Self advocacy and social inclusion – learnings from the speaking up over the ...Christine Bigby
This document summarizes a research project on self-advocacy and social inclusion led by Professors Christine Bigby and Patsie Frawley. The project examined the history and experiences of self-advocacy groups in the UK and Australia through collaborative work with a history group of 27 participants and a PhD study of 6 self-advocacy groups. Key findings included that self-advocacy groups provide opportunities for friendship, confidence, engagement and having a voice that support individual social inclusion. They also demonstrate participation by people with intellectual disabilities and influence social policy to promote inclusion. Factors that support self-advocacy include strong relationships, commitment from members, and flexible funding, while risks include lack of
Lessons and Challenges with Collaborative and Collective Impact ApproachesBonner Foundation
This document provides an overview of collaborative and collective impact approaches to social change. It defines key terms like collaboration, collective impact, and backbone organizations. The document then discusses lessons learned from an example collaborative called the Orange Collaborative in New Jersey. Challenges discussed include communication, funding, data collection, and managing partner relationships. The document concludes by outlining steps institutions of higher education can take to support local collaboratives through capacity building opportunities and student assistance.
The document summarizes the processes that four higher education institutions took to develop student learning outcomes for community engagement and civic learning programs. It describes how each institution involved stakeholders, conducted research and assessment, and aligned the outcomes with their institutional mission. The outcomes developed address skills like critical thinking, diversity and inclusion, civic participation, and lifelong learning. The institutions provide examples for others looking to establish or improve outcomes for similar programs.
The presentation was from a fringe event at Evolve 2014: the annual event for the voluntary sector in London on Monday 16 June 2014.
Steve Coole (Stategic Support Unit Manager) discusses supporting organisations to address change.
Find out more about the Evolve Conference from NCVO: http://www.ncvo.org.uk/training-and-events/evolve-conference
Self advocacy and social inclusion – learnings from the speaking up over the ...Christine Bigby
This document summarizes a research project on self-advocacy and social inclusion led by Professors Christine Bigby and Patsie Frawley. The project examined the history and experiences of self-advocacy groups in the UK and Australia through collaborative work with a history group of 27 participants and a PhD study of 6 self-advocacy groups. Key findings included that self-advocacy groups provide opportunities for friendship, confidence, engagement and having a voice that support individual social inclusion. They also demonstrate participation by people with intellectual disabilities and influence social policy to promote inclusion. Factors that support self-advocacy include strong relationships, commitment from members, and flexible funding, while risks include lack of
Lessons and Challenges with Collaborative and Collective Impact ApproachesBonner Foundation
This document provides an overview of collaborative and collective impact approaches to social change. It defines key terms like collaboration, collective impact, and backbone organizations. The document then discusses lessons learned from an example collaborative called the Orange Collaborative in New Jersey. Challenges discussed include communication, funding, data collection, and managing partner relationships. The document concludes by outlining steps institutions of higher education can take to support local collaboratives through capacity building opportunities and student assistance.
The document summarizes the processes that four higher education institutions took to develop student learning outcomes for community engagement and civic learning programs. It describes how each institution involved stakeholders, conducted research and assessment, and aligned the outcomes with their institutional mission. The outcomes developed address skills like critical thinking, diversity and inclusion, civic participation, and lifelong learning. The institutions provide examples for others looking to establish or improve outcomes for similar programs.
The presentation was from a fringe event at Evolve 2014: the annual event for the voluntary sector in London on Monday 16 June 2014.
Steve Coole (Stategic Support Unit Manager) discusses supporting organisations to address change.
Find out more about the Evolve Conference from NCVO: http://www.ncvo.org.uk/training-and-events/evolve-conference
This document outlines the key features and requirements of coordinating centres being established to support community engagement related to the centenary of World War 1. The centres will facilitate collaboration between academic and public histories, contribute to research themes, and provide expertise, training, and funding to support community projects. Successful proposals will demonstrate cross-sector collaboration, support for capacity building, and plans for sustainable legacies. Funding of up to £500,000 over 3 years will be provided to 5-7 selected centres.
Developing Students: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting introduces the student development model in more depth. It covers frameworks and how to create a developmental, sequential educational experience using meetings, training, and reflection. It talks about student learning outcomes as well.
