The document discusses engaging with hidden or silenced voices at the M25 Annual Conference 2018. It summarizes student demographics at the University of East London, noting diversity in age, ethnicity, gender and disabilities. Although library services get good feedback, it questions whose voices may be missing. Customer insight and engagement criteria are presented. The library has since listened to parents/carers by adapting policies to be more child-friendly and created a Belonging Project to give students with disabilities a sense of belonging.
In December 2013, the Jacksonville Public Education Fund released its first Annual Education Perceptions Poll. This is the slide deck used at the press conference. Full poll results and data visualizations are available at www.jaxpef.org.
The document discusses standards for effectively involving children and young people in organizations. It provides a framework with 7 standards and indicators to evaluate participation. When done well, involving children and young people benefits them through improved outcomes, skills and influence, as well as benefiting organizations through better information and services, and communities through greater democracy and cohesion.
The following slides are a presentation that was used to present a new youth-adult relationship program to community stakeholders. The program is meant to increase the positive relationships that students have in order to increase both their achievement and social skills after returning to the 2021-2022 school year. This program was set in motion to help with student mental health concerns after pandemic teaching and times of uncertainty. The program will help benefit students inside and outside of the classroom, while also helping them to strengthen their relationships with teachers. The program was inspired by many American College of Education courses that I took while pursuing my Educational Leadership Master's Degree. The program helps spark school improvement, student engagement, community collaboration, and much more.
The Student Experience as Driver of Success Laura Burge
The document discusses the importance of the student experience in driving success. It outlines that satisfied students are more likely to be involved, grow personally, feel connected and persist through graduation. The four critical ingredients for a positive student experience are shared spaces, service standards, social frameworks, and supportive communities. The Deakin Residential Services approach focuses on these ingredients through shared community spaces, clear service expectations, social programs, and residential leaders who support residents. An improved student experience relies on people directly working with students to have the greatest impact.
Kara Kressin is a 25-year-old woman who was born in Wauesha, Wisconsin but now lives in Taipei, Taiwan. She received a Bachelor of Arts in Political Science from the University of Wisconsin-Milwaukee in 2013. Since then, she has held internships with Americorps' Energy Service Corps, Organizing for America, and the Milwaukee County Executive's Office. She also worked as a bartender for the Hilton Milwaukee City Center from 2010 to 2014. Currently, she works as an English teacher for KOJEN English Centers, where she teaches English to adults and children.
Are "Digital Natives" Dropping Print Newspapers?Iris Chyi
Simply because young adults are less likely to read a print newspaper compared with other age groups, many news professionals assume young people have lost interest in reading print newspapers. Although previous research has documented that most readers found the print newspaper to be more useful, satisfying, likeable, and enjoyable than its online counterpart, many within and outside the industry believe young people are an exception, and the way to retain young readers is to pursue them online. However, because no viable business models for online news seem to exist, it is important to re-visit some of the assumptions about young readers' attitudes toward online and print media.
College newspapers provide a unique opportunity to test such assumptions because most college newspapers publish in both online and print formats, and both formats are offered for free. Additionally, their readers are college students ages 18-22 (the so-called "digital natives"), all with Internet access. A survey of 198 U.S. college newspaper advisers was conducted in 2011. The findings suggest that the print edition outperforms the Web edition in terms of readership and preference. The print edition generated the vast majority of advertising revenue. Print circulation in most cases has remained stable. And most college newspaper advisers do not believe an online-only model is feasible within the next five years. These results carry important implications for commercial newspapers as they envision the future of their industry.
The document summarizes a workshop for 16-19 year olds preparing for work placements and apprenticeships that focused on improving employability skills like relationships, behavior, ethics, and time management. Students participated in scenario-based activities and discussions in small groups. They provided positive feedback, saying the sessions were interactive and informative, teaching important issues about having the right attitude in the workplace.
In December 2013, the Jacksonville Public Education Fund released its first Annual Education Perceptions Poll. This is the slide deck used at the press conference. Full poll results and data visualizations are available at www.jaxpef.org.
The document discusses standards for effectively involving children and young people in organizations. It provides a framework with 7 standards and indicators to evaluate participation. When done well, involving children and young people benefits them through improved outcomes, skills and influence, as well as benefiting organizations through better information and services, and communities through greater democracy and cohesion.
The following slides are a presentation that was used to present a new youth-adult relationship program to community stakeholders. The program is meant to increase the positive relationships that students have in order to increase both their achievement and social skills after returning to the 2021-2022 school year. This program was set in motion to help with student mental health concerns after pandemic teaching and times of uncertainty. The program will help benefit students inside and outside of the classroom, while also helping them to strengthen their relationships with teachers. The program was inspired by many American College of Education courses that I took while pursuing my Educational Leadership Master's Degree. The program helps spark school improvement, student engagement, community collaboration, and much more.
The Student Experience as Driver of Success Laura Burge
The document discusses the importance of the student experience in driving success. It outlines that satisfied students are more likely to be involved, grow personally, feel connected and persist through graduation. The four critical ingredients for a positive student experience are shared spaces, service standards, social frameworks, and supportive communities. The Deakin Residential Services approach focuses on these ingredients through shared community spaces, clear service expectations, social programs, and residential leaders who support residents. An improved student experience relies on people directly working with students to have the greatest impact.
