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Understanding that auditors allocate greater resources to fraud brainstorming when engagement risk is significant fosters brainstorming of a superior caliber corresponds to stronger regulatory compliance. Auditors report that engagement teams are holding fraud brainstorming sessions earlier in the audit, document more detailed risk assessments, plan more specific procedures, and retain more documentation. These characteristics contribute to adequately addressing increased PCAOB regulatory scrutiny. Additionally, brainstorming sessions are highly regarded when they occur in a face-to-face fashion and are attended by multiple levels of firm personnel—whether that is "core" or "non-core" professionals. Fraud brainstorming sessions are executed less mechanically (as determined by PCAOB inspectors) by using fewer checklists and increase the amount of time auditors prepare for brainstorming sessions.
Dennis, S. A., and K. M. Johnstone. 2016. A Field Survey of Contemporary Brainstorming Practices. Accounting Horizons 30 (4): 449–472.
The results speak to the importance of recruiting competent professionals to the workforce and making specific requests for assistance that include required deliverables. As individuals build confidence in their expertise and understand exactly how to assist, they will be able to provide higher-quality responses to share knowledge. This study extends the literature by operationalizing and studying mediating mechanisms to motivation to contribute and contribution quality separately. This study extends this research in an experimental setting to analyze factors expected to affect the motivation to contribute and contribution quality. By incorporating a collaboration platform included in the Microsoft Office Suite (i.e., a single technology), the effect of technology was controlled in the research design.
Du, H., Lehmann, C. M., & Willson, V. L. 2014. Technology-Facilitated Contribution Behavior: An Experimental Investigation. Behavioral Research In Accounting 26 (2): 97-130.
This study points out the paradox that managers find themselves in as they struggle to manage relationships with staff, partners, and clients while simultaneously engaging in non-client productive activities in order to gain notoriety in the firm and impress the partners. The "mountain" referred to in the title of this article represents the different and unpredictable obstacles that managers must overcome in order to reach the other side of their career; partnership.
For more information on this study, please contact Martin Kornberger.
Kornberger, M., L. Justensen, and J. Mourtsen.2011. When you make manager, we put a big mountain in front of you: an ethnography of managers in a big 4 accounting firm. Accounting, Organizations and Society 36 (8): 514-533.
The results of this study imply that an appropriately structured error climate may serve as a "soft" management control tool for an audit organization by encouraging the development of predispositions toward functional error handling behaviors, and reducing the tendency of auditors to engage in dysfunctional error handling behaviors such as ignoring or concealing errors. This increase in functional auditor error management behaviors supports both high quality work results and client cooperativeness. Managers of audit organizations should actively participate in the organization's error climate by establishing, communicating, and practicing a high error management method. The efforts in actively dealing with the organization's error climate could be documented and presented to regulators and oversight bodies such as the PCAOB as an integral part of the audit organization's internal quality control.
For more information on this study, please contact Ulfert Gronewold.
Donle, M., and U. Gronewold. 2011. Organizational error climate and auditors' predispositions toward handling errors. Behavioral Research in Accounting 23 (2): 69-92.
While the audit partner is ultimately responsible, an audit opinion relies upon the work and judgments of numerous auditors at different levels throughout the firm (NYSSCPA 2009). Therefore, it is important that audit teams have access to independent judgments of individual auditors throughout the audit process. However, the authors' findings provide evidence that "knowledge of superiors' views biases auditors' reports of their prior independent judgments, potentially inhibiting discussion and resolution of contrary views."
Whether judgment subordination is intentional or attributable to unconscious biases is not clear from the study. However, it is clear that it is insufficient for an auditor simply to formulate an opinion prior to hearing that of a superior. Rather, auditors should formulate and document their opinions prior to consulting with superiors and colleagues.
It is not clear from this study whether the behavior described is prevalent among audit managers. It is possible that experience mitigates the likelihood of auditors to rely upon superior's opinions. In addition, the judgment task involved a conservative alternative; it is possible that the effect will diminish when the partner's opinion represents a less conservative alternative.
Peytcheva, M. and P.R. Gillett. 2011. How Partners' Views Influence Auditor Judgment. Auditing: A Journal of Practice & Theory 30 (4): 285-301.
The results of this study indicate management should consider the level of task complexity before determining the best form of feedback to provide a staff member. For simple tasks, it may be effective to merely provide staff with the correct answer. However, for more complex tasks, it would be beneficial to provide staff with an explanation of the decision-making process in addition to the correct answer for that task. The study also suggests that it could be beneficial to provide staff with insight into their own decision making process for complex tasks, particularly when they have low-levels of self-insight. Thus, the results can directly inform the protocol of a firm's workpaper review process. This feedback could ultimately improve auditors' subsequent decisions in audit tasks, which would improve audit quality.
Leung, P. W. and K. T. Trotman. 2005. The effects of feedback type on auditor judgment performance for configural and non-configural tasks. Accounting, Organizations and Society 30 (6): 537-553.
The results of this study provide evidence as to how accurate auditors are at knowing how their colleagues' perceive their technical competence, or metaperceptions. Auditors care about how their colleagues, especially their superiors, perceive them, and they have incentives to manage their reputations. In order for auditors to manage their reputations effectively, they need to have accurate metaperceptions of the impressions they create on others, especially their superiors. The results of this study suggest that auditors are generally highly accurate at knowing how their colleagues, especially their subordinates, perceive their technical competence.
Tan, H. and K. Jamal. 2006. Managing Perceptions of Technical Competence: How Well Do Auditors Know How Others View Them? Contemporary Accounting Research 23 (3): 761-787.
The results of this study are important for audit firms to consider when conducting multinational audits involving several different local offices. The results suggest that local offices of audit firms may modify inter-office instructions and firm audit methodologies to suit the needs of their local client, including adapting materiality levels. Additionally, results suggest that while some local offices see the worldwide audit team as their "client" other offices are focused on meeting the needs of their local client.
Barrett, M., D.J. Cooper and K. Jamal. 2005. Globalization and the Coordinating of Work in Multinational Audits. Accounting, Organizations and Society 30 (1): 1-24.
Firms should consider the levels of accountability pressure and situations where they use them and consider how different levels of pressure may impact performance. Higher levels of accountability pressure may increase effectiveness and increase the likelihood of finding material misstatements.
On the other hand, increased effectiveness and time spent due to higher levels of accountability pressure may cause inefficiencies and result in unnecessary effort. Firms should evaluate the costs and benefits for their situations.
The authors note that this study only looks at the effect of accountability pressure from an unknown partner. In the real world, auditors have accountability pressures from many levels such as other superiors, clients, regulators, and audit committees.
Further, the auditor may have assessed things differently if they knew the partner that was performing their review.
DeZoort, T., P. Harrison, and M. Taylor. 2006. Accountability and auditors' materiality judgments: The effects of differential pressure strength on conservatism, variability, and effort. Accounting, Organizations, and Society 31 (4-5): 373-390.


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Featured Experts
|Exercise Science and Athletic Training Deborah King
|Ice Skating and Biomechanics
An expert on the biomechanics of sport performance, Deborah King has researched the movement patterns and performance characteristics of volleyball, basketball and other sports that include "jump and land" and "stop and go" tasks, with a focus on competitive figure skating. Professional skaters and coaches use her findings to increase performance as well as to treat and prevent knee and ankle injuries as well as stress fractures.
King has written articles on how physical activity influences inflammatory markers associated with atherosclerosis, effects of the menstrual cycle on strength in female athletes, and how aerobic training affects gait characteristics of individuals with multiple sclerosis.
