Top PDF Initial report on the active inclusion programme

Initial report on the active inclusion programme

Initial report on the active inclusion programme

Funding is essential in maintaining such projects. Initially more funding is required to ‘establish’ the project but on-going funding is then needed so that a facilitator is able to ensure that the process of referral, community engagement and communication can be maintained over time. With the success of the Active Inclusion Programme it would be advantageous to carry out more research in school/community projects of a similar style. If the findings from this project are replicated across other contexts than there are strong implications that this sort of school/community partnership should not be isolated to one or two schools but a mandated part of school and perhaps council or sports club funding.
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Initial Teacher Education for Inclusion Phase 1 and 2 Report: NCSE Research Report No. 26

Initial Teacher Education for Inclusion Phase 1 and 2 Report: NCSE Research Report No. 26

The process of longitudinal research is often referred to as a ‘journey’ (Saldana, 2003) in which it is recognised that researchers are likely to need to adjust to changing circumstances and developments as they may arise. For example, our intention was to obtain samples of data covering the range of ITE provision across Ireland that would be both manageable in terms of data analysis within the timescale and resources of the project, and sufficiently representative to enable us to draw reliable conclusions from our analysis. However, a significant process of change that is occurring concurrently with this research project, comprises the various mergers and formation of alliances developing at various rates between ITE providers across Ireland. This process adds a layer of complexity to the research, which inevitably requires the research team to engage with how this is impacting on teacher educators and their practices in relation to inclusive teaching. It is important to note how adjustments to the research process evolve, to make this explicit and to take this into account in framing and qualifying findings. A number of approaches to this task are reported in the literature (e.g. Koro-Ljungberg & Bussing, 2013) and particularly in relation to research on initial teacher education for inclusion (Young & Florian, 2013). At this stage, we would note that the longitudinal design of the project includes a likely element of methodological modification, which will be fully reported on at a later stage. The starting point for this project is the cohort of ITE students graduating in the summer of 2016, who were the first to complete the extended programmes. For this cohort, we analysed programme documentation; surveyed teacher educators; surveyed the students; interviewed a sample of students at case study sites; and interviewed a sample of their teacher educators. The student and staff interviews are mainly focused on a small number of ITE providers, nominated as case study sites. We initially planned to identify four case study sites, but took the decision to include five. This was to provide greater flexibility and a contingency in case of withdrawal, during a period of institutional mergers. Thus five ITE providers were selected, to represent a range of primary, post-primary, concurrent and consecutive programmes, in consultation with NCSE. We also aimed for a range of types of providers and a geographical spread. The identity of ITE Providers finally selected for case study remains confidential to the research team; their characteristics are summarised in Table 2.
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Summer Active Reading Programme : evaluation report and executive summary

Summer Active Reading Programme : evaluation report and executive summary

4.3 Outcomes Improvements in children ’s attitudes to learning were reported by the majority of volunteers and by evaluators observing the summer events. Most children in the pupil focus groups reported that participating in the Summer Active Reading programme had increased their engagement with, and enjoyment of, reading. One child remarked: ‘Diary of a Wimpy Kid changed my reading, I loved it. I used to hate reading, now I love it. I'm reading “ The Magical Detective ” now ’. He continued to talk in animated detail about the story and how much he liked it, noting:. ‘ I read some of it every day ’ . Some children shared the contents of the packs with other family members — either reading with parents/siblings or playing games together. There was variation across the schools in the extent to which children thought that participating in the Summer Active Reading programme had increased their enjoyment of reading. Some children — particularly those from a school where the pupils were already reasonably confident readers — reported that the programme had encouraged them to read a wider range of books, as well as those aimed at a higher ability. However, this was not the case for all children in the pupil focus groups, with pupils in one school reporting that the intervention had made no difference to their reading.
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Summer Active Reading Programme : evaluation report and executive summary

Summer Active Reading Programme : evaluation report and executive summary

4.3 Outcomes Improvements in children ’s attitudes to learning were reported by the majority of volunteers and by evaluators observing the summer events. Most children in the pupil focus groups reported that participating in the Summer Active Reading programme had increased their engagement with, and enjoyment of, reading. One child remarked: ‘Diary of a Wimpy Kid changed my reading, I loved it. I used to hate reading, now I love it. I'm reading “The Magical Detective” now’. He continued to talk in animated detail about the story and how much he liked it, noting:. ‘I read some of it every day’. Some children shared the contents of the packs with other family members —either reading with parents/siblings or playing games together. There was variation across the schools in the extent to which children thought that participating in the Summer Active Reading programme had increased their enjoyment of reading. Some children —particularly those from a school where the pupils were already reasonably confident readers —reported that the programme had encouraged them to read a wider range of books, as well as those aimed at a higher ability. However, this was not the case for all children in the pupil focus groups, with pupils in one school reporting that the intervention had made no difference to their reading.
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The European Arenas of Active Inclusion Policies