Kara Kressin is a 25-year-old woman who was born in Wauesha, Wisconsin but now lives in Taipei, Taiwan. She received a Bachelor of Arts in Political Science from the University of Wisconsin-Milwaukee in 2013. Since then, she has held internships with Americorps' Energy Service Corps, Organizing for America, and the Milwaukee County Executive's Office. She also worked as a bartender for the Hilton Milwaukee City Center from 2010 to 2014. Currently, she works as an English teacher for KOJEN English Centers, where she teaches English to adults and children.
Are "Digital Natives" Dropping Print Newspapers?Iris Chyi
Simply because young adults are less likely to read a print newspaper compared with other age groups, many news professionals assume young people have lost interest in reading print newspapers. Although previous research has documented that most readers found the print newspaper to be more useful, satisfying, likeable, and enjoyable than its online counterpart, many within and outside the industry believe young people are an exception, and the way to retain young readers is to pursue them online. However, because no viable business models for online news seem to exist, it is important to re-visit some of the assumptions about young readers' attitudes toward online and print media.
College newspapers provide a unique opportunity to test such assumptions because most college newspapers publish in both online and print formats, and both formats are offered for free. Additionally, their readers are college students ages 18-22 (the so-called "digital natives"), all with Internet access. A survey of 198 U.S. college newspaper advisers was conducted in 2011. The findings suggest that the print edition outperforms the Web edition in terms of readership and preference. The print edition generated the vast majority of advertising revenue. Print circulation in most cases has remained stable. And most college newspaper advisers do not believe an online-only model is feasible within the next five years. These results carry important implications for commercial newspapers as they envision the future of their industry.
The document summarizes a workshop for 16-19 year olds preparing for work placements and apprenticeships that focused on improving employability skills like relationships, behavior, ethics, and time management. Students participated in scenario-based activities and discussions in small groups. They provided positive feedback, saying the sessions were interactive and informative, teaching important issues about having the right attitude in the workplace.
School + Internet + Tailored Sexual Health Program = MyHealthEdYTH
Transforming traditional classroom curriculum to an online individualized sexual health education program for rural high school students. Presented by Liz Chen and
Vichi Jagannathan at YTH Live 2014 session "Digital Health Tools for Teens."
A survey of 172 students found that over half have no problem discussing mental health issues, though the words used often perpetuate stigma, with many describing those suffering as violent, unstable, dangerous or crazy. The document proposes educating students on harmful language and implementing mental health classes in core curriculums and colleges to address this issue and reduce stigma.
This presentation was part of the ARVAC Annual lecture held on the 29th May 2014.
The presentation was by Nick Ockenden, NCVO and looks at what the current opportunities and challenges for volunteering.
Find out more about the Institute of Volunteering Research http://www.ivr.org.uk/
2018 Southern California Symposium Final Presentation
Group 3: John Bwarie, Rachel Barbosa, Hilda Marella Delgado, Melody Winter Head, and Todd Nguyen
Team Advisor: Sean Knierim
USC Sol Price Center for Social Innovation
socialinnovation.usc.edu
Speaker Presentation - Reducing Staff Turnover through the Development of a P...marcus evans Network
Linda Bowersox, Advanced Care Center at Lakeview - Speaker at the marcus evans Long-Term Care CXO Summit 2014, delivered her presentation entitled Reducing Staff Turnover through the Development of a Positive Organizational Culture
Hywel Dda University Health Board- Partnering for person centred mental healt...RuthEvansPEN
Hywel Dda University Health Board in Wales is transforming their mental health services through a co-production model that puts service users and carers at the center. They have formed a mental health programme group with equal representation from service users, carers, staff, partners and the third sector to co-create a new model. Through continuous engagement, international learning, and collaboration they are developing a co-designed future model of care that is joined up, meets all needs, promotes independence, and is evaluated by those who use it. Key learnings include the importance of the right multi-agency group and using clear language to articulate the vision.
Hywel Dda University Health Board- Partnering for person centred mental healt...RuthEvansPEN
Hywel Dda University Health Board in Wales is transforming their mental health services through a co-production model that puts service users and carers at the center. They have formed a mental health programme group with equal representation from service users, carers, staff, partners, and the third sector to co-create a new model. Through continuous engagement, international learning, and collaboration they are developing a co-designed future model of care that is joined up, meets all needs, promotes independence, and is evaluated by those who use it. Key learnings are that the multi-agency programme group allows all voices to be heard equally and clear communication is needed to articulate the vision.
The document outlines Reconnecting to Our Waterways (ROW), a collective impact initiative to improve Indianapolis' natural and man-made waterways. It brings together over 150 organizations around a common agenda to enhance the aesthetics, connectivity, ecology, economics, education, and community health and well-being of the city's waterways. Using a collective impact model, ROW facilitates continuous communication, shared measurement of outcomes, and backbone support to coordinate mutually reinforcing activities among participating organizations. Since starting in 2013, ROW has leveraged over $9 million in support and achieved success through various projects that enhance recreation, art, and wellness along Indianapolis' waterways.
NHS Quality conference - Lesley GoodburnAlexis May
“Insight and involvement – creating the difference that makes a difference”
How to collate, aggregate and triangulate patient experience, clinical effectiveness and safety data across GP practices, NHS England, CCGs and providers to create themes and trends and make improvements to services based on patient and clinical feedback.
