagues, and building beneficial relationships.”

Nurturing soft skills

The Conference Board of Canada report unveils the need for strong partnerships between postsecondary institutions (colleges, universities, polytechnics, CÉGEPs) and industry, when it comes to addressing the current skills gap.

Participating in extracurricular activities, having summer jobs, volunteering, work-integrated learning (internships, co-ops, service learning, etc.), can all contribute to the development of SES development.

The authors said work-integrated learning opportunities such as internships and co-ops can help students be ready for the transition to the work force. Nimble training opportunities such as short microcredential programs can help to more quickly upskill and re-skill individuals to be ready for changing and new roles. The report also calls for effective career guidance to be introduced in the elementary and secondary school years.

Resources that can help individuals eyeing potential career paths include the Conference Board of Canada and Future Skills Centre’s Opportunext, an online career transition tool. This resource offers real-time solutions for a rapidly changing job market, including helping individuals find career paths based on their skillets.

What I’m studying around the web

  • Introverts love spending time alone, whereas extroverts are energized by people. Understandably, the pandemic put both of these groups at risk of burnout. According to this article, “the office environment historically has been set up for the extroverts,” says Mark Simmonds, author of Beat Stress at Work: How to Balance Your Ambition with Your Anxiety. “When lockdown happened all over the world, suddenly the introverts couldn’t believe their luck.” But few months into the pandemic, both groups were equally despondent.
  • In this TED Talk, venture investor Natalie Fratto says when determining which startup founder to support, she doesn’t just look for intelligence or charisma; she looks for adaptability. Ms. Fratto shares three ways to measure someone’s “adaptability quotient.”
  • This Point of View story argues the need to toss traditional performance reviews out of the door. For starters, the current overengineered system tries to accomplish two distinct outcomes with one not-so-great process.
  • Neil Schaffer, a well-known expert on social media and digital transformation, explores 13 social media trends of 2022 and how organizations can leverage them, in his blog.

Have feedback for this newsletter? You can send us a note here.

Sat, 11 Jun 2022 21:01:00 -0500 en-CA text/html
Killexams : About the General Assembly

Forum for multilateral negotiation

Established in 1945 under the Charter of the United Nations, the General Assembly occupies a central position as the chief deliberative, policymaking and representative organ of the United Nations. Comprised of all 193 Members of the United Nations, it provides a unique forum for multilateral discussion of the full spectrum of international issues covered by the Charter. It also plays a significant role in the process of standard-setting and the codification of international law.

The Assembly meets from September to December each year (main part), and thereafter, from January to September (resumed part), as required, including to take up outstanding reports from the Fourth and Fifth Committees. Also during the resumed part of the session, the Assembly considers current issues of critical importance to the international community in the form of high-level thematic debates organized by the President of the General Assembly, in consultation with the membership. During that period, the Assembly traditionally also conducts informal consultations on a wide range of substantive courses as mandated by its resolutions.

Functions and powers of the General Assembly

The Assembly is empowered to make recommendations to States on international issues within its competence. It has also initiated actions – political, economic, humanitarian, social and legal – which have benefitted the lives of millions of people throughout the world. The landmark Millennium Declaration, adopted in 2000, and the 2005 World Summit Outcome Document, reflect the commitment of Member States to reach specific goals to attain peace, security and disarmament, along with development and poverty eradication; to safeguard human rights and promote the rule of law; to protect our common environment; to meet the special needs of Africa; and to strengthen the United Nations. In September 2015, the Assembly agreed on a set of 17 Sustainable Development Goals, contained in the outcome document of the United Nations Summit for the adoption of the post-2015 development agenda (resolution 70/1: “Transforming our world: the 2030 Agenda for Sustainable Development). 

According to the Charter of the United Nations, the General Assembly may:

  • Consider and approve the United Nations budget and establish the financial assessments of Member States
  • Elect the non-permanent members of the Security Council and the members of other United Nations councils and organs and, on the recommendation of the Security Council, appoint the Secretary-General
  • Consider and make recommendations on the general principles of cooperation for maintaining international peace and security, including disarmament
  • Discuss any question relating to international peace and security and, except where a dispute or situation is currently being discussed by the Security Council, make recommendations on it
  • Discuss, with the same exception, and make recommendations on any questions within the scope of the Charter or affecting the powers and functions of any organ of the United Nations
  • Initiate studies and make recommendations to promote international political cooperation, the development and codification of international law, the realization of human rights and fundamental freedoms, and international collaboration in the economic, social, humanitarian, cultural, educational and health fields
  • Make recommendations for the peaceful settlement of any situation that might impair friendly relations among countries
  • Consider reports from the Security Council and other United Nations organs

The Assembly may also take action in cases of a threat to the peace, breach of peace or act of aggression, when the Security Council has failed to act owing to the negative vote of a permanent member. In such instances, according to its “Uniting for peace” resolution of 3 November 1950, the Assembly may consider the matter immediately and recommend to its Members collective measures to maintain or restore international peace and security.