The European Arenas of Active Inclusion Policies

Against this backdrop, the second task of the report - that is assessing the new policy arena represented by the anti-poverty component of Europe2020 - relied, as mentioned, on preliminary research based on document analysis and the conduction of five interviews at the supranational level with institutional, social and political actors as well as experts. The launch of Europe 2020 has certainly represented discontinuity for supranational anti-poverty strategy in a number of respect: not only, as said above, because of the integration of social and anti- poverty policies in the overarching strategy for socio-economic coordination centred on the European Semester, but also for the setting of the first quantitative (anti-)poverty target coupled with the introduction of the Flagship “European Platform against Poverty and Social Exclusion”. Implementation is, however, crucial and even more so in the case of “soft”
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Tailoring the properties of (catalytically)-active inclusion bodies

Tailoring the properties of (catalytically)-active inclusion bodies

The generation of catalytically-active inclusion bod- ies (CatIBs) represents a recently developed, promising strategy for the solely biological production of carrier- free enzyme immobilizates. This strategy relies on the molecular biological fusion of a coiled-coil domain to target enzymes/proteins to induce the formation of intra- cellular aggregates (inclusion bodies, IBs) which retain a certain degree of activity. While this strategy has already been proven successful in multiple cases, the efficiency, the potential for optimization, and important CatIB properties like yield, activity, and morphology have not been investigated systematically. In this contribution, different optimization strategies, like linker deletion, C- versus N-terminal fusion, and the fusion of alternative aggregation-inducing tags have been evaluated. While linker deletion and C-terminal instead of N-terminal fusion successfully yielded CatIBs/FIBs for certain target proteins for which our initial N-terminal fusion strat- egy failed, the use of the 3HAMP coiled-coil domain as alternative aggregation-inducing tag resulted in CatIBs with superior activity and altered composition. Using conventional microscopy and scanning electron micros- copy, we provide evidence for the distinct morphology of 3HAMP-derived CatIBs. The latter appears moreover to be linked to their superior performance. Last but not least, we demonstrated that CatIB formation efficiency can be correlated to the solvent-accessible hydropho- bic surface area of the target enzyme, providing a struc- ture-based rationale for our strategy and opening up the possibility to predict its efficiency for any given target protein. In conclusion, we here provide evidence for the general applicability, predictability, and flexibility of the CatIB immobilization strategy, highlighting its applica- tion potential for synthetic chemistry and industry.
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Towards social inclusion PHYSICAL REHABILITATION PROGRAMME

Towards social inclusion PHYSICAL REHABILITATION PROGRAMME

The International Committee of the Red Cross (ICRC) is an impartial, neutral and independent organization whose exclusively humanitarian mission is to protect the lives and dignity of people affected by war and other violence and to assist those people. Physical rehabilitation is a way of helping restore disabled people’s dignity, by enabling them to regain their mobility and play an active role in their society.

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Women’s ski jumping and Olympic programme inclusion

Women’s ski jumping and Olympic programme inclusion

A twelve month subscription is £355 (public sector £255, overseas £375) for twelve issues and includes single user access to our online database. world online gambling law report You can now find in one place analysis of the key legal, financial and regulatory issues facing all those involved in online gambling and practical advice on how to address them. The monthly reports update an online archive, which is an invaluable research tool for all those involved in online gambling.

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Assessment of the implementation of the European Commission Recommendation on active inclusion:

Assessment of the implementation of the European Commission Recommendation on active inclusion:

, but not to the integrated comprehensive strategy”. The Lithuanian experts note that “Lithuania does not have any special integrated strategy assigned to implement the 2008 Recommendations on active inclusion. Each of the three strands of active inclusion was mentioned in one or another manner in the listed priority actions of both documents (i.e. the 2008-2010 National Report of Lithuania on Social Protection and Social Inclusion Strategies and the 2011 National Reform Programme). However, there are no ideas about their joint impact on the social and economic integration of disadvantaged people and their possible interrelationships, including synergies and trade-offs.” Likewise, the Portuguese expert assesses that “Portugal’s commitment towards the implementation of the principles embedded in the European Commission Recommendation on the active inclusion of people most excluded from the labour market has been translated into a set of measures and policy initiatives, rather than into an integrated comprehensive strategy”.
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Active inclusion of young people with disabilities or health problems

