Bridging the gap between methods research and the needs of policy makers: A review of the research priorities of the National Institute for Health and Clinical Excellence

Objectives: The aim of this study was to establish a list of priority topics for methods research to support decision making at the National Institute for Health and Clinical Excellence (NICE). Methods: Potential priorities for methods research topics were identified through a focused literature review, interviews, an email survey, a workshop and a Web-based feedback exercise. Participants were members of the NICE secretariat and its advisory bodies, representatives from academia, industry, and other organizations working closely with NICE. The Web exercise was open to anyone to complete but publicized among the above groups. Results: A list of potential topics was collated. Priorities for further research differed according to the type of respondent and the extent to which they work directly with NICE. Priorities emerging from the group closest to NICE included: methodology for indirect and mixed treatment comparisons; synthesis of qualitative evidence; research relating to the use of quality-adjusted life-years (QALYs) in decision making; methods and empirical research for establishing the cost-effectiveness threshold; and determining how data on the uncertainty of effectiveness and cost-effectiveness data should be taken into account in the decision-making process. Priorities emerging from the broadest group of respondents (through the Web exercise) included: methods for extrapolating beyond evidence observed in trials, methods for capturing benefits not included in the QALY and methods to assess when technologies should be recommended in the context of further evidence gathering. Conclusions: Consideration needs to be given to the needs of those who use the outputs of research for decision making when determining priorities for future methods research.NIHR Medical Research Council

A framework and tool to manage Cloud Computing service quality

Cloud Computing has generated considerable interest in both companies specialized in Information and Communication Technology and business context in general. The Sourcing Capability Maturity Model for service (e-SCM) is a capability model for offshore outsourcing services between clients and providers that offers appropriate strategies to enhance Cloud Computing implementation. It intends to achieve the required quality of service and develop an effective working relationship between clients and providers. Moreover, quality evaluation framework is a framework to control the quality of any product and/or process. It offers a tool support that can generate software artifacts to manage any type of product and service efficiently and effectively. Thus, the aim of this paper was to make this framework and tool support available to manage Cloud Computing service quality between clients and providers by means of e-SCM.Ministerio de Ciencia e Innovación TIN2013-46928-C3-3-RJunta de Andalucía TIC-578

The Role of Relapse Prevention and Goal Setting in Training Transfer Enhancement

This article reviews the effect of two post-training transfer interventions (relapse prevention [RP] and goal setting [GS]) on trainees’ ability to apply skills gained in a training context to the workplace. Through a review of post-training transfer interventions literature, the article identifies a number of key issues that remain unresolved or underexplored, for example, the inconsistent results on the impact of RP on transfer of training, the lack of agreement on which GS types are more efficient to improve transfer performance, the lack of clarity about the distinction between RP and GS, and the underlying process through which these two post-training transfer interventions influence transfer of training. We offer some recommendations to overcome these problems and also provide guidance for future research on transfer of training

Bridging the Data Divide: Understanding State Agency and University Research Partnerships within SLDS

This report examines this question through an analysis of state agency-university researcher partnerships that exist in State Longitudinal Data Systems (SLDS). Building state agency-university researcher partnerships is an important value of SLDS. To examine state agency-university researcher partnerships within SLDS, our analysis is guided by the following set of questions based on 71 interviews conducted with individuals most directly involved with SLDS efforts in Virginia, Maryland, Texas and Washington. The findings from this analysis suggest that each state’s SLDS organization and governance structure includes university partners in differing ways. In general, stronger partnership efforts are driven by legislative action or executive-level leadership. Regardless of structure, the operation of these partnerships is shaped by the agency’s previous experience and cultural norms surrounding the value and inclusion of university researchers

Dollars for Degrees: Structuring Post-Secondary Scholarships to Increase Student Success

This report explores how funders can structure their scholarship awards and provide access to key non-financial supports to improve post-secondary persistence and completion

More Efficient High Schools in Maine: Emerging Student-Centered Learning Communities

