Visioning change:Co-producing a model of involvement and engagement in research

The involvement of people living with dementia in research has traditionally been located in the realms of 'subject' or 'participant'. However, there has been an increase in demand for greater transparency by academic bidding teams (particularly within the UK) in demonstrating how people with a lived experience have been and will be involved in the research process. Located within the Economic and Social Research Council/National Institute for Health Research (ESRC/NIHR)-funded Neighbourhoods and Dementia Study (2014-2019), led by The University of Manchester (UK), this paper outlines the development of the CO-researcher INvolvement and Engagement in Dementia (COINED) Model, which was co-produced alongside three independent groups of people living with dementia: Open Doors, the Scottish Dementia Working Group and EDUCATE

Phase 2 Outreach Plan- Buffalo, NY ITS4US Deployment Project

693JJ321C000005The Buffalo NY ITS4US Deployment Project seeks to improve mobility to, from, and within the Buffalo Niagara Medical Campus by deploying new and advanced technologies with a focus on addressing existing mobility and accessibility challenges. Examples of the technologies to be deployed are electric and self-driving shuttles, a trip planning app that is customized for accessible travel, intersections that use tactile and mobile technologies to enable travelers with disabilities to navigate intersections, and Smart Infrastructure to support outdoor and indoor wayfinding. The deployment geography includes the 120-acre Medical Campus and surrounding neighborhoods with a focus on three nearby neighborhoods (Fruit Belt, Masten Park, and Allentown) with underserved populations (low income, vision loss, deaf or hard of hearing, physical disabilities (including wheeled mobility device users) and older adults). This document is the Outreach Plan for Phase 2 of the project, which identifies the outreach efforts this project will perform to promote and ensure stakeholder engagement

Phase 1 Outreach Plan- Buffalo, NY ITS4US Deployment Project

693JJ321C000005The Buffalo NY ITS4US Deployment Project seeks to improve mobility to, from, and within the Buffalo Niagara Medical Campus by deploying new and advanced technologies with a focus on addressing existing mobility and accessibility challenges. Examples of the technologies to be deployed are electric and self-driving shuttles, a trip planning app that is customized for accessible travel, intersections that use tactile and mobile technologies to enable travelers with disabilities to navigate intersections, and Smart Infrastructure to support outdoor and indoor wayfinding. The deployment geography includes the 120-acre Medical Campus and surrounding neighborhoods with a focus on three nearby neighborhoods (Fruit Belt, Masten Park, and Allentown) with underserved populations (low income, vision loss, deaf or hard of hearing, physical disabilities (including wheeled mobility device users) and older adults). This document is the Outreach Plan, which identifies the outreach efforts this pilot will perform to promote and ensure stakeholder engagement

ESL programs at U.S. community colleges: a multistate analysis of placement tests, course offerings, and course content

When U.S. English learners (ELs) attend college, they are more likely to enroll in 2‐year community colleges than in 4‐year colleges. Prior research points to the tension between English as a second language (ESL) programs providing support to ELs and lengthy ESL programs acting as barriers to ELs seeking access to mainstream college coursework. Nevertheless, community college ELs and ESL programs remain understudied. The researchers investigated community college ESL placement, course sequence length, and types of ESL courses offered across the United States by examining the 2017–2018 catalogs of community colleges in nine states. Two hundred seventy‐two community college catalogs were analyzed. Findings include that 81% of colleges reported offering some ESL‐specific coursework and that ESL course sequences varied on average from 2.3 to 4.7 semesters in length across states. For most states studied, ESL courses were solely structured around skills‐based instruction. Furthermore, although general English placement information was accessible and often standardized within states, ESL placement information was rarely available and sometimes out of date. Based on these findings, the authors recommend that community college ESL programs implement valid placement procedures, award college credit for ESL coursework, and streamline student access to discipline‐specific academic and vocational content.Accepted manuscrip

The Disability Travel Market-Diverse, Growing and Increasingly Mainstream

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