1
ACC 307 Final Project Part I Guidelines and Rubric
Overview
The production and analysis of financial statements are core tasks for accounting professionals. The activities for this final project have traditionally been
performed monthly by accountants in most organizations. However, with automation making accounting more efficient, many executives are requiring even
more frequent financial statements. This new reality further underscores the need for accurate transaction collection and adj ustment computations.
Additionally, external users rely on ratio analyses to draw informed conclusions about a company’s financial health. This information often will factor heavily into
their investment and lending decisions.
In your final project, you will assume the role of an accountant and complete the year-end adjustment process for your company using a provided workbook.
This workbook is the first deliverable (Part I) of your final project. In Part II, you will analyze the provided financials o f the same company and create a report
documenting your findings. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and
ensure quality final submissions. These milestones will be submitted in Modules Three, Five, and Six. Final Project Part I will be submitted in Module Seven;
Final Project Part II is due in Module Eight.
In this assignment, you will demonstrate your mastery of the following course competencies:
• ACC-307-01: Demonstrate the year-end adjustment process in the preparation of a business’s financial documentation
• ACC-307-03: Apply generally accepted accounting principles in preparing financial statements
Prompt
Review the Final Project Scenario document for information about the financial background of your hypothetical company. Use the provided workbook to
complete Part I of your final project.
Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course competency (shown in brackets).
I. Part I: Final Project Workbook
A. Demonstrate the year-end adjustment process:
1. Prepare the adjusting journal entries in the Adjusting Entries tab in the provided workbook. [ACC-307-01]
2. Transfer the values from the Adjusting Entries tab to the proper cells of the Adjusting Entries columns in the Worksheet tab. [ACC-307-
01]
3. Create the adjusted trial balance by computing the Adjusted Trial Balance columns using the Worksheet tab. [ACC-307-01]
4. Close temporary accounts by completing the Closing Entries tab. [ACC-307-01]
http://snhu-media.snhu.edu/files/course_repository/undergraduate/acc/acc307/ACC_307_Final_Project_Scenario.pdf
https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=20047
2
B. Prepare the financial statements:
1. Prepare an income statement for the provided company by completing the Income Statement tab in your wo ...
ACC 207 Final Project Guidelines and Rubric Overview .docxnettletondevon
ACC 207 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a quantitative analysis with a memo to management.
Classifying a company’s costs allows for an in-depth analysis of the impact that changes in output have on revenues, costs, and net income or net loss. A cost-
volume-profit (CVP) analysis will be completed in order to determine the breakeven point. Relevant costs will be used to prepare a flexible budget. Additionally,
an appropriate costing system should be selected and the choice should be substantiated with reasonable rationale. Finally, a memo should be prepared for
management that summarizes the results of the quantitative analysis and makes recommendations for an optimal costing system to be ethically used by key
decision makers.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Five. The quantitative analysis with a memo to management will be submitted in
Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Utilize cost behavior and cost analysis to assist decision makers in planning and adding value to the business
Prepare a flexible budget for supporting informed managerial decision making
Interpret variances for determining the optimal costing system to fit an organization’s internal accounting needs
Interpret the role of ethics in cost accounting for determining its impact on decision making
Prompt
In this assignment, multiple analyses will be conducted in order to obtain a company’s financial information specific to company costs.
MDE manufactures outdoor garden items such as lawn ornaments and bird feeders. MDE uses a standard costing system to set standards for direct materials,
labor, and overhead costs. MDE reviews and revises standards as necessary. Recently, budget variances for bird feeders have caused some concern. You, the
company’s cost accountant, have been asked to examine the numbers for the product, explain the variances, and suggest ways to improve performance.
Specifically, the following critical elements must be addressed:
You will begin by using the MDE Manufacturing Budget (Table I) to analyze costs, contribution margin, and breakeven point for the bird feeder division. You will
then analyze the actual costs and complete a cost-volume-profit (CVP) analysis to determine how many bird feeders must be sold at the current cost and sales
price level to earn a $10,000 profit and how much the sales price would have to increase to earn a $10,000 profit at the same cost and sales volume level. Use
Tabs 1 and 2 of the Student Workbook.
I. Costs
a) Classify all product and period costs appropriately.
b) Compute a cost-volume-profit analysis. What are the implications of thi.
Unit 1 AssignmentFinancial Statement Overview· Activity Contex.docxwillcoxjanay
Unit 1 Assignment
Financial Statement Overview
· Activity Context
Revisit the MBA6014 Course Alignment Map to review how all activities assist you in achieving the course competencies and overall program outcomes.
Activity Instructions
This assignment provides you the opportunity to prepare basic financial statements and apply the knowledge learned in Unit 1 to locate financial information in a set of financial statements. Complete P1-1 (page 33) and CP1-2 (page 37) from Chapter 1 of your Financial Accounting textbook.
Submission Requirements
All quantitative assignments must be completed in the Microsoft Excel templates provided. In conjunction with the purchase of your textbook, Excel templates have been specially arranged with the publisher and embedded directly throughout the courseroom for easy access (see the Resources section).
Create one workbook with multiple tabs, copying each problem's template onto a separate tab and completing the work there. Submit this single file in the assignment area. Include your name and the assignment number in the file name; also include your name and the problem number on each tab of the document. All work should be shown. Assignments must not be submitted as a PDF.
Refer to the scoring guide for this assignment to ensure that you meet the grading criteria. Note that one scoring guide is used to evaluate both of the problems in this assessment; each criterion in the scoring guide relates to one or both of the problems here.
Unit 1 Assignment 2
The Effects of Transactions in T-Accounts· Activity Context
Revisit the MBA6014 Course Alignment Map to review how all activities assist you in achieving the course competencies and overall program outcomes.Activity Instructions
The ability to determine the financial impact of transactions is an important skill that all business professionals should possess. T-accounts provide a valuable tool for analyzing the effects of transactions. This assignment provides you the opportunity to analyze various transactions using T-accounts and utilize the information to prepare a classified balance sheet. In addition, you will utilize the new concepts learned in this chapter to further analyze the financial statements of Urban Outfitters.
Complete P2-3 (pages 88–89) and CP2-2 (page 93) from Chapter 2 of your Financial Accounting textbook.Submission Requirements
All quantitative assignments must be completed on the Microsoft Excel templates provided. Create one workbook with multiple tabs, copying each problem's template onto a separate tab and completing the work there. Submit this single file in the assignment area. Include your name and the assignment number in the file name; also include your name and the problem number on each tab of the document. All work should be shown. Assignments must not be submitted as a PDF.
Refer to the scoring guide for this assignment to ensure that you meet the grading criteria. Note that one scoring guide is used to evaluate both of the prob ...
1 QSO 520 Final Project Guidelines and Rubric Ove.docxoswald1horne84988
1
QSO 520 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an executive brief. The final product represents an authentic demonstration of competency in utilizing data
and management science techniques to provide recommendations for the managerial decision-making process. Management science techniques allow for data-
driven decision making that assist an organization in making sound business decisions based on facts rather than instincts or emotion. This equips management
with the tools necessary to guide the business toward growth and success while ensuring stakeholder satisfaction. Additionally, it allows organizations to
become more efficient and to quickly respond to changes in the economic landscape and market.
In this assessment, you will be tasked with understanding the complexities and intricacies of a global organization that is facing numerous business challenges.
Based on the information and data presented, you will craft an executive brief stating your findings and recommended solutions to the stakeholders.
You will use the Rougir Cosmetics International: Production Optimization case study to respond to the prompt.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
QSO-520-01: Evaluate factors associated with organizational challenges for prioritizing decision-making strategies
QSO-520-02: Utilize effective decision-making processes for addressing specific organizational challenges
QSO-520-03: Analyze appropriate data for supporting effective organizational decision making
QSO-520-04: Recommend approaches to addressing organizational challenges based on data for obtaining support of intended stakeholders
Prompt
Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Problem Statement: To begin, you will first review a scenario about an organization that is experiencing challenges. After reading the scenario, you will
then need to determine what these challenges are, consider how they should be prioritized, and devise a problem statement.
A. Compose a summary of the external problems impacting the organization, namely, what challenges are being presented by the problems. [QSO-
520-01]
B. Describe the internal organizational challenges identified by the stakeholders. In your response, be sure to take into consideration the vendor
and supplier issues. [QSO-520-01]
C. Evaluate the goals of management in order to facilitate resolutions to the organizational challenges. [QSO-520-01]
Roxie F
Highlight
.
ACC 202 Final Project Guidelines and Rubric Overview Successvickeryr87
ACC 202 Final Project Guidelines and Rubric
Overview Successful entrepreneurs understand all aspects of business, especially costs and costing systems. Managerial accounting provides a framework for strategic analysis and planning with regard to cost behaviors and costing systems. In this final project, you have the opportunity to act as an entrepreneur and apply managerial accounting principles to evaluate and manage costs related to your products within a costing system. Additionally, you will demonstrate your ability to communicate your findings effectively to internal stakeholders, just as an actual business owner would need to do.
Specifically, you will assume the role of the owner of a hypothetical small business. In your milestone work, you will develop financial strategies prior to opening your business. For the final submission, you will create a presentation for your investors after your business has been in operation for a certain period of time. You will use the provided scenarios to complete your project. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
ACC-202-01: Apply fundamental costing systems to optimize operations within a business ACC-202-02: Assess financial performance to communicate financial planning strategies to internal stakeholders ACC-202-03: Leverage fundamental managerial accounting methods to support the mission of an organization
Prompt In a detailed PowerPoint presentation (12 to 15 slides in length, plus speaker notes and an addendum), explain and defend your costing strategies (i.e., the business plan created in your first and second milestones) and share your business’s performance to-date (i.e., the work from your third milestone). Be sure to effectively communicate to your stakeholders by breaking down concepts and using investor-friendly language to build their trust and confidence.
Specifically, the following critical elements must be addressed. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Introduce your presentation A. Outline your company’s profile, including its name, location, and mission and vision. B. Explain for your investors the purpose of the presentation. What do you plan to communicate, and why should your investors pay attention? In other words, try to persuade your investors that the accounting information you are about to share is important. [ACC-202-03] C. Explain and defend your methods for generating the information that you are about to share in terms of your adherence to industry standards and the AICPA code of ethics. In other words, why should your investors trust that you a ...
Course Project Hospital Data Analysis and ReportingObjectiveTheCruzIbarra161
Course Project: Hospital Data Analysis and Reporting
Objective
The purpose of this Course Project is to apply the knowledge gained in analyzing various performance indicators of a hospital, analyzing trends, determining compliance or poor performance areas, and providing recommendations for improvement or solutions.
Guidelines
For this Course Project, you are asked to analyze a number of status reports for General Hospital, determine compliance with indicators provided to you, and provide suggestions or make recommendations for improvement where needed.
Data on the following indicators are provided in a Microsoft Excel document.
1. Release of Information Reports (ROI)
2. Record Completion: Physician Orders (PO)
3. Record Completion: History and Physical (H & P)
4. Record Completion: Discharge Summary (DC Summary)
5. Report Completion: Operative Report (OP Report)
6. Incident Reports (IR)
7. Standards
8. Rubric (grading rubric)
Part 1: Data Calculations, Standards, and Compliance Notes
Turn the General Hospital status data given for the month of January into meaningful information by performing the following.
Point Values
General Criteria
Specific Data Calculation, Standards, and Compliance Rate Components
40 points
5 points for each type of calculation listed in the last column
Calculations necessary to find completion timeliness for the following on the next column
1. Release of information for all 20 requests (how many days it took to release the information requested)
1. Physician orders (how many days it took every physician to sign each of his or her orders)
1. History and physical dictation (how many days it took to dictate the H & P for each admission—subtract date of admission from the date of dictation)
1. History and physical transcription (how many days it took to transcribe the H & P—subtract date of dictation from the date of transcription)
1. Discharge summary dictation (how many days it took to dictate the DC for each admission—subtract date of discharge from the date of dictation)
1. Discharge summary signature (how many days it took to sign the DC—subtract date of discharge from the date signed)
1. Operative report dictation (how many days it took to dictate the OP report for each admission—subtract date of surgery from the date of dictation)
1. Operative report signature (how many days it took to sign the OP report—subtract date of surgery from the date signed)
15 points
Standards* for the following on the next column
*Standards can be added in each worksheet applicable to the item being analyzed.
1. Completing ROI requests in the cases when records are on-site or off-site
1. Signing orders
1. Dictating a history and physical
1. Signing a discharge summary
1. Dictating an operative report
30 points
5 points for each of the items listed in the last column
Compliance rates based on the standards identified for the following on the next column
1. ROI requests
1. Physician orders
1. Dictation of History and Physical
1. Sig ...
PSYC 499Case Study 1 Grading RubricStudentCriteriaPoint.docxpotmanandrea
PSYC 499
Case Study 1 Grading Rubric
Student:
Criteria
Points Possible
Points Earned
Instructor’s Comments
Content
· A comprehensive introduction is provided.
· Sufficient background information is contained.
· A brief theoretical explanation is provided.
· A treatment plan is identified.
· Summary and conclusions are thorough.
50
Readability
· Spelling and grammar are correct.
· Sentences are complete, clear, and concise.
· The flow of the paper is well-structured.
· Your ability to communicate clearly and effectively about a specific case is demonstrated.
20
Format and Logistics
· The paper demonstrates your knowledge of the “language” of the field (current APA).
· The paper is 3–4 pages.
· Case Study 1 was submitted on time.
20
Total
90
OL 325 Milestone One Guidelines and Rubric
The Strategic Analysis
The development of a strategic analysis guides all decisions made regarding your compensation systems throughout the project. The strategic analysis reveals
firm-specific challenges, objectives, and initiatives that allow you to align the goals of a compensation system effectively with those of the company strategy.
The strategic analysis allows you to better understand the external market challenges e-sonic faces in addition to its internal capabilities. As a consultant, a
thorough understanding of e-sonic’s business environment allows you to better align your competitive system design with e-sonic’s goals, challenges, and
objectives. Follow the outline below when completing this portion of the project.
Strategic Analysis Outline:
1. Executive Summary (Concisely conveys the project objectives and main findings. The executive summary is completed last, but included first in the
strategic analysis.)
2. Strategic Analysis
a) Identification of e-sonic’s industry based on the North American Industry Classification System (NAICS)
b) Analysis of e-sonic’s external market environment
i. Industry Profile
ii. Competition
iii. Foreign Demand
iv. Long-Term Industry Prospects
v. Labor-Market Assessment
c) Analysis of Internal Capabilities
i. Functional Capabilities
ii. Human Resource Capabilities
The Strategic Analysis section is fully described in the MyManagementLab Building Strategic Compensation Systems casebook for faculty and students, linked in
the MyLab course menu. Follow the explanations and outline to complete this milestone. The Strategic Analysis section is due at the end of Module Three.
Rubric
Requirements of submission: Each section of the final project must follow these formatting guidelines: 5–7 pages, double spacing, 12-point Times New Roman
font, one-inch margins, and discipline-appropriate citations.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
The Strategic
Analysis
Provides in-depth analysis that
includes an executive summary
and the strategic analysis with
all of the elements of the
outlines ...
RubricRubric for Assignment 5a- MetricsMaxYour PointsCommentsTop.docxtoddr4
RubricRubric for Assignment 5a- MetricsMaxYour
PointsCommentsTop 3Top 2 for each category 1 and why selected20Top 2 for each category 2 and why selected20Top 2 for each category 3 and why selected20Target Values for 6 Metrics years 1-320Clear Units5Top 6 Metrics Steps to Achieve10Grammar - Organization - Spelling5Late Total 100095Consider that you are starting a PMO in your company using the previously developed PMO Charter. Starting on Page 86 in Gerard Hill’s book, list the top 2 metrics that would apply best to your company in each of the three categories: Process Management and Improvement Metrics, Project Performance Metrics, and Business Management Metrics and why you are selecting them. You should tie the selection of metrics to the needs analysis you completed in Unit 4 for your company. (PRJ-60)Submit a Word Doc and Table with the two metrics under each of the three categories. (Total of 6 metrics should be on the table.)In the same Word Doc, list the top 6 metrics above for your company PMO that you wrote your charter on, explain why you selected the six based on your needs analysis completed in Unit 4 and denote their target values for year 1, year 2 and year 3. Display the units clearly for you metrics. For each metric of the top 6 use at least 75 words per metric that would describe any specific steps you would need take to in your company to achieve your targets for each metric.
MetricsProcess Management and Improvement MetricsProcess Management Methodology ProcessesTechnical ProcessesBusiness ProcessesResource Management ProcessesPMO Support ProcessesProject Performance MetricsBudgetScheduleResource ManagementRisk ManagementQuality AssuranceBusiness Management MetricsContract and Agreement MetricsCustomer Satisfaction MetricsProject Portfolio Management MetricsFinancial Metrics
STAT200 Introduction to Statistics
Assignment #1: Statistics Data Analysis Plan
Assignment #1: Prepare Descriptive Statistics Data Analysis Plan
Before conducting any statistical analyses, researchers develop a plan for how they will analyze their data to answer their research questions. The purpose of this assignment is to provide experience developing and executing a descriptive statistics analysis plan using real world data to answer a practical question.
Note: This first assignment develops and executes a preliminary plan using a subset of the data to create tables and graphs to address the assigned task. The second assignment will involve carrying out the plan in greater detail, after receiving in class feedback from your instructor.
Assignment Steps:
Step #1: Understanding the task to be addressed:
You are interviewing for a new job as a Financial Advisor and have been asked to perform the following task:
Using the provided real world data determine the budgetary expenditures for groceries (food) your client should anticipate, assuming your client has the following social/economical family profile.
In Assignment 2 you will have leeway in .
ACC 207 Final Project Guidelines and Rubric Overview .docxnettletondevon
ACC 207 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a quantitative analysis with a memo to management.
Classifying a company’s costs allows for an in-depth analysis of the impact that changes in output have on revenues, costs, and net income or net loss. A cost-
volume-profit (CVP) analysis will be completed in order to determine the breakeven point. Relevant costs will be used to prepare a flexible budget. Additionally,
an appropriate costing system should be selected and the choice should be substantiated with reasonable rationale. Finally, a memo should be prepared for
management that summarizes the results of the quantitative analysis and makes recommendations for an optimal costing system to be ethically used by key
decision makers.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Five. The quantitative analysis with a memo to management will be submitted in
Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Utilize cost behavior and cost analysis to assist decision makers in planning and adding value to the business
Prepare a flexible budget for supporting informed managerial decision making
Interpret variances for determining the optimal costing system to fit an organization’s internal accounting needs
Interpret the role of ethics in cost accounting for determining its impact on decision making
Prompt
In this assignment, multiple analyses will be conducted in order to obtain a company’s financial information specific to company costs.
MDE manufactures outdoor garden items such as lawn ornaments and bird feeders. MDE uses a standard costing system to set standards for direct materials,
labor, and overhead costs. MDE reviews and revises standards as necessary. Recently, budget variances for bird feeders have caused some concern. You, the
company’s cost accountant, have been asked to examine the numbers for the product, explain the variances, and suggest ways to improve performance.
Specifically, the following critical elements must be addressed:
You will begin by using the MDE Manufacturing Budget (Table I) to analyze costs, contribution margin, and breakeven point for the bird feeder division. You will
then analyze the actual costs and complete a cost-volume-profit (CVP) analysis to determine how many bird feeders must be sold at the current cost and sales
price level to earn a $10,000 profit and how much the sales price would have to increase to earn a $10,000 profit at the same cost and sales volume level. Use
Tabs 1 and 2 of the Student Workbook.
I. Costs
a) Classify all product and period costs appropriately.
b) Compute a cost-volume-profit analysis. What are the implications of thi.
Unit 1 AssignmentFinancial Statement Overview· Activity Contex.docxwillcoxjanay
Unit 1 Assignment
Financial Statement Overview
· Activity Context
Revisit the MBA6014 Course Alignment Map to review how all activities assist you in achieving the course competencies and overall program outcomes.
Activity Instructions
This assignment provides you the opportunity to prepare basic financial statements and apply the knowledge learned in Unit 1 to locate financial information in a set of financial statements. Complete P1-1 (page 33) and CP1-2 (page 37) from Chapter 1 of your Financial Accounting textbook.
Submission Requirements
All quantitative assignments must be completed in the Microsoft Excel templates provided. In conjunction with the purchase of your textbook, Excel templates have been specially arranged with the publisher and embedded directly throughout the courseroom for easy access (see the Resources section).
Create one workbook with multiple tabs, copying each problem's template onto a separate tab and completing the work there. Submit this single file in the assignment area. Include your name and the assignment number in the file name; also include your name and the problem number on each tab of the document. All work should be shown. Assignments must not be submitted as a PDF.
Refer to the scoring guide for this assignment to ensure that you meet the grading criteria. Note that one scoring guide is used to evaluate both of the problems in this assessment; each criterion in the scoring guide relates to one or both of the problems here.
Unit 1 Assignment 2
The Effects of Transactions in T-Accounts· Activity Context
Revisit the MBA6014 Course Alignment Map to review how all activities assist you in achieving the course competencies and overall program outcomes.Activity Instructions
The ability to determine the financial impact of transactions is an important skill that all business professionals should possess. T-accounts provide a valuable tool for analyzing the effects of transactions. This assignment provides you the opportunity to analyze various transactions using T-accounts and utilize the information to prepare a classified balance sheet. In addition, you will utilize the new concepts learned in this chapter to further analyze the financial statements of Urban Outfitters.
Complete P2-3 (pages 88–89) and CP2-2 (page 93) from Chapter 2 of your Financial Accounting textbook.Submission Requirements
All quantitative assignments must be completed on the Microsoft Excel templates provided. Create one workbook with multiple tabs, copying each problem's template onto a separate tab and completing the work there. Submit this single file in the assignment area. Include your name and the assignment number in the file name; also include your name and the problem number on each tab of the document. All work should be shown. Assignments must not be submitted as a PDF.
Refer to the scoring guide for this assignment to ensure that you meet the grading criteria. Note that one scoring guide is used to evaluate both of the prob ...
1 QSO 520 Final Project Guidelines and Rubric Ove.docxoswald1horne84988
1
QSO 520 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an executive brief. The final product represents an authentic demonstration of competency in utilizing data
and management science techniques to provide recommendations for the managerial decision-making process. Management science techniques allow for data-
driven decision making that assist an organization in making sound business decisions based on facts rather than instincts or emotion. This equips management
with the tools necessary to guide the business toward growth and success while ensuring stakeholder satisfaction. Additionally, it allows organizations to
become more efficient and to quickly respond to changes in the economic landscape and market.
In this assessment, you will be tasked with understanding the complexities and intricacies of a global organization that is facing numerous business challenges.
Based on the information and data presented, you will craft an executive brief stating your findings and recommended solutions to the stakeholders.
