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Due Friday May 1 by 7pm Central Standard Time Respond to two colleagues Reading 1. Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books. · Chapters 9, “Is the Intervention Effective?” (pp. 213–250) · Chapter 10, “Analyzing Evaluation Data” (pp. 255–275) 2. . McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation) . Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742 3. McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249 Colleague Marla Attached Document Colleague Joy Attached Document Respond to at least two colleagues from the perspective of an interested stakeholder for the program by doing the following: · Provide a brief description of the role that you are taking. · Provide an evaluation of the group research design that they have chosen, and criteria that your colleagues have generated (choice of outcome and method of evaluation) from the perspective of the stakeholder whom you have chosen. · Provide support based on your evaluation · Ask questions about the plan for research design and the questions that the evaluation plan will address from your chosen perspective. APA format intext citations and references .

Education

guide.htm#anchor30249
Colleague Marla
Attached Document
Colleague Joy
Attached Document
Respond
to
at least two
colleagues from the perspective of an interested stakeholder for
the program by doing the following:
· Provide a brief description of the role that you are taking.
· Provide an evaluation of the group research design that they
have chosen, and criteria that your colleagues have generated
(choice of outcome and method of evaluation) from the
perspective of the stakeholder whom you have chosen.
· Provide support based on your evaluation
· Ask questions about the plan for research design and the
questions that the evaluation plan will address from your chosen
perspective.
APA format intext citations and references

Similar to Due Friday May 1 by 7pm Central Standard TimeRespond to tw.docx

Data collection requires evaluators to consider a wide and diverse variety of data sources. These include both primary and secondary data sources. Data collection can significantly impact your evaluation project. Evaluators sometimes overlook problems where secondary data is involved and overlook the fact that data for comparison purposes can affect validity. The types of data in the Learning Resources are not meant to be exhaustive but are the most common types in program evaluation. To prepare for this Discussion, choose one of the cases provided, review the specified Learning Resources, and complete the corresponding prompts. Case 1 Steven Levitt, the author of Freakonomics, is exemplary in his ability to make data tell “stories.” Students of public administration and organizational behavior are familiar with the famous Hawthorne effect. Levitt and List’s (2009) reanalysis of the original Hawthorne study (which uses incomplete, archived, and secondary data) shows how management programs that were developed to increase worker productivity can be evaluated or reevaluated, even though the experiments were conducted almost a century ago. Post by Day 3 a description of at least two data collection problems that the reanalysis of Levitt and List might bring to the Hawthorne effect. Respond by Day 5 to two colleagues and explain whether the problems have to do with design or data collection. What other data collection problems could, in your view, also be important? Explain. Case 2 Barbara Geddes (1990) points out the pitfalls of selecting cases, units, or observations purely on the basis of the dependent variable. Post a brief explanation of the relevance of Barbara Geddes’ argument for program evaluation. Then, explain when a scenario of choosing cases solely on the dependent variable might be permissible. Provide a rationale for your explanations. •Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238) •McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185) •Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf •Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf •Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm •Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Re.

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SOCW 6311 WK 6 responses Respond to at least two colleagues each one has to be answered separately name first then response Bottom of Form Respond to at least two colleagues by doing all of the following: Identify the stage or stages of the program to which your colleague’s selected question relates. Suggest an additional question or concern that stakeholders may have about program evaluation. Recommend an alternative model for the evaluation. Instructor wants lay out like this: Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following: Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved. Your response Address his or her evaluation of the efficacy and applicability of the evidence-based practice, Your response [Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice, Your response And [evaluate] his or her solution for mitigating those factors. Your response Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified. Your response References Your response PEER 1 Elektra Smith Top of Form Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. I chose a victim advocate program that provides crisis intervention for sexual assault victims. “The Victim Advocate provides emotional support to primary victims and secondary victims during the examination at the hospital or during an interview with the police. Applicant must be able to respond to victim/family in a non-judgmental and unbiased manner. The requirement is to work a minimum 2 shifts per month ( https://visitthecenter.org/volunteer , 2018).” I chose the program monitoring to answer the question about clients being satisfied with this service program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). The process benefits of monitoring the program helps with determining the strengths and weaknesses of the service program that is being implemented. It helps to discover ways to improve program services for the most effective outcomes. Additionally, monitoring the program presents accountability to ensure effectiveness and integrity of the program. “Program monitoring typically uses many different types of data-collection strategies, such as questionnaires given out to clients or staff members, individual and group interviewing of staff and clients, observations of pro-grams and specific interactions between staff members and clients, reviews of existing documents such as client files and personnel documents, and consulting experts (Dudley, 2014) (p.73).” Identify 2–3 concern.

