1
4
Milestone 4
Student’s Name
University Affiliation
Southern New Hampshire University
Milestone 4
Description of the Initiative Evaluation Plan
Initiative evaluation involves systematic mechanisms for gathering, reviewing, and utilizing information to answer questions concerning the initiative, policies, and programs, specifically about their effectiveness and efficiency. Initiative evaluation can entail both qualitative as well as qualitative techniques of social research. The initiative evaluation plan also contains the intended use of the evaluation outcomes for the program enhancement and decision making. The evaluation plan serves to clarify the initiative’s purpose and expected results (Dudley, 2020). The evaluation plan provides the direction that the monitoring should take based on the initiative priorities, the available resources, time, and skills required to complete the evaluation.
The initiative will have a well-documented plan to foster transparency as well as ensure that stakeholders are on a similar page with concerns about the purpose, use, and also the beneficiaries of the evaluation outcomes. Utilization of the evaluation outcomes is not a thing that can be wished when implementing an initiative. Instead, it must be planned, directed, and ensured to have intentions (Dudley, 2020). The evaluation plan for this initiative will have many benefits, including facilitating the capacity to establish strong connections with partners and stakeholders. The program is also essential for creating the initiative transparency to the stakeholders and decision-makers. The plan also serves as advocacy means for evaluation resources based on negotiated priorities. The procedure for evaluation initiative is also critical for helping in identifying whether there are enough intervention resources and time to realize the desired evaluation exercises and provide answers to prioritize evaluation questions.
When developing the plan for evaluating the initiative targeting to promote health and wellbeing in the community, the key steps must be to develop an effective strategy. The key steps to be followed when creating the evaluation plan differ depending on the project type to be evaluated. The first step entails engaging the stakeholders. When finding the purpose of the evaluation procedures, it is crucial to determine its purpose and the stakeholders involved in the implementation process of the intervention. Identifying the purpose of the evaluation process and stakeholders involved is critical because the two components serve as the basis for evaluation planning, target, design, and comprehension of the outcomes. Stakeholders' engagement is necessary to enable the support of the evaluation process. Involving stakeholders in the evaluation process can have many advantages. Stakeholders comprise the people who use the evaluation outcomes, support and keep the initiative or those impacted by the intervention activities or evalu ...
A Good Program Can Improve Educational Outcomes.pdfnoblex1
We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults.
We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program.
Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans.
Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes.
Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation.
Source: https://ebookscheaper.com/2022/04/06/a-good-program-can-improve-educational-outcomes/
The field of program evaluation presents a diversity of images a.docxcherry686017
The field of program evaluation presents a diversity of images and claims about the nature and role of evaluation that confounds any attempt to construct a coher- ent account of its methods or confidently identify important new developments. We take the view that the overarching goal of the program evaluation enterprise is to contribute to the improvement of social conditions by providing scientifically credible information and balanced judgment to legitimate social agents about the effectiveness of interventions intended to produce social benefits. Because of its centrality in this perspective, this review focuses on outcome evaluation, that is, the assessment of the effects of interventions upon the populations they are intended to benefit. The coverage of this topic is concentrated on literature published within the last decade with particular attention to the period subsequent to the related reviews by Cook and Shadish (1994) on social experiments and Sechrest & Figueredo (1993) on program evaluation.
The word ‘evaluation’ has become increasingly used in the language of community, health and social services and programs. The growth of talk and practice of evaluation in these fields has often been promoted and encouraged by funders and commissioners of services and programs. Following the interest of funders, has been a growth in the study and practice of evaluation by community, health and social service practitioners and academics. When we consider why this move in evaluative thinking and practice has occurred, we can assume the position of the funder and simply answer, ‘...because we want to know if this program or service works’. Practitioners, specialists and academics in these fields have been called upon by governments and philanthropists to aid the development of effective evaluation. Over time, they have led their own thinking and practice independently. Evaluation in its simplest form is about understanding the effect and impact of a program, service, or indeed a whole organization. Evaluation as a practice is not so simple however, largely because in order to assess impact, we need to be very clear at the beginning what effect or difference we are trying to achieve.
The literature review begins with an overview of qualitative and quantitative research methods, followed by a description of key forms of evaluation. Health promotion evaluation and advocacy and policy evaluation will then be explored as two specific domains. These domains are not evaluation methodologies, but forms of evaluation that present unique requirements for effective community development evaluation. Following this discussion, the review will explore eight key evaluation methodologies: appreciative enquiry, empowerment evaluation, social capital,
social return on investment, outcomes based evaluation, performance dashboards and scorecards and developmental evaluation. Each of these sections will include specific methods, the values base of each methodo ...
A Good Program Can Improve Educational Outcomes.pdfnoblex1
We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults.
We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program.
Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans.
Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes.
Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation.
Source: https://ebookscheaper.com/2022/04/06/a-good-program-can-improve-educational-outcomes/
The field of program evaluation presents a diversity of images a.docxcherry686017
The field of program evaluation presents a diversity of images and claims about the nature and role of evaluation that confounds any attempt to construct a coher- ent account of its methods or confidently identify important new developments. We take the view that the overarching goal of the program evaluation enterprise is to contribute to the improvement of social conditions by providing scientifically credible information and balanced judgment to legitimate social agents about the effectiveness of interventions intended to produce social benefits. Because of its centrality in this perspective, this review focuses on outcome evaluation, that is, the assessment of the effects of interventions upon the populations they are intended to benefit. The coverage of this topic is concentrated on literature published within the last decade with particular attention to the period subsequent to the related reviews by Cook and Shadish (1994) on social experiments and Sechrest & Figueredo (1993) on program evaluation.
The word ‘evaluation’ has become increasingly used in the language of community, health and social services and programs. The growth of talk and practice of evaluation in these fields has often been promoted and encouraged by funders and commissioners of services and programs. Following the interest of funders, has been a growth in the study and practice of evaluation by community, health and social service practitioners and academics. When we consider why this move in evaluative thinking and practice has occurred, we can assume the position of the funder and simply answer, ‘...because we want to know if this program or service works’. Practitioners, specialists and academics in these fields have been called upon by governments and philanthropists to aid the development of effective evaluation. Over time, they have led their own thinking and practice independently. Evaluation in its simplest form is about understanding the effect and impact of a program, service, or indeed a whole organization. Evaluation as a practice is not so simple however, largely because in order to assess impact, we need to be very clear at the beginning what effect or difference we are trying to achieve.
The literature review begins with an overview of qualitative and quantitative research methods, followed by a description of key forms of evaluation. Health promotion evaluation and advocacy and policy evaluation will then be explored as two specific domains. These domains are not evaluation methodologies, but forms of evaluation that present unique requirements for effective community development evaluation. Following this discussion, the review will explore eight key evaluation methodologies: appreciative enquiry, empowerment evaluation, social capital,
social return on investment, outcomes based evaluation, performance dashboards and scorecards and developmental evaluation. Each of these sections will include specific methods, the values base of each methodo ...
69
4
C H A P T E R
Program Planning:
The Big Picture
69
Key Terms: planning committee, program ownership, program desired outcome,
potential program provider, potential consumer, evidence-based or science-based
The coalition feels good about their needs assessment. What an in-
teresting process it was, and they discovered much that they did not
know. Clearly, however, respirator y-related health problems are on the
rise, and cigarette smoking is by far the major contributor. Now, they
have to decide what to do.
Health professionals have always planned programs to achieve desirable ends,
such as to impact health status and improve the quality of life. Over the years,
planning has become more systematized and, as a result, potentially more ef-
fective. The planning models developed to assist in this process include
Precede–Proceed, PATCH, Model for Health Education Planning (MHEP), and
Comprehensive Health Education Model (CHEM) (McKenzie & Smeltzer,
2001). Although the models differ, there does appear to be some consistency
in the literature regarding recommendations for going about the program plan-
ning process. Suggested steps for program planning and general planning
principles will be reviewed in this chapter. The planner may conduct the plan-
ning activities in an order that differs from the one presented here, or a num-
ber of the described activities of program planning may be conducted
simultaneously. The size and past experiences of the planning committee may
influence the steps for planning, along with the size and scope of the program
being planned and implemented.
69
17487_Hodges_ch4_69_86 6/11/04 10:07 AM Page 69
70 Chapter 4: Program Planning: The Big Picture
Program Planning Steps
Step 1: Review the Needs Assessment
It is suggested that the planners conduct a review of the needs assessment data
and the resulting decisions that have been made up to this point. This review
will help to determine if the most appropriate recommendations for the di-
rection and outcome of the program have been made to meet the needs of the
target population. It is possible for the planning committee to identify addi-
tional data that are useful to shaping the intervention, which were not undis-
covered or overlooked in the initial needs assessment process. A large amount
of data may have been collected as part of the needs assessment, but during a
review, a skillful planning committee can organize and synthesize the infor-
mation into a format that provides meaning and value, which may not have
been obvious during the initial examination of the data (Aspen Reference
Group, 2002).
Box 4.1 Action steps to establish or strengthen a coordinated school
health program.
At the school level At the district level
Source: Fetro, J. V. (1998). Implementing coordinated school health programs in local schools. In
Marx, E. & Wooley, S. F. (eds.), Health is academic: A guide to coordinated school health programs
(p. 21). New York: Teachers.
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
Monitoring and evaluation is a vital component that determines the effectiveness of a corporation's assistance by establishing clear links between past, present and future initiatives and results. The process helps in improving the programme performance and achieving desired results. It provides opportunities for fine-tuning, re-orientation and planning of the programme effectively, without which it becomes impossible to measure the success and impact of the programme even if the approach is right.
4. Contact Stakeholders: The last stage is to get in touch with your stakeholders to inquire about their interest in a potential cooperation after they have been found, investigated, and prioritized. The first stage in this process is to use the intelligence you've obtained to pinpoint intersections where you can create chances that will show a win-win situation for both firms. Next, decide who in your organization would be the most appropriate to call and who would be the greatest individual to target within the organization. Note that occasionally building relationships with multiple people inside an organization is beneficial. The exchange of messages among all the parties involved in a project or business is known as stakeholder communication. Project managers, team members, clients, department heads, and firm leaders are examples of stakeholders. Regular video or in-person meetings are a few examples of common stakeholder communication channels
3. Prioritize Stakeholders: Stakeholder mapping is one method you can use to rank stakeholders. In order to do this, stakeholders must be categorized according to their level of Influence, influence, and interest. The stakeholder mapping groups you've generated can then be used to construct engagement strategies. The link between the stakeholder group's influence or power and the interest the stakeholder takes in the relationship can be used to represent stakeholder priority.
This task involved classifying the stakeholders who had been identified into six alternative categories, including demand side stakeholders/customers, infrastructure providers, terminal operators, long-distance transport operators, short-distance transport operators, and transport policy decision makers (local, regional, national, and EU level).
Prioritizing the participants comes after gaining a better understanding of the ecosystem of stakeholders. There are many factors that may be used to rank or categorize stakeholders, and some of the classifications we frequently employ at Proof are:
• Relevance – Do
1Comparing Humanistic-Existential Psychotherapy with OthEttaBenton28
1
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Caroline E Sam
NRNP 6645
Psychotherapy with Multiple Modalities
Assignment week 7
01/15/2022
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
2
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Psychologists have developed various theories on human psychology. The Humanist,
existential, and humanist existential models explain the personality changes. The models are
central in therapies as they define how people perceive and accept life challenges. The humanist
model emphasizes the innate goodness in people, while the humanist-existential psychotherapy
model argues that personalities change, and people can develop new attributes based on
circumstances.
Two models: Humanistic-existential psychotherapy and Humanist psychotherapy
Humanistic-existential Psychotherapy
Humanistic Existential Psychotherapy (HE) postulates that the human personality is
dynamic, and changes occur across the lifespan that defines personality at each point
(Hounkpatin et al., 2015). The model integrates humanistic and existentialist approaches. The
humanist perspective claims that human beings are good, while the existentialist proposes that
people are neither good nor bad (Daei Jafari et al., 2020). Integration of the two models creates a
dynamic person capable of actualizing based on situations and strengths. The model is adopted as
a transition from the traditional conception of personality as a stable element that remains
consistent throughout life. The HE models framework asserts that individuals confront and
challenge a meaningless life as they transform their lives into a personality they desire. The
person pursues self-rated health, self-efficacy, psychological turning point, and life satisfaction
that involves a subjective evaluation of an individual’s wellbeing (Hounkpatin et al., 2015).
These components keep an individual driven to improve their lives. Notably, societal norms and
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
3
the pursuit of authentic individual-based life goals contribute to an individual’s personality
changes.
There is a constant drive to meet an expectation, which is addressed in the social
investment theory- an investment in institutions such as work, and marriage motivates
personality changes. Notably, the ...
1Comment by Perjessy, Caroline SubstanEttaBenton28
1
Comment by Perjessy, Caroline:
Substance use Anxiety Group Curriculum
Southern New Hampshire University
Clinical Mental Health Counseling Department, COU660
Dr. Caroline P.