You will use the Rougir Cosmetics International: Production Optimization case study to respond to the prompt.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
QSO-520-01: Evaluate factors associated with organizational challenges for prioritizing decision-making strategies
QSO-520-02: Utilize effective decision-making processes for addressing specific organizational challenges
QSO-520-03: Analyze appropriate data for supporting effective organizational decision making
QSO-520-04: Recommend approaches to addressing organizational challenges based on data for obtaining support of intended stakeholders
Prompt
Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Problem Statement: To begin, you will first review a scenario about an organization that is experiencing challenges. After reading the scenario, you will
then need to determine what these challenges are, consider how they should be prioritized, and devise a problem statement.
A. Compose a summary of the external problems impacting the organization, namely, what challenges are being presented by the problems. [QSO-
520-01]
B. Describe the internal organizational challenges identified by the stakeholders. In your response, be sure to take into consideration the vendor
and supplier issues. [QSO-520-01]
C. Evaluate the goals of management in order to facilitate resolutions to the organizational challenges. [QSO-520-01]
Roxie F
Highlight
.
ACC 202 Final Project Guidelines and Rubric Overview Successvickeryr87
ACC 202 Final Project Guidelines and Rubric
Overview Successful entrepreneurs understand all aspects of business, especially costs and costing systems. Managerial accounting provides a framework for strategic analysis and planning with regard to cost behaviors and costing systems. In this final project, you have the opportunity to act as an entrepreneur and apply managerial accounting principles to evaluate and manage costs related to your products within a costing system. Additionally, you will demonstrate your ability to communicate your findings effectively to internal stakeholders, just as an actual business owner would need to do.
Specifically, you will assume the role of the owner of a hypothetical small business. In your milestone work, you will develop financial strategies prior to opening your business. For the final submission, you will create a presentation for your investors after your business has been in operation for a certain period of time. You will use the provided scenarios to complete your project. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
ACC-202-01: Apply fundamental costing systems to optimize operations within a business ACC-202-02: Assess financial performance to communicate financial planning strategies to internal stakeholders ACC-202-03: Leverage fundamental managerial accounting methods to support the mission of an organization
Prompt In a detailed PowerPoint presentation (12 to 15 slides in length, plus speaker notes and an addendum), explain and defend your costing strategies (i.e., the business plan created in your first and second milestones) and share your business’s performance to-date (i.e., the work from your third milestone). Be sure to effectively communicate to your stakeholders by breaking down concepts and using investor-friendly language to build their trust and confidence.
Specifically, the following critical elements must be addressed. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Introduce your presentation A. Outline your company’s profile, including its name, location, and mission and vision. B. Explain for your investors the purpose of the presentation. What do you plan to communicate, and why should your investors pay attention? In other words, try to persuade your investors that the accounting information you are about to share is important. [ACC-202-03] C. Explain and defend your methods for generating the information that you are about to share in terms of your adherence to industry standards and the AICPA code of ethics. In other words, why should your investors trust that you a ...
Course Project Hospital Data Analysis and ReportingObjectiveTheCruzIbarra161
Course Project: Hospital Data Analysis and Reporting
Objective
The purpose of this Course Project is to apply the knowledge gained in analyzing various performance indicators of a hospital, analyzing trends, determining compliance or poor performance areas, and providing recommendations for improvement or solutions.
Guidelines
For this Course Project, you are asked to analyze a number of status reports for General Hospital, determine compliance with indicators provided to you, and provide suggestions or make recommendations for improvement where needed.
Data on the following indicators are provided in a Microsoft Excel document.
1. Release of Information Reports (ROI)
2. Record Completion: Physician Orders (PO)
3. Record Completion: History and Physical (H & P)
4. Record Completion: Discharge Summary (DC Summary)
5. Report Completion: Operative Report (OP Report)
6. Incident Reports (IR)
7. Standards
8. Rubric (grading rubric)
Part 1: Data Calculations, Standards, and Compliance Notes
Turn the General Hospital status data given for the month of January into meaningful information by performing the following.
Point Values
General Criteria
Specific Data Calculation, Standards, and Compliance Rate Components
40 points
5 points for each type of calculation listed in the last column
Calculations necessary to find completion timeliness for the following on the next column
1. Release of information for all 20 requests (how many days it took to release the information requested)
1. Physician orders (how many days it took every physician to sign each of his or her orders)
1. History and physical dictation (how many days it took to dictate the H & P for each admission—subtract date of admission from the date of dictation)
1. History and physical transcription (how many days it took to transcribe the H & P—subtract date of dictation from the date of transcription)
1. Discharge summary dictation (how many days it took to dictate the DC for each admission—subtract date of discharge from the date of dictation)
1. Discharge summary signature (how many days it took to sign the DC—subtract date of discharge from the date signed)
1. Operative report dictation (how many days it took to dictate the OP report for each admission—subtract date of surgery from the date of dictation)
1. Operative report signature (how many days it took to sign the OP report—subtract date of surgery from the date signed)
15 points
Standards* for the following on the next column
*Standards can be added in each worksheet applicable to the item being analyzed.
1. Completing ROI requests in the cases when records are on-site or off-site
1. Signing orders
1. Dictating a history and physical
1. Signing a discharge summary
1. Dictating an operative report
30 points
5 points for each of the items listed in the last column
Compliance rates based on the standards identified for the following on the next column
1. ROI requests
1. Physician orders
1. Dictation of History and Physical
1. Sig ...
PSYC 499Case Study 1 Grading RubricStudentCriteriaPoint.docxpotmanandrea
PSYC 499
Case Study 1 Grading Rubric
Student:
Criteria
Points Possible
Points Earned
Instructor’s Comments
Content
· A comprehensive introduction is provided.
· Sufficient background information is contained.
· A brief theoretical explanation is provided.
· A treatment plan is identified.
· Summary and conclusions are thorough.
50
Readability
· Spelling and grammar are correct.
· Sentences are complete, clear, and concise.
· The flow of the paper is well-structured.
· Your ability to communicate clearly and effectively about a specific case is demonstrated.
20
Format and Logistics
· The paper demonstrates your knowledge of the “language” of the field (current APA).
· The paper is 3–4 pages.
· Case Study 1 was submitted on time.
20
Total
90
OL 325 Milestone One Guidelines and Rubric
The Strategic Analysis
The development of a strategic analysis guides all decisions made regarding your compensation systems throughout the project. The strategic analysis reveals
firm-specific challenges, objectives, and initiatives that allow you to align the goals of a compensation system effectively with those of the company strategy.
The strategic analysis allows you to better understand the external market challenges e-sonic faces in addition to its internal capabilities. As a consultant, a
thorough understanding of e-sonic’s business environment allows you to better align your competitive system design with e-sonic’s goals, challenges, and
objectives. Follow the outline below when completing this portion of the project.
Strategic Analysis Outline:
1. Executive Summary (Concisely conveys the project objectives and main findings. The executive summary is completed last, but included first in the
strategic analysis.)
2. Strategic Analysis
a) Identification of e-sonic’s industry based on the North American Industry Classification System (NAICS)
b) Analysis of e-sonic’s external market environment
i. Industry Profile
ii. Competition
iii. Foreign Demand
iv. Long-Term Industry Prospects
v. Labor-Market Assessment
c) Analysis of Internal Capabilities
i. Functional Capabilities
ii. Human Resource Capabilities
The Strategic Analysis section is fully described in the MyManagementLab Building Strategic Compensation Systems casebook for faculty and students, linked in
the MyLab course menu. Follow the explanations and outline to complete this milestone. The Strategic Analysis section is due at the end of Module Three.
Rubric
Requirements of submission: Each section of the final project must follow these formatting guidelines: 5–7 pages, double spacing, 12-point Times New Roman
font, one-inch margins, and discipline-appropriate citations.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
The Strategic
Analysis
Provides in-depth analysis that
includes an executive summary
and the strategic analysis with
all of the elements of the
outlines ...
RubricRubric for Assignment 5a- MetricsMaxYour PointsCommentsTop.docxtoddr4
RubricRubric for Assignment 5a- MetricsMaxYour
PointsCommentsTop 3Top 2 for each category 1 and why selected20Top 2 for each category 2 and why selected20Top 2 for each category 3 and why selected20Target Values for 6 Metrics years 1-320Clear Units5Top 6 Metrics Steps to Achieve10Grammar - Organization - Spelling5Late Total 100095Consider that you are starting a PMO in your company using the previously developed PMO Charter. Starting on Page 86 in Gerard Hill’s book, list the top 2 metrics that would apply best to your company in each of the three categories: Process Management and Improvement Metrics, Project Performance Metrics, and Business Management Metrics and why you are selecting them. You should tie the selection of metrics to the needs analysis you completed in Unit 4 for your company. (PRJ-60)Submit a Word Doc and Table with the two metrics under each of the three categories. (Total of 6 metrics should be on the table.)In the same Word Doc, list the top 6 metrics above for your company PMO that you wrote your charter on, explain why you selected the six based on your needs analysis completed in Unit 4 and denote their target values for year 1, year 2 and year 3. Display the units clearly for you metrics. For each metric of the top 6 use at least 75 words per metric that would describe any specific steps you would need take to in your company to achieve your targets for each metric.
MetricsProcess Management and Improvement MetricsProcess Management Methodology ProcessesTechnical ProcessesBusiness ProcessesResource Management ProcessesPMO Support ProcessesProject Performance MetricsBudgetScheduleResource ManagementRisk ManagementQuality AssuranceBusiness Management MetricsContract and Agreement MetricsCustomer Satisfaction MetricsProject Portfolio Management MetricsFinancial Metrics
STAT200 Introduction to Statistics
Assignment #1: Statistics Data Analysis Plan
Assignment #1: Prepare Descriptive Statistics Data Analysis Plan
Before conducting any statistical analyses, researchers develop a plan for how they will analyze their data to answer their research questions. The purpose of this assignment is to provide experience developing and executing a descriptive statistics analysis plan using real world data to answer a practical question.
Note: This first assignment develops and executes a preliminary plan using a subset of the data to create tables and graphs to address the assigned task. The second assignment will involve carrying out the plan in greater detail, after receiving in class feedback from your instructor.
Assignment Steps:
Step #1: Understanding the task to be addressed:
You are interviewing for a new job as a Financial Advisor and have been asked to perform the following task:
Using the provided real world data determine the budgetary expenditures for groceries (food) your client should anticipate, assuming your client has the following social/economical family profile.
In Assignment 2 you will have leeway in .
IHP 604 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a quality plan—also known as a performance improvement plan—for a healthcare organization. You may
develop this plan for an acute-care facility, a same-day surgery facility, an ambulatory care organization, a clinic setting, a long-term care facility, or some other
type of healthcare organization you may be familiar with given your own professional healthcare work experience. In addressing the critical elements for this
assignment, all APA formatting and citation requirements apply. Further, as this is a scholarly initiative, you must use peer-reviewed or evidence-based sources
for this assignment. Data may be derived from public healthcare databases, or you may use data from your own healthcare organization. The final product
represents an authentic demonstration of competency because quality plans are used as tools by healthcare facilities to provide frameworks for collaboratively
planned, systematic, and organization-wide approaches to improvement. These quality plans are always kept on-site, updated yearly, and reviewed by surveyors
and accreditors.
The project is divided into two milestone journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Four and Seven. In these journal assignments, you will reflect on the progress you have made on
your project thus far and ask any clarifying questions that will assist you as you progress on your project. These assignments will also provide you with the
opportunity to submit drafts of your project so that you can receive feedback on them from your instructor. In addition, there are several short papers that you
will complete throughout the course which will help you to understand course concepts, as well as activities that will allow you to practice working with data. All
of these concepts should be incorporated into the final project. The final product will be submitted in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Determine the impact of regulatory requirements and accreditation standards on quality planning for improving patient care
Assess information management systems and patient-care technologies for their ability to promote care coordination and improve patient safety
Recommend performance-improvement initiatives using quality program requirements and quality data metrics
Analyze healthcare reimbursement policies for the impact on patient safety and quality initiatives
Recommend leadership strategies that promote interdisciplinary collaborative care within healthcare organizations in the healthcare ecosystem
Prompt
Specifically, the following critical elements must be addressed:
I. Purpose and Quality Statement: In this section, you will define patient safety and ...
IHP 450 Final Project Milestone Two Departmental Budget an.docxAASTHA76
IHP 450 Final Project Milestone Two: Departmental Budget and Outline Guidelines and Rubric
Prompt: Because you have done such a good job with the consulting assignments, your boss has asked you to lead the development of the department’s annual
operating budget for the healthcare facility you selected, (Joslin or Venice). She has also offered to review an outline of your capital budget proposal before you
submit it for consideration by the decision makers. There are two parts to this assignment that you will submit together:
Part One: Departmental Budget
First, create your annual departmental budget per your boss’ request. As part of your capital budget proposal, you will need to apply the cost of your capital
budget item, and all associated costs, to a specific department within the organization. You will also need to account for any additional revenue that may be
generated as a result of purchasing your capital budget item as well as any expenses that might be incurred. In the event you selected a capital item that impacts
the entire organization, apply the cost of your capital budget item to the entire organization.
Using the budget sample as an example, create your own departmental operating budget in the Operating Budget sheet. Please note that this is just an example
provided to help you get started. You do not have to use all of the budget items found in the budget sample if they do not apply to your department. You may
find that additional items are appropriate to include for your department beyond what is included in the sample. Use the Capital Budget sheet to calculate the
costs of your capital budget item.
As you create your department’s budget, consider items such as hiring new staff, training, technology, and any other related costs. Also account for the potential
revenue generated as a result of implementing the capital budget item as well as any potential expenses incurred by your department. These should be high-
level estimates at this point. You’ll be doing some research on implementation of your capital budget item in Milestone Three that will help you refine your
estimates of potential revenue and expenses later on.
Part Two: Proposal Outline
Second, outline your proposal for your boss to review. With the goal of submitting a proposal that will help your organization and win that $2,500 bonus, you
will create a 1–3 page outline of your final project presentation that identifies the key points you will use to address critical elements of the final project,
providing sufficient detail to allow your boss to provide constructive feedback on your proposal. Your outline should incorporate, where applicable, the
knowledge, concepts, and principles that you have learned in Modules One through Five. Compare this assignment to the Final Project Rubric to see how it will
serve as a first draft for part of your final project. Review the example proposal outline to gain an idea of what the start of you.
Case Study 9.2 – Drug Testing Question (500 words minimum) Wh.docxketurahhazelhurst
Case Study 9.2 – Drug Testing
Question: (500 words minimum):
“What argument would you use, for or against a decision by the employer in this case to insist on expanding the drug program to include prohibition of the sale, possession, or use of illegal substances on the employee’s own time? Support your answer.
Case Study 10.2 Unfair Labor Practice By a Union
Question: (500 words minimum):
“How could the union have stopped individuals from the intimidating actions that allegedly went on in this case? Support your answer.”
Grading Criteria
Grading Criteria: 500 Word Min.
Your response to the discussion question(s) must be tied back to the chapter material (Case Study) and outside research is expected. When I ask you to support your answer, you are expected to combine opinion with, minimum 2, citations (Always cite your sources utilizing APA 6th Edition format), insight from your experiences, observations of others experiences, analysis of the facts/information and a conclusion. PLEASE do not limit your citations to just the book! Find other supporting material outside of the class structure
Case Study 9
.2
–
Drug
Testing
Question: (
500 words minimum
)
:
“
What argument would you use, for or against a decision by the employer in this case to insist on expanding the
drug program to
include prohibition of the sale, possession, or use of illegal substances on the employee’s own
time? Support your answer.
Case Study 9.2 – Drug Testing
Question: (500 words minimum):
“ What argument would you use, for or against a decision by the employer in this case to insist on expanding the
drug program to include prohibition of the sale, possession, or use of illegal substances on the employee’s own
time? Support your answer.
IT 328 Milestone Two Guidelines and Rubric
Your Role and the Triple Constraint
Overview: In Milestone One, you began your progress toward successful completion of your final project, the risk analysis and mitigation memo. You will now
continue this preparatory work in Milestone Two by focusing on a technical role. You will consider how the tasks assigned to the role fit into an integrated
schedule found in a Gantt chart. You will then work with the triple constraint, showing how changes to it may impact the project, while proposing a new project
element that will enhance user experience with the student degree progress tool. It is important to note that this milestone addresses Section I, Parts C and D of
your final project. For purposes of this activity, these items have been further broken down than they are in the final version of your project; this will help guide
you through all the aspects of this point in your learning experience.
As you are beginning to see, working within project budgets and staying on schedule typically requires a team effort, as work tasks must be completed efficiently
and often in the correct order for the project to stay on track. Additions to the p ...
1 ACC 202 Final Project Guidelines and Rubric Ove.docxhoney725342
1
ACC 202 Final Project Guidelines and Rubric
Overview
Successful entrepreneurs understand all aspects of business, especially costs and costing systems. Managerial accounting provides a framework for strategic
analysis and planning with regard to cost behaviors and costing systems. In this final project, you have the opportunity to act as an entrepreneur and apply
managerial accounting principles to evaluate and manage costs related to your products within a costing system. Additionally, you will demonstrate your ability
to communicate your findings effectively to internal stakeholders, just as an actual business owner would need to do.
Specifically, you will assume the role of the owner of a hypothetical small business. In your milestone work, you will develop financial strategies prior to opening
your business. For the final submission, you will create a presentation for your investors after your business has been in operation for a certain period of time.
You will use the provided scenarios to complete your project. The project is divided into three milestones, which will be submitted at various points throughout
the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Five. The final product will
be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
ACC-202-01: Apply fundamental costing systems to optimize operations within a business
ACC-202-02: Assess financial performance to communicate financial planning strategies to internal stakeholders
ACC-202-03: Leverage fundamental managerial accounting methods to support the mission of an organization
Prompt
In a detailed presentation (12 to 15 slides in length, plus speaker notes and an addendum), explain and defend your costing strategies (i.e., the business plan
created in your first and second milestones) and share your business’s performance to-date (i.e., the work from your third milestone). Be sure to effectively
communicate to your stakeholders by breaking down concepts and using investor-friendly language to build their trust and confidence.
Specifically, the following critical elements must be addressed. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Introduce your presentation
A. Outline your company’s profile, including its name, location, and mission and vision.
B. Explain for your investors the purpose of the presentation. What do you plan to communicate, and why should your investors pay attention? In
other words, try to persuade your investors that the accounting information you are about to share is important. [ACC-202-03]
C. Explain and defend your methods for generating the information that you are about to share in terms of your adherence to industry standards
and the AICPA code of ethics. In other words, why should your investors trus ...
50 Stage 3 Writing an Evaluation Report Table .docxtroutmanboris
50
Stage 3: Writing an Evaluation Report
Table of Contents
SECTION 1: Executive Summary
SECTION 2: Program Description
SECTION 3: Evaluation Methodology
SECTION 4: Findings
SECTION 5: Interpretation and Reflection
SECTION 6: Recommendations
This stage of the guide provides a suggested format for your final
evaluation report, along with ideas for developing each section of the
report. While this stage covers the basic content for any evaluation
report, your report may vary from the model presented here. How you
decide to organize your report will depend on the purpose of the report,
your audience, and the requirements of the funding agency. (See
Appendix H for alternative evaluation report formats.)
51
An “Executive Summary” (sometimes called a Summary) is a short
document of one or two pages that appears at the beginning of the
final evaluation report. The Executive Summary provides an
overview of the program and highlights key findings and
recommendations from the evaluation, giving the reader a sense of
the report’s content without having to read the entire document.
Why write an Executive Summary?
• The Executive Summary outlines what the reader should expect
to find in the report.
• A Summary may be used separately from the report. For
instance, it may serve as an efficient means of sharing key
findings of the evaluation with a large audience or a potential
funder.
What is included in the Executive Summary?
The exact length and components of a summary may vary
depending on the purpose of the report. Typically, an executive
summary is an overview of the report and includes:
• Purpose of the program
• Program activities, setting and population served
• Purpose of the evaluation
• Overview of findings or outcomes
• Overview of recommendations
Tips for writing an Executive Summary
• Do not include technical details in the Executive Summary. That
is, do not include details about data collection methods used.
• Write the Executive Summary last, after all other sections of the
report are completed.
• Write the Executive Summary in a way that allows the reader to
learn about the most salient aspects of the evaluation without
reading the full report.
Notes
SECTION 1: Executive Summary
52
The “Program Description” section introduces readers to your
program. It should contain a succinct description of the program
being evaluated, present program goals and objectives, and explain
how program activities were intended to meet the objectives.
Depending on your audience, report requirements, and whether
you have comparative information about the program from a
previous evaluation, you may choose to include additional
information about your program and its history in this section.
What is included in the Program Descri.
MIS770 Assignment One (Ver C) 1 P a g e FACULTY OF BUSI.docxraju957290
MIS770 Assignment One (Ver C) 1 | P a g e
FACULTY OF BUSINESS AND LAW
Department of Information Systems and Business Analytics
MIS770 – Foundation Skills in Data Analysis
Assignment 1 – Analysing the Visual Presentation of an Organisation’s Annual Report
Particulars
• Due: Week 5 – 9:00 am, Thursday 12th April 2018
• Marks: 20%
• Words: 2,000 (See Item 1, Guidelines)
• Submission: Online to the MIS770 assignment one drop box in the Cloud Unit Site.
Email submissions will not be accepted
• Note: This assignment is to be completed individually
Assurance of Learning
This assignment assesses following Graduate Learning Outcomes and related Unit Learning
Outcomes:
Graduate Learning Outcome (GLO) Unit Learning Outcome (ULO)
GLO1: Discipline knowledge and capabilities:
appropriate to the level of study related to a
discipline or profession
ULO1: Apply the fundamentals of quantitative
reasoning to solve real-world problems
Overview
For this assignment, we will use the ideas and concepts introduced in Module 1 to evaluate the
presentation of information.
The evaluation will centre on the suitability of Charts, Tables and/or Graphs used to represent, or
visualise, data. The source document for these Charts, Tables and/or Graphs will be a published
report from a Government or significant Organisation of your choice. (An example of a suitable
annual report can be found at the end of this document under “Supporting Materials”.)
There are many suitable reports that you can use for your evaluation and you might be comfortable
selecting a document that is aligned with your current field of study. For instance, if you were a
Business student then you might like to choose a listed (public) company’s Annual Investor
Presentation such as the example shown under “Supporting Materials”. These types of reports can
be sourced from a public company’s website (usually under Investor Centre) or the Australian Stock
Exchange (ASX). Other suitable sources could be international organisations (e.g. World Health
Organisation (WHO)), government departments or enterprises (e.g. Education Departments, water
authorities, etc.).
When selecting a report to evaluate, ensure that the document is publically available and has a wide
selection of Charts, Tables and Graphs.
MIS770 Assignment One (Ver C) 2 | P a g e
Scenario
In this assignment you will undertake two distinct tasks divided as Part A and Part B.
First, you will develop a list of generic evaluation criteria that critique valid practices when
developing, or constructing, Charts, Tables and Graphs (i.e. visualisations), i.e. Part A.
Second, you will use the criteria you have just developed to evaluate the suitability of the Charts,
Tables and Graphs (i.e. visualisations) utilised in a publically available report of your choice (subject
to the conditions listed later in this document) i.e. Part B.
Requirements
• Part A: Develop Ev ...
