zilongwang/ReadingBank huggingface dataset:
Wherever possible, placement changes should only if they are in the best interests of the child. There is preliminary evidence indicating that each of the following can increase the placement stability of children in out-of-home care: Parent training targeting child characteristics associated with placement disruption such as behaviour problems. Supports and services that highlight the value of carers and provide them with appropriate support. This can also increase carers’ satisfaction with their role and improve carer retention. ‘Joined up’ services, such as co-located child protection and mental health services. Collaborative services can offer a range of other benefits to children and families. Legislation and policies promoting permanency. Providing behaviour management training. A US study20 explored the impact of providing KEEP, a parent training program to foster and kinship carers who were caring for children with significant behaviour problems. The KEEP program is designed to increase positive parenting, decrease externalizing child behaviours and increase placement stability. The study included a comparison group who did not take part in the program. KEEP participation was associated with lower levels of placement instability and child behaviour problems. Supporting carers. Victoria has been trialling a therapeutic foster care program called the Circle Program21. This program emphasises the importance of the carer-child relationship and focuses on providing ‘wrap-around’ therapeutic services to support carers with their role. Carers have access to all information about the child and are considered a key part of the care team. Circle Program participation was associated with lower levels of placement instability and higher levels of carer retention and wellbeing. Restructuring services. A US study 22 explored the impact of integrating services and its impact on reducing instability. It compared agencies that offered both child protection and mental health services with those that had separate child protection and mental health services. Adolescents attending the combined services or those services offering joint training for their child protection and mental health workers experienced lower levels of placement instability Amending legislation. A Canadian study 23 examined the effect of Quebec’s 2007 changes to its Youth Protection Act. The changes made foster care time-limited with subsequent orders needing to make permanent living arrangements for the child. The introduction of the Act was associated with lower levels of placement instability. * This paper was prepared by Dr Rosie Teague at the Queensland Family and Child Commission.
Reunification for children in out-of-home care part 3: reunification decision-making February 2018 is very little research available to inform caseworkers in making difficult and important decisions about whether or not it is safe for children to be returned to their birth parents. No Australian research has examined whether current reunification decision-making tools and processes prevent future maltreatment and re-entry into care. The lack of information and research has potentially consequences for children’s wellbeing, stability and safety. Important factors that predict reunification breakdowns and to out-of-home care include: ongoing parental substance abuse prior referrals to child protective services previous failed returns home6 lack of social support available to birth parents.6 It has been argued that reunification is a largely invisible area of practice. In addition, very limited research has examined the effectiveness of current reunification decision-making tools and processes. Consequently there is little evidence to guide caseworkers in making these important and difficult decisions. This paper describes selected research which has documented factors which predict reunification breakdowns and considers ways in which reunification decision-making can be improved. Why is reunification decision-making important? 1,667 Queensland children and young people left care in 2016-17, many of whom would have been reunified with their birth families. Making the decision to return children to their families comes with considerable risk, in particular that the child will experience further abuse and neglect.1 There is growing evidence that failed reunifications have a strong negative impact on the stability and wellbeing outcomes of reunified children. Research evidence is essential to guide reunification decision-making practices, to support better long term outcomes for children18 and to reduce the likelihood of future harm. What factors influence caseworker reunification decision-making? A study of Australian caseworkers looked at factors that were used to make decisions about returning children from out-of-home care. Decisions to reunify a child were more likely to be made when caseworkers believed that parents demonstrated: an adequate capacity to parent (for example, being aware of their children’s needs, and an ability to consider their child’s perspective) co-operation (for example, cooperating with the department, engaging with services, asking for help). making