Rationale for the group
In Massachusetts, we have several groups for substance use both such as AA meetings and , NA meetings that are held in most area areasjust not a sufficient amount. Some. So me groups are also held at treatment centers by alumni which is a great thing because it will provide members with great responsibility skills. Some of the groups like psychoeducation and 12 steps meetings are mainly for those who are going through andchallenges and have a past with substance use. I plan to hold a group not only for those who have been through it but also withhave family members that are looking for resources and better understanding of the disease. The need for substance use group in the Boston, MassMassachusetts community is in high demand. Although Boston is a wide community where the rent can be high and have good paying jobs, many still struggle s with the everyday life stressors that can lead to excessive drinking. In my community I believe that the need for substance use group can benefit so many specifically those in the poverty area, because they are dealing with these issues every day. Also, due to therapy being frown upon in their environment and some lack the ability to seek professional help. Although some may have the need but will not attend due to therapy being frown upon in their environment. Comment by Perjessy, Caroline: Make sure you are revising for clarity. I know you said this was a draft, so keeping that In mind Comment by Perjessy, Caroline: Revise for clarity
The purpose of substance use group is to help individuals who are have dealing with anxiety and have an underlining issue like anxiety. Substance use clients with underlining issues like anxiety lack coping skills and the ability to perform everyday tasks. Evidence by, the lack of motivation, traumatic event, exposure to violence, withdrawal, and continuing alcohol or drug use. However, the misuse of alcohol not only can lead to neurological as well as anxiety. Several individuals who are actively using have an underlining issue that has cause them to use excessively rather its depression, bipolar, or anxiety. I will be focusing mainly on anxiety. Anxiety can be something that several deal with in silent or out loud, those who have been impacted by the disease either way many are not getting the help they deservemerit. Especially those who have been impacted with the disease For example, not they feeling at time they are not good enoughenough, the uncertainty of their job,; and will they have their job back; doubts about being accepted back into their familywill they have a family after. Comment by Perjessy, Caroline: This is uinclear…how are they dealing with anxiety and have an underlying issue of anxiety?
All those factors are negative im ...
69
4
C H A P T E R
Program Planning:
The Big Picture
69
Key Terms: planning committee, program ownership, program desired outcome,
potential program provider, potential consumer, evidence-based or science-based
The coalition feels good about their needs assessment. What an in-
teresting process it was, and they discovered much that they did not
know. Clearly, however, respirator y-related health problems are on the
rise, and cigarette smoking is by far the major contributor. Now, they
have to decide what to do.
Health professionals have always planned programs to achieve desirable ends,
such as to impact health status and improve the quality of life. Over the years,
planning has become more systematized and, as a result, potentially more ef-
fective. The planning models developed to assist in this process include
Precede–Proceed, PATCH, Model for Health Education Planning (MHEP), and
Comprehensive Health Education Model (CHEM) (McKenzie & Smeltzer,
2001). Although the models differ, there does appear to be some consistency
in the literature regarding recommendations for going about the program plan-
ning process. Suggested steps for program planning and general planning
principles will be reviewed in this chapter. The planner may conduct the plan-
ning activities in an order that differs from the one presented here, or a num-
ber of the described activities of program planning may be conducted
simultaneously. The size and past experiences of the planning committee may
influence the steps for planning, along with the size and scope of the program
being planned and implemented.
69
17487_Hodges_ch4_69_86 6/11/04 10:07 AM Page 69
70 Chapter 4: Program Planning: The Big Picture
Program Planning Steps
Step 1: Review the Needs Assessment
It is suggested that the planners conduct a review of the needs assessment data
and the resulting decisions that have been made up to this point. This review
will help to determine if the most appropriate recommendations for the di-
rection and outcome of the program have been made to meet the needs of the
target population. It is possible for the planning committee to identify addi-
tional data that are useful to shaping the intervention, which were not undis-
covered or overlooked in the initial needs assessment process. A large amount
of data may have been collected as part of the needs assessment, but during a
review, a skillful planning committee can organize and synthesize the infor-
mation into a format that provides meaning and value, which may not have
been obvious during the initial examination of the data (Aspen Reference
Group, 2002).
Box 4.1 Action steps to establish or strengthen a coordinated school
health program.
At the school level At the district level
Source: Fetro, J. V. (1998). Implementing coordinated school health programs in local schools. In
Marx, E. & Wooley, S. F. (eds.), Health is academic: A guide to coordinated school health programs
(p. 21). New York: Teachers.
This presentation has a vivid description of the basics of doing a program evaluation, with detailed explanation of the " Log Frame work " ( LFA) with practical example from the CLICS project. This presentation also includes the CDC framework for evaluation of program.
N.B: Kindly open the ppt in slide share mode to fully use all the animations wheresoever made.
Monitoring and evaluation is a vital component that determines the effectiveness of a corporation's assistance by establishing clear links between past, present and future initiatives and results. The process helps in improving the programme performance and achieving desired results. It provides opportunities for fine-tuning, re-orientation and planning of the programme effectively, without which it becomes impossible to measure the success and impact of the programme even if the approach is right.
4. Contact Stakeholders: The last stage is to get in touch with your stakeholders to inquire about their interest in a potential cooperation after they have been found, investigated, and prioritized. The first stage in this process is to use the intelligence you've obtained to pinpoint intersections where you can create chances that will show a win-win situation for both firms. Next, decide who in your organization would be the most appropriate to call and who would be the greatest individual to target within the organization. Note that occasionally building relationships with multiple people inside an organization is beneficial. The exchange of messages among all the parties involved in a project or business is known as stakeholder communication. Project managers, team members, clients, department heads, and firm leaders are examples of stakeholders. Regular video or in-person meetings are a few examples of common stakeholder communication channels
3. Prioritize Stakeholders: Stakeholder mapping is one method you can use to rank stakeholders. In order to do this, stakeholders must be categorized according to their level of Influence, influence, and interest. The stakeholder mapping groups you've generated can then be used to construct engagement strategies. The link between the stakeholder group's influence or power and the interest the stakeholder takes in the relationship can be used to represent stakeholder priority.
This task involved classifying the stakeholders who had been identified into six alternative categories, including demand side stakeholders/customers, infrastructure providers, terminal operators, long-distance transport operators, short-distance transport operators, and transport policy decision makers (local, regional, national, and EU level).
Prioritizing the participants comes after gaining a better understanding of the ecosystem of stakeholders. There are many factors that may be used to rank or categorize stakeholders, and some of the classifications we frequently employ at Proof are:
• Relevance – Do
1Comparing Humanistic-Existential Psychotherapy with OthEttaBenton28
1
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Caroline E Sam
NRNP 6645
Psychotherapy with Multiple Modalities
Assignment week 7
01/15/2022
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
2
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Psychologists have developed various theories on human psychology. The Humanist,
existential, and humanist existential models explain the personality changes. The models are
central in therapies as they define how people perceive and accept life challenges. The humanist
model emphasizes the innate goodness in people, while the humanist-existential psychotherapy
model argues that personalities change, and people can develop new attributes based on
circumstances.
Two models: Humanistic-existential psychotherapy and Humanist psychotherapy
Humanistic-existential Psychotherapy
Humanistic Existential Psychotherapy (HE) postulates that the human personality is
dynamic, and changes occur across the lifespan that defines personality at each point
(Hounkpatin et al., 2015). The model integrates humanistic and existentialist approaches. The
humanist perspective claims that human beings are good, while the existentialist proposes that
people are neither good nor bad (Daei Jafari et al., 2020). Integration of the two models creates a
dynamic person capable of actualizing based on situations and strengths. The model is adopted as
a transition from the traditional conception of personality as a stable element that remains
consistent throughout life. The HE models framework asserts that individuals confront and
challenge a meaningless life as they transform their lives into a personality they desire. The
person pursues self-rated health, self-efficacy, psychological turning point, and life satisfaction
that involves a subjective evaluation of an individual’s wellbeing (Hounkpatin et al., 2015).
These components keep an individual driven to improve their lives. Notably, societal norms and
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
3
the pursuit of authentic individual-based life goals contribute to an individual’s personality
changes.
There is a constant drive to meet an expectation, which is addressed in the social
investment theory- an investment in institutions such as work, and marriage motivates
personality changes. Notably, the ...
1Comment by Perjessy, Caroline SubstanEttaBenton28
1
Comment by Perjessy, Caroline:
Substance use Anxiety Group Curriculum
Southern New Hampshire University
Clinical Mental Health Counseling Department, COU660
Dr. Caroline P.
Rationale for the group
In Massachusetts, we have several groups for substance use both such as AA meetings and , NA meetings that are held in most area areasjust not a sufficient amount. Some. So me groups are also held at treatment centers by alumni which is a great thing because it will provide members with great responsibility skills. Some of the groups like psychoeducation and 12 steps meetings are mainly for those who are going through andchallenges and have a past with substance use. I plan to hold a group not only for those who have been through it but also withhave family members that are looking for resources and better understanding of the disease. The need for substance use group in the Boston, MassMassachusetts community is in high demand. Although Boston is a wide community where the rent can be high and have good paying jobs, many still struggle s with the everyday life stressors that can lead to excessive drinking. In my community I believe that the need for substance use group can benefit so many specifically those in the poverty area, because they are dealing with these issues every day. Also, due to therapy being frown upon in their environment and some lack the ability to seek professional help. Although some may have the need but will not attend due to therapy being frown upon in their environment. Comment by Perjessy, Caroline: Make sure you are revising for clarity. I know you said this was a draft, so keeping that In mind Comment by Perjessy, Caroline: Revise for clarity
The purpose of substance use group is to help individuals who are have dealing with anxiety and have an underlining issue like anxiety. Substance use clients with underlining issues like anxiety lack coping skills and the ability to perform everyday tasks. Evidence by, the lack of motivation, traumatic event, exposure to violence, withdrawal, and continuing alcohol or drug use. However, the misuse of alcohol not only can lead to neurological as well as anxiety. Several individuals who are actively using have an underlining issue that has cause them to use excessively rather its depression, bipolar, or anxiety. I will be focusing mainly on anxiety. Anxiety can be something that several deal with in silent or out loud, those who have been impacted by the disease either way many are not getting the help they deservemerit. Especially those who have been impacted with the disease For example, not they feeling at time they are not good enoughenough, the uncertainty of their job,; and will they have their job back; doubts about being accepted back into their familywill they have a family after. Comment by Perjessy, Caroline: This is uinclear…how are they dealing with anxiety and have an underlying issue of anxiety?
All those factors are negative im ...
1
College Student’s Depression
Jasmin Linthicum
Course Discovery Writing
Professor Aguiar
Date Due 02/24/2022
College Student’s Depression
2
According to the World Health Organization (WHO), depression is a common and severe
health issue that affects how someone feels, thinks and acts. The most common symptoms of
depression are; having bad moods and feeling very sad, losing interest in the activities that were
once fun, loss of appetite, which in turn will lead to massive weight loss or gain that is not related
to dieting and difficulty in concentrating, thinking or making decisions (LeMoult & Gotlib, 2019).
People become depressed due to various factors; some of the significant social factors that
bring about depression include; encountering traumatic events, separation from parents or
caregivers and being bullied. Personality some people are inclined towards experiencing
depression. For instance, people who tend to hold worries, have a low-self-esteem, are
perfectionists and are very sensitive towards negative criticism naturally have a higher likelihood
of facing depression.
Depression throughout history has always been a health problem for people. According to
articles written by philosophers and writers throughout humanity's history, there is depression,
which is a health condition. The articles also include some of the continuous struggles that have
been made to find a solution on treating this condition. For instance, the ancient Greeks and
Romans had different thinking on depression. Some of the literature shows that the Greeks had a
notion that depression was a form of evil spirit possession and used exorcism techniques like;
beatings and starvation as "treatments" to cure a person. On the other hand, the Romans thought
depression was a combination of biological and psychological issues and employed gymnastics,
special diet, herbal medicine and music to treat the patients (Taquet et al., 2020).
In our present day, some of the startling statistics concerning depression are; depression
affects approximately one in fifteen adults, that is close to 6.8% annually, and a projection of an
estimated one in six persons will encounter depression at a given point in their life, that is around
Christian Aguiar
All of these statistics come from research, so you need to cite them using an in-text citation like we learned in class. Luckily, we're reviewing them again today (3/17).
Christian Aguiar
Christian Aguiar
This is another place where you need to cite your source. Which literature tells us this?
Christian Aguiar
I like the historical context, Jasmin. This could be a great way to begin the script for your video, too.
Christian Aguiar
Since this is an argument based on research - it draws on what scientists know about depression - you need to make it clear what the source is.
Christian Aguiar
Do you mean "personally, some people are inclined..." or perhaps that "some people's perso ...