Foods Case Study
What to cover
Executive summary
Define Phase
Measure Phase
Analyze phase
Improve phase
Control Phase
Conclusion
1. Executive Summary
In December 2008, the company began to receive heavy surcharge from local authorities because of their poor water quality, mainly due to an excess of biological waste entering the sewer system.
Biological Oxygen Demand (BOD) The amount of oxygen needed by bacteria to decompose all the solid wastes in wastewater. Accounted for 74% of the resulting fees. The total bill for poor water quality reached $204,000 in 2009.
A six-sigma team was tasked to extremely reduce the BOD, after 6 months they reached 70% with a goal of 95%.
2. Define Phase
Project Charter
Project NameBOD Reduction at Kahiki FoodsCommencement DateSep, 2009Project SponsorKahiki FoodsCompletion DateDec, 2010Expected Hard Cost Reduction$195,000Expected % Reduction95%
Project Mission
The main objectives are:
Intense reduction in solid waste entering floor drains.
Increase output at different plant processes.
Green initiative for the organization.
$195,000 hard cost reduction.
Problem Statement
Per local authorities BOD levels shouldn’t exceed 250mg/L
Kahiki had BOD waste levels of 3864mg/L, 1546% higher than upper spec limit
The source of the waste was obviously originating from inefficient floor drain management
6
Goal Statement
At least a 50% BOD reduction in 6 months and establishing a sustainable system able of reaching the goal of 95% reduction.
Process map
SIPOC map
8
3. Measure Phase
The waste removal system doesn't meet the spec.
Process Capability Charts
Measurement Plan
Demand Analysis
Metrics Used To Determine Water Quality
Biological Oxygen Demand (BOD)
Total Suspended Solids (TSS)
Total Kjeldahl Nitrogen (TKN)
BOD Process Capability Charts
TSS Process Capability Charts
Measurement Plan
N/B In any area of concern, should there be a negative response on any unit, the unit is rendered incomplete and therefore a defect.
13
Data Collection Challenges
System changed in 2007.
Standard sampling schedule 3 site visits/year moved to monthly.
Data collection visibility most critical points came from cleanup shift.
The above assessment was done by five individuals who were, one hired external expert, two quality assurance officers at the state government, while two are community professionals. MSA is an experimental process and require more views from different quotas of different levels of understanding to make independent judgments on quality (McCarty, 2005).
14
4. Analyze Phase
5 Why Analysis.
FMEA.
Gap analysis.
Fishbone diagram.
Hotspot heat map.
Regression Analysis.
Benchmarking.
5 Why Analysis
Plant Floor Drain Hotspot Heat Map
5. Improve phase
Improved Solid/Liquid Separation.
Reducing Waste Creation.
Employee Training.
Best Practice Identification.
WAP Committee: A "Waste Awareness Program“.
Error Proofing: Adding visual S ...
Running head TITLE OF PAPER1TITLE OF PAPER3Title of.docxjenkinsmandie
Running head: TITLE OF PAPER
1
TITLE OF PAPER
3
Title of Paper
Student Name
Columbia Southern University
Overview
This is where you will write an analysis of the organization you presented on in Unit III, including an explanation of each area/factor. This section should be two to three pages.
SWOT Analysis (Visual)
STRENGTHS
· Insert strengths in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
WEAKNESSES
· Insert weaknesses in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
OPPORTUNITIES
· Insert opportunities in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
THREATS
· Insert threats in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
References
Insert your APA-formatted references here. Please use at least three sources (one being the textbook) in the development of your comprehensive assignment.
Project 3 – Participate in Assessment Validation
For Project 3, you will be conducting three validation sessions on the following units:
· BSBITU306 – Design and produce business documents (http://bit.ly/2RTdxxc)
· CHCDIS007 – Facilitate Empowerment of people with disability (http://bit.ly/2RSr0VS)
· BSBWHS201 – Contribute to health and safety of others (http://bit.ly/2sUOjzD)
You can download the assessor guides for these units in the links above.
1. First, you would need to fill up the Validation Checklists. We need one for each unit. You can download the template from this link: http://bit.ly/2RpxvKK. For the required details, please complete a call task with an Inspire Trainer. If you have already completed the call task, please refer to the Hub message they have sent detailing the information discussed. There, you should find all the details that have to be reflected in your Validation Checklists.
1. After filling out the validation checklists, you will need to do the validation mapping. You can download the validation mapping tool for these three units here:
1. BSBWHS201 - http://bit.ly/2G9w1SP
1. CHCDIS007 - http://bit.ly/2Wtjyiz
1. BSBITU306 - http://bit.ly/2Rl9XGY
Each document is already filled out with the PC, PE, KE, and Assessment Conditions of the unit. All you would need to do is to identify which items in the assessor guide are supposed to be mapped against those criteria and identify whether such items are “Met” or are a “Gap.” Here is a sample to help you:
1. After having done the mapping, your next step would be to fill out the validation reporting tool, which you can download from this link: http://bit.ly/2DHHQyh
We will need to see a total of three Validation Reporting Tools, one for each unit. The template contains a set of criteria, and you would have to check the assessor guide for the unit to determine whether or not those items were provided with the workbook. If such items were found, y.
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
1. International financial investors are moving funds from Talona MartineMccracken314
1. International financial investors are moving funds from Talona to other countries. This depreciation is causing even more disenchantment with this Talona's currency. Describe the affects will this have on the supply and demand curves for this currency on the foreign exchange markets?
2. Using a supply and demand diagram, demonstrate how a negative externality leads to market inefficiency. How might the government help to eliminate this inefficiency?
3. Briefly discuss the shortcomings of environmental command-and-control regulations.
4. Some data that at first might seem puzzling: The share of GDP devoted to investment was similar for the United States and South Korea from 1960-1991. However, during these same years South Korea had a 6 percent growth rate of average annual income per person, while the United States had only a 2 percent growth rate. If the saving rates were the same, why were the growth rates so different?
5. “Block Imports—Save Jobs for Some Americans, Lose a Roughly Equal Number of Jobs for Other Americans, and Also Pay High Prices.” Discuss this statement within the context of protectionism.
6. Steve and Craig have been shipwrecked on a deserted island in the South Pacific. Their economic activity consists of either gathering pineapples or fishing. We know Steve can catch four fish in one hour or harvest two baskets of pineapples. In the same time Craig can reel in two fish or harvest two baskets of pineapples.
Assume Craig and Steve both operate on straight-line production possibilities curves. What is Steve's opportunity cost of producing a basket of pineapples? Of a producing a fish? What is Craig's opportunity cost of producing a basket of pineapples? Of a producing a fish?
7. Provide examples of market-oriented environmental policies.
Running head: SC PLAN 1
SC PLAN 4
SC PLAN
Student’s Name
Institution Affiliation
SC PLAN
1. Describe the actions you will take to increase your net cash flows in the near future.
The first step is to reduce living expenditures. It is critical to lessen the amount spent on living expenses and other variables and save for future use. I will have to prevent luxuries such as vacation costs or keep them in check to avoid spending a hefty amount on them. I should check the option to cook for myself and avoid buying food. Also, I will choose a destination I can drive myself to save on rental car expenditures and airfare. I will have a detailed budget indicating the amount required for savings, debt repayment, and investment that will assist only to spend the money on essential expenditures. Further, the savings can help to start a business and become self-employed in the distant future.
I would have to look for a job that pays well or engage in a robust salary negotiation. The right time to negotiate for salary is during a performance review, compensation meeting, or job promotion (Bellon, Cookson, Gilje, & Heimer, 2020). I will ensure that I expand my education and technic ...
1. Interventionstreatment· The viral pinkeye does not need any MartineMccracken314
1. Interventions/treatment
· The viral pinkeye does not need any medication
· The bacterial pinkeye is treated with ointment or eye droplets
2. Possible nursing diagnosis
· Checking the specific infection affecting the eye
· Identifying burning eyes
· Increased anxiety with red eyes
3. Sign and symptoms
· Eye irritation
· Eye tearing
· Eye redness
· Eye discomfort
4. Nursing Interventions
· Putting some droplets in the kid’s eye
· Using a antibiotic ointment
· Administering ibuprofen to the kid
5. Risk factors
· Allergies
· A women having an STD during pregnancy
· Exposing the child to areas with lots of bacteria
6. Pathophysiology
The infected eye shows through an inflammation that is swollen and red. The conjunctiva shows and this is the clear membrane seen in the part where the eye is white. It remains this way if not treated for a while before it ends with medication administered or just ends naturally.
7. Complications
· A scaring in the child’s eye if the conjunctivitis is caused by allergic reactions
· It can aggravate to cause different conditions such as meningitis
8. Diagnostic Procedure
· Administering the medicine using eye droplets
· Rubbing the eye area with the ointment
...
1. Introduction and background information about solvatochromism uMartineMccracken314
1. Introduction and background information about solvatochromism using Reichardt’s dye? (400-500 words)
2. Discuss the properties of Reichardt’s dye that cause it to change its wavelength of maximum absorbance in the presence of solvents of differing polarities.
3. Discuss solvatochromism. Are there other dyes which exhibit this effect?
4. Would it be possible to use the wavelength of maximum absorbance in the presence of Reichardt’s dye to determine the water content of acetone solutions?
...
1. Integrity, the basic principle of healthcare leadership.ContaMartineMccracken314
1. Integrity, the basic principle of healthcare leadership.
Contains unread posts
Mateo Alba posted May 12, 2021 10:04 PM
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Integrity of any organization regardless whether it is in healthcare or business or government is paramount. Because of integrity comes trust. Having trust in a healthcare organization is nonnegotiable. It is the foundation of a world-class organization. Executives who ignore ethics run the risk of personal and corporate liability in today’s increasingly tough legal environment (Lynn S. Paine, 1994, Managing for Organizational Integrity, pp. 2-21)
First, the healthcare organization. The healthcare organization is the head or the governing body. It is charged of day-to-day functions, establish policies, guidance, business process, safety, security and all the administrative duties. Integrity is and must be the cornerstone of any healthcare organization. Without it, no clinicians or workers that would knowingly work for an organization that they cannot trust or feel safe. And most importantly, if the patients do not have trust in the organization, they will avoid that facility at all cost.
Second, the clinicians. The clinicians are what makes the organization or facility function. Whether they are the providers, nurses or staff it is important that they have the integrity to always do what is right not only for the healthcare team or the organization, but most specially for the patient. It starts with the clinical leaders building trust to their subordinate staff by having the integrity and values of what a leader should be. Once that is established, then it permeates throughout the entire team. Thereby improving the healthcare delivery.
Lastly, and the most important is the patient. At the center of the entire system needs to be the patient. Once the patient recognizes the integrity or values of the healthcare organization and the clinicians delivering healthcare, patient trust is established. The patient satisfaction also increases. According to Cowing, Davino-Ramaya, Ramaya, Szmerekovsky, 2009, pp.72, “if patients are satisfied with clinician-patient interactions, they are likely to be more compliant with their treatment plan, to understand their role in the recovery process, and to follow through with the recommended treatment”. Having integrity or values in the healthcare delivery is the basic principle of healthcare leadership.
Cowing, M., Davino-Ramaya, C. M., Ramaya, K., & Szmerekovsky, J. (2009). Health care delivery performance: service, outcomes, and resource stewardship. The Permanente Journal, 13(4), 72–78. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911834/
Lynn S. Paine, 1994, Managing for Organizational Integrity. Harvard business review, 2-21. Retrieved from Managing for Organizational Integrity (hbr.org)
2. Medical Delivery Influences
Contains unread posts
Robert Breeden posted May 12, 2021 9:44 AM
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Hello,
The influence within the medical community is so important and ...
1. Information organized and placed in a logical sequence (10 poMartineMccracken314
1.
Information organized and placed in a logical sequence (10 points)
Points Awarded
2.
Demonstrated knowledge of ethical dilemma presented by:
2a. Summarized the situation (10)
2b. Explained the ethical dilemma (5)
2c. Solved the problem as a professional RN (15)
3.
Responses supported with specific ANA Codes
(20)
4.
Visual aids professional, visually interesting
& aided in understanding material; proper grammar/spelling/punctuation-no more than 2 errors in presentation(10)
5.
Maintained eye contact of audience (10)
6.
Voice clear & audible (10)
7.
Encouraged class participation (5)
8.
Reference slide that includes references in APA
format (5)
Total points possible = 100
NSG 100
Case Study in-class Presentations Assignment
1): Moral Courage with a Dying Patient
Mr. T. is an 82-year-old widower who has been a patient on your unit several times over the past 5 years. His CHF, COPD, and diabetes have taken a toll on his body. He now needs oxygen 24 hours a day and still has dyspnea and tachycardia at rest. On admission, his ejection fraction is less than 20%, EKG shows a QRS interval of greater than 0.13 seconds, and his functional class is IV on NYHA assessment.
He has remained symptomatic despite maximum medical management with a vasodilator and diuretics. He tells you, "This is my last trip; I am glad I have made peace with my family and God. Nurse, I am ready to die." You ask about an advance directive and he tells you his son knows that he wants no heroics, but they just have never gotten around to filling out the form. When the son arrives, you suggest that he speak with the social worker to complete the advance directive and he agrees reluctantly. You page the physician to discuss DNR status with the son. Unfortunately, Mr. T. experiences cardiac arrest before the discussion occurs and you watch helplessly as members of the Code Blue Team perform resuscitation. Mr. T. is now on a ventilator and the son has dissolved into tears with cries of, "Do not let him die!"
2): Moral Courage to Confront Bullying
Melissa started on the unit as a new graduate 5 weeks ago. She is still in orientation and has a good relationship with her preceptor. The preceptor has been assigned consistently to Melissa for most of the last 4 weeks, but due to family emergency has not been available in the last week. Melissa has been told that she will be precepted by a different nurse for the remainder of her orientation. The new preceptor has not been welcoming, supportive, or focused on the educational goals of the orientation. In fact, this new preceptor has voiced to all who will listen her feelings about the incompetence of new BSN graduates. The crisis occurs when Melissa fails to recognize a patient's confusion as a result of an adverse medication effect. The preceptor berates Melissa in the nurses' station, makes sarcastic comments in shift report abou ...
1. In our grant application, we included the following interventioMartineMccracken314
1. In our grant application, we included the following interventions as our evidence-based programs: Family Therapy (to promote family acceptance and support, a key factor for overall health outcomes for this population), Motivational Interviewing (to address higher co-occurrence of substance use concerns), Trauma-Focused Treatment (including EMDR Therapy and TF-CBT, to address higher rates of complex trauma including from systemic oppression), and CBT (a gold standard treatment modality, but adapted to meet the needs of our client population by incorporating elements of
Solution
s-Focused or Narrative approaches to make it more strengths-based).
For questions 2-4, you would need to do some of your own research in the literature on these treatment modalities and determine for yourself if there were best practices that should be incorporated into the plan used at the agency.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Cultural Competency: A Key to Effective Future Social Work With Racially and Ethnically Diverse E...
Min, Jong Won
Families in Society; Jul-Sep 2005; 86, 3; ProQuest One Academic
pg. 347
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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IHP 604 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a quality plan—also known as a performance improvement plan—for a healthcare organization. You may
develop this plan for an acute-care facility, a same-day surgery facility, an ambulatory care organization, a clinic setting, a long-term care facility, or some other
type of healthcare organization you may be familiar with given your own professional healthcare work experience. In addressing the critical elements for this
assignment, all APA formatting and citation requirements apply. Further, as this is a scholarly initiative, you must use peer-reviewed or evidence-based sources
for this assignment. Data may be derived from public healthcare databases, or you may use data from your own healthcare organization. The final product
represents an authentic demonstration of competency because quality plans are used as tools by healthcare facilities to provide frameworks for collaboratively
planned, systematic, and organization-wide approaches to improvement. These quality plans are always kept on-site, updated yearly, and reviewed by surveyors
and accreditors.
The project is divided into two milestone journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Four and Seven. In these journal assignments, you will reflect on the progress you have made on
your project thus far and ask any clarifying questions that will assist you as you progress on your project. These assignments will also provide you with the
opportunity to submit drafts of your project so that you can receive feedback on them from your instructor. In addition, there are several short papers that you
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Analyze healthcare reimbursement policies for the impact on patient safety and quality initiatives
Recommend leadership strategies that promote interdisciplinary collaborative care within healthcare organizations in the healthcare ecosystem
Prompt
Specifically, the following critical elements must be addressed:
I. Purpose and Quality Statement: In this section, you will define patient safety and ...
IHP 450 Final Project Milestone Two Departmental Budget an.docxAASTHA76
IHP 450 Final Project Milestone Two: Departmental Budget and Outline Guidelines and Rubric
Prompt: Because you have done such a good job with the consulting assignments, your boss has asked you to lead the development of the department’s annual
operating budget for the healthcare facility you selected, (Joslin or Venice). She has also offered to review an outline of your capital budget proposal before you
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Part One: Departmental Budget
First, create your annual departmental budget per your boss’ request. As part of your capital budget proposal, you will need to apply the cost of your capital
budget item, and all associated costs, to a specific department within the organization. You will also need to account for any additional revenue that may be
generated as a result of purchasing your capital budget item as well as any expenses that might be incurred. In the event you selected a capital item that impacts
the entire organization, apply the cost of your capital budget item to the entire organization.
Using the budget sample as an example, create your own departmental operating budget in the Operating Budget sheet. Please note that this is just an example
provided to help you get started. You do not have to use all of the budget items found in the budget sample if they do not apply to your department. You may
find that additional items are appropriate to include for your department beyond what is included in the sample. Use the Capital Budget sheet to calculate the
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As you create your department’s budget, consider items such as hiring new staff, training, technology, and any other related costs. Also account for the potential
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Part Two: Proposal Outline
Second, outline your proposal for your boss to review. With the goal of submitting a proposal that will help your organization and win that $2,500 bonus, you
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Case Study 9.2 – Drug Testing Question (500 words minimum) Wh.docxketurahhazelhurst
Case Study 9.2 – Drug Testing
Question: (500 words minimum):
“What argument would you use, for or against a decision by the employer in this case to insist on expanding the drug program to include prohibition of the sale, possession, or use of illegal substances on the employee’s own time? Support your answer.
Case Study 10.2 Unfair Labor Practice By a Union
Question: (500 words minimum):
“How could the union have stopped individuals from the intimidating actions that allegedly went on in this case? Support your answer.”
Grading Criteria
Grading Criteria: 500 Word Min.
Your response to the discussion question(s) must be tied back to the chapter material (Case Study) and outside research is expected. When I ask you to support your answer, you are expected to combine opinion with, minimum 2, citations (Always cite your sources utilizing APA 6th Edition format), insight from your experiences, observations of others experiences, analysis of the facts/information and a conclusion. PLEASE do not limit your citations to just the book! Find other supporting material outside of the class structure
Case Study 9
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–
Drug
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Question: (
500 words minimum
)
:
“
What argument would you use, for or against a decision by the employer in this case to insist on expanding the
drug program to
include prohibition of the sale, possession, or use of illegal substances on the employee’s own
time? Support your answer.
Case Study 9.2 – Drug Testing
Question: (500 words minimum):
“ What argument would you use, for or against a decision by the employer in this case to insist on expanding the
drug program to include prohibition of the sale, possession, or use of illegal substances on the employee’s own
time? Support your answer.
IT 328 Milestone Two Guidelines and Rubric
Your Role and the Triple Constraint
Overview: In Milestone One, you began your progress toward successful completion of your final project, the risk analysis and mitigation memo. You will now
continue this preparatory work in Milestone Two by focusing on a technical role. You will consider how the tasks assigned to the role fit into an integrated
schedule found in a Gantt chart. You will then work with the triple constraint, showing how changes to it may impact the project, while proposing a new project
element that will enhance user experience with the student degree progress tool. It is important to note that this milestone addresses Section I, Parts C and D of
your final project. For purposes of this activity, these items have been further broken down than they are in the final version of your project; this will help guide
you through all the aspects of this point in your learning experience.
As you are beginning to see, working within project budgets and staying on schedule typically requires a team effort, as work tasks must be completed efficiently
and often in the correct order for the project to stay on track. Additions to the p ...
1 ACC 202 Final Project Guidelines and Rubric Ove.docxhoney725342
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ACC 202 Final Project Guidelines and Rubric
Overview
Successful entrepreneurs understand all aspects of business, especially costs and costing systems. Managerial accounting provides a framework for strategic
analysis and planning with regard to cost behaviors and costing systems. In this final project, you have the opportunity to act as an entrepreneur and apply
managerial accounting principles to evaluate and manage costs related to your products within a costing system. Additionally, you will demonstrate your ability
to communicate your findings effectively to internal stakeholders, just as an actual business owner would need to do.
Specifically, you will assume the role of the owner of a hypothetical small business. In your milestone work, you will develop financial strategies prior to opening
your business. For the final submission, you will create a presentation for your investors after your business has been in operation for a certain period of time.
You will use the provided scenarios to complete your project. The project is divided into three milestones, which will be submitted at various points throughout
the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Five. The final product will
be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
ACC-202-01: Apply fundamental costing systems to optimize operations within a business
ACC-202-02: Assess financial performance to communicate financial planning strategies to internal stakeholders
ACC-202-03: Leverage fundamental managerial accounting methods to support the mission of an organization
Prompt
In a detailed presentation (12 to 15 slides in length, plus speaker notes and an addendum), explain and defend your costing strategies (i.e., the business plan
created in your first and second milestones) and share your business’s performance to-date (i.e., the work from your third milestone). Be sure to effectively
communicate to your stakeholders by breaking down concepts and using investor-friendly language to build their trust and confidence.
Specifically, the following critical elements must be addressed. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Introduce your presentation
A. Outline your company’s profile, including its name, location, and mission and vision.
B. Explain for your investors the purpose of the presentation. What do you plan to communicate, and why should your investors pay attention? In
other words, try to persuade your investors that the accounting information you are about to share is important. [ACC-202-03]
C. Explain and defend your methods for generating the information that you are about to share in terms of your adherence to industry standards
and the AICPA code of ethics. In other words, why should your investors trus ...
50 Stage 3 Writing an Evaluation Report Table .docxtroutmanboris
50
Stage 3: Writing an Evaluation Report
Table of Contents
SECTION 1: Executive Summary
SECTION 2: Program Description
SECTION 3: Evaluation Methodology
SECTION 4: Findings
SECTION 5: Interpretation and Reflection
SECTION 6: Recommendations
This stage of the guide provides a suggested format for your final
evaluation report, along with ideas for developing each section of the
report. While this stage covers the basic content for any evaluation
report, your report may vary from the model presented here. How you
decide to organize your report will depend on the purpose of the report,
your audience, and the requirements of the funding agency. (See
Appendix H for alternative evaluation report formats.)
51
An “Executive Summary” (sometimes called a Summary) is a short
document of one or two pages that appears at the beginning of the
final evaluation report. The Executive Summary provides an
overview of the program and highlights key findings and
recommendations from the evaluation, giving the reader a sense of
the report’s content without having to read the entire document.
Why write an Executive Summary?
• The Executive Summary outlines what the reader should expect
to find in the report.