Research Focus
- Biomechanics
- Sports medicine
- Physics of figure skating
- Strength training for figure skating
Mentions in the Media
- The Daily Planet, "Smartblade"
- The Globe and Mail, "'Smart Blade' to Let Researchers See Figure Skating's Toll on the Body"
Curriculum Vitae for Deborah King
Faculty Page for Deborah King
The Pennsylvania State University
Ph.D., Exercise and Sport Science, 1997
Dissertation title: Movement patterns, biomechanics, and performance characteristics of one legged standing
University of Massachusetts, Amherst
M.S., Exercise Science, 1992
Thesis title: The effects of a high intensity exhaustive run on running mechanics and running economy during steady state exercise in women
Bates College
B.S., Mathematics, 1990

subset: commoncrawl


text:
I once worked on a project where the company's website was so complex and detailed and, frankly, byzantine, that by the time we first visited the company's actual office I wondered where the skyscraper was hiding. You'd never know from the company's massive online presence that it was really just a few dozen people working on the top floor of a two-floor building. Sometimes such confusion is willful, an act of strategic dissimulation, a game of tactical artifice. Sometimes it's a matter of putting on airs. Often it's just bad planning. Either way, the company came to mind when I wandered by this extensive doorbell situated at the entryway of a modest two-story apartment building. The verticality of the form brought to mind soda cans that have the silhouette of a glass bottle drawn on them, as well as depictions of the very condensation that the can was designed to diminish. Of course, this doorbell grid isn't really a skeuomorph, per se. It's more of an aspiration. The architecture curator at a museum once described the faux lofts being built in San Francisco as "townhouses in drag." This doorbell is playing its own sort of low-budget dress-up. It's skyscraper cosplay.An ongoing series cross-posted from instagram.com/dsqt.
Marc Weidenbaum founded the website Disquiet.com in 1996 at the intersection of sound, art, and technology, and since 2012 has moderated the Disquiet Junto, an active online community of weekly music/sonic projects. He has written for Nature, Boing Boing, The Wire, Pitchfork, and NewMusicBox, among other periodicals. He is the author of the 33 1⁄3 book on Aphex Twin's classic album Selected Ambient Works Volume II. Read more about his sonic consultancy, teaching, sound art, and work in film, comics, and other media
Current Activities
• February 5, 2020: The first session of the 15-week course I teach at the Academy of Art about the role of sound in the media landscape.
• April 15, 2020: A chapter on the Disquiet Junto ("The Disquiet Junto as an Online Community of Practice," by Ethan Hein) appears in the forthcoming book The Oxford Handbook of Social Media and Music Learning (Oxford University Press), edited by Stephanie Horsley, Janice Waldron, and Kari Veblen. (Details at oup.com.)
• December 13, 2020: This day marks the 24th anniversary of Disquiet.com.
• January 7, 2021: This day marks the 9th anniversary of the start of the Disquiet Junto music community.
Dates TBA
• There are entries on the Disquiet Junto in the forthcoming book The Music Production Cookbook: Ready-made Recipes for the Classroom (Oxford University Press), edited by Adam Patrick Bell. Ethan Hein wrote one, and I did, too.
• At least two live group concerts by Disquiet Junto members in the San Francisco Bay Area are in the works for 2020.
• I have liner notes for a musician's solo album and an essay in a book about an art event due out. I'll announce as the release dates come into focus.
• The Disquiet Junto series of weekly communal music projects explore constraints as a springboard for creativity and productivity. There is a new project each Thursday afternoon (California time), and it is due the following Monday at 11:59pm: disquiet.com/junto.
• My book on Aphex Twin's landmark 1994 album, Selected Ambient Works Vol. II, was published as part of the 33 1/3 series, an imprint of Bloomsbury. It has been translated into Japanese (2019) and Spanish (2018).
Most Recent Posts
disquiet junto
Since January 2012, the Disquiet Junto has been an ongoing weekly collaborative music-making community that employs creative constraints as a springboard for creativity. Subscribe to the announcement list (each Thursday), listen to tracks by participants from around the world, read the FAQ, and join in.
Recent Projects
• 0465 / You Thank / The Assignment: Make a piece of music for someone or something for which you feel thankful.
• 0464 / Blanket Song / The Assignment: Play over a song, and then remove the original.
• 0463 / Making the Gradient / The Assignment: Make a piece of music inspired by the concept of a gradient.
• 0462 / Vade in Pace / The Assignment: Write a short piece of music that gets slower and slower as it proceeds.
• 0461 / Goldilocks Zone / The Assignment: Navigate a sonic space between the hospitable and the inhospitable.
Full Index
And there is a complete list of past projects, 465 consecutive weeks to date.
Tags8-bit app audio-games brands of sounds Buddha Machine chiptune classical comics copyleft field-recording film free free download gadget generative i-hop IFTTTgram installation ios ipad iphone ipod ipod touch junto live-performance live performance modular netlabel noise recommended stream remix saw2for33third science-fiction score site-maintenance software sound-art sounds-of-brands studio journal this week in sound turntablism TV video video-games voice
Most Recent Comments
- Yves Meynard on Cross-Device Ambient: "Lovely piece, thank you for giving us a chance to discover it! "
- Marc Weidenbaum on Music to Not Listen To: "Thanks. Yeah, I've had it on loop while working. "
- Mahlen Morris on Music to Not Listen To: "TIL that SoundCloud has a "repeat this track" button on the player, and that it works really well on this… "
- Michael Upton on Iwaki/Raffa Split: "Sounding great. Particularly taken by 'Esora' on first listen. "
- Jason Richardson on Davachi, Live: "Sweet. I do like a big pipe organ. "


text:
Certificate in Italian (Advanced)
CEF Reimbursable Course
- Course Code
- Application Code
- QF Level
- Financial assistance
- Study mode
- Part-time
- Start Date
- To be advised
- Next intake(s)
- September 2019
- Duration
- 40 weeks
- Language
- Italian supplemented with a little English where absolutely necessary for explanantion.
- Course Fee
- Enquiries
2975 56952548 7027
This programme can be taken upon successful completion of the Certificate in Italian (Upper Intermediate) or an equivalent programme of 350-370 hours. Students will practise speaking skills, expressing opinions on culture, sport, food & drink, current affairs, local events, holidays & the world today. They will read texts, comment in speaking & writing and listen to songs & recordings of native speakers. By the end of the programme, students should be able to talk with fluency about everyday topics, write simple texts on topics of familiar interest, follow the main ideas when listening to clear speech or reading simple texts.
The programme is equivalent to B2 level in the Common European Framework of Reference (CEFR).
- Unless any change is made to the advertised details, we will not issue joining instructions. If your application has been accepted, you should go to the first session of the class at the time and place shown. All the necessary teaching materials will be sent to you at the first session.
- No refunds or transfers to a different class will be approved.
- Swapping between parallel groups (if any) is not allowed under any circumstances.
- No make-up classes will be offered for students' absence.
|Application Code
|Start Date
|6 March 2019 (Wed)
|6:45 - 9:45 pm
|Room 1302, HPSHCC Campus
Days / Time
- Wednesday, 6:45pm - 9:45pm
- 40 meetings, 120 hours
Applicants shall have:
- (a) obtained the Certificate in Italian (Upper Intermediate), awarded within the HKU system through HKU SPACE ; or
(b) studied approximately 350-370 hours of Italian at a different institution; and
- sufficient English proficiency to follow simple explanations in English.
Other applicants may be interviewed if necessary to confirm their suitability for the programme, e.g. if they have studied a similar number of hours elsewhere or have alternative experience learning the language, such as a study visit to the country.
In the absence o f the evidence listed in (1), students should contact HKU SPACE by 1 Feb 2019 for further information.
- Course Fee : HK$9,800
- The CEF Institution Code of HKU SPACE is 100
|CEF Courses
|Certificate in Italian (Advanced)
Continuing Education Fund
All our 120-hour award-bearing Italian courses are eligible for CEF refunds.
To receive CEF reimbursement, students must:
- register with the Office of the Continuing Education Fund (OCEF), before the start of the course. (This is the responsibility of individual applicants);
- successfully complete the 120-hour course;
- take a recognised external language examination on completion of the course.
