Why Invest in Collaborative Leadership Development? Summary Report

The Casey Foundation values skillful leadership in creating sustained social change. The Foundation partnered with the University of Maryland, School of Public Policy in sculpting a new approach to match leadership ability with constructive results for children, families and communities -- a collaborative leadership style for complex social issues. Readers, especially other foundations and nonprofit investors, get a look at the findings, lessons learned and recommendations from three years of collaborative leadership capacity-building effort

Evaluation of the Community Leadership Project 2.0

Social Policy Research Associates (SPR), the contracted evaluator for CLP, began work partway through the first phase of CLP and has continued its role for CLP 2.0. SPR's overall goals for the evaluation are to: (1) inform improvements in CLP 2.0 implementation; (2) share lessons with the philanthropic field on effective capacity-building strategies for small organizations working in low-income communities and communities of color; and (3) assess the impact of CLP 2.0 on community grantees. This report focuses specifically on the launching of CLP 2.0 and on community grantees' characteristics and capacity levels at baseline

Agent and cyber-physical system based self-organizing and self-adaptive intelligent shopfloor

The increasing demand of customized production results in huge challenges to the traditional manufacturing systems. In order to allocate resources timely according to the production requirements and to reduce disturbances, a framework for the future intelligent shopfloor is proposed in this paper. The framework consists of three primary models, namely the model of smart machine agent, the self-organizing model, and the self-adaptive model. A cyber-physical system for manufacturing shopfloor based on the multiagent technology is developed to realize the above-mentioned function models. Gray relational analysis and the hierarchy conflict resolution methods were applied to achieve the self-organizing and self-adaptive capabilities, thereby improving the reconfigurability and responsiveness of the shopfloor. A prototype system is developed, which has the adequate flexibility and robustness to configure resources and to deal with disturbances effectively. This research provides a feasible method for designing an autonomous factory with exception-handling capabilities

Collaborative Crop Research Program

For over 30 years, The McKnight Foundation's Collaborative Crop Research Program (CCRP) has explored solutions for sustainable local food systems through agricultural research. The program grew out of the Foundation's Plant Biology Program, which was founded in 1983, and reflects the Foundation's long-time commitment to place-based grantmaking and learning from those working on the ground. In 2014, the Foundation engaged The Philanthropic Initiative (TPI) to develop a historic overview of the CCRP to capture its origins and evolution over the last 30 years. To develop this narrative, TPI interviewed past and current Board members, staff, consultants and grantees who had been involved at various stages in the lifespan of the program, and reviewed existing documents, reports and meeting notes.The report that follows is to serve as part of the "institutional memory" of The McKnight Foundation's Collaborative Crop Research Program. Its heavy reliance on individual recollections may detract from its precision, but such reflections bring to life the program's three decades of commitment, collaboration, and adaptation in an effort to contribute to a world where all have access to nutritious food that is sustainably produced by local people. While not an evaluative document, key moments of influence and impacts are noted along the way

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework