Implementation Grant Research Articles

Predictors and Level of Sustainability of Community Prevention Coalitions

After many years in which evaluations had generally not found the coalition approach to be effective, the community-coalition approach has recently been shown to produce a public health impact if best practices are utilized. The next challenge is to foster sustainability among coalitions in order to achieve long-term public health outcomes. This study examined the level of and predictors of sustainability among Communities That Care (CTC) sites in Pennsylvania. Board functioning and the funding of 110 CTC sites were assessed through the reports of board members, staff, and technical-assistance providers from 2003 through 2006; data were analyzed in 2007. Ninety percent of CTC coalitions continued after the 3-year initial funding period, with 3%-8% of sites terminating each year thereafter. Approximately two thirds of CTC sites continued to operate 4 years after the termination of the original 3-year implementation grant. Many of the sites attracted funding at a level equivalent to or greater than the initial grant. Overall coalition functioning, as reported by either board members or technical-assistance providers, along with planning for sustainability, predicted both survival and post-launch funding. Evidence suggests that board functioning predicts survival, at least in part independently of its influence on funding; and that planning for sustainability predicts sustainability, at least in part independently of overall coalition functioning.

Inquiry Learning and Technology

PT3 implementation grant funds have been used to restructure a teacher education program to meet the National Educational Technology Standards (NETS) defined by the International Society for Technology in Education (ISTE). The Brigham Young University PT3 implementation grant supported design teams of teacher education and content area faculty who enriched pre-service teacher education courses and K-12 curricula with inquiry-based technology integration. The teams modeled technology-enhanced instruction to pre-service teachers who then wrote similar lesson plans that they implemented during K-12 field experiences. Technology-enhanced unit plans written by pre-ser-vice teachers were coded to see which NETS were met. A correlation study was done to compare the innovation of the lessons and the NETS standards. The results of this study indicate that, when inquiry-based instruction is a focus of technology integration, learning is collaborative, student-centered, and develops critical thinking skills in students.

The use of implementation research networks on orphans and vulnerable children to encourage research–driven policies: the case of Botswana, South Africa and Zimbabwe

There is a growing need for applied social sciences research to provide scientific evidence for use in both policy and programme development in the health sector to match the strides made in clinical medicine over the past few decades. This article presents an account of the development, implementation and progress as well as lessons learnt to date from a 5-year programme for the care of orphans and vulnerable children (OVC) in Botswana, South Africa and Zimbabwe that began in 2002. The project is being conducted by the Social Aspects of HIV/AIDS Research Alliance (SAHARA) under the auspices of the Human Sciences Research Council (HSRC) of South Africa. The main objective of the project is to provide empirical evidence of the effectiveness of various OVC interventions with a view to identifying best practices for scaling-up in the Southern African region, which is most heavily burdened by the HIV/AIDS epidemic. The initiative, which is funded by the WK Kellogg Foundation, brought together six organizations in Botswana, South Africa and Zimbabwe, with the blessing of their respective governments – one national implementation grant maker to coordinate the delivery of various child, family and community-centred OVC interventions and one research organization in each country. The project is currently being implemented in various sites in each of the three countries. Some previously existing OVC interventions are being supported in a number of sites in each country, which are receiving process evaluations, while both qualitative and quantitative baseline studies have been completed in two new sites in each country. Newly developed interventions developed or described by the project that are felt to reflect a best practice approach will be implemented in these new sites and will be evaluated, using a summative evaluation approach in the next phase of the project, which is expected to last another 3–5 years. Although there have been many challenges experienced in the project, some excellent progress has also been accomplished, especially in terms of various research outputs that have been completed to date which lay a strong foundation for the next phase of the project beginning in 2006. These lessons, together with the implications for the use of implementation research networks to conduct multi-country and multi-site projects, and on OVC policy in particular, are discussed.

The impact of modeling technology integration on pre-service teachers’ technology confidence

THIS ARTICLE DESCRIBES the PT3 Implementation Grant at the University of Rhode Island’s School of Education and the impact it had on students’ confidence in using technology for teaching. The three-year project focused on working with faculty from the School of Education and the College of Arts and Sciences to integrate technology into their instruction and improve the supervision of pre-service teachers. The goal was to provide exemplary models of pedagogically sound technology use that were embedded in core teacher education courses, and not through a stand-alone “technology for teachers” course. A technology confidence survey was administered to students in the teacher education program at the end of each semester of the three-year project. Data from the survey were analyzed to look at change in attitudes over time as students progressed through the teacher education program. Results show a significant increase in students’ confidence in six areas of technology use in teaching, the majority of which were a focus of the project’s training and support of university instructors.