1
Close Looking Analysis: Visual ArtArtist’s Self-Portrait AnalysisPoint Value: 80 pts possible
· 80 pts for submitting analysis of the short story to BSP:Assignments by 11:59pm at the end of Module 3—Part 5*
*The analysis assignment will be run through TurnItIn to look for plagiarism, so be sure to leave yourself enough time to review your paper’s “Originality Report” and make any necessary changes before the due-date.
Don’t forget that Tutoring services are available to you.
If you have any difficulty submitting the assignment on Brightspace, consult the Brightspace (BSP) Help Desk
The struggle is inner: Chicano, indio, American Indian, mojado, mexicano, immigrant Latino, Anglo in power, working class Anglo, Black, Asian—our psyches resemble the bordertowns and are populated by the same people. The struggle has always been inner, and is played out in the outer terrains. Awareness of our situation must come before inner changes, which in turn come before changes in society. Nothing happens in the “real” world unless it first happens in the images in our heads.
Gloria Anzaldúa, Borderlands/La Frontera: The New Mestiza (1987)
Introduction
In this part of Module 5, we have been exploring how visual artists and architects interact with borders in their work. Borders inherently establish defined points of view as well as remind us of the limitations and possibilities for transgressing those borders or living in the “borderlands” (Anzaldúa). Consider the images you viewed of the art, architecture, and design found at the physical borders between nations around the world. Could you imagine standing at these different borderlines or in the border spaces? Which borders can you step over? Where can you sit with someone on the other side? Where can you see across? Which ones are completely opaque? Which borders feel unsafe? They feel so different! How are they designed to feel or operate this way?
Then, consider artists and architects who explore borders as themes or principles in their work or who feel themselves to be operating in a border space? (see Marlin-Bennett, Maya Lin) Did any of the artists in our tours of Chicago’s public art use their work to highlight or bump up against the borders of a wall, a neighborhood, a community, the city?
Finally, we turn our attention to self, self-perception, and self-representation. How would you create a portrait of yourself? (Give it a try right now!) How do you express your internal spirit externally? In which ways do you intentionally “present” to the world and in which ways does the world layer an image on to you? When does creating your own image or own story act as resistance to a “single story” misperception? How can a self-portrait be powerful? Consider the story behind Artemisia Gentileschi’s Self-Portrait as the Allegory of Painting (see Mary Gerrard) and how she used dominant iconography of the time to render a feminist portrait. Almost every other artist you can think of or know personall ...
1
CLA1
Xueyao Dong
Westcliff University
INT 501 EF Concentration:
Purchasing and Human Resources
Professor: Dr. Julia Sherm
Octomber 20, 2021
2
Learning Objectives
This was my third semester at Westcliff University, and I explored a wide range of
helpful strategies and practical techniques that benefited my overall career and life balance.
For instance, the habit of professional journaling helps me release my stress and motivate
myself to keep on track towards my goal.
From week 3, I started to prepare the professional portfolio, and I felt it was an
excellent way to keep a record of my achievements and experiences. From week 5, the
interview exercise taken with the senior manager from my department, I have learned about
her personal experiences and know a little more about strategic leadership. Another valuable
material that I learned from this class is always to be prepared. Before I interview the senior
manager, I prepare additional questions to ask my supervisor and colleagues about my
performance. I was nervous during the interview, but these extra questions helped me come
down and make the conversion more smooth.
At the beginning of this semester, my goal was to improve my communication skills
in the workplace and learn how to be more flexible in dealing with incidents. From week six
course’s video, “I Wanna Be a Human Resources Officer - A Day in the Life of a Human
Resources Officer,” made me see some perspectives of the responsibility of a Human
Resources Officer and provided me some direction to improve my interpersonal skills. I
always find ways to improve my confidence when I communicate with people and learn how
to be an active listener.
Week seven’s video about “Internship Expectations vs. Realities- the Intern Queen”
makes me think about expectations and realities at the workplace. What expectation does the
employer look for, and how should I improve my performance regarding their expectation?
3
Additionally, through this semester, I realized different ways of conveying a message
could have other effects and impact communication effectiveness. During the internship, I
utilized the benefits of a supportive and positive environment.
Taking everything into account, I believe that I made significant progress towards my
goals, and I became more efficient and productive at work.
Internship Experiences
This semester I am considering switching to a new company that will allow me to
practice my professional skills in the area of individual and corporate taxes. Therefore, I
started my journey to submit job applications and prepare for an interview. Finding an
appropriate position that matches my interests and abilities is not an easy task. I felt frustrated
for the first few weeks when I did not get many responses. However, I record all my feelings
and things that I need to work on in my resume and cover letter in my journal. Additionally, I
love to write some inspirational and motivationa ...
1CJ 550 2-2 Milestone One Southern New HaEttaBenton28
1
CJ 550 2-2 Milestone One
Southern New Hampshire University
Destiny Nance
CJ 550
September 4th, 2022
CJ 550 2-2 Milestone One
A. What are the departments or subdivisions into which your selected organization is divided, and how do these subdivisions work together as a whole in relation to the mission of the organization?
Office of Programs and Re-entry is an organization that focuses on leadership alongside rehabilitative programs ensuring better lives within the community. The organization is divided into four central departments that work together to achieve a common goal. The first department is the Bureau of program development which focuses on the various designs and implementation of risks and needs assessment tools. It also implements other processes and policies key to the restoration alongside rehabilitation of justice to the affected individual within the surrounding.
The second is the department Bureau of Education, which deals with academic and career issues, including technical education and library services (Bell et al., 2018). The third department is the Bureau of Substance Use Treatment which is helpful in dealing with services assisting in the transition period between incarceration and the return to society. The other department is the Bureau of Chaplaincy services dealing with spiritual matters on inmates and offenders. The last department is volunteering with the FDC to assist in a rewarding experience for the citizens. All the departments work together to achieve the organizational goal and mission in leadership and rehabilitation programs that assist the community. Every department has strict policies that make it possible to ensure that it helps the organization achieve its mission.
B. Describe your selected subdivision, and outline the specific goals and responsibilities of the subdivision, describing how they align with the overall mission of the agency. Consider how the goals of the selected subdivision align with the mission of the agency.
The correction officers have a specific function: protecting the community by leading and supervising offenders and reporting the individual who has failed to comply with the regulations to sentencing. Alongside the organizational mission, the correction subdivision has its designed mission. Its mission is to deliver effective service to the community by service diligently while collaborating with other agencies of the criminal justice community (Bell et al., 2018). As such, it serves the community without violating their rights. The detention department ensures people's safety within the community by protecting the surrounding society in various ways, such as establishing safe, secure, and human supervision. It also provides the confinement of inmates by making them follow the law without violation.
However, the subdivision is faced with challenges like the overpopulation of inmates. The inmates are flocked within the organization, thus posing a chall ...
1CLA 1Every organization aims at achieving a cerEttaBenton28
1
CLA 1
Every organization aims at achieving a certain level of performance when it comes to the profitability of the organization. The sales force in any organization is very instrumental towards the performance of an organization as they help push the sales of an organization to the desired level. Organizations must see the value that the salespersons bring to the organization as this impacts the motivation and the productivity of the salespersons (Kuvaas et al., 2017). When a sales team feels that there is value to an organization then they become engaged in their work and perform well. Organizations can show that they value the salespersons by involving them in decision-making, paying them well, and also recognizing achievements.
Skill sets refer to the various abilities and abilities that an individual employee has that enable them to perform according to expectations in an organization. The skill sets vary from the type of sales employee; a salesperson needs more persuasion skills while a sales manager might need more communication skills and leadership skills (Kuczmarski & Kuczmarski, 2019). An organization can ensure that it has the right skill set by ensuring that the recruitment process is thorough and looks at the practical skills of employees as well.
Global sales refer to the sales that an organization makes outside the country where it is located. Global sales skills are important in ensuring that an organization can effectively penetrate an outside market. Global sales skills include understanding the cultural differences and the language of the target nation. A sales team needs to understand what is offensive in other nations such as gestures, body language so that they do not put off customers (Cuevas, 2018). The global sales skill needed by sales managers includes effective communication and an understanding of the trade regulations in different countries. They need to be able to contact customers remotely and manage sales teams in different locations.
The performance of any organization is important as it is an indicator of growth and progress in an organization. When it comes to the performance of employees it is directly related to the rewards system in an organization. Employees need to be motivated to put in extra work in the organization and the easiest way for an organization to motivate employees is to make them feel that they are appreciated and their efforts are recognized. Employees and particularly sales employees work in teams when the performance appraisal is done, it is important that the best-performed employees are rewarded (Asaari et al, 2019). When this is done the other members of the team will be inspired and motivated to increase productivity. An increase in the productivity of an employee translates to the performance of an organization in terms of sales and profitability.
Rewards are multidimensional and exist in different forms and categories in different organizations. The two broad categ ...
1Child Development Observation and ReflectionEttaBenton28
1
Child Development: Observation and Reflection
Lua Shanks
Dr. Edwards
Child Development: Observation and Reflection
80MOD 2 ASSIGN 2
06-27-2021
Child Development: Observation and Reflection
The observation data that I gathered and the process that I used to observe significantly informed my ability to conduct observations in the field. For instance, I learned the most important steps in observation such as familiarizing myself with the subjects and taking note of all the activities that take place since they are all useful in the final analysis. The observation data made me realize the value of being keen during field observations so that no detail is left out.
Some of the questions that emerged during the observation process about the children in the media are whether children have similar developmental capabilities and whether play can be used to rectify a child’s developmental delays. The overall experience of observing made me question teachers’ ability to understand all the unique aspects of child development and how they use them to create unique and engaging learning activities. I experienced the challenge of remaining objective since my personal feelings were consistently influenced by judgments and observations.
As I reflect on the observation process and the overall experience, the question that arises is how infants and young children can exhibit an interest in problem-solving yet their mental faculties have not fully developed. The question exposes the complexity of cognitive development in children since it reveals that children develop cognition from social, emotional, and perceptual experiences.
I would like to know the cognitive capabilities of the children I observed by having one on one sessions with them so that I could test their abilities. I believe that intelligence varies not only in adults but also in children an indication that a child’s developmental milestones are unique and different from that of another child. The only similarities are the age of occurrence for each developmental milestone.
The data that I obtained during my observations deepened my understanding of children’s development and learning. I realized that the developmental domains are interlinked since the development of one domain builds onto another domain. For instance, the development of the social and emotional domains contributes to the emergence of the cognitive domain. I realized that the domains do not operate in isolation but instead strengthen each other as the child develops. I also learned that the environment plays a significant role in a child’s development. For instance, when a child grows up i ...
1
CHAPTER
4
BUSINESS-LEVEL STRATEGY
Chapter 2
The External Environment
Chapter 3
The Internal Organization
Vision
Mission
Chapter 4
Business-Level Strategy
Chapter 5
Competitive Rivalry and Dynamics
Chapter 6
Corporate-Level Strategy
Chapter 7
Merger and Acquisition Strategy
Chapter 8
International Strategy
Chapter 9
Cooperative Strategy
Strategy formulation
Strategic Competitiveness
Above-Average Returns
Chapter 10
Corporate Governance
Chapter 11
Organizational Structure and Controls
Chapter 12
Strategic Leadership
Chapter 13
Strategic Entrepreneurship
Strategy implementation
Analysis
Strategy
Performance
The Strategic Management Process
A-S-P model
Chapter 4:
BUSINESS-LEVEL STRATEGY
Chapter overview:
Defining business-level strategy
Customers: their relationship with business-level strategies
The purpose of a business-level strategy
Types of business-level strategies (link with Value chain and 5 forces)
3
Introduction
Strategy – increasingly important to a firm’s success and concerned with making choices among two or more alternatives. Choices dictated by
External environment
Internal resources, capabilities and core competencies
Examples from gaming industry (King Digital Entertainment vs. EA)
4
Introduction
Business level-strategy – integrated and coordinated set of commitments and actions the firm uses to gain a competitive advantage by exploiting core competencies in specific product markets
Generic strategy – a strategy that can be used by any organization competing in any industry
5
Introduction
6
A firm must use a Business Level Strategy
It is not necessary to use all the corporate level strategies, acquisition, restructuring, international…
From the dry cleaner to the multinational corporation – a firm must choose at least one business-level strategy
The business level strategy is the core strategy - the strategy that the firm forms to describe how it intends to compete in the product market
Introduction
7
In terms of customers, when selecting a business-level strategy the firm determines:
who will be served,
what needs those target customers have that it will satisfy, and
how those needs will be satisfied
Customers: Their Relationship with Business-Level Strategies
8
8
Strategic competitiveness results when firm can satisfy customers by using its competitive advantages
Returns earned are the lifeblood of firm
Most successful companies satisfy current customers and/or meet needs of new customers
Customers: Their Relationship with Business-Level Strategies
9
Five components in customer relationships
1. Effectively managing relationships with customers
Deliver superior value
Strong interactive relationships is foundation
2. Reach, richness and affiliation
Access and connection to customers
Depth and detail of two-way flow of information between firm and customer
Facilitating useful interactions with customers – viewing the world from the customer’s eyes
9
...
