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This report presents findings from the 2015 QuickCompass of Sexual Assault Prevention and Response-Related Responders (2015 QSAPR) conducted by the Defense Research, Surveys, and Statistics Center (RSSC) within the Defense Manpowe...
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This report presents findings from the 2015 QuickCompass of Sexual Assault Prevention and Response-Related Responders (2015 QSAPR) conducted by the Defense Research, Surveys, and Statistics Center (RSSC) within the Defense Manpower Data Center (DMDC). This survey was conducted at the request of the Sexual Assault Prevention and Response Office (SAPRO) as part of its ongoing evaluation efforts of Sexual Assault Prevention and Response (SAPR) programs towards sexual assault prevention and survivor support. The survey was designed to provide insights about SAPR responders-Sexual Assault Response Coordinators (SARCs) and Victims Advocates (VAs)-at military installations worldwide, to understand how effectively responders are trained for their positions, and their perceptions of how well their program is supported and executed.
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This tabulation volume presents findings from the 2015 QuickCompass of Sexual Assault Prevention and Response-Related Responders (2015 QSAPR) conducted by the Defense Research, Surveys, and Statistics Center (RSSC) within the Defe...
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This tabulation volume presents findings from the 2015 QuickCompass of Sexual Assault Prevention and Response-Related Responders (2015 QSAPR) conducted by the Defense Research, Surveys, and Statistics Center (RSSC) within the Defense Manpower Data Center (DMDC). This survey was conducted at the request of the Sexual Assault Prevention and Response Office (SAPRO) as part of its ongoing evaluation efforts of Sexual Assault Prevention and Response (SAPR) programs towards sexual assault prevention and survivor support. The survey was designed to provide insights about SAPR responders-Sexual Assault Response Coordinators (SARCs) and Victims Advocates (VAs)-at military installations worldwide, to understand how effectively responders are trained for their positions, and their perceptions of how well their program is supported and executed.
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This report provides the results for the 2015 Workplace and Gender Relations Survey of Reserve Component Members (2015WGRR). The overall purpose of the 2015 WGRR is to document the extent to which Reserve component members reporte...
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This report provides the results for the 2015 Workplace and Gender Relations Survey of Reserve Component Members (2015WGRR). The overall purpose of the 2015 WGRR is to document the extent to which Reserve component members reported experiencing sexual assault in the 12 months prior to filling out the survey, the details surrounding those events, bystander intervention, and the members' perceptions of the effectiveness of sexual assault policies, training, and programs.
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This report contains tabulations of responses from the 2015 Workplace and Gender Relations Survey of Reserve Component Members (2015 WGRR) conducted from August 7 to October 19, 2015. The 2015 WGRR continues a line of military sex...
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This report contains tabulations of responses from the 2015 Workplace and Gender Relations Survey of Reserve Component Members (2015 WGRR) conducted from August 7 to October 19, 2015. The 2015 WGRR continues a line of military sexual assault and sexual harassment research begun in 1988. DMDC conducted Joint Service surveys of active duty members on gender issues in 1988, 1995, 2002, 2006, 2010, and 2012. DMDC expanded this line of research to the Reserve Components in 2004, 2008, and 2012 and to the Service Academies in 2005, 2006, 2008, 2010, 2012, and 2014. Historically, DMDC gender relations surveys have been designed to estimate the perceived level of sexual harassment and sexual assault in the Services and to provide new information on a variety of consequences of sexual harassment and sexual assault experiences.
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Background: There is a critical need to increase the racial/ethnic diversity of prostate cancer researchers. The goal of the Training Program is to provide research training activities to 12 students over a 3-year period from thre...