Human Development Foundation - Presentation by Moazzam Chaudrymoazzamchaudry
This document discusses the state of poverty in Pakistan and the impact of the HDF Holistic Model. Some key details:
- 50% of people in Pakistan live below the poverty line and 66% live on less than $2 per day.
- HDF's Holistic Model has benefitted over 825,000 people through projects providing access to clean water, healthcare, education, livelihoods and community organizations.
- Specific projects included building water infrastructure, providing microloans to start over 6,000 small businesses, vaccinating 97% of children, and training over 32,000 students and 1,657 teachers.
NHS Quality conference - Kerry Clarke and Samuel GyasiAlexis May
“Community Wellbeing Services tender – involvement team”
This engaging presentation will demonstrate how Northamptonshire Healthcare NHS Foundation Trust (NHFT) practiced: People first, working together for patients in everything we do. The team of service users, carers and staff supported the development of a Community Wellbeing Service bid from June to September 2014. All involved were valued as experts and important in the development of a robust tender submission. We are looking forward to sharing with you the journey experienced by the people involved in developing the service delivery model including the lessons learnt. We are hoping that you will be inspired to involve others more and to consider how our learning can support your organisation to take the next steps.
The document summarizes information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization provides mentoring and training programs to support youth, farmers, and rural communities. It implements an educational model using mentoring to develop local communities. The organization's volunteers, who are mostly girls, provide mentoring to at-risk youth through various projects focused on personal development, social skills, and empowerment.
The document provides information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization offers mentoring programs and training to support youth development, entrepreneurship, and community leadership. It works with volunteers, local governments, and organizations across Constantza county and the Danube Delta region to improve livelihoods and opportunities in rural areas through education and skills training.
This document discusses strategies for including individuals with disabilities in national service programs. It provides an overview of key areas such as outreach, recruitment, reasonable accommodations, and retention. The goal is to promote accessibility and equal opportunity for all in national service initiatives. Specific topics covered include writing inclusive position descriptions, conducting accessible interviews, ensuring physical and digital access, providing alternative formats, and maintaining confidentiality around disclosures of disability. The document emphasizes that with proper training and supports, individuals with disabilities can successfully serve in national programs alongside their peers.
REACH is a program that aims to help foster youth complete higher education. It will provide mentoring, resources and support to inspire foster youth to reach their full potential. The program goals are derived from the founder's experience overcoming obstacles as a former foster youth. REACH will track participants' progress to measure the program's success in helping youth become leaders and role models in their communities. It will offer workshops, health services, independent living classes and opportunities for travel in order to empower at-risk youth.
In this webinar, Marian Williams, PhD, Associate Professor of Clinical Pediatrics at the USC UCEDD and Program Area Lead in Early Childhood Mental Health Programs, and Co-Director
of Interdisciplinary Training discussed:
- A project to increase access to early screening and intervention for youn children in underserved communities
- Why screening is critical; what is screened
- Red flags for autism spectrum disorder
- What services are recommended for young children with developmental concerns
- How we can keep children from falling through the cracks
Cilip presentation 30 nov 2016 Helen OsbornCILIP Ireland
This document discusses how libraries can demonstrate their value and impact. It provides examples of how libraries in Northern Ireland measure outcomes like improved early childhood development through programs like Rhythm and Rhyme, and increased mental health literacy through initiatives like Health in Mind. The document also discusses frameworks that libraries use to track outputs, outcomes, and impact, such as outcome-based accountability and social return on investment.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
Bringing the Child and Youth's Voice into Research and EvaluationMelanieKatz8
This document discusses a class on research and evaluation for social work practice with children and families. The class covers [1] the importance of research and evaluation in social work, [2] advantages of participatory research including empowering children and gaining their perspectives, and [3] challenges such as lengthy processes and obtaining commitment. The document provides examples of engaging children respectfully through [1] informed consent, [2] maintaining confidentiality, and [3] creating a supportive environment.
Place and community based education - Prof Greg SmithMeg Collis
This document discusses place-based and community-based education approaches for sustainability education. It argues that these approaches help nurture citizens who understand current environmental issues, feel connected to their community, have problem-solving skills, and confidence to take action. Examples are provided of programs that connect learning to students' local communities and environments, give opportunities for students to investigate issues and potential solutions, and support students in taking informed action on issues. Research studies cited found that place-based education encourages environmental stewardship, helps students learn, energizes teachers, transforms school culture, and connects schools to communities.
Marie Delaney: Inclusion of all – is it possible? Myths and realities.eaquals
This document discusses inclusion in education and some myths and realities around inclusion. It addresses why inclusion is important both morally and legally according to international agreements. It defines inclusion as supporting all students to feel like they belong and participate in learning. The document also discusses defining special educational needs, challenges of inclusion including unconscious bias, objections to inclusion, and strategies for good teachers in inclusive classrooms. It provides perspectives on medical versus social models of disability and the importance of teacher well-being in creating inclusive schools.
School + Internet + Tailored Sexual Health Program = MyHealthEdYTH
Transforming traditional classroom curriculum to an online individualized sexual health education program for rural high school students. Presented by Liz Chen and
Vichi Jagannathan at YTH Live 2014 session "Digital Health Tools for Teens."
A survey of 172 students found that over half have no problem discussing mental health issues, though the words used often perpetuate stigma, with many describing those suffering as violent, unstable, dangerous or crazy. The document proposes educating students on harmful language and implementing mental health classes in core curriculums and colleges to address this issue and reduce stigma.