Application forms and full details of the reimbursement requirements can be found on: http://www.wfsfaa.gov.hk/cef
|Continuing Education Fund
This course has been included in the list of reimbursable courses under the Continuing Education Fund.
Certificate in Italian (Advanced)
Application Form Download Application FormEnrolment Method
Online Enrolment
HKU SPACE provides 24-hour online application and payment service for students to make enrolment for most open admission courses (courses enrolled on first come, first served basis) and selected award-bearing programmes via the Internet. Applicants may settle the payment by using either PPS, VISA or Mastercard online.
Complete the online application form
Applicant may click the icon on the top right hand corner of the programme/course webpage to make online application, and then follow the instructions to fill in the online application form.
Some programmes/courses may be admitted by selection, and may require applicants to provide electronic copy of any required documents (e.g. proof of qualification) as indicated on the programme/course webpage. Only file format in doc, docx, jpg and pdf are supported.
Make Online Payment
Pay the programme/course fees by either using:
PPS via Internet - You will need a PPS account and a PPS Internet password. For information on how to open a PPS account and how to set up a PPS Internet password, please visit http://www.ppshk.com.
Credit Card Online Payment - Course fees can be paid by VISA or Mastercard including the "HKU SPACE Mastercard".
To know more about online enrolment and payment, please refer to the user guide of Online Enrolment and Payment:
In Person / Mail
For first time enrolment
Applicants must provide all the required information on the application form and any additional information as required after the intial application assessment. Otherwise the School may not be able to process the admission/enrolment further.
- For first come, first served short courses, complete the Application for Enrolment Form SF26 and bring or post the completed form(s), together with the appropriate application/course fee(s) and any required supporting documents to any of the HKU SPACE enrolment centres.
- Award-bearing and professional courses may require other information. Forms are usually available at the enrolment centres or on request from programme staff. Bring or post the completed form(s), together with the appropriate application/course fee(s) and any required supporting documents to any of the HKU SPACE enrolment centres.
For continuing enrolment in the same course
In person or by post
- The standard 'Enrolment/Payment Slip' is designed for students of award-bearing programmes or remaining programmes in a suite of programmes requiring continuing enrolment and it applies to most programmes.
- Students should complete the "Enrolment/Payment Slip" which will be made available by relevant programme staff and return the slip to any HKU SPACE enrolment centre or post it to the relevant programme staff with appropriate fee payment.
If you are in doubt about the procedures, please check the individual course details, or contact our programme staff or enrolment centres.
Please note the followings for programme/course enrollment:
- Applicants should not leave the online application idle for more than 10 minutes. Otherwise, applicants must restart the application process.
- Only S-MILES and Early Bird Discount are supported in Online Applicants (Application). To enjoy other types of discount, please visit one of our enrolment centres.
- During the online application process, asynchronous application and payment submission may occur. Successful payment may not guarantee successful application. In case of unsuccessful submission, our programme staff will contact you shortly.
- Applicants are reminded that they should only apply for the same programme/course once through counter or online application.
- For online enrolment, payment confirmation page would be displayed after payment has been made successfully. In addition, a confirmation email would also be sent to your email account. You are advised to keep your payment confirmation for future enquiries.
- Fees paid are not refundable except as statutorily provided or under very exceptional circumstances (e.g. course cancellation due to insufficient enrolment).
- If admission is by selection, the official receipt is not a guarantee that your application has been accepted. We will inform you of the result as soon as possible after the closing date for application. Unsuccessful applicants will be given a refund of programme/course fee if already paid.
The School provides a platform for online services for a selected range of products it offers. While every effort is made to ensure timeliness and accuracy of information contained in this website, such information and materials are provided "as is" without express or implied warranty of any kind. In particular, no warranty or assurance regarding non-infringement, security, accuracy, fitness for a purpose or freedom from computer viruses is given in connection with such information and materials.
The School (and its respective employees and subsidiaries) is not liable for any loss or damage in connection with any online payments made by you by reason of (i) any failure, delay, interruption, suspension or restriction of the transmission of any information or message from any payment gateways of the relevant banks and/or third party merchants for processing credit/debit/smart card or other payment facilitation mechanism; (ii) any negligence, mistake, error in or omission from any information or message transmitted from the said payment gateways; (iii) any breakdown, malfunction or failure of those gateways in effecting online payment service or (iv) anything arisen out of or in connection with the said payment gateways, including but not limited to unauthorised access to or alternation of the transmission of data or any unlawful act not permitted by the law.
1. Cash or EPS
Cash or EPS are accepted at any HKU SPACE Enrolment Centres.
2. Cheque or bank draft
Course fees can also be paid by crossed cheque or bank draft made payable to "HKU SPACE". Please write the programme title(s) and the applicant's name on the back of the cheque. You may either:
- in person by submitting the payment, completed form(s), and required supporting documents to any of our enrolment centres; or
- by mailing the above documents to any of our enrolment centres, specifying "Course Application" on the envelope.
3. VISA/MasterCard
Course applicants, who are holders of HKU SPACE Mastercard, can enjoy a 10-month interest-free instalment period for courses of HK$2,000 and over. For enquiries, please contact our enrolment centres.
4. Online payment
Online payment for short courses (first come, first served) and selected award-bearing programmes is available using PPS, VISA or Mastercard. Please refer to the Online Services page on the School website.
- For general and short courses, applicants may be required to pay the course fee in cash or by EPS, Visa or Mastercard if the course is to start shortly.
- Fees paid are not refundable except under very exceptional circumstances (e.g. course cancellation due to insufficient enrolment), subject to the School's discretion. In exceptional cases where a refund is approved, fees paid by cash, EPS, cheque or online PPS will be reimbursed by a cheque; fees paid by credit card will be reimbursed to credit card account used for payment.
- In addition to the published fees, there may be additional costs associated with individual programmes. Please refer to the relevant course brochures or direct any enquiries to the relevant programme teams for details.
- Fees and places on courses are not transferrable. Once accepted onto a course, the student may not change to another course without approval from HKU SPACE. A processing fee of HK$120 will be levied on each approved transfer.
- HKU SPACE will not be responsible for any loss of payment, receipt, or personal information sent by mail.
- For additional copies of receipts, please submit a completed form, a sufficiently stamped and self-addressed envelope, and a crossed cheque for HK$30 per copy made payable to 'HKU SPACE' to any of our enrolment centres. Such copies will normally be issued at the end of a course.


text:
Exercise on Italian conjunctions (Indirect speech) - Fill in the blanks
Practise with a private teacher on Skype!