• A Summary may be used separately from the report. For
instance, it may serve as an efficient means of sharing key
findings of the evaluation with a large audience or a potential
funder.
What is included in the Executive Summary?
The exact length and components of a summary may vary
depending on the purpose of the report. Typically, an executive
summary is an overview of the report and includes:
• Purpose of the program
• Program activities, setting and population served
• Purpose of the evaluation
• Overview of findings or outcomes
• Overview of recommendations
Tips for writing an Executive Summary
• Do not include technical details in the Executive Summary. That
is, do not include details about data collection methods used.
• Write the Executive Summary last, after all other sections of the
report are completed.
• Write the Executive Summary in a way that allows the reader to
learn about the most salient aspects of the evaluation without
reading the full report.
Notes
SECTION 1: Executive Summary
52
The “Program Description” section introduces readers to your
program. It should contain a succinct description of the program
being evaluated, present program goals and objectives, and explain
how program activities were intended to meet the objectives.
Depending on your audience, report requirements, and whether
you have comparative information about the program from a
previous evaluation, you may choose to include additional
information about your program and its history in this section.
What is included in the Program Descri.
MIS770 Assignment One (Ver C) 1 P a g e FACULTY OF BUSI.docxraju957290
MIS770 Assignment One (Ver C) 1 | P a g e
FACULTY OF BUSINESS AND LAW
Department of Information Systems and Business Analytics
MIS770 – Foundation Skills in Data Analysis
Assignment 1 – Analysing the Visual Presentation of an Organisation’s Annual Report
Particulars
• Due: Week 5 – 9:00 am, Thursday 12th April 2018
• Marks: 20%
• Words: 2,000 (See Item 1, Guidelines)
• Submission: Online to the MIS770 assignment one drop box in the Cloud Unit Site.
Email submissions will not be accepted
• Note: This assignment is to be completed individually
Assurance of Learning
This assignment assesses following Graduate Learning Outcomes and related Unit Learning
Outcomes:
Graduate Learning Outcome (GLO) Unit Learning Outcome (ULO)
GLO1: Discipline knowledge and capabilities:
appropriate to the level of study related to a
discipline or profession
ULO1: Apply the fundamentals of quantitative
reasoning to solve real-world problems
Overview
For this assignment, we will use the ideas and concepts introduced in Module 1 to evaluate the
presentation of information.
The evaluation will centre on the suitability of Charts, Tables and/or Graphs used to represent, or
visualise, data. The source document for these Charts, Tables and/or Graphs will be a published
report from a Government or significant Organisation of your choice. (An example of a suitable
annual report can be found at the end of this document under “Supporting Materials”.)
There are many suitable reports that you can use for your evaluation and you might be comfortable
selecting a document that is aligned with your current field of study. For instance, if you were a
Business student then you might like to choose a listed (public) company’s Annual Investor
Presentation such as the example shown under “Supporting Materials”. These types of reports can
be sourced from a public company’s website (usually under Investor Centre) or the Australian Stock
Exchange (ASX). Other suitable sources could be international organisations (e.g. World Health
Organisation (WHO)), government departments or enterprises (e.g. Education Departments, water
authorities, etc.).
When selecting a report to evaluate, ensure that the document is publically available and has a wide
selection of Charts, Tables and Graphs.
MIS770 Assignment One (Ver C) 2 | P a g e
Scenario
In this assignment you will undertake two distinct tasks divided as Part A and Part B.
First, you will develop a list of generic evaluation criteria that critique valid practices when
developing, or constructing, Charts, Tables and Graphs (i.e. visualisations), i.e. Part A.
Second, you will use the criteria you have just developed to evaluate the suitability of the Charts,
Tables and Graphs (i.e. visualisations) utilised in a publically available report of your choice (subject
to the conditions listed later in this document) i.e. Part B.
Requirements
• Part A: Develop Ev ...
Foods Case Study
What to cover
Executive summary
Define Phase
Measure Phase
Analyze phase
Improve phase
Control Phase
Conclusion
1. Executive Summary
In December 2008, the company began to receive heavy surcharge from local authorities because of their poor water quality, mainly due to an excess of biological waste entering the sewer system.
Biological Oxygen Demand (BOD) The amount of oxygen needed by bacteria to decompose all the solid wastes in wastewater. Accounted for 74% of the resulting fees. The total bill for poor water quality reached $204,000 in 2009.
A six-sigma team was tasked to extremely reduce the BOD, after 6 months they reached 70% with a goal of 95%.
2. Define Phase
Project Charter
Project NameBOD Reduction at Kahiki FoodsCommencement DateSep, 2009Project SponsorKahiki FoodsCompletion DateDec, 2010Expected Hard Cost Reduction$195,000Expected % Reduction95%
Project Mission
The main objectives are:
Intense reduction in solid waste entering floor drains.
Increase output at different plant processes.
Green initiative for the organization.
$195,000 hard cost reduction.
Problem Statement
Per local authorities BOD levels shouldn’t exceed 250mg/L
Kahiki had BOD waste levels of 3864mg/L, 1546% higher than upper spec limit
The source of the waste was obviously originating from inefficient floor drain management
6
Goal Statement
At least a 50% BOD reduction in 6 months and establishing a sustainable system able of reaching the goal of 95% reduction.
Process map
SIPOC map
8
3. Measure Phase
The waste removal system doesn't meet the spec.
Process Capability Charts
Measurement Plan
Demand Analysis
Metrics Used To Determine Water Quality
Biological Oxygen Demand (BOD)
Total Suspended Solids (TSS)
Total Kjeldahl Nitrogen (TKN)
BOD Process Capability Charts
TSS Process Capability Charts
Measurement Plan
N/B In any area of concern, should there be a negative response on any unit, the unit is rendered incomplete and therefore a defect.
13
Data Collection Challenges
System changed in 2007.
Standard sampling schedule 3 site visits/year moved to monthly.
Data collection visibility most critical points came from cleanup shift.
The above assessment was done by five individuals who were, one hired external expert, two quality assurance officers at the state government, while two are community professionals. MSA is an experimental process and require more views from different quotas of different levels of understanding to make independent judgments on quality (McCarty, 2005).
14
4. Analyze Phase
5 Why Analysis.
FMEA.
Gap analysis.
Fishbone diagram.
Hotspot heat map.
Regression Analysis.
Benchmarking.
5 Why Analysis
Plant Floor Drain Hotspot Heat Map
5. Improve phase
Improved Solid/Liquid Separation.
Reducing Waste Creation.
Employee Training.
Best Practice Identification.
WAP Committee: A "Waste Awareness Program“.
Error Proofing: Adding visual S ...
Running head TITLE OF PAPER1TITLE OF PAPER3Title of.docxjenkinsmandie
Running head: TITLE OF PAPER
1
TITLE OF PAPER
3
Title of Paper
Student Name
Columbia Southern University
Overview
This is where you will write an analysis of the organization you presented on in Unit III, including an explanation of each area/factor. This section should be two to three pages.
SWOT Analysis (Visual)
STRENGTHS
· Insert strengths in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
WEAKNESSES
· Insert weaknesses in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
OPPORTUNITIES
· Insert opportunities in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
THREATS
· Insert threats in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
References
Insert your APA-formatted references here. Please use at least three sources (one being the textbook) in the development of your comprehensive assignment.
Project 3 – Participate in Assessment Validation
For Project 3, you will be conducting three validation sessions on the following units:
· BSBITU306 – Design and produce business documents (http://bit.ly/2RTdxxc)
· CHCDIS007 – Facilitate Empowerment of people with disability (http://bit.ly/2RSr0VS)
· BSBWHS201 – Contribute to health and safety of others (http://bit.ly/2sUOjzD)
You can download the assessor guides for these units in the links above.
1. First, you would need to fill up the Validation Checklists. We need one for each unit. You can download the template from this link: http://bit.ly/2RpxvKK. For the required details, please complete a call task with an Inspire Trainer. If you have already completed the call task, please refer to the Hub message they have sent detailing the information discussed. There, you should find all the details that have to be reflected in your Validation Checklists.
1. After filling out the validation checklists, you will need to do the validation mapping. You can download the validation mapping tool for these three units here:
1. BSBWHS201 - http://bit.ly/2G9w1SP
1. CHCDIS007 - http://bit.ly/2Wtjyiz
1. BSBITU306 - http://bit.ly/2Rl9XGY
Each document is already filled out with the PC, PE, KE, and Assessment Conditions of the unit. All you would need to do is to identify which items in the assessor guide are supposed to be mapped against those criteria and identify whether such items are “Met” or are a “Gap.” Here is a sample to help you:
1. After having done the mapping, your next step would be to fill out the validation reporting tool, which you can download from this link: http://bit.ly/2DHHQyh
We will need to see a total of three Validation Reporting Tools, one for each unit. The template contains a set of criteria, and you would have to check the assessor guide for the unit to determine whether or not those items were provided with the workbook. If such items were found, y.
Similar to 1 ACC 307 Final Project Part I Guidelines and Rubric (14)
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
1. International financial investors are moving funds from Talona MartineMccracken314
1. International financial investors are moving funds from Talona to other countries. This depreciation is causing even more disenchantment with this Talona's currency. Describe the affects will this have on the supply and demand curves for this currency on the foreign exchange markets?
2. Using a supply and demand diagram, demonstrate how a negative externality leads to market inefficiency. How might the government help to eliminate this inefficiency?
3. Briefly discuss the shortcomings of environmental command-and-control regulations.
4. Some data that at first might seem puzzling: The share of GDP devoted to investment was similar for the United States and South Korea from 1960-1991. However, during these same years South Korea had a 6 percent growth rate of average annual income per person, while the United States had only a 2 percent growth rate. If the saving rates were the same, why were the growth rates so different?
5. “Block Imports—Save Jobs for Some Americans, Lose a Roughly Equal Number of Jobs for Other Americans, and Also Pay High Prices.” Discuss this statement within the context of protectionism.
6. Steve and Craig have been shipwrecked on a deserted island in the South Pacific. Their economic activity consists of either gathering pineapples or fishing. We know Steve can catch four fish in one hour or harvest two baskets of pineapples. In the same time Craig can reel in two fish or harvest two baskets of pineapples.
Assume Craig and Steve both operate on straight-line production possibilities curves. What is Steve's opportunity cost of producing a basket of pineapples? Of a producing a fish? What is Craig's opportunity cost of producing a basket of pineapples? Of a producing a fish?
7. Provide examples of market-oriented environmental policies.
Running head: SC PLAN 1
SC PLAN 4
SC PLAN
Student’s Name
Institution Affiliation
SC PLAN
1. Describe the actions you will take to increase your net cash flows in the near future.
The first step is to reduce living expenditures. It is critical to lessen the amount spent on living expenses and other variables and save for future use. I will have to prevent luxuries such as vacation costs or keep them in check to avoid spending a hefty amount on them. I should check the option to cook for myself and avoid buying food. Also, I will choose a destination I can drive myself to save on rental car expenditures and airfare. I will have a detailed budget indicating the amount required for savings, debt repayment, and investment that will assist only to spend the money on essential expenditures. Further, the savings can help to start a business and become self-employed in the distant future.
I would have to look for a job that pays well or engage in a robust salary negotiation. The right time to negotiate for salary is during a performance review, compensation meeting, or job promotion (Bellon, Cookson, Gilje, & Heimer, 2020). I will ensure that I expand my education and technic ...
1. Interventionstreatment· The viral pinkeye does not need any MartineMccracken314
1. Interventions/treatment
· The viral pinkeye does not need any medication
· The bacterial pinkeye is treated with ointment or eye droplets
2. Possible nursing diagnosis
· Checking the specific infection affecting the eye
· Identifying burning eyes
· Increased anxiety with red eyes
3. Sign and symptoms
· Eye irritation
· Eye tearing
· Eye redness
· Eye discomfort
4. Nursing Interventions
· Putting some droplets in the kid’s eye
· Using a antibiotic ointment
· Administering ibuprofen to the kid
5. Risk factors
· Allergies
· A women having an STD during pregnancy
· Exposing the child to areas with lots of bacteria
6. Pathophysiology
The infected eye shows through an inflammation that is swollen and red. The conjunctiva shows and this is the clear membrane seen in the part where the eye is white. It remains this way if not treated for a while before it ends with medication administered or just ends naturally.
7. Complications
· A scaring in the child’s eye if the conjunctivitis is caused by allergic reactions
· It can aggravate to cause different conditions such as meningitis
8. Diagnostic Procedure
· Administering the medicine using eye droplets
· Rubbing the eye area with the ointment
...
1. Introduction and background information about solvatochromism uMartineMccracken314
1. Introduction and background information about solvatochromism using Reichardt’s dye? (400-500 words)
2. Discuss the properties of Reichardt’s dye that cause it to change its wavelength of maximum absorbance in the presence of solvents of differing polarities.
3. Discuss solvatochromism. Are there other dyes which exhibit this effect?
4. Would it be possible to use the wavelength of maximum absorbance in the presence of Reichardt’s dye to determine the water content of acetone solutions?
...
1. Integrity, the basic principle of healthcare leadership.ContaMartineMccracken314
1. Integrity, the basic principle of healthcare leadership.
Contains unread posts
Mateo Alba posted May 12, 2021 10:04 PM
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Integrity of any organization regardless whether it is in healthcare or business or government is paramount. Because of integrity comes trust. Having trust in a healthcare organization is nonnegotiable. It is the foundation of a world-class organization. Executives who ignore ethics run the risk of personal and corporate liability in today’s increasingly tough legal environment (Lynn S. Paine, 1994, Managing for Organizational Integrity, pp. 2-21)
First, the healthcare organization. The healthcare organization is the head or the governing body. It is charged of day-to-day functions, establish policies, guidance, business process, safety, security and all the administrative duties. Integrity is and must be the cornerstone of any healthcare organization. Without it, no clinicians or workers that would knowingly work for an organization that they cannot trust or feel safe. And most importantly, if the patients do not have trust in the organization, they will avoid that facility at all cost.
Second, the clinicians. The clinicians are what makes the organization or facility function. Whether they are the providers, nurses or staff it is important that they have the integrity to always do what is right not only for the healthcare team or the organization, but most specially for the patient. It starts with the clinical leaders building trust to their subordinate staff by having the integrity and values of what a leader should be. Once that is established, then it permeates throughout the entire team. Thereby improving the healthcare delivery.
Lastly, and the most important is the patient. At the center of the entire system needs to be the patient. Once the patient recognizes the integrity or values of the healthcare organization and the clinicians delivering healthcare, patient trust is established. The patient satisfaction also increases. According to Cowing, Davino-Ramaya, Ramaya, Szmerekovsky, 2009, pp.72, “if patients are satisfied with clinician-patient interactions, they are likely to be more compliant with their treatment plan, to understand their role in the recovery process, and to follow through with the recommended treatment”. Having integrity or values in the healthcare delivery is the basic principle of healthcare leadership.
Cowing, M., Davino-Ramaya, C. M., Ramaya, K., & Szmerekovsky, J. (2009). Health care delivery performance: service, outcomes, and resource stewardship. The Permanente Journal, 13(4), 72–78. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911834/
Lynn S. Paine, 1994, Managing for Organizational Integrity. Harvard business review, 2-21. Retrieved from Managing for Organizational Integrity (hbr.org)
2. Medical Delivery Influences
Contains unread posts
Robert Breeden posted May 12, 2021 9:44 AM
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Hello,
The influence within the medical community is so important and ...
1. Information organized and placed in a logical sequence (10 poMartineMccracken314
1.
Information organized and placed in a logical sequence (10 points)
Points Awarded
2.
Demonstrated knowledge of ethical dilemma presented by:
2a. Summarized the situation (10)
2b. Explained the ethical dilemma (5)
2c. Solved the problem as a professional RN (15)
3.
Responses supported with specific ANA Codes
(20)
4.
Visual aids professional, visually interesting
& aided in understanding material; proper grammar/spelling/punctuation-no more than 2 errors in presentation(10)
5.
Maintained eye contact of audience (10)
6.
Voice clear & audible (10)
7.
Encouraged class participation (5)
8.
Reference slide that includes references in APA
format (5)
Total points possible = 100
NSG 100
Case Study in-class Presentations Assignment
1): Moral Courage with a Dying Patient
Mr. T. is an 82-year-old widower who has been a patient on your unit several times over the past 5 years. His CHF, COPD, and diabetes have taken a toll on his body. He now needs oxygen 24 hours a day and still has dyspnea and tachycardia at rest. On admission, his ejection fraction is less than 20%, EKG shows a QRS interval of greater than 0.13 seconds, and his functional class is IV on NYHA assessment.
He has remained symptomatic despite maximum medical management with a vasodilator and diuretics. He tells you, "This is my last trip; I am glad I have made peace with my family and God. Nurse, I am ready to die." You ask about an advance directive and he tells you his son knows that he wants no heroics, but they just have never gotten around to filling out the form. When the son arrives, you suggest that he speak with the social worker to complete the advance directive and he agrees reluctantly. You page the physician to discuss DNR status with the son. Unfortunately, Mr. T. experiences cardiac arrest before the discussion occurs and you watch helplessly as members of the Code Blue Team perform resuscitation. Mr. T. is now on a ventilator and the son has dissolved into tears with cries of, "Do not let him die!"
2): Moral Courage to Confront Bullying
Melissa started on the unit as a new graduate 5 weeks ago. She is still in orientation and has a good relationship with her preceptor. The preceptor has been assigned consistently to Melissa for most of the last 4 weeks, but due to family emergency has not been available in the last week. Melissa has been told that she will be precepted by a different nurse for the remainder of her orientation. The new preceptor has not been welcoming, supportive, or focused on the educational goals of the orientation. In fact, this new preceptor has voiced to all who will listen her feelings about the incompetence of new BSN graduates. The crisis occurs when Melissa fails to recognize a patient's confusion as a result of an adverse medication effect. The preceptor berates Melissa in the nurses' station, makes sarcastic comments in shift report abou ...
1. In our grant application, we included the following interventioMartineMccracken314
1. In our grant application, we included the following interventions as our evidence-based programs: Family Therapy (to promote family acceptance and support, a key factor for overall health outcomes for this population), Motivational Interviewing (to address higher co-occurrence of substance use concerns), Trauma-Focused Treatment (including EMDR Therapy and TF-CBT, to address higher rates of complex trauma including from systemic oppression), and CBT (a gold standard treatment modality, but adapted to meet the needs of our client population by incorporating elements of
Solution
s-Focused or Narrative approaches to make it more strengths-based).
For questions 2-4, you would need to do some of your own research in the literature on these treatment modalities and determine for yourself if there were best practices that should be incorporated into the plan used at the agency.
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Cultural Competency: A Key to Effective Future Social Work With Racially and Ethnically Diverse E...
Min, Jong Won
Families in Society; Jul-Sep 2005; 86, 3; ProQuest One Academic
pg. 347
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
...
1. I believe that the protagonist is Nel because she is the one thMartineMccracken314
1. I believe that the protagonist is Nel because she is the one that goes through different changes throughout the book. I also think she is the protagonist because most people can relate to her more. Nel was done wrong by Sula and her husband Jude Green. Sula did the one thing that a best friend should never do and, that is sleep with your best friend's husband. Even though Sula did a terrible thing Nel still cares about her best friend because she goes and visits her when she is sick even after all the pain she caused her. Nel is also deeply saddened when she visits Sulas grave. That is not the only thing that happened to Nel. Nel not only had to deal with the affair but also accepted her guilt in Chicken Little's drowning. But in the end, Nel realized she enjoyed watching him drown.
Everything changed when Sula came back to Nels life. Nel was happy before. She was happy with her family and her husband, but when Sula came back that all changed. After the affair and Sulas death, Nel was alone. Nel became a single mother and, she no longer has a good relationship with another man.
2. I believe that although the title of the story is Sula, the main protaginist of the story is Nel. Nel is kept until the end of the story and Sulay passes away and exit's the story. I think in this pivitol moment is when the author wanted to make Nel the main character. Nel contained her emotion until towards the end of the story when she has a conversation with Eva, Nel nervously comments "Who told you all these lies? Miss Peace? Who told you? Why are you telling lies on me?" I believe the author wanted us to feel the anxiousness and wonder that Nel found out that somebody finally knew about the little boy being thrown. I believe this admission of guilt to Eva brings closure to Nel. Nel was trying to hide her emotions the entire time and it wasn't after being confronted that she broke down about it and visited Sulay's grave. Nel even stated "I don't know. No." when asked whether somebody saw the boy being thrown into the river. This shows that Nel was not sure at all in the moment it happened whether somebody knew. Nel wanted to not think about what happen forever and try to mute the situation but Eva bringing it up, made Nel feel terrible about what happened which is why she ended up visting Sulay's grave. I think muting herself from knowing the little boy was thrown was still not a 'good' way to look at it, from her end. She wanted to believe a lie by just pretending it never happened. It wasn't after someone brought up the situation to her that her feelings change.
3. Although the novel is titled Sula, the real protagonist is Nel because she is the one who is transformed by the end. Sula and Nel were very great friends and were very dedicated to each other. But they were also very different. Nel was known as the more mature and "good person" while Sula is more impulsive. "Nel is the product of a family that believes deeply in social conventions, hers is a st ...
1. If the profit from the sale of x units of a product is P = MartineMccracken314
1. If the profit from the sale of x units of a product is P = 105x − 300 − x2, what
level(s) of production will yield a profit of $1050? (Enter your answers as a
comma-separated list.)
x = _________ units
2. The total costs for a company are given by
C(x) = 5400 + 80x + x2
and the total revenues are given by
R(x) = 230x.
Find the break-even points. (Enter your answers as a comma-separated list.)
x= __________ units
3. If total costs are C(x) = 900 + 800x and total revenues are R(x) = 900x − x2, find the
break-even points. (Enter your answers as a comma-separated list.)
x= _____________
4. For the years since 2001, the percent p of high school seniors who have tried marijuana
can be considered as a function of time t according to
p = f(t) = 0.17t2 − 2.61t + 52.64
where t is the number of years past 2000.† In what year after 2000 is the percent
predicted to reach 75%, if this function remains valid?
_______________
5. Using data from 2002 and with projections to 2024, total annual expenditures for
national health care (in billions of dollars) can be described by
E = 4.61x2 + 43.4x + 1620
where x is the number of years past 2000.† If the pattern indicated by the model
remains valid, in what year does the model predict these expenditures will reach
$15,315 billion?
__________________
6. The monthly profit from the sale of a product is given by P = 32x − 0.2x2 − 150 dollars.
(a) What level of production maximizes profit?
___________ units
(b) What is the maximum possible profit?
$_____________
7. Consider the following equation.
y = 9 + 6x − x2
(a) Find the vertex of the graph of the equation.
(x, y) = (__________)
(b) Determine what value of x gives the optimal value of the function.
x=_____________
(c) Determine the optimal (maximum or minimum) value of the function.
y=______________
8. Consider the following equation.
f(x) = 6x − x2
(a) Find the vertex of the graph of the equation.