Integrating technology into field-based experiences: a model that fosters change

Project ImPACT is an implementation grant supported by the U.S. Department of Education Preparing Tomorrow’s Teachers to Use Technology initiative. The principal goal of this project, as with all PT 3 initiatives, is to develop new teachers who are capable of infusing technology into the curriculum to enhance student learning. With this result in mind, a model was developed to foster change in K-12 field sites that serve as training grounds for preservice teachers. The ISTE NETS essential conditions provided the framework on which this model was developed with emphasis on access, professional development, support, incentives, and assessment. In this article, we describe the development, implementation, and evaluation of a field-based technology integration model. The results suggest that the model was effective in increasing preservice teachers’ ability to integrate technologies into the curriculum in authentic teaching situations.

Integrating technology into field-based experiences: a model that fosters change

Project ImPACT is an implementation grant supported by the U.S. Department of Education Preparing Tomorrow’s Teachers to Use Technology initiative. The principal goal of this project, as with all PT3 initiatives, is to develop new teachers who are capable of infusing technology into the curriculum to enhance student learning. With this result in mind, a model was developed to foster change in K-12 field sites that serve as training grounds for preservice teachers. The ISTE NETS essential conditions provided the framework on which this model was developed with emphasis on access, professional development, support, incentives, and assessment. In this article, we describe the development, implementation, and evaluation of a field-based technology integration model. The results suggest that the model was effective in increasing preservice teachers’ ability to integrate technologies into the curriculum in authentic teaching situations.

At the Center or the Margin: Massachusetts' Experience under the School-to-Work Opportunities Act

Massachusetts was one of the first states to receive an implementation grant under the federal School-to-Work Opportunities Act. The authors explore the state's STW programs before, during, and since the period covered by the grant, highlighting local variations and the challenges posed by the shift of reform efforts toward standards and accountability. IN MASSACHUSETTS, the advent of school-to-work (STW) was met with great hope. At its most expansive, it was envisioned as a systemic effort that could reach all students by addressing a mix of skills -- academic and work-related -- that they would need for future success. As such, STW was seen by its proponents as a potential vehicle both for achieving education reform and for strengthening the preparation of the work force. Massachusetts in the early 1990s did, indeed, appear to be fertile ground for STW. Early programs had been developed and piloted here, and a good amount of the national thinking and research on school-to-work strategies had some kind of Massachusetts connection. A comprehensive education reform act that included elements consistent with STW was in the making. But in Massachusetts, as elsewhere, there were notable challenges to overcome if the broad STW vision was to be realized. Federal STW money was modest venture capital, and it would always be dwarfed by funding from other sources. And, at the outset, STW was considered by many within the education sector to be a narrowly focused effort, appropriate only for students who sought direct entry into the labor force following high school. Now that the federal School-to-Work Opportunities Act (STWOA) has sunsetted, what remains in Massachusetts of this potentially powerful initiative? And to what degree did STW really become an integral part of the overall school reform agenda? We believe that three elements needed to be in place for STW to be established as a central piece of school reform: 1) state policy and funding that supported STW activities, 2) an early and strong commitment to STW by local leadership, and 3) empowered local intermediary organizations that could pull schools and community partners together and could provide the staff capable of designing, launching, and expanding programs. So what happened? The experience in Massachusetts was mixed. From a state policy perspective, there were some major initiatives that helped develop STW and that still sustain significant levels of STW programming today. At the same time, there were shifts in the emphasis of state education policy that made it difficult to adopt STW as a key reform strategy at the local level. Still, some districts did embrace STW as a central piece of their reform efforts. But in most, a weak commitment and a shortage of staff meant that STW -- a challenge to implement anywhere -- typically remained at the margin and did not become the driving force behind broad changes in educational delivery that its proponents had hoped for. Fertile Ground The beginning of the school-to-work effort in Massachusetts can be traced perhaps as far back as the establishment of the Boston Compact in 1982. This was a historic agreement between leaders of Boston's business community and the school district. It established expectations for school improvement, coupled with employer pledges to provide part- time and summer job opportunities as well as priority hiring for Boston public school students and graduates. Implementation of the Compact's employment goals became a core function of Boston's Private Industry Council (PIC). Over time, the PIC and the Compact focused on creating internship experiences for young people, an effort that led to the nationally recognized ProTech model and had a significant influence on the design of programs funded by the STWOA. Meanwhile, by the early 1990s, education and business leaders throughout Massachusetts recognized the need to substantially reform public education -- both to improve academic outcomes for youths and to support the state's economic competitiveness. …

Developing an integrated Department of Pain and Palliative Medicine.

