Key Findings. The vast majority of school districts had an agreement that allowed public use of school property. • During the 2009–10 school year, 93 percent of the school districts studied had a joint use agreement in place and 81 percent of the agreements specifically mentioned use of school property for recreational purposes. A substantial percentage of school districts did not specify which facilities were available for public use. • Most of the agreements indicated that facilities generally (95%) and school buildings and grounds generally (83%) may be available for public use. Fewer agreements mentioned specific types of facilities by name, such as gymnasiums, fields, playgrounds or a track. • There also was great variation in the types of facilities that were specifically mentioned in the agreements. Analyses indicated that only 41 percent of the agreements specified both indoor and outdoor facilities were available for public use. Many of the agreements did not clearly define who was eligible to use the school facilities. • Vague categories, such as undefined community groups (81%) or groups generally (40%), were used to define eligible users in many of the agreements. • Most agreements (86%) allowed school-sponsored or school-affiliated groups to use their facilities. Other categories of eligible users, such as parks and recreation departments, individual users and YMCAs were less frequently mentioned by name. In general, the agreements allowed for the facilities to be used at any time that did not interfere with school activities. • Far fewer agreements specifically mentioned the availability of school facilities during weekends, vacations, holidays or after-school hours. While most agreements addressed liability and repair responsibilities, more than 25 percent of the agreements were silent on one or both of these issues. • Seventy-three percent of the agreements specifically identified which entity or party would be responsible for repairs associated with damage to school property (not shown in figure). • Seventy percent of the agreements delineated who would be liable for loss associated with damage to school property (not shown in figure). FIGURE 1 Joint Use Agreement Provisions WHAT FACILITIES MAY BE USED Facilities generally 95% School buildings and grounds generally 83% Gymnasium 50% Fields 44% Other* 40% Playground 22% Track 16% WHO CAN USE THE FACILITIES School-sponsored or school-affiliated groups 86% Community** groups 81% City or municipal 54% Athle...
Key Findings. Many police officers had a criminal justice role model in their family or were previously in the military. Some women were encouraged by others to join, and some minority men were influenced by television and movies. • Officers note the Sacramento Police Department provides job security, educated coworkers, and good benefits. They say they stay with it because they have invested their time and their selves to the department. • Women police officers say they think for many women there is a physical barrier that discourages them from entering law enforcement. • Both minority and women police officers think the perceived public image of police officers is a barrier. • Women are frustrated by an image of law enforcement as a career for men only. • Minorities are frustrated by a negative image of law enforcement officials. • Officers agree that recruiting efforts need to be at a young age and at the college-level. They convey a dedication to developing relationships with young children when on calls, or in the community. They also are adamant that recruiting needs to happen repeatedly at colleges—on the sports teams, in the gyms, and in the criminal justice classes. • Women police officers are frustrated with the lack of female representation in authority positions. They are also resolute that the administration must attempt to be flexible and innovative to women’s lives in order to attract more women to the field. • Minority and women police officers are positive in their image of the Sacramento Police Department and of the law enforcement field. They are challenged and excited by their careers and think that should be the core of a message to recruits. Executive Summary: Strategic Summary: • It is important to highlight the variety of opportunities the field offers, as well as underscore the benefits of the Sacramento Police Department in contrast to other agencies. • The negative image of police officers must be dispelled. • For women, the image of law enforcement as a “man’s job” needs to be overcome • For minorities, the image of the police being the “bad guys” need to be eliminated. • Recruiting should be done at two levels: at a young age and in colleges. • Elementary school children need to be introduced to the option of a career in law enforcement and planting this seed early is key to keeping kids on the right track. • Recruiting needs to be implemented in criminal justice classes at colleges and at gyms and on sports teams. • Recruiting needs to be a...
Key Findings. The formulation of the forum and its multi-stakeholder, inclusive membership has helped to make the Social Responsibility Agreement a collective effort with all parties sharing equal responsibility and involvement. The Social Responsibility Agreement and its subsidiary agreements are written very clearly and directly including background information, principles, definitions, aims and objectives.