The search for consensus

Each of the 193 Member States in the Assembly has one vote. Votes taken on designated important issues – such as recommendations on peace and security, the election of Security Council and Economic and Social Council members, and budgetary questions – require a two-thirds majority of Member States, but other questions are decided by a simple majority.
In exact years, an effort has been made to achieve consensus on issues, rather than deciding by a formal vote, thus strengthening support for the Assembly’s decisions. The President, after having consulted and reached agreement with delegations, can propose that a resolution be adopted without a vote.

Revitalization of the work of the General Assembly

There has been a sustained effort to make the work of the General Assembly more focused and relevant. This was identified as a priority during the fifty-eighth session, and efforts continued at subsequent sessions to streamline the agenda, Strengthen the practices and working methods of the Main Committees, enhance the role of the General Committee, strengthen the role and authority of the President and examine the Assembly’s role in the process of selecting the Secretary-General.

During the seventieth and seventy-first sessions, the Assembly adopted landmark resolutions on the revitalization of the work of the General Assembly (A/RES/70/305 and A/RES/71/323), which, inter alia, established an oath of office and a code of ethics for the Presidents of the General Assembly and provided for informal interactive dialogues with candidates for the position of President of the General Assembly. 

The practice of convening high-level thematic debates is also a direct outcome of the revitalization process.
It has become an established practice for the Secretary-General to brief Member States periodically, in informal meetings of the General Assembly, on his exact activities and travels. These briefings have provided a well-received opportunity for exchange between the Secretary-General and Member States.

Credentials Committee

The Credentials Committee, appointed by the General Assembly at each session, reports to the Assembly on the credentials of representatives.

General debate

The Assembly’s annual general debate provides Member States the opportunity to express their views on major international issues. On this occasion, the Secretary-General presents on the opening day of the debate his report on the work of the Organization.

Main Committees

With the conclusion of the general debate, the Assembly begins consideration of the substantive items on its agenda. Because of the great number of items on the agenda, the Assembly allocates to its six Main Committees items relevant to their work. The Committees discuss the items, seeking, where possible, to harmonize the various approaches of States, and present their recommendations, usually in the form of draft resolutions and decisions, to the Plenary of the Assembly for consideration and action.

The six Main Committees are: the Disarmament and International Security Committee (First Committee); the Economic and Financial Committee (Second Committee); the Social, Humanitarian and Cultural Committee (Third Committee); the Special Political and Decolonization Committee (Fourth Committee); the Administrative and Budgetary Committee (Fifth Committee); and the Legal Committee (Sixth Committee).

On a number of agenda items, however, such as the question of Palestine and the situation in the Middle East, the Assembly acts directly in its plenary meetings.

Subsidiary organs of the General Assembly

Under Article 22 of the Charter, the General Assembly may establish such subsidiary organs as it deems necessary for the performance of its functions.

Regional groups

Various regional groupings have evolved over the years in the General Assembly for electoral purposes as well as vehicles for consultation and to facilitate procedural work. The groups are: the African States; the Asia-Pacific States; the Eastern European States; the Latin American and Caribbean States; and the Western European and other States. The post of President of the General Assembly rotates among these regional groups.

Special sessions and emergency special sessions

In addition to its regular sessions, the Assembly may meet in special and emergency special sessions. To date, the Assembly has convened 32 special sessions on issues that demanded particular attention. 

Carrying on the work of the Assembly

The work of the United Nations derives largely from the decisions of the General Assembly and is mainly carried out by the following:

  • Committees and other subsidiary organs established by the Assembly to study and report on specific issues, such as disarmament, peacekeeping, decolonization, economic development, the environment and human rights.
  • The Secretariat of the United Nations – the Secretary-General and his staff of international civil servants.
  • The Department for General Assembly and Conference Management, which serves as the focal point within the UN Secretariat for all matters relating to the General Assembly
Thu, 02 Dec 2021 13:16:00 -0600 en text/html
Killexams : The 2022 RIBA presidential candidates set out their stalls

The three architects in the running to succeed Simon Allford answer key questions on how they will support you and deal with the big issues of our time

To be officially accepted as a RIBA presidential candidate you need the support of 60 members. This year three candidates have reached that level and are in the running: Jo Bacon of Allies and Morrison, Muyiwa Oki of Mace and Sumita Singha of Ecologic Architects. The winning contender will begin their term in September 2023 and serve for two years. But what are their priorities and what could we expect from them if elected? How will they tackle the issues you care about?

