Project Aims and Objectives. Please briefly list the key aims and objectives, including a logic chain to illustrate how these aims and objectives are expected to occur. The High Street Fund Project
Project Aims and Objectives. 2.1 To identify and explore the options, benefits, drawbacks and barriers to establishing a labelling/accreditation/assurance scheme for tree and plant nurseries which provides customers with information about the genetic origin of plants and trees, the places they have been grown, and the standard of nursery practice.
Project Aims and Objectives. Information required will include: • The effectiveness of the project against the approved purpose of the grant and outcomes as identified in Schedule 1. • Evidence of acknowledgement including copies of promotion and publications and media items relating to the project. • Any reports or research documents as a result of the project. • Photos which detail the progress and change of a project. • Other documentation to evidence the project. • Evidence of compliance with any special conditions placed on the grant.
Project Aims and Objectives. In Madagascar, diarrheal disease is a tremendous burden to the health and wellbeing of its native population and a potential force influencing the economics and ecology of infectious disease[41]. Regrettably, the etiology and risk factors facilitating transmission of diarrheal disease causing pathogens has not been rigorously investigated on the island. This represents a formidable challenge to the Malagasy and a situation in which the lack of knowledge on risk factors associated with waterborne and zoonotic enteric disease transmission, the agents responsible for infectious diarrhea, also reflects what is known at a global scale. Rural villages in Ranomafana are subjects of their historical and economic predispositions, as well as their own ecological systemization and socio-cultural fabric of society. Infectious diseases appear to be xxxx in a very accommodating setting where a perfect storm of environmental, behavioral, and economic factors facilitate waterborne and zoonotic enteric disease transmission. Furthermore, the methods used to investigate this phenomenon have traditionally utilized household survey questionnaires, which, used alone, can be limited in its efficacy, scope, and accuracy[30]. The use of direct structured observations has been found to be a valid and useful method for determining the frequency of different behaviors and can serve as a qualitative compliment to other quantitative and qualitative methodologies[30]. The aim of this study is to examine transmission dynamics using a mixed-method approach focusing on water, sanitation, and hygiene behaviors commonly associated with increased risk of waterborne and zoonotic enteric disease transmission. Using behavioral survey data and direct structured observations in three rural communities in Ranomafana National Park, Madagascar, we examined hygienic behavioral patterns, livestock- handling practices, and underlying environmental factors and their association with syndromic diarrhea. We utilized survey data on water collection and use, sanitation, hygiene, livestock, food preparation, and health practices, and structured observation data on human sanitation, hygiene, water and food practices and livestock behavior. By using direct observations in conjunction with survey collection we gain a better understanding of waterborne and zoonotic disease transmission pathways and narrow in on conventional and uncommon co-determinants that facilitate this process. Objectives and hypothesis
Project Aims and Objectives. The aim of this programme is to develop a model of excellence for delivering careers education, guidance and work related learning activities and opportunities to students of the London Academies Enterprise Trust academies (LAET). The programme responds to the concern of London’s employers that too many young people leave school without the skills and knowledge required for the world of work. The aim of GLA investment was to allow new approaches in delivering school-based careers guidance to be tested and shared with London schools and policy-makers. Funding to the LAET has allowed each academy to develop tailored programmes to: • Raise skills and knowledge so that young people are better prepared for the world of work through delivery of a rich and broad academic programme • Support progression by ensuring all students receive the education and guidance needed to go onto further and higher education, training and jobs, reducing the number of young people that end up not in education, employment or training (NEET) • Promote community learning hubs through joining up efforts to improve performance with efforts to improve adult skills A careers guidance offer has been embedded within the curriculum of each academy from KS3-KS5. The programmes aim to expose students to all p ost-16 pathways, including apprenticeships, to ensure students understand the link between their academic studies and a successful future after they leave statutory education. GLA funding also enables the academies to establish new partnerships with paren ts, colleges and universities, employers and the wider community to improve the outcomes of their students and increase adult skills. This approach aims to reduce the numbers of students in KS4 and KS5 that end up not in education, employment or training.
