What are the financial implications of the case study? Take a few minutes to evaluate and answer the following questions, which are based on both the discussion and the objectives of this case study. How much did the case study have an effect on increasing empathy and understanding of different groups of PWS, as well as how much did the study help with the communication of an individual PWS? In what ways did the study lead to change in the relationships between those with PWS and neurotypical people and the amount of money being spent on services for those with PWS? To what extent did the study lead to change in the amount of money spent by those with PWS on their own support in the family and community? What impact did the study have on reducing social stigma against and isolating those with PWS? Discuss this in terms of effect on the participants themselves, their families, and institutions and organizations. What were the challenges to conducting this study and overcoming them? Discuss. For an evaluation, in a five-paragraph response, combine the details in the paragraphs into one or two concise statements. You may revise your response up to four times as often as needed until you are satisfied with the quality of your response and the impact it has on the reader. You will receive feedback on your response at the end of the Peer Evaluation Worksheet. Students using Peer Evaluations: Learn More Anatomy of a Case Study People think that the doctor/ patient interaction is the most important part in a doctor/ patient interaction, but the interview is equally if not more important. Take a couple questions and listen to what the patient has to say. What did you observe while you were asking the questions? Did you notice any symptoms the patient had, those that you could see? How did the patient look, and what did you observe when listening to what the patient had to say. Ask more questions in more areas and get as much information as you can. Once the patientWhat are the financial implications of the case study? This case study answers the following questions: What are the financial implications of the case for my student? (In other words, how much is this taking from the student’s existing financial resources, and how much more is there to go?) How can my student best prepare for the financial implications of a case study? (What documentation should be produced to demonstrate that it is clear to students what is spending money and what is costing money?) What are the financial implications of the case for a student assuming additional financial responsibility? (What will the financial implication be for the institution when a previous self-sponsor fails to achieve a specified financial outcome?) It covers: What is meant by’study time’ when it comes to what a case study costs? (Such questions as: ‘What if I try to do this exercise instead?’, ‘Will I need to negotiate the hours I will be available for this project?’, ‘What happens if I change my plan?’ ….) What are the common types of project and case study work? What kinds of documentation can students plan for? In general, are there practical implications for financial management that are part of the ‘What kind of problem/project should I choose?’ component of working out whether to do a case study? What documentation is required and where are more details available? Who needs to be involved in the preparation of any financial documentation? (Students and academic staff have different roles and perspectives for financial management) What is the level of documentation that is required for a case study and how much does this cost? What should they consider in making a case study on a topic of their choice? Where can they download most of the information on what is involved in case studies? (Academic staff do their own case study research and in some cases, write directly for a case study series aimed at students; yet, academics don’t consider themselves to be ‘case study experts’ and some academics don’t do case studies for income and have, instead, their best work completed as a ‘project’, just as students have their best work completed in project work.) What are the best cases available for studying ‘case study course work? And what is the cost of such a study using one of the best case studies? Where can they find the best literature reviews, reviews of student perspectives, and student perspectives on case studies? This section deals with the following questions: How much time is spent on a case study before contacting a case study funder? How will that case study funder respond to student inquiries on a case study need and questions? What are the financial implications of a case study on student time and resources? It covers: Is it always a case of ‘finding’ the ‘need’ an issueWhat are the financial implications of the case study? Are costs being offset? ————————————————————– We completed an analysis in November 2012 and the results showed that the overall investment in the project was estimated in a conservative manner, and costs do not cover all the potential revenue to be generated (of which only half was estimated).
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What amount of resource were already put into the project? ———————————————————— The preliminary process was introduced in 2009 and five years since this project has been started and is moving strongly. It is most likely to be completed in the next four years. The financial investment is estimated at up to US\$20 000 and the software coding and integration is estimated at US\$7 800. This is at the time of initial proposal and will be completed in the next four years. What has already been accomplished in this process so far? ——————————————————— We began a trial of the process in November 2008 and provided support for the local authorities during a workshop to help them better understand the issues. SINOVAS was developed so it could work for all authorities with a specific focus on the pilot project areas. Since then it has been embedded in the general policy. The pilot project showed the value of this tool and further tools are being developed. What progress has been made on the key objectives? ————————————————– There is good use of the tools across 22 districts, having received feedback from 27 districts. There is good uptake of the tools by district reviewers and district this hyperlink have responded well to the opportunity to participate in the tool design. What impact did the pilot have on the work of the various players? —————————————————————— It supported the use of a consistent review process across the whole program and there is good confidence in the process and the development of the tools. However, there has been some sceptical comments by some stakeholders. As the pilot proceeds, greater confidence will be gained which will assist uptake.
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How was the study implemented? ——————————- It was initiated as a joint