- Private Skype lessons
- Learn any topic
- Flexible appointments
Hi, I'm Vittoria! I am a native Italian speaker and I have a degree in Linguistic Mediation. Do you want to learn Italian in an easy and... fast way? Do you want to move to Italy? Do you want new career opportunities? Schedule your first lesson today! MY COURSES ITALIAN FOR BEGINNERS: We start from the basics and we cover a variety of topics to become a fluent Italian speaker. CONVERSATIONAL ITALIAN: We practice speaking and listening. I will help you improve your pronunciation and expand your vocabulary to speak like an Italian native speaker. ITALIAN FOR KIDS: I will create funny and engaging lessons for your kids to make learning Italian a great experience. We will use games, songs, flashcards and more to help your kid become a great Italian speaker. ITALIAN EXAMS PREPARATION: We will prepare you for school and university Italian exams. I will provide you with additional material, resources and tips to get excellent grades. ITALIAN FOR CAREER: We will review together your CV, your LinkedIn Profile and I will prepare you for your job interview. But wait! There so much more...… I am available to customize EVERY lesson according to my student's requests. We can read books, listen to podcasts, film, youtube videos and more. Just let me know if you have a special need! AFTER CLASS SUPPORT You will get homeworks and corrections in your inbox You will receive immediate feedback You will get access to free material and resources Click on Book Trial to start your journey to become a fluent Italian native speaker. Let's get to know each other with a trial lesson and plan together your customized Italian course!! * if you can't find a time in my Calendar that suits your needs, contact me and we will find the perfect time together. Read more
Hello! My name is Deborah! I am a language instructor. I teach Italian, English and Bulgarian. I have more than 10 years teaching... experience, both face-to-face and online to individual as well as to small and large groups. At the moment I am teaching Italian in a private school in Sofia, Bulgaria- where I lived for more than 10 years. I teach English to students ready to move to English speaking countries for work, and to students who need Еnglish for their career. I also prepare students for exams (KET, PET, FCE, CAE, CPE), and I offer language courses for communication and travelling purposes. I attended the College (tourism) in Lucca-Italy. I have a diploma in Secretarial and Business Administration from the South Kensington and Chelsea Collage in London- (I lived in London few years ago). I have a TEFL certificate -grade A. and an ECL certificate in Bulgarian C1 with 96/100. Therefore, I have a good knowledge of how languages work and I can provide my students with helpful insight. Teaching is my passion, and I am constantly in search for new methods to help my students to get through the challenges and the difficults when learning a new language. I am an enthusiastic, dedicated and adaptable teacher. I always use the communicative method in my teaching and I try to make my students feel comfortable by creating a funny and relaxed environment. I hope to see you soon in one of my classes! Read more
Very experienced teacher!
My name is Mara, I took a Master's in Foreign Languages and Translation (English and German) and then I started working as a Teacher to kids and... adults. Since my students are aged between 1 and 69 years old, I developed 3 different methods: 1. Fluency - for intermediate/upper intermediate students, mainly based on listening and speaking; specific topics. 2. TPR - total physical response, all levels, mainly based on activities, role plays and board games. 3. Traditional - all levels, grammar, listening, speaking and writing/reading with a traditional approach Read more
What our students say
Unlike in other platforms, all our teachers are manually verified by our professional team. Trust in the experiences of our students.
Hi everyone!
My name is Daniela and I am a qualified Italian language teacher! I teach Italian and English at school, and Spanish and French as a freelancer. I love foreign languages, translating, reading and listening to music. Are you ready to start your language learning path with me? We are going to learn many things and to talk a lot! Don't worry if you've never studied the language before: everyone can attend my classes – from beginner to advanced students. You just need passion for what you're going to do and... a good Internet connection. Materials are provided by me!
See you online!
Another excellent conversation class. Daniela is very encoraging as well as a great resource for daily life in Italy!
Hello Everybody
My name is Luisa and I teach Italian for foreign students, English, French and German for Italian students
Since 1994, I have dedicated myself to translating and teaching thanks to my travels, abroad studies, foreign reading and writing. I provide fun and customized lessons based on the student's goals. I also triy to minimize English speaking during the lessons. I give homework exercises, and my lessons are intermixed with grammar, conversation, customs and traditions. My goal is to make certain that each student finds learning Italian exciting.
I am available for any explanations also via e mail
Luisa is the best! Always enthusiastic and she makes the lessons fun and interesting. She's an expert teacher and my Italian has improved enormously.
Luisa A.
Dear Janice thank you !!!! thank you so much !!!
My name is Alice and I was born and raised in a small village in the North of Italy, near Venice. My passion for languages started at high school, when I learned English, French and Spanish. Then I decided to focus on my second passion, that is literature, so I got a bachelor degree in Italian Literature. After my degree I moved to Berlin, where I learned German for a year. In Berlin I also understood that I wanted to become an Italian teacher, in order to combine my passion for languages with my interest for literature!So I moved back to Venice and now I'm attending a master degree in language sciences with a focus on language teaching, but I'm first of all myself a language learner, as I study German, which I can speak quite fluently now.
If you are looking for a friendly and calm teacher that knows the struggle of communicating in a foreign language, you have found the right person! During my carrier as a language learner, I have acquired some skills that I can teach you, with a focus on overcoming the fear of speaking in a foreign language and I can also help you feel more confident when interacting with Italian native speakers.
I can deal with different topics, but my main interests remain culture, literature, dialects and, naturally!, food.
After a first free trial lesson, in which we would get to know each other, I can offer you a structured learning path, according to your needs, interests, learning objectives and learning style. The lessons will be mainly in Italian, but if some more explanations are needed, I can speak English, German and Spanish as well.
I am a certified examiner for CELI, I can prepare you for this test.
If you are interested or if you have any question, please don't hesitate to contact me, I can't wait to meet you!
Alice is a fantastic teacher, very patient and kind. I look forward to the lessons and enjoy learning Italian language and culture with Alice.
Hello! My name is Deborah! I am a language instructor. I teach Italian, English and Bulgarian. I have more than 10 years teaching experience, both face-to-face and online to individual as well as to small and large groups. At the moment I am teaching Italian in a private school in Sofia, Bulgaria- where I lived for more than 10 years. I teach English to students ready to move to English speaking countries for work, and to students who need Еnglish for their career. I also prepare students for exams (KET, PET, FCE, CAE, CPE), and I offer language courses for communication and travelling purposes.
I attended the College (tourism) in Lucca-Italy. I have a diploma in Secretarial and Business Administration from the South Kensington and Chelsea Collage in London- (I lived in London few years ago). I have a TEFL certificate -grade A. and an ECL certificate in Bulgarian C1 with 96/100. Therefore, I have a good knowledge of how languages work and I can provide my students with helpful insight. Teaching is my passion, and I am constantly in search for new methods to help my students to get through the challenges and the difficults when learning a new language.
I am an enthusiastic, dedicated and adaptable teacher. I always use the communicative method in my teaching and I try to make my students feel comfortable by creating a funny and relaxed environment.
I hope to see you soon in one of my classes!
Amazing teacher , always on time and the more I took lessons the more I understood Italian , I am still not speaking well but I can understand 75% of what people on the street are saying to me compared to the beginning when I only understood 20-30% , that really helped me a lot specially since it is hard to find English speaking places around me , the lesson is always on time and the teacher is flexible and the teaching materials are great with Italian culture and everyday life mixed in
Deborah M.
Thank you!! You have an always positive attitude, you work hard to do a great job!
Hi! I've been teaching Dutch, Spanish and Italian for many years, in The Netherlands, for private institutes, for the integration of foreigners into society, and online from Italy, where I currently live.
I will help you, in a simple but effective way, to learn your favorite language(s). By focusing on conversation from the very beginning, I will help you in becoming confident with the language so that you will learn it faster.
Learning a foreign language is not a matter of doing much effort, but rather of being consistent, enjoying the lessons and allowing your intuition to work with you. You will book immediate results while having fun!
I offer you general language courses Italian (A1-C2), Dutch (A1-C1) and Spanish (A1-C1), as well as courses "Basisinburgering" and "Inburgeringsexamen A1, A2".
For English I offer ONLY pronunciation exercises. If you struggle with your pronunciation and you want to become more confident, I can help you achieve your goal. We will practice by reading texts together and you will see amazing results in a very short time.
So if you want to learn a language or improve the one you already speak, whether it is for work, to move abroad or just because you love languages, contact me for a free trial and let me know how I can help you.
I'm looking forward to meeting you!
Very Nice communication, easy to study and prictice Italiano, I am a Biginner and She has the patient to understand me.
Elena P.
Thank you so much for the feedback, Pedro! It's a pleasure to work with you and help you achieve your goal.
Hi, I'm Dajana, I'm 31 years old and I come from Naples.
I am graduated in Foreign Languages and Litteratures and I have a II Level Master degree in Teaching Italian as Second Language.
I have teached italian to foreign people, above all adults at any age, in several NGOs and social cooperatives in the last 4 years.
How will I teach you italian? By playing!
I know that studying a language by reading a grammar book and mechanically completing the attached exercises can be boring and above all does not train your mind.