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Performance management is a systematic process that entails planning work, setting expectations, monitoring outcomes, developing capability, rating performance, and rewarding achievement (U.S. Office of Personnel Management, 2012). Developing clear, measurable, fair, and challenging standards is required if a performance appraisal is to be the basis for employee retention, development, promotion, and compensation in an organization. Performance appraisal processes must be developed, implemented, and monitored in such a manner that promotes accurate, standardized, and appropriate execution. Consequently, it is essential to understand how to properly design these systems to ensure effective use. For this Assignment, review this week’s media. Consider how you might develop a standardized performance appraisal process to evaluate the three job types presented in the media. Develop a performance appraisal process for Greenway Inc. consisting of three types of jobs (manufacturing, sales, executive). In your Assignment, you should do the following: · Characterize the appraisal’s elements. · Explain how the appraisal mechanism is tied to a job analysis. · Identify the number of performance levels, and explain how the number of levels was determined. · Explain how the system would be standardized and validated. · Provide an APA reference list and use appropriate APA citations throughout. Submit 5-page performance appraisal process. Review: · Laureate Education, Inc. (Executive Producer). (2013e). Testing applicants. [Interactive media]. Baltimore, MD: Author. Link http://mym.cdn.laureate-media.com/2dett4d/Walden/PSYC/8576/01/mm/greenway/index4.html References (at least 4 peer reviewed scholarly, APA)Readings · Fletcher, C. (2001). Performance appraisal and management: The developing research agenda. Journal of Occupational and Organizational Psychology, 74(November 2001), 473–487. Retrieved from the Walden Library databases. · Greguras, G. J., Robie, C., Born, M. P., & Koenigs, R. J. (2007). A social relations analysis of team performance ratings. International Journal of Selection and Assessment, 15(4), 434–448. Retrieved from the Walden Library databases. · Levy, P. E., & Williams, J. R. (2004). The social context of performance appraisal: A review and framework for the future. Journal of Management, 30(6), 881–905. Retrieved from the Walden Library databases. · Mersman, J. L., & Donaldson, S. I. (2000). Factors affecting the convergence of self-peer ratings on contextual and task performance. Human Performance, 13(3), 299–322. Retrieved from the Walden Library databases. · Pulakos, E. D. (2007). Performance measurement. In D. L. Whetzel & G. R. Wheaton (Eds.), Applied measurement: Industrial psychology in human resources management (pp. 293–317). Malwah, NJ: Lawrence Erlbaum Associates. · Scott, S. G., & Einstein, W. O. (2001). Strategic performance appraisal in team-based organizations. Academy of Management Executive, 15(2), 107–116. Retrieved.

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Distance Learning, Online Teaching [19+ Years] • Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development. • Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager. • Create a safe, respectful, and welcoming learning environment. • Specialize in working with new students, first generation students, and academically under-prepared students. • Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism. • Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others. Dissertation Chair and Mentor [Remote, 11+ years] • Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process. • Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation. • Participate in the Defense process of a student’s Prospectus and final Dissertation. • Facilitate the successful completion of all IRB protocols. Faculty Development [Remote, 10+ years] • Served as a Trainer and Mentor for New Faculty Members. • Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories. • Inspired faculty to improve their facilitation practice by leading online faculty workshops. Curriculum Development [Remote, 12+ years] • Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses. • Strong knowledge and application of adult cognitive learning theories and instructional design methodologies. • Develop content and assessments that met learning objectives, including discussions and assignments. Background Includes: Various Online Schools (08/05 – Present) Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.