Active inclusion of young people with disabilities or health problems

Future policy directions and plans The social protection system in Finland is undergoing a thorough overhaul on the basis of the SATA programme (the Comprehensive Reform of Social Protection). The aim of the reform is to make it always profitable to accept a job offer, to reduce poverty, and to ensure an adequate basic income for everyone, regardless of their situation. These goals can best be realised by lengthening working careers and eliminating barriers to the employment of people with disabilities and partial work ability. People should enter working life earlier and retire later; they should fall ill or become disabled and be unemployed as rarely as possible; and those with partial working capacity should be employed. The SATA Committee underlines the importance of measures to encourage people to accept short-term and part-time jobs.
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Private Lessons between Social Inclusion and Active Citizenship

Private Lessons between Social Inclusion and Active Citizenship

This is the moral revealed by the phenomenon we are studying and which interests, most of all, middle to upper- middle class families. The contribution being presented here examines the results of a survey carried out in three Mediterranean countries: Cyprus, Greece and Italy, where the phenomenon emerges in different proportions. The research is aimed at understanding the reasons for private lessons from the points of view of both students and teachers. Private lessons are a social reply to the search for scholastic success by young people and a deterrent to those who might decide to quit school, if left without support. Our initial hypothesis is that private lessons, as such, represent a failure of the modern idea of democracy of education (Dewey, 1916) which should be confirmed in state schools through the realisation of equal opportunity and, consequently the inclusion of everyone, so that each person receives an education in values and the intellectual tools that permit the best exercise of active citizenship.
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A REVIEW OF THE DISABILITY ASSESSMENT SYSTEM IN ALBANIA UNITED NATIONS SUPPORT TO SOCIAL INCLUSION IN ALBANIA PROGRAMME REPORT

A REVIEW OF THE DISABILITY ASSESSMENT SYSTEM IN ALBANIA UNITED NATIONS SUPPORT TO SOCIAL INCLUSION IN ALBANIA PROGRAMME REPORT

On the other hand, due to amendments to Law on Social Insurance seem to create a situation with different impacts, regarding employed and self-employed individuals, leading to a disfavorable situation for the latter. Article 2 of law On Social Insurance establishes that mandatory social insurance provides for revenues for employed individuals, inter alia, the period of temporary disability, and labor invalidity and accidents at work. Whereas other economically active individuals, including employers and the self- employed are eligible to maternity, old age, disability and loss of family provider benefits. For self- employed individuals, social insurance does not cover them for temporary disability at the workplace or accidents at work. Hence, once such individual begins displaying signs of the disease which is included in the general medical criteria of assessment, and causes temporary disability, the calculation for the start of the period of invalidity becomes more difficult. This is the result of a condition established by the same law, and which is that an individual is not eligible to benefit from the disability scheme, prior
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Programme for International Student Assessment (pisa) 2003 : initial report on Scotland's performance in mathematics, science and reading

Programme for International Student Assessment (pisa) 2003 : initial report on Scotland's performance in mathematics, science and reading

gives results for Scotland and 29 OECD countries only. The UK and the partner countries are not included in this national report. Pencil and paper assessments were used to assess students, with two hours of assessment for each student. Various questions types were used, including multiple choice questions and questions requiring students to construct their answers. Each student’s particular assessment tasks were drawn from a total of six and a half hours of assessment items, with different students taking different combinations of items from this pool. This combination spanned all the topics being assessed in the 2003 survey, namely: mathematics, reading, science and problem solving. Students also completed a 30 minute questionnaire and senior teachers completed a questionnaire about their schools. Test sessions were supervised by external administrators in most countries, including Scotland.
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THE GLOBAL IMPACT OF OUR DIVERSITY & INCLUSION JOURNEY IMPACT DIVERSITY & INCLUSION 2013 DIVERSITY & INCLUSION REPORT