This presentation was part of the ARVAC Annual lecture held on the 29th May 2014.
The presentation was by Nick Ockenden, NCVO and looks at what the current opportunities and challenges for volunteering.
Find out more about the Institute of Volunteering Research http://www.ivr.org.uk/
2018 Southern California Symposium Final Presentation
Group 3: John Bwarie, Rachel Barbosa, Hilda Marella Delgado, Melody Winter Head, and Todd Nguyen
Team Advisor: Sean Knierim
USC Sol Price Center for Social Innovation
socialinnovation.usc.edu
Speaker Presentation - Reducing Staff Turnover through the Development of a P...marcus evans Network
Linda Bowersox, Advanced Care Center at Lakeview - Speaker at the marcus evans Long-Term Care CXO Summit 2014, delivered her presentation entitled Reducing Staff Turnover through the Development of a Positive Organizational Culture
Hywel Dda University Health Board- Partnering for person centred mental healt...RuthEvansPEN
Hywel Dda University Health Board in Wales is transforming their mental health services through a co-production model that puts service users and carers at the center. They have formed a mental health programme group with equal representation from service users, carers, staff, partners and the third sector to co-create a new model. Through continuous engagement, international learning, and collaboration they are developing a co-designed future model of care that is joined up, meets all needs, promotes independence, and is evaluated by those who use it. Key learnings include the importance of the right multi-agency group and using clear language to articulate the vision.
Hywel Dda University Health Board- Partnering for person centred mental healt...RuthEvansPEN
Hywel Dda University Health Board in Wales is transforming their mental health services through a co-production model that puts service users and carers at the center. They have formed a mental health programme group with equal representation from service users, carers, staff, partners, and the third sector to co-create a new model. Through continuous engagement, international learning, and collaboration they are developing a co-designed future model of care that is joined up, meets all needs, promotes independence, and is evaluated by those who use it. Key learnings are that the multi-agency programme group allows all voices to be heard equally and clear communication is needed to articulate the vision.
The document outlines Reconnecting to Our Waterways (ROW), a collective impact initiative to improve Indianapolis' natural and man-made waterways. It brings together over 150 organizations around a common agenda to enhance the aesthetics, connectivity, ecology, economics, education, and community health and well-being of the city's waterways. Using a collective impact model, ROW facilitates continuous communication, shared measurement of outcomes, and backbone support to coordinate mutually reinforcing activities among participating organizations. Since starting in 2013, ROW has leveraged over $9 million in support and achieved success through various projects that enhance recreation, art, and wellness along Indianapolis' waterways.
NHS Quality conference - Lesley GoodburnAlexis May
“Insight and involvement – creating the difference that makes a difference”
How to collate, aggregate and triangulate patient experience, clinical effectiveness and safety data across GP practices, NHS England, CCGs and providers to create themes and trends and make improvements to services based on patient and clinical feedback.
Human Development Foundation - Presentation by Moazzam Chaudrymoazzamchaudry
This document discusses the state of poverty in Pakistan and the impact of the HDF Holistic Model. Some key details:
- 50% of people in Pakistan live below the poverty line and 66% live on less than $2 per day.
- HDF's Holistic Model has benefitted over 825,000 people through projects providing access to clean water, healthcare, education, livelihoods and community organizations.
- Specific projects included building water infrastructure, providing microloans to start over 6,000 small businesses, vaccinating 97% of children, and training over 32,000 students and 1,657 teachers.
NHS Quality conference - Kerry Clarke and Samuel GyasiAlexis May
“Community Wellbeing Services tender – involvement team”
This engaging presentation will demonstrate how Northamptonshire Healthcare NHS Foundation Trust (NHFT) practiced: People first, working together for patients in everything we do. The team of service users, carers and staff supported the development of a Community Wellbeing Service bid from June to September 2014. All involved were valued as experts and important in the development of a robust tender submission. We are looking forward to sharing with you the journey experienced by the people involved in developing the service delivery model including the lessons learnt. We are hoping that you will be inspired to involve others more and to consider how our learning can support your organisation to take the next steps.
The document summarizes information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization provides mentoring and training programs to support youth, farmers, and rural communities. It implements an educational model using mentoring to develop local communities. The organization's volunteers, who are mostly girls, provide mentoring to at-risk youth through various projects focused on personal development, social skills, and empowerment.
The document provides information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization offers mentoring programs and training to support youth development, entrepreneurship, and community leadership. It works with volunteers, local governments, and organizations across Constantza county and the Danube Delta region to improve livelihoods and opportunities in rural areas through education and skills training.
This document discusses strategies for including individuals with disabilities in national service programs. It provides an overview of key areas such as outreach, recruitment, reasonable accommodations, and retention. The goal is to promote accessibility and equal opportunity for all in national service initiatives. Specific topics covered include writing inclusive position descriptions, conducting accessible interviews, ensuring physical and digital access, providing alternative formats, and maintaining confidentiality around disclosures of disability. The document emphasizes that with proper training and supports, individuals with disabilities can successfully serve in national programs alongside their peers.
REACH is a program that aims to help foster youth complete higher education. It will provide mentoring, resources and support to inspire foster youth to reach their full potential. The program goals are derived from the founder's experience overcoming obstacles as a former foster youth. REACH will track participants' progress to measure the program's success in helping youth become leaders and role models in their communities. It will offer workshops, health services, independent living classes and opportunities for travel in order to empower at-risk youth.
