{"component": "clause", "props": {"groups": [{"samples": [{"hash": "krUL3cXzc2i", "uri": "/contracts/krUL3cXzc2i#further-reading", "label": "Software License Agreement", "score": 19.0, "published": true}, {"hash": "auqvCpDAoIj", "uri": "/contracts/auqvCpDAoIj#further-reading", "label": "Software License Agreement", "score": 19.0, "published": true}], "snippet": "\u201cFile-Sharing Activity Part 1 of 2 - Security implications of using peer-to-peer file sharing software.\u201d May 20, 2002. \u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587.\u2587\u2587/\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587\u2587?\u2587\u2587=\u2587\u2587\u2587\u2587&\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587=\u2587.", "size": 2, "snippet_links": [{"key": "part-1", "type": "clause", "offset": [23, 29]}, {"key": "security-implications", "type": "clause", "offset": [37, 58]}, {"key": "file-sharing", "type": "clause", "offset": [81, 93]}], "hash": "4906c16ae5ccd24f48f659f11921ca0b", "id": 1}, {"samples": [{"hash": "f2zGUAkpXrN", "uri": "/contracts/f2zGUAkpXrN#further-reading", "label": "Parental Agreement for Online Learning Sessions", "score": 21.3757700205, "published": true}, {"hash": "f45EkOHjNeO", "uri": "/contracts/f45EkOHjNeO#further-reading", "label": "Parental Agreement for Video Conference Sessions", "score": 21.3470225873, "published": true}], "snippet": "The NSPCC have a huge amount of excellent materials to support parents with keeping children safe online.", "size": 2, "snippet_links": [], "hash": "cd8eb848796eb47fce9445d119436030", "id": 2}, {"samples": [{"hash": "5qXgUCYCXos", "uri": "/contracts/5qXgUCYCXos#further-reading", "label": "Grant Agreement", "score": 34.9617872667, "published": true}, {"hash": "d9U5ibetP0X", "uri": "/contracts/d9U5ibetP0X#further-reading", "label": "Grant Agreement", "score": 34.5773431975, "published": true}], "snippet": "Each module and teaching unit contains a list of further recommended reading as well as resources quoted. We hope that this handbook will be a useful and inspiring tool to accompany youth workers in their daily activities with young people. Please do not hesitate to send us your feedback and suggestions via \u2587\u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587/genzeuproject Enjoy reading and good luck! Sustainable development is one of the main topics that concern states, countries, communities, and people. The causes of climate change, such as the continuous emission of greenhouse gases, have led to many effects, such as the depletion of natural resources and habitats. In a sustainable community, the natural resources are not decreasing, but they are reused for the needs of the present without wasting their availability for future needs. Hence, the need to move towards a more sustainable living and mindset is more essential than ever. In this module, the learners will have the opportunity to go through the most fundamental terms of sustainable development. Additionally, the causes and effects of climate change will be presented with the aim to raise environmental awareness and how human activity can be the one harming the environment but at the same time the one that can actually save it. \u2022 To define sustainable development \u2022 To know the history of sustainable development \u2022 To define climate change \u2022 To understand the causes and effects of climate change \u2022 To understand the consequences of climate change \u2022 To know good practices in sustainable living \u2022 To understand human activities as contributors to climate change \u2022 To understand human activities as a solution to mitigate the climate crisis \u2022 To describe world environmental issues \u2022 To explain the consequences of climate change \u2022 To analyse the global impact of climate change \u2022 To relate different climate change causes to everyday life actions \u2022 To change habits to a more Eco-conscious lifestyle \u2022 To choose a more sustainable way of living \u2022 To relate to good practices in the field of sustainability \u2022 To explain ways towards green living", "size": 2, "snippet_links": [{"key": "teaching-unit", "type": "definition", "offset": [16, 29]}, {"key": "a-list", "type": "definition", "offset": [39, 