Key Findings. As has been found in previous CUSC surveys of first-year students, students are generally very positive about their initial experiences at university. Even with changes to survey methodology and the addition of weighting to account for the population of participating institutions, overall results are very similar to previous surveys, and trends that have been established over time were generally still apparent in the current survey. Among the multitude of results summarized in this report, a few key results are most informative. ► There appears to be significant interest in living on campus. Results from other CUSC surveys show that students tend to move off campus in their third or fourth year, but interest among first-year students who are not living on campus is very high. Living on campus appears to allow students to take in more activities on campus than those who live off campus, as rates of being involved in on-campus activities tend to be higher among those in institutions with higher proportions of students living on campus. ► Students report higher average grades in their first year of university in 2013 than in previous years. In fact, student-reported average grades have been increasing steadily over time. With that being said, there still appears to be a significant drop-off in students’ grades coming from high school to university. The majority of students expect to receive grades lower than their high school grades, especially for those achieving grades of A- or higher while in high school. Examining the relationship between reported grades in high school and university may help to identify segments of students that may be strongly related to outcomes such as intention to continue studies and satisfaction with their decision to attend the university. ► Although working while attending university has positive and negative impacts on students’ academic performance, students who appear to be most negatively affected are those working more than 15 hours per week on average. These students tend to be older (20 years or older), indicating that there may be a strong financial need to work while attending university. Students tend to be most heavily influenced in attending university by employment outcomes, such as preparing for a job or career or getting a good job. Although academic pursuits play a role, employment outcomes play a much stronger one in convincing students to pursue a university education. This also tends to be how students choose t...
Key Findings. CMN was forced to qualify the data rather than quantify it, due to the complex organizational structure, and sheer volume of programs and services of the agency. The results of the assessment process showed that overall; the tribes were concerned with three issues:
Key Findings. I wanted to prove to my Grandpa that I could graduate and I wanted “ a better life for my son and my partner. Graduate from Saanichton Learning Centre Evidence demonstrates: • A steady decline throughout the high school years in grade-to-grade transition; • A significant struggle in grade 9 Math and grade 10 English to meet target for course pass rates. • When Saanich calculates the adjusted 6 year Dogwood completion rate for our district (see First Nations 6 Year Completion Rate Adjusted Page 15), the district results meet or slightly exceed provincial results for the first time; • Consistent daily attendance in elementary, middle and secondary school significantly increases likelihood of student graduation from high school; and • Chronic absenteeism in elementary, middle and secondary school significantly decreases course completion and the likelihood of graduation from high school. NOTE: Evidence sources for this report include feedback and anecdotal information from all schools in SD#63, information from the communities including the èSÅNEÇ School Board, Enhancement Agreement Committee Members, E.A. Implementation Team, Ministry Satisfaction Surveys, information received through First Nations staff, Saanich Native Support Workers, and the Local Education Agreement committee meetings GOAL 3 - SUCCESSFUL TRANSITIONS Expectation: First Nations Grade to Grade Transition Rates 2009/10 100 60 0 Data Source: Ministry Transition Rates 2007/08 % 2008/09 % 2009/10 % All Students Grade to Grade Transition Rates 2009/10 100 60 0 Data Source: Ministry Transition Rates 2007/08 % 2008/09 % 2009/10 % Percentage Percentage It is expected that over time, the grade to grade transition rates for First Nations, Métis and Inuit students will improve throughout the secondary years. Grade 8/9 Grade 10 Grade 11 Grade 12 2007/08 % 100 90 68 47 2008/09 % 2009/10 % 98 93 85 79 65 56 45 38 Grade 8/9 Grade 10 Grade 11 Grade 12 2007/08 % 2008/09 % 97 99 96 96 90 88 77 75 2009/10 % 98 96 89 78 Grade 8/9: 09-10 Targets Met 10-11 Targets Maintain Grade 10: Not Met 90% Grade 11: Not Met 70% Grade 12: Not Met 50% Expect to Finish High School 100 80 60 20 0 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Aboriginal 71 46 68 56 71 72 88 Non Aborig 80 83 84 84 87 89 89 Can. Avg. 80 80 80 83 83 83 83 Data Source: WDYDIST Aboriginal Non Aborig Can. Avg. Expectations For Success at School 100 80 60 40 20 0 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Aboriginal 76 46 6...
