Relevant bibliographies by topics / Office practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Office practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Office practice"

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Pearson, Sally. "Office Practice." Orthopaedic Nursing 13, no. 4 (July 1994): 73. http://dx.doi.org/10.1097/00006416-199407000-00015.

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Blank, Danilo, and Rosana Fiorini Puccini. "Pediatric office practice." Jornal de Pediatria 79, no. 7 (May 15, 2003): 1–2. http://dx.doi.org/10.2223/jped.992.

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&NA;, &NA;. "OFFICE PRACTICE SIG." Orthopaedic Nursing 12, no. 6 (November 1993): 69. http://dx.doi.org/10.1097/00006416-199311000-00025.

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Sox, Harold C. "Saving Office Practice." Annals of Internal Medicine 139, no. 3 (August 5, 2003): 227. http://dx.doi.org/10.7326/0003-4819-139-3-200308050-00012.

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Ertle, Alan R. "Saving Office Practice." Annals of Internal Medicine 140, no. 10 (May 18, 2004): 844. http://dx.doi.org/10.7326/0003-4819-140-10-200405180-00024.

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Bolhack, Scott Matthew. "Saving Office Practice." Annals of Internal Medicine 140, no. 10 (May 18, 2004): 844. http://dx.doi.org/10.7326/0003-4819-140-10-200405180-00025.

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Basch, Peter. "Saving Office Practice." Annals of Internal Medicine 140, no. 10 (May 18, 2004): 845. http://dx.doi.org/10.7326/0003-4819-140-10-200405180-00026.

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Sox, Harold C. "Saving Office Practice." Annals of Internal Medicine 140, no. 10 (May 18, 2004): 845. http://dx.doi.org/10.7326/0003-4819-140-10-200405180-00027.

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Kamerow, Douglas. "Reinventing office practice." BMJ 330, no. 7504 (June 9, 2005): E356. http://dx.doi.org/10.1136/bmj.330.7504.e356.

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Fuchs, Susan, David M. Jaffe, and Katherine K. Christoffel. "Pediatric Emergencies in Office Practices: Prevalence and Office Preparedness." Pediatrics 83, no. 6 (June 1, 1989): 931–39. http://dx.doi.org/10.1542/peds.83.6.931.

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Because of a nationally apparent increased interest in emergency medical services for children and the need for a greater understanding of the relationship between office pediatric and emergency department care of children, a questionnaire was mailed to practitioners to (1) describe office physician involvement with emergent conditions, and (2) evaluate physician office preparedness for pediatric emergencies. Responses were received from 280 pediatricians and family practitioners, including information regarding the availability of equipment and medication, physician training, and practice characteristics. Of the responding physicians, 62% reported that they assessed in their offices more than one child each week who required hospitalization or urgent treatment. A preparedness score was developed and multiple regression analysis was used to investigate the relationship between this score and physician and practice characteristics. The mean overall preparedness score was 53.7 of a possible 156 (range 5 to 136, SD = 31.3). Characteristics related to this score were type of practice and advanced cardiac life support certification. Large multispecialty practices and practices with physicians trained in advanced cardiac life support tended to have better preparedness scores. Family practitioners tended to have more complete stock of medications than pediatricians. The data presented suggested that critically ill children who enter the medical system via the office setting may have a better than even chance of finding the office unprepared to treat the emergency: in fewer than one third of the offices in which it was reported that at least one patient was seen weekly with asthma, anaphylaxis, sickle cell vasoocclusive crisis, status epilepticus, and sepsis were they fully equipped to treat emergencies related to these conditions. This finding suggests a need for further study of office-based care of life-threatening conditions and for the development of guidelines for office emergency preparedness.
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Dissertations / Theses on the topic "Office practice"

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Smith, Paul Philip. "The practice of office hysteroscopy." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6061/.