1CHEMICAL, BIOLOGICAL, RADIOLOGICAL AND NUCLEAR (CBREttaBenton28
1
CHEMICAL, BIOLOGICAL,
RADIOLOGICAL AND NUCLEAR
(CBRN) TERRORISM IN
HISTORICAL CONTEXT
The attacks on the World Trade Centre and the Pentagon on 11 September
2001 (9/11) came as a complete surprise, but should not have been
unanticipated. Throughout the 1990s terrorism analysts from both inside
and outside government had been arguing that it was only a matter of time
before the first act of mass destruction terrorism. Yet threat assessments
had increasingly focused on acts of mass destruction terrorism involving
CBRN weapons. This raises questions about why attention was focused on
CBRN weapons when there was a greater potential threat from other forms
of attack. The starting point in searching for the answer to that question is
the history of CBRN terrorism, coupled with the nature of the public and
political debates that have surrounded it. This historical narrative shows that
some terrorist groups in the latter part of the twentieth century have always
been interested in CBRN weapons, with the first decade of significant
terrorist interest in CBRN terrorism being the 1970s.
CBRN Terrorism in the 1970s
Terrorism in the 1970s was dominated by ethno-nationalist separatist or
independence groups such as the Palestine Liberation Organization (PLO)
and the Irish Republic Army (IRA) in Northern Ireland. It was also the
decade when radical left- and right-wing political groups in Western Europe
such as the Red Army Faction (RAF) also known as the Baader-Meinhof
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 9/8/2021 10:11 PM via AMERICAN PUBLIC UNIVERSITY SYSTEM
AN: 355536 ; Benjamin Cole.; The Changing Face of Terrorism : How Real Is the Threat From Biological, Chemical and Nuclear Weapons?
Account: s7348467.main.ehost
6 The Changing Face of Terrorism
gang, and the Red Brigades were operating at their peak. Despite the high
levels of terrorist violence, particularly in the Middle East, security debates
in the West were dominated by the Cold War. Concerns about terrorism
and ethno-nationalist guerrilla movements assumed significance primarily
because of concerns that the Soviet Union was using them as proxies to
de-stabilize democratic regimes and spread communism.
Against this background of heightened terrorist activity, there was
significant, albeit limited, interest among some terrorists groups in using
CBRN weapons. These incidents can be divided into three broad groups:
those where there was a threat to use CBRN weapons but no evidence
that the group involved actually possessed them; incidents where a gro ...
1Child Growth and DevelopmentYohana MangiaficoHousEttaBenton28
1
Child Growth and Development
Yohana Mangiafico
Houston Community College
TECA 1354: Child Growth and Development
Linda Jones
March 26, 2022
Linda Jones
57280000000003184
Add one more space between the title and your name.
Linda Jones
57280000000003184
Add the department name.
2
My neighbor’s son is a seven-year-old child who has progressed to second grade and is
becoming less reliant on his parents. He is a bright and athletic child who can ride a bike, roller
skate, and play badminton and table tennis. The child is attentive and can read, recount stories,
and do puzzles with ease. He is physically fit, standing 3 feet 12 inches tall and weighing 24
pounds. The body of a child grows and changes as it prepares to become an adult (Papalia &
Martorell, 2018). Seven years is a remarkable age, especially for boys, because it marks the end
of the newborn years and the beginnings of adulthood. He is, nevertheless, going through a
seven-year crisis, a period of change in which the child gains a new perspective on the world. It
enables him to advance to the next stage of his growth. Both at home and on the playground, the
observation was made. This case study is based on observing and analyzing changes in a seven-
year-old boy's physical, psychosocial, emotional, and cognitive development.
The boy spends roughly an hour and a half every day on the playground. He interacts
with the kids, runs with them, jumps, plays the ball, and hangs from the crossbar. The muscles of
the legs, arms, chest, and back are all actively developed, according to the findings. He grows
tough and robust, and he can walk for several kilometers. He can change the speed of his
movement by running slowly or swiftly. He can hop over minor barriers and shift direction
without slowing down while in motion. He can jump forward, up, to the sides, and over tiny
obstacles on one foot. He climbs up and down the stairwell and the rope ladder with ease. The
child has no developmental limitations and can readily hang from the crossbar. He also has no
trouble socializing and communicating with his classmates and other youngsters on the
playground.
Observing him on the playground, it is apparent that the child has reached a high degree
of physical development. He develops strength, endurance, and dexterity needs constant
Linda Jones
57280000000003184
Add the heading for Physical Development
Linda Jones
57280000000003184
informal
Linda Jones
57280000000003184
Yohana, the introduction should be like those in the Observation papers.
Linda Jones
57280000000003184
Title of the Paper
Linda Jones
57280000000003184
7
Linda Jones
57280000000003184
Only report what you actually see the child do, or what the parents/guardians/teacher report.
Linda Jones
57280000000003184
No opinions. Opinions are allowed in the summary portion.
3
exercise. While participating in sports, he understands and respects the rules of team games as
we ...
1
CHAPTER
2
THE EXTERNAL ENVIRONMENT:
OPPORTUNITIES, THREATS, INDUSTRY COMPETITION
AND COMPETITOR ANALYSIS
Opening remarks
Company’s strategic actions are affected by
External environment
Internal environment
External environment is the source of:
Opportunities
Threats
The need for monitoring and analyzing external environment
The pace of change
Complexity
Uncertainty
2
The general, industry and competitor
analysis
3
General environment – broader society dimensions ( 7 dimensions)
Demographic, economic, political/legal, sociocultural, technological, physical and global
Out of firm’s control so must monitor and gather information
Industry environment – factors in competitive environment
Threat of new entrants, power of suppliers, power of buyers, threat of product substitutes, intensity of rivalry among competitors
Firm must assess industry’s opportunities for profit potential
Competitor analysis or competitive intelligence – the way firm’s can gather and analyze information on the industry competitors
Identifying their actions, responses and intentions
These three analyses influence and are influenced by the firm’s vision, mission and strategic actions
The general, industry and competitor environments
4
Three External Environments include:
General
Industry
Competitor
Segments of the general environment
5
DEMOGRAPHIC
Population size
Geographic distribution
ECONOMIC
Nature and direction of the economy in which a firm competes or may compete
SOCIO-CULTURAL
Refers to potential and actual changes in the physical environment and business practices that are intended to positively respond to and deal with those changes
Age structure
Ethnic mix
Income distribution
POLITICAL/LEGAL
PHYSICAL
TECHNOLOGICAL
GLOBAL
Arena in which organizations and interest groups compete for attention, resources, and a voice in overseeing the body of laws and regulations guiding the interactions among nations as well as between firms and various local governmental agencies
Concerned with a society's attitudes and cultural values
Includes the institutions and activities involved with creating new knowledge and translating that knowledge into new products, processes, and materials
Includes relevant new global markets, existing markets that are changing, important international political events, and critical cultural and institutional characteristics of global markets
External environmental analysis
6
The objective of this analysis is identification of
Opportunities and
Threats
Opportunity – a condition in the external environment that helps a company achieve strategic competitiveness, if exploited
Threat – a condition in the external environment that may diminish company’s efforts towards achieving strategic competitiveness
The four-step process includes
Scanning
Monitoring
Forecasting
Assessing
1. Scanning
Studying all the segments of the general environment
Early signals of changes an ...
1Chapter Two Literature ReviewStudents NameName of theEttaBenton28
1
Chapter Two: Literature Review
Student's Name
Name of the Institution
Course Number and Name
Professor
Due Date
Privacy Issues in Multi-Tenant Cloud Computing
Chapter Two: Literature Review
Introduction
A multitenant cloud is a cloud computing architecture that allows customers to share computing resources in a public or private cloud. Multitenant involves different cloud computing clients using or transferring a single computing infrastructure. This arrangement exposes the clients who have agreed to various privacy issues relating to their data and information stored in the cloud (Al-Ruithe et al., 2018). Evidence indicates that some of the privacy issues involved in multitenant cloud computing include data leakage, data breach, and exposure of the private data relating to clients involved in the agreement. As the number of people using cloud computing balloon, privacy issues are becoming a significant problem for many consumers who use the same cloud computing architecture in a private or public setting. It is essential to define what multitenant cloud entails before developing a clear concept or problem that can be investigated. According to Park et al. (2018), "A multitenant cloud is a cloud computing architecture that allows customers to share computing resources in a public or private cloud" (Park et al., 2018). Each tenant's data must be isolated in this cloud computing arrangement and cannot be accessed or seen by the partner tenant. However, the recent growth in technology has made data privacy in cloud computing challenges, posing a big problem to cloud computing providers.
The theoretical foundation for the current privacy issues in multitenant cloud computing is drawn from the study done by Park et al. (2018). According to Park et al. (2018), the most significant privacy issue in multitenant cloud computing is the lack of configurability. Configurability poses a colossal privacy issue in this infrastructure because the tenants have to share the same configuration. However, there is little evidence to provide this theory, and this study will play a significant role in contributing to this theoretical framework (Meng et al., 2021). The purpose of the current study is to investigate privacy and confidentiality issues in multi-tenancy cloud computing. Specifically, in this chapter, studies that have been done in the last five years focusing on this topic will be reviewed through a professional literature review.
Chapter Outline
The current chapter will be structured using headings and subheadings to ensure that each aspect is captured during the literature review. The study will be structured in 12 different sections, of which some may have sub-sections. The twelve sections in the current chapter will include introduction, chapter outline, search strategy, introduction to cloud computing, multi-tenancy cloud computing, and cloud computing deployment models. The other sections will consist of cloud computing service models, ...
1CHAPTER 6 CHINAChinaBook ReferenceTerrill, R. J. (EttaBenton28
1
CHAPTER 6: CHINA
China
Book Reference
Terrill, R. J. (2016). World criminal justice systems: A comparative survey. Routledge.
Concepts to Know
· Kuomintang
· Cultural Revolution
· Deng Xiaoping
· National People’s Congress
· Standing Committee
· The “Mass Line”
· Ministry of Public Security
· Residents’ Committees
· Criminal Detention
· Adjudication Committees
· Political-legal Committees
· Supreme People’s Court
· Basic People’s Courts
· Procuratorate
· People’s Assessor
· Confucians
· Legalists
· Compulsory Measures
· Administrative Regulations
· Labor Camps
· Death Penalty
· Bang-jiao
Introduction
CHINA is an ancient country that has one of the oldest civilizations on earth. Its written history is almost 4,000 years old, and throughout much of its existence, its cultural traditions have had a profound impact on the entire East Asian region. China occupies much of the mainland of East Asia and shares land borders with 14 countries (Afghanistan, Bhutan, India, Kazakhstan, Kyrgyzstan, Laos, Mongolia, Myanmar, Nepal, North Korea, Pakistan, Russia, Tajikistan, and Vietnam). With a geographical area of about 3.7 million square miles, China is slightly larger than the United States (see Figure 6.1). Among the countries of the world, only Russia and Canada are larger in area. Unlike the United States, where almost 20 percent of the land is utilized for agriculture, China cultivates around 10 percent of its land on a permanent basis.
Because of rugged and inhospitable geographical conditions, particularly in the western regions, large areas of China are uninhabited. As a result, approximately two-thirds of the population live along the east coast, which represents about one-fifth of the land. China has long held the distinction of having the world’s largest population at more than 1.3 billion. This figure is greater than the combined populations of Europe, Russia, and the United States. More than 91 percent of the people belong to the Han ethnic group. All of the other ethnic minorities represent less than 1 percent of the population, with the exception of the Zhuang minority at 1.3 percent of the total population.
Approximately 31 percent of the labor force is employed in agriculture and forestry, with industrial and service ventures employing 30 and 36 percent, respectively. Iron, steel, and textiles are among the more prominent industries. In 1978, Chinese leaders initiated a program to modernize agriculture, industry, science and technology, and national defense. Their goal was to achieve a fairly advanced industrialized country by the year 2000. This program was prompted, in part, by the fact that the standard of living had been in a considerable state of decline since the 1950s.
Throughout China’s more recent political history under communism, the state essentially owned the industrial enterprises and commercial ventures of the country. Because people were guaranteed life-long employment, concerns about workforce productivity had been negl ...
