scholarly journals Rebuilding Greensburg, Kansas, as a Model Green Community: A Case Study; NREL's Technical Assistance to Greensburg, June 2007-May 2009 (Report and Appendices)

2009 ◽  
Author(s):  
L. Billman
Keyword(s):  
Technical Assistance

Sustainable Roadway Design and Construction in Federal Lands Highway Program

2012 ◽  
Vol 2271 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Stephen T. Muench ◽  
Amit Armstrong ◽  
Brian Allen
Keyword(s):  
Technical Assistance ◽  
Project Delivery ◽  
Bureau Of Indian Affairs ◽  
Department Of Agriculture ◽  
Federal Lands ◽  
Park Service ◽  
Sustainability Practices ◽  
Roadway Design ◽  
Design And Construction

The Federal Lands Highway (FLH) Program is a $1 billion annual program administered by FHWA. The program provides financial resources and technical assistance for public roads that give access to a variety of federal and Indian lands, including those administered by the National Park Service, U.S. Department of Agriculture Forest Service, U.S. Fish and Wildlife Service, and Bureau of Indian Affairs. Much of this work is dedicated to the design and construction of roadway projects, which must incorporate the strategic sustainability values of these agencies and FHWA. This paper identifies key FLH sustainability values and uses the Greenroads rating system taxonomy and Greenroads scores on seven case study projects to draw conclusions about FLH project-level sustainability practices. Findings are that (a) projects scored in the 21- to 26-point range and none achieved certification, (b) 14 identifiable sustainability practices are well integrated into project delivery, (c) 12 practices can be considered potential areas of improvement for little additional effort, and (d) 15 practices could be considered priorities based on FHWA and partner agency values.

scholarly journals Economic Engagement, Development, and Entrepreneurship: The Role of Applied Public Service Colleges

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Public Administration ◽  
Public Service ◽  
Technical Assistance ◽  
Public Affairs ◽  
Land Grant Universities ◽  
Unique Role ◽  
Partnership Model ◽  
Economic Engagement

This article investigates the unique role of applied public service colleges in engaging with communities through economic development and entrepreneurship-related activities. Schools of public administration, affairs, and service are often distinctively tasked with being public facing, connecting and working with outside agencies, nonprofits, and other stakeholders. Using a case study of Ohio University’s Voinovich School of Leadership and Public Affairs, which employs a public-private partnership model to find solutions to challenges facing communities, the economy, and the environment, the authors discuss the emerging engagement role of these schools using a typology of strategies brought forth by the Association of Public and Land Grant Universities. The authors outline seven specific programs run by the Voinovich School and discuss the activities, services, and intensity of each. As opposed to other forms of civic or community engagement, this article focuses primarily on economic engagement, such as technical assistance, business development, and related activities that drive regional and rural economic growth. Having a deeper comprehension of how such programs operate to enhance engagement and interaction between academics and outside stakeholders can be an important aspect of growing similar connections in other schools to further pursue regional connectivity and development.

Role of Socio-Technical Assistance (STA) in Private Housing Reconstruction for Vulnerable Community (A case study of Okhaldhunga District, Nepal)

2020 ◽  
Vol 3 (3) ◽  
pp. 106-114
Author(s):  
Tej Bahadur Karki ◽  
Rita Lamsal ◽  
Namita Poudel
Keyword(s):  
Technical Assistance ◽  
Economic Status ◽  
Single Women ◽  
Great Earthquake ◽  
Private Housing ◽  
Vulnerable Households ◽  
Housing Reconstruction ◽  
Almost All

Vulnerability is such stage when such people and group can be easily harmed physically or emotionally. They are always in risk in natural or man-made disaster so such people and groups should be cared and supported by all concerns. Great earthquake of August 2015, many old age people, poor, single women, child-headed family and disable family become vulnerable in earthquake affected districts of Nepal. So, Nepal Government had deployed the Socio-Technical Assistance (STA) team to support the vulnerable households. The main objective of this study was to identify the role of STA in private housing reconstruction of vulnerable household. The study was conducted in Okhaldhunga district among the 35 vulnerable households. The study was based on the mixed method so both quantitative and qualitative method was used to collect the data. The findings show that majority of ethnic group who were more than 70 years old were in urgent need of support who were fully supported by STA. almost all beneficiaries were happy with the support and behaviour of STA. economically, 44.1% household had spent more than 3 Lakh to build the house so they had to manage the additional amount. They had taken loan from relative and neighbor so Nepal Government should provide livelihood support to such household to improve their socio-economic status.