Jo Bacon

If you are elected president, what would be your top three priorities? 

Carbon, competence, diversity. By 2025, at the end of the next presidential term, we must have demonstrated to the public and our talent pipeline the value of being an RIBA architect as the most competent professional with the best skills to address the climate crisis, safety and quality.

What would your first action be as president to support practices and working architects through the current cost of living crisis?

The profession is underpaid. I will use the RIBA presidency to promote the value architects bring so that our services are more respected and paid for accordingly. We must also all do our part by not being in a drive to the bottom on fees. The RIBA must be a champion here. This has reduced our members’ ability to reward staff at all levels.

At board, with the RIBA team, we are pulling together and updating a suite of best-practice policies – Practice in a Box – with a model employment contract helping practices recruit, retain and promote the best people. This effort combined with the RIBA fee calculator should support all practices avoiding the race to the bottom.

Then there is professional indemnity insurance (PII) cover, the costs of which, we all know, have risen precipitously. On RIBA Council, I have been active on the Expert Advisory Group (EAG) addressing this difficult issue. We intend to survey all members to align with our sister institutes, and to commission a study unifying PII documentation and procedures to reflect more accurately the risks and technical issues shared by practices of all sizes.

How would you reach out to underrepresented and under-served parts of the profession?

A diverse profession creates better architecture. I joined when only 12 per cent of architecture students were women. Now this is closer to 50 per cent but still too many of my fellow women drop from the profession. Today’s more flexible working patterns, which RIBA members should encourage, will hopefully bring more women back to work and allow all architects to better accommodate the range of life challenges they inevitably face over the course of their careers.

University data on BAME and LGBTQ student numbers need to be monitored but is probably at woeful levels and it would be a shame if it took 40 years to reflect the make-up of our society as it did for women in my time.

The RIBA Inclusion Charter is a good initiative to promote real action. Under my leadership as managing partner at Allies and Morrison, we took it to heart adopting a diversity and inclusion statement. It includes a commitment to recruit not less than 50 per cent of our new graduates from underrepresented backgrounds. How did we arrive at this number? As a practice based in Southwark, we just looked around at the incredibly diverse community around us and felt it was the right thing to do. I will encourage these ambitious commitments across the profession.

How would you tackle the climate emergency as RIBA president?

We need more knowledge sharing and data. The RIBA Climate Challenge 2030 is a good start. But we will need more events, debates and peer-to-peer learning for all to upskill. We need the new Part Z initiative on embodied carbon.  We must lobby government on this.

Muyiwa Oki

If you are elected president, what would be your top three priorities? 

1. Focus on the future architect: be the accessible leader for members, collaborating with unions that offer expansive solutions to avoid overwork and underpay.
2. Promote transparency and inclusion through quarterly town halls for UK regions and international charters, and reinforce adherence to the RIBA professional standards.
3. Embrace the skills for a digital future, championing all legitimate avenues of practising architecture. 

What would your first action be as president to support practices and working architects through the current cost of living crisis? 

For architectural workers: 
Start by listening to the issues and experiences of the architecture workers – to begin addressing the toxic working culture that is prevalent. Strengthen relationships between employer and employee. 
Create a career development coaching service – ‘Dream Directors’ to help individual members think big, create their dream architectural career path and a step-by-step plan to achieve it. No dream is too big; no idea is off-limits. 

For practices: 
Champion a start-up culture to drive innovation, helping practices take smarter risks and get noticed. 
Promote the benefits of employing those with architecture skills in the wider economy such as automation, and machine learning in practice. 

How would you reach out to underrepresented and under-served parts of the profession? 

I want more spotlighting of a spectrum of talent within the membership, through the StoryBooth initiative. I am running to usher in a mind shift, fire up the architecture profession, to speak up for the future. 

The StoryBooth initiative will provide ordinary members the opportunity to tell their stories to a wider audience, for a transparent RIBA community. One that listens, honours, and shares. 

How would you tackle the climate emergency as RIBA president? 