Learning instead should be a pleasure, so I like to use small funny videos, songs, puzzles and so on.
I also prefer the inductive method so that you can understand how Italian works on your own and then fix the grammatical rules together.
That way you'll learn Italian without even realizing it!
But all this depends on you and how you prefer to study. I will be very happy to adopt the method that suits your case. The most important thing is that you get your goals with pleasure!
Don't you think studying can be a pleasure? Join me and you'll find out!
Dajana adapts to the profile of its students and their constraints, while ensuring follow-up between each lesson. The lessons also work very well in groups. I am very satisfied. Dajana adapts to its students and their constraints. She's also keen on ensuring a follow up between lessons. It also works very well in groups. I am fully satisfied
Hello my name is Lucia and I am a native Italian speaker.
I have a degree as an interpreter for English and French so I know how hard it may be to learn a foreign language. I work as a free-lance interpreter and private English and French teacher. I have a strong passion for languages which I have been studying for many years. I am studying Spanish now and always trying to improve my English and French knowledge. I am a friendly person and my lessons mainly focus on conversation. As a teacher I am very patient and I always propose tailor-made lessons with respect to your needs. I am really enthusiastic about being a teacher because this activity allows you to share your culture and habits with foreign people. Learning a language is also learning a new culture.
Lucia is a very engaging and sympathetic teacher. And although we have only done a couple of lessons we are feeling much more confident about the possibility of being able to converse in Italian. Thank you Lucia!
Buongiorno gente!
Are you ready to learn italian with me?
My name is Mojra and I'm a qualified mother tongue tutor. Whether you need to prepare yourself for a job interview, you're planning to relocate to Italy or to spend your next holiday there, I look forward to assisting you to achieve your goals!
I am here to help you improve you grammar, sentence structure and to teach you helpful phrases in a fun and relaxed way.
I graduated from university majoring in Linguistic Mediation and in Modern Languages and then I specialized in the teaching of Italian as a second language, attending a one-year post-graduate course devoted to this and receiving excellent grades (FILIS: Formatori Interculturali di Lingua Italiana per Stranieri). I also taught in the Italian public schools.
If you'd like to learn Italian fluently, I'd love to be your teacher, then why not book a trial class with me now? In this lesson, we will design a lesson plan especially for you discussing how you will reach your specific goals.
IMPORTANT: Please contact me before booking your lesson with me and let me know your Italian level as well as the reasons why you want to learn Italian.
I just had my first Italian lesson with Mojra and it was great. She is a very enthusiastic and happy person and seemed to really care about helping me to improve my Italian. Although her English is very good, she was quite strict about making me speak almost only in Italian during the entire lesson. My Italian is at an A2 (low intermediate) level but with seemingly infinite patience and useful hints, Mojra helped me to ask my questions in Italian and I felt my confidence grow as the lesson progressed.
I asked for help on knowing when I should use the dreaded subjunctive in Italian (congiuntivo). Mojra had some interesting material on the subject and some exercises that both helped me to practice and, at the same time, taught me some interesting things about Italy.
We laughed a lot and I was quite surprised to find that I had been speaking almost entirely in Italian for an hour. The time flew past. I think Mojra is an excellent teacher. You should try a lesson with her.
Mojra G.
Thank you very much for your words Abner! You are a very diligent student, continua così!
I'm a certified Italian teacher based in my hometown Florence. I spent my childhood in a small village in the Chianti countryside and I always loved to explore curious aspects of different languages. I studied Arabic, English, French and Spanish and I like to help students with practical insights into Italian language to better fix the structures and improve pronunciation, grammar and conversation. After my studies (master degree in teaching Italian as a second language + CEDILS certificate - teaching Italian to foreign students), I taught in different contexts and countries (IIC of Beirut, private schools in Prague, companies in Malta and Florence and to many many private students!).
I try each time to adapt to every student's needs, with mainly one goal: making every student enthusiastic about the learning process and more and more confident. I use a communicative approach and I can offer classes of Italian languages, cinema, culture, gestures, focuses on grammar, conversation, etc.
A presto!
The lesson answered all my expectations.
The conversation was fluent.
Olivia was very sensitive to my goals.
I thank her for this lovely experience.
to be continued…
12 weeks later, and I am so satisfied and grateful. The lessons are lively and fun. to be continued...
I am a private teacher in English, German and Italian. I am a Master's graduate in Translation and Interpreting at the University of Genoa, Italy. I am Italian native speaker. I know English and German at C2 level and Russian at B2 level.
I have been studying English for the last 15 years, first at school and then at the university and I have improved it on my frequent stays abroad. I have now been teaching English for 4 years, first to school children and teenagers and now adults too. I have experience teaching online and at home. I also have taught group classes.
Being fluent in several languages allows me to give students further explainations in their native language when needed. This also allows me to put myself in my students' shoes and understand better their difficulties. I try to meet the student's personal needs and objectives rather than impose my standard class.
During my classes I focus on the active skills of language, speaking and writing. I often ask students to do presentations so they practice writing and speaking at once. I strongly encourage self-studying along with frontal teaching in order to considerably shorten learning time. Homework is for me as important as frontal classes. If needed, I can provide students with textbooks and online material such as videos, news, songs and textes.
As always, I can't say enough good things about Federico. His teaching and extraordinary patience is contributing to my continued improvement. There is no doubt that this is the best way to learn a new language,
Hello, my name is Francesca.
I am qualified Italian teacher.
I love teaching and my lessons are always tailored on your goals. During the first lesson, we will identify what you want to learn or to improve and I will design your lessons.
My approach is largely conversational: that is role-plays, informal conversation or other activites to help you. I welcome beginners right up to proficient speakers.
Like the times before, it was perfect and a lot of fun. I am interested in the subject and I like to tell a lot and show Italian videos that are new to Francesca :-)
Hello everyone!
My name is Ermanno, I am 35 years old, and I am a Italian native speaker.
I got Master Degree in Law in 2010. In the last 6 years I have worked with languages, as a tour guide in Spain and Ireland and as a student support in a English Academy in Dublin. Also, I've been teaching Italian giving private classes to students and refugees for over ten years.
I speak English (level c1) and Spanish (level c2) well enough to explain something to you in one of those languages just in case you need.
We can also have some spanish or english classes if you are starting to get into the language and you want to improve your language skills.
I will guide and support you through your learning adventure! Are you ready for that?
-What I offer-
We will spend the full hour talking in Italian about topics of our interest (sports, arts, traveling, culture, food, relations..) and I will make you speak as much as you can.
Because our brain need some time to make us fluent and to feel confident speaking in another language.
Furthermore, I consider creativity is an essential aspect of speaking. It makes the class much more interesting and inspiring. For that reason I encourage my students to use their creativity and to express themselves with no filter.Ci vediamo presto! L'Italiano ti aspetta!
Perfect the class with Ermanno. Punctual, professional, educational and very friendly. He prepared the class in advance and adjusted to what I asked. Also send me a pdf with the class information so you can review it at home !! We were able to take full advantage of it. As soon as I have a little more time I will sign up for more classes with Ermanno without hesitation. Recommended 100%
I am an Italian native speaker with a Master's degree in Languages for International Relations. I have experience in tutoring students from all ages.
I prepare tailored lessons based on the students' needs and interests using textbooks, videos, interactive resources and ad-hoc materials.
If you want to learn Italian and know more about the culture, food, art and traditions, don't hesitate to get in touch!


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Vigo Coal Company
The Vigo Coal Company in Indiana runs a 24/7 operation at the Friendsville Mine, mining coal that is used to meet the region's energy needs. A Cummins customer for over 17 years, Vigo operates 19 pieces of large mining equipment powered by Cummins High-Horsepower engines. Following a disciplined maintenance schedule that includes following all published service intervals and proactive maintenance helps Vigo Coal ensure maximum uptime from their equipment. When the QSK60 powering their Hitachi EX3600 excavator reached 26,000 hours and 1.7 million gallons of fuel burned (70 percent longer than industry standard), Vigo proactively scheduled a running takeout and teardown of the engine.