Teen Pregnancy Prevention Evaluation Technical Assistance: A Case Study

2020 ◽  
pp. 0193841X2097527
Author(s):  
Jean Knab ◽  
Russell Cole
Keyword(s):  
Sexual Behavior ◽  
Teen Pregnancy ◽  
Large Scale ◽  
Technical Assistance ◽  
Pregnancy Prevention ◽  
Lessons Learned ◽  
Teen Pregnancy Prevention ◽  
Important Lesson ◽  
Behavior Outcomes

Purpose: This case study discusses Mathematica’s experience providing large-scale evaluation technical assistance (ETA) to 65 grantees across two cohorts of Teen Pregnancy Prevention (TPP) Program grants. The grantees were required to conduct rigorous evaluations with specific evaluation benchmarks. This case study provides an overview of the TPP grant program, the evaluation requirements, the ETA provider, and other key stakeholders and the ETA provided to the grantees. Finally, it discusses the successes, challenges, and lessons learned from the effort. Conclusion: One important lesson learned is that there are two related evaluation features, strong counterfactuals and insufficient target sample sizes, that funders should attend to prior to selecting awardees because they are not easy to change through ETA. In addition, if focused on particular outcomes (for TPP, the goal was to improve sexual behavior outcomes), the funder should prioritize studies with an opportunity to observe differences in these outcomes across conditions; several TPP grantees served young populations, and sexual behavior outcomes were not observed or were rare, limiting the opportunity to observe impacts. Unless funders are attentive to weaning out evaluations with critical limitations during the funding process, requiring grantees to conduct impact evaluations supported by ETA might unintentionally foster internally valid, yet underpowered studies that show nonsignificant program impacts. The TPP funder was able to overcome some of the limitations of the grantee evaluations by funding additional evidence-building activities, including federally led evaluations and a large meta-analysis of the effort, as part of a broader learning agenda.

Evaluating Technical Assistance to State Agencies: The Case Study Perspective

2017 ◽  
Vol 39 (4) ◽  
pp. 19-22
Author(s):  
Anne Rogers Poliakoff ◽  
Keith M. Sturges
Keyword(s):  
Capacity Building ◽  
Technical Assistance ◽  
Comprehensive Evaluation ◽  
The United States ◽  
State Agencies ◽  
United States Department ◽  
Study Approach ◽  
State Education ◽  
Study Component

The United States Department of Education funds comprehensive centers to deliver technical assistance to state education agencies to strengthen their capacity to perform their responsibilities. One of these centers, the Appalachia Regional Comprehensive Center (ARCC), delivers technical assistance to agencies in four states. Annually, the ARCC conducts a comprehensive evaluation, into which a case study component was introduced in the third year. A multiple case study approach offered to enhance the evaluation's capacity to encompass and describe the complexity of the ARCC program. We identified one case initiative per agency, selecting those with the most potential to shed light on the practice of capacity building. Across the four cases, we eventually detected five issues: capacity building, staffing, communication, defining the work, and sustainability. Their identification enhanced our understanding of the ways that capacity building technical assistance (TA) operated in different contexts, enabling us to offer feedback to staff and leadership that could improve the design of TA.

Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

2018 ◽  
Vol 49 (4) ◽  
pp. 829-842 ◽  
Author(s):  
Stephanie Al Otaiba ◽  
Amy Gillespie Rouse ◽  
Kristi Baker
Keyword(s):  
Learning Disabilities ◽  
Professional Learning ◽  
Technical Assistance ◽  
Illustrative Case ◽  
Students With Learning Disabilities ◽  
Writing Interventions ◽  
Elementary Grade ◽  
Illustrative Case Study ◽  
Intensive Reading

PurposeThe purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs.MethodFirst, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review. Third, we describe evidence-based interventions, which are divided into predominantly reading or writing interventions. Fourth, we explain data-based individualization for these programs based on a taxonomy of intensity, and we provide an illustrative case study.ConclusionWe conclude by describing a set of links to websites and technical assistance resources that may be helpful for speech-language pathologists, teachers, and other interventionists to stay current with this research base and to lead professional learning communities.

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