Disseminating Research Information through Facebook and Twitter (DRIFT): presenting an evidence based framework

Background: The social media platform Facebook boasts over 1,284 million daily active users globally. It is also known that a large proportion of adults use the internet to seek health related information.Aim: to critically analyse the use of social media to engage parents of children with ADHD with clinical research findings.Methods: Observation and qualitative content analysis combined with Facebook insights was used to evaluate the levels of engagement and interaction with different types of research information.Results: Over 1100 people from 41 nations have engaged with the group. Sharing information through a range of Facebook functions was found to successfully achieve engagement and reach nationally and internationally for this demographic.Conclusion: Lay research users are eager to engage and understand clinical research and social media is an appropriate way to disseminate this. This article has proposed some methods and explanatory reasons for this phenomena.Implications for practice: It is known that social media can be used for effective communication. This article presents a much-needed evidence based framework that may be used by nursing and health researchers to successfully achieve this

La Fiesta! Para Hispanic / Latinx Heritage Month

Poster promoting La Fiesta Para Hispanic / Latinx Heritage Month, 2021

Boston Harbor Islands Renewables Planning Guide

This document presents a summary of findings and recommendations from a predevelopment study of the feasibility of establishing renewable energy power generation on several of the grid-tied Boston Harbor Islands. The scope of the study was to investigate the factors and issues associated with installing a mix of renewables — wind, solar, wave and tidal/current power generating facilities — with a combined output of between one and ten megawatts at sites on or around five of the Boston Harbor Islands. Four of these islands are presently grid-tied: Long Island, Moon Island, Spectacle Island, and Thompson Island. A fifth island, Peddocks Island, in the same region of the harbor as the other four, is included in the study because it is the site of the most significant visitor facility improvements planned for the park in the near future. As part of those plans, a utility connection to the mainland will provide the infrastructure to support those uses, including a grid connection. This Planning Guide presents information relevant to the development of grid-tied renewable energy facilities on the islands. It is the final product of a two-year predevelopment feasibility study which entailed information gathering, planning, analysis, and extensive and continuous discussions with officials and staff of local, state and federal government, industry representatives, harbor and island interest groups, and citizens of metropolitan Boston

The University of Maine Climate Action Plan

The University of Maine\u27s Climate Action Plan that focuses on climate protection through renewable energy, efficiency, and Innovatio

Environmental, social and governance disclosure, integrated reporting, and the accuracy of analyst forecasts

The International Integrated Reporting Council advocates that integrated reporting (IR) should become the worldwide norm for corporate reporting aimed at serving the needs of investors. Nonetheless, only in South Africa has IR been mandated. We study the impact of the reporting regime change in South Africa on analyst forecast accuracy over the period 2008 to 2012, as a way of evaluating users’ perceptions of the usefulness of IR. We theorise that any effects of IR will be greater the greater is the level of disclosures of environmental, social and governance performance. We find results consistent with those who support IR and our theory that the level of environmental, social and governance disclosures is a mediating variable in determining the effectiveness of IR. The results are driven by the levels of environmental disclosure and, to a lesser extent, governance disclosure. Our results provide some support for those who advocate the virtues of integrated reporting

Action research projects 2015-2016: Teachers’ reports - Boxgrove Alliance.

This year my Colleague, Dr Ana Cabral, and I from the University of Greenwich have had the privilege of working with a group of talented teachers from schools within the Alliance who were all interested to study their own practice in order to enrich the learning of the children they teach. Ana and I wanted to introduce the teachers to action research. The classic work by Carr and Kemmis (1986) describe action research as being about: • the improvement of practice; • the improvement of the understanding of practice; • the improvement of the situation in which the practice takes place. It was important to us that the teachers were systematic about the way they undertook their investigations. Teachers are busy people and the degree to which they applied the methodology varied. We discussed their aims – constructing research questions or identifying the problem they wished to solve. We worked on the best ways of collecting data to inform their actions and we talked about the ethical issues of being an ‘insider-researcher’ and how to address them. We met with the teachers at least three times during a term and on a number of occasions we went to schools or had telephones conversations when teachers were too busy to attend. The meetings with the teachers were fascinating. Research has informed us that the most effective forms of continuing professional development (CPD) (BERA/RSA 2014) involve: • the use of specialist advisors and external experts • collaborative enquiry and structured peer support • the opportunity to explore why things do and don’t ‘work’ • the exploration and challenging of teachers own beliefs and assumptions (p.25 – 27). ‘All the research indicates that enquiry-orientated learning is not a quick-fix, but needs to be a sustained over time to ensure that learning (for both teachers and pupils) actually takes place’. (BERA/RCA 2014: 26) In this document we provide the reports from the teachers that describe their work. They document the processes with which the teachers were engaged. In most cases teachers collected information from their own surveys or interviews and/or from reading literature in the area. They then describe the action they felt to be appropriate and conclude with a brief evaluation of the success of their projects. They all demonstrate the teachers’ hard work and determination. We would like to extend our thanks to all the teachers and the children involved. (Andrew Lambirth

A Collaborative Summit, Protecting Water Quality Through Actions on Urban-suburban Properties, February 13-14, 2013, Williamsburg, VA

The clock is ticking for local governments. Beginning in 2014, many local governments must plan, finance, and implement stormwater management/ pollutant reduction action plans that achieve a significant decrease in polluted stormwater runoff within the next 10 to 15 years. These plans are required to meet regulatory commitments associated with Virginia Stormwater Management Program and Municipal Separate Storm Sewer System (MS4) stormwater permits, Virgina’s Watershed Implementation Plan (WIP), and the Chesapeake Bay Total Maximum Daily Load (Bay TMDL) allocations. To achieve our water quality goals, we will need to take a coordinated, structured, and collaborative approach - coordinating across sectors and creating alignment in our policies, funding, and programs to achieve a Collective Impact.1 This will require not only a certain level of commitment from a diverse group of stakeholders, but also require a certain amount of trust. It will likewise require local, regional, state, and Bay-wide programs and efforts to align their programs to support share goal