(x, y) = (__________)
(b) Determine what value of x gives the optimal value of the function.
x=_____________
(c) Determine the optimal (maximum or minimum) value of the function.
f(x)= _____________
9. Find the maximum revenue for the revenue function R(x) = 358x − 0.7x2. (Round your
answer to the nearest cent.)
R = $______________
10. The profit function for a certain commodity is P(x) = 150x − x2 − 1000. Find the level of
production that yields maximum profit, and find the maximum profit.
x= _________ units
P=$ _________
11. If, in a monopoly market, the demand for a product is p = 2000 − x and the revenue is
R = px, where x is the number of units sold, what price will maximize revenue?
$________________
12. If the supply function for a commodity is p = q2 + 6q + 16 and the demand function is p
= −3q2 + 4q + 436, find the equilibrium quantity and equilibrium price.
equilibrium quantity_______________
equilibrium price $_______________
13. If the supply and demand functions for a commodity are given by p ...
1. How does CO2 and other greenhouse gases promote global warminMartineMccracken314
1. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
2. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
Raw DataNamePayResponsibilitiesSupervisionGenderDepartmentRudolph211MaleAccountingOlga211FemaleAccountingInstructionsErnest211MaleAccountingEmily211FemaleAccountingThe sheet labeled "Raw Data" lists 366 employees and their rating (1-5) of their satisfaction with their Pay, Responsibilities, and Supervision. A rating of 5 is the highest satisfaction.Bobby211MaleAccountingRaw Data also includes the Gender and Department for each employee.Benjamin211MaleAccountingBeatrice211FemaleAccountingInsert a new column in EKeith211MaleAccountingLabel this new column "Overall Satisfaction Rating"Hilda211FemaleAccountingFor each employee, compute the Overall Satisfaction Rating as the Average of Pay, Responsibilities, and Supervision.Leslie311MaleAccountingFormat Overall Satisfaction Rating to one decimal place.Curtis311MaleAccountingAlice311FemaleAccountingOn a New sheet titled Results, create a Pivot Chart & Pivot TableSophie311FemaleAccountingAssign Gender to Columns, Department to rows, and Pay to Values. Change the value field setting from Sum to Average if necessary.Sally311FemaleAccountingSort the departments in descending order of satisfaction.Melvin311MaleAccountingCreate a title for the chart, which includes your last namePearl411FemaleAccountingBe sure your chart includes a legend for male & female employees, change male color to blue and female to orangeJohnny411MaleAccountingBe sure to include axis titlesEunice411FemaleAccountingFormat the vertical axis for a max of 5 and major tick marks at 1 and one decimal place.Opal212FemaleAccountingJulia212FemaleAccountingCreate a new sheet titled "Graphs".Jimmie212MaleAccountingCopy & Paste as Picture your graph of Pay SatisfactionEsther212FemaleAccountingAlbert212MaleAccountingAlter your Pivot chart/table to display Responsibilities Satisfaction. Change titles as needed.Mike212MaleAccountingPaste this chart on the Graphs sheetMarion212MaleAccountingJosephine212FemaleAccountingAlter your Pivot chart/table to display Supervision Satisfaction. Change titles as needed.Ida212FemaleAccountingPaste this chart on the Graphs sheetGerald212MaleAccountingCaroline212FemaleAccountingAlter your Pivot chart/table to display Overall Satisfaction. Change titles as needed.Alberta212FemaleAccountingPaste this chart on the Graphs sheetLeroy312MaleAccountingLeave Results sheet with the Pivot Table & Chart displaying the Overall Satisfaction.Anita312FemaleAccountingMildred412FemaleAccountingBeulah412FemaleAccountingAda412FemaleAccountingClayton212MaleAccountingWayne312MaleA ...
1. How do you think communication and the role of training addressMartineMccracken314
1. How do you think communication and the role of training address performance gaps or training needs as it relates to how Adults learn?
2. There are many ways – or methods – available to gather data during a need’s assessment. Each one has advantages and disadvantages. What is important is to select the appropriate method based on your business problem. The most common methods for data gathering are:
· Document reviews or Extant Data Analysis – reviewing existing material like process maps, procedure guides, previous training material, etc.,
· Needs Assessment
· Interviews
· Focus groups
· Surveys
· Questionnaires
· Direct Observations
· Testing
· Subject Matter Expert Analysis
Select one of these data gathering methods to discuss and share what you see as the advantages and disadvantages associated with using the selected method.
1. Team teaching
In team teaching, both teachers are in the room at the same time but take turns teaching the whole class. Team teaching is sometimes called “tag team teaching.” You and your co-teacher teacher are a bit like co-presenters at a conference or the Oscars. You don’t necessarily plan who takes which part of the lesson, and when one of you makes a point, the other can jump in and elaborate if needed.
Team teaching can make you feel vulnerable. It asks you to step outside of your comfort zone and allow another teacher to see how you approach a classroom full of students. However, it also gives you the opportunity to learn about and improve your teaching skills by having a partner who can provide feedback and — in some cases — mentorship.
In team teaching, as well as the five other co-teaching models below, a teacher team may be made up of two general education teachers, two special education teachers, or one of each. Or, in some cases, it may be a teacher and a paraprofessional working together. Some IEPs specify that a student’s teaching team needs to include a general education teacher and a special education teacher.
Here’s what you need to know about the team teaching method:
What it looks like in the classroom
Both teachers teach at the front of the room and move about to check in with students (as needed).
Benefits
· Provides both teachers with an active instructional role
· Introduces students to complementary teaching styles and personalities
· Allows for lessons to be presented by two different people with different teaching styles
· Models multiple ways of presenting and engaging with information
· Models for students what a successful collaborative working relationship can look like
· Provides more opportunities to pursue teachable moments that may arise
Challenges
· Takes time and trust for teachers to build a working relationship that values each teacher equally in the classroom
· Necessitates a lot of planning time and coordination of schedules
· Requires teachers to have equal involvement not just in planning, but also in grading, which means assignments need to be evaluated ...
1. How brain meets its requirement for its energy in terms of wellMartineMccracken314
1. How brain meets its requirement for its energy in terms of well-fed and during starvation or fasting?
2. Explain the utilization of different sources of energy in muscle during anaerobic and aerobic conditions of high physical activity and resting?
3. Why and how adipose tissue and kidney are significant for fuel metabolism?
4. Explain in detail why liver is significant for metabolism of mammals and how does it coordinate the different metabolic pathways essential for organism?
5. Explain the Cori cycle and glucose-alanine cycle for interorgan fuel metabolism?
...
1. Give an introduction to contemporary Chinese art (Talk a littleMartineMccracken314
1. Give an introduction to contemporary Chinese art (Talk a little bit about some of the major changes in Chinese art)
2. Read the article that is provided. Do some research on the artist, Xu Bing. According to the article, give some background information about Xu Bing, and investigate the body of work.
3. Select one piece of his artwork to write about. It could be a traditional work of art, such as drawing, painting, or sculpture, or something more experimental like performance art, body art, or installation art.
4. Write a 3-page analysis of the artwork you select. The paper should have a short introduction and conclusion, but the body should focus on your analysis of the artwork. Some of the questions that you might want to work through in the paper include: Why is the work important? In what ways does it challenge the viewer? Is there an allegorical meaning to the work? How is it in dialogue with Western art traditions or earlier Chinese art traditions? Does it engage with Chinese history? Etc.
5. Be sure to include an image of the work you select into the paper, and the paper must be grammatically correct.
...
1. For this reaction essay is a brief written reaction to the readMartineMccracken314
1. For this reaction essay is a brief written reaction to the readings. It may be somewhat informal (and I would encourage you to be personal), but it must be well-written and well-organized. It must not be more than 2 pages, use 12-point font, single-spaced, at least 1" margins. You will react to the results of this systematic review article on Telemedicine " Effectiveness of Telemedicine A Systematic Review of Reviews.pdf
Focus on the results of the synthesis only, react to the authors' conclusions- do you agree or disagree with their synthesis? Discuss your opinion, are there faults in their conclusions?
Telemedicine is increasingly being suggested as an alternative for an in-person visit, especially with emergent diseases that call for person-to-person distancing. What are the potential concerns with this suggestion? What are in the authors' synthesis and conclusions underscore the limitations of this suggestion?
2. The next day a representative from Bristol Myers Squibb visits your office and tells you that Plavix® (clopidogrel) decreases cardiovascular events by 8.7% compared to aspirin. That sure sounds good to you, as you have many elderly patients at risk of heart attacks and strokes and many are already on aspirin. The brochure quotes the CAPRIE study, and you decide to investigate this further. A review of the 1996 article reveals that study patients on Plavix® experienced cardiovascular events 9.78% of the time compared to 10.64% of the time with aspirin. Plavix® was approved by the FDA based on this one study. Cost of Plavix/day=$6.50. Cost of aspirin/day = $1.33
• What was the NNT?
• How much does Plavix® cost monthly?
• What meaning do these values have for this problem?
• Be sure to include your actual calculations/math
i n t e r n a t i o n a l j o u r n a l o f m e d i c a l i n f o r m a t i c s 7 9 ( 2 0 1 0 ) 736–771
j o u r n a l h o m e p a g e : w w w . i n t l . e l s e v i e r h e a l t h . c o m / j o u r n a l s / i j m i
Effectiveness of telemedicine: A systematic review of
reviews
Anne G. Ekeland a,∗, Alison Bowes b, Signe Flottorp c,d
a Norwegian Centre for Integrated Care and Telemedicine, University Hospital of North Norway, P.O. Box 6060, N-9038 Tromsø, Norway
b Department of Applied Social Science, University of Stirling, Scotland, UK
c Norwegian Knowledge Centre for the Health Services, Oslo, Norway
d Department of Public Health and Primary Health Care, University of Bergen, Norway
a r t i c l e i n f o
Article history:
Received 23 April 2010
Received in revised form
11 July 2010
Accepted 29 August 2010
Keywords:
Telemedicine
Telecare
Systematic review
Effectiveness
Outcome
a b s t r a c t
Objectives: To conduct a review of reviews on the impacts and costs of telemedicine services.
Methods: A review of systematic reviews of telemedicine interventions was conducted. Inter-
ventions included all e-health interventions, information and communication technologies
for communication ...
1. Find something to negotiate in your personal or professional liMartineMccracken314
1. Find something to negotiate in your personal or professional life. Examples include: redistribution of household chores, a personal or professional purchase, a contract at work, asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be implemented for the purposes of this class (e.g. you can finalize the price for something you’re thinking of buying without following through on the purchase right now). The scenario you choose should be significant enough to allow you to do substantial research and detail for your paper. Submit a five page paper (minimum), double spaces, utilizing proper grammar and spelling, which summarizes the following:
1. Your Preparation – Describe the process you used and results of your preparation. You should also discuss your strategies, targets, and negotiating plan. Make sure you do your research, working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries, the internet, and personal calls and visits as possible sources of information). This is the most important step, so being thorough is critical.
1. The Negotiating Process – Describe what happened in the negotiation itself. List he sequence of events and how you reacted/adjusted to the other party’s position. What was the negotiation style of the other party? What “tricks” did they try? How did you react? Were there any other influencing factors (e.g. cultural differences, misperceptions, emotion, etc.)?
1. The Outcome – What was the outcome and how did you feel about it? What worked well? What would you have done differently? Do you feel the result you arrived at was better than it would have been if you hadn’t taken the class? Why/Why not?
Your understanding of the appropriate preparation and process steps to take in negotiating this deal is more important than the final outcome.
Be sure to cite your sources, and include copies of necessary quotes/documentation.
1.
Find something to negotiate in your personal or professional life. Examples include:
redistributi
on of household chores, a personal or professional purchase, a contract at work,
asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be
implemented for the purposes of this class (e.g. you can finalize the price for
something you’re
thinking of buying without following through on the purchase right now). The scenario you
choose should be significant enough to allow you to do substantial research and detail for your
paper. Submit a five page paper (minimum), double
spaces, utilizing proper grammar and
spelling, which summarizes the following:
2.
Your Preparation
–
Describe the process you us
ed and results of your preparation. You should
also discuss your strategies, targets, and negotiating plan. Make sure you do your research,
working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries,
the internet, and p
ers ...
1. FAMILYMy 57 year old mother died after a short illness MartineMccracken314
1. FAMILY
My 57 year old mother died after a short illness last June. She was a wonderful mother and my 66 year old father
adored her. They had been married for 38 years. He is finding it extremely difficult to cope without her. To make
matters worse, he retired just two months before she died and is at a loss to fill his days.
He is disorganized and has not established any pattern in his life. I invite him for meals and outings, but he is
detached and depressed. He doesn’t seem to be part of the world any more. I am terribly worried about him. How
long will he be like this? I am 34 and have small children. I thought being with the children would help him, but it’s
as though he doesn’t see or know them. He just sits and stares into space for much of the day. He seems locked
into his grief.
2. FAMILY
One of our 17 year old son’s best friends took his life several months ago. Our son didn’t say much at the time, but
he was very shaken. Since then he has gradually “retired” into himself. He stays in his room most of the time
listening to rock music.
He is unemployed and no longer sees his former schoolmates. We are very worried about him. How do we get him
out of himself? He has always been a quiet guy but his present behavior is beyond “quiet.” We have two other
children, girls aged 13 and 10, but our son now just ignores them.
3. FAMILY - rural
Ken is a 67 year old farmer who lives with his wife Margaret. Ken and Margaret had hoped to retire late in their 60s
and move to the west coast to be closer to their children, reluctantly selling the family property that has been
struggling financially. They have limited investment funds set aside to support their retirement and have been told
it is unlikely that they would be successful in selling their farm. Ken also suffers chronic back pain from a previous
farm injury. A neighbor has become concerned about Ken’s ability to cope with his property, and has visited Ken
and Margaret a number of times due to problems with his stock and pasture management. Margaret believes the
farm is “too much for them now,” but feels she can’t talk to Ken about this. Ken has become withdrawn and
refuses to discuss the issue. He talks about there being “no way out of this,” and that it “might as well be over.” He
sees his physician infrequently, having difficulty traveling the 60 miles to the nearby town.
4. FAMILY - rural
Jason is 34 years old and lives with his wife Jenny and their two children (8 and 3 years old). After completing a
mechanical trade apprenticeship in Boston, he has returned home with plans to build his future as a farmer. He has
become increasingly irritable and frustrated with what he believes is his failure to “get on top of things” on the
farm, and they are struggling to manage financially.
Jason is drinking heavily, mostly at home, but still drives his car into town. Jenny is angry and worried about this.
She is feeling isolated, having few friends in the area, and relying on Jas ...
1. Explain the four characteristics of B-DNA structure DifferentiMartineMccracken314
1. Explain the four characteristics of B-DNA structure? Differentiate between the A-DNA and Z-DNA structural features?
2. Describe the supercoiled DNA with its properties and how naturally occurring DNA under wound?
3. What are topoisomerases? Explain the two types of topoisomerases with their mechanism of action?
4. Explain the three interactions that are required to stabilize nucleic acids? How DNA denatures and renatures?
5. What are ribozymes and explain their properties?
Case 20 Restructuring
General Electric
The appointment of Larry Culp as the chairman and CEO of the General Electric
Company (GE) on October 1st, 2018 was a clear indication of the seriousness of the
problems that had engulfed the company. Culp, the former CEO of the highly-successful
conglomerate, Danaher Corporation, had been appointed a GE director only six months
previously and was the first outsider to lead GE—every one of GE’s previous CEOs had
been a career manager at the company. On the same day as Culp’s appointment, GE
abandoned its earning guidance for the year and announced a $23 billion accounting
charge arising from a write-down of goodwill at its troubled electrical power division.1
Culp’s predecessor, John Flannery had been CEO for a mere 14 months—a sharp
contrast to GE’s two previous CEOs: Jeff Immelt (16 years) and Jack Welch (20 years).
Flannery’s tenure at GE has coincided with of the company’s most difficult periods in its
entire 126-year history. In November 2017, amidst deteriorating financial performance,
Flannery announced a halving of GE’s quarterly dividend, the proposed sale of its
lighting and locomotive units—two of GE’s oldest businesses—and the elimination of
12,000 jobs in the power division.
In 2018, the situation worsened. In January, GE announced that it would be paying
$15 bn. to cover liabilities at insurance companies it had sold 12 years previously. In
February, GE confirmed suspicions over its dubious accounting practices by restating its
revenues and earnings for the previous two years, while also announcing the likelihood
of legal claims arising from its its subprime mortgage lending over a decade earlier.
The outcome was a precipitous fall in GE’s share price (see Figure 1) that culminated
in GE’s dismissal from the Dow Jones Industrial Average (DJIA). Until June 2018, GE
was the sole surviving member of the DJIA when it was created in 1896.
The crisis at GE presented the board with two central questions. First, should GE
be broken up? Second, if GE was to continue as a widely-diversified company, how
should it be managed?
As a diversified corporation that extended from jet engines, to oil and gas equipment,
to healthcare products, to financial services, GE was an anomaly. For three decades, con-
glomerates—diversified companies comprising unrelated or loosely related businesses—
had been deeply unfashionable. CEOs, Jack Welch and Jeff Immelt, had claimed that,
by virtue of its integrated m ...
1. examine three of the upstream impacts of mining. Which of theseMartineMccracken314
1. examine three of the upstream impacts of mining. Which of these do you think would be most difficult to estimate in a life cycle assessment?
Your response should be at least 250 words in length.
2. Discuss the pollutants that are emitted during the operation stage of a life cycle assessment for a fossil fuel source.
Your response should be at least 250 words in length
Body Ritual among the Nacirema
H O R A C E M I N E R
University of Michigan
HE anthropologist has become so familiar with the diversity of ways iq T which different peoples behave in similar situations that he is not a p t to.
be surprised by even the most exotic customs. I n fact, if all of thelogically
possible combinations of behavior have not been found somewhere in the
world, he is a p t to suspect that they must be present in some yet undescribed
tribe. This point has, in fact, been expressed with respect to clan organization
by Murdock (1949: 7 1 ) . I n this light, the magical beliefs and practices of the
Nacirema present such unusual aspects that i t seems desirable t o describe
them a s an example of the extremes to which human behavior can go.
Professor Linton first brought the ritual of the Nacirema to the attention
of anthropologists twenty years ago (1936:326), but the culture of this people
is still very poorly understood. They are a North American group living in the
territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico,
and the Carib and Arawak of the Antilles. Little is known of their origin, al-
though tradition states that they came from the east. According to Nacirema
mythology, their nation was originated by a culture hero, Notgnihsaw, who is
otherwise known for two great feats of strength-the throwing of a piece of
wampum across the river Pa-To-Mac and the chopping down of a cherry tree
in which the Spirit of Truth resided.
Nacirema culture is characterized by a highly developed market economy
which has evolved in a rich natural habitat. While much of the people’s time
is devoted to economic pursuits, a large part of the fruits of these labors and a
considerable portion of the day are spent in ritual activity. The focus of this
activity is the human body, the appearance and health of which loom a s a
dominant concern in the ethos of the people. While such a concern is certainly
not unusual, its ceremonial aspects and associated philosophy are unique.
The fundamental belief underlying the whole system appears to be that the
human body is ugly and that its natural tendency is t o debility and disease.
Incarcerated in such a body, man’s only hope is to avert these characteristics
through the use of the powerful influences of ritual and ceremony. Every house-
hold has one or more shrines devoted to this purpose. The more powerful in-
dividuals in the society have several shrines in their houses and, in fact, the
opulence of a house is often referred to in terms of the num ...
1. Examine Hofstedes model of national culture. Are all four dimeMartineMccracken314
1. Examine Hofstede's model of national culture. Are all four dimensions still important in today's society as it relates to the success of the multinational manager? Why, or why not? Which do you think is the least important as it relates to multinational management? Why?
2. More companies are seeking to fill multinational management positions due to the influx of business growth abroad. If you were offered and accepted a position as a multinational manager, what would you do to personally prepare for the culture of a different country? Where would you seek information? What overall responsibilities would you expect of the job? How do you think the managerial responsibilities would be different from those you would face in the United States?
3. Multinational managers encounter many levels of culture. Which of the culture levels do you think might be the most difficult to manage? Why? Share an example. Which culture level do you think might be the easiest to understand? Why? Give an example of this.
4. In your own words, what is your perception of free trade? Think about the advantages of free trade; what are two benefits that result from free trade? There is also a downside to free trade; what are two disadvantages resulting from free trade? Provide reasoning for your choices.
5. What are the three major economic systems that nations utilize, and what is the role of each? How does each affect and influence individuals, multinational managers, and corporations?
6. How would you define ethical convergence? What are the four basic reasons for ethical convergence? Which might be the most difficult for multinational companies to follow, and why?
7. Describe the four major world religions. What are the impacts of each religion type on an economic environment? What do you think makes religion a concern in societies?
8. If you were a multinational manager, and you encountered an ethical dilemma within the multinational company, what heuristic questions would you use to decide between ethical relativism and ethical universalism? Of the different heuristic questions, which one do you think is most important? Explain your reasoning.
1
Week Two Instructor’s Notes
PHIL 1103 Summer
This week you will be learning in detail about the four different moral perspectives that
we will use to analyze moral questions.
Notice two things right at the start. First, because normative ethics is our main focus this
term, we are not going to attempt to settle the question of whether any moral perspective at all
could be correct or known to be correct—that is a task for metaethics. Our task in this second
week is to learn in some detail about four different kinds of consideration or value that often
seem relevant when we try to decide what is morally right or wrong in particular cases, namely:
(1) Respect for the rights and autonomy of the persons involved
(2) Increasing the overall well-being of the most individuals possible
(3) Asking wha ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
1 ACC 307 Final Project Part I Guidelines and Rubric
1. 1
ACC 307 Final Project Part I Guidelines and Rubric
Overview
The production and analysis of financial statements are core
tasks for accounting professionals. The activities for this final
project have traditionally been
performed monthly by accountants in most organizations.
However, with automation making accounting more efficient,
many executives are requiring even
more frequent financial statements. This new reality further
underscores the need for accurate transactio n collection and adj
ustment computations.
Additionally, external users rely on ratio analyses to draw
informed conclusions about a company’s financial health. This
information often will factor heavily into
their investment and lending decisions.
In your final project, you will assume the role of an accountant
and complete the year-end adjustment process for your company
using a provided workbook.
This workbook is the first deliverable (Part I) of your final
project. In Part II, you will analyze the provided financials o f
the same company and create a report
documenting your findings. The project is divided into three
milestones, which will be submitted at various points
throughout the course to scaffold learning and
ensure quality final submissions. These milestones will be
submitted in Modules Three, Five, and Six. Final Project Part I
2. will be submitted in Module Seven;
Final Project Part II is due in Module Eight.
In this assignment, you will demonstrate your mastery of the
following course competencies:
• ACC-307-01: Demonstrate the year-end adjustment process in
the preparation of a business’s financial documentation
• ACC-307-03: Apply generally accepted accounting principles
in preparing financial statements
Prompt
Review the Final Project Scenario document for information
about the financial background of your hypothetical company.
Use the provided workbook to
complete Part I of your final project.
Specifically, you must address the critical elements listed
below. Most of the critical elements align with a particular
course competency (shown in brackets).