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Advances in technology have led to the miniaturisation of hysteroscopes without compromising optical performance. This development has facilitated the routine use of diagnostic hysteroscopy in an outpatient setting without the need for general anaesthesia. Further developments have expanded hysteroscopy from a simply diagnostic intervention to an operative one with a plethora of hysteroscopic surgical procedures. The work in this thesis has adopted a mixed methodological approach to rigorously evaluate patient selection, feasibility and efficacy of office hysteroscopy. Based on the results of this thesis we recommend: 1) Women with recurrent PMB should be investigated with either hysteroscopy or saline infusion sonography. 2) Vaginoscopy should probably be used in preference to other techniques to introduce the hysteroscope into the uterine cavity. 3) Women who have a uterine cavity >9cm or dysmenorrhoea should be warned they are more likely to require further intervention after endometrial ablation. 4) There appears to be no difference between the effectiveness of bipolar radiofrequency ablation and thermal balloon ablation at five years of follow up. 5) Women who present with abnormal uterine bleeding and an endometrial polyp should have it removed. 6) The hysteroscopic morcellator should be used in preference to bipolar resection for endometrial polyp removal.
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Ruppert, John R. 'Jake'. "Office automation migration strategy /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12232009-020121/.

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Fass, Michael John. "A resilient practice of ministry." Thesis, University of Wales Trinity Saint David, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683015.

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Stutz, Peter. "Office automation." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17222.

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Bibliography: p. 100-104.
Office automation systems have become an essential tool for the operation of the modern office. With the emphasis of a modern office being placed on efficiency and ease of communication, office automation systems have become the backbone of successful businesses. COSNET is a prototype office automation system designed and implemented at the Department of the University of Cape Town and runs on Personal Computers that are linked to a NCR UNIX TOWER, which acts as the host. This dissertation investigates the different facilities supported by some of the office automation systems compared in this thesis, and describes the COSNET features. This prototype office automation system supports many of the facilities that are supported by large office automation systems. COSNET allows the user to define any MS-DOS based editor or word processor, and uses a simple editor for the creation of mail. The electronic filing facility allows documents to be created, filed, retrieved and deleted, and thus provides the users with the necessary features for document exchange. A user may set access permissions to each of his documents and may grant other users either read or write access to a specific document. The mail facility lets the user read, file, forward, delete and print a message, and supports classification of mail. A calendar facility is used as an electronic diary and stores all the user's schedules. These schedules may be viewed in either daily, weekly and monthly display modes. Read and write access to the calendar can be set by the user, in order to allow other users to manipulate his schedules. Any MS-DOS based application software can be added to COSNET. This facility allows the COSNET user to configure the office automation system to simulate the office environment. COSNET thus supports most of the necessary features required by an office automation system.
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Amaravadi, Chandra Sekhar. "Towards a conceptual model for the office: An integrating approach." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184813.

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A persistent problem among researchers in office automation has been the absence of a comprehensive theory of office information systems. Commercial software such as spreadsheet and financial packages provide only limited support for tasks such as developing balance sheets and income statements. It also supports only limited software integration, usually at the interface and data levels. A model of an office is proposed as a basis for developing integrated office systems. Prior approaches to this problem have been mostly limited to only one or two aspects of the office with the exclusion of others. These approaches have been characterized as forms, data, information, procedural, functional, communication, and decision oriented. The integrated model synthesizes these different views of the office. The proposed model consists of macroscopic and microscopic components. The macroscopic structure is modelled with a semantic network which describes how "functions" of the office are related to one another. The lower level component of the model consists of "procedures" which support the functions described by the functional structure. These procedures use utilities and tools at a lower level of accomplishing standard operations. Thus support for functions is provided through procedures which rely on utilities at a lower level. The model is operationalized with a knowledge base/database containing the necessary knowledge/data for accomplishing the functions and procedures. Detailed designs of the components of the architecture are presented. A prototype based on the design has been implemented in Prolog. The contribution of the dissertation has five dimensions: these are the literature review, the office study, the conceptual model, and a prototype office system. The literature review provides a clarification of concepts and identification of research problems. The office study contributes to a better understanding of analyzing offices from the point of view of modelling. The conceptual model is a good starting point for designing and developing integrated office systems. The prototype system demonstrates the feasibility of the model for developing an integrated office system.
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De, Jonge Desleigh. "Putting technology to work : experiences of people using assistive technology in the workplace /." St. Lucia, Qld, 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16744.pdf.