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Background: There is a critical need to increase the racial/ethnic diversity of prostate cancer researchers. The goal of the Training Program is to provide research training activities to 12 students over a 3-year period from three Historically Black Colleges and Universities (HBCUs) in South Carolina: Claflin University, South Carolina State University, and Voorhees College. The three aims of the Training Program are: Aim 1.) To provide training in the basics of research design and methods to 4 Student Fellows each year from the three HBCUs; Aim 2.) To immerse 4 Student Fellows per year in prostate cancer research; Aim 3.) To implement a unique dual-level research mentoring strategy for the students. Results: During the current reporting period, 4 Student Fellows were identified, recruited to participate in the program, and admitted to the DOD South Carolina Collaborative Undergraduate HBCU Student Summer Training Program. The Student Fellows were matched with Research Mentors at MUSC, with whom they conducted research in the summer of 2014. Each Student Fellow prepared a scientific paper, gave a scientific presentation at the end of the summer program, and completed an 8-week Princeton Review Graduate Record Examination Test Preparation Course. In the summer of 2014, additional students at SCSU participated in summer program lectures via video conference. Conclusions: State-of-the art comprehensive prostate cancer research education and training opportunities were provided to 4 Student Fellows from HBCUs in South Carolina. Each Student Fellow prepared a scientific paper and gave at least 1 scientific presentation. Six Student Fellows, two of whom were supported by leveraged funds, gave scientific presentations. A cadre of scientists who are well-prepared to conduct research spanning the continuum from basic science to clinical science to population-based research was developed.
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The Department of Defense (DoD) continues to emphasize the need to assess the level and consequences of racial/ethnic harassment and discrimination within the Services. This overview report discusses findings from the 2013 Workpla...
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The Department of Defense (DoD) continues to emphasize the need to assess the level and consequences of racial/ethnic harassment and discrimination within the Services. This overview report discusses findings from the 2013 Workplace and Equal Opportunity Survey of Active Duty Members (2013 WEOA), a source of information for evaluating and assessing race/ethnicity relations in the Services. Though the survey covers a number of topics (e.g., retention intentions, mentoring), the principal purpose of the 2013 WEOA was to report attitudes and perceptions about personnel programs and policies, including estimates of the incident rates and consequences of racial/ethnic harassment and discrimination.
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The 2012 QuickCompass of Sexual Assault Response Coordinators (2012 QSARC) is designed to assess the effectiveness of Sexual Assault Prevention and Response (SAPR) programs within the Services and Reserve components in areas inclu...
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The 2012 QuickCompass of Sexual Assault Response Coordinators (2012 QSARC) is designed to assess the effectiveness of Sexual Assault Prevention and Response (SAPR) programs within the Services and Reserve components in areas including resources, procedures, programs, and outreach. Sexual Assault Response Coordinators (SARCs) administer programs at the installation level and are the subjects of the 2012 QSARC. This survey is in part a replication of a survey of SARCs performed in 2009 at the request of the Defense Task Force on Sexual Assault in the Military Services (DTFSAMS) that examined similar prevention and response programs at that time. The 2012 QSARC was fielded from July to August 2012. Completed surveys were received from 289 eligible respondents. The overall weighted response rate was 52%. This survey note and accompanying briefing (Appendix) provide survey results by component for Army, Navy, Marine Corps, Air Force, and National Guard. When the 2012 QSARC questions are comparable to questions in the previous 2009 survey, an analysis of trends also is presented. The use of the term 'statistically significant' is redundant and is not used within this survey note. When a result is annotated as higher or lower than another result, the reader should understand that to be a statistically significant difference at the .05 level of significance. A finding annotated as no change did not achieve a .05 level of difference.
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There is a critical need to increase the racial/ethnic diversity of prostate cancer researchers. The purpose of this 3-year project was to develop a prostate cancer research training program at the Medical University of South Caro...