In this webinar, Marian Williams, PhD, Associate Professor of Clinical Pediatrics at the USC UCEDD and Program Area Lead in Early Childhood Mental Health Programs, and Co-Director
of Interdisciplinary Training discussed:
- A project to increase access to early screening and intervention for youn children in underserved communities
- Why screening is critical; what is screened
- Red flags for autism spectrum disorder
- What services are recommended for young children with developmental concerns
- How we can keep children from falling through the cracks
Cilip presentation 30 nov 2016 Helen OsbornCILIP Ireland
This document discusses how libraries can demonstrate their value and impact. It provides examples of how libraries in Northern Ireland measure outcomes like improved early childhood development through programs like Rhythm and Rhyme, and increased mental health literacy through initiatives like Health in Mind. The document also discusses frameworks that libraries use to track outputs, outcomes, and impact, such as outcome-based accountability and social return on investment.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
Bringing the Child and Youth's Voice into Research and EvaluationMelanieKatz8
This document discusses a class on research and evaluation for social work practice with children and families. The class covers [1] the importance of research and evaluation in social work, [2] advantages of participatory research including empowering children and gaining their perspectives, and [3] challenges such as lengthy processes and obtaining commitment. The document provides examples of engaging children respectfully through [1] informed consent, [2] maintaining confidentiality, and [3] creating a supportive environment.
Place and community based education - Prof Greg SmithMeg Collis
This document discusses place-based and community-based education approaches for sustainability education. It argues that these approaches help nurture citizens who understand current environmental issues, feel connected to their community, have problem-solving skills, and confidence to take action. Examples are provided of programs that connect learning to students' local communities and environments, give opportunities for students to investigate issues and potential solutions, and support students in taking informed action on issues. Research studies cited found that place-based education encourages environmental stewardship, helps students learn, energizes teachers, transforms school culture, and connects schools to communities.
Marie Delaney: Inclusion of all – is it possible? Myths and realities.eaquals
This document discusses inclusion in education and some myths and realities around inclusion. It addresses why inclusion is important both morally and legally according to international agreements. It defines inclusion as supporting all students to feel like they belong and participate in learning. The document also discusses defining special educational needs, challenges of inclusion including unconscious bias, objections to inclusion, and strategies for good teachers in inclusive classrooms. It provides perspectives on medical versus social models of disability and the importance of teacher well-being in creating inclusive schools.
This document summarizes a training webinar series on advocacy and influencing skills for librarians presented by Stephen Abram. The series includes webinars on factors influencing funding for public libraries, advocacy strategies for different types of libraries, best practices for advocates, and community communication strategies. Contact information is provided for the series instructors and links to additional advocacy resources from the University of Toronto iSchool and Stephen's Lighthouse blog. The goal of the series is to build the capacity of librarians and library staff in advocacy and promoting the value of public libraries.
The document summarizes the Interplay Wellbeing Framework project which examines relationships between education, employment, health and wellbeing for Aboriginal and Torres Strait Islander people in remote communities. It involved literature reviews, community engagement, developing a framework and conducting quantitative surveys and qualitative focus groups in four communities. Key findings were that empowerment, culture and long term vision are important for effective programs. The framework provides a tool to inform policy and practice to improve outcomes in these areas. Future work includes further data collection, publications, and applying the tools developed by the project.
This document discusses creating a positive school culture that fosters youth development. It defines key features of a strong school culture, such as having a clear mission and providing caring relationships and meaningful participation. It also discusses common problems with school culture, such as a lack of agreement on routines. The document provides strategies for responding to counter-cultural student behaviors, emphasizing understanding the reasons for behaviors and having both school-wide norms and more individualized responses. It stresses teaching students cultural norms rather than just telling them the rules.
This document outlines a presentation given by Stephen Abram on influencing skills for librarians. It discusses defining advocacy and differentiating it from public relations and marketing. It provides tips for advocacy including identifying stakeholders, crafting messages, and using stories and metrics to showcase the value of libraries. Specific advocacy strategies are presented such as developing relationships, partnering with stakeholders, and maintaining ongoing advocacy plans. The document emphasizes listening first, being visible and likable when advocating.
This document summarizes a panel discussion on helping families navigate the financial aid process more successfully. The panel included a financial aid director, a reporter, and a managing director from a behavioral design firm. They discussed issues families face in affording higher education and understanding financial aid. Suggestions for improvement included simplifying information and processes, personalizing communication, being more responsive, reaching out to families earlier, using data to track progress, and exploring behavioral insights and innovations. A text message intervention was cited that increased college enrollment rates by 3-7 percentage points at low cost.
MTML FINAL EChannel Webinar Creating Pathways of Learning Support for EO Clie...Kimberly Lansdowne
This document summarizes the key findings from a research project exploring how to better support Employment Ontario clients and learners with learning disabilities. The research included a literature review, focus groups, and expert consultations. Some of the main themes that emerged included: issues with social stigma and self-esteem related to learning disabilities; the complex interactions between learning disabilities and other issues like mental health problems, poverty, experiences of racism; and the barriers posed by a lack of diagnosis and accommodations. The research identified gaps in services and support for adults with learning disabilities and opportunities to improve practices, environments, and interventions across Employment Ontario programs.
