Action Research for ISEND: Guidance Resource and Templates Resource

Overview In 2022 the National Association for Special Educational Needs (nasen) launched the new ‘Universal SEND Services’ programme. Funded by the Department for Education (DfE) and running from 2022 until 2025, this important work includes various elements including this Action Research for ISEND project. What is Action Research for ISEND Action Research for inclusion and special educational needs and disabilities (ISEND) provides a methodology for schools/ FE colleges to develop a small-scale bespoke research project that clearly addresses an ISEND area for development. Action Research is generally understood to be a way for practitioners to engage in a ‘plan-act/observe-reflect’ research cycle. In this project, Action Research is set up as a two-stage cycle that also incorporates a study phase (i.e., a time for staff to engage with the freely available research evidence). For longer projects stage-two of the cycle can be repeated. To support with the process of thinking through the ethical implications of small-scale practitioner research, an ethics checklist and amendable proformas are provided in this guidance resource. How to use this Guidance Resource This guidance resource has been written for those taking part in the DfE funded, nasen, Action Research for ISEND project. It is also designed to be a freely available resource for any school/FE college who are interested in setting up their own Action Research for ISEND project. If you have any questions about the project, or Action Research for ISEND please feel free to contact the project lead ([email protected]). To develop your own Action Research for ISEND project it is recommended you follow the Action Research steps as set out in Table 1 (page 6) of this guidance resource. The overview provided in Table 1 is then expanded and additional detail provided on pages 7-15 of this guidance resource. The Appendices are there to support you through some of the specific elements of Action Research; for example, like researching your topic of interest. For your convenience, some of the Appendices are also made available as Word documents (see the Action Research for ISEND: Templates Resource)

Implementing organize your speech posted in social media to improve the students’ ability in public speaking

Most students have problems in doing public speaking. Those problems are mostly caused by minimum vocabulary, lack of chances, ideas and feeling afraid and shy to communicate. Besides, most of them have difficulties in managing speaking time and delivering the speech with appropriate content from opening, body and closing. To accommodate those problems, this research comes out with implementing organize your speech, the project two of Toastmasters International, as a guideline to improve the students’ ability in public speaking. This study aims to find out how organize your speech material posted through social media can improve students' ability in public speaking. The design of this study is classroom action research. The research subject is the third semester student of English Education Study Program taking the lecture of Speaking for Academic Purpose. After doing two cycles, the finding shows the that implementation of Organize Your Speech material could significantly improve students’ ability in organizing their speech. Social media, the place where they posted the performance influences their better way of presenting the speech in front of public. It means that posting the students’ performance on social media (as public places) help them perform with good organization, reduce the afraid and shy feeling

LEARNING STRATEGIES OF SUCCESSFUL EFL LANGUAGE LEARNER (A Case Study of One EFL Student with Emotional Impairment at SMP Negeri 14 Surakarta)

Wenefrida Gayuh Praduwidya. K2211091. LEARNING STRATEGIES OF SUCCESSFUL EFL LANGUAGE LEARNER(A Case Study of One EFL Student with Emotional Impairment at SMP Negeri 14 Surakarta) Thesis, English Education Department of Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. The objectives of this research are to find out problems faced by successful EFL learners with emotional impairment and to identify strategies they use. This research belongs to qualitative research with the type of case study. The research subject is one successful EFL student with emotional impairment from SMP Negeri 14 Surakarta. The sources of data come from the informant, teacher, the informant’s friends and sister. The techniques of data collecting are in-depth interview, observation and document analysis. Techniques used to reach the validity of the data are triangulation and member checking. The techniques of data analysis are data reduction, data display, conclusion drawing and verification. The result of the research shows that 3 main problems of the learner are on grammar, vocabulary and self confidence. The others are problems on pronunciation, speaker’s speaking rate, focusing when listening, spelling and learning facilities. The learner uses some effective strategies in order to overcome these problems and improve his skills. The types of the strategy are creating mental linkages, employing action, practicing, analyzing and reasoning, creating structure for input and output, guessing intelligently, overcoming limitations in speaking and writing, centering your learning, arranging and planning your learning, evaluating your learning, taking your emotional temperature, encouraging yourself, lowering your anxiety, asking questions, cooperating with others and empathizing with others. The conclusion of the research is although the learner has some emotional impairment that may impede him to attain learning achievements in the EFL context, he shows that he is able to overcome his problems through strategy uses and become a successful EFL learner. Keywords: case study, learning problem, learning strategy, language learning strategies,successful EFL learner, emotional impairmen