The Life Promotion Project: An Indigenous Community Response to Suicides in Mackay Authors: Leda Barnett, Elizabeth Kendall, Kathy McKay, Michelle McIntyre, Kairi Kolves and Diego De Leo The phenomenon of suicide clusters features as an important difference between Indigenous and suicide. The highest Indigenous suicide rates are amongst Indigenous young people. Indigenous research paradigms are paramount in facilitating change in Indigenous communities. Strategies to prevent Indigenous suicide need to be tailored to the specific needs of the community. Survivors of suicide need services that will ensure the cycle of grief is broken and prevent further suicides. Services need to work together to create a system that allows for the treatment of all facets of Indigenous wellbeing. Greater emphasis on promoting cultural history and tradition is needed to enhance Indigenous identity and resilience. This research was conducted to better understand how suicide is perceived within Mackay’s Indigenous community and how this affects prevention, intervention and postvention strategies. 1. The local experience of Indigenous suicide. A cluster of attempted and completed suicides had been reported in Mackay when this research was conducted. The completed suicides of Indigenous people was consistent with Indigenous suicide statistics that indicate rates are highest among Indigenous people aged 15-24 years. 2. Why Mackay’s Indigenous community’s experience with suicide is important. Identifying the social and cultural risk factors alongside protective factors from the perspective of local community members works toward: emancipating Indigenous communities (by engaging an Indigenist research paradigm) enabling Indigenous people to contribute to health policy and practices that impact on lives facilitating community-directed solution-focused strategies, and creating important partnerships. 3. What this research tells us about the Mackay Indigenous community’s experiences with suicide. Mackay’s Indigenous community needed to engage strategies to prevent suicide that were tailored to meet the specific needs of the community. These strategies needed
RESEARCH SUPPORT ASSISTANT Person Specification Essential Desirable Knowledge and Experience Social science degree with strong research component or equivalent relevant experience Working within a research or evaluation team or environment, professionally or academically A thorough understanding/experience of using data, research and insight from data and research to add value Proven analytical ability - both quantitative and qualitative Excellent written skills, including the ability to produce well-presented and researched reports Experience and competence in conducting primary research, Experience of using NVIVOand SPSS Experience of using I.T, specifically Word, Outlook, PowerPoint A driving licence and access to own vehicle is required for this post Post graduate qualification Awareness of the work of the RAF Association Experience of working with vulnerable groups and individuals Experience of working on Charity sector research projects Communication and Relationships Ability to communicate clearly both verbally and in writing with a broad range of people Confident in delivering presentations to groups Ability to establish effective working relationships, both internally and externally Experience of publishing research for wider dissemination Decision Making and Problem Solving Experience of managing competing work priorities Decision making and problem solving skills Self-starter with inquisitive approach Financial & Physical Resources Responsibility Experience of working to an agreed budget
Research support for “Life Events” Application form for FY 2018 Name of applicant Waseda University ID number Affiliation Position Contact within Waseda FAX: E-mail: Current major research circumstances Name of research grant (regardless of internal or external funds) The title of research project or research theme Research period Total amount of research funds (direct expenses + indirect expenses) Your role in this research project (Example) for Scientific Research B (Example) Establishment of fundamental technology for the next generation XXX system (Example) From April 1, 2017 to Match 31, 2019 (Example) 5,000,000 yen (Example) Principle investigator Requested period for grant □ First term in FY 2018 (April to Second term in FY 2018 (October to March) Requested date and time per week Monday Wednesday Thursday Friday Weekly hours Content of work by research support staff or RA (Must be itemized) The reason why you need support (please specify in an objective (If you have a spouse) Name of spouse Affiliation
Research support for “Life Events” Report form for FY 2018 Date:________________________ Name of applicant University ID number Affiliation Position Contact within Waseda FAX: E-mail: Support period applied for □First term of FY2018 (April to □Second term of FY2018 (October to March) Please write research outcomes or what was resolved by this support in detail. Current major research circumstances Name of research grant (regardless of internal or external funds) The title of research project or research theme Research period Total amount of research funds (direct expenses + indirect expenses) Your role in this research project (Example) for Scientific Research B (Example) Establishment of fundamental technology for the next generation XXX system (Example) From April 1, 2017 to Match 31, 2019 (Example) 5,000,000 yen (Example) Principle investigator
Grant Code: Section 2: Amendment Details Budget Personnel Timelines Project Other… Description of amendment and explanation: (Include details of the original information and the changes) Section 3: Certification Chief Investigator Name Date Signature Research Support Grant Program – Progress Report Section 1: Project and Report Details Project Title: Chief Investigator: Email: Site(s) Project is conducted: Grant Code: Report period: 6 month 12 month 18 month Section 2: Summary of Research Project