2015 New Director Orientation - Tools for Student Education, Training, Reflec...Bonner Foundation
This document outlines frameworks and strategies for student development through Bonner programs. It discusses student development frameworks that focus on common commitments, skills, and knowledge. It then describes key strategies for student development including training and enrichment meetings, advising meetings, and curricula. Examples are provided of sample curricula and types of meetings that can be held each year to support student growth. Frameworks are meant to guide a multi-year process using a variety of strategies to help students learn and develop over their time in the Bonner program.
The document discusses developing "Community Engaged Signature Work" programs that integrate student learning with complex community projects, providing students an opportunity to produce capstone work through sustained partnerships between students, faculty, and community partners. It defines the key ingredients of such programs as reciprocal relationships, community-defined projects connected to academic study, and mentoring relationships. The document then prompts groups to discuss what aspects of these programs they already have in place and what would need to be developed further.
Designing Effective and Measurable Student Learning OutcomesBonner Foundation
This document discusses designing effective and measurable student learning outcomes. It begins with an overview of the goals for the workshop, which are to help participants determine what needs to be assessed, why, and how outcomes translate to assessments. It then covers various topics around developing outcomes such as getting input from participants on their confidence levels, why outcomes and assessment are important, the importance of asking good questions, rigor in research, and using reflective practice. Key terms are defined and the document emphasizes starting with outcomes in mind and providing a process for developing outcomes that was used at IUPUI.
2015 New Director Orientation - Bonner Leader RecruitmentBonner Foundation
This document discusses financial aid and recruitment strategies for the Bonner Scholar and Leader programs. It covers the differences between Bonner Scholar and Leader financial aid, including that Bonner Leaders commit for 4 years and receive a work/service stipend but no summer funding. It recommends recruiting a class of at least 5 students that meets diversity goals and engaging current Bonners and a application process to replace any departing Bonners.
PolicyOptions.org Network- Planning Next Steps with Local Bureaus Bonner Foundation
This document outlines discussion topics for a fall directors meeting regarding ways to improve collaboration across a policy network. It suggests exploring opportunities to better support collaboration through issue briefs, news digests, training resources, and networking students, staff, and faculty. It also notes some challenges like identifying outside groups with policy questions and recruiting reviewers. The overall goal is to discuss strengthening collaboration and resources across the participating organizations.
Research Week 2014: SSHRC Part One: Opportunities, Timelines, and Writing Str...Wilfrid Laurier University
Delivered as part of research week 2014, this workshop walks researchers through SSHRC's opportunities, timelines and offers very useful writing tips and strategies
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Developing a vibrant research culture requires creating the right environments and engaging the community. It involves providing research facilities, organizing various events for discussions both formally and informally, getting the right people involved including students, faculty and staff, fostering the right attitudes of openness and sharing knowledge rather than having "lone ranger" mindsets, and creating opportunities for respectful debates and feedback.
National Fellow Cameos, Student Development, & Community PartnershipsBonner Foundation
Presentation from the 2015 Fall Bonner Directors' Meeting. This presentation include Cameos from National Bonner Fellows, and information shared at All Groups from Student Development and Community Partnerships.
Bonner Directors 2016 - Sharing to Sustain and Support Bonner Campus StaffBonner Foundation
This document outlines a staff development framework for Bonner National Fellows with the following purposes: gain information about how professionals value their work, develop strategies to support careers and plans, provide time for discussion of work challenges, and allow for renewal/reflection to prevent burnout. It divides professionals into brackets based on years of experience (0-5 years, 5-10 years, 10+ years) and identifies relevant skills, challenges, and training/development needs for each bracket. The document concludes by posing discussion topics for breakout groups according to experience level.
This document provides guidance on recruiting and funding Bonner Leaders. It discusses recruiting a diverse group of students committed to service who are eligible for Federal Work Study. Schools should collaborate with admissions to identify and recruit eligible candidates and align the application process. Recruitment materials should promote the Bonner Leader model of a 4-year commitment to service and learning through paid work. Funding for Bonner Leaders typically ranges from $2,500-$3,500 per student annually through Federal Work Study and sometimes scholarships.
Bonner Directors 2016 - Presentation of Learning CohortBonner Foundation
This document discusses senior presentations of learning (POLs) for Bonner Scholars. POLs allow seniors to reflect on their service experiences and articulate how participation in the Bonner Program has resulted in personal growth. The document provides examples of POL structures from different campuses and recommendations for guidelines, preparation and training, the presentation event, and reflection questions to help students with their POLs. It emphasizes that POLs should showcase student learning and community impact.