Tackling Environmental Threats with Grassroots Citizen Science

Air pollution, climate change, disease outbreaks and other threats have spurred a new form of public engagement with science and technology called environmental grassroots citizen science. Contrary to expert-led citizen science projects in which citizens collect scientific data for experts, these grassroots initiatives emanate from the bottom up, with citizens developing their own measurement tools and generating their own data, distinct from official institutional approaches. Environmental grassroots citizen science is markedly on the rise in Europe, where citizens demand policy action against air, traffic, and related forms of pollution. By taking science and technology into their own hands, citizens increase pressure on public authorities and scientists to ‘open up’ scientific research and environmental policymaking to society. Policymakers, scientists, businesses and other stakeholders are taking notice. Some experts express a willingness to work with these citizen scientists, while others raise concerns about the scientific quality of the data produced by citizens and the value these data have to those who set science policy, as most citizens lack formal scientific training. Grassroots citizen scientists in turn voice criticism of institutional science and its links with industry and government, arguing that such connections inhibit knowledge sharing and the development of a true participatory science culture. How then should we imagine environmental governance? What (if any) is the role of grassroots citizen science in this process? And how should governments and experts respond to citizen scientists and their demands? This research project seeks to develop answers to these questions in consultation with all concerned parties.This includes your. Your thoughts and suggestions will be shared with citizen scientists, decision makers, professional researchers, and others in a coordinated effort to identify and address the challenges and pitfalls of environmental governance

Research results of a new combined method in climate adaptation:storytelling in City Climate Scans

Cities are becoming increasingly vulnerable for climate change and there is an urgent need to become more resilient. This research involves the development of the City climate scan Rotterdam (September 2017) methodology to measure, map, scan and assess different parameters that together give insight in the vulnerability of urban areas and neighborhoods. The research at recent City climate scan / Sketch your city in April 2018 used storytelling and sketching1 as main method to connect stakeholders, motivate action, evoke recognition in a jointly formulated goal, such as taking climate action. The city climate scan also involved the development of a set of measurement tools that can be applied in different urban neighborhoods in a low-cost low-tech approach with teams of stakeholders and practitioners. The city climate scan method was tested in different cities around the globe (Rotterdam, Manila and Cebu) in groups of young professionals and stakeholders in rapid urban appraisals

The Membership Journey: Understanding and Boosting Membership Today

This is the final version. Available from the University of Sheffield via the link in this record.Membership is an important part of the working of a healthy democratic system. Yet in a world where individual and sporadic engagement is becoming the norm, membership of political organisations is increasingly unusual. • Membership organisations now regularly confront challenges in recruiting, activating and retaining members. • Membership can be usefully understood as a journey, not a series of disconnected stages. This journey is underpinned by three factors: 1) MOTIVATION 2) PROCESS 3) TRIGGER • By understanding these factors, organisations can better recruit, activate and retain members. • Organisations wishing to address membership challenges can take the following actions: * Understanding motivation: collect and communicate members’ reasons for joining; feedback members on the outcomes of their campaigning activity; target specific events around specific motivations; thank members for engaging and volunteering time * Understanding process: conduct mystery shopper exercises to see how easy it is to join and get involved with your organisation; install a direct debit system by default; share best practice in recruitment, retention and activation; offer lifetime membership; highlight motivations for joining and remaining in the party online * Understanding triggers: identify existing events, activities and catalysts for joining or taking action in an organisation, piggyback on external events and campaigns that might drive people to your organisation; orchestrate events that might cultivate engagement and boost membership; mainstream membership recruitment and engagement as a part of ongoing activities; ensure that triggers are the only cause of membership lossThis report was produced as part of a wider research project ‘Renewing Party Politics’ that is funded by the ESRC (Grant number: ES/N01667X/1)