Watch the video below to see the results of the teardown and learn more about how Vigo Coal and Cummins are working together to achieve Uptime That Pays.
Shenhua Zhungeer Energy Co. Ltd
Shenhua Zhungeer Energy Co. Ltd is a company that manages coal mining on a massive scale. At the twin open-pit mines of Haerwusu and Heidaigou, located at Zhungeer, Inner Mongolia, China, the huge fleet of almost 300 haul trucks are all powered by Cummins engines. Despite severe temperatures that can fall as low as -35C (-31F) and harsh winds whipping up clouds of abrasive dust, nothing stops the Cummins-powered haul trucks, excavators, loaders and drills from working around the clock. While exceptional performance over time under these challenging conditions is critical, it's also the total support package provided by the Cummins on-site service team that makes Cummins the engine supplier of choice for Shenhua Zhungeer.
The ASARCO Ray Mine
The ASARCO Ray Mine in Arizona is always looking to maximize haul truck availability, lower fuel consumption and enhance overall performance. Repowering equipment is a key strategy to accomplish those goals, and Cummins Rocky Mountain has been a key partner, repowering close to 100 pieces of equipment for the mine, including drill rigs, dozers, water trucks, cable reelers, generators and haul trucks. When it became apparent that the mine's fleet of Liebherr T 282B 400-ton haul trucks needed engine replacement, a Cummins team led by Brad Scow, General Manager – Mining, offered ASARCO a unique proposal. The team promised to build a complete turnkey module, replacing the competitive engine and installing the turnkey module in a three-day time frame.
Watch the video below to follow the repower story and see the unbelievable results.
Scow explains the three-year project in an engine walkaround video, available below.


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Tutorial on how to take a backup, Restore backup.
How to reset cPanel Password, Filemanager, Cronjobs, Style, etc
About how to Create, Edit, Delete Database or Database Username in cPanel
How to Remove, Add, Edit Addon Domain, Parked Domains & Redirect Domain
Learn how to Install a hosting control panel like cPanel, Plesk, etc.
Boxtrap, SpamAssassin, Mail Filter - Prevent Spam.
Tutorial for setting up email on iOS Apple/Android, etc
How to Fix Errors, Create Friendly URL, Page Redirect, etc
Password Protected Directory, IP Blacklist, Hotlink Protection, etc
Tutorials for Softaculous Auto-Installer Software (cPanel)
SolusVM tutorial on how to manage SolusVM, install/re-install an OS, VNC, etc.
Tutorials for Wordpress
Most Popular Articles
Your hosting account can be paid for in many ways. Credit Card To pay by credit card simply...Change PHP Version
In some cases, correct functioning of your website depends on a PHP version installed on the...What do I need to register a .au domain?
The .au domain extension is a country code Top Level Domain (ccTLD) restricted to use by...Meta tags
Meta tags were the original way to tell search engines what your page was about. You'd add a...How to add an email account?
For Linux hosting customer Login control panel to use https://your-domainname/cpanel Fill in...


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This chapter describes how to:
Move an existing lx branded zone to a new location on the same machine
Validate what will happen in an lx branded zone migration before the actual migration is performed.
Migrate an existing lx branded zone to a new machine.
This procedure is used to move a zone to a new location on the same system by changing the zonepath. The zone must be halted. The new zonepath must be on a local file system. The normal zonepath criteria described in Resource and Property Types apply.
Become superuser, or assume the Primary Administrator role.
Roles are described in Using the Solaris Management Tools With RBAC (Task Map) in System Administration Guide: Basic Administration.
Halt the zone to be moved, db-zone in this procedure.
global# zoneadm -z db-zone halt
Use the zoneadm command with the move subcommand to move the zone to a new zonepath, /export/zones/db-zone.
global# zoneadm -z db-zone move /export/zones/db-zone
Verify the path.
global# zoneadm list -iv ID NAME STATUS PATH BRAND IP 0 global running / native shared - lx-zone installed /export/home/lx-zone lx shared - db-zone installed /export/zones/db-zone lx shared
The zonecfg and zoneadm commands can be used to migrate an existing non-global zone from one system to another. The zone is halted and detached from its current host. The zonepath is moved to the target host, where it is attached.
The following requirements apply to lx branded zone migration:
The global zone on the target system must be running the same Solaris release as the original host.
To ensure that the zone will run properly, the target system must have the same versions of the required operating system packages and patches that were installed on the original host.
The brand must be the same on the original host and on the target system.
The target system must have one of the following supported i686 processor types:
The zoneadm detach process creates the information necessary to attach the zone on a different system. The zoneadm attach process verifies that the target machine has the correct configuration to host the zone. Because there are several ways to make the zonepath available on the new host, the actual movement of the zonepath from one system to another is a manual process that is performed by the global administrator.
When attached to the new system, the zone is in the installed state.
Become superuser, or assume the Primary Administrator role.
To create the role and assign the role to a user, see Using the Solaris Management Tools With RBAC (Task Map) in System Administration Guide: Basic Administration.
Halt the zone to be migrated, lx-zone in this procedure.
host1# zoneadm -z lx-zone halt
Detach the zone.
host1# zoneadm -z lx-zone detach
The detached zone is now in the configured state.
Move the zonepath for lx-zone to the new host.
See How to Move the zonepath to a new Host for more information.
On the new host, configure the zone.
host2# zonecfg -z lx-zone
You will see the following system message:
lx-zone: No such zone configured Use 'create' to begin configuring a new zone.
To create the zone lx-zone on the new host, use the zonecfg command with the -a option and the zonepath on the new host.
zonecfg:lx-zone> create -a /export/zones/lx-zone
View the configuration.
zonecfg:lx-zone> info zonename: lx-zone zonepath: /export/zones/lx-zone brand: lx autoboot: false bootargs: pool: limitpriv: net: address: 192.168.0.90 physical: bge0
(Optional) Make any required adjustments to the configuration.
For example, the network physical device might be different on the new host, or devices that are part of the configuration might have different names on the new host.
zonecfg:lx-zone> select net physical=bge0 zonecfg:lx-zone:net> set physical=e1000g0 zonecfg:lx-zone:net> end
Commit the configuration and exit.
zonecfg:lx-zone> commit zonecfg:lx-zone> exit
Attach the zone on the new host.
Attach the zone with a validation check.
host2# zoneadm -z lx-zone attach
The system administrator is notified of required actions to be taken if either or both of the following conditions are present:
Required packages and patches are not present on the new machine.
The software levels are different between machines.
Force the attach operation without performing the validation.
host2# zoneadm -z lx-zone attach -F
The -F option allows you to force the attach with no validation performed. This is useful in certain cases, such as in a clustered environment or for backup and restore operations, but it does require that the system be properly configured to host the zone. An incorrect configuration could result in undefined behavior later.
There are many ways to create an archive of the zonepath. For example, you can use the cpio or pax commands described in the cpio(1)) and pax(1) man pages.
There are also several ways to transfer the archive to the new host. The mechanism used to transfer the zonepath from the source host to the destination depends on the local configuration. In some cases, such as a SAN, the zonepath data might not actually move. The SAN might simply be reconfigured so the zonepath is visible on the new host. In other cases, the zonepath might be written to tape, and the tape mailed to a new site.
For these reasons, this step is not automated. The system administrator must choose the most appropriate technique to move the zonepath to the new host.
Become superuser, or assume the Primary Administrator role.
To create the role and assign the role to a user, see Using the Solaris Management Tools With RBAC (Task Map) in System Administration Guide: Basic Administration.
Move the zonepath to the new host. You can use the method described in this procedure, or use another method of your choice.