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Wong, Hon-chung Wilson. "Organizational transformation of a customer service division to cope with technological change in office automation equipment /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18836136.

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Tong, Wai-man. "The impact of office automation on managers and their work /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13054909.

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Ablard, Robert. "Process mapping office activities of a small mechanical contractor for process improvement and enhancement of succession process." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ablardr.pdf.

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John, Michael O. "The effect of computerization on production in administrative offices a comparative analysis /." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA240524.

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Thesis (M.S. in Information Systems)--Naval Postgraduate School, September 1990.
Thesis Advisor(s): Haga, William J. Second Reader: Bui, Tung X. "September 1990." Description based on title screen as viewed on December 29, 2009. Includes bibliographical references (p. 62-66). Also available in print.
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Books on the topic "Office practice"

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J, Hirsch Paul, and Hirsch Stuart A, eds. Office practice. Philadelphia, PA: W.B. Saunders, 1988.

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Nel, R. Office practice. (South Africa): (s.n.), 1993.

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Atkins, Hazel. Simple office practice. 2nd ed. London: Edward Arnold, 1987.

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Bailey, Paul. Mastering Office Practice. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07876-9.

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Steer, M. Office practice dictionary. London: Pitman, 1985.

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Robert, Kehn, ed. Veterinary office practice. Clifton Park, NY: Delmar Learning/Thomson, 2004.

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Atkinson, Phillip S. Medical office practice. 7th ed. Clifton Park, NY: Delmar Learning, 2003.

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Foster, Thelma J. Office skills. 4th ed. Cheltenham: Stanley Thornes, 1994.

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Jaderstrom, Susan. Complete office handbook: The definitive reference for today's electronic office. Edited by Kruk Leonard B, Miller Joanne, Fenner Susan W, and Professional Secretaries International. 2nd ed. New York: Random House, 1997.

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Silvis, Carol A. General office procedures. 2nd ed. Fort Worth, TX: Dryden Press, 1994.

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Book chapters on the topic "Office practice"

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Dengrove, Edward. "Office Practice." In Handbook of Outpatient Treatment of Adults, 647–62. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0894-0_28.

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Maizels, Max. "Office Practice." In A Guide to Make Applications for Holistic Surgical Practice, 77–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77380-9_5.

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Bailey, Paul. "Office Stationery." In Mastering Office Practice, 245–53. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07876-9_17.

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Cass, Noel, James Faulconbridge, and John Connaughton. "The office." In Infrastructures in Practice, 77–89. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351106177-9.

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Newton, Peter H. "Drawing Office Practice." In Structural Detailing, 9–15. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12448-0_2.

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Newton, Peter H. "Drawing Office Practice." In Structural Detailing, 9–15. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07253-8_2.

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Bailey, Paul. "The Office in its Environment." In Mastering Office Practice, 1–14. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07876-9_1.

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Bailey, Paul. "Mechanical Aids." In Mastering Office Practice, 161–64. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07876-9_10.

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Bailey, Paul. "Stock Control." In Mastering Office Practice, 165–69. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07876-9_11.

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Bailey, Paul. "Methods of Payment." In Mastering Office Practice, 170–93. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07876-9_12.

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Conference papers on the topic "Office practice"

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Ye, Juan. "“Office Automation” Teaching Practice Combining Constructivist Teaching Model." In 2020 5th International Conference on Smart Grid and Electrical Automation (ICSGEA). IEEE, 2020. http://dx.doi.org/10.1109/icsgea51094.2020.00069.