PFAS and protecting your health

Presented on Tuesday, November 19, 2019.The November session of Grand Rounds, \u201cPFAS and Protecting Your Health,\u201d was viewed in 3 foreign countries and 41 states, the District of Columbia, and the US Virgin IslandsHuman exposure to PFAS (per- and polyfluoroalkyl substances) is a growing public health concern. PFAS are a large group of human-made chemicals that have been used in industry and consumer products worldwide since the 1950s. These chemicals are in food packaging and many other household products, and have been found in the air, soil, and water.Studies suggest that exposure to PFAS may adversely affect a woman\u2019s chance of getting pregnant and cholesterol levels and the risk of some forms of cancer. More research is needed to better understand the health effects of PFAS exposure.This session of Public Health Grand Rounds will address current research needs and the many unknowns about PFAS. Presenters will discuss Michigan\u2019s public health response efforts, a new CDC supported multi-site health study, and a community perspective on PFAS contamination.Presented by: Rachel Rogers, PhD, Environmental Health Scientist, Agency for Toxic Substances and Disease Registry, CDC, "The Science of PFAS: Knowns and Unknowns"; Alan Ducatman, MD, MS, Professor Emeritus, West Virginia University, "Human Health Effects of PFAS \u2013 The Intersection of Epidemiology and Community Concerns"] Steve Sliver, Executive Director, Michigan PFAS Action Response Team, Michigan Department of Environment, Great Lakes, and Energy ["How Michigan is Taking Action on PFAS"], Andrea Amico, Co-founder, Testing for Pease "PFAS Contamination: Community Perspective."Facilitated by: John Iskander, MD, MPH, Scientific Director, Public Health Grand Rounds; Phoebe Thorpe, MD, MPH, Deputy Scientific Director, Public Health Grand Rounds; Susan Laird, MSN, RN, Communications Director, Public Health Grand Rounds.Event id: 420726220191119-pfas-health.pdfThe Science of PFAS: Knowns and Unknowns [PDF version of the PowerPoint presentation by Rachel Rogers, p. 10-26] -- Human Health Effects of PFAS \u2013 The Intersection of Epidemiology and Community Concerns [PDF version of the PowerPoint presentation by Alan Ducatman, p. 27-49] -- How Michigan is Taking Action on PFAS [PDF version of the PowerPoint presentation by Steve Sliver, p. 50-64] -- PFAS Contamination: Community Perspective [PDF version of the PowerPoint presentation by Andrea Amico, p. 65-85].2019707

The Role of Transportation in Campus Emergency Planning, MTI Report 08-06

In 2005, Hurricane Katrina created the greatest natural disaster in American history. The states of Louisiana, Mississippi and Alabama sustained significant damage, including 31 colleges and universities. Other institutions of higher education, most notably Louisiana State University (LSU), became resources to the disaster area. This is just one of the many examples of disaster impacts on institutions of higher education. The Federal Department of Homeland Security, under Homeland Security Presidential Directive–5, requires all public agencies that want to receive federal preparedness assistance to comply with the National Incident Management System (NIMS), which includes the creation of an Emergency Operations Plan (EOP). Universities, which may be victims or resources during disasters, must write NIMS–compliant emergency plans. While most university emergency plans address public safety and logistics management, few adequately address the transportation aspects of disaster response and recovery. This MTI report describes the value of integrating transportation infrastructure into the campus emergency plan, including planning for helicopter operations. It offers a list of materials that can be used to educate and inform campus leadership on campus emergency impacts, including books about the Katrina response by LSU and Tulane Hospital, contained in the report´s bibliography. It provides a complete set of Emergency Operations Plan checklists and organization charts updated to acknowledge lessons learned from Katrina, 9/11 and other wide–scale emergencies. Campus emergency planners can quickly update their existing emergency management documents by integrating selected annexes and elements, or create new NIMS–compliant plans by adapting the complete set of annexes to their university´s structures

Smart Chart 3.0

Whether you are just starting the communications planning process, checking in on a communications campaign already in progress, or interested in reviewing an effort you have already executed, the Smart Chart 3.0TM will help you assess your strategic decisions to ensure that your communications strategy delivers high impact.Strategic communications decisions are the building blocks of any successful communications planning and implementation effort. When used correctly, this tool will create stronger outcomes and help you use resources more effectively

Developing research capabilities in FE lecturers through practitioner led action research

This is an ESCalate development project led by Ian Minty of the UHI Millennium Institute and completed in 2007. The main aim of this project was to help develop research skills in Further Education lecturers who are involved in both Further Education (FE) and Higher Education (HE) delivery by establishing a mainly online discussion group to support practitioners. Many staff within the colleges that form UHI now teach at both FE and HE level and are increasingly expected to engage with research. However, currently there are limited links between the more traditional research establishments and staff in the colleges. Traditionally, however, college staff have not engaged in research and have therefore not necessarily developed the required skills. This project's aim was to support the development of basic research skills for such staff through the planning and execution of a small-scale project that related to one aspect of the individual's teaching practice. Action research was chosen as a methodology since it is by definition small scale and rooted in practice. It includes a final report and separate appendice