Scaling up to meet the cultural education challengeEduSkills OECD
This presentation was given by Derri Burdon at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
It Takes All of Us: A Seminar Series About Educating and Developing Youth, Pa...Friends for Youth, Inc.
This document summarizes a webinar presented by Friends for Youth and the Kettering Foundation about community educators and expanding education beyond schools. Dr. Patricia Moore Harbour discussed how community members and organizations provide learning experiences for youth to improve academic performance and community connections. Special guests from two organizations discussed their work. The webinar encouraged participation through polls and a question-and-answer section. Community educators were defined as ordinary people working together to shape the future of youth and their community through innovative after-school programs and bringing together citizens, community, and institutions.
Derbyshire Autism Dialogue Winter-Spring 2021 Jonathan Drury
The final presentation for a series of specialist online 'Autism Dialogues' for Derbyshire in Winter and Spring 2021.
“To empower autism and neuro-diverse communities and organisations, to facilitate and nurture a sense of belonging and empowerment. For example, help individuals and groups to become more reflective, offer peer group support and encourage self-help.”
- Derby CCG
www.dialogica.uk
Similar to M25 Conference 2018 Listen: Engaging with hidden or silenced voices and experience (20)
Learning spaces through an inclusive lensDavid Clover
The document outlines an agenda for a workshop on learning spaces through an inclusive lens. It discusses factors to consider when designing learning spaces, including flexibility, access to technology, seating, safety, power, accessibility, comfort, food/drink, and surfaces for writing. Attributes of inclusive spaces mentioned include support for group work, seamless integration of physical and virtual learning, and catering to student needs and preferences. Case studies from students emphasize having a variety of space types for different purposes, with choice, control, and links to outdoor areas.
UX Libs IV Belonging. Exploring students' ideas around belonging, comfort and...David Clover
This document discusses a project exploring students' sense of belonging and comfort in library spaces. It identifies emergent themes from student quotes about preferring to study alone rather than in groups, and feeling comfortable in an area because they know the staff. The document also discusses the challenges of labels, reflecting on the research process, and how to make libraries more accommodating of differences rather than expecting only some groups to adapt.
New Look: Ensuring that User Needs are met in Library SpaceDavid Clover
Workshop and presentation exploring methods to understand user needs and behaviours in relation to library space, for the CILIP Academic and Research Libraries Group (ARLG) Conference 2016 ‘‘Are you being served? Serving our learners in a changing climate’’
An Adventure in Space and Time: Using Student Interns in Ethnographic ResearchDavid Clover
A presentation for UXLibsII, Thursday 23 June and Friday 24 June 2016 at ‘the studio Manchester‘ focusing on the experience of using student interns to carry out ethnographic research into the use of library space as part of the planning process for library refurbishment
Reading lists the good, the bad and the uglyDavid Clover
Presentation used as part of workshop with academic staff on reading lists from a teaching and learning perspective. Includes overview of current research and differing approaches as starting point for discussion.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
4. Student demographics
• Over 12,000 students on campus
• Primarily undergraduate (over 80%) and full time
• 62% female
• High number of mature students (only 41% 18-20; 38% over 30)
• Ethnically diverse: 34% Black, 33% White, 21% Asian
• 12% declared disability (46% of which dyslexia/learning disability)
• Many first generation to attend Higher Education
8. CRITERION 1 – CUSTOMER
INSIGHT
1.1 Customer identification
1.1.1 We have an in-depth
understanding of the characteristics of
our current and potential customer
groups based on recent and reliable
information.
1.1.2 We have developed customer
insight about our customer groups to
better understand their needs and
preferences.
1.1.3 We make particular efforts to
identify hard-to-reach and
disadvantaged groups and individuals
and have developed our services in
response to their specific needs.
9. CRITERION 1 – CUSTOMER
INSIGHT
1.2 Engagement and consultation
1.2.1 We have a strategy for
engaging and involving customers
using a range of methods appropriate
to the needs of identified customer
groups.
1.2.2 We have made the consultation
of customers integral to continually
improving our service and we advise
customers of the results and actions
taken.
1.2.3 We regularly review our
strategies and opportunities for
consulting and engaging with
customers to ensure that the methods
used are effective and provide reliable
and representative results.
10. We believe that
everyone should have
the chance to benefit
from higher education if
they want to. All students
should have equal
opportunities to succeed
and progress, regardless
of their background.
15. Parents and carers
“There is no designated area where it is safe to
let children that are young out of the pram”
“There seems to be no notice or signage that
children are allowed”
“Glares from onlookers if the child makes the
slightest noise”
16. Parents and carers
Adapted signing in
form, removing time
limits and offering to
fetch books
Provided baby
changing facilities
Created small
collections of
children’s books
19. The Belonging Project
“I’m thinking maybe my collection of
identities would mean that I prefer to
be able to sit on my own rather than
constantly being in a group.”
Who am I?
Head of User Engagement, University of East London, Library and Learning Services
A white man (in a suit)
Queer, of working class background, first generation to attend university, and a migrant to the UK
It is important when we talk about identity as it relates to our users, to acknowledge our own identity or identities and the impacts of both our privileges and disadvantages. It is also important to understand and recognise that our identities and experiences are rarely those of our users.