I. Part I: Final Project Workbook
A. Demonstrate the year-end adjustment process:
1. Prepare the adjusting journal entries in the Adjusting Entries
tab in the provided workbook. [ACC-307-01]
2. Transfer the values from the Adjusting Entries tab to the
proper cells of the Adjusting Entries columns in the Worksheet
tab. [ACC-307-
01]
3. Create the adjusted trial balance by computing the Adjusted
3. Trial Balance columns using the Worksheet tab. [ACC-307-01]
4. Close temporary accounts by completing the Closing Entries
tab. [ACC-307-01]
http://snhu-
media.snhu.edu/files/course_repository/undergraduate/acc/acc30
7/ACC_307_Final_Project_Scenario.pdf
https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdent
Id=20047
2
B. Prepare the financial statements:
1. Prepare an income statement for the provided company by
completing the Income Statement tab in your workbook. [ACC-
307-03]
2. Prepare a statement of retained earnings by completing the
Statement of Retained Earnings tab. [ACC-307-03]
3. Prepare a balance sheet by completing the Balance Sheets
tab. [ACC-307-03]
Milestones
Milestone One: Partial Workbook
In Module Three, you will submit the first part of your final
project workbook, including the adjusting entries, adjusted trial
balance, closing entries, and income
statement. This milestone will be graded with the Milestone One
Rubric.
Milestone Two: Completed Workbook
In Module Five, you will submit the second part of your final
4. project workbook, including the statement of retained earnings
and the balance sheet. This
milestone will be graded with the Milestone Two Rubric.
Final Project Part I Submission: Final Workbook
In Module Seven, you will submit the first part of your final
project, which is the final version of the project workbook. It
should be a complete, polished artifact
containing all of the critical elements of Final Project Part I. It
should reflect the incorporation of feedback gained throughout
the course. This submission will be
graded with the Final Project Part I Rubric.
Final Project Part I Rubric
Guidelines for Submission: All tabs should be completed in
your final workbook submission.
Critical Elements Exemplary Proficient Needs Improvement Not
Evident Value
Year-End Adjustment
Process: Adjusting
Journal entries
[ACC-307-01]
Accurately prepares all
adjusting entries (100%)
Prepares adjusting entries, but
there are gaps or inaccuracies
(55%)
Does not prepare adjusting
5. entries (0%)
12.25
Year-End Adjustment
Process: Transfer
[ACC-307-01]
Meets “Proficient” criteria and
all values are accurate based on
the provided data (100%)
Transfers values from their
Adjusting Entries tab to the
proper cells of the Adjusting
Entries columns in the
Worksheet tab based on the
values from the previous step
(85%)
Transfers values to the
Adjusting Entries columns in the
Worksheet tab, but there are
gaps or inaccuracies (55%)
Does not transfer values to the
Adjusting Entries columns in the
Worksheet tab (0%)
12.25
3
6. Critical Elements Exemplary Proficient Needs Improvement Not
Evident Value
Year-End Adjustment
Process: Adjusted
Trial Balance
[ACC-307-01]
Meets “Proficient” criteria, and
all values are accurate based on
the provided data (100%)
Accurately prepares the
adjusted trial balance based on
the values from the previous
step (85%)
Prepares the adjusted trial
balance, but there are gaps or
inaccuracies (55%)
Does not prepare the adjusted
trial balance (0%)
12.25
Year-End Adjustment
Process: Closing
Entries
[ACC-307-01]
Meets “Proficient” criteria, and
all values are accurate based on
7. the provided data (100%)
Accurately prepares all closing
entries based on the values
from the previous step (85%)
Prepares closing entries, but
there are gaps or inaccuracies
(55%)
Does not prepare closing
entries (0%)
12.25
Financial
Statements: Income
Statement
[ACC-307-03]
Meets “Proficient” criteria, and
all values are accurate based on
the provided data (100%)
Accurately prepares the income
statement based on the values
from the previous step (85%)
Prepares the income statement,
but there are gaps or
inaccuracies (55%)
Does not prepare the income
statement (0%)
8. 17
Financial
Statements:
Statement of
Retained Earnings
[ACC-307-03]
Meets “Proficient” criteria, and
all values are accurate based on
the provided data (100%)
Accurately prepares the
statement of retained earnings
based on the values from the
previous step (85%)
Prepares statement of retained
earnings, but there are gaps or
inaccuracies (55%)
Does not prepare statement of
retained earnings (0%)
17
Financial
Statements: Balance
Sheet
[ACC-307-03]
Meets “Proficient” criteria, and
all values are accurate based on
the provided data (100%)
9. Accurately prepares the
balance sheet based on the
values from the previous step
(85%)
Prepares the balance sheet, but
there are gaps or inaccuracies
(55%)
Does not prepare the balance
sheet (0%)
17
Total 100%
8084 Module 3 Group Discussion: Step 2: Collect the Data
Effective early childhood leaders positively impact their
programs by making targeted, data-driven decisions. They
become consumers of information, systematically evaluating
and acting upon the insights gained through data collection.
In this Group Discussion Board, you and your group members
share data collected from Connor Street’s evaluations. Like a
detective, you begin your investigation by sifting through the
data to highlight information about the program’s strengths and
opportunities for improvement. You then use this information to
provide insight into the program’s effectiveness.
To prepare
Review the Head Start resources presented in this module. As
you explore the interactive content and videos, reflect on best
practices early childhood leaders use to collect data. Then,
revisit the evaluation you selected for the Assignment and
submitted in Week 4 by conducting additional research to learn
10. more about the evaluation. Last, begin a preliminary review of
your evaluation data and the data that are presented
in Evaluation 5 (NAEYC Accreditation Decision Report) and
Evaluation 6 (NAEYC Self-Assessment Teaching Staff Survey),
and Evaluation 7 (NAEYC Self-Assessment Family Survey)
found in Module 2 resources.Assignment Task Part 1
Write a 1 ½ page breakdown of the following:
· Provide a broader introduction to your evaluation (CLASS) -
Look at info in resources
· by explaining at least two aspects and/or details about this
evaluation that the “Major Findings” document did not include.
For example, you might include information about how the
evaluation is scored, average scores across a specific
demographic region, and/or how this evaluation became
prominent in the field of early childhood.
· Provide at least one website about this evaluation which your
group can use as a resource.
· Read selections of your colleagues' posts
· Respond and engage with colleagues posts with intext
citations Assignment Task Part 2
Write a 1 ½ page breakdown of the following:
· Describe the major findings that you analyzed, including the
stakeholders for whom the data were obtained and/or focused.
· Using the information garnered from your
evaluation and evaluations 6 and 7:
· Describe what you perceive to be program strengths.
· Describe what you perceive to be opportunities for
improvement.
· Explain how effective the might program be and why.
· Respond and engage with colleagues posts with intext
citations.
Support your analysis with specific references to evaluation
data and the evaluation’s scoring and/or rating scale.
Note what you have learned and/or any insights you have gained
as a result of the comments your colleagues made and the
11. connections you have made with the Learning Resources.
Revisit this Discussion Board throughout Week 6 to explore and
discuss analyses shared by group members. Respond to all
group members. Post ways colleagues' posts contributed to your
learning.
Learning Resources
https://eclkc.ohs.acf.hhs.gov/data-ongoing-monitoring
https://www.naeyc.org/resources/topics/family-
engagement/principles
https://ctb.ku.edu/en/table-of-contents/culture/cultural-
competence/understand-culture-social-organization/main
https://ctb.ku.edu/en/table-of-
contents/evaluate/evaluation/interests-of-leaders-evaluators-
funders/main
https://ctb.ku.edu/en/table-of-contents/culture/cultural-
competence/culturally-competent-organizations/main
https://ctb.ku.edu/en/table-of-
contents/evaluate/evaluation/framework-for-evaluation/main
1
Using the Head Start Parent,
Family, and Community Engagement
Framework in Your Program:
Markers of Progress
This document was originally developed with funds from Grant
#90HC0003 and reprinted with funds from Grant #90HC0014
12. for the U.S Department of Health and Human Services,
Administration for Children and Families, Office of Head Start,
Office of Child Care, and by the National Center on Parent,
Family, and Community Engagement. This resource may be
duplicated for noncommercial uses without permission.
Contents
Letter to the Members of the Head Start Community
...............................................................................................
..................... 1
Foreword
...............................................................................................
...............................................................................................
. 5
Using this Guide in Your Program
...............................................................................................
.....................................................11
Step 1: Build a PFCE Self-Assessment Team
...............................................................................................
..............................15
Step 2: Use the Assessment Tool
...............................................................................................
.................................................25
Step 3: Create a PFCE Action
Plan........................................................................................
......................................................71
Acknowledgments
13. ...............................................................................................
..............................................................................79
Research and Best Practices References
...............................................................................................
..........................................80
1
Dear Members of the Head Start Community,
You and your program are in a unique position to
promote children’s well-being – today and in the
future – by engaging their parents and families.
Parents and family members are the “forever”
people in a child’s life. They will shape their child’s
sense of self, others, and the world over the years
and across the miles.
As research suggests, when you create positive
and trusting relationships with parents and
family members, they are more likely to become
engaged in their young child’s development
and learning1. In Head Start/Early Head Start,
these relationships focus on goals that families
develop with the support of program leadership,
staff, and engaged community partners. These
goal-directed relationships are part of the two-
generational approach of working with children
and adult family members that distinguishes
Head Start/Early Head Start from other early
childhood initiatives. They are most likely to take
14. root within programs that take intentional steps
to promote parent and family engagement.
Working hand-in-hand with the Office of Head
Start, we have created a definition of parent,
family, and community engagement as follows:
In Head Start and Early Head Start programs,
parent, family, and community engagement
means building relationships with families
that support family well-being, strong parent-
child relationships and ongoing learning and
development of parents and children alike. It
refers to the beliefs, attitudes, behaviors and
activities of families that support their children’s
positive development from early childhood
through young adulthood. Family engagement
happens in the home, early childhood
program, school and community, and is a
shared responsibility with all those who support
children’s learning.
With this definition to guide us, we worked with
the Office of Head Start to develop the Head Start
Parent, Family, and Community Engagement
Framework: Promoting Family Engagement
and School Readiness from Prenatal to Age 8.
Known in short-hand as the “PFCE Framework,”
this research-based tool shows that when parent
and family engagement activities are systemic
and integrated across program foundations
and program impact areas, family engagement
outcomes are achieved, resulting in children who
are healthy and ready for school.
15. We then collaborated with the Office of Head Start
to develop two easy-to-use, practical resources.
The first of these has been released to the field
and you may already have seen or be using it:
Bringing the Parent, Family, and Community
Engagement Framework to Your Program:
Beginning a Self-Assessment. This series of
thought-provoking questions was developed
to help you identify what you are doing well,
celebrate your work, and consider what you might
1 Bryk, A.S. & Schneider, B. (2003). Trust in schools: a core
resource for
school reform. Educational Leadership, 60(6). Lopez, M.E.,
Dorros,
S., & Weiss, H. (1999). Family-centered child care. Cambridge,
MA:
Harvard Family Research Project.
2
3
do differently. You will start thinking about who
you need to partner with and in what ways, and
the kinds of information you will want to gather to
assess your practices and measure progress.
We are excited and proud to bring you a
second new resource: Using the Head Start
Parent, Family, and Community Engagement
Framework in Your Program: Markers of
16. Progress. This resource was created to help you
recognize your program’s accomplishments in
engaging parents, families, and the community. It
also offers you the opportunity to identify aspects
of your work in this area that can be strengthened
and offers ideas for new and innovative ways
to enhance your efforts. The information you
gather from your observations, conversations,
and reflections is important data that can be
incorporated into your decision-making about
your whole program. In fact, this guide and the
subsequent information you collect, could be
utilized to inform the required annual program
Self-Assessment. In the area of parent, family, and
community engagement – as in all program areas
– knowing where you are on the road to change
and where you want to go will help you reach
your goals.
This guide can help you make parent, family, and
community engagement live and breathe in every
part of your program. It incorporates the input
and feedback of hundreds of program directors
and staff, as well as training and technical
assistance specialists, regional office staff and
OHS leadership. But, it is still a work in progress.
Please tell us how we can improve this guide to
be a more useful resource for self-assessment of
your work. We encourage you to share examples
of your successes and challenges in engaging
parents, families and your community. Stories,
photos, quotes and videos are all welcomed.
(Please send them to us at [email protected]
harvard.edu). We look forward to hearing and
17. learning from you. We appreciate the vital work
you do each day to create positive and enduring
change for children and families.
Our hope is that as you begin to look at all you
have accomplished in the area of parent, family,
and community engagement, you will see rich
potential in building even stronger collaborations
with families and community partners. We hope
you will feel energized as you, your staff, your
families and community partners come together
to take next steps in promoting the well-being of
children and families though parent, family, and
community engagement practices.
With deep appreciation for everything you do
every day for all of our children, their families, and
their communities from all of us at:
The National Center on Parent, Family,
and Community Engagement
mailto:NCPFCE%40childrens.harvard.edu?s ubject=Markers%20
of%20Progress
mailto:NCPFCE%40childrens.harvard.edu?subject=Markers%20
of%20Progress
5
Foreword
What the Research Tells Us
18. Your work to engage parents and families in their
children’s development and learning matters. Research
tells us that:
• Children with supportive home learning environments
show increased literacy, better peer interactions,
fewer behavior problems, and more motivation and
persistence2.
• Among the youngest children, daily parent-child
reading prompts cognitive skills as well as early
vocabulary gains that lead to more reading and
vocabulary growth3, a “snowballing” growth pattern.
• Continued family engagement is important through the
school years. Longitudinal studies show that high family
involvement is associated with improved literacy skills
for children growing up in low-income households and
whose parents have limited formal education4.
So what you are doing today has a lasting impact on
children’s growth and well-being and on the well-being
of their families too. When you work hand-in-hand with
families to build trusting relationships, you help families
support their children to reach their fullest potential.
As a field, we are increasingly learning that it is not just
the single act of a parent-teacher conference, or inviting
families into a program to observe, or hosting a parenting
workshop that results in better outcomes for children and
families. Instead, for Head Start/Early Head Start (HS/EHS)
programs to fully support the growth, development and
well-being of children and their families, PFCE practices
need to be incorporated into everything that your
program is and does.
19. The PFCE Framework will help you understand
why this matters. It encourages programs to embed
PFCE practices within the foundations of the program
(program leadership, continuous program improvement,
professional development) as well as the program impact
areas (program environment, family partnerships, teaching
and learning, and community partnerships).
Equally important is the depth of your PFCE practices.
You may choose to begin exploring your PFCE practices
by thinking about the questions in Bringing the Parent,
Family, and Community Engagement Framework to
Your Program: Beginning a Self-Assessment.
Or you may turn directly to this guide. It will help you
assess, plan, and take steps to move your program’s
parent, family, and community engagement efforts
forward along a 3-tiered continuum of effective PFCE
practices. (See page 78 for more on Research and Best
Practices for PFCE).
This guide begins with a basic review of the PFCE
Framework and PFCE key terms and principles. It then
describes the steps to assess your program’s current PFCE
practices along 3 tiers of markers. Finally it will show you
how to use your findings to celebrate successes, plan
opportunities, and implement new practices for PFCE
growth and innovation.
2 Fantuzzo, J., McWayne, C., & Perry, M.
(2004). Multiple dimensions of family
involvement and their relations to behavioral
and learning competencies for urban, low-
income children. The School Psychology
Review, 33(4), 467–480.
20. Weiss, H., Caspe, & M., Lopez, M. E. (2006).
Family Involvement in Early Childhood
Education. Family Involvement Makes a
Difference. Cambridge, MA: Harvard Family
Research Project.
3 H.A., Pan, B.A., Tamis-LeMonda, C.S., et al.
(2006). Mother–child bookreading in low-
income families: Correlates and outcomes
during the first three years of life. Child
Development 77(4), 924–953.
4 Dearing, E., Kreider, H., Simpkins, S., &
Weiss, H. B. (2006). Family involvement in
school and low-income children’s literacy
performance: Longitudinal associations
between and within families. Journal of
Educational Psychology, 98, 653–664.
Barnard, W.M. (2004). Parent involvement
in elementary school and educational
attainment. Children & Youth Services
Review, 26(1), 39-62.
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
6
Source: Office of Head
Start and the National
Center on Parent,
Family, and Community
Engagement (2011).
The Head Start Parent,
21. Family, and Community
Engagement Framework:
Promoting Family
Engagement and School
Readiness, From Prenatal
to Age 8.
7
Key Definitions and Principles: A Review
Key definitions and principles are summarized here to
help you as you prepare to bring the PFCE Framework to
your program using this guide. These have always been
important to HS/EHS and are even more important today
as poverty spreads and resources shrink. With the input
of programs, regional staff, and OHS leadership, and
with a growing body of research on effective PFCE, some
of the definitions are extended to align with the PFCE
Framework.
Definitions: Family and Family Engagement
What do we mean by family?
Family is an enduring relationship, whether biological
or non-biological, chosen or circumstantial, connecting
a child/youth and parent/caregiver through culture,
tradition, shared experiences, emotional commitment and
mutual support5.
What do we mean by family engagement?
Family engagement means building relationships
22. with families that support family well-being, strong
parent-child relationships, and ongoing learning and
development of parents and children alike. It refers to the
beliefs, attitudes, behaviors, and activities of families that
support their children’s positive development from early
childhood through young adulthood. Family engagement
happens in the home, early childhood program, school,
and community. It is a shared responsibility with all those
who support children’s learning.
PFCE is Systemic,
Integrated, and
Comprehensive.
Definitions: What do we mean
when we say PFCE is a systemic,
integrated, and comprehensive
approach?
Systemic means that parent,
family, and community
engagement is anchored in
leadership priorities, program
management, continuous
improvement systems, and staff
development.
Integrated refers to the fact that
to be effective, PFCE activities
are carried out throughout
the entire organization. For
example, directors, teachers,
assistant teachers, family support
staff, home visitors, and health
and disabilities staff all play a
role in engaging families and
23. supporting school readiness.
In a comprehensive approach,
the full range of strengths,
interests and needs of the adults
and children in a family are
considered and staff support
families by connecting them with
services and resources to achieve
their goals.
5 United Advocates for Children of California (2005).
http://www.uacc4families.org/aboutus/mission.cfm
http://www.uacc4families.org/aboutus/mission.cfm
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
8
Principles of Effective PFCE
What principles guide effective PFCE?
Effective engagement depends on our ability to form
respectful, responsive relationships with parents, families,
and community partners. How do we get to that point?
We know from your experiences over the years that
effective PFCE is:
• shaped by families, programs, and communities
working together to co-construct opportunities for
engagement that are most appropriate for families in
their community;
24. • built upon a foundation of mutual respect and trust
among families and staff;
• individualized for each family and developed over
time to deepen and broaden their engagement in the
program and the early learning of their children;
• focused on the strengths of children and families and
built on those strengths to create a growth-oriented
path toward enhanced family well-being and optimal
educational outcomes for children;
• based upon a strong understanding of how children’s
behavior and development present predictable
challenges to family functioning as well as to family-
program relationships;
• shaped by genuine respect for the culture and linguistic
diversity of the families enrolled and the importance
of actively valuing and incorporating the richness of
this diversity into the program’s institutional culture,
physical surroundings, learning environment, and social
interactions between and among children, families, and
staff;
• supportive of children and families with disabilities
so that they can fully participate in the program and
benefit from family and community engagement
opportunities;
• aware and respectful of families as capable, competent
partners in their children’s development even when they
are struggling with adversity; and
• achieved through effective leadership and
25. management, ongoing training, support and self-
reflection of program staff, an established protocol
that reflects a commitment to engagement, as well as
organizational culture that prioritizes families.
9
Getting Started
This self-assessment guide is a working document to help
you examine your program’s current practices related
to parent, family, and community engagement. It offers
concrete strategies to follow as you go beyond involving
parents, families, and community partners to engaging
them as an intentional strategy to promote the long term
well-being of children and their families.
The guide is not an add-on or one more thing to do,
when there are already so many. Instead, it can be
used as part of your program’s current Self-Assessment
Process to help you focus on PFCE and contribute to
your program’s continuous learning and moving towards
program excellence. As you go through the assessment
process, use it to affirm what you are already doing well
and to enrich and improve areas of your program that
need work. Use the data you gather through this process
in your decision-making for your entire program.
Remember that you are not alone in this endeavor. Your
community can be an important source of social networks
and service agencies. Invite community leaders to join
with you to identify new opportunities for families, the
community, and your program as you strengthen your
relationships with them. As program leadership and
26. staff, families, and community partners come together
to enhance parent and family engagement, children and
families will benefit, and your work will become even
more effective and satisfying.
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
10
11
Using this Guide in Your Program
This guide is meant to be used regularly as part of your
program’s ongoing self-assessment efforts and as your
program continues to learn, develop and enhance PFCE
practices. As you get started, we suggest you review the
Key PFCE Definitions and Principles above to ground your
work in a shared understanding of PFCE.
3 Steps to Assess and Enhance PFCE
There are 3 steps to take as you use this guide to assess
and enhance PFCE practices in your program:
1. Build a PFCE Self-Assessment Team that includes
leadership, staff, families, and community partners;
2. Use the Assessment Tool to gather and analyze
information to assess your program’s current PFCE
practices; and
27. 3. Create a PFCE Action Plan that uses the data you
collect to inform setting priorities, determine goals,
and develop a strategic set of actions to improve your
program’s PFCE practices.
We take an in-depth look at the first two steps here and
the third at the end of the assessment tool.
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
12
13
1BUILD
1B
U
ILD
15
Step 1: Build a PFCE Self-Assessment Team
The collaboration of program leadership and staff,
families, community leaders, and organizations will
28. contribute to a more complete picture of your current
PFCE efforts. Collaboration with multiple partners
gives families the opportunity to share their unique
perspectives and contributions. A broad based Self-
Assessment Team promotes shared ownership of plans
for improvement and encourages the entire community
surrounding Head Start children and families to work
together towards similar goals.
To build an effective Self-Assessment Team:
• Include partners representing diverse roles, cultures,
and abilities – from within the program and community;
• Encourage all partners – families, program staff and
leadership, and community agencies – to contribute
their perspectives, information and insights to the self-
assessment process.
• Establish clear roles and responsibilities for all partners
based on their interests, strengths, and availability.
16
Use this space to record what you are already doing to build a
PFCE Self-Assessment Team
and/or new ways to build a PFCE Self-Assessment Team.
17
2ASSESS
2A
29. S
S
E
S
S
19
Overview of the PFCE Self-Assessment Guide
This easy-to-use tool is divided into seven areas – each
a key element for bringing the PFCE Framework to
your program. Three are the Program Foundations or
Foundations for Success from the PFCE Framework:
Program Leadership, Professional Development, and
Continuous Program Improvement. These elements
influence every area of the program. The four remaining
elements are the Program Impact Areas that must be
included for successful PFCE. Each of these seven key
elements is briefly defined:
Foundations for Success
1. Program Leadership: The director, the governing
board, parent committees and management teams
determine the ways that Head Start and Early Head
Start programs engage parents, families, and the
community.