American K-12 public education all across the nation is at a difficult and critical crossroads. We are at a time when keen global competition underscores the need for exceptional performance in our primary and secondary schools. Yet, state and federal governments face unprecedented budget deficits and limited resources for the foreseeable future. Additionally, our schools are being called upon to do an even better job of preparing students for the 21st century. There is growing evidence that success in the 21st Century requires more than what has traditionally been the content of schooling. It requires more and different types of knowledge, skills, and learning. To help students acquire this knowledge base and skills, many educators and leaders are calling for transformative changes in our schools and changes in how we help students learn. This transformative change is called by many names: performance-based learning, standards-based learning, and student-centered learning. The Nellie Mae Education Foundation (NMEF) describes this transformation to more student-centered learning as the need for:... growing a greater variety of higher quality educational opportunities that enable all learners -- especially and essentially underserved learners -- to obtain the skills, knowledge and supports necessary to become civically engaged, economically self-sufficient lifelong learners. (2011) Can our schools be transformed to meet these challenges? More importantly, can they be high performing, efficient, and student-centered at the same time? To explore these questions, the Center for Education Policy, Applied Research, and Evaluation at the University of Southern Maine conducted a study in 2010-2011 of a sample of Maine high schools. Funded in part by the Nellie Mae Education Foundation, the study examined the degree to which these More Efficient high schools were also student-centered. In 2010, NMEF identified some of the key principles and attributes of studentcentered learning. The principles are that: Student-centered education systems provide all students equal access to the skills and knowledge needed for college and career readiness in today's world. Student-centered education systems align with current research on the learning process and motivation. Student-centered education systems focus on mastery of skills and knowledge. Student-centered education systems build student's identities through a positive culture with a foundation of strong relationships and high expectations. Student-centered education systems empower and support parents, teachers, administrators, and other community members to encourage and guide learners through their educational journey. The key attributes are that: Curriculum, instruction and assessment embrace the skills and knowledge needed for success. Community assets are harnessed to support and deepen learning experiences. Time is used flexibly and includes learning opportunities outside the traditional school day and year. Mastery-based strategies are employed to allow for pacing based on proficiency in skills and knowledge. The goal of the study reported here was to determine to what extent these principles and attributes may be found in the high schools. To that end, once a sample of More Efficient high schools was identified, the beliefs, strategies, and practices found in these schools were examined in light of the 2010 NMEF key principles and attributes

Bridging the Data Divide: Understanding State Agency and University Research Partnerships within SLDS

This report examines this question through an analysis of state agency-university researcher partnerships that exist in State Longitudinal Data Systems (SLDS). Building state agency-university researcher partnerships is an important value of SLDS. To examine state agency-university researcher partnerships within SLDS, our analysis is guided by the following set of questions based on 71 interviews conducted with individuals most directly involved with SLDS efforts in Virginia, Maryland, Texas and Washington. The findings from this analysis suggest that each state’s SLDS organization and governance structure includes university partners in differing ways. In general, stronger partnership efforts are driven by legislative action or executive-level leadership. Regardless of structure, the operation of these partnerships is shaped by the agency’s previous experience and cultural norms surrounding the value and inclusion of university researchers

Top down, bottom up structured programming and program structuring

New design and programming techniques for shuttle software. Based on previous Apollo experience, recommendations are made to apply top-down structured programming techniques to shuttle software. New software verification techniques for large software systems are recommended. HAL, the higher order language selected for the shuttle flight code, is discussed and found to be adequate for implementing these techniques. Recommendations are made to apply the workable combination of top-down, bottom-up methods in the management of shuttle software. Program structuring is discussed relevant to both programming and management techniques

SOAR (Support Office for Aerogeophysical Research) Annual Report 1994/1995

The Support Office for Aerogeophysical Research (SOAR) was a facility of the National Science Foundation's Office of Polar Programs whose mission is to make airborne geophysical observations available to the broad research community of geology, glaciology and other sciences. The central office of the SOAR facility is located in Austin, Texas within the University of Texas Institute for Geophysics. Other institutions with significant responsibilities are the Lamont­ Doherty Earth Observatory of Columbia University and the Geophysics Branch of the U.S . Geological Survey. This report summarizes the goals and accomplishments of the SOAR facility during 1994/1995 and plans for the next year.National Science Foundation's Office of Polar ProgramsInstitute for Geophysic