In 1996, the United Hospital Fund (UHF) awarded planning grants to 12 hospitals to analyze their needs, resources, capacities, and program development strategies. Beth Israel Medical Center in New York City was one of five programs to receive a further implementation grant from UHF in 1998 to continue their efforts.a The Department of Pain Medicine and Palliative Care (DPMPC) was established in 1997–1998 under the leadership of Russell Portenoy, M.D., a neurologist with expertise in pain management and palliative care. By drawing together the specialized care and resources involved in pain medicine, inpatient and outpatient palliative care, and hospice care, this department is the first of its kind to exist as an integrated department within a hospital system. As such, it provides one of the most comprehensive models for palliative medicine found in the United States. With its focus on multidisciplinary teamwork, symptom management, and pain control, and the integration of hospice into the practice of palliative medicine, Beth Israel Medical Center’s DPMPC brings together the benefits of expert medical practice and psychosocial care to patients and families in one comprehensive center. The DPMPC is one of three recipients of the American Hospital Association’s 2001 Circle of Life Award. In the following interview with Innovations Associate Editor Karen S. Heller, Ph.D., Dr. Portenoy speaks about the unique opportunity he has had to create an integrated department within the hospital institution. He discusses the strengths and successes of such a comprehensive and coordinated program, as well as the limitations and challenges that still lie ahead in the field of palliative care. This interview is excerpted from the thematic issue, “Institutionalizing Palliative Care,” Volume 3, Number 4, 2001 of the online journal Innovations in End-of-Life Care at .

Exploring Technology Integration in a Field-Based Teacher Education Program

The Learning and Integrating New Knowledge and Skills (LINKS) project is designed, to integrate established and emerging technologies into the teacher preparation curriculum at Texas Woman’s University. LINKS addresses the technology needs of preservice teachers by supporting their development as well as the associated development of their mentor teachers and university instructors. This approach is consistent with best practice, and the research conducted to evaluate the efficacy of project implementation within the preservice teacher population is discussed. The project, as well as the accompanying research, is supported by a U.S. Department of Education Preparing Tomorrow’s Teachers to Use Technology implementation grant.

Rural integrated systems in California: preparing for managed care.

The recent rapid growth of managed care has been largely an urban phenomenon. Given their narrow population and economic bases, many rural communities lack the volume necessary for the cost-effective management of health care, which is required under managed care systems. 1 As a res ult, providers in many rural areas are only peripherally influenced by recent changes in health care financing, and these providers continue to operate under fee-for-service or cost-based reimbursement systems. However, market forces and government initiatives, among other factors, are forcing change on the existing health care organization and financing systems in these communities. As both the public and private sectors shift to managed care and other strategies for controlling health care costs, many rural communities and providers are seeking to respond to this administrative and financial environment. Preserving local access to services and gaining control of local premium dollars are particularly important to rural communities, for both the health of their residents and for economic well-being. In response to this rapidly changing environment, the James Irvine Foundation launched a four-year, $6 million initiative in 1997. The goals of the Developing Rural Integrated Systems (DRIS) Initiative are to help rural California communities to better understand managed care and to spur the development of integrated, community-based health systems that can operate effectively in the changing managed care marketplace. The DRIS Model The DRIS Initiative is designed to support a community-based dialogue and planning process that engages various parties in the community and results in the creation of integrated health systems at each participating site. Under the DRIS Initiative, integration can occur at different levels of the health care system: clinical (the coordination of patient care services); functional (the coordination of key support or administrative functions); and/or financial (the sharing of capital, risks, and profits). The primary value of the DRIS Initiative is that it provides a structured framework for rural communities to examine their health care delivery systems. The framework involves three phases of activity, defined as follows. Phase I includes data collection and assessment, community education, formation of local community health councils, and selection of managed care functions. Phase II includes feasibility analysis of the selected func

98/03738 Chemical aspects of manufacture of reducing gases and synthesis gases during dry quenching of coke

Biomass contributes around 10–14% to global primary-energy input, but it is an inefficiently utilised resource, often exploited unsustainably. Close to source, the cost of useful energy in the form of lignocellulose is often competitive with fossil fuels. Wider commercial exploitation on a sustainable basis awaits the development of modern technology to enable biomass to compete with conventional energy carriers. This paper argues that electricity is the most logical initial target market for biomass energy and that emerging technologies offer good prospects for high-efficiency power plants with moderate investment costs. Successful development of such technology could make available substantial quantities of biomass power at a cost comparable with that of some fossil-based options and make a useful contribution to reducing carbon dioxide emissions.The Global Environment Facility of the World Bank is funding a commercial demonstration of a Biomass Integrated Gasification-Gas Turbine power plant in Brazil. Funding has being allocated in two tranches: a two-year development grant of US$ 7.7 million followed by an implementation grant of US$ 23 million. The organisation of the development phase is reviewed in this paper.