2. Professional Development: PFCE training is
30. important for all staff. Professional development
focuses on how staff members can contribute to
program-wide PFCE efforts in their roles and how
these roles fit together.
3. Continuous Improvement: Leadership and staff are
committed to continuously improving systems and
activities to engage and support parents, families, and
the community.
Program Impact Areas
4. Program Environment: Families feel welcomed,
valued, and respected by program staff and
experience themselves as essential partners in
understanding and meeting the needs of children.
5. Teaching and Learning: Families are engaged
as equal partners in their children’s learning and
development.
6. Family Partnerships: Families work with staff to
identify and achieve their goals and aspirations.
To make a positive impact in the area of family
partnerships, staff and families build ongoing,
respectful and goal-oriented relationships.
7. Community Partnerships: Communities support
families’ interests and needs and foster parent and
family engagement in children’s learning. Programs
and families can also strengthen communities.
31. 21
The elements have been listed separately to make each
easier to see and discuss. We do the same thing and
for the same reasons when we talk about domains of a
child’s development separately. But just as the areas of
development influence one another, these key PFCE
elements are interrelated. Together they contribute to
meeting family engagement outcomes. We call these
connections among the elements pathways of action
toward outcomes.
For example, program leadership can promote
professional development strategies (such as cross-
program training and team building) that build a
program environment that respects the strengths and
cultural backgrounds of families. Within this program
environment, teaching and learning processes include
teacher invitations for family visits to observe classrooms
and share information about children’s talents, interests,
and needs. Through child assessments and surveys of
teachers and parents, the program director and staff
collect data for continuous program improvement
so that they can better support families as lifelong
educators.
Looking for and thinking about “connections” will help
assure your PFCE practices are program-wide and lead
to the well-being of children and their families. This
will also lead you to use your time and resources wisely
by building on and linking PFCE successes rather than
initiating a series of isolated, unrelated efforts.
For each of the 7 sections of the Self-Assessment Guide
addressing the 7 elements listed above, you will also find:
32. Definitions of each element’s indicators:
Each of the 7 Program Foundation and Impact Area
elements can be easier to see when you consider indicators
that describe what these elements might look like in actual
programs. These indicators are based on the Head Start
Parent, Family, and Community Engagement Framework.
(See page 6.)
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
22
An Assessment Grid that includes the:
• 7 elements and their indicators: These help you to
focus your self-assessment on a specific area of your
program’s PFCE practices. Each indicator is described
by a short phrase that tells you the “story line” to look
for as you go across that indicator’s set of markers.
• Markers: These describe what actual programs are
really doing, outcomes they are achieving, or goals they
are setting for themselves for successful PFCE. These
markers are presented in three levels – Starting Point,
Progressing, and Innovating – across a spectrum of
progress.
Each level is defined below:
» In this section you will find examples of practices that
reflect Head Start’s commitment to build partnerships
with parents and families (children’s first and most
33. important educators, nurturers, and advocates).
These practices encourage family participation in all
aspects of the program. You will also find practices
that reflect a commitment to build partnerships within
the community to ensure children and families receive
individualized services.
» Progressing: These practices go a step beyond
to reflect a deepened focus on goal-oriented
relationships between programs and parents and
families. They describe how staff build on the trusting
» partnerships they have established with parents
and other family members. They work together to
promote the ongoing learning, development, and
well-being of children and families alike.
» Innovative: At this level, effective parent, family,
and community engagement practices are part
of every aspect of the program. Practices in this
column build collaborative relationships among the
program, parents, families, and community. Parents
are empowered as leaders and work side-by-side
with staff to make decisions and develop program
activities and policies. The community is embraced
as the program sees itself as an active member
of the community and the early childhood field.
Data is collected and used to make decisions that
result in improved family and child outcomes. PFCE
approaches at this level are systemic, integrated, and
comprehensive.
You can use these markers to develop a rating of your
program’s present level of quality on each indicator you
choose to assess. You can then use these ratings to create
34. a composite picture of your PFCE efforts for the elements
you have assessed. This data should then be used to
inform discussions and decisions about next steps to
enhance your program’s PFCE practices.
23
Elements
Indicators
Markers
Levels
Assessment Grid Key
25
Step 2: Use the Assessment Tool
The PFCE Assessment Tool is designed to help you
gather and analyze the information to assess the level
of your program’s current PFCE practices. The goal
is to strengthen your program by strengthening the
connections between the elements that support PFCE.
To that end, we encourage you to assess your program’s
PFCE practices across all the elements.
Yet, we know many programs may find that isn’t doable
35. and decide to begin by focusing on one or two elements.
For example, you might choose one element where
you know your program shines to see how you can do
even better, and one that you know needs much more
progress. Or you might choose two or three different
elements to focus on each year as part of your strategic
planning process.
As you move forward, no matter how many elements
you choose to explore, continue to look for connections.
Over time this can help you to link together parts of your
program that support and enhance PFCE.
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
26
To assess your program’s current stage of parent, family,
and community engagement:
Collect Data
• Choose an element(s) to focus on. Go through its
indicators and markers to define your focus more
clearly. Determine what sources of information will help
you document your current level of performance or
quality. Feel free to create your own markers to add to
the ones offered here. Be sure to share them with us so
that we can share them with other programs.
• Review and analyze documentation from your program
reporting systems, community needs assessment,
files on children and families, and other management
36. systems that pertain to the indicators and markers you
want to examine.
Ask Partners for Input
• To assure an accurate, well-rounded picture, ask for
input from leaders, staff, current families, parents who
were engaged with your program in the past, as well as
community partners. This can be done in a number of
ways, for example, through focus groups, open forums,
short surveys, or individual interviews.
Analyze the Data
• Engage your PFCE Self-Assessment Team in reviewing
the data you have collected. Use it with them to guide
discussion of your program’s current status on the
indicators you want to learn more about. Encourage
team members to examine whether a quality practice
is widely and consistently observed in all parts of your
program or implemented only in some instances or
settings. This will help you see how far along you are
in integrating high quality PFCE practices across your
program. Document the main findings of your PFCE
Self-Assessment Team. You will use this data to create
your PFCE Program Action Plan, as outlined on page 72.
Assess
• Determine the level that best describes your program’s
status for each indicator you are examining.
• Engage the PFCE Self-Assessment Team in reviewing
patterns of strengths and areas for improvement.
Encourage team members to also consider possible
37. links between the different indicators and elements.
They may discover that there are patterns of strength
or areas needing improvement across several indicators
that shed light on your overall program self-assessment.
Communicate
• Develop a strategy and materials to share the PFCE
Self-Assessment results and your subsequent Program
Improvement Plan with staff, families, and community
partners. These materials can also be used as part of
your strategy to recruit others to join efforts to enhance
your PFCE practices. For example, your PFCE Self-
Assessment Team members might present findings
at meetings of the governing board, Policy Council,
management teams, staff, parents and community
partners. Handouts and/or newsletter articles might
include examples of what is working well and offer
practical, hands-on suggestions of how people can
contribute to enhance the program’s PFCE efforts and
the well-being of children and families.
BEGIN
Your self-assessment
29
Program Leadership
The director, the Governing Board, Policy Council,
38. parent committees, and management teams determine
the way that Head Start and Early Head Start programs
engage parents, families, and the community. To begin,
program leadership sets a clear vision and ambitious
goals for PFCE. Program leadership makes sure that
program systems (such as communication and human
resources) integrate practices that help parent and family
engagement to flourish. Leadership outlines strategic
plans that bring systems, people, and activities together
in a way that values staff and enhances parent and family
engagement in the program.
30
Ambitious Goals
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
39. Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Ambitious
goals promote
success in
engaging
parents,
families and
community.
Leaders inspire staff and parents to
reach for ambitious goals as they
create capacity to engage families
and community partners. The director
regularly communicates (e.g., in staff
meetings, informal conversations and
memos) the importance of standards
and regulations and supports staff’s
understanding of how they promote
family and child well-being.
This best describes our program.
Together with staff, leaders use the
PFCE Framework to identify and
implement strategies to promote
families’ progress toward the PFCE
Outcomes. Then, leaders support staff
to incorporate families’ goals into their
daily planned activities and into their
communications with families, other
staff members, and supervisors.
This best describes our program.
40. Together with staff, leaders
regularly revisit and revise PFCE
practices across program areas to
promote families’ progress on the
PFCE Outcomes. Together they
examine accomplishments and set
progressively higher and inspiring
goals for staff to enrich their practice
with families.
This best describes our program.
31
Collaborative Decision-making
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Leaders
engage
families in
collaborative
decision-
making.
Leaders create opportunities for
41. families to participate in collaborative
decision-making. They ensure there
are effectively operating structures
in place (e.g., Policy Council, Policy
Committees, and Governing Board)
that give parents the opportunity to
contribute to decision-making.
This best describes our program.
Across program areas, staff engages
parents in collaborative decision-
making on a wide range of topics (e.g.,
curriculum planning and community
assessment).
This best describes our program.
Leaders empower families and
community partners to collaborate
in decision-making in community-
based programs, including public
education.
This best describes our program.
Leaders
support
parents as they
develop skills
as advocates
and leaders.
Leaders provide interested parents
with training on how to be effective
advocates and program leaders on
42. behalf of their children.
This best describes our program.
Leaders invite community partners to
provide parents with in-house training
to enhance their leadership and
advocacy skills. They provide ongoing
coaching and mentoring as parents
practice new skills in the program (e.g.,
serve as role models for other parents,
participate in focus groups, and work
with teachers to enhance curriculum).
This best describes our program.
Leaders encourage parents to attend
advocacy and leadership training in
the community. As parents practice
and develop new skills (e.g., write a
letter to the local paper about HS/
EHS’s benefits, speak about HS/EHS
at a community meeting, participate
in the PTO of an older child’s school,
etc.) they educate and encourage
other parents to become leaders and
advocates.
This best describes our program.
32
Parent, Family, and Community Engagement is a Shared
Priority for All Staff
43. STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Leaders
help all staff
understand
their unique
contributions
to parent,
family, and
community
engagement.
Leaders use written materials and
ongoing interactions with managers
and staff (e.g., job descriptions,
initial orientation, ongoing training,
supervision and evaluation) to
communicate expectations for
supporting parent, family, and
community engagement.
This best describes our program.
Leaders strengthen shared
commitment to PFCE by their
personal example as they interact and
communicate with staff, families, and
44. community partners.
This best describes our program.
Leaders build a program-wide,
deepening commitment to PFCE by
helping managers and staff see that
they can make a positive difference.
Leaders help staff see how what they
say and do each day can lead to
positive, trusting relationships with
families and community partners.
They point out specific examples
of how these relationships promote
individual family’s progress on Parent
and Family Engagement Outcomes.
This best describes our program.
Leaders make
resources
and staffing
decisions
that promote
parent, family,
and community
engagement.
Leaders ensure that staff has enough
time to plan and work one-on-one with
families regularly – in both center and
home-based programs.
This best describes our program.
Leaders adjust assignments and
45. caseloads to allow for additional
interactions based on family needs,
strengths and relationships with
individual staff (e.g., Family Service
Workers, Home Visitors and teachers)
and managers.
This best describes our program.
Leaders reallocate resources and
time of all staff members to provide
individual families with support
needed to reach their goals. These
decisions are based upon data about
families’ progress on meeting family
and child goals (e.g., community
assessment data, self-assessment
data and data on staff-parent
interactions).
This best describes our program.
33
Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
35
46. Continuous Improvement
Leadership and staff are committed to continuously
improving systems and activities to engage and
support parents, families, and the community. With a
strategic PFCE vision and goals shared by program
leadership, staff, and families, programs can conduct
staff and parent surveys and use data from surveys,
intakes, assessments and family partnership processes
to set benchmarks. From there, staff can review reports,
assess program progress, make decisions, and change
or refine PFCE goals and actions.
36
Data about Parent, Family, and Community Engagement
Efforts and Outcomes Drives Decision-Making
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
47. INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Collection of
data broadens
to provide
complete
and accurate
information.
Leadership, staff, families and
community partners plan how to
collect data related to PFCE. Data
collection is timely, accurate and
secure. Data items are meaningful
for families and programs. They are
chosen to guide decision-making and
action steps that support ongoing
improvement.
This best describes our program.
The program collects data about
program implementation, (e.g. the
type and quality of relationships
with and services for families). It also
collects data about progress on PFCE
Outcomes. The program uses culturally
relevant data collection methods
(e.g. stories, focus groups, parent
interviews, standardized measures,
surveys).
This best describes our program.
48. The program partners with community
organizations to collect data about
progress of HS/EHS families and
children over time, including the K-3
period in the school system. Together,
they seek data to gain a deeper
understanding of how to match PFCE
services with family characteristics
to improve practices to promote
child and family well-being in the
community continually.
This best describes our program.
Data is used to
enhance the
effectiveness of
the program’s
PFCE practices
and those of
individual staff
members in
their work with
families.
The program uses data annually to
document and improve the overall
PFCE plan. The program shares data
with individual parents, Policy Council/
Committees and community partners.
This best describes our program.
The program uses data to improve
PFCE practices to promote individual
families’ progress on PFCE Outcomes.
49. This best describes our program.
All staff is supported in using data
to improve work with children and
families. Data are regularly reviewed
and updated to determine how HS/
EHS children and families are faring
in the program and the community
over time. Program leadership invites
staff, parents and community partners
to use data to inform what they do
together to promote progress on
PFCE Outcomes.
This best describes our program.
37
Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
39
Professional Development
PFCE training is important to all staff, and their
50. professional development will focus on their specific roles
in the program. To build a solid foundation for achieving
family engagement outcomes, professional development
plans should be comprehensive and include training,
supervision, recognition, and information about career
options. Giving staff members regular opportunities to
come together as a ‘community of learners’ helps them
find mutual support and ideas for turning training and
information into action. These opportunities are also
important for cross-service area teams, such as teaching,
family services, and home visiting.
40
High Quality Training for All Staff
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
51. Systemic, Integrated and Comprehensive
Building
relationships
with families
requires
specific skills
and strategies.
Staff participates in training and
mentoring to develop strong, positive
and effective relationships with
families, including vulnerable families
and families dealing with adversity.
This best describes our program.
Staff builds skills to produce supportive
engagement that is reflective of
individual families’ cultures, strengths,
and needs. Staff relies on ongoing
mentoring and supervision to develop
strategies to support families who
may be dealing with challenging
circumstances.
This best describes our program.
Staff initiates and sustains a
“community of practice” as they
exchange information and insights
with staff from other agencies that
provide family support. They meet
regularly as ‘peer experts’ to share
questions and expertise to enhance
PFCE practices and relationships with
52. individual families.
This best describes our program.
Family
engagement
strategies are
taught and
incorporated
into everyday
practices.
All staff participates in training about
what they as individuals can do and say
in their daily interactions to promote
PFCE. Training helps all staff begin to
understand that “family engagement is
everyone’s business.”
This best describes our program.
Staff participates in training on specific
PFCE strategies to promote progress
on family outcomes with individual
families. Staff is familiar with, discusses
and uses research on parent, family,
and community engagement to
enhance daily practice.
This best describes our program.
Program-wide professional
development supports staff to work
together across program areas to
promote family and community
engagement. It also promotes the
53. use of data to inform decisions about
program services and interactions with
individual families over time.
This best describes our program.
Ongoing
support
promotes
PFCE-related
skills.
Program supervisors provide feedback
and coaching on PFCE-related
practices at each staff member’s
annual evaluation.
This best describes our program.
Staff who work most closely with
families participate in ongoing
individualized mentoring and support
on effective goal-oriented PFCE
practices.
This best describes our program.
All staff participates in PFCE-related
training, mentoring and support.
Community partners are invited to take
part whenever feasible.
This best describes our program.
54. 41
Cross-service Area Teams
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
All staff work
together to
engage family
and community
partners.
Cross-program staff teams participate
in training about working together to
implement PFCE practices (e.g., home
visits, parent-teacher conferences, the
family partnership agreement process,
and parent engagement in IFSP/IEP
procedures).
This best describes our program.
Cross-program staff members gain
knowledge and develop skills as
they work together (e.g., to design
PFCE strategies, address challenges,
conduct a self-assessment of progress
towards PFCE goals, and celebrate
55. successes).
This best describes our program.
Team members share and study
information about children’s and
families’ progress. They use this
information to expand and improve
PFCE efforts (e.g., consulting with
community partners and specialists
such as mental health consultants).
This best describes our program.
42
Career Pathways and Recognition
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Career
development
options for
staff expand.
Leadership provides opportunities for
56. staff to gain skills and experience that
can help lead to career advancement
in the area of parent, family, and
community engagement.
This best describes our program.
Effective staff members are groomed
for and promoted into other positions
(e.g., family advocate, family services
coordinator, supervisor, manager) as
they become available. They receive
ongoing support as they transition into
their new roles.
This best describes our program.
Leadership works with higher
education and other community
partners to identify career
opportunities for staff. Together they
create processes for staff to gain
career-advancement credentials in
child and family fields (e.g., social
work, education, and health).
This best describes our program.
Parent
volunteers’
growing
commitment
and
contributions
can lead to
expanded
57. career
development
options.
Leadership and staff invite all family
members to visit and observe. They
are also invited to volunteer to support
learning in classrooms as well as to try
follow-up activities with their children
at home.
This best describes our program.
Staff documents family interests and
talents. Together with families, they
co-create opportunities for parents
to contribute to curriculum planning,
learning opportunities and ongoing
child assessment on-site and at home.
This best describes our program.
Staff encourages increased levels
of responsibility for parents to work
with groups of children in tandem
with staff members. Programs go
beyond documenting volunteers
as non-federal share resources to
tracking their contributions to other
families’ progress on PFCE outcomes.
Leadership and staff encourage
interested parents to apply to work
in the program and/or community to
support children and families
This best describes our program.
58. 43
Career Pathways and Recognition (continued)
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Effective efforts
to promote
PFCE are
honored.
Leaders recognize staff and parent
volunteers for their job performance in
the area of PFCE.
This best describes our program.
Leaders recognize the
accomplishments of cross-service area
teams in enhancing PFCE.
This best describes our program.
Together with community partners,
leaders recognize collaborations
59. between all staff and parents to
promote children’s and families’ well-
being in the program and throughout
the community.
This best describes our program.
44
Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
45
Program Environment
Families feel welcomed, valued, and respected by
program staff. Program leadership supports all staff to
build strong relationships, both with each other and
with families and communities. Staff and families work
together to set expectations and support family goals
and children’s learning and development in culturally and
linguistically responsive ways. Two-way communication
60. and relationship-building with families are adapted to
meet changing family and community circumstances. In
addition, opportunities are provided for family support
and development through the family partnership process
and through intentional parent/family peer groups within
the program and community.
46
Welcoming and Inviting Setting
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
The space
supports
interactions
and
relationships.
Physical space is calm, clean, safe and
accessible. It reflects respect for the
61. language and culture of children and
their families (e.g., documentation of
projects, artwork, and family photos).
Culturally and linguistically appropriate
information is available.
This best describes our program.
In a dedicated, welcoming, and
comfortable space for adults, parents
can drop-in and connect with staff and
peers.
This best describes our program.
Staff and families use feedback from
families as they work together to
make public areas more welcoming
and conducive to social interactions.
The program shares space with the
community in order to enhance
connections between community
agencies and families.
This best describes our program.
47
Cultural and Linguistic Responsiveness
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
62. Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Understanding
of families’
cultures
deepens,
builds trust
and promotes
engagement.
Leadership and staff talk with and learn
from families about their home cultures
(e.g., family structure, preferred child-
rearing practices). This information
is used to affirm families’ culture and
history in program policies, resources,
activities and in staff professional
development.
This best describes our program.
They use new information and insights
gained about families’ cultures, and
their own, as conversations continue
and trust grows. Leadership and staff
continually tailor services and systems
to be more culturally and linguistically
responsive.
This best describes our program.
Leadership, staff, and community
63. agencies discuss conflicting
assumptions, complex feelings and
challenging issues. Together with
families, they design, implement
and evaluate activities that remove
cultural and linguistic barriers to
family engagement and strengthen
relationships with families of different
cultures and backgrounds.
This best describes our program.
Materials and
resources
increasingly
reflect families’
cultures and
languages.
Staff supports families as lifelong
educators by offering learning
materials (books, games and other
learning media) for children and
parents that reflect families’ cultures.
This best describes our program.
Staff regularly invites families to
provide feedback about culturally
appropriate books and other learning
materials and to suggest additional
ones for children and parents.
This best describes our program.
Families and staff create culturally
64. appropriate and relevant learning
materials together. These extend
beyond foods and holidays to include
a broad range of activities. This
process, and the materials that result,
strengthen family engagement with
the program, and parent engagement
with their children. They also expand
parent and child learning.
This best describes our program.
48
System of Regular Communication with Families
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Communication
becomes
increasingly
family-centered
and responsive.
Leadership and staff create clear
communication channels to promote
65. regular dialog with families about child
progress and program matters in ways
that deepen trust and relationships.
Families each have a designated
contact person. The use of technology
is tailored to different families and
ages of family members. Interpreters
are available as needed.
This best describes our program.
Leadership and staff are proactive in
communicating with families. They
regularly ask families for feedback
and suggestions about additional
information they need.
This best describes our program.
Staff and parents talk together
regularly about how to improve
communication between them.
This best describes our program.
Professional
ethics guide
interactions
with and about
families.
Leadership models professional
ethics when interacting with staff
and families. Staff does not share
confidential information about a child
or family with other families or with
66. staff who do not also work with that
child/family.
This best describes our program.
Leadership provides ongoing training
to staff and provides support in the
area of professional ethics (e.g.,
confidentiality, boundaries).
This best describes our program.
Leadership models professional
ethics when working with community
partners. They take an active
stance against negativity and
unprofessionalism when talking about
families. This remains true even when
challenging issues are addressed and
emotions run high. Codes of ethics
from NAEYC and other organizations
supporting families and young children
are shared.
This best describes our program.
49
Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
67. 50
51
Family Partnership
Families work with staff to identify and achieve their
goals and aspirations. To strengthen family partnerships,
staff and families build ongoing, respectful, and goal -
oriented relationships. They identify and act on family
and child goals and aspirations. To promote progress,
staff and families use program and community supports
and resources.
52
Respectful, Trusting Relationships between Staff and Parents
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
68. Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Leadership
supports
relationships
between staff
and families
through
professional
development,
technology,
and their own
relationships
with staff.
Leadership develops trusting
relationships with staff that are models
for the relationships staff builds with
families. Respect, caring, commitment,
and flexibility characterize these
relationships.
This best describes our program.
Leadership expands staff development
to tailor training, coaching and
reflective supervision to help staff
build trusting relationships with all
types of families, from all cultures and
backgrounds, including those who are
vulnerable and severely stressed.
This best describes our program.
Leadership creates an easy-to-use
69. system that documents the quality
of relationships between staff and
parents. It includes feedback from
families, documentation of reflective
supervision efforts, and perspectives
from community partners that are
skilled in providing family support
and mental health. Staff use this
information to enhance their
relationships with individual parents.