This document outlines the key features and requirements of coordinating centres being established to support community engagement related to the centenary of World War 1. The centres will facilitate collaboration between academic and public histories, contribute to research themes, and provide expertise, training, and funding to support community projects. Successful proposals will demonstrate cross-sector collaboration, support for capacity building, and plans for sustainable legacies. Funding of up to £500,000 over 3 years will be provided to 5-7 selected centres.
Developing Students: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting introduces the student development model in more depth. It covers frameworks and how to create a developmental, sequential educational experience using meetings, training, and reflection. It talks about student learning outcomes as well.
2015 New Director Orientation - Tools for Student Education, Training, Reflec...Bonner Foundation
This document outlines frameworks and strategies for student development through Bonner programs. It discusses student development frameworks that focus on common commitments, skills, and knowledge. It then describes key strategies for student development including training and enrichment meetings, advising meetings, and curricula. Examples are provided of sample curricula and types of meetings that can be held each year to support student growth. Frameworks are meant to guide a multi-year process using a variety of strategies to help students learn and develop over their time in the Bonner program.
The document discusses developing "Community Engaged Signature Work" programs that integrate student learning with complex community projects, providing students an opportunity to produce capstone work through sustained partnerships between students, faculty, and community partners. It defines the key ingredients of such programs as reciprocal relationships, community-defined projects connected to academic study, and mentoring relationships. The document then prompts groups to discuss what aspects of these programs they already have in place and what would need to be developed further.
Designing Effective and Measurable Student Learning OutcomesBonner Foundation
This document discusses designing effective and measurable student learning outcomes. It begins with an overview of the goals for the workshop, which are to help participants determine what needs to be assessed, why, and how outcomes translate to assessments. It then covers various topics around developing outcomes such as getting input from participants on their confidence levels, why outcomes and assessment are important, the importance of asking good questions, rigor in research, and using reflective practice. Key terms are defined and the document emphasizes starting with outcomes in mind and providing a process for developing outcomes that was used at IUPUI.
2015 New Director Orientation - Bonner Leader RecruitmentBonner Foundation
This document discusses financial aid and recruitment strategies for the Bonner Scholar and Leader programs. It covers the differences between Bonner Scholar and Leader financial aid, including that Bonner Leaders commit for 4 years and receive a work/service stipend but no summer funding. It recommends recruiting a class of at least 5 students that meets diversity goals and engaging current Bonners and a application process to replace any departing Bonners.
PolicyOptions.org Network- Planning Next Steps with Local Bureaus Bonner Foundation
This document outlines discussion topics for a fall directors meeting regarding ways to improve collaboration across a policy network. It suggests exploring opportunities to better support collaboration through issue briefs, news digests, training resources, and networking students, staff, and faculty. It also notes some challenges like identifying outside groups with policy questions and recruiting reviewers. The overall goal is to discuss strengthening collaboration and resources across the participating organizations.
Research Week 2014: SSHRC Part One: Opportunities, Timelines, and Writing Str...Wilfrid Laurier University
Delivered as part of research week 2014, this workshop walks researchers through SSHRC's opportunities, timelines and offers very useful writing tips and strategies
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Developing a vibrant research culture requires creating the right environments and engaging the community. It involves providing research facilities, organizing various events for discussions both formally and informally, getting the right people involved including students, faculty and staff, fostering the right attitudes of openness and sharing knowledge rather than having "lone ranger" mindsets, and creating opportunities for respectful debates and feedback.
National Fellow Cameos, Student Development, & Community PartnershipsBonner Foundation
Presentation from the 2015 Fall Bonner Directors' Meeting. This presentation include Cameos from National Bonner Fellows, and information shared at All Groups from Student Development and Community Partnerships.
Bonner Directors 2016 - Sharing to Sustain and Support Bonner Campus StaffBonner Foundation
This document outlines a staff development framework for Bonner National Fellows with the following purposes: gain information about how professionals value their work, develop strategies to support careers and plans, provide time for discussion of work challenges, and allow for renewal/reflection to prevent burnout. It divides professionals into brackets based on years of experience (0-5 years, 5-10 years, 10+ years) and identifies relevant skills, challenges, and training/development needs for each bracket. The document concludes by posing discussion topics for breakout groups according to experience level.