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Project: Final Project: Writing the Grant Part 2: Methodology and Evaluation Plans For this Assignment: Review the Final Project Guidelines provided in this week’s Learning Resources. Carefully review pages 6–15 of the course text as well as other Learning Resources that focus on methodology and evaluation. You may also find additional online information from reputable grant-related organizations such as Foundation Center and individual private funders. With consideration to feedback that you received from colleagues and your Instructor to this week’s Discussion, and to your continued evaluation of the literature and funder guidelines, finalize your project Methodology and Evaluation Plans. Remember that this content must demonstrate that it addresses funder interests as well as the grantee perspective. Assignment (3–4 pages) Write your Methodology and Evaluation Plans for a non organization that will help single mothers provide for their family without the help of public assistant. The Methodology includes: Program Description Non-Personnel Resources Facilities, supplies, technology, etc. Any non-personnel resources that will appear in the proposal budget should be described Personnel Resources Who will be assigned or hired? Management Plan (Work Plan) Who will be responsible for which activities and what is the timeline associated with them (first quarter, second quarter, third quarter, fourth quarter, ongoing)? How the project will be managed? The Evaluation Plan includes: Description of the specific criteria that will measure the success of the project Explanation of data that will be collected Evaluation instruments that will be used and an explanation of why these instruments were selected Required Readings Ward, D. (2012). Writing grant proposals that win (4th ed.). Burlington, MA: Jones & Bartlett Learning. · Chapter 1, “The Conceptual Framework” (pp. 2–19) Note: Review the content that focuses on methodology (Activities: p. 12) and “Evaluation” (pp. 12–15) Division of Cooperative Extension of the University of Wisconsin—Extension. (n.d.). Evaluation. Retrieved September 29, 2016, from http://www.uwex.edu/ces/pdande/evaluation/ Grants Northwest. (n.d.-b). Using logic models in grants. Retrieved September 29, 2016, from http://www.grantsnorthwest.com/268/ Grants Northwest. (n.d.-d). Why do evaluation? Retrieved September 29, 2016, from http://www.grantsnorthwest.com/why-do-evaluation/ W. K. Kellogg Foundation. (2004). Logic model development guide. Retrieved from https://www.aacu.org/sites/default/files/LogicModel.pdf ...

Project Final Project Writing the Grant Part 2 Methodology an.docx

denneymargareta

•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238) •McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185) •Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf •Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf •Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm •Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf •Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/ •Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp •MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data •Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week. Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following: •Describe the variables and the data you will be using. •Provide a realistic discussion of the availability of research data. •Provide an analysis of intended data collection strategies. ◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use. .

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Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483 In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.

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Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice. To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan. Post(2 to 3 pages) a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted. Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information. Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments. Required Readings Dudley, J. R. (2014). Social work evaluation: Enhancing what we do . (2nd ed.) Chicago, IL: Lyceum Books. (For review) Chapter 6, “Needs Assessment” (pp. 107–142) Chapter 7, “Crafting Goals and Objectives” (pp. 144–164) Document: Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF) Copyright 2010 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center. Optional Resources Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south. AIDS Care, 23(3), 340–347. Note: Retrieved from the Walden Library databases. .

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Competency Checklist and Professional Development Resources An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components: Part 1 : Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document. competency checklist Part 2: Professional Development Resources Document –Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.) , focus on the first four standards: STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Directions: Each group will be assigned a different standard and each member will add at least one resource (such as yearly conferences, websites, leaders in the field, articles, blogs, etc.) that support that specific core standard. The resources will be organized on the attached Google Spreadsheet (which will also record who is submitting each resource). Through this group and class collaborative effort, you will be able to add resources from multiple perspectives that you can later include in your own mentoring portfolio.Be sure to include any relevant information and the following: the APA citation (article) or organization name/contact information (address, phone number, website). a brief description of their services in supporting early childhood professionals in their own growth and development. R.

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Each group will write a research paper on an organization of their choice 10-12 pages minimum (not including title and reference sheet). The organizational analysis will utilize a minimum of 10-12 external, peer-reviewed academic sources and contain the following sections : Topic: How do you determine whether an organization is ethical or not? (250 -300 WORDS MINIMUM) Groups can add more ethical information about their chosen company to substantiate your paper. List of companies( My topic should be related to facebook) Dell Google Amazon Apple Facebook Ford Tesla SouthWest Airlines Capitol One Uber .