Action research projects 2014-2015: Teachers’ reports - Royal Greenwich Teaching School Alliance (RGTSA)

This year my Colleague, Dr Ana Cabral, and I from the University of Greenwich have had the privilege of working with a group of talented teachers from schools within the Alliance who were all interested to study their own practice in order to enrich the learning of the children they teach. We worked with two core groups. One met at The John Roan School and the other at Thomas Tallis School. The John Roan group was coordinated by Paul Barber and the Tallis group by Andy Smythe. Andy’s group of teachers were interested in studying ways to enrich the teaching of science. The John Roan group were interested in enriching the teaching of literacy. Ana and I wanted to introduce the teachers to action research. The classic work by Carr and Kemmis (1986) describe action research as being about: • the improvement of practice; • the improvement of the understanding of practice; • the improvement of the situation in which the practice takes place. It was important to us that the teachers were systematic about the way they undertook their investigations. Teachers are busy people and the degree to which they applied the methodology varied. We discussed their aims – constructing research questions or identifying the problem they wished to solve. We worked on the best ways of collecting data to inform their actions and we talked about the ethical issues of being an ‘insider--‐researcher’ and how to address them. We met with the teachers at least three times during a term and on a number of occasions we went to schools or had telephone conversations when teachers were too busy to attend. The meetings with the teachers were fascinating. The combination of teachers from secondary and primary led to exciting and fruitful professional conversations. Everyone recognised how pedagogy associated with each phase challenged and enriched the other. In some cases, the teachers invited each other into their classes and team teaching took place as a result, bringing forth further rich professional discussions. Research has informed us that the most effective forms of continuing professional development (CPD) (BERA/RSA 2014) involve: • the use of specialist advisors and external experts • collaborative enquiry and structured peer support • the opportunity to explore why things do and don’t ‘work’ • the exploration and challenging of teachers own beliefs and assumptions (p.25 – 27). ‘All the research indicates that enquiry--‐orientated learning is not a quick--‐fix, but needs to be sustained over time to ensure that learning (for both teachers and pupils) actually takes place’. (BERA/RCA 2014: 26) The RGTSA wants to make this form of teacher-led inquiry part of the practice in their schools. We hope to continue with these powerful projects in the coming years. In this document we provide the reports from the teachers that describe their work. They document the processes with which the teachers were engaged. In most cases teachers collected information from their own surveys or interviews and/or from reading literature in the area. They then describe the action they felt to be appropriate and conclude with a brief evaluation of the success of their projects. They all demonstrate the teachers’ hard work and determination. We would like to extend our thanks to all the teachers and the children involved and especially to Paul Barber and Andy Smythe who helped facilitate the projects. (Andrew Lambirth

Action research projects 2015-2016: Teachers’ reports - Royal Greenwich Teaching School Alliance

This year, with my colleague, Dr Ana Cabral from the University of Greenwich I have had the privilege of working with a group of talented teachers and a Learning Support Assistant (LSA) from schools within the Alliance who were all interested to study their own practice in order to enrich the learning of the children they teach. Ana and I wanted to introduce the group to action research. The classic work by Carr and Kemmis (1986) describe action research as being about: • the improvement of practice; • the improvement of the understanding of practice; • the improvement of the situation in which the practice takes place. It was important to us that the teachers and LSAs were as systematic as possible about the way they undertook their investigations. Teachers and LSAs are busy people and the degree to which they applied the methodology varied. The group consisted of those from a range of academic backgrounds and experiences. We discussed their aims – constructing research questions or identifying the problem they wished to solve. We introduced literature that was relevant to the focus of their study. We worked on the best ways of collecting data to inform their actions and we talked about the ethical issues of being an ‘insider-researcher’ and how to address them. We met with the group at least three times during a term and on a number of occasions we went to schools or had telephones conversations when teachers were too busy to attend. The meetings with the teachers and LSAs were fascinating. The combination of staff from secondary and primary led to exciting and fruitful professional conversations. Everyone recognised how pedagogy associated with each phase challenged and enriched the other. In some cases, the teachers invited each other into their classes and team teaching took place as a result, bringing forth further rich professional discussions. Research has informed us that the most effective forms of continuing professional development (CPD) (BERA/RSA 2014) involve: • the use of specialist advisors and external experts • collaborative enquiry and structured peer support • the opportunity to explore why things do and don’t ‘work’ • the exploration and challenging of teachers own beliefs and assumptions (p.25 – 27). ‘All the research indicates that enquiry-orientated learning is not a quick-fix, but needs to be a sustained over time to ensure that learning (for both teachers and pupils) actually takes place’. (BERA/RCA 2014: 26) The RGTSA wants to make this form of teacher-led inquiry part of the practice in their schools. We hope to continue with these powerful projects in the coming years. In this document we provide the reports from the group that describe their work. They document the processes with which they were engaged. In most cases they collected information from their own surveys or interviews and/or from reading literature in the area. They then describe the action they felt to be appropriate and conclude with a brief evaluation of the success of their projects. They all demonstrate their hard work and determination. We would like to extend our thanks to all the teachers and LSAs and the children involved and especially to Jon Curtis-Brignell who helped facilitate the projects. (Andrew Lambirth