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They also applied their experience of being looked after to the task of judging the relevance of study findings from around the world to the UK context. Although young people were involved in every stage of this review, participation is sometimes targeted at key stages, in particular, choosing the review question and interpreting the findings. Participation in reviews also differs in terms of how it happens. There is a body of theoretical literature on how participatory approaches to research can vary (see for example, Oliver et al.

7 How will stakeholders’ contributions be acknowledged in the report? Conclusion This chapter has described the practical implications of seeing systematic reviews from different perspectives. Towards the end of the second millennium the growing enthusiasm for a more participatory approach to developing services was applied to research and ‘evidence-informed decision-making’. These two movements provided the setting that encouraged researchers to draw on the perspectives of policy, professional practice and service use so as to develop a more applied social science.

In terms of what was involved, both of these more collaborative reviews required far greater resources for involvement than did the review on incentives. For both reviews, these resources mainly consisted of the time contributed by the various groups of stakeholders in organising and attending events or meetings. This turned out to be a considerable challenge, especially for the students involved in the PSHE review, given the many competing demands on their time within the school day and over the school year.

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Finance - Probability and Statistics Textbook

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