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*e-mail: [email protected] Effect of Heat Treatment on Some Mechanical Properties of 7075 Aluminium Alloy Adeyemi Dayo Isadarea, Bolaji Aremob, Mosobalaje Oyebamiji Adeoyec, Oluyemi John Olawalec*, Moshood Dehinde Shittuc aPrototype Engineering Development Institute Ilesa, Nigeria bCentre for Energy Research and Development, Obafemi Awolowo University, Ile-Ife, Nigeria cDepartment of Materials Science and Engineering, Obafemi Awolowo University, Ile-Ife, Nigeria Received: April 14, 2012; Revised: September 3, 2012 This paper reports the effects of annealing and age hardening heat treatments on the microstructural morphology and mechanical properties of 7075 Al alloy. The material was cast in the form of round cylindrical rods inside green sand mould from where some samples were rapidly cooled by early knockout and others gradually cooled to room temperature. From the samples that were gradually cooled some were annealed while others were age hardened. Both the as-cast in each category and heat treated samples were subjected to some mechanical tests and the morphology of the resulting microstructures were characterised by optical microscopy. From the results obtained there is formation of microsegregations of MgZn 2 during gradual solidification which was not present during rapid cooling. It was also found out that age hardening and annealing heat treatment operation eliminated these microsegregations and improve mechanical properties of 7075 Al alloy. It is concluded that microsegregation can be eliminated by rapid solidification and appropriate heat treatment process. Keywords: 7075 aluminium, microsegregation, precipitation hardening, annealing, magnesium alloy, strength 1. Introduction Aluminium and its alloys are used in a variety of cast and wrought forms and conditions of heat treatment. For over 70 years, it ranks next to iron and steel in the metal market. The demand for aluminium grows rapidly because of its unique combination of properties which makes it becomes one of the most versatile of engineering and construction material1-3. The optimum properties of aluminium are achieved by alloying additions and heat treatments. This promotes the formation of small hard precipitates which interfere with the motion of dislocations and improve its mechanical properties4-7. One of the most commonly used aluminium alloy for structural applications is 7075 Al alloy due to its attractive comprehensive properties such as low density, high strength, ductility, toughness and resistance to fatigue8-11. It has been extensively utilized in aircraft structural parts and other highly stressed structural applications12-16. But aluminium-zinc alloy as it is in 7075 Al alloy is susceptible to embrittlement because of microsegregation of MgZn 2 precipitates which may lead to catastrophic failure of components produced from it17,18. The alloy is also susceptibility to stress corrosion cracking19,20. This is .

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e-mail is a major area of focus for information governance (IG) efforts, and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact. Q1: With this detail in mind, briefly state why the e-Mail has become a critical component for IG implementation? .

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E-Government and Creating a Citizen-Centric Government 143 Copyright © 2007, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter VIII E-Government and Creating a Citizen-Centric Government: A Study of Federal Government CIOs Christopher G. Reddick, The University of Texas at San Antonio, USA Abstract This chapter examines the relationship between e-government and the creation of a more citizen-centric government. This study provides a conceptual framework showing a possible relationship among management, resources, security, and privacy issues that would lead to creating a more citizen-centric government with e-government. It explores the opinions of chief information officers (CIOs) on e-government issues and effectiveness. A survey was administered to federal government CIOs in June and July 2005. The survey results revealed that CIOs who have higher management capacity and project-management skills were associated more with creating a more citizen-centric federal government. The contri- bution of this study to the literature on e-government is that it identifies two key attributes that CIOs can attain in order to reach higher stages of e-government advancement for their department or agency. 144 Reddick Copyright © 2007, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Introduction Electronic government or e-government in this study is defined as the delivery of government information and services to citizens through the Internet 24 hours a day, 7 days a week. This definition has been used in other empirical studies of e-government adoption (Moon & Norris, 2005a). This research adds to this definition with Grant and Chau’s (2005) interpre- tation of e-government as a broad-based transformative initiative, which is consistent with creating more citizen-centric government. Gronlund (2005) reviews the various definitions of e-government. That author has found they share a common theme of the need for organizational transformation through technological implementation. We realize that focusing on the Internet and e-government is a more limited way of examining e-government because of the rise of non-Internet technologies (Gronlund & Horan, 2004). Citizen-centric government is the delivery of government services continuously to citizens, businesses, and other government agencies through the Internet (Seifert & Relyea, 2004). Citizen-centric government through e-government acts more as a transformation tool that provides a new government model based on being citizen focused (Schelin, 2003). Some scholars have argued that for e-government to fully realize its capabilities, it must transform government from agency centric to citizen centric (Seifert & Relyea). The term e-government emerged in the late 1990s. It was born out of the Internet boom. The literat.