45]}, {"key": "daily-activities", "type": "clause", "offset": [205, 221]}, {"key": "young-people", "type": "clause", "offset": [227, 239]}, {"key": "feedback-and-suggestions", "type": "clause", "offset": [280, 304]}, {"key": "sustainable-development", "type": "clause", "offset": [377, 400]}, {"key": "climate-change", "type": "clause", "offset": [498, 512]}, {"key": "greenhouse-gases", "type": "clause", "offset": [549, 565]}, {"key": "natural-resources", "type": "definition", "offset": [618, 635]}, {"key": "sustainable-community", "type": "definition", "offset": [655, 676]}, {"key": "future-needs", "type": "clause", "offset": [808, 820]}, {"key": "the-opportunity", "type": "clause", "offset": [960, 975]}, {"key": "terms-of", "type": "definition", "offset": [1011, 1019]}, {"key": "environmental-awareness", "type": "clause", "offset": [1140, 1163]}, {"key": "the-environment", "type": "clause", "offset": [1210, 1225]}, {"key": "consequences-of", "type": "definition", "offset": [1471, 1486]}, {"key": "good-practices", "type": "clause", "offset": [1512, 1526]}, {"key": "to-mitigate", "type": "definition", "offset": [1663, 1674]}, {"key": "environmental-issues", "type": "clause", "offset": [1714, 1734]}, {"key": "the-global", "type": "definition", "offset": [1796, 1806]}, {"key": "of-living", "type": "clause", "offset": [1989, 1998]}, {"key": "relate-to", "type": "definition", "offset": [2004, 2013]}, {"key": "field-of", "type": "definition", "offset": [2036, 2044]}], "hash": "728c84945182b6172f2fe645db997a94", "id": 3}, {"samples": [{"hash": "hXY7mwY2DTw", "uri": "/contracts/hXY7mwY2DTw#further-reading", "label": "Course Syllabus Agreement", "score": 21.0, "published": true}], "snippet": "\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 and \u2587\u2587\u2587\u2587\u2587\u2587: Chapter 3; Chapter 11, Section 3. \u2587\u2587\u2587\u2587\u2587\u2587\u2587 and \u2587\u2587\u2587\u2587\u2587 (6th and 7th Ed.): Chapter 15.", "size": 2, "snippet_links": [{"key": "chapter-3", "type": "definition", "offset": [22, 31]}, {"key": "chapter-11", "type": "definition", "offset": [33, 43]}, {"key": "section-3", "type": "clause", "offset": [45, 54]}, {"key": "chapter-15", "type": "clause", "offset": [93, 103]}], "hash": "ff714813a023ef7f7add1bc0fcb2fdc7", "id": 4}, {"samples": [{"hash": "lyYumSQfPeG", "uri": "/contracts/lyYumSQfPeG#further-reading", "label": "CHCP Agreement", "score": 24.3921971253, "published": true}], "snippet": "\uf071 \u201cIndependent Advocacy \u2013 A Guide for Commissioners\u201d Scottish Executive, Jan 2001 \uf071 Shetland\u2019s Joint Future Advocacy Development Plan 2011 - 2014. To monitor independent advocacy service provision locally CHCP Management Team On-going WER Information regularly presented to the Council and NHS Shetland. To further raise awareness of independent advocacy services locally in terms of what independent advocacy services has to offer and what services are currently available in Shetland Advocacy Shetland On-going WER The most recent service user and stakeholder survey identified that more work is needed to clarify what is meant by advocacy and the services available locally. Awareness raising continues. Advocacy Shetland has established a website, regularly advertises in local press and attends a variety of local events. To implement recommendations of the 2010 independent organisational audit of Advocacy Shetland Advocacy Shetland On-going WER To review provision of advocacy services for children and young people in Shetland and develop new/expanded services to cover any gaps identified Executive Manager \u2013 Children and Families Services March 2012 WER The Children\u2019s Rights Service is being delivered by the Citizens Advice Bureau on a 4 year SLA. Part of this SLA supports a level of advocacy services for C&YP. This is reviewed annually To establish an Advocacy Steering Group locally linked to the CHCP Executive Manager \u2013 Adult Services TBA WER This will be discussed with the Board of Advocacy Shetland WER: Within Existing Resources TBA: To be advised SLA: Service Level Agreement \u201cA carer is generally defined as a person of any age who provides unpaid help and support to a relative, friend or neighbour who cannot manage to live without the carer\u2019s help due to frailty, illness, disability or addiction. The support a carer provides may include moving and assisting (manual handling); help with feeding, personal hygiene and administering medication; as well as providing emotional support, acting as an advocate or guardian for the cared-for person and enabling the person with support needs to access leisure and recreation.