TO: THE MARIKANA COMMISSION OF INQUIRY C/O THE SECRETARY OF THE COMMISSION Momentum Building Cnr Prinsloo and Pretorius Streets PRETORIA Service effected by AND TO: PARTIES TO THE MARIKANA COMMISSION OF INQUIRY C/O THE SECRETARY OF THE COMMISSION Service effected by email: phsetati@justice.gov.za Further to the “letter to parties Phase 2” dated 27 July 2014, this submission is made for consideration for purposes of the researcher’s preliminary report into the remaining phase 2 issues scheduled for 11 August 2014: The Evidence Leaders: care of Kameshni Pillay Kally Forrest [mailto:kallyforrest@telkomsa.net Marikana Commission of Inquiry Wonderkop land The relevance of this submission to phase 2 of the inquiry: The evidence leaders requested submissions from parties to inform the preliminary report on phase 2. The Wonderkop Community submits that the status of the farm Wonderkop, immediately adjacent to the surface operations of Lonmin, the Lonmin migrant worker hostels, and the Koppie, is relevant to the inquiry for inter alia the following reasons: The farm Wonderkop is owned by “the Minister of Native Affairs for the Union of South Africa in trust for the Bapo Tribe under Chief FILIUS MOGALE, his successors or assigns”, but the 1926 title deed, the policies and laws do not recognise, formally or in practice, the rights and interests of the Wonderkop Community which is the rightful owner of the land and its minerals, but which community is not recognised as such because the farms falls under the jurisdiction of the Bapo Ba Mogale Traditional Authority by operation of law. Much of the mining by Lonmin happens under the Wonderkop village and the land where the Wonderkop Community lives. The mine’s surface infrastructure and the Lonmin hostels are on the adjacent property, but the impacts of mining and the Nkanini informal settlement, the large informal settlement northwest of the Lonmin Stadium, largely made up
3. ’10-on-1’ analysis Identify one representative example from a topic in your research and perform a ’10-on-1’ analysis. Based on the following diagram, sketch out a rough map of the analysis and then convert this into sentences and paragraph(s). Sketch the ’10-on-1’ map here
4. Analytical writing task Analytical writing task: read the following excerpt and write an analytical response of two paragraphs. In the first paragraph, paraphrase and summarise the main claims and patterns. In the second paragraph, discuss the implications of these claims and patterns, and generate at least two questions for further consideration of the topic. Procedure:
3.6 Does the proposal include the use of animals or animal tissue? YES NO 3.6.i If yes: does the proposal include procedures to be carried out on animals in the UK that require a Home Office licence? YES NO If yes: has the Home Secretary granted a Licence, under the terms of the Animals (Scientific Procedures) Act 1986, authorising the proposed experiments? YES NO If yes: state the name and address of the licensee, the licence reference number, date of issue and end date. 3.6.ii Do you, or any other researchers associated with the project/trial, hold a Personal Licence under the Animals (Scientific Procedures) Act 1986, permitting the procedures required for the research to be carried out? YES NO If yes: give Personal Licence Reference Number and the name of the Licence Holder. If no: has application been made for such a licence? YES NO Please give a explanation, including the date when an application will be made. 3.6.iii Please provide details of animals that will be used including quantities and whether they will be genetically modified. Licences and approval For the principal applicant: I confirm that I have secured all necessary licences and ethical approvals in relation to the research and will abide by the terms of those licences and approvals in carrying out the research. YES NO IN PROGRESS 4. Certificates 4.1 Applicant(s):
Describe the Job Positives Negatives List some tasks that an employee of this trade might tackle How many people will be at the place of work? What are some of the products that are made? What hours will I work? What kind of salary/hourly wage can I expect? observations about the job
Ogilvie GS, van Niekerk DJ, Krajden M, Martin RE, Ehlen TG, Ceballos K, Peacock SJ, Smith LW, Kan L, Cook DA, Mei W, Stuart GC, Franco EL, Coldman AJ. A randomized controlled trial of Human Papillomavirus (HPV) testing for cervical cancer screening: trial design and preliminary results (HPV FOCAL Trial). BMC Cancer. 2010;10:111. Co-Investigators: Dirk van Niekerk, Eduardo Franco, Mel Krajden, Marette Lee, Kathy Ceballos; Gavin Stuart; Ruth Martin; Stuart Peacock Funded by: CIHR Partners: BC Cancer Agency, BC Centre for Disease Control, BCCDC BC Public Health & Microbiology Reference Laboratory Other Attachments: (e.g. Newsletters, videos)
academic/research knowledge in your career plans? What academic knowledge do you want to use, and what knowledge do you need to develop? What are your transferable skills, both in relation to academic research activity, and more widely? Where are your strengths? Where are your developmental areas? (There is a skills audit list you can use to help with this process)
Job Description Job title Researcher Job Type Full time, Fixed term, 5 days a week for 9 months starting September 2018 (with the potential of extension dependent on funding) Location Sheffield Hours 5 days a week (37.5 hours per week) Reports to Evaluation Manager Staff responsible For None Date August 2018 Salary £18,000 - £26,000 pa, depending on experience, plus excellent benefits. Benefits All employees with contracts of six months or more are invited to be a Member of the Good Things Foundation Staff Owned Mutual. This gives you voting rights for Staff Board Directors and at the AGM (Annual General Meeting) 30 days holiday per year 10% Employer contribution to a personal stakeholder pension scheme (when you contribute 5%) Up to £500 contribution for work related training (or £200 for personal development and £300 for work related training) Job Purpose Under the guidance of senior colleagues, you will be responsible for undertaking research (qualitative research, literature reviews), analysis and report writing in line with agreed business objectives for the Design and Research team. The main (but not sole) focus will be delivery of key research elements of a number of large national digital inclusion programmes in order to provide an evidence base to inform future work and make recommendations for government and other stakeholders. You will be an experienced, flexible, self-motivated and
Changes in valid values VDOE made changes to race/ethnicity codes. LEP proficiency codes. Changes are embedded in the VLDS data structure. VDOE has included different data elements in VLDS to represent the different codes (see also changes in data collection methods). Removal of data elements from state agency collections LEP Proficiency Type was removed from VDOE’s data in 2009. Data Dictionary and Selection Tool, use end date.” Changes in data collection policy Prior to 2012, it was optional for private institutions of higher education (IHE) to submit course grades to SCHEV. This field became a requirement for all IHE in 2012. Information about SCHEV policy change is not currently available in documentation. Researchers using the data may encounter missing grades for entire IHE prior to the change in SCHEV reporting policy. Changes in data collection methods Based on federal requirements, VDOE changed the race type codes and associated collection requirements. VDOE’s homeless flag VDOE changed the methods by which limited English proficient students’ proficiency levels were measured and documented. For critical changes, the data dictionary identifies the changes to race/ethnicity codes and data collection methods for the homeless flag. The data dictionary includes two different proficiency variables for LEP proficiency—one from before and one from the change in data collection policy. Qualitative changes in the meaning of elements Scores on Virginia’s SOL identify students as being proficient or advanced proficient in content areas. The achievement needed to meet minimum or advanced proficiency changes with each revision of the Standards of Learning. SOL changes can be identified by requesting SOL test type. This element includes the standards that were measured by the assessment.
Equipment The following is a list of equipment included on the student worksheet at the end of the activity plan: rectangular pan circular pan sheet pan pie pan muffin tin springform pan cooling rack non-stick silicone baking mat proofer gas stove electric convection oven volume measuring cups measuring cups measuring spoons candy thermometers digital thermometers balance scale kitchen scale whisk electric mixer wooden silicone spatula upright mixer sieve/sifter zester peeler offset spatulas pastry cutter scoops shaker rolling pin bench/dough scraper multiwheel adjustable pastry divider piping bag piping tips blow torch grater metal mixing bowls revolving cake stand
Where external funding is available for an event or activity, e.g. Classical Association conference bursaries, you must apply for this first before approaching the Department. We do not costs of travel between home and College or central London venues, or between College and central London. For reasons of equity, note 6 applies to all students, irrespective of where they live. It follows that students who live abroad cannot claim the costs of travel to and from the UK. In the case of research expenses incurred by students living abroad, the department can make a contribution based on what it would be reasonable for a student to claim for the same activity. Your application will be considered on behalf of the department by the Director of Graduate Studies and the Head of Department. We try to respond as soon as we can. Approval of claims will be reported to the Graduate Studies Committee. Any applications for funds in excess of the annual maximum, or for purposes not covered by note 4 above, may be referred to the Graduate Studies Committee (meeting once each term). Once an application has been approved, it is your responsibility to provide the Senior Faculty Administrator with a record of actual expenses including receipts once the activity has been completed. No payment will be approved unless receipts are submitted. You may be asked to provide a brief retrospective account of the activity for publication on the departmental postgraduate web pages.
Davies, F. (2009). An investigation into the effects of sporting involvement and alcohol sponsorship on underage drinking. International Journal Of Sports Marketing & Sponsorship, 11(1), 25-45. Dubner, S. (2012.). Retrieved from S. C. (2010). When does alcohol sponsorship of sport become sports sponsorship of alcohol? A case study of developments in sport in Australia. International Journal Of Sports Marketing & Sponsorship, 11(3), 250-261. Lenk, K. M., TOOMEY, T. L., & ERICKSON, D. J. (2009). Alcohol-related problems and enforcement at professional sports stadiums. Drugs: Education, Prevention & Policy, 16(5), 451-462. Nelson, T. F., Lenk, K. M., Ziming, X., & Wechsler, H. (2010). Student Drinking at U.S. College Sports Events. Substance Use & Misuse, 45(12), 1861-1873. Rovell, Darren. "Study: Thousands of Fans Leave Each Game Drunk." CNBC.com. CNBC, 18 Jan. 2011. Web. 21 Apr. 2013. <http://www.cnbc.com/id/41139515>.