1Chapter 9TelevisionBroadcast and Beyond2EttaBenton28
1
Chapter 9
Television:
Broadcast and Beyond
2
Sinclair Broadcast Group
Family run group of 173 stations in 81 markets; affiliated with Fox, ABC, CBS, NBC and Univision
Questions about corporate “must run” messages sent to affiliates brought company into the news
3
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
3
Sinclair Broadcast Group
Required broadcast of conservative commentaries
Biggest controversy was script complaining about “fake news” sent out to all stations to be recorded by local anchors
4
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
Invention of Television
Philo T. Farnsworth
1922: diagrams plans for television at age 16
1930: receives patent cathode ray tube
RCA attempted to promote its own Vladimir Zworykin as inventor of TV
1947: Farnsworth’s television patent expires just before TV starts to take off
5
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
5
Beginning of Broadcast Television
1939: NBC starts broadcasting, most sets in bars, restaurants
1942: TV manufacturing suspended for duration of WW II; most stations go off air
Licensing of new TV stations suspended 1948–1952, leaving many cities without television
6
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
6
Lucy & Desi End Live TV
1951: Lucille Ball and Desi Arnaz create I Love Lucy
One of the first sitcoms to be filmed, rather than live
Lucy and Desi hold onto syndication rights to the show, still being broadcast today
7
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
7
Color Television
1950s: early experiments in color television
1965: Big Three networks broadcasting in color
NBC peacock logo designed to tell B&W viewers show was in color
Early color TVs cost equivalent of big screen TVs today
8
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
8
Beginning of Cable Television
Community antenna television (CATV)
Early form of cable television used to distribute broadcast channels in communities with poor television reception
Relatively expensive, was source of a good TV signal, not additional programming
9
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
9
Rebirth of Cable
By mid-1970s, FCC began loosening rules on cable companies
1975: HBO starts providing programming nationwide, sending signal to local cable companies via satellite
Key point: HBO could send programming to 1,000 cable companies as cheaply as to one
10
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
10
Ted Turner – Cable Pioneer
1963: inherits failing billboard company from father
1970: buys Channel 17 in Atlanta
Buys Atlanta Braves and Hawks sports franchises to provide programming for channel
Turns Channel 17 into Superstation WTBS in 1976, takes local station national
11
Hanson, Mass Communication: Living in ...
1CHAPTER 5 RUSSIARussiaBook ReferenceTerrill, R. J.EttaBenton28
1
CHAPTER 5: RUSSIA
Russia
Book Reference
Terrill, R. J. (2016). World criminal justice systems: A comparative survey. Routledge.
Concepts to Know
· Marxism–Leninism
· Mikhail Gorbachev
· Democratization
· Constitution of the Russian Federation
· President of the Russian Federation
· Federal Security Service (FSB)
· Propiska
· Constitutional Court of the Russian Federation
· Judicial Department
· Procuracy
· Defense Counsel
· Justices of the Peace
· Jury
· Material Definition of Crime
· Measures of Restraint
· Plea Bargaining
· Ministry of Internal Affairs (MVD)
· Commission on Juvenile Affairs
Introduction
THE LONGEST-RUNNING social science experiment of the twentieth century officially ended on December 25, 1991, with the resignation of Mikhail Gorbachev as president of the Soviet Union. From the Bolshevik Revolution of 1917 until Gorbachev’s resignation, the rulers of the Soviet Union had attempted to create a communist society that would be the envy of the world. Support for this goal was continual for more than 70 years, but the sense of purpose and direction began to unravel during the late 1980s. The principal cause for this shift in opinion was Gorbachev’s alternative rationale for achieving socialism. Although his ideas were a radical departure from some of the basic tenets of Leninism, Gorbachev generally favored implementing them incrementally. Nevertheless, disaffection with these ideas became quite pronounced among devoted communists, which led to the attempted coup of August 1991. This was followed by Gorbachev’s resignation and the formal dissolution of the country by year’s end.
The Soviet Union had been composed of 15 republics: Armenia, Azerbaijan, Byelorussia, Estonia, Georgia, Kazakhstan, Kirghizistan, Latvia, Lithuania, Moldavia, Russia, Tadzhikistan, Turkmenistan, Ukraine, and Uzbekistan. Russia was not only the largest republic in terms of territory and population, but it also dominated the policies of the Soviet Union—so much so that the words Russian and Soviet were often used interchangeably when referring to the foreign and domestic policies of the Soviet Union. Today, Russia is the largest country in the world, almost twice the size of the United States. It encompasses more than 6.5 million square miles that stretch from Eastern Europe through the northern half of Asia. The population of about 139 million has become more urban over the past 50 years. In fact, it has reached about 80 percent of the population— almost an exact reversal of the urban and rural ratio at the time of the 1917 Revolution (see Figure 5.1).
Russia is a federation consisting of six categories of administrative units. These include 21 republics, nine territories, 46 provinces, two federal cities, one autonomous republic, and four autonomous regions. Among these administrative units, the republics have the greatest claim to self-government. Although Russians comprise more than 80 percent of the country’s population, there are some 126 national ...
1Chapter 6Newspapers and the NewsReflections of aEttaBenton28
1
Chapter 6
Newspapers and the News:
Reflections of a Democratic Society
2
When Is It News That an Entire City
Is Being Poisoned By Its Water Supply?
City of Flint, Mich., had high levels of lead in its water after changing from lake to river water
Local journalists say they were slow to respond because officials said water was ok
But local journalists eventually drove the story to receive national attention
3
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
National journalists saw it as heartland story, followed national stories instead
Communities depend on local journalism for news about important local occurrences
When Is It News That an Entire City
Is Being Poisoned By Its Water Supply?
4
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
Early Newspapers
1618: Curanto, published in Amsterdam, is first English-language newspaper
1622: newspapers being published in Britain, distributed through coffeehouses
Followers of church reformers John Calvin and Martin Luther among earliest publishers
5
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
5
Colonial Publishing
1690: Publick Occurrences, first paper published in American colonies
Colonial newspapers subject to British censorship
6
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
6
Colonial Publishing
1721: New England Courant
Published by James Franklin, Ben’s older brother
First paper published without “By Authority” notice; James sent to prison for doing so, Ben takes over publishing paper
7
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
7
Early American Newspapers
Audience primarily wealthy elite
Published by political parties
Focused on opinion, not news
Expensive and had small circulation
Generally bought by prepaid subscription
8
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
8
Penny Press Revolution
Benjamin Day’s idea: The New York Sun – “It shines for all”
Sold on the street for one or two cents
Supported primarily by advertising
9
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
9
Penny Press Revolution
First papers to shift focus on news
Journalistic objectivity developed as a way to appeal to larger audiences
Rise of working class supported penny press growth
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
10
10
A Modern Democratic Society
Rapidly growing number of papers
Growing number of people working for wages
U.S. transforming from rural to urban society
Expanding interest in national and global events
Newspapers promoted democratic market society
People acquire the news “habit”
11
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
11
Newspaper Wars: Hearst vs. Pulitzer
Joseph Pulitzer’s New York World
Creation of the front page
Often staged sensational ...
1CHAPTER 4 SOUTH AFRICA South AfricaConcepts to Know·EttaBenton28
1
CHAPTER 4: SOUTH AFRICA
South Africa
Concepts to Know
· Afrikaner
· Apartheid
· Natives Land Act (1913)
· African National Congress
· National Party
· Group Areas Act (1950)
· Nelson Mandela
· Freedom Charter (1955)
· Truth and Reconciliation Commission
· Ubuntu
· National Assembly
· Public Protector
· Independent Police Investigative Directorate
· S v. Makwanyana (1995)
· Judicial Service Commission
· Law Reform Commission
· Constitutional Court
· Advocates
· Assessors
· Inspecting Judge
· NICRO
· Child Justice Act (2008)
Introduction
SOUTH AFRICA encompasses the southern tip of the African continent. It is the ninth largest country on the continent and the thirty-third largest in the world. Its northern border is shared with Namibia, Botswana, Zimbabwe, Mozambique, and Swaziland. Its coastline borders the Indian Ocean on the east and south and the Atlantic Ocean on the west. In addition, South Africa surrounds the small country of Lesotho, which is approximately the size of the state of Maryland. Lesotho is a constitutional monarchy that gained its independence from the United Kingdom in 1966 (see Figure 4.1).
The population of South Africa is almost 53 million and consists of 79.5 percent black, 9 percent white, 9 percent “colored,” and 2.5 percent Asian or Indian residents. The use of the word “colored” in the South African context refers to people of mixed race and often is associated with people of African and Dutch ancestry. The principal industries of the country are minerals, mining, motor vehicles, and machinery. South Africa is a significant producer of platinum, manganese, gold, and chrome. Its major trading markets include China, Germany, the United Kingdom, and the United States.
South Africa has 11 official languages: Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, and Xitsonga. With the exception of Afrikaans and English, the other languages are all Bantu languages. Bantu languages are spoken by more than 100 million Africans in east, central, and southern Africa. Afrikaans is a seventeenth-century variation of Dutch that has been considered a distinct language since the nineteenth century. Approximately 7 percent of the South African population are Afrikaners, that is, people who trace their roots to the early Dutch, French, and German settlers. Most of the English spoken is by nonwhites, along with approximately 2 million English-speaking whites who trace their ancestors to British immigrants and to the 1 million people of Asian/Indian origins.
Throughout the second half of the twentieth century South Africa was associated most with its policy of apartheid, a white supremacist ideology that emphasized white domination and racial discrimination. More will be said about apartheid shortly. First, an outline is offered of the arrival of white Europeans to this part of Africa and the pre-apartheid policies of racial segregation that had been introduced and in practice for a num ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. 1
4
Milestone 4
Student’s Name
University Affiliation
Southern New Hampshire University
Milestone 4
Description of the Initiative Evaluation Plan
Initiative evaluation involves systematic mechanisms for
gathering, reviewing, and utilizing information to answer
questions concerning the initiative, policies, and programs,
specifically about their effectiveness and efficiency. Initiative
evaluation can entail both qualitative as well as qualitative
techniques of social research. The initiative evaluation plan also
contains the intended use of the evaluation outcomes for the
program enhancement and decision making. The evaluation plan
serves to clarify the initiative’s purpose and expected results
(Dudley, 2020). The evaluation plan provides the direction that
the monitoring should take based on the initiative priorities, the
available resources, time, and skills required to complete the
2. evaluation.
The initiative will have a well-documented plan to foster
transparency as well as ensure that stakeholders are on a similar
page with concerns about the purpose, use, and also the
beneficiaries of the evaluation outcomes. Utilization of the
evaluation outcomes is not a thing that can be wished when
implementing an initiative. Instead, it must be planned,
directed, and ensured to have intentions (Dudley, 2020). The
evaluation plan for this initiative will have many benefits,
including facilitating the capacity to establish strong
connections with partners and stakeholders. The program is also
essential for creating the initiative transparency to the
stakeholders and decision-makers. The plan also serves as
advocacy means for evaluation resources based on negotiated
priorities. The procedure for evaluation initiative is also critical
for helping in identifying whether there are enough intervention
resources and time to realize the desired evaluation exercises
and provide answers to prioritize evaluation questions.
When developing the plan for evaluating the initiative targeting
to promote health and wellbeing in the community, the key
steps must be to develop an effective strategy. The key steps to
be followed when creating the evaluation plan differ depending
on the project type to be evaluated. The first step entails
engaging the stakeholders. When finding the purpose of the
evaluation procedures, it is crucial to determine its purpose and
the stakeholders involved in the implementation process of the
intervention. Identifying the purpose of the evaluation process
and stakeholders involved is critical because the two
components serve as the basis for evaluation planning, target,
design, and comprehension of the outcomes. Stakeholders'
engagement is necessary to enable the support of the evaluation
process. Involving stakeholders in the evaluation process can
have many advantages. Stakeholders comprise the people who
use the evaluation outcomes, support and keep the initiative or
those impacted by the intervention activities or evaluation
outcomes.
3. Involving stakeholders in the evaluation process will help in the
determination and prioritizing of fundamental evaluation
questions. Stakeholders are essential in the pre-test data-
gathering instruments and the implementa tion of the evaluation
activity. When the stakeholders are involved in the evaluation
process escalates the credibility of review and interpretation of
the evaluation information. The second step of the evaluation
process entails the description of the initiative. Report of the
initiative clarifies the purpose of the program, phases of
development, activities, the capacity of the initiative to enhance
health, and execution context. The collaborative
comprehending of the initiative and what the evaluation can do
and cannot provide is critical to evaluating the evaluation
exercise and the assessment outcomes.
The third step in the evaluation plan of the initiative entails
focusing on the evaluation process. The amount of information
gathers concerning the industry is potentially limitless. The
evaluation process is always restrained by the figure of question
that can be realistically asked answered with quality, the
mechanisms that can be utilized, the feasibility of the data
gathering, and the available resources. Developing the focus of
the evaluation starts with identifying the primary purpose of the
evaluation process. The third step is the most interactive phase
developing the evaluation process and reviewing steps one and
two for improving the plan and decision-making process. The
fourth stage of the evaluation process involves gathering
credible evidence. This phase of the procedure entails selecting
appropriates techniques that fit the evaluation questions chosen.
The appropriate techniques guide the evaluation strategy, and
evaluation is sometimes forced to fit the method. The fifth step
is of the evaluation process involves planning for conclusions.
The phase entails reviewing the information gathered,
interpreting and designing decisions from initiative information.