Create a tar file of the zonepath on host1 and transfer it to host2 by using the sftp command.
host1# cd /export/zones host1# tar cf lx-zone.tar lx-zone host1# sftp host2 Connecting to host2... Password: sftp> cd /export/zones sftp> put lx-zone.tar Uploading lx-zone.tar to /export/zones/lx-zone.tar sftp> quit
On host2, unpack the tar file.
host2# cd /export/zones host2# tar xf lx-zone.tar
For more information, see sftp(1) and tar(1).
See Resolving Problems With a zoneadm attach Operation for troubleshooting information on the following:
Patches and packages are out of sync.
Operating system releases do not match.
The user must verify that the processor type in the new machine is supported. See About Migrating an lx Branded Zone for more information.
You can perform a trial run before the zone is moved to the new machine by using the "no execute" option, -n.
The zoneadm detach subcommand is used with the -n option to generate a manifest on a running zone without actually detaching the zone. The state of the zone on the originating system is not changed. The zone manifest is sent to stdout. The global administrator can direct this output to a file or pipe it to a remote command to be immediately validated on the target host. The zoneadm attach subcommand is used with the -n option to read this manifest and verify that the target machine has the correct configuration to host the zone without actually doing an attach.
The zone on the target system does not have to be configured on the new host before doing a trial-run attach.
You must be the global administrator in the global zone to perform this procedure.
Become superuser, or assume the Primary Administrator role.
To create the role and assign the role to a user, see Using the Solaris Management Tools With RBAC (Task Map) in System Administration Guide: Basic Administration.
Use one of the following methods.
Generate the manifest on a source host named lx-zone and pipe the output to a remote command that will immediately validate the target host:
global# zoneadm -z lx-zone detach -n | ssh remotehost zoneadm attach -n -
The hyphen (—) at the end of the line specifies stdin for the path.
Generate the manifest on a source host named lx-zone and direct the output to a file:
global# zoneadm -z lx-zone detach -n
Copy the manifest to the new host system as described in How to Move the zonepath to a new Host, and perform the validation:
global# zoneadm attach -n path_to_manifest
The path can be — to specify stdin.


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6.1.0 Opening Plenary. The dramatic dialogue proposed will feature three women water professionals each representing one theme i.e. Saciwaters (Capacity development), WaterNet ( Knowledge management) and Concertacion (Education). Positioned between them will be a senior male water professional (to be selected from one of the networks) who will play the "devil's advocate". The dialogue will be crisp and lively focusing on the Topic themes and highlighting the ground reality and needs in developing countries. Contact: Women for Water Partnership & UNESCO-IHE Institute for Water Education.
6.1.1 Knowledge for all, all for knowledge. The more the worldwide situation in the water domain matures, the need for knowledge becomes more important for developing the capacities and competencies of stakeholders and, in the end, for finding efficient, sustainable, economically affordable and socially equitable solutions. But to accomplish this, the development of knowledge by scientists must respond to grassroot demands and the needs of a large range of stakeholders. At the same time, collaboration and exchanges between scientists and practitioners must be improved so the impact of knowledge is more efficient. Outcomes, new technologies or methods developed by research institutes must be better understood at all relevant levels, in particular on the ground. This session will analyze different approaches recently experimented with, which enable scientist to work closely together with practitioners and stakeholder groups to build a better relationship and connections to the ground and decision-makers.Contact: International Office for Water (IOW) & Network of Women Water Professionals Sri Lanka (NetWwater)6.1.2 Institutional Capacity Development: Getting the Balance Right for Equitable Water Allocation With global changes, such as climate change, population growth, the globalization of food and other markets, causing a rise in demand for water, if the MDG related to water supply and sanitation is to be achieved, an equitable allocation of water between all necessary sectors (agriculture, industry, energy, environment, etc.) will need to be maintained. What institutional capacity already exists in different countries and what is still required in order for water management stakeholders to plan, implement and enforce policy and legal reforms to achieve this? How can institutions be developed for the benefit of different sectors' needs (high agricultural productivity and low water pollution; new housing and flood plain management)? How can multi-stakeholder involvement help accomplish this?Contact: UN-Water Decade Programme on Capacity Development (UNW-DPC) & Arab Water Council (AWC)
6.1.3 Get involved! Whose and what empowerment will ensure the provision of sustainable water services? Should capacity development be done differently if we want to improve the coverage and performance of water management and water supply and sanitation services? This session, designed with break-out discussion groups, will focus on six areas of capacity development at the local level: Local Partnerships, Local Autonomy and Self-sufficiency, Matching CD Demand and Supply, Knowledge Management and CD Tools, Gender mainstreaming and preparing for Climate Change.Contact: UNESCO-IHE, Women for Water Partnership, IRC Water and Sanitation Centre
6.1.4 Water Education and Schools: Bridging Divides for Future Generations. Today's youth are an untapped source of tomorrow's water problem-solvers. Teachers and educators need support in finding new and exciting ways to engage youth for the cause of water. Local actions and solutions by childrean and schools to water problems are one of the bridges to future generations. What are the latest educational materials that build a sense of responsibility and create excitement? How can we empower people, and specifically children and teachers, to make a difference for water through their actions?Contact: Project WET Foundation, USA & Ministry of Water and Environment, Uganda
6.1.5 Wrap-up and Synthesis. The session will consist of short reports from 4 topic sessions. This will be done by sharing the most important two statements or conclusions with the participants and a high level panel. Contact: Women for Water Partnership & UNESCO-IHE Institute for Water Education:
6.2.1 Thinking Outside the Water Box. This session aims to peer into a crystal ball, to see how the future of water management might evolve in the next 30 years. It will take participant on a journey in a future-oriented context, and will help to imagine ways of how future innovations in technology can help ensure sustainable water management. Contact: Netherlands Water Partnership & Akvo6.2.2 Decision-making in an uncertain world (Achieving Greater Use and Impact of Research through the Learning Alliance Approach and Other Multi-stakeholder Approaches) This session will demonstrate the need for a paradigm shift in order to successfully manage water in an uncertain world. It will highlight that greater stakeholder engagement and a process of engagement is beneficial in the long-term especially when better linked to the policy practice. Contact: IRC International Water and Sanitation Centre, UNESCO-IHE, Bullikian Foundation, SWITCH project, RiPPLE project / ODI, WASHCost project, Water Research Commission6.2.3 Integrated Water Management – Can We Get There? This session centres around a debate on cities where the urban water system has failed to meet demand or is racked with pollution. The main cause of this failure tends to be lack of institutions, regulations and participatory approach. This session will seek to highlight how some of these failures could be avoided. Contact: University of Abertay, Dundee UK, UNESCO-IHE/ SWITCH, UNESCO – IHP OECD – Environment Directorate 6.2.4 Wrap-up and Synthesis Concrete conclusions and recommendations forwarded during the preceding sessions will be presented for further evaluation and debate. The session seeks to identify common guidelines for water and science to develop innovative solutions for the 21st century. Contact: UNESCO – IHP (Institute of Water Education)
6.3.1 Connecting the Dots: How to get to the MDGs with the help of professional associations. Professional associations and communities of practice represent a huge number of people with a vast array of experience. How can this experience be mobilised to change the face of water and sanitation management as we know it? How can these networks be tapped to accelerate the achievement of the MDGs? Do the networks really have access to the right capacities and people?Contact: Environmental & Water Resources Institute (EWRI) of American Society of Civil Engineers (ASCE)
6.3.2 Showcasing Success: How professional networks and associations are making an impact. In the absence of well developed water governance systems, members of professional associations and networks could play a key role in creating better decision-making. However, can these complementary structures truly provide the legitimacy and experience needed to improve governance and decision-making in the long term? Over time and in concert with local conditions and needs, how can greater transparency and accountability, and inclusion of diverse stakeholder inputs be obtained?Contact: American Water Resources Association