\u201d 1 There are approximately 660,000 unpaid carers in Scotland. 2 This figure is growing. Local research shows that by 2020 we can expect to see a 3-fold increase in the number of people with disabilities who will need health and social care services from the numbers in 2000. Population projections for the next 15 years predict an increase in the numbers of older people of approximately 40% and simultaneously a 15% decrease in the adult working population. Consequently the need for unpaid and family carers is going to grow for the foreseeable future. Carers are key partners in care provision alongside the statutory agencies and organisations in the voluntary and independent sector. \u2022 the right to a carer\u2019s assessment and equal rights for young carers (carers aged under 16) \u2022 the right for carers to be informed by local authorities and the NHS of their entitlement to an assessment \u2022 the right for carers to have their views and their contribution to the care provided taken into account in decisions made about the services to be provided for the cared-for person 3. \u2022 To support carers so that they can continue to perform their caring role for as much and as long as they are willing and able to do so. \u2022 To meet the specific needs of young carers (aged under 16); of older carers and of carers from black and minority ethnic groups in ways appropriate to their circumstances. \u2022 To identify carers at an early stage and provide them with the information and advice they need. \u2022 To promote independence and self-managed care programmes. The Community Care & Health (Scotland) Act 2002 stipulates that a carer who provides a substantial amount of care on a regular basis is entitled to an assessment in their own right, even if the cared-for person has refused an assessment. Assessments for carers are integral to the With You, For You process. A commitment of this process is that all carers in Shetland will be offered an assessment of their needs, in their own right. Consideration is given to 3 Carers: Community Care & Health (Scotland) Act 2002 Guidance on Sections 8-12: Scottish Executive Circular CCD2/2003 each carer\u2019s individual circumstances including their age; the carer\u2019s own health and well-being; the potential impact on other family members; the caring tasks and amount of time and effort required; the carer\u2019s other responsibilities and any employment. A key consideration is the importance of their caring role within the agreed care plan.", "size": 2, "snippet_links": [{"key": "development-plan", "type": "definition", "offset": [117, 133]}, {"key": "service-provision", "type": "definition", "offset": [179, 196]}, {"key": "management-team", "type": "definition", "offset": [210, 225]}, {"key": "presented-to", "type": "definition", "offset": [261, 273]}, {"key": "the-council", "type": "clause", "offset": [274, 285]}, {"key": "advocacy-services", "type": "clause", "offset": [346, 363]}, {"key": "terms-of", "type": "definition", "offset": [375, 383]}, {"key": "to-offer", "type": "definition", "offset": [423, 431]}, {"key": "currently-available", "type": "definition", "offset": [454, 473]}, {"key": "most-recent", "type": "definition", "offset": [521, 532]}, {"key": "service-user", "type": "clause", "offset": [533, 545]}, {"key": "services-available", "type": "clause", "offset": [650, 668]}, {"key": "established-a", "type": "definition", 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"clause", "offset": [3736, 3744]}, {"key": "substantial-amount", "type": "definition", "offset": [3784, 3802]}, {"key": "on-a-regular-basis", "type": "definition", "offset": [3811, 3829]}, {"key": "integral-to", "type": "definition", "offset": [3962, 3973]}, {"key": "a-commitment", "type": "definition", "offset": [4005, 