E-Government and Creating a Citizen-Centric Government 143.docx

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Dysfunctional Behaviors and Related Facilitation Strategies: Twelve Angry Men Behavior Actor/Evidence Strategy Used or Suggested Whisperer—periodically engages team member(s) in side conversations Silent member—withdrawn; doesn’t participate “Eager beaver” (talker/ monopolizer)—always has something to say Heckler/complainer— combative; tells team members why what they’re working on will never work Sidetracker—dicusses items not on the agenda Fighter—picks a “fight” and/or argues with another team member “Stand pat”—won’t budge; hostile; unwilling to look at situation from others’ perspective; often prejudiced Verbal stumbler—unable to express self clearly Early leaver—announces they must leave for another activity Five Stages of Negotiating All negotiations are different. Simple negotiations, such as choosing which movie to rent, need not require an extensive negotiation process. However, when negotiations involve significant or complex issues, you should consider using the five-stage process model Negotiating consists of five stages: (1) preparation and planning, (2) defining ground rules, (3) clarifying and justifying your case, (4) bargaining and problem solving, and (5) closure and implementation. These stages are described below. 1. Preparation and planning. Without question, preparation and planning are the keys to successful deal making. While some may think they can negotiate effectively “on the fly,” all negotiators benefit from thorough advance thought and preparation. Be clear about what you want and why. Gather data to support your position. Consider ways to present your arguments persuasively. Consider what the other party wants and why. 2. Definition of ground rules. Determining your own guidelines or rules for the negotiation helps you plan a strategy that can be successful. Establish who will or should be present and at what part of the negotiation. Decide where the meeting will be held and offer a possible agenda for how the time will be allocated and for which issues. The location has implications in terms of who’s in charge. While there may be a benefit to having the negotiation at your office—the home court advantage—agreeing to have the negotiation at the other party’s office might show flexibility and willingness to negotiate on your part. When the topic covered is potentially divisive or difficult, a neutral location might help level the playing field for both parties—an important consideration when an integrative solution is desired. 3. Clarification and justification. As the negotiation begins, state what you want and why. A key issue here is the difference between positions and interests. A position is a stance—typically a firm one—taken by a negotiator. “I’ll give you $4,500 and that’s my final offer.” An interest is the explanation behind the position, need, or desire that expresses why a negotiator wants what he or she wants. “I’m asking for $5,000 because the car has low miles, an u.

Dysfunctional Behaviors and Related Facilitation Strategies Twelv.docx

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Dylan Rodríguez ends his essay with the following questions: How has the state-structured influx of Asian and Pacific Rim migrant populations, and the subsequent emergence of contemporary Asian American communities, helped to further displace criminalized Black and Brown populations and amplify what Marable calls the ‘‘subtle apocalypse’’ of mass-based civic death? How might the 1965 Immigration Act be re-narrated such that it is understood less as an ambivalent emblem of opportunity, liberal democracy, and freedom, and more as a fundamental facet of an American movement toward new forms of mass-based captivity and bodily immobilization, that is, as the harbinger of new forms of ‘‘unfreedom’’ as primary modes of social organization under the logic of white supremacist global capital? Will it be possible to muster the intellectual creativity and political will to articulate a rupturing critique of the field’s operative structural, political, and theoretical assumptions, in order to develop a radical critique of the prison industrial complex that may fundamentally alter Asian American Studies (and Ethnic Studies) as attempted practices of social transformation? Choose one of these questions, and give a preliminary answer. Do not worry if your answer is incomplete. It will be. That is fine. Do your best. .