This document provides guidance on recruiting and funding Bonner Leaders. It discusses recruiting a diverse group of students committed to service who are eligible for Federal Work Study. Schools should collaborate with admissions to identify and recruit eligible candidates and align the application process. Recruitment materials should promote the Bonner Leader model of a 4-year commitment to service and learning through paid work. Funding for Bonner Leaders typically ranges from $2,500-$3,500 per student annually through Federal Work Study and sometimes scholarships.
Bonner Directors 2016 - Presentation of Learning CohortBonner Foundation
This document discusses senior presentations of learning (POLs) for Bonner Scholars. POLs allow seniors to reflect on their service experiences and articulate how participation in the Bonner Program has resulted in personal growth. The document provides examples of POL structures from different campuses and recommendations for guidelines, preparation and training, the presentation event, and reflection questions to help students with their POLs. It emphasizes that POLs should showcase student learning and community impact.
Jumlah kakitangan awam di Malaysia adalah yang tertinggi di dunia, yaitu sekitar 1,4 juta orang atau 10% dari total tenaga kerja di negara ini. Dokumen ini juga membahas tentang perilaku dan etika kerja bagi pegawai negeri, termasuk larangan terhadap aktivitas politik, pemberian dan penerimaan hadiah, serta kewajiban melaporkan harta dan hutang.
Cuong Duy Ngu is an electrical engineer and system administrator with 15 years of experience in electronic testing, computer repair, and system administration. He has a Bachelor's in Electrical Engineering and an Associate's in Electronic Engineering Technology. He is seeking a position utilizing his skills in electronic circuit design, computer troubleshooting, server administration, and programming languages like C++ and VHDL. He is proficient in Microsoft Windows, servers, networking, and various testing equipment.
This document summarizes the results of a survey of over 4,000 Syrians regarding their views and priorities related to the ongoing conflict in Syria. Key findings include:
- The majority (74.9%) oppose the Syrian regime and support establishing a civil state.
- Respondents prioritized stopping the war and achieving peace, the victory of the revolution, and ensuring food and shelter.
- Most believe that no side is capable of outright military victory and that foreign fighters on both sides should be excluded from the conflict.
- Releasing detainees, lifting sieges on areas, and releasing kidnapped individuals were seen as essential to achieving a solution.
- Supporters of a civil state prioritized peace and political
This document discusses recent studies using mass spectrometry-based phosphoproteomics to analyze phosphorylation of voltage-gated sodium and potassium channels in mammalian brain. It finds:
1) These techniques have revealed extensive multisite phosphorylation on both sodium and potassium channel subunits, challenging earlier views of limited phosphorylation.
2) Phosphorylation dynamically regulates the localization, activity, and expression of these ion channels, allowing neurons to control intrinsic excitability through phosphorylation of channel complexes.
3) Both antibody-dependent and antibody-independent approaches have been used to purify and identify phosphorylated peptides from the complex brain proteome.
The document discusses how a media product represents social groups through its characters. It introduces two main characters, a male and female, where initially the male seems dominant wearing a suit but by the end the female "comes out better". It aims to attract a wider female audience who make up 60% of viewers of the genre. While the male wears a suit suggesting middle-class status, the female wears a hoodie suggesting lower-class status, but their reactions in the same situation are analyzed differently. Facial expressions of the male character could suggest he thinks he is above and more intelligent than the other.
This document discusses a competition to win money for your business by introducing the most new members to The Online Sales Manager. It provides the website to find full details of the competition. The document also discusses customer retention strategies like engaging with customers, asking for referrals, adding value, rewarding loyalty, and prioritizing customer care over excuses. The "golden rules" emphasize the importance of customers feeling cared for and of aiming for repeat and increased business from existing clients.
The document discusses the technologies used to construct a media product. It describes learning Final Cut Pro for editing, which produced great results but was initially difficult to navigate. Mobile phones were helpful for planning and communication, as well as accessing media and YouTube. The internet was used for research on codes and conventions, tutorials, Facebook, and finding music and sound effects. Two cameras were used - a Canon D600 for most shots and a Panasonic Lumix for close-ups, as the Tamron lens on the Canon was not high quality enough for some shots.
The document summarizes an in-service for Project CARE tutors about electronic learning resources. It provides updates on program participation goals and tutor nominations for awards. It also lists upcoming training opportunities and electronic resources for tutoring English, ESL, math, and literacy. The in-service will be held on March 25 from 3-5 PM in room 237C and will feature presentations by Irina Cline and guest speaker Heidi Lundquist about using electronic resources like printable worksheets, Learning Express Library, and Reading Horizons in tutoring sessions.
