Time Resource Partition Among Users in HetNet Using Reduced Power Subframe

2016 ◽  
Author(s):  
Ashok Parmar ◽  
Manish Panchal ◽  
Anurag Shrivastava
Keyword(s):  
Resource Partition ◽  
Time Resource

SAFER model: Strategic allocation of fundamental epidemic resources

2020 ◽  
Author(s):  
B W Weston ◽  
Z N Swingen ◽  
S Gramann ◽  
D Pojar
Keyword(s):  
Resource Allocation ◽  
Real Time ◽  
Community Based ◽  
Broad Distribution ◽  
Census Tracts ◽  
Milwaukee County ◽  
Strategic Allocation ◽  
Four Quadrant ◽  
Time Resource ◽  
Critical Resources

Abstract Background To describe the Strategic Allocation of Fundamental Epidemic Resources (SAFER) model as a method to inform equitable community distribution of critical resources and testing infrastructure. Methods The SAFER model incorporates a four-quadrant design to categorize a given community based on two scales: testing rate and positivity rate. Three models for stratifying testing rates and positivity rates were applied to census tracts in Milwaukee County, Wisconsin: using median values (MVs), cluster-based classification and goal-oriented values (GVs). Results Each of the three approaches had its strengths. MV stratification divided the categories most evenly across geography, aiding in assessing resource distribution in a fixed resource and testing capacity environment. The cluster-based stratification resulted in a less broad distribution but likely provides a truer distribution of communities. The GVs grouping displayed the least variation across communities, yet best highlighted our areas of need. Conclusions The SAFER model allowed the distribution of census tracts into categories to aid in informing resource and testing allocation. The MV stratification was found to be of most utility in our community for near real time resource allocation based on even distribution of census tracts. The GVs approach was found to better demonstrate areas of need.

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

‘You can’t just take bits of my story and put them into some play’: Ethical dramaturgy in the contemporary Australian performance climate

2020 ◽  
Vol 10 (1) ◽  
pp. 69-87 ◽  
Author(s):  
Shane Pike ◽  
Sasha Mackay ◽  
Michael Whelan ◽  
Bree Hadley ◽  
Kathryn Kelly
Keyword(s):  
Life Stories ◽  
Cultural Development ◽  
Relational Aesthetics ◽  
Community Arts ◽  
Operating Environment ◽  
New Ways Of Working ◽  
Current State ◽  
Effective Community ◽  
Time Resource

In Australia a vibrant tradition of participatory and often politically motivated performance work developed under the term ‘community arts and cultural development’ across the 1980s, 1990s and early 2000s. In this body of practice, considerations of ethics are articulated through process, practices and representation rather than content. Though effective, community arts as it developed in Australia is often time, resource and emotionally intensive for artists, community participants and audiences. In recent years, retraction of funding, as well as shifts in practice towards live art, performance art and relational aesthetics have reduced the resources available for these once prominent practices. Practitioners are confronting challenges and needing to develop new ways of working in an operating environment where long-term consultation is not necessarily possible or preferred by stakeholders. In this article, we reflect on the current state of play for practitioners seeking to develop ethical dramaturgy in performance works that collaborate with communities to tell life stories or represent participants’ lived experiences in Australia. Through examples from our own practice, as practice-led researchers, we consider how work in this sector is under strain and experiencing scarcity, precarity and an increasing lack of access to institutional resources that have historically enabled ethically rigorous dramaturgical practices. We aim, through this process, to rediscover and rearticulate an ethical dramaturgy for deployment in the Australian environment as it exists today.

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