Key Findings. The findings of this consultation are based on the perspectives and opinions held by the individuals and organizations that attended consultation meetings, as interpreted by the consultant, Xxxxxx Xxxxxx & Associates Inc. It is important to note the following key findings do not vary greatly from the November 2006 Consultation Group findings. ▪ There was clear recognition of, and support for, the value of sports, recreation and leisure activities in improving the health and quality of life for Edmontonians of all ages and in strengthening Edmonton as a community. ▪ There was a clear recognition by all participants that there is an increasing need for prime time and local access to recreation facilities to meet the demands of a growing population and increasing number of sports and recreation organizations. ▪ There was clear recognition by participants of the essential role that Edmonton Public Schools facilities play in helping to meet the recreation facility needs of the community and a recognition that pressure to expand that role will increase in the future as the need for recreation facilities increases. ▪ Participants strongly supported the concept of Edmonton Public Schools facilities being “community facilities” with maximum possible access for community groups, but most did so in the context that community access must not result in a negative impact on the quality of education for students or be at the expense of resources allocated for education. ▪ Gaps in information, knowledge and understanding by community users and schools of processes, systems and challenges related to access to school facilities, access to sports fields, and student access to City facilities; safety, insurance, security and collective agreement requirements related to the use of schools by community groups; the details of the Joint Use Agreement and how it works; background data on the demand for and use of school and City facilities; and the actual costs and revenues associated with community use of schools are considered as a significant impediment to clear and consistent communication and cooperation between and among parties. Therefore additional data gathering and improved communication and education about these processes are strongly supported. ▪ Participants recognized there is a financial cost to Edmonton Public Schools and to individual schools in providing community access to its facilities, though it was felt that there was inadequate data available as to the “rea...
Key Findings. This project explored five aspects of cross-border health care: provisions with regard to the continuing quality of health professionals; treatment pathways; the content and scope of medical records; medical prescribing; and the reporting of quality in both health and long-term care. It also looked at three areas where there are existing cross-border collaborations to identify practical issues that have arisen and how they have or have not been addressed. These areas of practice were collaborations between hospitals in border areas, telemedicine, and dentistry. Previous research suggests that relatively few patients or users of long-term care cross borders to seek health care. This project confirms that, even with relatively well-developed arrangements, such as for dentists in Hungary serving patients from Austria and Hungary, there are limited flows of patients. This project included studies of some specific arrangements which are in place. This project explored the cases of French women choosing to give birth in Belgium; hospitals in Malta referring children to the UK for tertiary care; tourists receiving dialysis treatment in the Veneto region in Italy; and patients travelling to Hungary for orthopaedic or dental treatment. Patient satisfaction for these groups appears to be high, even where issues surrounding communication have been identified. However, the lack of data means that it is difficult to accurately quantify the scale of this phenomenon, and to identify appropriate policy recommendations. The project’s exploration of seven cross-border hospital collaborations showed that collaborations are complex and heavily context-specific. Collaboration adapts to circumstances and suffers when these are unfavourable. In general, policy-makers have few tools and few reasons for trying to encourage collaboration where it has not already taken root and provide its worth. In contrast, there is significant movement of health professionals across borders. The movement of doctors within Europe has increased in recent years, stimulated by EU enlargement and aided by the EU Directive on the Mutual Recognition of Professional Qualifications. The Modernisation of the Professional Qualifications Directive proposes minimum requirements of continuing professional education and training standards, although this does not include nor specify training content, skills or competencies. However, this research revealed extensive variability between systems and therefore achie...
Key Findings. As the Boards consider whether to further advance the GLX project, the IPMT sought to answer certain key questions and propose recommendations to help inform that decision.
Key Findings. From the data collected, we can summarize the key findings in the following table: Cloud deployment model • IaaS is the cloud type with fastest growth • Hybrid cloud will be the main deployment model, increasing interest in combining private and public clouds for performance and security reasons. Top reasons for using the cloud: • Agility • Scalability • Cost Saving Main barriers to cloud adoption: • SLA • Control • Security • Performance • Interoperability (no lock-in) • Regulatory compliance • Integration with existing services within the organization