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Ledashcheva, Tatiana. "PROSPECTS OF IMPLEMENTATION OF THE PRACTICE OF "GREEN OFFICE" OR "SUSTAINABLE OFFICE" IN RUSSIA." In 18th International Multidisciplinary Scientific GeoConference SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgem2018v/6.4/s10.091.

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Rassokhina, Anna Sergeevna. "Special prosecutor's office department activity in the Russian Federation." In XI International Students' research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112685.

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Mueller, Keith M., and William Liddy. "Lessons Learned from the Field to Improve Office Practice." In Structures Congress 2004. Reston, VA: American Society of Civil Engineers, 2004. http://dx.doi.org/10.1061/40700(2004)175.

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Raue, A., and M. Te Kulve. "BIODYNAMIC LIGHTING IN PRACTICE: PILOT STUDY IN A GOVERNMENT OFFICE." In CIE 2023 Conference. International Commission on Illumination, CIE, 2023. http://dx.doi.org/10.25039/x50.2023.op074.

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Biodynamic lighting was installed as a pilot on one floor of an existing government office. Occupant satisfaction, work performance effects and energy effects on this floor were systematically evaluated against the default situation on other floors. Apart from these themes, some unexpected lessons were learned about the implementation of biodynamic lighting in practice. Most noticeable, expectation management to the occupants and - for better acceptance - the importance of gradually increasing the control dynamics rather than starting with an extreme algorithm and slowly decreasing it. Considering that the whole aim of biodynamic lighting is to increase occupant wellbeing, these unexpected lessons will be valuable for further implementations of biodynamic lighting in practice.
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Churiyah, Madziatul, Taspin Agustina Puspa, Agung Winarno, Buyung Adi Dharma, and Andi Basuki. "Improvement of Learning Office Administration Education Students with the Use of Authentic Assessment Performance in Office Practice." In International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0217.

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Ulrich, Patrick, and Felix Stockert. "Family offices as a new form of family business governance." In Corporate governance: Theory and practice. Virtus Interpress, 2022. http://dx.doi.org/10.22495/cgtapp15.

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Family firms form the majority of companies in almost every country in the world. The organization of the founding families, however, does not play a big role in corporate governance theory and practice. German family firms have created a relatively new form of family firm governance and organization: the family office. This specific form of organization deals with family organization, financial assets, and general family consulting
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Ravache, Baptiste, Reshma Singh, and Spencer M. Dutton. "Climate-Specific Modeling And Analysis for Best-Practice Indian Office Buildings." In 2015 Building Simulation Conference. IBPSA, 2015. http://dx.doi.org/10.26868/25222708.2015.2714.

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Grant, Elizabeth, and Peter Ozolins. "From School to Office: Recent Graduates’ Perceptions of Architectural Education and Practice." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.93.

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Recent graduates of architecture schools often report a mismatch between their experiences in academia and their experiences in the profession. We relate the findings of the first phase of a more extensive exploration that will examine these graduates’ experiences, investigate the nature of the relationship between education and practice, and develop suggestions for bringing the two worlds into closer alignment. During our time both as licensed architects and educators, we have joined others in observing a disconnect between the academy and the office. In schools, we have seen priority given to “design” architects, with little attention paid to “architects of record” who are often responsible for the long and messy process of bringing visions to reality. In practice, we have seen interns who expected to design high-profile projects become disillusioned once exposed to the fuller, more complex nature of architectural practice. Practitioners have expressed their frustration with the unrealistic expectations and lack of appropriate preparation of recent graduates. Following a brief literature review on the relationship of education to practice, we present a questionnaire administered to recent alumni of Virginia Tech. We ask these alumni to describe their understanding of practice gained while in school, their sense of preparation when entering the profession, and their observations about the nature and degree of alignment between these two realms. In our conclusions, we describe the relationship between a more theoretical and design-focused architectural education and the obligation of the architect to sustain a viable practice, to respond effectively to client-defined project needs and budget, and to ensure the health, safety and welfare of society. The ultimate goal of the research is to provide students, faculty, and practitioners with a clearer picture of the best ways to adequately prepare students to enter the profession.
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Clifford, Dale. "Academic | Practice Partnership— Developing Responsive Architecture." In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.2.