Building Research Partnerships for Public Health ImpactDr. Ebele Mogo
How can collaborative research be used to drive social impact? A presentation as a panelist at the Society for Social Medicine's Early Career Researcher Workshop 2020
The document summarizes information about a Community Fund and proposes a Social Innovation Fund for Bonner Scholars. The Community Fund provides $50 per scholar each semester to support community programs, student projects, and training. It outlines a 4-stage process for funding: increasing awareness, completing proposals, selecting projects, and evaluating impact. The Social Innovation Fund would provide smaller initial grants for social innovation projects developed and led by scholars with community and faculty support. Feedback is requested on interest, guidelines, and staff support needed.
The document summarizes information about a Community Fund and proposes a Social Innovation Fund for Bonner Scholars. The Community Fund provides $50 per scholar each semester to support community programs, student projects, and training. It outlines a 4-stage process for funding: increasing awareness, completing proposals, selecting projects, and evaluating impact. The Social Innovation Fund would provide smaller initial grants for social innovation projects developed and led by scholars with community and faculty support. Feedback is requested on interest, guidelines, and staff support needed.
Overview of Bonner approach to community partnerships that are meaningful, developmental, and impactful shared at the 2018 New Bonner Directors and Coordinators Orientation.
Overview of the Bonner Foundation and Network's strategy for campus-wide engagement. Our goal is to build fully engaged campuses that support students, staff, and faculty to help contribute to more equitable communities. Prepared for the 2022 Bonner New Directors Meeting.
This document discusses strategies for creating a campus-wide center to promote community engagement across an institution. It addresses collaborating with various campus departments, developing community-engaged learning and faculty involvement, strategic planning, and operations. The center aims to link civic engagement to the curriculum, mobilize students, foster global and career opportunities, build inclusion, and institutionalize community engagement through communications, tracking, and assessing impact. Strategic goals and initiatives could include engaging stakeholders, linking the center's work to the institution's mission, and developing a 3-5 year written strategic plan with objectives and measures of success.
Converting research into advocacy from Ilm Ideas on Slide Shareilmideas
This document provides an overview of a workshop on converting research into advocacy. It includes information on advocacy strategies and formats, case studies, and exercises. Research tools used by grantees are summarized, including interviews, focus groups, and surveys. Key skills for using research for advocacy are identified, such as analyzing situations, identifying targets, and developing advocacy plans. Organizational capacity for research and advocacy is assessed. The purpose and definitions of advocacy are outlined. Steps for advocacy strategy formulation are presented, including selecting issues and understanding stakeholders. The document provides examples of advocacy at different levels from village to national.
The following resource was developed by RESYST for a research uptake workshop held in Kilifi, Kenya.
In this resource:
- Understand the importance of strategic planning for research uptake
- Familiarise key aspects of a research uptake strategy
- Develop research uptake objectives for your research group, project, hub or an event
- Identify key stakeholders using stakeholder analysis techniques
- Review communications channels, outputs and activities
- Explore indicators and tools for monitoring and evaluation
- Key questions to consider in a research uptake strategy
Find more: http://resyst.lshtm.ac.uk/resources/resource-bank-research-uptake
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
If you have some experience with global grants and a firm
grasp on the basics, this session is for you. Learn how to
take the next steps toward developing a quality global grant
project, including conducting needs assessments and
making sure your project aligns with the areas of focus goals.
If you have some experience with global grants and a firm
grasp on the basics, this session is for you. Learn how to
take the next steps toward developing a quality global grant
project, including conducting needs assessments and
making sure your project aligns with the areas of focus goals.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
IRTL Grants & Fellowships Workshop Series - Part 1: Introduction to Grants & Fellowships.
September 2014
Michigan State University - College of Education - Institute for Research on Teaching and Learning - Doctoral Student Research Support - Qiana Green
IRTL Grants & Fellowships Workshop Series - Part 1: Introduction to Grants & Fellowships.
September 2014
Michigan State University - College of Education - Institute for Research on Teaching and Learning - Doctoral Student Research Support - Megan Drangstveit
Context mapping policy influencing: a framework for action [compatibility mode]The Scinnovent Centre
This document outlines a framework for influencing policy change through research. It discusses four key components to consider: the political context, the evidence, links between stakeholders, and the external environment. For each component, it provides questions researchers should consider to understand the situation, actions they can take to influence policy, and recommendations on how to implement those actions, such as building relationships with policymakers, establishing credibility over time, and aligning research with international priorities. The overall goal is to provide guidance to researchers on strategically influencing policy through different approaches based on the issue context.