The stage is required to turn the data collected into meaningful,
valuable, and reachable data. The last phase of the evaluation
process involves planning for disseminating and sharing the
4. lessons learned. The previous step entails utilizi ng the results
from the evaluation process to share the lesson learned,
communication, and dissemination of the outcomes.
How success will be measured
Measuring the initiative's success is one of the critical steps for
implanting the project that will benefit the targeted audience
population. Measuring success involves various steps for
capturing the needed information (Davis, 2017). The first step
for measuring the success initiative is the schedule. The success
of the intervention is measured by whether or not it was
implemented within the original timelines (Davis, 2017).
Skilled program managers know how hard it is critical to
implement the initiative on the set timeline. However, it is
possible when the managers continuously evaluate the progress
made. To ensure that the industry stays on schedule, the
evaluation of the program must be done periodically after every
implementation phase.
The second step for measuring success is quality. The end of the
project phase is an appropriate time for quality analysis. The
purpose of the quality analysis is to measure whether the
initiative is successful and evaluate if what is being conducted
meets the levels set out in the quality plan. Measuring success
also entails cost analysis, which is critical for comparing the
current actual spending corresponding to the set budget. The
successful initiative is consistently implemented within the
budget allocated for the activities. The success of the industry
is also measured through the level of stakeholders' satisfaction.
The projects are implemented within the set schedule, time, and
cost, and the anticipated quality will satisfy the stakeholders.
They may pledge for the further support of the initiative (Davis,
2017). Therefore, when measuring the industry's success, i t is
essential to find out how they feel about the intervention and
what they feel can be done differently. The last stage for
measuring the success of the initiative entails reviewing
performance to the business case. During the phase to find out
the level of success of the intervention, it is essential to review
5. back business case and see what was initially agreed upon.
How failure will be measured
The process of measuring the project's failure will entail
measuring the level of executives' and stakeholders'
engagement. Reduced stakeholders' meeting signals the collapse
of the project. The initiative's loss will be measured by
monitoring the communication across the organization and
within its functional departments. The failure of the industry
will be measured by the lack of team interest and involvement.
Team engagement is very critical for the success of the project.
At what Intervals the Measurement will be taken
The measurement of the success and failure of the initiative will
be taken periodically, particularly after every implementation
phase. Measuring each stage of initiative implementation is
essential because it ensures the implementation process takes
place within the scheduled time and with the initially allocated
resources.
Impact of the Initiative on Institution Stakeholders, including
Student Population
During the implementation process of the initiative, the student
population audience makes a resolution that they will be
engaging in regular exercise and watching diet to promote their
general health and wellbeing. The long-term impact of this
outcome is that there will be robust development in mental and
physical development for the student population. The
stakeholders' participants pledge to support the students'
initiative targeting the promotion of health, which will increase
awareness on the rise of public health programs within the
schools and around the community at large.
Communication Plan for the Initiative
The communication plan for the initiative will identify how
essential information will be conveyed to the stakeholders
through the projects. The communication plan of the industry
will determine the people responsible for receiving the
communication how these people will receive it. The program
also outlines when they will receive the information and how
6. intervals of the contact. The initiative communication plan has
the primary function of keeping track of the project. Creating
the communication plan follows specific guidelines and for
effective delivery of the information.
When formulating the communication plan, the first step will
involve choosing the appropriate format. Selecting a platform
where it will be easy to collect feedback for the communication
plan and share or store the schedule for the team and
stakeholders to refer to (Zakia & Marsidin 2020). The second
step when developing the communication plan will involve
setting the communication goal. The communication plan of the
initiative will be guided by the goals the industry is planning to
realize. The third step when developing the commination plan
for the initiative will involve the identification of the
stakeholders. The stakeholders are an essential component in
the initial communication plan because they communicate
throughout the project and want feedback from the initiative's
progress. The fourth step when creating the communication plan
will entail the identification of mechanisms of communication.
The purpose of the communication plan is to get the appropriate
information so long with listing the stakeholders will be
communicated to. The last procedure for developing the
communication for the initiative is determining the person
responsible for communication updates. The initiative manager
will be accountable for identifying the people for sending and
receiving the information in the organization.
Key Audience
The key audience for the communication process will be the
stakeholders, employees of the organization, and the
beneficiaries of the project outcomes. The community and the
local authorities also form the key audiences for the
communication process of the initiative. Frequency of
communication
Communication will always be conducted daily within the
organization. The stakeholders' contact will be shown after
every implementation phase of the initiative. Other key
7. audience communication will be conducted on a need basis.
How Stakeholders Inputs will be Gathered
The communication plan will outline the process of gathering
stakeholders' inputs. Some of the ways stakeholders' inputs will
include small group facilitated workshops which will happen in
person. When in-person communication is not possible,
stakeholders' engagement will be gathered through conference
call interviews. Other mechanisms for collecting the
stakeholders' input will include focused groups discussion and
online surveys.
References
Davis, K. (2017). An empirical investigation into different
stakeholder groups perception of project success. International
Journal of Project Management, 35(4), 604-617.
Dudley, J. R. (2020). Social work evaluation: Enhancing what
we do. Oxford University Press, USA.
Zakia, R., & Marsidin, S. (2020, December). Reflection of
Leadership Organization Communication. In 2nd International
Conference Innovation in Education (ICoIE 2020) (pp. 76-80).
Atlantis Press.
CCOU 302
CCOU 305
Depression in Children & Adolescents: Stressed or Depressed?
Dr. Catherine Hart Weber
8. Course Description: With the increased link between stress
anxiety and depression it is
no wonder our kids are increasingly depressed. The increasing
pressures of society and
the educational system coupled with the expectations of parents,
teachers, and youth
workers have birthed an overstressed generation. This lesson is
designed to provide you
with an understanding of the stressors our kids and teens face.
You will learn how to
recognize stress and depression in kids and teens and how to
help them de-stress. You
will also be provided with the tools necessary to help parents be
a safe place for their
kids.
_______________________________________________
Learning Objectives: At the end of this lesson you will be able:
1. To recognize stress and depression in both children and
teenagers.
2. To practically help kids and teens de-stress from the
pressures and
expectations placed on their lives.
9. 3. To teach parents how to be a safe place for their kids in a
way that
helps them cope with the stresses and pressures their kids face
on a daily
basis.
_________________________________________________
Introduction: Suicide attempts, alcohol abuse, heart disease,
asthma, obesity, and
stomach problems have increased among young people today.
With the mounting
expectations and pressures they face we are left to wonder,
“How do we help our
overstressed kids?” In this lesson you will learn how to reduce
the stress and anxiety in
your child’s life and in the lives of the children you work with.
Helping parents
understand their purpose as a parent and how to effectively get
into the world of their
children is vital to their children’s health and well-being.
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stress-in-children/
11. CCOU 302
CCOU 305:
Stressed or Depressed?
Catherine Hart Weber
I. Stressed or Depressed?
A. 21% of children age 9-12 have been diagnosed with a mental
or addictive
disorder
B. Kids are more likely to be depressed than their parents; has
led to
increased…
1. Suicide attempts
2. Alcohol use
3. Heart disease
4. Asthma
5. Obesity
6. Stomach problems
C. Stress anxiety and depression are linked ______% of the
time.
II. How do we know kids are stressed?
A. Symptoms of fatigue/ feelings of being overloaded
12. B. Mood irritability, venting
C. Figidity or jumpy, little tics, restless
D. Headaches, upset stomach
E. Frequent colds, slowed immune system
A. Sleep problems
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stress-in-children/
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CCOU 302
G. Self-medication
III. An Overstressed Generation
A. Pressures
B. Expectations
IV. Helping children and adolescents de-stress
A. Pull parents in to help
B. Get physical exam
C. Understand what is causing the stress in their life (i.e.
identity,
14. relationships, academics)
C. Help parents; Encourage them to develop safety
D. Provide ideas on how to come out of depression
1. Relaxing
1. Passive recovery
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stress-in-children/
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CCOU 302
2. Active recovery
E. 8-10% of teens suffer from depression
V. Recognizing Adolescent Depression
A. Wearing a facade
B. Irritability, moodiness, acting out
B. Lack of interest; “I don’t care”
VI. Suspecting an adolescent may be depressed
A. Get help immediately
B. Kids need:
16. 1. Exercise
2. Good nutrition/ supplements
3. Sleep, rest, recovery time
4. Hope
“Depression is a disorder of the ability to regulate stress.”
--Harold Koplewicz
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stress-in-children/
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VII. Building on strengths
A. Meaningful connections
B. Laugh
C. Confidence & Competence
VIII. Helping parents be safe for their kids
A. Help them understand their purpose as a parent
B. Teach them to get inside the world of their kids
C. Have a plan of action
18. D. Help them understand their role as a parent
E. Authoritative parenting
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stress-in-children/
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Study Questions
1. What physical symptoms and behaviors are indicative of kids
who are
stressed?
2. Make a list of the demands and pressures tearing at our kids
today. What
expectations do they have to live up to?
3. In what ways can we help our kids de-stress? What is the
difference between active
and passive recovery? What is the link between stress and
depression?
4. How does depression manifest itself in kids and teens? What
behaviors should we
as adults look for that suggests depression in our kids? How can
20. we as child
advocates help parents be a safe place for their children?
5. If you suspect an adolescent may be depressed what should
you do? What is the
importance of getting help immediately? What other ways can
you build stress
resilience in your kids?
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Soul Care Notes:
Romans 5:3-5
Psalm 130
1 Kings 19:1-18
2 Samuel 22
2 Corinthians 4:9
Bibliography/ Reading List:
Hart, A. & Hart Weber, C. (2005). Stressed Or Depressed: A
22. Practical And Inspirational
Guide For Parents Of Hurting Teens. Nashville, TN: Integrity.
Koplewicz, H. S. (2002). More Than Moody: Recognizing And
Treating Adolescent
Depression. New York, NY: Penguin & Putnam, Inc.
Thomas, G. L. (2004). Sacred Parenting: How Raising Children
Shapes Our Souls.
Grand Rapids, MI: Zondervan.
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INSTITUTIONAL CHANGES 5
Georgia Learning Center.
Student’s Name:
Institutional Affiliation:
Professor’s Name:
Date:
Georgia Learning Center.Introduction.
Technology is revolutionizing all aspects and all approaches
that we once had to education. For any institution that is
offering education on a global capacity, there is a need to
change the school’s curriculum to incorporate new technology
and accommodate diverse learning styles. The institution is a
non-for-profit, and it accommodates students from all over the
world. This is why both internal and external stakeholders need
24. a transition to technology and a learning environment that
accommodates all students. So, the institution must ensure there
are diverse learning styles by considering the backgrounds of all
students. Students with different cultural, social, and economic
backgrounds learn differently. Providing all these students is
accommodated in a classroom is essential. It is also important to
incorporate technology as it is playing a huge role in today’s
learning environment.
According to Raja and Nagasubramani (2018), the learning and
interaction of modern-day students increase with the use of
technology. The authors assert that the transfer of knowledge
has become easy and effective with the use of technology in the
classroom. This provides enough reason why the institution
needs to accommodate technology. Ellington and Benders
(2012) state that adopting different learning styles wi ll ensure
all students are accommodated in a classroom with students
from diverse geographical locations. This is an institution with
students from all over the world and understanding their
learning styles and adopting them is essential. Reason for
expansion.
This change is required urgently because we are experiencing
very fast growth in the use of technology in the field of
education. Arkorful and Abaidoo (2015) assert that e-learning is
now playing a huge role in higher education. Technology is also
playing a huge role in the outside world, and it is important to
prepare our students to face the future world that will have been
taken over by technology. The use of technology will ensure
students will be able to learn and communicate with their
professors in whichever part of the globe they may be during
their holidays. This is a change that will affect both students
and the institution positively if implemented well. Resources
required.
To bring the plan to fruition, there are a resources that will be
required by the company in the form of funds. These are
outlined.
Expenditure.
25. Allocated resources.
Setting up virtual learning centers.
$20,000
Training teachers.
$10,000
Purchasing computers.
$50,000
Purchasing teaching rights(Legal compliance)
$50,000
Purchase of tablets.
$60,000
Delivery of study devices.
$20,000
Total expenditure.
$210,000Work plan.
E learning will be a combination of delivering the content to the
students through a digital platform and through face to face
learning. It will be a shift I learning that will consist of shifting
from the traditional face to face learning to the use of web tools
(Alhabeeb & Rowley, 2017). It will enhance collaborative
learning and it will create a platform for learning that will take
into consideration the requirements of all the students. Taking
into consideration that the institution is catering for the needs
of global students, incorporating technology will ease the
process through which content is delivered and it will make it
far more effective (Alhabeeb & Rowley, 2017). E learning will
principally change the approach to learning at the institution
and at the same time, it will make delivering of education easier
as well as attaining of the goal of the organization; being a not-
for-profit institution, its main aim is to ensure all students can
afford education. They are empowered with enough knowledge
regardless of their social or economic background in this age
and era of globalization.Timeline to attain initiative.