THE GLOBAL IMPACT OF OUR DIVERSITY & INCLUSION JOURNEY IMPACT DIVERSITY & INCLUSION 2013 DIVERSITY & INCLUSION REPORT

Walmart’s commitment to diversity and inclusion is deeply rooted in more than five decades of our rich history and culture. We strive to be a great place to work for all people. By embracing and leveraging the power of diversity in our associates and fostering an inclusive workplace, we maximize our talents, strengthen our customer relevance, and deliver innovative solutions to business challenges. One recent example is our “Welcome Home” commitment that promises a job to any honorably discharged U.S. veteran within his or her first 12 months off active duty. We will be able to provide jobs to an estimated 100,000 U.S. veterans over the next five years.
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Sports Inclusion Disability Programme

Sports Inclusion Disability Programme

(087) 9956387 Football For All Programme – Athy Town AFC Football for all Programme is a programme designed for children with disabilities. This is a pilot programme being delivered by FAI Development Officer with the hope that parents / volunteers will take ownership of the programme to make it sustainable.

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Digital Inclusion Programme Started. BL2a

Digital Inclusion Programme Started. BL2a

Page 4 connectivity does allow business to grow at faster rates than those who don’t make best use of this, and that educationally and socially life chances are improved. The need for much improved connectivity and performance is therefore one of the key drivers within the programme and the Council has started with plans to procure and start rollout as a matter of urgency. The potential of funding from BDUK will enable a significant improvement to the number of premises

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Volunteer Inclusion Programme. A Renaissance London publication

Volunteer Inclusion Programme. A Renaissance London publication

The volunteers also felt strongly that the objectives of the project had been met from their perspective and a large number of volunteers gave a high overall rating (74%). one volunteer gave the programme a “five star rating” with another stating that the programme was “great as it is” when asked how it could be improved. As well as 100% of volunteers saying they would be interested in volunteering again at the LAARC and within the Museum of London, the programme also saw many volunteers expressing a further interest in continuing to volunteer and in working in museums or archaeology in more general terms. In response to this, the ACos were proactive in identifying other museum volunteering opportunities for the VIP scheme participants.
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Initial Report of Findings

Initial Report of Findings

Preliminary Report The core mission of the New Jersey Schools Construction Corporation (SCC) is to build public schools in the state’s so-called Abbott districts in an efficient and cost- effective manner. An inquiry initiated on February 14, 2005 by the New Jersey Office of the Inspector General has revealed that the SCC as currently structured and constituted suffers from a wide range of internal weaknesses that not only threaten to defeat its core mission, but also make the agency vulnerable to mismanagement, fiscal malfeasance, conflicts of interest and waste, fraud and abuse of taxpayer dollars. The Office of the Inspector General is issuing this preliminary report of findings of structural deficiencies that exist within the SCC organization so that corrective action can be taken immediately and the building of schools can go forward with proper internal controls.
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INITIAL STAFF REPORT

INITIAL STAFF REPORT

3. Is the proposed amendment in the public interest? The amendment proposed by the CIC would facilitate the re-use of a former convent as a private school. The applicant states in its Planning Justification Report that the proposed use is consistent with the Purpose and Objectives of the NEPDA and the NEP, is consistent with the PPS and other provincial land use plans, has regard for the municipal official plan and zoning by-law, represents good planning and is in the public interest. Public interest is not defined in the NEP but is commonly understood to mean the welfare or well-being of the general public. A further consideration in the NEPDA is whether the application is “without merit, is frivolous or vexatious or is made only for the purposes of delay”. 4 These are legal terms but on their commonly understood meaning, NEC staff does not find that the application has been submitted for an improper purpose or to delay the planning process.
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Inclusion of road transport in the EU ETS. Some initial considerations

Inclusion of road transport in the EU ETS. Some initial considerations

By including road transport in the EU ETS (both by extending the current ETS to road transport or by implementing a closed RT ETS), support for maintaining and particularly increasing the targets for existing instruments may decrease. For example, carmakers may argue for not further tightening up the CO 2 standards for passenger cars, as ‘CO 2 emissions are dealt with in the ETS’. And not only at the European level, also at the national level pressure may emerge to lower the ambition levels of abatement policies for the road transport sector. Although it is very uncertain to what extent this pressure may emerge, it should be taken into account when considering the inclusion of road transport in the EU ETS. One consequence may be that a more stringent cap in the EU ETS is required in order to achieve the reduction targets set for the transport sector, which may result in (increasing) resistance from the current ETS sectors to include road transport in the scheme as well. The latter effect is mainly relevant for inclusion of road transport in the existing EU ETS. However, in case of a closed RT ETS there may be resistance from transport users against a more stringent cap, as they are confronted with higher fuel costs 9 .
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