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Background Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations. Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014). Social work evaluation: Enhancing what we do . (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources. Discussion Question (Use imagination) Post a description of the process evaluation that you chose and explain why you selected this example. Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results. Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information. Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked. .
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Just as in needs assessments, interviews and focus groups are co
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
Post
A
description of the process evaluation that you chose and explain why you selected this example.
Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.
Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.
Fill in these gaps as if you were the facilitator of the focus group.
Clearly identify the purpose of the process evaluation and the questions asked.
...
Due Wed April 1 By 8 pm Central TimeDQDudley (2009) poin.docx
Due Wed April 1 By 8 pm Central Time
DQ
Dudley (2009) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
Required Reading
1.
Document: Logan, T. K., & Royse, D. (2010). Chapter 13 Program evaluation studies. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp. 221–240). Thousand Oaks, CA: Sage. (PDF)
2.
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
· Chapter 4, “Common Types of Evaluations” (pp. 71-89)
· Chapter 5, “Focusing an Evaluation” (pp. 90-105)
NOTE: You are going to have to pick a program within an agency that you are familiar with or locate one if you are not familiar with.
To prepare for this Discussion,
identify a program within an agency with which you are familiar
,
which could benefit from process evaluation and outcome evaluation.
You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post a brief summary 1 page
of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns. Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Use APA Format and intext citations and references from both required reading and also creditable websites outside required reading.
.
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion: Program Evaluation: Benefits and Concerns of Stakeholders
All questions in bold then answers 300 to 500 words without questions
Dudley (2014) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions, and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (
needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. I live in Tacoma Washington I work for CHI Hospice and intern at Sound options elderly care This is social work
Recommend a program evaluation model that would answer a question relevant to the program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Resources
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
Chapter 4, “Common Types of Evaluations” (pp. 71-89)
Chapter 5, “Focusing an Evaluation” (pp. 90-105)
.
Learning resources required readingsdudley, j. r. (2020).
The document provides learning resources and required readings for a course on program evaluation. It lists several chapters from two books on program evaluation and social work research methods. It also lists chapters from a guide on how to conduct program evaluations. For an assignment, students are asked to identify a program they are familiar with and develop a 1-page stakeholder analysis and a 2-3 page draft program evaluation plan to address the purpose, questions, and stakeholder concerns. The plan aims to ensure stakeholder support for a successful evaluation.
To prepare for this Discussion, identify a program within an agency
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
References:
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Logan, T. K., & Royse, D. (2010). Program evaluation studies. In B Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221-240). Thousand Oaks, CA: Sage
...
SOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses
Respond to at least two colleagues each one has to be answered separately name first then response
Bottom of Form
Respond
to
at least two
colleagues by doing all of the following:
Identify the stage or stages of the program to which your colleague’s selected question relates.
Suggest an additional question or concern that stakeholders may have about program evaluation.
Recommend an alternative model for the evaluation.
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
PEER 1
Elektra Smith
Top of Form
Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program.
I chose a victim advocate program that provides crisis intervention for sexual assault victims. “The Victim Advocate provides emotional support to primary victims and secondary victims during the examination at the hospital or during an interview with the police. Applicant must be able to respond to victim/family in a non-judgmental and unbiased manner. The requirement is to work a minimum 2 shifts per month (
https://visitthecenter.org/volunteer
, 2018).” I chose the program monitoring to answer the question about clients being satisfied with this service program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
The process benefits of monitoring the program helps with determining the strengths and weaknesses of the service program that is being implemented. It helps to discover ways to improve program services for the most effective outcomes. Additionally, monitoring the program presents accountability to ensure effectiveness and integrity of the program. “Program monitoring typically uses many different types of data-collection strategies, such as questionnaires given out to clients or staff members, individual and group interviewing of staff and clients, observations of pro-grams and specific interactions between staff members and clients, reviews of existing documents such as client files and personnel documents, and consulting experts (Dudley, 2014) (p.73).”
Identify 2–3 concern.
The Analysis and Interpretation of Qualitative Data Analysis.pdf
The document provides guidance for conducting qualitative interviews and analyzing the data for a research assignment on social change. It discusses best practices for interviews, including selecting an appropriate location and asking open-ended questions. It also outlines the assignment, which involves interviewing a peer, coding and analyzing the interview alongside other sources, and summarizing the meaning of social change based on the findings. Trustworthiness of the research process is also emphasized.