This document provides information about impact and career support for researchers. It discusses the importance of impact in securing government funding for bioscience research. It defines how research councils view impact and provides examples of impact pathways. The document encourages researchers to consider impact from the beginning of their research and describes various types of support available, including fellowships, networking opportunities, and programs to facilitate commercialization.
This document provides guidance on developing a knowledge mobilization plan. It defines knowledge mobilization and different related terms used across funding agencies. An effective plan must identify the research outcomes, target audiences and how they will be reached. It should also explain how impact will be evaluated over time. The plan requires determining appropriate knowledge products and resources like budgets, timelines, and ensuring open access of research outputs. Support services are available to help with workshops on clear writing, digital identity, and engaging events on social media. Developing a strong knowledge mobilization plan is important for sharing research broadly and creating real-world impact.
Professor Myra J. Tawfik, CIGI Senior Fellow, Professor of Law and Academic Director of the Law, Technology and Entrepreneurship Clinic at the University of Windsor to discuss basic principles of copyright law
This document provides an overview of research grant and expense management procedures. It outlines the objectives of research finance training and explains the need to comply with internal and external regulations. It describes eligible expense categories like compensation, travel, equipment and supplies. Guidelines are provided for completing expense forms, establishing accounts, and meeting timelines. Web resources with additional policies and procedures are also referenced. The overall aim is to help faculty understand rules for processing paperwork and expenses associated with research grants.
The document provides information about eligibility and the application process for NSERC Discovery Grants. It outlines who is eligible to apply, including faculty requirements. It also describes the review process, which involves external peer review, merit assessment by evaluation groups, and funding recommendations. The document provides tips for completing key parts of the application, such as the CCV, research proposal, budget, and relationship to other support. It aims to help applicants understand the requirements and successfully navigate the application process.
The document provides information about planning conferences and events, including funding and resources. It discusses SSHRC Connection Grants that provide $7,000-$25,000 for events and up to $50,000 for outreach activities. Applicants must have 50% matching funds and can get assistance from departments and faculties. Communications, Public Affairs and Marketing (CPAM) at Laurier offers various services to promote events through media outreach and publications.
Research Week 2014: Early Researcher Awards: Opportunity, Eligibility, Applic...Wilfrid Laurier University
The document provides information about the Early Researcher Awards (ERA) Program application process, including eligibility requirements, funding details, evaluation criteria, and deadlines. Promising early career researchers in Ontario can receive up to $100,000 over 5 years to build their research teams. The application deadline for Round 10 is August 11, 2014. The program aims to attract and retain top research talent in the province.
Research Week 2014: SSHRC Part Two: Interpreting Results, Adjudication Commit...Wilfrid Laurier University
Delivered as a part of Research Week 2014, this workshop introduces researchers to the SSHRC scorecard, categories of adjudication and feedback from members of previous adjudication committees.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. • What is community-university research?
• Why is this important to me (researcher)?
• What works when doing CBR?
• How do I connect with the community?
• How do I fund CBR?
Agenda
3. What is community engaged research?
• Community situated
• Participatory
• Action oriented
Goal: Research outcomes that address needs
identified by the community
Background
4. • Community situated - begins with a research topic of
practical relevance to the community (as opposed to
individual scholars) and is carried out in community
settings.
• Participatory - community members and researchers
equitably share control of the research agenda through
active and reciprocal involvement in the research design,
implementation and dissemination.
• Action-oriented - the process and results are useful to
community members in making positive social change and
to promote social equity.
Background
6. Why community engaged scholarship?
• Supporting the local community
• Academic research that is more reflective of
NGO budgetary concerns
• Supporting your program of research
• Peer-reviewed quality research using new data
sources and adaptable models
• Connecting with Tri-Council principles
• SSHRC is looking for fruitful engagement with
its partners in the academic, public, private
and not-for-profit sectors.
Why?
7. • Academic Excellence means the strict adherence to a
series of research rules that maintain standards of quality
• Community Relevance means the ability of research to
take on problems that require a solution
Why us?