Biomass-energy overview in the context of Brazilian biomass-power demonstration

Biomass contributes around 10–14% to global primary-energy input, but it is an inefficiently utilised resource, often exploited unsustainably. Close to source, the cost of useful energy in the form of lignocellulose is often competitive with fossil fuels. Wider commercial exploitation on a sustainable basis awaits the development of modern technology to enable biomass to compete with conventional energy carriers. This paper argues that electricity is the most logical initial target market for biomass energy and that emerging technologies offer good prospects for high-efficiency power plants with moderate investment costs. Successful development of such technology could make available substantial quantities of biomass power at a cost comparable with that of some fossil-based options and make a useful contribution to reducing carbon dioxide emissions. The Global Environment Facility of the World Bank is funding a commercial demonstration of a Biomass Integrated Gasification-Gas Turbine power plant in Brazil. Funding has being allocated in two tranches: a two-year development grant of US$ 7.7 million followed by an implementation grant of US$ 23 million. The organisation of the development phase is reviewed in this paper.

The Upper Ohio Valley’s Industrial Heritage: The East Liverpool Museum of Ceramics

THE UPPER OHIO VALLEY’S INDUSTRIAL HERITAGE: THE EAST LIVERPOOL MUSEUM OF CERAMICS REGINA LEE BLASZCZYK From its headwaters in western Pennsylvania, the Ohio River snakes through a valley whose sublime beauty dazzled 18th-century fron­ tiersmen and whose abundance of natural resources inspired ambi­ tious 19th-century entrepreneurs. Today, the drive along the upper Ohio Valley is striking from another perspective: the landscape from Pittsburgh to Wheeling testifies to the desolation of deindustrializa­ tion. Once-bustling towns that drew their lifeblood from ready river transportation and from the region’s deposits of coal, iron, natural gas, and clay now stand in ghostly silence. From Midland to Bellaire, empty plants remind passersby of the formerly prosperous steel and glass industries. In East Liverpool, a small city 40 miles northwest of Pittsburgh, a lone early-20th-century bottle-shaped kiln attests to the city’s former standing as the ceramics manufacturing center of the United States (see fig. I). This kiln, a tiny monument to the city’s industrial past, once sat among dozens of nearly identical brick ovens that vented coal-black smoke into skies over East Liverpool. Now listed on the National Register of Historic Sites, the kiln is the property of the Ohio Historical Society (OHS), which opened the nearby East Liverpool Museum of Ceramics (ELMC) in 1980. Among OHS’s fifty or more holdings in 1992, ELMC was one of a handful to focus on the industrial history of the Buckeye State. Located in a restored post office building built in 1909, ELMC has two floors of exhibits open to the public five days a week, March through November, for the modest adult admission price of $3.00. The museum houses a reference collection, available to scholars by appointment, that consists of artifacts and manuscripts related to local institutions, individuals, and the pottery industry. Ms. Blaszczyk is a Ph.D. candidate and Hagley Fellow in the Department of History at the University of Delaware and was previously a museum specialist in the Depart­ ment of Social and Cultural History at the National Museum of American History. She is writing a dissertation on the U.S. ceramics and glass industries in the late 19th and 20th centuries.© 1992 by the Society for the History of Technology. All rights reserved. 0040-165X/92/3304-0007$01.00 788 The East Liverpool Museum of Ceramics 789 Fig. 1.—This pottery oven once stood among dozens in America’s “Crockery City.” Today, it is the only surviving bottle kiln in East Liverpool. (Photos by the author.) Now administered by OHS, the museum of ceramics was estab­ lished through thejoint efforts of local citizens and the state historical society. It was the brainchild of William H. Vodrey, a prominent East Liverpool attorney whose ancestors established one of the city’s pottery dynasties during the 19th century. Vodrey generously matched a $100,000 implementation grant from the National Endow­ ment for the Humanities, and OHS provided additional support to complete the $500,000 installation. By working with Vodrey and other local citizens to establish ELMC, administrators and curators at the Ohio Historical Society hoped to accomplish several goals. William C. Gates,Jr., former site director and curator in charge of the 1980 installation, recounted OHS’s objectives: curators hoped to exhibit the city’s social and industrial history, to collect and preserve artifacts and manuscripts relating to the local ceramics industry, to encourage community interest in urban studies, and to stimulate scholarly study of East Liverpool’s industrial past. Over the last decade, ELMC has succeeded in many of its goals. In publications, public programs, and support for scholars, this little museum’s efforts are exemplary. On the other hand, ELMC’s galleries, innovative for the late 1970s, should be updated to reflect recent historical research in social, business, urban, and technological history.1 ‘Telephone interview with William C. Gates, Jr., February 11, 1992. 790 Regina Lee Blaszczyk Although many small historical institutions cannot integrate origi­ nal scholarship into their exhibitions and programs because of time, budget, and staff restrictions, much of what went into ELMC’s exhibit script was based on primary research. A paucity of published mate­ rials about the industrialization...