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An infographic is a way to present information quickly and clearly through the use of a visual representation. You can certainly search the Internet for examples of infographics or feel free to view these examples found on the Rasmussen College Website: Infographic: Milestones Matter, Early Childhood Development The ABCs of Early Childhood Education Infographic For this assignment, create a 1-page infographic of the federal legislative process: How a bill becomes a law . Your infographic should use a professional tone appropriate for early childhood educators and, at a minimum, include: How legislation is introduced Committee Action Floor Action Presidential Action The document can be created using a variety of Microsoft tools including: Word, PowerPoint, or Publisher. (If you would like to use a different tool, please discuss it with your instructor before proceeding.) .

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PROGRESS REPORTS Update the Client, Reader, or Your Instructor Once you have written a successful proposal and have secured the resources to do a project, you are expected to update the client on the progress of that project. This updating is usually handled by progress reports, which can take many forms: memoranda, letters, short reports, formal reports, or presentations. WHAT INFORMATION IS EXPECTED IN A PROGRESS REPORT? Background on the project itself Discussion of achievements since last reporting Discussion of problems that have arisen. Discussion of work that lies ahead Assessment of whether you will meet the objectives in the proposed schedule and budget BACKGROUND ON THE PROJECT In many instances, the client, your Battalion Chief, is responsible for several projects. Therefore he or she will expect you to bring them up to speed as to what you project is. It’s also important to remind them what your objectives are and what the status of the project was at the time of last reporting period DISCUSSION OF ACHIEVEMENTS SINCE LAST REPORTING Outline the progress of the tasks presented in your proposal’s original schedule. DISCUSSION OF PROBLEMS THAT HAVE ARISEN Progress reports are not necessarily for the benefit of only the Chief. Often, you the engineer or firefighter benefit from the reporting because you can share or warn your supervisor about problems that have arisen. In some situations, the Chief might be able to direct you toward possible solutions. In other situations, you might negotiate a revision of the original objectives, as presented in the proposal. DISCUSSION OF WORK THAT LIES AHEAD In this section, you discuss your plan for meeting the objectives of the project. In many ways, this section of a progress report is written in the same manner as the "Plan of Action" section of the proposal, except that now you have a better perspective for the schedule and cost than you did earlier. ASSESSMENT OF WHETHER YOU WILL MEET THE OBJECTIVES IN THE PROPOSED SCHEDULE AND BUDGET In many situations, this section is the bottom line for the supervisor. In some situations, such as the construction of a highway, failure to meet the objectives in the proposed schedule and budget can result in the forfeiting of a contract. In other situations, such as a research project, the boss expects that the objectives will change somewhat during the project. Research Proposal Summary/ Purpose This proposal presents the research that I would like to preform about the topic of (adolescent gang participation and violence). After explaining the background of the issue, I have developed a method and timeline to explore this topic. Areas to be Studied / Background One of the biggest problems facing American cities and families today is when kids get involved with gangs. This is a problem because it damages their future, hurts the community, increases the chances of being thrown in jail, and causes financial issues for .

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So, you've published a research paper...now what? This tutorial uses real-world examples and provides guidance on how to use social media to disseminate research findings to the general public in a step by step presentation, including how to create infographics, draft copy, develop a social media plan and posting schedule, as well as tracking the results of the outreach effort. Presented at the Clinical Research Center at Vanderbilt University Medical Center for continued education credits.