The Impact of Families in the Community during Hospital.docx
This document outlines the sections and content required for a systematic review and doctoral project proposal focused on analyzing the impact of hospital closure on families and communities. It describes the need to search multiple databases and literature sources to comprehensively review previous research on the topic. It also provides guidance on describing any archival or operational data to be analyzed, as well as details on collecting and analyzing new evidence through participant recruitment, ethical protections, and data analysis procedures. The document emphasizes developing recommendations and dissemination plans to address gaps in practice identified through findings.
Recommended
Just as in needs assessments, interviews and focus groups are co
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
Post
A
description of the process evaluation that you chose and explain why you selected this example.
Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.
Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.
Fill in these gaps as if you were the facilitator of the focus group.
Clearly identify the purpose of the process evaluation and the questions asked.
...
Due Wed April 1 By 8 pm Central TimeDQDudley (2009) poin.docx
Due Wed April 1 By 8 pm Central Time
DQ
Dudley (2009) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
Required Reading
1.
Document: Logan, T. K., & Royse, D. (2010). Chapter 13 Program evaluation studies. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp. 221–240). Thousand Oaks, CA: Sage. (PDF)
2.
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
· Chapter 4, “Common Types of Evaluations” (pp. 71-89)
· Chapter 5, “Focusing an Evaluation” (pp. 90-105)
NOTE: You are going to have to pick a program within an agency that you are familiar with or locate one if you are not familiar with.
To prepare for this Discussion,
identify a program within an agency with which you are familiar
,
which could benefit from process evaluation and outcome evaluation.
You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post a brief summary 1 page
of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns. Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Use APA Format and intext citations and references from both required reading and also creditable websites outside required reading.
.
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion: Program Evaluation: Benefits and Concerns of Stakeholders
All questions in bold then answers 300 to 500 words without questions
Dudley (2014) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions, and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (
needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. I live in Tacoma Washington I work for CHI Hospice and intern at Sound options elderly care This is social work
Recommend a program evaluation model that would answer a question relevant to the program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Resources
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
Chapter 4, “Common Types of Evaluations” (pp. 71-89)
Chapter 5, “Focusing an Evaluation” (pp. 90-105)
.
Learning resources required readingsdudley, j. r. (2020).
The document provides learning resources and required readings for a course on program evaluation. It lists several chapters from two books on program evaluation and social work research methods. It also lists chapters from a guide on how to conduct program evaluations. For an assignment, students are asked to identify a program they are familiar with and develop a 1-page stakeholder analysis and a 2-3 page draft program evaluation plan to address the purpose, questions, and stakeholder concerns. The plan aims to ensure stakeholder support for a successful evaluation.
To prepare for this Discussion, identify a program within an agency
To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post
a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns.
Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
References:
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Logan, T. K., & Royse, D. (2010). Program evaluation studies. In B Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221-240). Thousand Oaks, CA: Sage
...
SOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses
Respond to at least two colleagues each one has to be answered separately name first then response
Bottom of Form
Respond
to
at least two
colleagues by doing all of the following:
Identify the stage or stages of the program to which your colleague’s selected question relates.
Suggest an additional question or concern that stakeholders may have about program evaluation.
Recommend an alternative model for the evaluation.
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
PEER 1
Elektra Smith
Top of Form
Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program.
I chose a victim advocate program that provides crisis intervention for sexual assault victims. “The Victim Advocate provides emotional support to primary victims and secondary victims during the examination at the hospital or during an interview with the police. Applicant must be able to respond to victim/family in a non-judgmental and unbiased manner. The requirement is to work a minimum 2 shifts per month (
https://visitthecenter.org/volunteer
, 2018).” I chose the program monitoring to answer the question about clients being satisfied with this service program.
Explain the potential benefits of the program evaluation that you proposed (both process and outcome).