4017]}, {"key": "sections-8", "type": "clause", "offset": [4223, 4233]}, {"key": "other-family-members", "type": "clause", "offset": [4398, 4418]}, {"key": "time-and-effort-required", "type": "clause", "offset": [4451, 4475]}, {"key": "other-responsibilities", "type": "clause", "offset": [4489, 4511]}, {"key": "care-plan", "type": "definition", "offset": [4609, 4618]}], "hash": "1076ad128616746880ed32fcb4673b80", "id": 5}, {"samples": [{"hash": "aSxxRSKkv7c", "uri": "/contracts/aSxxRSKkv7c#further-reading", "label": "Grant Agreement", "score": 20.1649555099, "published": true}], "snippet": "A number of books give excellent introductions to CSP, and several of them are available free download from the web. All URLs below accessed October 2011. [1] \u2587. \u2587. \u2587. \u2587\u2587\u2587\u2587\u2587. Communicating Sequential Processes, Prentice Hall, 1985. \u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587/\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587", "size": 1, "snippet_links": [{"key": "number-of", "type": "clause", "offset": [2, 11]}, {"key": "prentice-hall", "type": "definition", "offset": [211, 224]}], "hash": "67f0b353eb4cf3d490194537793e781f", "id": 6}, {"samples": [{"hash": "juBguhzuksA", "uri": "/contracts/juBguhzuksA#further-reading", "label": "Planning Obligations (Section 106 Agreements)", "score": 17.0, "published": true}], "snippet": "Author Title Year", "size": 1, "snippet_links": [], "hash": "a7fe946699b4196a9e5e4f8a561e3cd2", "id": 7}, {"samples": [{"hash": "jj9OgczgTsK", "uri": "/contracts/jj9OgczgTsK#further-reading", "label": "Grant Agreement", "score": 20.571248991, "published": true}], "snippet": "\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587, \u2587., \u2587\u2587\u2587\u2587\u2587\u2587, A., \u2587\u2587\u2587\u2587\u2587\u2587, S., \u2587\u2587\u2587\u2587\u2587, R. (2010) Tools for Database Handling. TeleFOT Deliverable D4.1.1. TeleFOT website \u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587/pages/index/?id=6 \u2587\u2587\u2587\u2587\u2587, \u2587., \u2587\u2587\u2587\u2587, \u2587., \u2587\u2587\u2587\u2587\u2587\u2587, \u2587., \u2587\u2587\u2587\u2587\u2587\u2587, A. (2010). Data collection, analysis methods and equipment for naturalistic studies and requirements for the different application ar- eas. PROLOGUE Deliverable D2.1. Loughborough University, Loughborough, UK. When conducting an ND study, there are various methodological considerations to make in order to ensure that it is a scientifically sound study resulting in reliable and valid conclusions. Important topics to consider are selection of subjects, definition of variables, study design, and data analysis.", "size": 1, "snippet_links": [{"key": "data-collection", "type": "clause", "offset": [220, 235]}, {"key": "methods-and-equipment", "type": "clause", "offset": [246, 267]}, {"key": "requirements-for-the", "type": "clause", "offset": [297, 317]}, {"key": "in-order-to-ensure", "type": "clause", "offset": [504, 522]}, {"key": "selection-of", "type": "clause", "offset": [641, 653]}, {"key": "definition-of", "type": "clause", "offset": [664, 677]}, {"key": "study-design", "type": "definition", "offset": [689, 701]}, {"key": "data-analysis", "type": "definition", "offset": [707, 720]}], "hash": "f3ee5d77c73efbb110f01597a5c57e98", "id": 8}, {"samples": [{"hash": "PEKTYaKYvB", "uri": "/contracts/PEKTYaKYvB#further-reading", "label": "Grant Agreement", "score": 22.8754277892, "published": true}], "snippet": "\u200c The present chapter has covered a wide range of material in a relatively short space. Readers interested in a more in-depth view of some of the topics may like to peruse some of the following selected articles. \u2587\u2587\u2587\u2587\u2587 [269] and \u2587\u2587\u2587\u2587\u2587 et al. [20] provide good brief histories of the peer review process and (in the latter case) a review of the major issues and accusations surrounding it; the review by \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [146] is now somewhat out of date but makes good reading to see how the situation has changed in the last 30-40 years. \u2587\u2587\u2587\u2587\u2587\u2587 [67] and \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [177] offer good descriptions