Addressing the needs of the children’s integrated workforce: A method for developing collaborative practice through joint learning

The delivery of welfare, health and educational provision to the majority of children aged 0–18 in England is primarily led by local authorities via their children’s integrated service. In 2004 the children’s integrated service model was launched and it promised the benefits of an integrated and collaborative system of working, regarding flexibility and responsiveness to national policy, local development and capacity building (Robinson et al, 2008). However, the implementation and emergence of this model has been characterised by competing local and national agendas, practitioner misunderstanding and lack of trust, a lack of strong leadership and also financial restrictions. It can therefore be contended that conceptually children’s integrated services are not operating fully with a collaborative and integrated workforce. As a possible solution to the current situation, it is proposed that joint learning, along with a combined continual professional development (CPD) framework, be made available as a valuable starting point for such organisations. Learning and working together has benefits for children and practitioners, and especially, as this article will argue, for playwork practitioners

Mechanistic-Empirical Pavement Design Guide: Technical Report

With the release of the new Mechanistic-Empirical Pavement Design Guide (MEPDG), pavement design has taken a “quantum” leap forward. The current 1993 design guide is solidly based on the empirical interpretation of the results of the 1960 American Association of State Highway and Transportation Officials (AASHTO) Road Test. This report seeks to outline the technical aspects of the new MEPDG. Full detail is essentially impossible and impractical, since the release of the MEPDG was accompanied by eighteen volumes of technical justification and background. Consequently, this report seeks only to provide a potential user with a practical understanding of the workings of the new guide, with only sufficient technical depth to aid in understanding

Implementing the Mechanistic-Empirical Pavement Design Guide: Implementation Plan

The current 1993 American Association of State Highway and Transportation Officials (AASHTO) Pavement Design Guide is based on the empirical interpretation of the results of the 1960 AASHTO Road Test. With the release of the new Mechanistic-Empirical (M-E) Pavement Design Guide, pavement design has taken a “quantum” leap forward. In order to effectively and efficiently transition to the M-E Pavement Design Guide, state DOTs need a detailed implementation and training strategy. This document is a plan for the M-E Pavement Design Guide to be implemented in Iowa

Guidance for Improving Foundation Layers to Increase Pavement Performance on Local Roads

This document is the second of two deliverables for the project Optimizing Pavement Base, Subbase, and Subgrade Layers for Cost and Performance on Local Roads (TR-640). The first deliverable is the 454-page Final Field Data Report. The field data report describes test results and comparative analysis from 16 different portland cement concrete (PCC) pavement sites on local city and county roads in Iowa. At each site the surface conditions of the pavement (i.e., crack survey) and foundation layer strength, stiffness, and hydraulic conductivity properties were documented. The field test results were used to calculate in situ parameters used in pavement design methodologies for AASHTO (1993) and Iowa’s Statewide Urban Design and Specifications (SUDAS). Overall, the results of the study demonstrate how in situ and lab testing can be used to assess the support conditions and design values for pavement foundation layers and how the measurements compare to the assumed design values. This guide summarizes the study results and outlines general guidelines for applying them to optimize pavement bases, subbases, and subgrade layers of local roads with PCC pavements and thus their performance

Fly Ash Soil Stabilization for Non-Uniform Subgrade Soils, Volume II: Influence of Subgrade Non-Uniformity on PCC Pavement Performance

To provide insight into subgrade non-uniformity and its effects on pavement performance, this study investigated the influence of non-uniform subgrade support on pavement responses (stress and deflection) that affect pavement performance. Several reconstructed PCC pavement projects in Iowa were studied to document and evaluate the influence of subgrade/subbase non-uniformity on pavement performance. In situ field tests were performed at 12 sites to determine the subgrade/subbase engineering properties and develop a database of engineering parameter values for statistical and numerical analysis. Results of stiffness, moisture and density, strength, and soil classification were used to determine the spatial variability of a given property. Natural subgrade soils, fly ash-stabilized subgrade, reclaimed hydrated fly ash subbase, and granular subbase were studied. The influence of the spatial variability of subgrade/subbase on pavement performance was then evaluated by modeling the elastic properties of the pavement and subgrade using the ISLAB2000 finite element analysis program. A major conclusion from this study is that non-uniform subgrade/subbase stiffness increases localized deflections and causes principal stress concentrations in the pavement, which can lead to fatigue cracking and other types of pavement distresses. Field data show that hydrated fly ash, self-cementing fly ash-stabilized subgrade, and granular subbases exhibit lower variability than natural subgrade soils. Pavement life should be increased through the use of more uniform subgrade support. Subgrade/subbase construction in the future should consider uniformity as a key to long-term pavement performance