Enhancing the delivery of education is an issue that should be
considered to be paramount. As such, the timeline to be effected
is one that should ensure that delivery of the goal is attained as
26. fast as possible. From when the project is initiated, the setting
up of virtual running center is expected to take place within a
period of 4 months. These activities will run concurrently with
the procurement department calling for and analyzing tenders
for the supply of technological devices. The training of teachers
will then take place after the learning centers have been set up.
The goal is to familiarize them with content delivery across a
virtual space. It will take place for a month. The last step will
be the delivery of study devices to students. The time allocated
for this is a total of two months. Within this period, all
deliveries are expected to have been completed. The project
thus has an estimated timeline of 7 months prior to becoming
functional.Legal and Regulatory compliance.
Different countries have different legal requirements in the
delivery of education. As an organization that will be delivering
education globally, there are some regulations that must be
observed to ensure that the delivery of education to all people
Among the legal compliance that the Georgia Learning Center
will observe are The Family Education rights and Privacy acts
which gives students and parents a right to check their
performance records, The protection of minority student which
shall forbid asking personal questions to minority students, and
the freedom of information which will allow the institution to
hold on to students record as long as it deems necessary.Goals
and Objectives of E-learning.
These are the major achievements that the institution hopes to
make in terms of delivering their content through online
platforms. The goal of the foundation is to ensure that education
is achieved by all people in spite of geographical limitations.
The objectives of e-learning are:
1. Enhancing the quality of learning and teaching.
2. Improving the efficiency and also the effectiveness of content
delivery.
3. Ensuring that all students can access the school regardless of
their time zones.Steps to attain objectives.
27. Objective 1: Enhancing the quality of learning and teaching.
The most important element in any classroom is ensuring that
the students and the teacher can communicate effectively
(Alhabeeb & Rowley, 2017). As such, it will be important that
the students have a functional computer or smartphone device
that will help them stay connected to the classroom. All the
devices that will be used will need to be connected with a
microphone and a webcam. Some students may be struggling
with their devices and may not have the necessary funds to
purchase new ones (Lacurezeani et al. 2019). The costs can be
minimized through the use of easy solutions such as substituting
phones for webcams or enhancing the quality of the video by
using back cameras. Another resource that will be required is
the appropriate software.
Objective 2: Improving the efficiency and also the effectivene ss
of content delivery
It is essential to ensure that students will be able to access the
different files that they are sent by the instructors. Not all
students have printers and as such, there is the need to make use
of scanning applications such as Adobe Scan so that hand
written work can be neatly submitted. Funds will be required to
allocate access devices (Lacurezeani et al. 2019). The aim of
the organization is to ensure accessibility of education to all
students but, the limitation to this aim is the technological
devices necessary to access the school platforms. As such, some
of the funds that are directed at the setting up and facilitating of
physical learning will be diverted towards purchase and
delivery of laptops and tablets to the students. Fund reallocation
will be essential if the goal of availability of learning is to be
achieved. The impact of this will be less funds directed towards
the creation of physical spaces to more funds allocated towards
the setting up of virtual spaces.
Objective 3: Ensuring that students can access the school
regardless of their time zones.
28. Education can only be delivered successfully if students are
able to access classes on time. It imply that all students should
be able to access the class content irrespective of the time zones
in which they are located. To see to this, the teachers will be
expected to make videos while teaching and further upload their
content on online data bases. It will give all students a chance
to access the classes rather than some being inconvenienced by
attending classes at inappropriate hours.Key personnel.
These are the people that will initiate the e-learning project.
The essential stakeholders in this case will be the CEO if the
organization, and the head of the technological department.
They are involved in all the stages of the creation and also the
development of the e-learning project. It is they who will either
approve or disapprove the course that the project will take and
also, they will play the role of overseers to ensure the project
stays on track at all times Martin, F., & Parker, M. A. (2016).
The project manager will be expected to monitor the daily
operations of the team and also be responsible for the success of
the project. As such, the manager is expected to be a great
planner, able to execute plans, have knowhow on the project
timeline and be a good manager of teams.
To guide the instructional designer, explain and elaborate on
any doubt regarding the project and check the flow of the
content, there will be trainers and subject matters experts. It is
these people that will be charged with the role of checking the
success pf the project as well as ensuring that students and
teachers are trained on the use and the access of online
classrooms. Further, translators will also play a role in the
classrooms Martin, F., & Parker, M. A. (2016). With learning
occurring on a global scale, it is essential to take into
consideration people that communicate with different
languages. Translators will thus ensure that content is deli vered
in a language that all the students will be able to
comprehend.Conclusion.
There is a need to change the school’s curriculum to incorporate
new technology and accommodate diverse learning styles. The
29. institution is a non-for-profit, and it accommodates students
from all over the world. Technology will define the success of
future learning. It should be the aim of every learning
institution to include technology in service delivery so that the
maximum number of people can be impacted
References.
Alhabeeb, A., & Rowley, J. (2017). Critical success factors for
eLearning in Saudi Arabian universities. International Journal
of Educational Management.
Lacurezeani, R., Buchmann, R., Bresfelean, P., & Mares, V.
(2019). The Place of e-Learning in Romanian Universities'
Strategies. Informatica Economica, 15(1).
Martin, F., & Parker, M. A. (2016). Use of synchronous virtual
classrooms: Why, who, and how. MERLOT Journal of Online
Learning and Teaching, 10(2), 192-210.
Raja, R., & Nagasubramani, P. C. (2018). Impact of
modern technology in education. Journal of Applied and
Advanced Research, 3(1), 33-35.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning,
advantages and disadvantages of its adoption in higher
education. International Journal of Instructional Technology and
Distance Learning, 12(1), 29-42.
Running head: INSTITUTIONAL CHANGE 2
INSTITUTIONAL CHANGE 2
30. Overview of the Institution & Analysis of Need for Change
Deanna Buchanan
Southern New Hampshire University
Overview of the Institution
The hypothetical institution selected is a 4-year or above
private, not-for-profit institution in the category of A&S-
F/NGC: arts & sciences focus. This is an institution where over
80% of bachelor’s degrees focus on science and art. In these
institutions, “no graduate degrees were awarded in fields
corresponding to undergraduate majors” (Canergie
Classification, 2010). The instructional program of this
institution focuses on undergraduate education, and this is
regardless of the availability or extent of graduate education.
The institution has a majority of undergraduate enrollment
because it is a not-for-profit education and the most important
component of the institution is undergraduate education.
Vision, Mission, and Goals for the Institution
Mission
The institution provides students with quality educational
experiences in a diverse and free education setting leading to
successful completion of degree programs and proficiency in
basic skills. The institution focuses on career success by
fostering critical thinking, creativity, cultural awareness, and
31. effective communication. We strive to meet the needs of our
student population, which is geographically diverse, by
embracing equity and accountability through data-guided
decisions and achievable learning outcomes.
Vision
The institution focuses on providing successful education
opportunities to all students regardless of their background to
ensure their needs are met and empower them to counter life
challenges in the future.
Goal
Being a not-for-profit institution, its main aim is to ensure all
students can afford education. They are empowered with enough
knowledge regardless of their social or economic background in
this age and era of globalization.
The Need for the Change at the Institution
There is a need to change the school’s curriculum to incorporate
new technology and accommodate diverse learning styles. The
institution is a non-for-profit, and it accommodates students
from all over the world. This is why both internal and external
stakeholders need a transition to technology and a learning
environment that accommodates all students. So, the institution
must ensure there are diverse learning styles by considering the
backgrounds of all students. Students with different cultural,
social, and economic backgrounds learn differently. Providing
all these students is accommodated in a classroom is essential.
It is also important to incorporate technology as it is playing a
huge role in today’s learning environment.
According to Raja and Nagasubramani (2018), the learning and
interaction of modern-day students increase with the use of
technology. The authors assert that the transfer of knowledge
has become easy and effective with the use of technology in the
classroom. This provides enough reason why the institution
needs to accommodate technology. Ellington and Benders
(2012) state that adopting different learning styles will ensure
all students are accommodated in a classroom with students
32. from diverse geographical locations. This is an institution with
students from all over the world and understanding their
learning styles and adopting them is essential.
This change is required urgently because we are experiencing
very fast growth in the use of technology in the field of
education. Arkorful and Abaidoo (2015) assert that e-learning is
now playing a huge role in higher education. Technology is also
playing a huge role in the outside world, and it is important to
prepare our students to face the future world that will have been
taken over by technology. The use of technology will ensure
students will be able to learn and communicate with their
professors in whichever part of the globe they may be during
their holidays. This is a change that will affect both students
and the institution positively if implemented well.
References
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning,
advantages and disadvantages of its adoption in higher
education. International Journal of Instructional Technology and
Distance Learning, 12(1), 29-42.
Carnegie Classification (2010). Classification Description:
Undergraduate Instructional Program Classification. Retrieved
from
33. https://carnegieclassifications.iu.edu/2010/descriptions/ugrad_p
rogram.php
Ellington, S., & Benders, D. (2012). Learning Style and it's
importance in Education. Accessed on 27th September 2021
https://www. researchgate.
net/publication/256022625_Learning_Style_and_it's_importance
_in_Education.
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern
technology in education. Journal of Applied and Advanced
Research, 3(1), 33-35.
HEA 690 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your Master of Science
in Higher Education Administration, you will complete a
capstone that integrates the knowledge
and skills you have developed in previous coursework and over
the duration of the term by creating a change initiative proposal
where you will develop a
hypothetical institution to focus on from a provided list of
characteristics that address institution type, type of change, and
source of change. The combination of
the three will be the foundation of the hypothetical institution
and scenario that you will use for your capstone. With those
selections made, you will present a
clear, justifiable case for the institution to approve, support, and
fund your change initiative. To do so, you will develop a
coherent plan of action that
incorporates relevant tools, technologies, and resources needed
to implement the proposed change initiative. In addition, you
34. will identify a change
management strategy and comprehensive communications plan.
Finally, as a necessary component of any initiative, you will
then outline an evaluation plan for
the change initiative that will help future institutional leaders
evaluate success. The second component of this capstone entails
the development of a professional
presentation for senior executive review that provides an
overview of the initiative and its key components, with the goal
of gaining leadership’s support for your
change proposal.
Evaluation of Capstone
This capstone will be assessed somewhat differently than other
courses you have taken online at SNHU. There are two separate
components that operate
together to comprise the whole capstone experience and are not
assessed separately. You will be evaluated on both as a unit in
determining whether you have
demonstrated proficiency in each outcome. Your instructor will
guide you through this process, keeping a running narrative of
your strengths and weaknesses in
relation to the outcomes as you progress through the class. Your
work is expected to meet the highest professional standards.
This assessment will evaluate your mastery with respect to the
following outcomes:
, develop and implement innovative strategies based
on empirically derived data and research to address the
challenges facing higher education
which further an institution’s mission, vision, and goals
program
effectiveness that address underrepresented needs of the
35. increasingly diverse college
student population
education for its reciprocity between institutional, local, and
national policy
inform institutional decision making
collaboration, and data-based continuous improvement as an
administrator across institutional
units
to budgeting, resource allocation, and funding to support an
institution’s strategic goals
Prompt
You will first develop a change initiative proposal between 16
and 20 pages that provides, at a minimum, an overview of the
institution and analysis of need for
change as well a series of plans including an action, evaluation,
and communication plan. You will also submit a presentation
that should be developed for your
identified target audience.
Capstone Component 1: Change Initiative Proposal
For the first of the two capstone components, you will prepare a
36. proposal that seeks to obtain approval, support, and funding for
a change initiative at a
hypothetical institution of higher education that is described by
a set of characteristics of your choosing. Importantly, you will
also propose how your initiative
will be funded, with a focus on the institution’s budgetary
reallocation from existing programs or efforts.
You will base the hypothetical institution on your choice of
characteristics from a provided list that address institution type,
type of change and intended goal,
and source of change. The combination of the three will be the
foundation of the hypothetical institution that you will use for
your capstone. You are encouraged
and expected to add additional details and nuances to your
selected institution type, type of change and intended goal, and
source of change, all in line with your
particular areas of interest and expertise. You will then develop
a comprehensive proposal to facilitate innovative change for
that hypothetical institution, as the
product of Capstone Component 1.
Institution Type
Institution type presents institutions with differing
characteristics based on the Carnegie Classifications. The
Carnegie Classification system offers higher
education researchers and policymakers a framework for
referencing and grouping roughly comparable institutions. The
classifications are time-specific
snapshots of institutional characteristics and activities based on
national data. Please consult this website for a definition of
each of the characteristics and
categories included in the table below.