The process benefits of monitoring the program helps with determining the strengths and weaknesses of the service program that is being implemented. It helps to discover ways to improve program services for the most effective outcomes. Additionally, monitoring the program presents accountability to ensure effectiveness and integrity of the program. “Program monitoring typically uses many different types of data-collection strategies, such as questionnaires given out to clients or staff members, individual and group interviewing of staff and clients, observations of pro-grams and specific interactions between staff members and clients, reviews of existing documents such as client files and personnel documents, and consulting experts (Dudley, 2014) (p.73).”
Identify 2–3 concern.
The Analysis and Interpretation of Qualitative Data Analysis.pdf
The document provides guidance for conducting qualitative interviews and analyzing the data for a research assignment on social change. It discusses best practices for interviews, including selecting an appropriate location and asking open-ended questions. It also outlines the assignment, which involves interviewing a peer, coding and analyzing the interview alongside other sources, and summarizing the meaning of social change based on the findings. Trustworthiness of the research process is also emphasized.
The Impact of Families in the Community during Hospital.docx
This document outlines the sections and content required for a systematic review and doctoral project proposal focused on analyzing the impact of hospital closure on families and communities. It describes the need to search multiple databases and literature sources to comprehensively review previous research on the topic. It also provides guidance on describing any archival or operational data to be analyzed, as well as details on collecting and analyzing new evidence through participant recruitment, ethical protections, and data analysis procedures. The document emphasizes developing recommendations and dissemination plans to address gaps in practice identified through findings.
The Impact of Families in the Community during Hospital Closure.docx
This document outlines the sections and contents required for a systematic review and doctoral project proposal on the impact of hospital closures on families and communities. It describes four main sections: 1) Published outcomes and research analyzing previous studies on the topic; 2) Analysis of archival and operational data from the organization; 3) Evidence generated specifically for the project including participants, procedures, and protections; 4) Findings, recommendations and dissemination of results. The proposal provides guidance on the level of detail needed in each section to justify sources and methods, obtain IRB approval, analyze evidence, and develop solutions to address gaps in practice.
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
Framework for Program Development and EvaluationReference.docx
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
SOCW 6311 wk 10 peer responses Respond to at least two.docx
This document provides instructions for responding to at least two colleagues' posts regarding a group research design for a program evaluation case study. Respondents are asked to: 1) Identify their role as a stakeholder; 2) Evaluate the research design and criteria chosen by their colleagues from the stakeholder perspective; 3) Ask questions about the research design and how it will address evaluation questions; and 4) Reference each colleague by name after responding. The instructor further clarifies the layout of the response, which includes: evaluating strengths and weaknesses of colleagues' analyses, addressing evaluations of efficacy/applicability of evidence-based practices, identifying and evaluating factors that could support/hinder implementation, and offering additional insights.
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Action Research Project Report and PresentationThis is the f.docx
Action Research Project Report and Presentation
This is the final assignment in your Action Research Project. This assignment is your opportunity to showcase your solution to the issue at the organization that you have examined throughout the course. In this assignment, you will demonstrate your understanding of the issue, your solution to the issue, the ethical implications involved in the study, and your action plan for the future, including your recommendations for the organizational stakeholders. Before you begin your final project assignment, review the Action Research Project Report and Presentation Scoring Guide and the Action Research Project overview in order to familiarize yourself with the requirements of this assignment.
Assignment Instructions
This final project assignment includes two components:
Action Research Project Report:
Compile your work from the previous assignments to form the sections of this final Action Research Project Report, as outlined below. Incorporate revisions and updates based on the instructor and peer feedback you have received, as well as any changes that may have occurred as your project developed. Create the Conclusions section (as well as the table of contents) for your report at this time.
Action Research Project Presentation:
Create a presentation on your project, using a PowerPoint slide deck (or similar software) and Kaltura (or similar software) for your audio recording, for your intended audience of the internal and external stakeholders of the chosen organization and program.
In both parts of your assignment, be sure to cover the following key points:
Describe the human services issue you have chosen, the study you have researched, and the organization and program studied.
Discuss the problem, goals, demographics, data, and issues involved, using the action research process to assess strategies for addressing them.
Detail your proposed solution to the issue for the human services organization, and discuss your recommendations for the stakeholders.
Develop concluding remarks that summarize the highlights of your chosen study, including your proposals for future steps.
Action Research Project Report
Your final Action Research Project Report should total at least 20 pages in length, including all of the previous project work you have developed throughout the course in the assignments and related discussions. Present your written report according to the following sections:
Cover Page.
