29,068 research outputs found
Food & Business Global Challenges Programme GCP4 Midterm Workshop Report
This report summarizes the key highlights from the GCP4 Midterm Workshop and Public Dialogue on Scaling Climate-Smart Agriculture in East Africa held at the International Livestock Research Institute from June 12-14 2019, including a field trip held on June 15 2019. The workshop brought together 55 participants drawn from the eight GCP4 project teams, CCAFS, NWO and F&BKP. The public dialogue held on the afternoon of June 13 was attended by an additional 34 participants representing the private sector, research, non-governmental organizations, government and international development partners in Ethiopia. Finally, some of the participants visited the Iteya Agricultural Office and Kulumsa Agricultural Research Center on June 15 to learn about extension services, research and practice from rural agricultural centers in Ethiopia
Applying Community-Based Participatory Research Partnership Principles to Public Health Practice-Based Research Networks
With real-world relevance and translatability as important goals, applied methodological approaches have arisen along the
participatory continuum that value context and empower stakeholders to partner actively with academics throughout the
research process. Community-based participatory research (CBPR) provides the gold standard for equitable, partnered
research in traditional communities. Practice-based research networks (PBRNs) also have developed, coalescing communities
of practice and of academics to identify, study, and answer practice-relevant questions. To optimize PBRN potential for
expanding scientific knowledge, while bridging divides across knowledge production, dissemination, and implementation,
we elucidate how PBRN partnerships can be strengthened by applying CBPR principles to build and maintain research
collaboratives that empower practice partners. Examining the applicability of CBPR partnership principles to public health (PH)
PBRNs, we conclude that PH-PBRNs can serve as authentic, sustainable CBPR partnerships, ensuring the co-production of
new knowledge, while also improving and expanding the implementation and impact of research findings in real-world settings.ECU Open Access Publishing Support Fun
Air Force Institute of Technology Research Report 2007
This report summarizes the research activities of the Air Force Institute of Technologyâs Graduate School of Engineering and Management. It describes research interests and faculty expertise; lists student theses/dissertations; identifies research sponsors and contributions; and outlines the procedures for contacting the school. Included in the report are: faculty publications, conference presentations, consultations, and funded research projects. Research was conducted in the areas of Aeronautical and Astronautical Engineering, Electrical Engineering and Electro-Optics, Computer Engineering and Computer Science, Systems and Engineering Management, Operational Sciences, Mathematics, Statistics and Engineering Physics
Aligning systems science and community-based participatory research: A case example of the Community Health Advocacy and Research Alliance (CHARA).
Partnered research may help bridge the gap between research and practice. Community-based participatory research (CBPR) supports collaboration between scientific researchers and community members that is designed to improve capacity, enhance trust, and address health disparities. Systems science aims to understand the complex ways human-ecological coupled systems interact and apply knowledge to management practices. Although CBPR and systems science display complementary principles, only a few articles describe synergies between these 2 approaches. In this article, we explore opportunities to utilize concepts from systems science to understand the development, evolution, and sustainability of 1 CBPR partnership: The Community Health Advocacy and Research Alliance (CHARA). Systems science tools may help CHARA and other CBPR partnerships sustain their core identities while co-evolving in conjunction with individual members, community priorities, and a changing healthcare landscape. Our goal is to highlight CHARA as a case for applying the complementary approaches of CBPR and systems science to (1) improve academic/community partnership functioning and sustainability, (2) ensure that research addresses the priorities and needs of end users, and (3) support more timely application of scientific discoveries into routine practice
Finding the sweet spot: Network structures and processes for increased knowledge mobilization
The use of networks in public education is one of a number of knowledge mobilization (KMb) strategies utilized to promote evidence-based research into practice. However, challenges exist in the ability to effectively mobilizing knowledge through external partnership networks. The purpose of this paper is to further explore how networks work. Data was collected from virtual discussions for an interim report for a province-wide government initiative. A secondary analysis of the data was performed. The findings present network structures and processes that partners were engaged in when building a network within education. The implications of this study show that building a network for successful outcomes is complex and metaphorically similar to finding the âsweet spot.â It is challenging but networks that used strategies to align structures and processes proved to achieve more success in mobilizing research to practice
Air Force Institute of Technology Research Report 2011
This report summarizes the research activities of the Air Force Institute of Technologyâs Graduate School of Engineering and Management. It describes research interests and faculty expertise; lists student theses/dissertations; identifies research sponsors and contributions; and outlines the procedures for contacting the school. Included in the report are: faculty publications, conference presentations, consultations, and funded research projects. Research was conducted in the areas of Aeronautical and Astronautical Engineering, Electrical Engineering and Electro-Optics, Computer Engineering and Computer Science, Systems and Engineering Management, Operational Sciences, Mathematics, Statistics and Engineering Physics
Pediatric Emergency Care Research Networks: A Research Agenda