Institution Type
37. Inst. Level &
Control
Instructional Program Enrollment
Profile
Undergraduate
Profile
Size &
Setting
1 4-year or
above
Private not-
for profit
Undergraduate: A&S-
F/NGC
ExU4
FT4/MS/LTI
S4/HR
2 4-year or
above
Public
Graduate:
CompDoc/NMedVet
39. L2
5 4-year or
above
Private
Any VHU or HU or
MU
PT4 M4/NR or
L4/NR
6 Your choice – please specify in the Overview of the
Institution & Analysis of the Need
for Change section of your Proposal--
Type of Change and Intended Goal
1. Curricular change–to incorporate new technology and
accommodate diverse learning styles
2. Administrative change–to improve efficiency, effectiveness,
and service to the customer
3. Academic support change–to systemically improve retention
and completion rates
4. Academic program change–to connect academic offerings
(and graduates) to the needs of the economy
5. Mode of delivery change–to systematically change mode of
delivery options for a diverse student audience from traditional
bricks and mortar to a
completely asynchronous environment
6. Academic philosophy change–to shift the academic enterprise
to a competency-based model
40. 7. Your choice–please specify in the Overview of the Institution
& Analysis of Need for Change section of your proposal
Source of Change
1. Internal–an internal group of stakeholders or leaders is
requesting change. These might include faculty, administrators,
or staff.
2. External–an external group of stakeholders or leaders are
requesting change. These might include parents, lawmakers, a
governing board, influential
funders, or accrediting bodies, among others.
3. Internal and External—forces are such that the request or
need for change are coming from both internal and external
forces.
The following sections should be included as a minimum, but
you are not limited to this set:
I. Overview of the Institution & Analysis of Need for Change
This section should:
A. Provide an overview of the institution. At a minimum, you
should identify its level, control, instructional program,
enrollment, undergraduate
profile, size, and setting. Include other information that you feel
is necessary to establish a solid foundation for understanding
the institution you
have designed.
B. Provide a vision, mission, and goals for the institution you
have designed that is in alignment with, and supportive of, the
41. Carnegie Classifications
that you have selected.
C. Describe the need for the change at the institution. At a
minimum, you should specify with relevant data, the need that
your change initiative
will address within the context of the institution’s mission,
vision, and goals. It is also important to discuss the urgency of
the change or time
implications, and describe the impact if the change initiative is
not undertaken.
II. Action Plan: In this area you should specify what you are
proposing to do to address the need for change. This should be a
coherent plan of action that
incorporates relevant tools, technologies, and resources in the
implementation of the change initiative and ensures continued
compliance with legal and
regulatory requirements. At a minimum, provide a clear,
detailed work plan and implementation timeline. You may use
tables, outlines, or flowcharts as
necessary. You must address the following elements:
A. Specify the goal and at least three specific objectives for
your initiative. Guidance on the difference between goals and
objectives can be found
here.
B. Describe the steps that will be followed for reaching the goal
associated with each objective.
C. Identify the types of resources necessary to implement your
42. proposal (supplies, equipment, collection materials, staffing)
and estimated cost.
You should also propose a funding source through reallocation
of existing financial resources and articulate the impact of that
reallocation on
institutional stakeholders and mission and goals.
D. Briefly outline the roles and duties of key personnel needed
to complete these steps and the rationale for including each of
these individuals,
teams, committees, consultants, or other personnel.
III. Approach to Change: Describe how you propose to address
the change elements of this initiative. At a minimum, you
should specify who you see to be
the key stakeholders and change agents, what leadership
philosophy on change you propose will guide the change
initiative, and in what way this may
influence individual, collaborative, and organizational
structures.
IV. Evaluation Plan: This should include a comprehensive
description of the initiative’s evaluation plan. Consider
including how, and at what interval,
success or failure will be measured, and how the initiative
might impact the institution's stakeholders, including the
student population.
V. Communication Plan: This section should describe thorough
strategies and approaches to communication as is related to this
43. initiative. At a minimum,
you should discuss the intended key audiences, how the
communications will be delivered and at what frequency, and
how stakeholder input will be
gathered. You should consider including additional information
that you think is necessary to ensure a successful
communication of your proposed
change initiative over the long term.
Capstone Component 2: Presentation
After outlining an evaluation plan for the change initiative that
will help future institutional leaders evaluate success as your
first capstone component, you will
develop your second capstone component—a professional
presentation for senior executive review that provides an
overview of the initiative and its key
components, with the goal of gaining leadership’s support for
your change proposal. Your presentation should both articulate
a convincing need for change with
a defined plan to move forward and appeal to the leadership of
your hypothetical institution.
During the course of your career, you may be called upon to
conduct research and deliver findings in professional settings.
No matter how extensive the research
or accurate the conclusions, a weak presentation can undermine
your argument. A presentation is a tool to assist in making your
case to important stakeholders.
You should envision yourself giving this presentation before the
most senior leaders of your institution, including the
chancellor/president and his or her most
senior advisors.
https://www.range.co/blog/difference-between-goals-and-
44. objectives
This is your opportunity to demonstrate your understanding of
the need for change and your recommended solution. You will
present an overview of the need
for change and proposed action plan in a well-organized and
clear manner. Remember that you are seeking support of the
proposal, so delivering a coherent
message in a time-sensitive way is critical.
You should tailor your presentation to your audience, keeping
in mind that you are sharing your proposal with the most senior
leaders at your institution. This is a
high-stakes presentation! Prioritize explaining higher-level
information about the change initiative rather than low -level
details in order to help communicate a
clear understanding of what your plan is. Build confidence in
your audience that your change initiative will positively impact
your institution.
Add your voice to your presentation to bring it to life. This is
your opportunity to showcase your change initiative proposal
and explain how it will benefit your
institution. Keep your content professional, but feel free to add
some appropriate panache. You should include either speaker
notes with your presentation
(embedded or as an additional Microsoft Word document) or
audio narration. While you are welcome to develop your
presentation in Microsoft PowerPoint
slides, you may wish to explore the following presentation tools
to optimize audience engagement:
Presentation Tools:
45. a PowerPoint
presentation.
-on for Microsoft PowerPoint that allows you
to zoom in on details in slides, embed slides within others, etc.
for a Prezi-like experience.
Download necessary.
line.
webcam and microphone.
Awesome
Presentations and Slideshows
Presentation Resources: You may also find the following
resources helpful as you create your presentation:
extensive advice on how to maximize presentation tools to
convey your message to your audience.
specific guidance on optimizing your PowerPoint presentations.
pointers for tailoring your presentation to high-level
stakeholders.
46. Since you will not actually deliver this presentation in person,
you must create a self-sustaining presentation, with speaker
notes or audio included. The
presentation should adhere to the principles of an effective
presentation and all of your sources should be cited properly.
There is no minimum or maximum
number of slides required. You should use your best judgment
to create a presentation of appropriate length that will convey
all of the necessary information
while keeping the attention of your audience.
http://prezi.com/
http://www.microsoft.com/en-
us/download/details.aspx?id=28558
http://www.slideshare.net/
http://www.google.com/slides/about/
http://www.knovio.com/
https://support.apple.com/guide/quicktime-player/record-audio-
qtpf25d6f827/mac
http://www.educatorstechnology.com/2012/05/list-of-20-free-
tools-for-teachers-to.html
https://business.tutsplus.com/tutorials/powerpoint-presentation-
tips--cms-29886
http://cft.vanderbilt.edu/teaching-guides/technology/making-
better-powerpoint-presentations/
https://hbr.org/2012/10/how-to-present-to-senior-execu
Milestones
Milestone One: Overview of Institution and Analysis of Need
In Module Two, you will submit your Overview of Institution
and Analysis of Need. This milestone will be graded with the
47. Milestone One Rubric.
Milestone Two: Action Plan
In Module Four, you will submit your Action Plan. This
milestone will be graded with the Milestone Two Rubric.
Milestone Three: Approach to Change
In Module Five, you will submit your Approach to Change. This
milestone will be graded with the Milestone Three Rubric.
Milestone Four: Evaluation and Communication Plans
In Module Seven, you will submit your Evaluation and
Communication Plans. This milestone will be graded with the
Milestone Four Rubric.
Final Submission: Capstone Project
In Module Nine, you will submit your final project. It should be
a complete, polished artifact containing all of the critical
elements of the final product. It should
reflect the incorporation of feedback gained throughout the
course. This submission will be graded with the Final Project
Rubric.
Deliverables
Milestone Deliverable Module Due Grading
One Overview of the Institution & Analysis of
Need for Change
Two Graded separately; Milestone One Rubric
Two Action Plan Four Graded separately; Milestone Two Rubric
Three Approach to Change Five Graded separately; Milestone
Three Rubric
48. Four Evaluation and Communication Plans Seven Graded
separately; Milestone Four Rubric
Final Submission: Change Initiative Proposal
and Presentation
Nine Graded separately; Final Project Rubric
Final Project Rubric
This rubric will be applied to all components as a whole, and no
component will be assessed on its own. The “Possible Indicators
of Success” are examples for you
and the instructor of the types of concepts to look for to
demonstrate proficiency. They are neither exhaustive nor
proscriptive and should be used as guides for
illustrating how your capstone embodies the outcome. All
outcomes are weighted equally.
Guidelines for Submission: Your change initiative proposal
should be between 16 and 20 pages with format and citations
conforming to APA writing conventions.
Your presentation should adhere to the principles of an effective
presentation, contain speaker notes, and all of your sources
should be cited properly.
HEA-690-01: Design, develop, and implement innovative
strategies based on empirically derived data and
research to address the challenges facing higher education
49. which further an institution’s mission, vision, and
goals
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to identify
and analyze specific challenges facing an institution of higher
education within the context of that
institution’s mission, vision, and goals?
Does the capstone demonstrate the student’s ability to design
and develop innovative strategies by identifying goals and
objectives that attempt to address challenges
facing an institution of higher education within the context of
that institution’s mission, vision, and goals?
Does the capstone demonstrate the student’s ability to develop a
coherent plan of action that is realistically designed to
implement the change needs of an institution of
higher education?
Does the capstone demonstrate the student’s ability to analyze
empirically-derived data for identifying specific challenges
facing an institution of higher education within
the context of that institution’s mission, vision, and goals?
Does the capstone demonstrate the student’s ability to articulate
a convincing need for a change initiative in order to gain the
support of institutional leadership?
50. HEA-690-02: Apply empirical research methodologies to
evaluate program effectiveness that address
underrepresented needs of the increasingly diverse college
student population
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to design a
plan for collecting and interpreting data from a variety of
appropriate sources in order to evaluate the
impact of a change initiative over an appropriate timeframe?
Does the capstone demonstrate the student’s ability to design
valid and reliable data collection techniques to evaluate the
effectiveness of a change initiative?
Does the capstone demonstrate the student’s ability to design
valid and reliable data collection techniques that seek to
effectively address the impact of a change initiative
on institutional stakeholders, including the underrepresented
needs of the increasingly diverse student population?
Does the capstone demonstrate the student’s ability to
potentially implement an evaluation plan that has the potential
to, overall, effectively evaluate the effectiveness of a
change initiative over an appropriate timeframe?
51. HEA-690-03: Critically evaluate the historic and social context
of higher education for its reciprocity between
institutional, local, and national policy
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to critically
analyze current challenges and opportunities facing institutions
of higher education within the context of
broader historic and social trends to inform the creation of
effective change initiatives?
Does the capstone demonstrate the student’s ability to apply
knowledge of the historic and social context of higher education
to current challenges facing institutions of
higher education?
Does the capstone demonstrate the student’s ability to
effectively articulate to institutional leadership the challenges
and opportunities facing higher education within the
context of broader historic and social trends?
HEA-690-04: Utilize compliance, regulatory, and accreditation
standards to inform institutional decision-
making
Proficient
100%
Not Proficient
52. 0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to design a
Change Initiative action plan that effectively identifies and
addresses relevant compliance, regulatory, and
accreditation standards?
Does the capstone demonstrate the student’s ability to develop
evaluation programs that incorporate measurements that adhere
to compliance, regulatory, and
accreditation standards?
Does the capstone demonstrate the student’s ability to create a
framework for institutional leaders that effectively addresses
relevant compliance, regulatory, and
accreditation standards?
HEA-690-05: Apply strategies for facilitating effective
communication, collaboration, and data-based
continuous improvement as an administrator across institutional
units
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to design
change programs that allow for potentially effective
collaboration and engagement of key stakeholders across
appropriate institutional units?
53. Does the capstone demonstrate the student’s ability to clearly
communicate the change initiative, the action plan, and
implications to key stakeholders across appropriate
institutional units?
Does the capstone demonstrate the student’s ability to design
change initiatives that facilitate data-based continuous
improvement across institutional units?
HEA-690-06: Apply empirically based financial management
skills related to budgeting, resource allocation,
and funding to support an institution’s strategic goals
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to devise an
implementation-worthy budget to fund a proposed change
initiative over a specified time frame?
Does the capstone demonstrate the student’s ability to identify
specific funding sources, through reallocation or new resources,
of a proposed change initiative, with a cost-
benefit and/or impact analysis?
Does the capstone demonstrate the student’s ability to critically
assess and evaluate the overall merit of a potential budgetary
allocation as it would support an institution’s
strategic goals?