First – a bit about the University of East London
UEL is a “New” university – situated in East London… with an institutional commitment to serve East London communities and local students in the – East London and Thames gateway areas, areas of high ethnic diversity and relative deprivation (though moving out of the list of worst areas due to higher incomes), the communities have large numbers of young people and are very much changing and demographically dynamic
UEL has two campuses, one on the edge of the Olympic Park in Stratford and one on the Royal Docks – opposite the City Airport, and a library on each campus
Measures of user experience such as National Student Surveys or large scale satisfaction surveys tend to, across our sectors, present the (usually positive) experience of a homogenised student body, for whom libraries are often regarded as “a good thing”.
UEL Library Services scores well on such measures (Last year’s NSS 87.42% a slight dip from previous years 90%)
and informal feedback suggests high levels of satisfaction,
and a recognition of responsiveness to student feedback (despite the usual concerns about noise, temperature, and the adequacy of collections)
But whose voices are under-represented, missing or silent?
In today’s presentation I will discuss the importance of focusing on specific groups of students who may otherwise be marginalised or silenced in user experience measures
and how inclusive services that are therefore developed can meet the needs of all students.
UEL Library and Learning Services’ customer insight strategy will be discussed as well as an overview of approaches and methods used to gain insight into the needs and behaviours of specific groups of students.
UEL Library was awarded Customer Services Excellence at the end of last year.
We’ve reviewed ideas about customer segmentation as we engaged with the Customer Service Excellence standard.
The standard emphasises the importance of having an in-depth understanding of the characteristics of our users, that we have developed insight about our users to better understand their needs and preferences and that we make particular efforts to identify “hard-to-reach and disadvantaged groups and individuals” and have developed our services in response to their particular needs
We made a decision to move beyond simplistic groupings such as undergraduate/postgraduate or part-time/fulltime to consider students’ lives and identities outside as well as within the institution, and the impact of this on student needs and behaviours in and outside library (physical and digital) spaces. Our thinking about students has expanded to consider more the different needs of students with caring responsibilities; commuting students; those who live or work locally and tend to “study and go” attending classes and essential other activity only on campus; first generation students; mature students (both younger and older mature students); students who want quiet, private space and students who want more group spaces and to see other students participate in study; and in a diverse student body students who identify in different ways by race, ethnicity, religion and sexuality.
The Customer Service Excellence Standard also emphasises the importance of engaging and involving users, of making consultation with users integral to improving services, and of reviewing how we consult and engage so that methods used are effective and provide reliable and representative results.
At UEL this has involved continuing with many of the strong consultation methods we had, but also increasing use of UX methods, of observations, graffiti walls and one to one interviews. We are experimenting with different approaches and being prepared to change approach if we don’t get the results we need. We’re also being more open with our questions – not always seeking answers to specific questions but letting themes and issues emerge from student perspectives.
Some approaches have worked better with different groups.
Another external driver is the Office for Students which states:
“Educational inequality exists in England. We want to change that. There are certain barriers which have a greater impact on particular groups of students, and limit their chances of success. Data shows gaps in equality of opportunity in success and progression of:
students of particular ethnicities; disabled students; students from areas of low higher education participation, low household income and/or low socioeconomic status; mature students.
We believe that everyone should have the chance to benefit from higher education if they want to. All students should have equal opportunities to succeed and progress, regardless of their background.”
Institutional Access and participation plans are intended to set targets and demonstrate how institutions will address these inequalities.
For 2019-20 access and participation plans, the OfS lists underrepresented groups of students where data shows gaps in equality of opportunity in relation to access, success and/or progression: (students from areas of low higher education participation, low household income and/or low socioeconomic status; students of particular ethnicities; mature students; disabled students; and care leavers.
In addition, they highlight carers; people estranged from their families; people from Gypsy, Roma and Traveller communities; refugees; people with specific learning difficulties and mental health problems; and children of military families.
There are also students from groups where data is not collected at a national level or there are gaps in disclosure in the current national data, for example in relation to religion and belief and sexual orientation.
Internally, the UEL Corporate Plan emphasises
Our commitment to social mobility
ensuring that our students have the opportunity to initiate change in their lives, maximise their potential and attain the educational experience that enables them to succeed in their chosen career, whatever their background
Our commitment to social justice
ensuring we remain committed to the principles of equality and diversity and that we continue to stand against all forms of discrimination and injustice
Our commitment to social innovation
working with our communities to deliver applied and sustainable solutions to the societal and environmental challenges that we face
Our commitment to social cohesion
empowering our students and staff to become ambassadors and active citizens for the long term benefit of their communities
But more than the requirements of CSE, of the Office for Students or our own corporate plan
It matters because it matters!
Inclusive services matter because we want to offer the best service to all of our users
Inclusive services matter because we care about student success (however defined)
Inclusive services matter because we want all our users to feel welcome, comfortable and that they belong
Inclusive services matter because we want all our users to have as few barriers as possible in their use of our services
Inclusive services matter because every user matters and deserves our attention, and for services to meet their needs and circumstances
Listening to students matters because we don’t always get it right and if we don’t ask, and if we don’t ask the right questions, we won’t know what we need to do better (or what in fact we do well)
Inclusive services can’t be developed without listening to, consulting and co-designing with our users (and an ongoing process of review and further improvement)
In the remainder of this presentation I want to discuss some of the practical steps we have taken to address what may otherwise be hidden and silenced voices and experiences (if we don’t ask the questions, or don’t ask the right questions)
Case studies from research undertaken will include looking at students who are parents and carers, students with disabilities and a project looking at identity and “belonging”. Case studies will discuss methods used (both successful and less so), some results and actions taken as a result of these insight projects.