of the \u2018social\u2019 problems and consequences of peer review. Several special issues of JAMA have been dedicated to study and analysis of the review pro- cess: JAMA [150, 151, 152, 153]. Nature has also dedicated a Web Focus debate to the topic. The various articles by \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [92, 93, 94] provide an interesting history of the conventional journal impact factor that he played the major role in developing, while \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [176, 178] offers a strong critique. \u2587\u2587\u2587\u2587\u2587\u2587\u2587 et al. [179] and \u2587\u2587\u2587 \u2587\u2587\u2587\u2587 [294] offer some comparisons of different LiquidPub/2009/D1.1/v2.0 October 5, 2009 57 quality assessment methods. Ethics in Science and Environmental Politics and Marine Ecology Progress Series have published theme sections on, respectively, \u2018the use and misuse of bibliometric indices in evaluating scholarly performance\u2019 [42] and \u2018quality in science publishing\u2019 [41]. \u2587\u2587\u2587\u2587\u2587\u2587 et al. [124] give a good overview of the field of information filtering, its challenges and concepts. Adomavicius and \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [3] and \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 et al. [223] provide good reviews of the recommender system research literature, while \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 et al. [44] contains several interesting articles on different aspects and types of recommender systems. \u2587\u2587\u2587\u2587\u2587\u2587\u2587 [203] offers an interest- ing perspective on applying information filtering to quality assessment in the research literature. Talks by \u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [260] and \u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [288] offer interesting perspectives on the tools and social practices of distributed collaborative development in the free and open source soft- ware communities. MacCallum [194] and Dayton [70] suggest ways in which scientific discourse can be improved through extensions to open-access publication. 58 October 5, 2009 LiquidPub/2009/D1.1/v2.0 Part 4\u200c Being able to automatically provide a \u2018fair\u2019 credit attribution for both liquid publications (or SKOs) and researchers (such as authors, reviewers, etc.) alike is crucial to the success of this new publi- cation paradigm. Numerous trust and reputation mechanisms already exist in the literature. These usually rely on several sources of information for computing reputation, which may roughly be grouped into three categories [232]: Direct information from personal past experience with the peer in question Indirect information from the past experience of third party members of the network with the peer in question Socio-cognitive information, such as the belief in the willingness, capability, and persistence of the peer in question in carrying out a certain action. To our knowledge, the majority of research in this field has focused mainly on the outcome of previous interactions, whether this information has been obtained directly from personal experi- ence or indirectly from the experience of other members in the network. Only a few have focused on other sources of information. For example, \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 and \u2587\u2587\u2587\u2587\u2587\u2587\u2587 [53] and \u2587\u2587\u2587\u2587\u2587\u2587\u2587 and \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 [38] have focused on a cognitive view of trust. In the LiquidPub paradigm, we believe it is critical to guarantee the fairness of the system by detecting redundant ratings, consistent biases, deliberately distorted ratings, unreliable reviewers, etc. To achieve this, we believe social relationships, along with other social network measure- ments, should be considered in addition to direct and indirect information from previous experi- ences. Hence, the first section of this chapter provides a background on the available literature on computational trust and reputation models, which are mainly based on direct and indirect experi- ences. 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