This best describes our program.
Peer Support
and Learning
opportunities
are enhanced.
Leadership and staff provide informal
opportunities for parents to form
connections with peers.
This best describes our program.
Leadership and staff provide
opportunities for peer networking,
support and learning opportunities
among parents.
This best describes our program.
Parents work with each other and with
leadership to design and enhance
opportunities for peer-to-peer
networking and support.
70. This best describes our program.
53
Families are Partners in Developing and Achieving thei r Goals
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Staff
partnerships
with families
grow and
deepen.
When families consent, Partnership
Plans/Agreements are developed
to help staff identify and use family
strengths as the foundation of
their relationship with them. A
family’s decision not to create a
plan is respected. Staff finds other
opportunities to learn about the
family’s strengths, needs, and goals as
an entry to this relationship.
This best describes our program.
71. Staff and families meet regularly
to update and expand Plans/
Agreements. These changes reflect
their joint efforts, progress, and new
circumstances and opportunities. Staff
also regularly meets with families who
choose not to create plans, to learn
more about families’ circumstances
and goals. Staff uses these meetings
for conversations about their children
and to strengthen relationships with
family members.
This best describes our program.
Together, staff and families decide
on the data they will use to monitor
trends in family strengths, needs and
goals. They use data to track their
joint efforts and progress in reaching
family outcomes. Learning to use
data contributes to families’ success
in supporting children’s development
and learning. Using data together also
strengthens parent-staff relationships.
This best describes our program.
Staff help
family
members
recognize
their own
contributions
to their
72. progress.
Staff provides ongoing information and
support to families in using program
services and community resources
(education, career development,
health) to achieve family goals and
promote the well-being of children.
This best describes our program.
Staff helps individual families see
how their use of services leads to
progress. They help families overcome
challenges in achieving their goals.
This best describes our program.
Families and staff affirm the vital roles
that families play in nurturing their
children’s learning and development.
Together, they acknowledge and
celebrate family members’ growing
knowledge and skills, and build upon
these in their work together to support
children.
This best describes our program.
54
Families are Partners in Developing and Achieving their Goals
(continued)
73. STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Family
partnerships
open the door
to families’ use
of resources
and services.
Staff develops trusting relationships
with families that make for responsive
family referrals and effective
information-sharing about program
and community services and resources.
This best describes our program.
Staff uses knowledge of families to
tailor referrals to services based on
the strengths, needs, and styles of
individual family members.
This best describes our program.
Staff-family partnerships empower
families to independently seek and use
community services that are tailored to
their strengths, needs and cultures.
74. This best describes our program.
Parents receive
training and
support for
transitions.
Programs provide families with
information, training and connections
to future early care and educational
settings to help facilitate the transition
process for parents and children.
This best describes our program.
Programs ensure that families have
the skills to communicate with other
early childhood programs and schools
about their child’s accomplishments,
interests and needs and can refer to
child assessment data to support their
observations.
This best describes our program.
Programs provide opportunities for
parents to create relationships with
other families and to participate in
parent groups in schools to which
children will transition.
This best describes our program.
75. 55
Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
56
57
Teaching and Learning
Families are engaged as equal partners in their children’s
learning and development. Staff and families work
together as equal partners to build strong relationships
that support information-sharing with each other about
children’s learning and developmental progress. Programs
ensure that families have access to information about
their child and that the information is understandable and
meaningful. Parents share their knowledge about their
child’s progress at home. Together, staff and families use
this information to set and work toward goals for the child
76. in the program, home and community.
58
Families Grow into their Role as Educators at Home
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Supporting
Families
as Lifelong
Educators for
their children.
Staff works to develop relationships
with families that allow them to
effectively address children’s learning
needs and support families in the
vital role they play in their children’s
learning and development.
This best describes our program.
Staff models specific learning
strategies for families to help them
77. promote children’s learning during
daily routines and play time. Staff
sustains families’ interest in learning
new strategies by reflecting with them
on children’s progress over time.
This best describes our program.
Together, families and staff identify
new opportunities for families
to support children’s healthy
development and learning. Families
recognize that they are children’s
“forever” teachers.
This best describes our program.
Staff and
families
promote
children’s
development
and learning
in increasingly
collaborative
ways.
Staff welcomes families to participate
in program activities. Staff provides
basic information about children’s
learning and development during
home visits, daily conversations, on
bulletin boards and in e-mails.
This best describes our program.
78. Staff invites families to partner in
planning activities in the program
or at home to promote children’s
development and learning.
This best describes our program.
Staff and families engage each other
as partners in planning classroom or
home activities that promote children’s
development and learning.
Both have a clear understanding
of what each contributes and what
each can expect in their exchange
of information. They use what they
learn from each other to plan and
implement learning activities for
children at home or in the program.
This best describes our program.
59
Families’ Use of Child Assessment Information
Promotes Children’s Learning and Development
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
79. Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Parents are
informed about
the purpose
of assessment.
Staff has
scheduled
meetings/
parent-teacher
conferences
to share
assessment
data with
families.
Staff seeks input from families in
developing goals for children and
assessing children’s progress. This
includes families with young children
with disabilities as they participate in
IFSP and IEP planning and progress
monitoring.
This best describes our program.
Staff and families regularly share
information and observations about
how curriculum activities lead to the
development outcomes outlined in the
Head Start Child Development and
Early Learning Framework.
Staff invites parents to be part of the
assessment process and explains that
80. their input leads to a more complete,
accurate picture of their child. Staff
shares child assessment data with
families and requests their impressions
regularly.
Staff uses child assessments to engage
parents in determining how they can
contribute to fostering their children’s
progress. Staff support and monitor
those efforts and work with families
to adjust and tailor goals for their
children during the year.
This best describes our program.
Together with families, staff regularly
discusses formal assessments and
share child-related questions, concerns
and successes in order to create a
picture of the child as a whole. Both
home and program observations and
assessments are used. Staff, families
and community partners regularly
use this data to decide how best
to support children’s learning and
development in the program and in
the community.
Staff works with families to develop
long-term goals for all of their
children and family members, chart
clear pathways towards those goals
and prepare parents to continue to
advocate for collaborative decision-
making as they transition from HS/EHS
81. to kindergarten.
This best describes our program.
60
Supporting Positive Parent-Child Relationships
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Shared
observations
of family
strengths and
child behavior
open the door
to positive
change in child
outcomes.
Staff focuses on family and child
strengths as an entry into relationships
and conversations about children.
This best describes our program.
82. In the home and program, parents
see that staff interact with each child
as an individual, and with respect and
authentic caring. As a result, trust
deepens and communication about
each child’s strengths and needs
becomes more open.
This best describes our program.
Staff and parents observe and learn
from each other’s interactions with
the child. Staff and parents use their
observations about the child’s behavior
as data. This guides the decisions they
make together about their roles as the
child’s educators.
This best describes our program.
Staff strengthen
their
partnership
with families
to address
challenging
child behaviors
together in
positive ways.
Staff tries to understand what children
might be thinking/feeling when they
behave in challenging ways. They
use this information to decide how
to discourage such behavior while
promoting children’s self-control. Staff
83. takes steps to prevent challenging
behavior whenever possible.
This best describes our program.
Staff discusses challenging behaviors
with families in ways that demonstrate
and strengthen the trust and respect
between them. In their discussions,
staff supports families to keep the
child’s best interests in the forefront
even when strong feelings arise.
This best describes our program.
Staff and parents work together
to prevent challenging behaviors
and address them in positive ways
when they occur. This supports the
child’s healthy development and
social competence and the families’
engagement with the child and
program.
This best describes our program.
61
Supporting Positive Parent-Child Relationships (continued)
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
84. Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Child
assessment
data informs
work with
community
partners.
Programs develop school-readiness
goals that are in line with those of
their community. Programs participate
in or provide training on transitions .
This strengthens the relationships
with other early care and educational
settings and promotes the use of child
assessment data during transitions
from birth through age 8.
This best describes our program.
Programs share school-readiness goals
and related data with community
partners. Their relationships and
collaborations continue to develop.
This best describes our program.
Programs extend relationships with
community partners beyond sharing
assessment data. Data is used to
drive decisions intended to improve
85. transitions. Together they work to
implement their shared commitment
to ambitious school-readiness goals.
This best describes our program.
62
Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
63
Community Partnership
Communities support families’ interests and needs and
encourage parent and family engagement in children’s
learning. Staff and families collaborate with community,
health, mental health, social service, and school partners
to build peer networks, to link families and children to
needed services, and to support successful transitions for
children and families.
86. 64
Commitment to Social Support Systems within Program and
with Larger Community
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Growing
support for
families as
educators in
communities.
Staff provides information about
community resources (e.g., family
literacy programs, and parenting
workshops) to families. Representatives
of trusted community organizations
meet and present their offerings to
families (e.g., at a parent meeting, and
a community resource fair).
This best describes our program.
Together with families, staff provides
feedback to community partners about
services that are most easily accessed
87. and effectively used as well as about
barriers and service gaps.
This best describes our program.
Families, staff and community
partners use information from families’
experiences to decide how best
to get the word out about existing
community services, and to determine
how to enhance them, remove
barriers, and fill in service gaps.
This best describes our program.
Family
engagement
moves into the
community.
Staff links families to program/
community opportunities for peer
networking, volunteer activities,
internships and other experiences that
expand their personal and professional
interests.
This best describes our program.
Parents form relationships with parent-
to-parent organizations or K-12
parent groups to facilitate their child’s
transition to community programs.
This best describes our program.
88. Parents serve as mentors for one
another and connect each other
with alumni parents/families,
elders and professionals in the
community to promote advocacy,
leadership development and families’
engagement in the community.
This best describes our program.
65
Collaborative Relationships to Support Family Well Being
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
Staff and
families
participate
in service
development.
Leadership, staff and families
collaborate to enhance program
services to families. They address
obstacles to families’ awareness and
89. use of services to meet their needs
and goals.
This best describes our program.
Leadership, staff and families
collaborate with community partners.
The PFCE Framework guides their
work together to help families receive
the services they need to reach their
goals.
This best describes our program.
Leadership, staff and families
represent the program in inter-agency
coalitions with community partners
who serve the same families. Together
they address obstacles to services and
help ensure families receive needed
services to reach family outcomes.
This best describes our program.
Support for Transitions
STARTING POINT:
Implementing PFCE Practices
PROGRESSING:
Demonstrating Practices that Bolster PFCE
INNOVATING:
Implementing PFCE Practices that are
Systemic, Integrated and Comprehensive
90. Program
leadership
provides
support for
transitions.
Leaders establish and maintain
procedures and supports for successful
transitions of all enrolled children and
families.
This best describes our program.
Leaders build relationships among
community partners so that transition
efforts are mutual, (e.g. Head Start,
early care and school staff and
managers are all equally engaged in
classroom observations, home visits,
outreach to families and ongoing
communication).
This best describes our program.
Leaders model effective, family
and child-centered transitions for
community programs. They share
insights and lessons learned from
the program’s transition efforts with
community partners.
This best describes our program.
66
91. Use this space to record your thoughts about what you are
already doing that you would like to celebrate,
challenges that you need to face, and new ideas about what you
will do to move your program toward effective PFCE.
CONGRATULATIONS!
You have completed your self-assessment
69
PLAN 3PLAN3
71
Step 3: Create a PFCE Action Plan
Once you have completed a cycle of self-assessment, it
is time to create a PFCE Action Plan. This written plan
can be used to inform your multi-year long and short
range goals (i.e. Continuous Quality Improvement Plan,
and Strategic Plan) in addition to helping you identify
the PFCE challenges to be addressed. It will be your
guide and focus your program’s efforts to enhance PFCE
practices throughout your program.
92. Creating an Action Plan provides an opportunity to:
• create a realistic roadmap for change by organizing
your ideas into concrete steps;
• track your progress;
• identify goals and then evaluate if and when they are
met;
• adapt plans and goals in light of unexpected
opportunities or obstacles;
• affirm existing PFCE skills encouraging leadership and
staff to build on strengths as they develop new skills;
• continue positive change over time; and
• promote commitment to improvement in the area of
PFCE by bringing parents and community partners
together with staff and leadership. Together they can
create a shared vision and specific near-term and longer
term goals for improvement.
Challenges and Strategies to Overcome Them
• Change can be exciting. For many of us, change is also
unsettling. For this reason, creating an Action Plan can
pose challenges. For example, it may be a challenge to:
• find time for busy team members to meet;
• come to consensus on areas to prioritize;
• decide on realistic goals;
93. • identify steps;
• agree on a realistic time frame; and
• acknowledge signs of progress.
To overcome challenges, it can be helpful to:
• create a shared vision of the benefits of engagement
for children, families, the community, and program staff
and leadership;
• build trust and promote a sense of collaboration among
family members, community partners, and program
staff and leadership;
• keep communication flowing so that decisions are
recorded and partners who may miss a meeting can
stay informed; and
• return regularly to the vision and its benefits to keep
challenges in perspective.
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
72
Components of a PFCE Action Plan
The components of a PFCE Action Plan will vary from
program to program, because each program has a unique
set of resources, demands, participants, partners, and
needs. We have developed a template you can use to
94. personalize your plan and a sample showing how it might
be used (see next page).
As you will see, this template is similar to program
planning forms found in the Self-Assessment Toolkit and
used by many programs around the country. You can use
this Action Plan format to enhance your current multi-year
long and short-range program planning efforts. What
might be even more exciting is that you can use this form
to connect with the 7 Family Engagement Outcomes
to frame all of your required strategic planning efforts.
Just as family engagement is everyone’s business, and
family engagement is integrated throughout all program
operations.
This form provides a place for you to identify:
• Desired family engagement outcomes
• Your Goal(s)
• Element(s) from the PFCE Framework
• The PFCE indicators you are focusing on currently
• Action step(s)
• Resources available
• Person(s) responsible
• Time frame(s)
• Measure(s) of success
95. 73
A Sample Template of a PFCE Action Plan
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
74
Getting Started on Your Action Plan
• Begin with the end in mind. What do you want to
accomplish? Identify the desired Family Engagement
Outcome you want to enhance or end-result you
want to obtain. (In the sample Action Plan below, the
Desired Family Engagement Outcome is Family Well-
Being.)
• Identify a goal(s) to strengthen PFCE and improve
outcomes for children and families. To choose, you may
want to ask:
» Is there a goal within reach that will give you an
early success on which you can build toward more
challenging ones? (This may sound similar to your
work with families – start with an early success and
build from there.)
» Is there a goal that with focused effort could be
moved from Starting Point to Innovating to build
interest and excitement about additional change?
(In the sample, you might have chosen a different goal to
96. enhance Family Well-Being. For example, if your focus was
on safety your goal might be: Offer opportunities for every
parent to be trained on first aid or CPR.)
• Identify the elements (Program Foundations and
Program Impact Areas) that you will focus on to
meet the goal. Most goals will require work in more
than one element (for example, in the sample below,
professional development and family partnerships are
both involved) and coordination of your work across
elements.
• Identify the indicator(s) that you will focus on to
meet the goal. Again, many goals will involve more
than one indicator. Consider how they link together.
Efforts on one indicator can reinforce efforts on another.
• Define the specific, concrete action steps you will
use to make progress in each element.
• Identify the people and any other resources you
want to engage in order to support change or
enhancement in this priority area.
• Select a point person(s) from the team who will be
responsible for seeing that the next steps toward
implementing these strategies are taken, and for
reporting setbacks if they arise.
• Set a time frame for accomplishing tasks. Your time
frame should include check-in times. These are times
to check in on progress being made on specific tasks
and the Action Plan itself. Keep in mind that your Action
Plan is your plan. It is a road map, a way of tracking
progress that you can adapt as needed.
97. • Identify a measure of success that will indicate your
goal has been met. If a goal is to be of any value, there
must be a way to accurately define and measure it.
For example, see the Action Plan below. Success
is measured in a variety of ways which include: a)
staff and families are able to describe asset-building
practices and related benefits; b) ongoing monitoring
documentation that confirms all staff members are
assisting families with asset-building strategies; c) a
specific percentage of families incorporating asset-
building strategies into their family partnership
agreement; and d) resources in the community are
observed to be established, available, and used to
support families in obtaining their asset-building goals.
75
A Sample PFCE Action Plan
DESIRED FAMILY ENGAGEMENT OUTCOME(S):
Family Well-being: Parents and families are safe, healthy, and
have increased financial security.
GOAL(S):
Offer increased opportunities for families to learn about and
enhance asset-building strategies.
ELEMENT INDICATOR ACTION STEP RESOURCE(S)
PERSON(S)
RESPONSIBLE
TIME
98. FRAME(S)
MEASURE(S)
OF SUCCESS
Program
Leadership
Ambitious Goals Expand program
policies,
procedures,
goals, and
opportunities
to encompass
asset-building
strategies
for staff and
families.
ECLKC,
National Center
on Program
Management,
and Fiscal
Operations
(NCPMFO)
material,
Community
Partners
Management
Team, Board,
and Policy
Council/
Committee
99. Begin during
summer
planning phase
and implement
in the fall.
Staff and
families are
knowledgeable
about asset-
building
strategies and
can describe
the associated
benefits.
Professional
Development
High Quality
Training for All
Staff
Insert asset-
building
strategies as
a standing
agenda topic
during monthly
staff meetings
to familiarize
all staff with
the concept,
strategies, and
opportunities for
families.
100. ECLKC,
NCPFCE
materials,
Community
partners
Management
Team
Begin with
pre-service
training sessions
and continue
monthly.
Ongoing
monitoring
reports indicate
staff members
across all
content areas
are able to assist
families with
asset-building
strategies as
part of their
routine practice.
As you will see in this Action
Plan, program foundation
and program impact area
elements are connected. Each
contributes to Family Well-
Being through asset-building
strategies. Program Leadership,
101. that includes parents, creates
a foundation of policies and
procedures that are incorporated
into Professional Development
opportunities for all staff.
This, in turn, provides staff
with information they need to
strengthen Family Partnerships
as they work with families to
individualize opportunities for
asset-building strategies in the
community. As families and staff
move forward in exploring asset-
building strategies, together
they strengthen Community
Partnerships as they work with
community partners to identify
and use relevant community
resources.
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
76
A Sample PFCE Action Plan (continued)
ELEMENT INDICATOR ACTION STEP RESOURCE(S)
PERSON(S)
RESPONSIBLE
TIME
FRAME(S)
102. MEASURE(S)
OF SUCCESS
Family
Partnerships
Families are
partners in
developing and
achieving the
goals in their
family partnership
agreements.
Staff and families
collaborate to
identify and
share information
related to
asset building
opportunities in
the community.
Financial
education
Savings and
Individual
Development
Accounts,
Getting banked
Managing credit
and debt,
Tax credits
and tax filing
assistance
103. Management
Team and
Policy Council/
Committee
Begin in early fall
with the intention
of sharing with
all families by
the first weeks of
October.
Of the families
who choose to
develop family
partnership goals,
10% explore
and/or adopt
goals around
asset-building
strategies.
Community
Partnerships
Collaborative
relationships for
comprehensive
services.
Staff, families,
and communities
participate in
collaborations
that respond to
family goals and
104. needs around
asset-building
strategies.
Board Members
Local banks
Local tax (EITC)
entities
Local housing
(savings programs)
authorities
Management
Team and
Policy Council/
Committee
Begin in late fall
after assessing
family asset-
building
strategies and
implement any
new opportunities
by January.
Resources relating
to goals parents
set in family
partnership plan
are established,
available, and
used.
105. 77
Your Parent, Family, and Community Engagement Action Plan
Your Vision for PFCE in Your Program As you conduct your
self-
assessments and plan your next
steps, it will be helpful to keep
in focus the shared vision that
your program has developed
for the children, families, and
community you all serve. What
is your vision of the future as
parents and families become
more engaged in their children’s
development and learning?
(Briefly describe or draw your
picture of how the lives of
children and families, and your
program will be changed as you
enhance PFCE practices.)
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
78
Your Parent, Family, and Community Engagement Action Plan
(continued)
DESIRED FAMILY ENGAGEMENT OUTCOME(S):
106. GOAL(S):
ELEMENT INDICATOR ACTION STEP RESOURCE(S)
PERSON(S)
RESPONSIBLE
TIME FRAME(S)
MEASURE(S)
OF SUCCESS
79
A Closing Thought
This guide was created to help you take a step
back and learn about your program, then decide
how to collaborate and move forward in the best
interests of the children and families you serve.
We invite you to be open – to your successes as
well as areas that need improvement – and take
advantage of this opportunity to enhance parent,
family, and community engagement and the lives
of the children and families you serve.
Acknowledgments
Using the Head Start Parent, Family, and Community
107. Engagement Framework in Your Program: Markers of Progress
was developed by the National Center
on Parent, Family, and Community Engagement for the Office
of Head Start. This Center is a partnership of the Brazelton
Touchpoints Center, Children’s
Hospital Boston, the Harvard Family Research Project, the
Council of Chief State School Officers, Save the Children and
the National PTA. Key contributors
to this work include Catherine Ayoub, Elena Lopez, Thomas
Schultz, and Joshua Sparrow; as well as staff members
including Lisa Desrochers, Amy Dombro,
Sue Heilman, Deborah Stark and Brandi Black Thacker. Our
thanks also to Kiersten Beigel, Office of Head Start; the
National Center on Cultural and Linguistic
Responsiveness; the National Center on Quality Teaching and
Learning, and over 20 leadership members of Head Start and
Early Head Start programs
around the country for their thoughtful reviews of this work.
November, 2011.
80
Using the Head Start Parent, Family, and Community
Engagement Framework in Your Program: Markers of Progress
Research and Best Practices References
Office of Head Start and the National Center
on Parent, Family, and Community Engagement
(2011). The Head Start Parent, Family, and
Community Engagement Framework: Promoting
Family Engagement and School Readiness, From
Prenatal to Age 8.
108. Office of Head Start and the National Center on
Parent, Family, and Community Engagement.
(2011). Bringing the Parent, Family, and
Community Engagement Framework to Your
Program: Beginning a Self-Assessment, Version 1.
Parent, Family, and Community
Engagement Program Framework
Aikens, N., Troll, L., Hulsey, L., Ross, C., West, J.
& Due Y. (2010). A year in Head Start: Children,
families and programs. ACF–OPRE Report.
Washington, DC: U.S. Department of Health and
Human Services, Administration for Children
and Families, Office of Planning, Research and
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Bryk, A.S., Sebring, P.S., Allensworth, E.,
Luppescu, S., & Easton, J.Q. (2009). Organizing
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Duggan, A., Bair-Merritt, M., Burrell, L., Clixton-
Keleer, F. Crowne, S. Decelle, K., McFarlane,
E. & Tandon, S. (2011). Lessons from research
that should guide policy and practice. National
Summit on Quality in Home Visit Programs.
http://homevisitingsummit2011.org/uploads/
Anne_Duggan.pdf
Glisson, C. & Hemmelgarn, A. (1998). The effects
of organizational climate and interorganizational
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