6.3.3 No More Money Down the Drain: Should investments be linked to professional associations' backstopping? Money alone is not enough to induce change, especially in developing countries. What is the role of members of professional networks in providing adequate personnel, technical assistance and leadership to improve upon sustainable investments and interventions?Contact: IAHR & International Water Association
6.3.4 The Road Less Travelled (No More)? Summing It All Up. The session will uncover the learning points and analysis from Topic 6.3. Contact: IAHR & International Water Association
6.4.1 Data Needs and Data Acquisition: All research and development, as well as the day-to-day and year-by-year operation of water supply and flood management systems, depend on having access to good quality data and information. These include geophysical data on, for example, rainfall, the flow in rivers and the state of underground water sources, as well as economic data for use in assessing the financial viability of projects and data required to assess their impact on communities and the environment. Without this full range of data, both policies and projects will be developed on false assumptions leading to a real risk of their physical and economic failure and the suffering of whole populations. New technological developments are available to help us meet this challenge. (organised in conjunction with a technical fair)Contact: International Association of Hydrological Sciences (IAHS)
6.4.2 Data Integration and Dissemination: From Data to Information: Collecting water data and information is not sufficient in itself; they must be stored, processed and presented to those who need them in an appropriate form. This requires co-ordinated action at local, national and international level and can take advantage of new technologies that are currently revolutionizing the ICT environment. The challenge is to provide information not only to the specialist, but also to senior administrators, politicians and the general public. (organised in conjunction with a technical fair)Contact: United Nations Statistics Division (UNSD) & The National Water Commission (CONAGUA) – Mexico6.4.3 Barriers to Data Availability: What stops us from unlocking the data treasure chest? Even when data are available, they are not always shared freely with those who could most benefit from them. The acquisition, processing and publishing of data is chronically underfunded. Can we find the will to overcome the financial, legal and policy barriers that block access to the data that are needed?Contact: World Meteorological Organisation (WMO), WIPO, IPCC & IAHS (PUB, United Nations Statistics Division (UNSD)
6.4.4 Action to Ensure Data for All. It is important to put together the outcomes of the three previous sessions and assemble a co-ordinated set of conclusions and recommendations because all three address closely related issues and progress on any one element must entail action with regard to the others. Certainly those in positions of influence outside the water sector need to receive only one combined message under the heading "Data for All". Contact: International Association of Hydrological Sciences (IAHS), World Meteorological Organisation (WMO), United Nations Statistics Division (UNSD)
6.5.1 Cultural Diversity: Key to water sustainability. Key to water Sustainability This session provides an assessment of research and case studies on the topic of water and cultural diversity, including the social, political and economic dimension. It will discuss the role of traditional knowledge and practices that demonstrate cultural sensitivity to the benefits of water diversity and analyzing the challenges and opportunities cultural diversity brings to the successful development of integrated sustainable management of water resources for local communities. Contact: Gazi University, Faculty of Engineering & Architecture, UNESCO-IHP6.5.2 Water and History: Understanding the Water Cultures of Past Civilizations and Deriving Lessons for the Present. Understanding the Water Cultures of Past Civilizations and Deriving Lessons for the Present The session will focus on deepening our understanding of water by bridging our understanding of the past and present. What is the role of water knowledge systems in the development of civilizations? This session will also showcase tangible versus intangible water-related heritage and learning from past experiences and of lessons learnt that are applicable today. Contact: International Water History Association, UNESCO-IHP, Middle East Technical University6.5.3 Fostering Socio-cultural Perspectives in Water Sciences and Management: Identifying Bridges and Barriers. Identifying Bridges and Barriers This session will focus on compilation of strategies and next step towards integration of cultural diversity in water management, sciences, policy making and capacity building. This includes, tools, methodologies lessons learned, "best practices" from different cultural backgrounds, eco-regions and continents; identification of methods and strategies on different levels of actions – sciences and knowledges related to water, water management and water policy – to foster socio-cultural perspectives in water resources development and to promote pluralism in water management. Contact: Research Institute for Humanity and Nature (RIHN), Japan, Carolina Center for the Study of the Middle East and Muslim Civilizations, The University of North Carolina at Chapel Hill6.5.4 Traditional Water Management and Global Environmental Change: Charting Sustainable Paths for the Future. The session will bridge the divide between traditional knowledge and water science and management systems in maintaining the sustainability of water resources. It is an attempt to uncover knowledge management strategies that have persisted over time due to cultural evolution and adapting to available water resource. Diverse water cultures and knowledge systems provide a source of innovation in developing flexible and just solutions to present and future environmental challenges. Contact: UNU-IAS Traditional Knowledge, Bilgi University 6.5.5 Wrap-up and Synthesis. Contact: UNESCO-IHP, TURKKAD, ISKI
6.1 Education and Capacity Development Strategies
6.2 Water Science and Technology: Appropriate and Innovative Solutions for the 21st century to better address the needs of society
6.3 Using the Assets of Professional Associations and Networks to Achieve the MDGs
6.4 Data for All
6.5 Water & Culture
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YOKOHAMA, Japan — Health improvements and a healthy workforce underpin social and economic growth. That was one of the messages of the Yokohama Declaration and Action Plan for 2013-2017, issued at the end of the Fifth Tokyo International Conference on African Development (TICAD V) held here last week.
Over 200 national and foreign dignitaries attended the symposium, including, heads of state and government, delegations from 51 African countries, and representatives from 35 partner countries and 74 international organisations.
Recognizing that, in spite of considerable progress, most African countries face challenges in achieving some of the health-related MDGs, the group agreed to support major African initiatives to advance maternal health, including the Campaign on the Accelerated Reduction of Maternal Mortality in Africa (CARMMA) and the Plan of Action on Sexual and Reproductive Health and Rights (the Maputo Plan of Action).
Speaking at a conference symposium on CARMMA and Family Planning 2020, UNFPA Executive Director Dr. Babatunde Osotimehin called on the international community to "increase investment in maternal and newborn health" to prevent women from dying due to pregnancy-related causes in Africa.
Africa can reduce the level of maternal death by up to 30 per cent by simply fulfilling the unmet need for contraception, Dr. Osotimehin said, adding, however, that the direct funding and political support for family planning has fallen over the last 15 years.
"Family planning not only save lives but contributes to improved health, strengthens communities and stimulates economic growth," he said, and encouraged government and development partners to expand resourcs to family planning.
Another symposium panelist, President of Malawi Mrs. Joyce Banda, noted that family planning reduces health risks of women and sexually-active girls and gives them more control over their reproductive lives.
"With better health and greater control over their lives, women can take advantage of education, employment and civic opportunities," she said. "Families with fewer children are often able to send those children to better schools so girls get a chance to attain higher education, and as an outcome, the age of at first marriage is often later and their years of fertility reduced."
Ms. Ellen Johnson Sirleaf, President of the Republic of Liberia, talked about the contribution of family planning poverty alleviation and development.
"At the national level, rapid population growth resulting from high levels of unmet need for family planning often outstrips economic growth and undermines a country's ability to offer adequate educational, health, and other social services to its people," Ms. Ellen Johnson Sirleaf said.


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Russian Aircraft Corporation MiG, or RSK MiG, is a Russian joint stock company. Formerly Mikoyan or Mikoyan-i-Gurevich Design Bureau, it is a military aircraft design bureau, primarily designing fighter aircraft. It was formerly a Soviet design bureau, and was founded by Artem Mikoyan and Mikhail Gurevich as "Mikoyan and Gurevich", with the bureau prefix "MiG." Upon Mikoyan's death in 1970, Gurevich's name was dropped from the name of the bureau, although the bureau prefix remained "MiG". The firm also operates several machine-building and design bureaus, including the Kamov helicopter plant.
The Russian government merged 100% of Mikoyan shares with Ilyushin, Irkut, Sukhoi, Tupolev, and Yakovlev as a new company named United Aircraft Corporation. Specifically, Mikoyan and Sukhoi were placed within the same operating unit.
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