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There is a critical need to increase the racial/ethnic diversity of prostate cancer researchers. The purpose of this 3-year project was to develop a prostate cancer research training program at the Medical University of South Carolina (MUSC) with 12 students from the following three Historically Black Colleges and Universities (HBCUs) in South Carolina: Claflin University, South Carolina State University (SCSU), and Voorhees College. Students from the 3 HBCUs (defined as Student Fellows) participated in research internships in the laboratories/research units of senior prostate cancer research scientists at MUSC. Specific Aims: (Aim 1) To provide training in the basics of research design and methods to 12 Student Fellows each year through participation in the MUSC Summer Undergraduate Research Program (SURP); (Aim 2) To immerse 4 Student Fellows each year in a prostate cancer research training curriculum. Results: During the current reporting period, 12 Student Fellows were identified, recruited to participate in the program, and admitted to the DOD Collaborative Undergraduate HBCU Student Summer Prostate Cancer Training Program. The Student Fellows were matched with Research Mentors at MUSC, with whom they conducted research in the summers of 2009-2011. Each Student Fellow prepared scientific papers, presented scientific presentations at the end of the summer program, and completed a 9-week Princeton Review Graduate Record Examination Test Preparation Course. In the summer of 2012, students at SCSU participated in summer program lectures via videoconference. Conclusions: State-of-the art comprehensive prostate cancer research education and training opportunities were provided to 12 Student Fellows from HBCUs in South Carolina. Each Student Fellow prepared a scientific paper and gave at least 1 scientific presentation.
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This project addresses the need for research on service delivery approaches for Service Members with combat-related physical or psychiatric symptoms, including Posttraumatic Stress Disorder (PTSD) and/or post-concussive symptoms. ...
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This project addresses the need for research on service delivery approaches for Service Members with combat-related physical or psychiatric symptoms, including Posttraumatic Stress Disorder (PTSD) and/or post-concussive symptoms. As a primary care encounter, the post-deployment health reassessment (PDHRA) process is critical to force health protection efforts. The project will develop and test the effectiveness of a sharply focused training and feedback intervention designed to increase Service member reports of behavioral health concerns and Service member acceptance of a referral for further assessment. The project has two aims. (1) Determine key elements of and short term impact of training programs for deployment related assessments. (2) Evaluate the effectiveness of a targeted training and feedback program on primary care provider s interview and clinical communication patterns related to Service member behavioral health condition identification and referrals. To accomplish these aims, a training workshop that incorporates experiential learning strategies and evidence-supported characteristics of high quality communication training programs will be piloted at 3 sites with an estimated total of 20 providers.
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Since the first charter school began operating in 1991 in Minnesota, the number of charter schools has grown rapidly from 250 in 1995 to about 4,000 by 2007. Charter schools now enroll more than 1.1 million students in the United ...
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Since the first charter school began operating in 1991 in Minnesota, the number of charter schools has grown rapidly from 250 in 1995 to about 4,000 by 2007. Charter schools now enroll more than 1.1 million students in the United States (National Alliance for Public Charter Schools 2007). Charter schools face many challenges when they attempt to purchase or lease permanent facilities and frequently operate in temporary space that is poorly suited for delivering educational services (Dolan, Murray, and Walsh 1998). Unlike regular public schools, they typically do not have separate facilities funding from their school districts. Moreover, charter schools generally cannot issue bonds backed by property taxes to finance facilities. Finally, since charter schools often lack tangible assets and an operating history that could be used to support a loan application, securing facilities financing is particularly problematic (Dolan, Murray, and Walsh 1998). In response to this problem, the U.S. Department of Education (ED) established, in 2001, the Credit Enhancement for Charter School Facilities Program (the Program). The Program makes available grants on a competitive basis to eligible entities state or local government, private nonprofits, or consortia which use Program funds for credit enhancements so that lenders will make loans for the following two purposes: The acquisition (by purchase, lease, donation, or otherwise) of an interest (including an interest held by a third party for the benefit of a charter school) in improved or unimproved real property that is necessary to commence or continue the operation of a charter school; and the construction of new facilities, or the renovation, repair, or alteration of existing facilities, necessary to commence or continue the operation of a charter school (Title V, Part B, Subpart 2, SC5224 of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act).
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