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Academic entities have the ability to assemble resources and form ‘local labs’ able to creatively address complex technical problems. This paper describes academic partnerships with professional practice that offer responsive materials design expertise not available in many architectural firms. The following projects are funded by grants, gifts, and consultation mechanisms with architectural firms during the Request for Qualifications (RFQ) and the Request for Proposals (RFP) phase in competitive design solicitations. The RFQ and the RFP mechanisms are high-value low-risk means for architectural firms to add research and development capabilities to their project team. Example are given of two collaborative projects that have brought practice-based research to the architectural office and brought practical experience to students.
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Reports on the topic "Office practice"

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Lerner, Josh. 150 Years of Patent Office Practice. Cambridge, MA: National Bureau of Economic Research, January 2000. http://dx.doi.org/10.3386/w7477.

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Minh Chau, Luu. Development of guidelines for using office simulation to teach office practice in the Vietnamese public high schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1565.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Woodhill, Jim, and Juliet Millican. Systems Thinking and Practice: A guide to concepts, principles and tools for FCDO and partners. Institute of Development Studies, February 2023. http://dx.doi.org/10.19088/k4d.2023.002.

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This guide is a basic reference on systems thinking and practice tailored to the context and needs of the UK Government’s Foreign, Commonwealth & Development Office (FCDO). It is an output of the FCDO Knowledge for Development Programme (K4D), which facilitated a Learning Journey on Systems Thinking and Practice with FCDO staff during 2021 and 2022. The guide offers a common language and shared framing of systems thinking for FCDO and its partners. It explores what this implies for working practices, business processes and leadership. It also offers links to additional resources and tools on systems thinking. We hope it can support systems thinking to become more commonplace within the culture and practices of FCDO and working relations with partner organisations.
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Pautz Stephenson, Stefani, Rebecca Banks, and Deblina Pakhira. Practitioners at the Center: Catalyzing Research on Problems of Practice in Realistic Settings. Digital Promise, December 2022. http://dx.doi.org/10.51388/20.500.12265/164.

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SEERNet’s goal is to enable alignment of research on digital learning platforms to the Institute of Education Sciences’ Standards for Excellence in Education Research (SEER) and thereby make research more rigorous, transparent, actionable, inclusive, and focused on consequential impacts. While researchers have long aspired to study problems of value to the field, the conception of research questions rarely is in partnership with practitioners. Without voices from the field, researchers do not have the deep understanding of educator, student, and system needs that are essential for ensuring research will impact decision-making. This paper will discuss a national call for involving practitioners in research question design, strategies for partnerships with practitioners, and SEERNet’s guiding principles for practitioner engagement. It will also introduce how needs and research question ideas were developed through SEERNet’s Office Hours.
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Soriano, Alejandro. Inter-American Investment Corporation: Tenth Annual Independent Validation Report Prepared by the Office of Evaluation and Oversight. Inter-American Development Bank, June 2014. http://dx.doi.org/10.18235/0010586.