*Under penalties of perjury, I certify that: 1. The SSN on this form is my correct SSN and 2. I am not subject to backup withholding because: (a) I am exempt from backup withholding, or (b) I have not been notified by the Internal Revenue Service (IRS) that I am subject to backup withholding as a result of failure to report all interest or dividends, or (c) the IRS has notified me that I am no longer subject to backup withholding, and 3. I am a U.S. citizen or U.S. resident alien. I accept If you are not a U.S. Citizen or Resident please check the button below. I am not a U.S. Citizen or Resident Alien What's the difference between these three buttons? Bottom of Form
Experimental Questions: “Does a variation in X cause a variation in Y?” Here researchers move beyond correlations to try to determine the direct causes of a certain phenomenon. If male rats are forced into stress situations to compete for food will the level of testosterone in their blood increase?
Heroes and Humans: Job Partnerships Worksheet Student Name: __________________________________________ CATEGORY 4 3 2 1 Required Responses The worksheet is totally complete. The worksheet includes 5 of the responses. The worksheet includes 3 of the responses. The worksheet only has 2 responses. Resources Used At least 4 resources are included, each contain relevant information. At least 2 resources are included, each contain relevant information. At least 1 resource is included, it contains relevant information. No resources are included. Use of Time Used time well during the class period. Focused on getting the worksheet done. Never distracted others. Used time well during the class period. Usually focused on getting the worksheet done and never distracted others. Used some of the time well during the class period. There was some focus on getting the worksheet done but occasionally distracted others. Did not use class time to focus on the worksheet OR often distracted others. Mechanics Capitalization and punctuation are correct through the worksheet. There are 3 errors in capitalization or punctuation. There are 5 errors in capitalization or punctuation. There are more than 5 errors in capitalization or punctuation. Grammar are no grammatical mistakes on the worksheet. There is 1 grammatical mistake on the worksheet. There are 2 grammatical mistakes on the worksheet. are more than 2 grammatical mistakes on the worksheet. 24 Points Possible Points ______
Part 3: Study Participants Will your study collect data from human participants? Yes No (If no, please proceed to Part 4) A. Recruitment What are your sources for recruiting participants? How many participants do you hope to run? Do you require the use of the LIVEPeople database? Yes No Will participants need to park on campus? Yes No B. Ethics Do you currently have ethics clearance to run an experiment in the LIVELab? Yes No If yes, what is your protocol clearance number: If no, will you require us to create an ethics application (fee may apply)? Yes No Unsure Part 4: Technology Requirements A. EEG/Physiology Will you record EEG? Yes No Will you record Rate/BR? Yes No Will you record GSR? Yes No How many EEG/physiology participants do you wish to run per session (max 32)? Will you require dense array caps (64 channels) for stage performers (max 4 caps)? Yes No Will you require the LIVELab to provide trained assistants to fit participants with sensors? Yes No B. Motion Capture/EMG Please check who you will capture motion from: Stage Performers Audience Members Neither Will you record EMG data? Yes No C. Virtual Acoustics/Recording Will you require Virtual Acoustics for your experiment? Yes No If yes, please describe the environment you wish to create: Do you plan to record the audio during a session? Yes No If yes, please describe what you wish to record (ie, audience sounds, the performance, etc.) Will you be using the Yamaha Disklavier? Yes No
Area Potential Risk Low High Characteristics of participants The participant is capable of making decision on consenting to partake in the research and has the ability to withdraw from the study fully. Informed consent and the ability to withdraw from the study is possible with support to overcome communication barriers e.g. advocates, translators/interpreters, signers or technology. Informed consent and ability to withdraw from the study not possible or unlikely due to age of the child or incapacity of the adult. There are communications issues arising from language or literacy issues, sensory or speech impairment. Nature of information being sought The and information being sought does not focus on personal information at all e.g. anonymous survey seeking opinions about a received service. The topic or information being sought includes items likely to be considered slightly personal or sensitive by some e.g. age, ethnicity, income. Information is likely to be regarded as highly personal or sensitive by whom it is being collected or about whom it is being obtained. e.g. medical conditions, psychiatric history, criminal records etc. Methods/nature of data collection No face to face interaction between investigator and participant. Some face to face contact and interaction for limited amounts of time. High level of face to face contact and /or interaction between investigator and participant e.g. participant observation or observation study.