Encourage the RIBA to steal good ideas with pride! I will move to get members into an ‘execute phase’, regarding targets in the RIBA 2030 climate challenge instead of the current ‘commit to attempt’. 

Sumita Singha

If you are elected president, what would be your top three priorities? 

1. An enabling RIBA
RIBA-backed PI insurance with premiums based on size of practice, projects, and government-backed insurance for risky work. 

2. An inclusive RIBA
‘RIBA presence’ in the UK and abroad for members to network, learn and share. 
Reduced rates room-hire for regional and international members at 66 Portland Place.  

3. An ethical RIBA 
Extend the ‘RIBA Compact’ to include an ethical charter for students and employees, with an annual award for best practice. 
What would your first action be as president to support practices and working architects through the current cost of living crisis?

I would try to reduce the operating costs for practices, especially small practices that are suffering from the knock-on effects of Brexit, Covid and the economic crisis. Apart from reducing insurance premiums, I would include free CPD for core competencies as part of membership benefits. I would enable a physical resource sharing platform, eg printers, equipment, even staff secondment – an RIBA-supported library of resources for those in need for every region. This would also be a climate-friendly initiative.
How would you reach out to underrepresented and under-served parts of the profession?
As the founder of RIBA's equality forum, Architects For Change, I have continued to campaign for equality in the profession for the last 22 years. I recognise  those under-represented and under-served through three lenses - people, projects and places. Within the people aspect, I would like to see people of diverse and disadvantaged backgrounds given visibility, voice and being valued. I will advocate for a curriculum that recognises and redresses predominant colonialist social narratives, and emphasise the critical role that diversity and inclusion play in fostering creativity, equity and respect. Within the projects aspect, I would like to see diversity of projects from big to small, community benefit and retrofit projects being recognised through awards and support. Within the place aspect, I would like to see members from London, regions and the 115 countries that RIBA operates in being listened to, supported and recognised equally. 

How would you tackle the climate emergency as RIBA president?

My work in the last 30 years has been with sustainable and retrofit projects, participatory design, and community engagement. I will lobby for chartered practice status to include mandatory environmental and carbon targets and encourage them to work in net-zero, retrofit and community benefit projects. Eighty per cent of western Europe's buildings have already been built. So instead, we can be designing 'ordinary good', retrofitting and bring into use many existing buildings. I will also lobby for abolishing VAT on refurbishment and simplifying the processes to undertake retrofit projects. Such work will be recognised by a special award each year.

Listen to the candidates at online hustings on 21 and 23 June and see them live at 66 Portland Place on 27 June – register here.

Voting is open for eligible RIBA members from 28 June to 26 July 2022, with results being announced on 2 August.

Mon, 20 Jun 2022 00:00:00 -0500 en text/html
Killexams : American Institutes for Research Named to Seramount’s 2022 Top 75 Companies for Executive Women

Seramount Top Company for Executive Women 2022

Image of Seramount award, Top Company for Executive Women 2022

Arlington, Va., June 27, 2022 (GLOBE NEWSWIRE) -- For a second consecutive year, the American Institutes for Research (AIR) has been named to Seramount’s Top 75 Companies for Executive Women list, which highlights top workplaces for women who want to advance through the corporate ranks. The list, established 25 years ago, ranks companies on recruitment, retention and advancement; hires and promotions of women; flexible work; and, company culture and accountability, among other categories. AIR is number 48 on the 2022, up from 65 in 2021.

Seramount is a professional services and research firm that seeks to advance diversity, equity and inclusion (DEI) in the workplace. It is a part of EAB, an education software company.

“This award is a recognition of the progress that AIR has made in creating a diverse, inclusive workplace that provides opportunities for women to thrive, grow and lead,” said Karen Francis, Vice President and Chief DEI Officer at AIR. “As we celebrate where our DEI journey has taken us, we also recognize there is much left to be done to ensure cultural competency in our work and our workplace.”

AIR currently has five women on its 13-member Board of Directors, including Patricia Gurin, of the University of Michigan, who serves as Board Chair. In addition, women comprise six of the 10 members of AIR’s Executive Leadership Team. AIR Women in Support of Equity (WISE), an employee resource group that launched last year, seeks to support women at AIR in a variety of ways, including creating enhanced internal and external networking opportunities across all levels; partnering with leaders on projects that impact women domestically and internationally; and contributing to the overall recruitment and retention of women of diverse backgrounds.