Table of Contents.
Abstract:
(roughly 1 page; no longer than two pages).
This section of the assignment corresponds to the Abstract section of the Publishing Action Research discussion in Unit 9. In this section, be sure to cover the following main points:
Describe the human services issue your action research project addresses, based on the study you have examined for your chosen organization.
Identify your proposed solution.
Briefly establish how you have used action research to assess the.
Collaborative Action Research 2003
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
EDD8534 Designing, Delivering, and Manag
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
One of the many reasons social workers conduct needs assessment.docx
One of the many reasons social workers conduct needs assessment is to provide support for new programs. Social workers have many methods available to collect necessary data for a needs assessment.
Social workers can use existing data from a wide range of sources, including local and national reports by government and nonprofit agencies, as well as computerized mapping resources. Social workers can gather new data through interviews and surveys with individuals and focus groups. This data can provide the evidence that supports the need for the program.
To prepare for this Assignment, review the needs assessment plans that you and your classmates generated for this week’s Discussion. Also, review the logic models that you created in Week 7 and any literature on needs of caregivers that you used to generate them. Consider the following to stimulate your thinking:
Getting information about the needs of the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use (interview, focus group, questionnaire)?
Finding potential clients:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
Interacting with the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
By Day 7
Submit
a 2- to 3-page paper outlining a hypothetical needs assessment related to the support group program for caregivers. Include the following:
The resources needed to operate this service
The program activities
The desired outcomes
A plan for gathering information about the population served
Justifications for your plans and decisions
A one-paragraph conclusion describing how you might conduct a follow-up to the needs assessment at the implementation stage of the program evaluation
s
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Document:
Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Optional Resources
Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south.
AIDS Care,
23(3), 340–347.
Note:
Retrieved from the Walden Library databases.
Walter, H. J., Gouze, K., Cicchetti, C., Arend, R., Mehta, T., Schmidt, J., & Skvarla, M. (2011). A pilot demonstration of comprehe.
Concordia University .docx
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
Research Writing Methodology
This document summarizes the key components of a research methodology section, including:
1) Explaining how data was collected and analyzed to obtain results.
2) Justifying the methods used by explaining why they were appropriate for the research objectives and data being collected.
3) Discussing any problems encountered and how they were addressed.
WRITING-AN-ACTION-RESEARCH-Dan.pptx
This document provides a step-by-step guide for conducting action research. It outlines contextualizing the problem, developing research questions, proposing an intervention strategy with activities and timeline, research design involving participants and data collection methods, addressing ethical issues, data analysis plan using statistical tools, and concluding the presentation. The guide recommends discussing the local problem context through statistics and observations, characterizing the problem's nature, extent and effects. It also suggests citing literature to support the proposed intervention and research design choices.
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Due Wednesday April 29 by 7pm Central Standard Time
Use of Group Designs in Program Evaluation
Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.
Required Readings
1. Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)
· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)
2. Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
· “Social Work Research: Planning a Program Evaluation”
Attached Document
Websites
3.
McNamara, C. (2006a). Contents of an evaluation plan. In
Basic guide to program evaluation (including outcomes evaluation)
. Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742
4.
McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In
Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources.
Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249
For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.
To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information."
1 Page-pager.
Post
your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: "Planning a Program Evaluation" case study and why.
Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.
APA format using intext citation and references
.
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Evaluation Plan with Policy Recommendation
After a program has been created, it must be evaluated in order to determine its success. For this assignment, complete the following:
Incorporate the changes to address the feedback received.
Use the feedback from your instructor to address pertinent sections for errors or insufficiencies. Implementing this feedback will help you draft this assignment and your course project.
Discuss the program to be introduced to the selected population to address the specific public health problem or issue.
Assess population needs, assets, and capacities that affect communities' health through epidemiological records and literature reviews. Explain activities and resources to be introduced and used for this program to change behaviors and health outcomes and why they are selected.
Describe the projected goals for the program.
Based on past studies and available data, analyze the projected expected effects of the program.
Identify the engaged stakeholders.
Describe those involved, those affected, and the primary intended users.
Gather credible evidence to substantiate the need for the program.
Identify past programs similar to the proposed program and the outcomes for those past programs.