More than a third of our students have dependents and a quarter of students are parents. Research in the UK suggests that student parents (and student mothers in particular) face challenges in the higher education environment. We were conscious that initiatives such as 24/7 opening, automatic renewal of borrowed books, and allowing parents and carers to bring children into the library (under supervision) were beneficial to students, but wanted to explore in more depth how we could improve the experience of these students.
We considered and attempted to run focus groups – but experienced difficulties in recruitment - attendance in focus groups is generally an issue even with incentives, perhaps more so with students who are parents and carers and have less time to attend
We decided to run a short survey using open ended questions, distributed to parents and carers who attended libraries with a child, as well as on the website.
We asked:
Reason for visit
How long do you usually spend in the library?
And open ended questions focused on what students liked about visiting the library with their child; what they didn’t like; and how we could improve our service for them
While we have many positive responses parents also said:
In response to feedback and suggestions we…
Made changes to our signing in form, making the tone more welcoming, removing time limits and including an offer to fetch books if we were able to; we installed baby changing facilities in both libraries and created small collections of children’s books
We weren’t able to create a special “family” room (not having spare space to do so) and put on hold ideas about offering tablets with pre-downloaded child friendly content and activity bags (with colouring in etc) as well as specific child sized furniture.
We are currently surveying parents and carers again to see what else we need to be doing – so far we’ve heard that we need to do more to publicise what we offer!
Since we carried out this work and publicised it within the institution the university as a whole has started to talk more about what it does for parents and carers (including improving data collection)
In thinking about disability we need to be aware and alert to how disability is commonly portrayed even in our own institutions. Representation of students with disability is often of someone who uses a wheelchair, is blind and uses a white cane. Common images are of someone with a “severe” and obviously visible disability.
The term disability includes a range of visible and non-visible conditions, some of which may vary in impact, and is inclusive of both physical and mental health conditions.
At UEL we started a review of services over summer 2017
Benchmarking against institutions regarded as “best practice” generally
Survey of all students through kiosks and Out and About sessions, asking what we could do for students with disabilities
And carrying out one to interviews with students with disabilities, in partnership with our Disability Support Unit
The feedback was rich and varied and one of the things we realised we needed to do was more interviews
As a result of work to date we have
Provided staff training on ASD and mental health
Supplied students with Coloured overlays and Magnifiers
Subscribed to the Sensus Access service allowing students to create more accessible formats
Improved signage (including through use of customer journey mapping)
Plan
More pods (as funding allows)
Increased recording of library staff training sessions and inductions
Scoping font size on older book labels
Improvements to assistive technology areas (partly increased demand)
Proposal for an assistive technology post – university wide remot
Current project – using cognitive mapping and individual interviews to explore ideas of belonging and comfort with specific groups of students
Students provide rich and diverse feedback – for example some favouring space where can see other working and stream of activity, some liking quiet and secluded spaces and others describing complex strategies to manage use of space
Interestingly many use metaphors of “home” to describe spaces in which they feel a sense of belonging, and many also make explicit reference to the importance of helpful staff
It seems appropriate to finish with the words of one of our users – self described as “a female student of Arab origin, a British national and a Londoner of Muslim faith” studying engineering
These cubbis are her favourite space in the library
“I like the second floor in the library because you have the, I still think its referred to as the Skillzone area, because that is a collective area where people can meet up and there’s a bit of a noise - and then the other side is like a silent area and you can sit on your own and just focus on your work and I like that balance. I wouldn’t want just one floor of quiet… “
So you like that ability to move between spaces?
“Exactly. Which is what I do pretty much every day. So I have a group of friends who like all to work together…
And I understand the benefits of group work but I also like to sit on my own, so I like to hop in between. So that is really, really good for me.”
“I’m thinking maybe my collection of identities would mean that I prefer to be able to sit on my own rather than constantly being in a group. I couldn’t say that confidently. I think it depends. But I would say that I’m less comfortable being in a group of people than someone else with a different identity. So they’d be happy to say, sit in the Skillzone with five or ten people shouting, “my idea’s better than yours”. I’d rather sit down and get on with my work.
“So, my course is predominantly male, but I basically from the start of my course I have been working on my assignments and stuff and my studies with the females and with a few of the males, but the majority of them I don’t really make any efforts to work with them. They are very rowdy and argumentative. I’m not slating them – they’re just themselves… but if I have to work with those people then it is nice to have my things somewhere else and just go between…”
What do you like about the cubbis?
“…because it’s my own space and I can like, I can basically control it. Now there’s lamps in there, which I’m very happy about. I didn’t suggest it…
I don’t know why. I never thought about it but those lamps are great, so obviously I can change the lighting as I want and also there’s the things you can close… the sound barriers which you can open and close… For me it’s particularly important if I know I’m going to be spending several hours in the library I’ll use those sound barriers and you know I’ll get a bit more relaxed, I’ll take my layers off, I’ll take this off, as well, my hijab off… to basically to feel like I’m at home, again. And that’s why I use those spaces as well. And obviously there are plugs right there. Because I usually come with a lot of electronics, a laptop, a tablet and my phone.”
I hope these examples of some of the work we have done have been useful
Any questions