The 2022 Top 75 Companies application is comprised of more than 200 questions on courses including female representation at all levels, but especially the corporate officer and profit-and-loss leadership ranks. The application, based on 2021 data, tracks and examines how many employees have access to programs and policies that promote advancement of women and how many employees take advantage of them, plus how companies train managers to help women advance. To be considered, companies must have a minimum of two women on their boards of directors, a US-based CEO, and at least 500 US employees.

The top 10 companies on the 2022 list are (in alphabetical order) AbbVie, Bon Secours Mercy Health System; Dechert LLP; Estee Lauder Companies; FleishmanHillard; General Mills; Johnson & Johnson; L’Oréal USA; Nationwide; and Zoetis, Inc. AIR and the other winners will be honored during a virtual conference on June 29.

About AIR
Established in 1946, the American Institutes for Research (AIR) is a nonpartisan, not-for-profit organization that conducts behavioral and social science research and delivers technical assistance both domestically and internationally in the areas of education, health and the workforce. AIR's work is driven by its mission to generate and use rigorous evidence that contributes to a better, more equitable world. With headquarters in Arlington, Virginia, AIR has offices across the U.S. and abroad. For more information, visit


CONTACT: Dana Tofig American Institutes for Research 202-403-6347
Mon, 27 Jun 2022 06:02:00 -0500 en-NZ text/html
Killexams : Changes to the Architects Act: RIBA survey findings

What does the profession think about the proposed changes to the Architects Act? To help shape the RIBA’s response to the government consultation, we ran a survey that received over 500 responses.

Out of 502 respondents, 84% were architects registered with the Architects Registration Board; 75% were RIBA, RSUA, RIAS or RSAW members; 7% were working towards qualification; 3% were not registered architects but provided similar services; 3% were retired members of the profession; and the remaining participants listed themselves as ‘other’ – such as academics or construction sector professionals.

Read more about the results of our survey below.

When asked how important mandatory competency requirements are for promoting the best standards and confidence within the profession:

  • 85% said that mandatory competency requirements were "very important" or "somewhat important", compared to only 6% who said they were "somewhat unimportant" or "very unimportant"
  • Commentary was largely supportive; many understood the need to support public trust and maintain high standards

Respondents also raised caveats. Many called for assurance that any new requirements would be balanced with those across the whole construction sector to ensure public confidence, especially regarding the regulation of title, where people can provide the same services as an architect without being registered with the ARB. Others also wanted to see government recognition of the real value that architects bring to construction and planning.

When asked how frequently architects should be monitored for competency as part of a regulated system overseen by the government:

Most respondents said mandatory competence testing is important, but flagged this must be done without creating serious burdens on day to day practice.

  • 34% suggested it should take place every 4 to 5 years
  • 17% stated it should occur every 2 to 3 years
  • 14% said it should take place every 6+ years
  • 5% said that architects should not be regulated

Not all respondents supported ongoing testing or monitoring. 25% said architects should only be checked at the point of application.

RIBA members already undertake mandatory CPD and training, but when asked which courses should be included as part of a regulatory regime controlled by the ARB:

  • 70% selected fire safety
  • 68% selected health, safety and wellbeing
  • 67% selected legal, regulatory and statutory compliance
  • 50% selected sustainable architecture
  • 46% selected design, construction and technology

When asked which elements of an architect’s function should be regulated, either in addition to or instead of the current regulation of title:

  • 49% stated they wanted to see regulated elements of function for building and planning control
  • One third said that only title should be regulated
  • 10% said only building control or planning control should be regulated
  • 7% said they either did not know or were against regulation of title and function

These findings have helped to shape our own response to the consultation.

The RIBA is going to lobby the government to ensure that any changes work to promote the value of the profession. Architects are central to driving the highest standards in the built environment and resolving many of the significant national and global challenges we face today, from sustainability to public safety.

Alongside launching our own first mandatory competence test on Health and Life Safety, the RIBA will work closely with the MHCLG and ARB as they gather responses from the sector and begin to outline new requirements.

As part of broader concerns relating to the consultation, several respondents also stated that they wanted the government to move forward with initiating international agreements for recognition of professional qualifications with EU countries and those further afield – and we agree. We will continue to urge the government to provide the ARB with necessary power to negotiate international agreements that will enable UK architecture to thrive globally.

If you are an RIBA member with questions about these changes, please email

You can also sign up to the RIBA’s Political Update by emailing to keep an eye on developments.

Sun, 24 Jan 2021 18:51:00 -0600 en text/html
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