645,541 research outputs found

    Final Report from the Models for Change Evaluation

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    Note: This evaluation is accompanied by an evaluation of the National Campaign for this initiative as well as introduction to the evaluation effort by MacArthur's President, Julia Stasch, and a response to the evaluation from the program team. Access these related materials here (https://www.macfound.org/press/grantee-publications/evaluation-models-change-initiative).Models for Change is an initiative of The John D. and Catherine T. MacArthur Foundationto accelerate juvenile justice reforms and promote fairer, more effective, and more developmentally appropriate juvenile justice systems throughout the United States. Between 2004 and 2014, the Foundation invested more than $121 million in the initiative, intending to create sustainable and replicable models of systems reform.In June 2013, the Foundation partnered with Mathematica Policy Research and the University of Maryland to design and conduct a retrospective evaluation of Models for Change. The evaluation focused on the core state strategy, the action network strategy, and the national context in which Models for Change played out. This report is a digest and synthesis of several technical reports prepared as part of the evaluation

    On the Inequivalence of Renormalization and Self-Adjoint Extensions for Quantum Singular Interactions

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    A unified S-matrix framework of quantum singular interactions is presented for the comparison of self-adjoint extensions and physical renormalization. For the long-range conformal interaction the two methods are not equivalent, with renormalization acting as selector of a preferred extension and regulator of the unbounded Hamiltonian.Comment: 19 pages, including 2 figures. The title and abstract were changed to more accurately reflect the content. The text was rearranged into sections, with several equations and multiple paragraphs added for clarity; and a few typos were corrected. The central equations and concepts remain unchanged

    Better community engagement: a framework for learning

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    Because different needs and priorities call for different approaches, the document does not present a single curriculum. Instead it provides a statement of the purpose, elements and competences for community engagement practice that should enable training providers to develop their own curricula to address the needs of practitioners operating in different settings. We hope that this approach can make a significant contribution to establishing a range of learning opportunities that will deliver the best practice needed to deliver on policy commitments and to put communities first

    Formalising responsibility modelling for automatic analysis

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    Modelling the structure of social-technical systems as a basis for informing software system design is a difficult compromise. Formal methods struggle to capture the scale and complexity of the heterogeneous organisations that use technical systems. Conversely, informal approaches lack the rigour needed to inform the software design and construction process or enable automated analysis. We revisit the concept of responsibility modelling, which models social technical systems as a collection of actors who discharge their responsibilities, whilst using and producing resources in the process. Responsibility modelling is formalised as a structured approach for socio-technical system requirements specification and modelling, with well-defined semantics and support for automated structure and validity analysis. The effectiveness of the approach is demonstrated by two case studies of software engineering methodologies

    Inter-professional education and primary care : EFPC position paper

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    Inter-professional education (IPE) can support professionals in developing their ability to work collaboratively. This position paper from the European Forum for Primary Care considers the design and implementation of IPE within primary care. This paper is based on workshops and is an evidence review of good practice. Enablers of IPE programmes are involving patients in the design and delivery, providing a holistic focus, focussing on practical actions, deploying multi-modal learning formats and activities, including more than two professions, evaluating formative and summative aspects, and encouraging team-based working. Guidance for the successful implementation of IPE is set out with examples from qualifying and continuing professional development programmes

    Trojans in Early Design Steps—An Emerging Threat

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    Hardware Trojans inserted by malicious foundries during integrated circuit manufacturing have received substantial attention in recent years. In this paper, we focus on a different type of hardware Trojan threats: attacks in the early steps of design process. We show that third-party intellectual property cores and CAD tools constitute realistic attack surfaces and that even system specification can be targeted by adversaries. We discuss the devastating damage potential of such attacks, the applicable countermeasures against them and their deficiencies

    Assessing, recording and analysing learner progress and outcomes

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