QUESTIONNAIRES Evaluation Points Ethical Issues Process of Research Strengths and Weaknesses Right to Withdraw The participants must be able to drop out at any time. Can be overcome by researcher telling participants that they can research at any time. Informed Consent The participants must be told about the research before they take part and give permission to take part Participants can sign a consent form at the start of research to say they are happy to take part and understand the conditions of the research. Vulnerable Groups You have to protect vulnerable people such as children or the disabled. Gain consent from parents or guardians of vulnerable people, as well as the individuals themselves. Protection from Harm Participants must not be harmed in anyway during research. Ensure participants leave the research in the same physical and psychological state they entered in Confidentiality and Anonymity You have to ensure that when research is published you have kept people confidential and not used their real names to protect them. Ensure that when research is published names are changed and data is kept on a password protected computer. Practical Reliable Generalisable Validity Rapport Response Rate Can gain response from a large number of participants. Data easy to analyse. Can’t use with ppts who are illiterate or may not understand questions. It is easy to lie. INTERVIEWS Ethical Response Rate Valid (If unstructured) Time consuming Unreliable Biased Participants can open up if they want to and will give consent otherwise they wouldn’t be taking part. The transcription of interview data takes a significant amount of time. OBSERVATIONS Validity Rapport Triangulation Unethical Biased Unreliable When used with the methods you can get brilliant data. Practically and ethically very difficult. Problems with subjectivity and ‘going native’. Sampling Key Terms Participant: Someone who takes part in research. Quantitative Data: Data which has a numerical value and can be turned into statistics or put into graphs. Qualitative Data: Data which is written in words. These may be attitudes, opinions or experiences expressed in a written format.
Paper Guidelines: 1. A title page + two pages of text using 5 sources + a bibliography 2. The 5 sources must be from books, magazines, newspapers, or the internet (encyclopedias do not count). You must have at least one book, one magazine, and one internet site included in your research paper (and bibliography). The sources must be ones that you find in the next week (none that you have now). 3. Text must be double-spaced and in 12-point Times New Roman Font (this includes the title page). We will go over to title page format later in the week. 4. The entire paper must have 1” margins. 5. The bibliography must be done in MLA style. All 5 sources must be in alphabetical order in the bibliography. We will go over this later in the week. 6. You must show in the paper where you used each of the sources, (parenthetical documentation). We will go over this later in the week. The paper is due on March 25 or 26. The paper is due as soon as the bell rings to begin class on the due date. You must have it printed, stapled, and ready to hand in at that time. Your sources must be obtained through any of the available search engines provided by De Smet Jesuit High School (WorldBook Online, EBSCO Host, Library, etc.)
Affordable Housing Policies per District with references to Lifetime Home Standards and Wheelchair Accessible Housing Policies/Strategies Ashford Shepway Canterbury Swale Dover Thanet Dartford Gravesend Swanley Sevenoaks Tonbridge & Malling Tunbridge Wells Maidstone 1. Affordable Housing - Urban areas 30% 60% 35% 30-35% 30% 30% 30% 30% 35-40% 35-40% 40% 30% 40% 2. Rural Afford. Housing 35% Yes Yes Yes 35% 50% 30% considered Penshurst Knoockholt & Shoreham Being considered Penshurst Knoockholt & Shoreham Yes Yes Yes 3. Lifetime Homes Yes Yes Yes 20% Yes 50% Yes Yes 15% Yes – reviewing target Yes housing for 55+ (Retirement Housing) Offer housing for 55+ (Retirement Housing) Yes via proud Scheme Yes Yes via proud Scheme 4. Wheelchair Accessible Yes 10% No No Yes Yes Yes 15% Reviewing target to include WA in the LDF Yes 5% developing target to include WA developing target to include WA Yes via House proud Scheme – 10% Yes – depending on need Yes via House proud Scheme Wheelchair DEMAND 12 19 10 60 14 6 16 27 8 16 32 41
Marquette University IRB - Research Personnel Addendum Provide information for any additional investigators not listed on a concurrently submitted IRB form (Protocol, Continuing Review, Amendment, etc.). Principal Investigator: Project Protocol Number (if known): HR- Date Submitted: Addendum to: Name Institution Status (Faculty, Grad, Undergrad, etc.) Project Role (list new role if role is changing) (Co-PI, Consultant, Research Assistant, etc.) Action - New/ Add/ Remove/ Change Role Training (Attached, On File w/ MU ORC, N/A) Addendum #: of (1 of 1, 1 of 2, etc.)
Consider whether the paper provides local or generalized results Expected outcomes Imagine possible solutions to you work Research Methodology Use what we have seen in the lectures and the advise received for the midterm Risks Risks hampering the full achievement of your research work Risk Possible solution Probability guess Time plan Schematic schedule of your work. Use milestones and deadlines References
seeing as they had no direct connection to the enclosure. The minor adjustment required the leopards being moved closer to the enclosure and erecting and using connecting tunnels, similar to those for the tigers and lions. This minor adjustment decreased the stress the black leopards went through when they had to be transported from their previous cages to the enclosure. The other aspect of BCR that is so well delivered by the volunteers that provide the educational tours is that of empathy. Not empathy for human to human, but for the cats. Understanding that BCR is providing a sanctuary that provides the cats as close to the environment that they were truly born to be in, as it can, evokes empathetic feelings in all cat lovers. To paraphrase Pink, “empathy is feeling with someone else, sensing what it would be like to be that person [in this case a big cat]” (Pink, 2005, p. 153). The educational mission of BCR is rich and should be explored more by the organization. Teaming up with the Hillsborough School is an excellent start. In 2009, about “40 teachers and administrators visited Big Cat Rescue to learn about the nonprofit organization’s mission and how donations from local schools could benefit” (Pastor, 2009). From this beginning, BCR continues to partner with the schools in providing workshops and other educational opportunities to teach and educate those about their mission and the cats. In my opinion, what BCR is lacking is more mainstream marketing. Unfortunately, there is a cost to advertizing in the papers, online, and on mainstream TV. Having been a life-long resident of Pinellas County, I had never heard of BCR until seven or eight years ago. And, since I consider myself pretty adept at local and current news & events, I think not knowing about BCR shows they could expand and enlarge their marketing for educational opportunities, volunteerism, internships, and visitors. Some further suggestions I would provide to them would be to seek out partnerships with St Petersburg College Veterinary Technology Program, University of Florida undergraduate Veterniary
Name: Bureau/District/Organization: Email: Phone: NHDOT SPONSOR: Required for suggestions submitted by non-NHDOT personnel. Sponsors should be at a level capable of ensuring implementation of successful research. Submittals must be routed through the Sponsor to the Research Section for consideration. ================================================================================================================== Submit to: Research Unit, NHDOT Bureau of Materials & Research, PO Box 483, Concord, NH 03302-0483 Phone: (603)-271-1659 Email: Notice: Research suggestion forms submitted to the Department are considered public property. The Department does not guarantee nor imply that the submitter will receive a contract for work resulting from any submitted or selected research idea. This form is available at:
English 4 AP Mr. Rothstein Research Paper This research of six pages is to be submitted as a Word document () by Wednesday, June 7. This project is worth 225 points. Your research paper will focus on one of the following plays: The Importance of Being Ernest A Streetcar Named Desire (a sultry New Orleans tragedy.) Learning to Drive (Very disturbing.) Waiting for Godot (I have packets and a great BBC production on DVD.) A Doll’s Pygmalion The Cherry Orchard Our Town Macbeth PAGE ONE First, start with a title and heading in MLA style. This means everything is and in 12-point font with the heading on the top left. Each page also has a last name followed by a page number at the top right. Papers not stapled before they are turned in will not be accepted. Get to your thesis statement as quickly as possible. Discuss your research with your group and come up with some original “angle” or opinion on the work. This will become your thesis—which, by the way, must be in your first paragraph. Then, using your literary periods chart and your library research, define your literary period and contextualize your work or works within that period. For example, with Huck Finn, you might define realism and then explain how the novel addresses various concerns and themes important during that era. Also, it is a good idea to define your terms before commencing any literary discussion. PAGES TWO THROUGH FIVE This is the heart of your paper, so it must be focused and organized. Once you have your thesis, simply walk your way through the work, reading it from the perspective of your thesis statement and bringing the ideas of your critics in to inform your arguments. In this section, you will put your research to use, incorporating quotes you find interesting in your paragraphs. Most paragraphs will require at one quote from a primary or secondary source. In this class we use the SEE paragraph format, so each paragraph will include a statement, evidence (usually in the form of a partial quote), and a developed explanation. The explanation, you will recall, is where you style.
No – Please justify: Is your consent/assent form written using language that is easily understood given the age and maturity level of the readers (approximately at or below the 8th grade level for consent forms and at or below the 6th grade level for assent forms)? Yes No – Please justify: IRB Have you submitted your IRB letter of approval? Yes No – Research proposal is still under review Can you provide documentation that the IRB considered the inclusion of vulnerable populations, waiver of consent, or waiver of documentation of consent? Yes No - Please justify: N/A Is your IRB proposal congruent with the research proposal submitted to DJJ (e.g., protocol details, vulnerable populations, consent/assent waivers)? Yes No – Please justify: Final Steps Did you include all research study documents as required by DJJ? Research Proposal Summary form documents (e.g., surveys, assessments, scripts) Research Agreement form Confidentiality Agreement form Letters of support – Required for all proposals that will involve, take place in, or require resources from a court service unit, juvenile detention center, or juvenile correctional center Have you completed all final steps before submitting your research proposal to DJJ? Proofread all your documents for accuracy, consistency, and proper grammar and punctuation Study timeline is realistic Note: The approval process can take several weeks to months, depending on the number of revisions required. Data requests require additional time once approved to finalize the data request, add the request to the queue, and clean and produce the data.