Explain past study results and epidemiological data for similar programs implemented.
Justify conclusions on the past programs and provide lessons learned for implementing this program.
Analyze how data will be collected from program participants and other relevant stakeholders to determine program effectiveness.
Identify what instruments will be used to collect data, such as surveys, focus group interviews, or key informant interviews.
Determine who will analyze the data and how the data will be analyzed.
Propose policy recommendations.
Evaluate policies for their impact on public health and health equity. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
Discuss dissemination and communication suggestions for the evaluation results both in writing and through oral presentation.
Explain how the results will be shared with key stakeholders and the community.
Identify how the results will inform future programs and how they can improve health outcomes.
View the scoring guide to ensure you fulfill all grading criteria.
Additional Requirements
Length:
A minimum of 10–12 double-spaced pages, not including title and reference pages.
Font:
Arial, 12 point.
References:
Cite at least eight references from peer-reviewed journals.
Format:
Use current APA style and formatting.
Resources
Evaluation Plan with Policy Recommendation Scoring Guide
.
APA Style Paper Tutorial [DOCX]
.
APA Style Paper Template [DOCX]
.
Capella Writing Center
.
Public Health Intervention Plan.
Capella University Library.
State Policy Guide: Using Research in Public Health Policymaking
.
Public Health Masters Research Guide
.
Pub.
Management-Oriented Evaluation Approaches
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
8 - PPT - Action Research - PhD R4 Qualitative Track.pptx
This document provides an overview of action research. It discusses action research as a participatory method used to promote positive social change. The document examines the cyclical nature of action research, which involves identifying a problem, collecting and analyzing data, planning and implementing an action, and then evaluating the results. Key aspects of action research highlighted include that it is participatory, cyclical, aims to identify practical solutions to problems, and uses both primary and secondary data collection methods. An example of an action research study on bullying in a charter school is also provided.
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
The document discusses the development of a method for classifying evaluation activities at a foundation. It identifies key questions around understanding the portfolio of evaluations and developing useful categories for managing them. A six-dimension method was created using factors like program area, budget, evaluation design, report author, funder, and deliverable due date. The method was analyzed and refined iteratively with program staff. It will help focus evaluation efforts, guide decisions around what to evaluate, and improve planning and learning about program performance.
attached assignment requirements as well as will attach below my not.docx
attached assignment requirements as well as will attach below my notes to use to complete the assignment.
____________________________
Concert Setting
Date of Concert:
March 3, 2020
Place of Concert:
Shea Center for Performing Arts-William Paterson University
Name of group(s) performing:
Brian McCarthy Nonet
– “The Better Angels of our Nature”
Briefly describe the concert setting (hall, performers’ dress).
Auditorium held up to possibly 500 people, maybe about 50 people attended
Group wore Black and Dark Gray Suits
Were concert programs provided? _
X
_ yes ___ no. If yes, attach a copy.
Were program notes provided? _
X
_ yes ___ no.
Were there any spoken remarks about the concert? ___ yes _
X
_ no.
Could you follow the order of the concert? _
X
_ yes ___ no.
Were there any aspects of concert conventions that surprise you? _______________N/A
Concert Music
Which genres of music were performed (such as symphony or sonata)? Jazz inspired music
Did you read about any of the works performed? _x_ yes ___ no.
If yes, where? _
X
_
program notes ___textbook ___ outside reading
Were any of the works programmatic (with literary or pictorial associations)? __ yes __x_ no.
What historical eras were represented on the program?
___ pre-1600 ___Baroque _
X
_ Classical __ Romantic __x_ 20th century
Choose two works from the program. Name the composer, the work, and the movement (if applicable), and compare the works in the following outline.