BackgroundPediatric emergency care research networks have evolved substantially over the past two decades. Some networks are specialized in specific areas (e.g., sedation, simulation) while others study a variety of medical and traumatic conditions. Given the increased collaboration between pediatric emergency research networks, the logical next step is the development of a research priorities agenda to guide global research in emergency medical services for children (EMSC).ObjectivesAn international group of pediatric emergency network research leaders was assembled to develop a list of research priorities for future collaborative endeavors within and between pediatric emergency research networks.MethodsBefore an inâperson meeting, we used a modified Delphi approach to achieve consensus around pediatric emergency research network topic priorities. Further discussions took place on May 15, 2018, in Indianapolis, Indiana, at the Academic Emergency Medicine (AEM) consensus conference âAligning the Pediatric Emergency Medicine Research Agenda to Reduce Health Outcome Gaps.â Here, a group of 40 organizers and participants met in a 90âminute âbreakoutâ session to review and further develop the initial priorities.ResultsWe reached consensus on five clinical research priorities that would benefit from collaboration among the existing and future emergency networks focused on EMSC: sepsis, trauma, respiratory conditions, pharmacology of emergency conditions, and mental health emergencies. Furthermore, we identified nonclinical research priorities categorized under the domains of technology, knowledge translation, and organization/administration of pediatric emergency care.ConclusionThe identification of pediatric emergency care network research priorities within the domains of clinical care, technology, knowledge translation and organization/administration of EMSC will facilitate and help focus collaborative research within and among research networks globally. Engagement of essential stakeholders including EMSC researchers, policy makers, patients, and their caregivers will stimulate advances in the delivery of emergency care to children around the globe.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/147119/1/acem13656.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/147119/2/acem13656_am.pd
Panel: Influencing Culture and Curriculum Via Revolution
The goal of this panel session is to introduce audience members to the challenges and successes of significant cultural and curricular change as enacted by awardees in the NSF program Revolutionizing Engineering and Computer Science Departments (RED). This panel will explore how organizations go about the process of cultural investigation and how they embark on culture change, using RED awardees of 2016 as the featured panelists (the second cohort). These teams are engaged in high-risk, high-trust-required activities focused on both the organizational and operational structure of their departments, and on re-envisioning engineering and computer science curricula to create professionals able to solve 21st century problems. A panel session allows the wider community to peek into these projects to see from the inside what\u27s happening, even if only a bit. This paper captures short narratives on different themes of interest, developed by the individual teams and aggregated here as a first glimpse into the operations, challenges, and successes of these projects
Innovative learning in action (ILIA) issue four: New academics engaging with action research
This edition of ILIA showcases four papers which were originally submitted as action research projects on the
Postgraduate Certificate in Higher Education Practice and Research programme. Within the programme we offer an environment where participants can explore their unique teaching situations â not to produce all-encompassing
approaches to Higher Education (HE) practice but to develop
an ongoing dialogue about the act of teaching.
In effect, there are no generalisable âbestâ methods of teaching because they never work as well as âlocally
produced practice in actionâ (Kincheloe, 2003:15). Thus rather than providing short term âsurvival kitsâ the programme offers new HE teachers a âframeâ for examining their own and their colleaguesâ teaching alongside questioning educational purpose and values in the pursuit of pedagogical improvement.
This âframeâ is action research which Ebbutt (1985:156) describes as: âŠThe systematic study of attempts to
change and improve educational practice by groups of participants by means of their own practical actions
and by means of their own reflections upon the effects of their actions⊠We promote âpractitioner-researchâ or
âteacher-researchâ as a way of facilitating professional development for new HE teachers, promoting change and giving a voice to their developing personal and professional knowledge.
Teachers as researchers embark upon an action orientated, iterative and collaborative process to interrogate their
own practices, question their own assumptions, attitudes, values and beliefs in order to better understand, influence and enrich the context of their own situations.
The action researcher assumes that practitioners are knowledgeable about their own teaching situations and the
fact that they are âin-situâ and not at âarms lengthâ as the value-neutral, âscientificâ researcher is often claimed to be, does not invalidate their knowledge.
Thus, practitioners are capable of analysing their own actions within a âreflective practitionerâ modus operandi.
Action research is on-going in conception and well suited to examining the ever-changing and increasingly complex HE practice environment. Findings from action research are always subject to revision since it intrinsically acknowledges the need to constantly revisit widely diverse
teaching situations and scenarios across everyday HE practice. Teaching is not predictable and constant, it always occurs in a contemporary microcosm of uncertainty. Action research provides an analytical framework for new HE
teachers to begin to engage with this unpredictability on a continuing basis, that is its purpose and also its perennial challenge.
The papers presented here describe how four relatively new HE teachers have begun to address the challenge of
improving their practice within their locally based settings utilising the action research âparadigmâ
Annual Report Of Research and Creative Productions by Faculty and Staff, January to December, 2014
Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 2014
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