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Overview This Assessment is a Work Product in which you will research pressing issues in the early childhood field and select one that you are particularly interested in, one for which you have a desire to generate awareness and bring about change. With this issue in mind, you will prepare a communication piece for policymakers or stakeholders to begin the change process. After you receive a response, you will reflect on your efforts to communicate and collaborate with policy-makers and/or stakeholders. Your response to this Assessment should: Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated. Adhere to the required Assignment length. Use the APA “Course Paper” template available here . Note: All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Professional Skills: Written Communication , Critical Thinking , and Information Literacy are assessed in this Competency. You are strongly encouraged to use the Writing Checklist and to review the rubric prior to submitting. This Assessment requires submission of one (1) document that includes all three parts of this Assessment. Save this file as RC004_firstinitial_lastname (for example, RC004_J_Smith). If you choose to create a PowerPoint for Part II, you may submit two files in total, one Word document and one PowerPoint. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu. Instructions Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Rubric Access the following to complete this Assessment: National Association for the Education of Young Children (NAEYC). (n.d.). Public policy and advocacy. Retrieved March 11, 2019, from https://www.naeyc.org/our-work/public-policy-advocacy Ounce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf Trend Lines. (n.d.). Retrieved from http://blog.childtrends.org UNICEF. (n.d.). Current issues. Retrieved January 29, 2020, from https://www.unicef.org/media/current-issues ZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10.pdf This assessment has three-parts. Click each of the items below to complete this assessment. Part I: Research Brief Select a topic of interest. What current problems, policies, or .

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Annual Report to the Nation on the Status of Cancer, Part I: National Cancer Statistics Kathleen A. Cronin, PhD, MPH1; Andrew J. Lake, BS2; Susan Scott, MPH 1; Recinda L. Sherman, MPH, PhD, CTR3; Anne-Michelle Noone, MS1; Nadia Howlader, MS, PhD1; S. Jane Henley, MSPH4; Robert N. Anderson, PhD5; Albert U. Firth, BS2; Jiemin Ma, PhD, MHS6; Betsy A. Kohler, MPH, CTR3; and Ahmedin Jemal, DVM, PhD 6 BACKGROUND: The American Cancer Society (ACS), the Centers for Disease Control and Prevention (CDC), the National Cancer Institute (NCI), and the North American Association of Central Cancer Registries (NAACCR) collaborate to provide annual updates on cancer occurrence and trends in the United States. METHODS: Incidence data were obtained from the CDC-funded and NCI- funded population-based cancer registry programs and compiled by NAACCR. Data on cancer deaths were obtained from the National Center for Health Statistics National Vital Statistics System. Trends in age-standardized incidence and death rates for all cancers combined and for the leading cancer types by sex, race, and ethnicity were estimated by joinpoint analysis and expressed as the annual percent change. Stage distribution and 5-year survival by stage at diagnosis were calculated for breast cancer, colon and rec- tum (colorectal) cancer, lung and bronchus cancer, and melanoma of the skin. RESULTS: Overall cancer incidence rates from 2008 to 2014 decreased by 2.2% per year among men but were stable among women. Overall cancer death rates from 1999 to 2015 decreased by 1.8% per year among men and by 1.4% per year among women. Among men, incidence rates during the most recent 5- year period (2010-2014) decreased for 7 of the 17 most common cancer types, and death rates (2011-2015) decreased for 11 of the 18 most common types. Among women, incidence rates declined for 7 of the 18 most common cancers, and death rates declined for 14 of the 20 most common cancers. Death rates decreased for cancer sites, including lung and bronchus (men and women), colorectal (men and women), female breast, and prostate. Death rates increased for cancers of the liver (men and women); pancreas (men and women); brain and other nervous system (men and women); oral cavity and pharynx (men only); soft tissue, including heart (men only); nonmelanoma skin (men only); and uterus. Incidence and death rates were higher among men than among women for all racial and ethnic groups. For all cancer sites combined, black men and white women had the highest incidence rates compared with other racial groups, and black men and black women had the highest death rates compared with other racial groups. Non-Hispanic men and women had higher incidence and mortality rates than those of Hispanic ethnicity. Five-year survival for cases diagnosed from 2007 through 2013 ranged from 100% (stage I) to 26.5% (stage IV) for female breast cancer, from 88.1% (stage I) to 12.6% (stage IV) for colorectal cancer, from 55.

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