An Approach for Quantifying the Multidimensional Nature of Disaster Resilience in the Context of Municipal Service Provision

2017 ◽  
pp. 239-259 ◽  
Author(s):  
Christopher W. Zobel ◽  
Milad Baghersad ◽  
Yang Zhang
Keyword(s):  
Service Provision ◽  
Disaster Resilience ◽  
Municipal Service

“The Master of the House”—Agencies in Municipal Service Provision: Balancing Autonomy and Accountability

2014 ◽  
Vol 49 (5) ◽  
pp. 730-752 ◽  
Author(s):  
Ole Johan Andersen ◽  
Harald Torsteinsen
Keyword(s):  
Strategic Management ◽  
Service Provision ◽  
Continuous Process ◽  
Years Of Experience ◽  
Agency Model ◽  
Municipal Service ◽  
Operational Autonomy

The article raises the question of to what extent municipalities adopting reforms of decentralization are able to find a stable balance between strategic management and operational autonomy. We performed a case study in a Norwegian municipality with more than 10 years of experience in practicing the agency model characterized by a radical disaggregation and autonomization of functions. Our findings suggest that finding a stable balance seems hard to obtain. Instead, there is a continuous process of “negotiation” going on between the two levels. The risk of sliding back to hierarchy and central rule seems to be more or less permanent.

Municipal Service Provision Choices within a Metropolitan Area

2005 ◽  
Vol 40 (4) ◽  
pp. 492-519 ◽  
Author(s):  
Pascale Joassart-Marcelli ◽  
Juliet Musso
Keyword(s):  
Metropolitan Area ◽  
Service Provision ◽  
Municipal Service

Dynamic Municipal Allocation Analysis

1987 ◽  
Vol 19 (1) ◽  
pp. 93-105
Author(s):  
L W Dolan ◽  
J Wolpert ◽  
J E Seley
Keyword(s):  
New York ◽  
Service Provision ◽  
Population Change ◽  
School Facilities ◽  
Municipal Service

Distributional studies of municipal service provision which do not make allowances for population losses and relocation as well as for austerity impacts can make serious inferential errors about intended beneficiaries. In this study, the relocation of fire, police, library, and school facilities are examined in the context of New York City's rapid population change and service retrenchment in the 1960 – 1984 period. The findings demonstrate a continuing spatial disequilibrium of services. Shortages persist in some neighborhoods and underutilization in others as population shifts more rapidly than the services can relocate.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist

2020 ◽  
pp. 1-7
Author(s):  
Laura S. DeThorne ◽  
Kelly Searsmith
Keyword(s):  
Service Provision ◽  
Individualized Education Program ◽  
Institutional Constraints ◽  
Individualized Education ◽  
Existing Structures ◽  
Eligibility Determination ◽  
Speech Language Pathologist ◽  
School Based ◽  
Key Points ◽  
C Center

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

Service Provision Challenges and Opportunities in Rural Areas

2008 ◽  
Author(s):  
Sarah L. Hastings ◽  
Tracy J. Cohn ◽  
E. Janie Pinterits
Keyword(s):  
Rural Areas ◽  
Service Provision ◽  
Challenges And Opportunities
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