Table 5: ‘Increased engagement and co-production’ National survey of DPH and CCG members of HWBs (first survey) 7 National survey of DPH and CCG members of HWBs (second survey) 7 National survey of VCSE sector organisations involved in health promotion and prevention 8 National survey of Healthwatch and VCSE sector members of HWBs 5 Total references 27 Achieving increased engagement and co-production with communities of interest or of place, developing ‘shared solutions to common problems’ and also promoting local resilience, were frequently mentioned dimensions of innovation and contrasted with top-down modelling of preventive services. Sometimes this was in relation to the planning of services, as ‘something new to get people involved’ (VCSE sector survey), or: working together to deliver something that works and is sustainable and that includes local people and communities at the heart of it. (Healthwatch/VCSE sector survey) One CE emphasised the importance of community engagement in developing innovative solutions: It’s a general understanding over time here that … if you’re going to find creative solutions to some of the issues we’ve got, the answers aren’t in the town hall are they? …. We need to work with people in order to get them. innovation might be defined as ‘doing things differently’, one respondent emphasised that a process of and error needed to involve users throughout the process, identifying what worked (Healthwatch and VCSE sector survey). A further respondent noted that as: health and social care works in a constantly evolving innovative environment. Innovation for me is where we really listen to the local residents to see how they view their needs and priorities then translate that into service delivery to achieve that outcome together. There is still a culture of standardised services fitting around people not a more personalised approach which may be more costly initially but will be the only way to create the behaviour change required in the longer term. For others, innovation would also lead to communities taking responsibility for their own health. One service director believed that innovation was about newness and about improved outcomes, but it was also about achieving shared responsibility:
Types of Action Research Reference: Action Research by Eileen Ferrance (2000) Individual teacher Action Research Collaborative Action Research School-wide Action Research District/Division-wide Action Research Focus Single Classroom Issue Single classroom or several classrooms, department with common issue School issue, problem, or area of collective interest District/Division organizational structures Possible Support Needed Coach/mentor Access to technology Assistance with data organization and analysis Release time Close link with administrators School commitment Leadership Communication External partners District/Division commitment Facilitator Recorder Communication External partners Potential Impact Curriculum Instruction Assessment Curriculum Instruction Assessment Policy Potential to impact school restructuring and change Policy Parent involvement Evaluation of programs and projects Allocation of resources Professional development activities Organizational structures policy Side Effects Practice informed by data Information not always shared Improved collegiality Formation of partnerships Improved collegiality, collaboration and communication Team building Improved collegiality, collaboration and communication Team building Shared vision
It is ideal to include co-researchers as much as possible in the analysis. While some types of data analysis are too technically complex to be conducted by people who are new to research, most research data will be able to be analysed with training. There is great variation amongst what is currently done. In some projects, data analysis is done solely by people with disability. In other projects, it may be a collaborative effort where all researchers work together to analyse the data as a group. Another approach is for researchers without disability to do an initial analysis of the data, and for co-researchers to systematically check or add to the data analysis through a different set of eyes. Choose the approach that is best for your research team and topic. As with data collection, it is very important that the data is analysed in a structured and systematic way. This will limit bias and help to ensure that your research findings are a true reflection of the things that your participants told you in the research. Step 9: Telling others about the research you have carried out Research dissemination is about sharing the lessons from your research. Results should be presented in a way that can be understood and used by a range of people. This can include academics, service providers and people who use disability services. with disability often provide valuable advice on making sure information is accessible and can be easily understood by different groups. Research is usually shared through publication in academic journals or in reports. These can be co-written by people with disability. Usually, co-writing publications is done either as a group or with sections of publications written by co-researchers with disability and other researchers. Sometimes there are restrictions by the publishers of academic journals about who can be named as an author, so this needs to be checked. Research findings can also be shared through events, performances, art exhibitions, videos, podcasts and displays. Think about the ways the project results can be best interpreted for people with disability who you work with. It is also important to think about how people with disability can be involved in research dissemination events. The participation of co-researchers in public events provides recognition for their work and sends a strong message which may encourage more people to do inclusive research. Step 10: Project closure and next steps