Dylan Rodríguez ends his essay with the following questionsHo.docx

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E D U C AT I O N Study Theology, Even If You Don't Believe in God The Evangelist St. Matthew with his symbol, the angel (THE NATIONAL LIBRARY OF THE NETHERLANDS / WIKIMEDIA COMMONS) When I first told my mother—a liberal, secular New Yorker—that I wanted to cross an ocean to study for a bachelor’s degree in theology, she was equal parts aghast and concerned. Was I going to become a nun, she asked in horror, or else one of “those” wingnuts who picketed outside abortion clinics? Was I going to spend hours in the Bodleian Library agonizing over the number of angels that could fit on the head of a pin? Theology, she insisted, was a subject by the devout, for the devout; it had no place in a typical liberal arts education. Her view of the study of theology is far from uncommon. While elite universities like Harvard and Yale offer vocational courses at their divinity schools, and nearly all universities offer undergraduate majors in the comparative study of religions, few schools (with the exceptions of historically Catholic institutions like This lost liberal art encourages scholars to understand history from the inside out. TA R A I SA B E L L A B U RTO N OCT 30, 2013 https://www.theatlantic.com/education/ https://www.theatlantic.com/author/tara-isabella-burton/ Georgetown and Boston College) offer theology as a major, let alone mandate courses in theology alongside other “core” liberal arts subjects like English or history. Indeed, the study of theology has often run afoul of the legal separation of church and state. Thirty-seven U.S. states have laws limiting the spending of public funds on religious training. In 2006, the Supreme Court case Locke v. Davey upheld the decision of a Washington State scholarship program to withhold promised funding from an otherwise qualified student after learning that he had decided to major in theology at a local Bible College. Even in the United Kingdom, where secular bachelor's programs in theology are more common, prominent New Atheists like Richard Dawkins have questioned their validity in the university sphere. In a 2007 letter to the editor of The Independent, Dawkins argues for the abolishment of theology in academia, insisting that “a positive case now needs to be made that [theology] has any real content at all, or that it has any place whatsoever in today's university culture.” Such a shift, of course, is relatively recent in the history of secondary education. Several of the great Medieval universities, among them Oxford, Bologna, and Paris, developed in large part as training grounds for men of the Church. Theology, far from being anathema to the academic life, was indeed its central purpose: It was the “Queen of the Sciences” the field of inquiry which gave meaning to all others. So, too, several of the great American universities. Harvard, Yale, and Princeton alike were founded with the express purpose of teaching theology—one early anonymous account of Harvard's founding speaks of Joh.

E D U C AT I O NStudy Theology, Even If You Dont Believe .docx

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E V I D E N C E S Y N T H E S I S Models of care in nursing: a systematic reviewjbr_287 324..337 Ritin Fernandez RN MN (Critical Care) PhD,1,2 Maree Johnson RN BAppSci MAppSci PhD,3,4 Duong Thuy Tran BMed (Vietnam) MIPH (USyd)5 and Charmaine Miranda BPsycholgy6 1School of Nursing, Midwifery and Indigenous Health, University of Wollongong, Wollongong, 2Centre for Research in Nursing and Health, St George Hospital, Kogarah, 3Centre for Applied Nursing Research, Sydney South West Area Health Service, 4School of Nursing and Midwifery, University of Western Sydney, Sydney, 5School of Medicine, University of Western Sydney, Sydney, and 6Centre for Positive Psychology and Education, School of Education, University of Western Sydney, Sydney, New South Wales, Australia Abstract Objective This review investigated the effect of the various models of nursing care delivery using the diverse levels of nurses on patient and nursing outcomes. Methods All published studies that investigated patient and nursing outcomes were considered. Studies were included if the nursing delivery models only included nurses with varying skill levels. A literature search was performed using the following databases: Medline (1985–2011), CINAHL (1985–2011), EMBASE (1985 to current) and the Cochrane Controlled Studies Register (Issue 3, 2011 of Cochrane Library). In addition, the reference lists of relevant studies and conference proceedings were also scrutinised. Two reviewers independently assessed the eligibility of the studies for inclusion in the review, the methodological quality and extracted details of eligible studies. Data were analysed using the RevMan software (Nordic Cochrane Centre, Copenhagen, Denmark). Results Fourteen studies were included in this review. The results reveal that implementation of the team nursing model of care resulted in significantly decreased incidence of medication errors and adverse intravenous outcomes, as well as lower pain scores among patients; however, there was no effect of this model of care on the incidence of falls. Wards that used a hybrid model demonstrated significant improvement in quality of patient care, but no difference in incidence of pressure areas or infection rates. There were no significant differences in nursing outcomes relating to role clarity, job satisfaction and nurse absenteeism rates between any of the models of care. Conclusions Based on the available evidence, a predominance of team nursing within the comparisons is suggestive of its popularity. Patient outcomes, nurse satisfaction, absenteeism and role clarity/confusion did not differ across model comparisons. Little benefit was found within primary nursing comparisons and the cost effectiveness of team nursing over other models remains debatable. Nonetheless, team nursing does present a better model for inexperienced staff to develop, a key aspect in units where skill mix or experience is diverse. Key words: evidence-based practice, nursing, systemat.