8. Reflective Action (e.g. Lewin): Ongoing cycles of planning,
acting, & reflecting to imagine and pursue a new future
together that is not pre-determined by past
Social Justice (e.g. Friere): Linking research and
education, and conscientization in an emancipatory
framework that advocates for equitable access
Legitimizing community expertise (e.g. Indigenous self-
determination: People most affected by an issue gain
voice and choice that is expressed in their own terms,
motivating them to act
Approaches
10. • Responsive & open communication
• Evaluation committee approach
• Simplified, evaluative research
• Punctual delivery of outputs & products
• Availability for meetings, presentations, etc.
• Multiple final products (reports, summaries,
pamphlets, etc.)
What is expected
11. • Varying levels of
engagement
• Distracted points of
contact
• Frequent
staffing/admin/exec
turnover
• Communications
challenges
• Apathy from organization
(sometimes)
• Top-down support for
recruitment
What to expect
• Top-down support for
recruitment
• Access to
neutral/comfortable
research spaces
• Access to internal/private
documents & data
• Enthusiasm from
organization
(Sometimes)
• On-site support for data
collection/review, etc.
12. • Simple research methods: Surveys, Focus
Groups, Interviews, and Lit review
• Simple data analysis: Descriptives and
correlations (p>.05)
• Subcommittees: Avoid cat wrangling
• Paper-trails: Document processes for
repeatability, continuity
• Ethics: On your end; bolsters the validity of
the research in the partner’s eyes
• Plain language: Summaries should be made
that are digestible by all audiences
What works
13. How to engage communities
• Informal partnership – Leveraging existing relationships with
community leaders. I.E. Best friend’s uncle’s dogwalker’s
sister.
• Outreach – Making on-the-ground connections with community
groups and leaders through dissemination activities. I.E. Open
seminars, community meet-and-greets, newsletter
contributions.
• Engaging – Actively joining and/or contributing to community
groups. I.E. Joining executive boards, volunteering,
participating in meetings.
• Brokering – Making connections with the assistance of a third
party. I.E. Knowledge mobilization officer, existing centres
(CCRLA, SIRG, MCHL), public tendering systems.
How to connect
14.
15.
16.
17. • Partnership Development Grant
• To foster new research and/or related activities with new or
existing partners; and to design and test new partnership
approaches for research and/or related activities.
• $75,000 to $200,000 over one to three years
• Partnership Grant
• Support for new or existing formal partnerships for
initiatives that advance research, research training and/or
knowledge mobilization in the social sciences and
humanities.
• $500,000 to $2.5 million over four to seven years.
SSHRC Partnership Grants
18. • Partnership Development Grant
• November 2014
• Partnership Grant
Stage 1: Letter of Intent Up to $20,000
• February 2015
Stage 2: Formal Application (by invitation)
Deadlines
19. Matching Funds
Partnership Development Grant:
• Applicants must have matching
funds (cash and/or in-kind)
• No minimum
Partnership Grant:
• 35% matching funds from
sources other than SSHRC
21. • Supports:
• short-term targeted knowledge
mobilization activities (most often
conferences and workshops)
• outreach activities such as artistic
activities, development of interactive
technologies, media events,
adaptations, software etc…
• emphasis is on connecting Post-
secondary research and the community
SSHRC Connection Grant
22. • There are four adjudications per year
• December, March, June, September
Deadlines
23. Eligibility
• There are Individual and Institutional versions of the
Connection grant
• Researchers should submit the Individual version
(even if the event involves a large team)
• The focus should be on mobilizing Canadian research,
especially if the event is outside Canada
• Applicant must have a primary affiliation with a
Canadian PSE
• Grant funds must be administered by a Canadian PSE
• Co-applicants and collaborators do not need to be
Canadian nor affiliated with a PS institution
24. Value
• Connection grants range from $7,000 to $25,000 for
an event and up to $50,000 for an outreach activity
25. Matching Funds
• Applicants must have 50%
matching funds (cash and/or in-
kind, excluding registration fees for
event)
• For example, if you are requesting
$15,000 from SSHRC, you must
have $7,500 from elsewhere
• The matching funds cannot be
from another SSHRC grant
(although you may use SSHRC
funds for the event provided there
is no duplication of support)
26. Matching Funds cont…
• Applicants should approach their departments and
faculties for financial assistance
• Applicants may have funds from another grant (other
than SSHRC)
• Some examples of relevant in-kind contributions
include:
• Conference space
• Administrative support
• Technical support
• Communications and Knowledge Mobilization support