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This is the tenth consecutive year that IIC has contractually engaged OVE to support it in implementing a standardized system to account for the developmental and financial results of its investment projects. This system - within which reports like the present one serve to record the results of successive annual batches of mature projects - is compliant with the Good Practice Standards (GPS) for Private Sector Operations issued by the Evaluation Cooperation Group of Multilateral Development Banks (ECG-MDB).This is the tenth consecutive year that IIC has contractually engaged OVE to support it in implementing a standardized system to account for the developmental and financial results of its investment projects. This system - within which reports like the present one serve to record the results of successive annual batches of mature projects - is compliant with the Good Practice Standards for Private Sector Operations issued by the Evaluation Cooperation Group of Multilateral Development Banks. Shortcomings in the current GPS methodology have given rise to discussions among ECG members, as well as within IDB, on the possible benefits of increased convergence with the standards for evaluation of public sector operations. These discussions are likely to lead to adjustments in the approach to private sector project evaluation. Given methodological shortcomings in GPS, results in this report should be considered with caution. The report presents the application of the standards to an annual batch of 24 mature projects, corresponding to a total IIC investment of US$187.9 million. Under the current version of the good practice evaluation standards, 79% of projects (US$165.7 million) rated at least mostly successful in Development Outcomes, while Investment Outcome was rated as satisfactory for 88% of the projects (US$166.2 million in IIC investment). IIC Work Quality presented mostly favorable results, with 79% of projects (US$171 million in IIC investment) receiving satisfactory ratings. Finally, from this limited project-by-project evaluation perspective, IIC seems to still have added value to a majority of clients: 63% of projects (US$131 million) rated satisfactory in Additionality. Despite the likelihood of future methodological changes, the discipline brought about by the annual exercises like the one reflected in this report has allowed IIC to strengthen its self-evaluation capabilities over the last decade. In addition, the system has also allowed IIC to identify useful lessons to improve future IIC projects in similar areas, as well as highlight opportunities to increase the reliability of its evaluation system. Lessons from this report suggest further opportunities to enhance IIC's project appraisal, structuring and supervision processes by fully leveraging IIC's financial and nonfinancial (technical assistance) product offering. These lessons also appeared in prior batches and were the subject of recommendations in last year's report. Instead, this report has a single recommendation: work with OVE to revamp IIC's project evaluation system to address the shortcomings of the current one, while seeking harmonization across IDB's private sector and sovereign guarantee windows. This will likely entail overhauling both IIC's ex-ante project assessment tools (with a view towards enhancing project evaluability) and IIC's project monitoring and ex-post assessment approach.
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Carter, Becky. Inclusion Across the Nexus in Protracted Conflicts. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/k4d.2022.021.

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This briefing note summarises key considerations and resources to guide the inclusion of people most affected by intersecting inequalities in coordinated humanitarian, development and peacebuilding assistance programming in protracted conflicts. This provides an overview of the main issues, with the next briefing note in this series having a sector focus. This is a common resource for development, humanitarian and peacebuilding advisors and programme managers within the UK’s Foreign, Commonwealth and Development Office (FCDO) and other aid organisations. It aims to inspire and inform cross-cadre discussions and collaborative synergies to achieve inclusion objectives in practice.
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Burge, Richard, Rachel Nadelman, Rosie McGee, Jonathan Fox, and Colin Anderson. Seeing the Combined Effects of Aid Programmes. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/ids.2022.031.

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Multiple aid agencies often try to support change in the same places, at the same time, and with similar actors. Surprisingly, their interactions and combined effects are rarely explored. This Policy Briefing describes findings from research conducted on recent aid programmes that overlapped in Mozambique, Nigeria, and Pakistan, and from a webinar with UK Foreign, Commonwealth & Development Office (FCDO) advisors and practitioners. The research found three distinct categories of ‘interaction effects’: synergy, parallel play, and disconnect. We explore how using an ‘interaction effects’ lens in practice could inform aid agency strategies and programming.
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Medieta, María Paula, Ricardo Marto, Miguel Soldano, Verónica M. Gonzalez Diez, Lucia Martin, Paola Buitrago, David Suarez, et al. Evaluation of Special Programs Financed by Ordinary Capital. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0010602.

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The Board of Directors of the Inter-American Development Bank has requested that the Office of Evaluation and Oversight undertake an evaluation of Special Programs (SP) as part of its 2014 work program. The evaluation seeks to shed light on whether the current practice and arrangements for allocating US$100 million from Ordinary Capital (OC) net income to 19 SPs are an effective way to finance Technical Cooperations (TCs) to address priority social and economic development needs in the Bank's borrowing member countries. The evaluation covers the functioning of OC funded SPs from 2005 through mid-2014 and covers the SP TC portfolio from 2005 to 2013.
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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