E V I D E N C E S Y N T H E S I SModels of care in nursing.docx

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During Week 5, we studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this week, please respond to all parts of the discussion by the due date assigned: What are some of the factors that affect social mobility? Can these be overcome? Do you believe the structural-functionalist or the social conflict approach best explains social stratification? Why? How does the media reflect attitudes on gender as far as depicting women and men in very traditional roles? Provide two detailed examples that substantiate your points—these can be an advertisement, television show, website, or magazine. When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? Using Intersection Theory, identify two groups that have unequal amounts of power and resources, being specific and using the text and outside resources. For each group, has the power dynamic changed over time? Do you think it will change in the future? Why or why not? .

DuringWeek 5, we studied social stratification and how it influe.docx

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During Week Two the focus is on strategic leadership and managing the strategy process. Use the concepts from Chapter 2 to respond to the discussion question below. 1) Post your initial respond to the discussion question by January 27, 2021. Discussion question: Read the Facebook scenario (ChapterCase 2) at the end of Chapter 2. Discuss whether the CEO and COO of Facebook are effective strategic leaders. Why or why not? What implications might this have on stakeholders? Your response to the discussion question should be at least 250 words in length and contain at least one citation (not Wikipedia or dictionaries) from the course textbook, supplemental reading or video sources, or peer reviewed sources using the ADP library or Google (ADP Library, Google Scholar). Citations of 40 or more words are not acceptable as they represent a significant amount of an author's thoughts and/or perspectives rather than your own originality. .

During Week Two the focus is on strategic leadership and managing th.docx

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During Week 2, much focus is placed on various strategic thinking models and the impact upon the overall organizational strategic process. Now that you have a broad knowledge of your chosen organization, it is time to dig a bit deeper into the structure and the process by which decisions are made within the company. Define the specific organizational design and the governance structure of the chosen company. Support your choices with specific examples and research. During Week 1, you researched and identified a specific problem or challenge the organization is experiencing. Describe the challenge and explain why it is a problem for the organization. Include how the problem is or has the potential to affect the strategies of the company. Be specific and support your findings. Section 2 of the paper must have at a minimum two full pages of content (excluding the cover and reference pages). You must include at a minimum two scholarly resources (in addition to the text) that support specific strategies used to prepare the paper. Wikipedia is not a qualified resource. \ document for additional guidance. Include the text as a scholarly resource to support theory and concepts related to strategy. During the construction of Section 2, be specific and refrain from assumption. .

During Week 2, much focus is placed on various strategic thinking mo.docx

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During this time when the Internet provides essential communication between literally billions of people and is used as a tool for commerce, social interaction, and the exchange of an increasing amount of personal information, security has become a tremendously important issue for every user to deal with. There are many aspects to security and many applications, ranging from secure commerce and payments to private communications and protecting health care information. One essential aspect for secure communications is that of cryptography. But it is important to note that while cryptography is necessary for secure communications, it is not by itself sufficient. please describe the hashing security mechanism and its relationship to the encryption mechanism. Kindly write 350 words and add references at the end. .