Minnesota 4-H Retention Study Brief

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.While the Minnesota 4-H Club program has been growing over the last six years, over 25% of youth do not re-enroll annually. Wanting to know how 4-H could improve its member retention rate, the Minnesota 4-H Retention Study asked 4-H members who left the program why they decided to join, stay and ultimately leave 4-H

Guide for Roller-Compacted Concrete Pavements

Roller-compacted concrete (RCC) is an economical, fast-construction candidate for many pavement applications. It has traditionally been used for pavements carrying heavy loads in low-speed areas because of its relatively course surface. However, in recent years its use in commercial areas and for local streets and highways has been increasing. This guide provides owner-agencies, contractors, materials suppliers, and others with a thorough introduction to and updated review of RCC and its many paving applications. Based on current research and best practices, the guide describes RCC and how it works as a paving material, especially compared to concrete pavement, as well as its common used and its benefits and potential limitations compared to other paving materials. It provides detailed overviews of RCC properties and materials, mixture proportioning, structural design issues, and production and construction considerations, plus troubleshooting guidelines and an extensive reference list for more comprehensive information

Examining the Reasons and Relationships Between Why Youth Join, Stay in, and Leave 4-H

While the Minnesota 4-H Club program has grown over 29% in the last six years, annually over 25% of youth do not re-enroll. The Minnesota 4-H Retention Study asked youth who left the program why they decided to join, stay and ultimately leave 4-H. Data from 220 youth were examined to better understand the reasons for and relationship between youth joining and staying in 4-H and their reasons for leaving 4-H. Youth joined 4-H because they wanted to have fun, try new things, and participate in projects and fairs. Top reasons they stayed in 4-H were they liked being with other kids, had fun, and learned new things. Primary reasons youth left were they lost interest in 4-H or became involved in other activities. Examining the relationships revealed that paying particular attention to youth experiences in project learning and teaching, relationships with adults, and youth having fun will increase retention

Taking advantage of dissonance: a CPD framework

Purpose: To communicate the findings of an empirical research project based on a real world problem that involved the development of a Continuous Professional Development (CPD) framework for a children’s integrated service workforce. In addition, to give attention to the notion that children’s integrated services have not necessarily been viewed from the perspective of conflict management and that this has meant ensuing conflicts that characterise such organisations are more often than not ignored. Design/Methodology/Approach: A case study approach involving a mixed methodology consisting of semi-structured interviews for senior managers and service leads; a quantitative survey for frontline practitioners and focus groups for service users, carers and children. Findings: Rather than the service being fully integrated, services were aligned, and this was reflected in the conflict between professional cultures, reinforcing an ‘us and them’ culture. This culture had seemingly permeated all aspects of the organisation including the senior management team. It was also noted that certain systems and processes, as well as bureaucracy, within the service were seen as hindering integrated working and was in effect a catalyst for conflict. Originality/Value: Through the application of conflict management theory it will be illustrated how conflict could be used to effectively steer children integrated services towards creativity and productivity through an organisational wide framework that not only embraces dissonance, but also promotes a learning environment that takes advantage of such dissonance to incorporate a hybrid of professional practice and expertise

Developing a CPD Framework in a time of organizational cultural conflict

The need for continual organisational improvement is of critical importance for organisations like that of children’s integrated services where there is both a legal and moral authority to safeguard and promote the welfare of all children. However, the implementation of children’s integrated services since 2004 has produced a series of challenges in the forms of contextual barriers, changing political climates, organisational change and cultural issues (Robinson et al., 2008). A perennial challenge for children’s services has been the ability to meet the CPD needs of the various professions that constitute its workforce without seemingly destabilising the wider organisational norms and beliefs. This paper specifically focuses on the current development of a CPD framework for an entire children’s integrated workforce, and the impact the organisational culture, as well as the professional sub-cultures are having. Reference will be made to members of the workforce being cultural carriers and the role of leaders in relation to organisational change (Schein, 1993 and Lucas and Kline, 2008). In seeking to answer the real world problem of developing a CPD framework for multiple professions within a single organisation, the paper will identify the factors that need to be taken into account