During this time when the Internet provides essential communicat.docx

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During this second week, you explored the knowledge base and history of social work. We have examined specific social work professions as well as the great strides social workers have made in the U.S. with helping individuals, thus making a difference nationally. For your assignment this week, identify three influential figures in social work – one person of color, one female, and one of your choice. Briefly, describe their accomplishments and their contributions to the social work knowledge base. Next, select one of the three and discuss how this individual might approach the social issue/problem you identified in Week 1. If possible or appropriate, include an example that illustrates how this individual might address the problem. Support your assignment with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included. Length: 2-3 pages, not including title and reference pages .

During this second week, you explored the knowledge base and his.docx

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during the period from 1492 to 1700 french activity in the amer4ica.docx

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During the previous 30 years, the airline industry has experienced many mergers and bankruptcies. For this discussion, provide at least one specific example of an operational change that occurred as the result on an airline merger or acquisition. Possible sources include Securities and Exchange Commission (Links to an external site.) filings, airline websites, biographies, NTSB reports, etc. APA format applies to references and citations (Approximately 250 words) .

During the previous 30 years, the airline industry has experienced m.docx

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During the semester you should record environmental events: weather events (heavy rain, drought, winds, freezes), earthquakes, volcanic eruptions, floods and coastal inundation, tsunami events (seismic waves), biodiversity issues and species extinctions, landslides, record icebergs, Antarctic ice-shelf disintegration, stratospheric ozone updates, air pollution occurrences, or other significant events related to the physical elements of the environment. Your event log must include at least twelve events. Your log must include the date the event happened, the source from which you found the information, the type of event it is, and a brief paragraph about the event. Your list of events must be typed and put in chronological order. You can use print media (newspapers, magazines, newsletters) or the internet as a source of information for learning about the latest occurrences. If you choose to use internet sources they must be legitimate news sources, not somebody’s blog. The purpose of this exercise to show you how much of physical geography is actually occurring out there in the “real world”. Only record events that occurred this year – do not record events that happened in prior years. Example Date: September 24th Source: Los Angeles Times Event: Air Pollution San Pedro is one of the busiest ports in the United States. Environmental justice activists are gaining influence, taking on the San Pedro Bay ports over contamination of the neighborhoods along transportation corridors. Soot and nitrogen oxides from ships, trains, and trucks are linked to asthma, cancer, and heart disease. Last year, 5,339 ships docked at the two ports. The new rules are forcing ships to switch to low-sulfur fuel within 24 miles of the coast and to plug into electrical outlets while they are docked. The ports pledge to cut pollution by 45% by 2012. .

During the semester you should record environmental events weather .docx

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During the period 1350 to 1607, numerous changes in thought were occurring across Europe. Your context should describe the philosophies that were most popular in Europe prior to 1350. ● Your thesis statement should provide a list of three new ways of thinking that developed between 1350 to 1607. ● The skill you are using is still causation , so you will be explaining how the new way of thinking caused a change in Europe (or in places where Europeans were living and interacting). ● The end result of your essay will still be a five-paragraph essay. ● The final paragraph will still describe the effect that these new ways of thinking had on Europe. .

During the period 1350 to 1607, numerous changes in thought were occ.docx

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During the mid 18th Century, English colonists appealed to the metropole for redress of various grievances. In this essay, I want you to consider the ethics and civics of those seeking change (later known to us as the Patriots). Who were these Patriots? What methods did they use to further their goals through civic engagement? What ethical considerations did they take into account in seeking redress of their grievances? Did the new United States (under either the Articles or Constitution) address their grievances? .

During the mid 18th Century, English colonists appealed to the met.docx

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During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in select and address one of the following: Address one of the following USSR/Stalin Japan/Tojo Address the following questions for your selection: What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism? What role did the Great Depression in the United States play in their plight? include in-text citation and apa format .

During the 1930s, much of the world seemed to give up on their h.docx

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