FIRST WORK
Composer: ___
McCarthy
______
Title: ___
Shiloh
_____
Movement
or Section: ___
unsure
Melody: ___
low to high beat no melody no one in band sings
Rhythm/
Meter: ___
triple
____________
Texture: ___
homophonic
______
Tempo:
Andantino (slightly faster than adequate)
Dynamics: ___
soft at opening piano and saxophone,
____
__
slow and steady, picks up beat, slows back then, feel the sadness
Instruments: Saxophones, trumpet, piano, bass, drums
Mood: __
sad, soft, quiet
_________
Other: ___________________
SECOND WORK
Composer: ___
McCarthy
______
Title: __
Battle Cry of Freedom
Movement
or Section: unsure
Melody: low due to bass – then other instruments chime in beat picks up faster
Rhythm/
Meter: ___
duple
____________
Texture: ___
homophonic
______
Tempo: starts Grave (slow and solemn) picks up Allegreto (moderately fast)
Dynamics: __pianissimo (soft)
Instruments: Saxophones, trumpet, piano, bass, drums
Mood: __
relaxed, uplifting
_________
Other: ___________________
What was your overall reaction to the concert?
__ enjoyed it a lot
_x__ enjoyed it somewhat
___ did not enjoy it much
___ did not enjoy it at all
What did you like about it? I enjoyed some of the music, my favorite was Brian McCarthy’s piece “Shiloh” it was sad but, you could actually feel the sadness as if you almost experienced what was transpiring in the civil war era
What did you not like about it? Overall, I like it but, there were cert.
Attached below is the template on the research paper. You have to ch.docx
Attached below is the template on the research paper. You have to choose one journal article of Hearing IMP could be formatted in any of the following ways and A journal article of Hearing IMP could be formatted in any of the following ways. The template is divided into what you are going to write. Please write back if you don't understand.
.
Attributes of a Transformational Healthcare System - Collaborati.docx
Attributes of a Transformational Healthcare System - Collaborative Group 3
What are the attributes of the learning organization and how does it align (or support) the complex adaptive healthcare system? What leadership styles are inherent in learning organizations that may not be totally supported in a traditional organizational culture?
.
More Related Content
Similar to BackgroundJust as in needs assessments, interviews and focus.docx
The Impact of Families in the Community during Hospital Closure.docx
This document outlines the sections and contents required for a systematic review and doctoral project proposal on the impact of hospital closures on families and communities. It describes four main sections: 1) Published outcomes and research analyzing previous studies on the topic; 2) Analysis of archival and operational data from the organization; 3) Evidence generated specifically for the project including participants, procedures, and protections; 4) Findings, recommendations and dissemination of results. The proposal provides guidance on the level of detail needed in each section to justify sources and methods, obtain IRB approval, analyze evidence, and develop solutions to address gaps in practice.
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
Framework for Program Development and EvaluationReference.docx
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
SOCW 6311 wk 10 peer responses Respond to at least two.docx
This document provides instructions for responding to at least two colleagues' posts regarding a group research design for a program evaluation case study. Respondents are asked to: 1) Identify their role as a stakeholder; 2) Evaluate the research design and criteria chosen by their colleagues from the stakeholder perspective; 3) Ask questions about the research design and how it will address evaluation questions; and 4) Reference each colleague by name after responding. The instructor further clarifies the layout of the response, which includes: evaluating strengths and weaknesses of colleagues' analyses, addressing evaluations of efficacy/applicability of evidence-based practices, identifying and evaluating factors that could support/hinder implementation, and offering additional insights.
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Action Research Project Report and PresentationThis is the f.docx
Action Research Project Report and Presentation
This is the final assignment in your Action Research Project. This assignment is your opportunity to showcase your solution to the issue at the organization that you have examined throughout the course. In this assignment, you will demonstrate your understanding of the issue, your solution to the issue, the ethical implications involved in the study, and your action plan for the future, including your recommendations for the organizational stakeholders. Before you begin your final project assignment, review the Action Research Project Report and Presentation Scoring Guide and the Action Research Project overview in order to familiarize yourself with the requirements of this assignment.
Assignment Instructions
This final project assignment includes two components:
Action Research Project Report:
Compile your work from the previous assignments to form the sections of this final Action Research Project Report, as outlined below. Incorporate revisions and updates based on the instructor and peer feedback you have received, as well as any changes that may have occurred as your project developed. Create the Conclusions section (as well as the table of contents) for your report at this time.
Action Research Project Presentation:
Create a presentation on your project, using a PowerPoint slide deck (or similar software) and Kaltura (or similar software) for your audio recording, for your intended audience of the internal and external stakeholders of the chosen organization and program.
In both parts of your assignment, be sure to cover the following key points:
Describe the human services issue you have chosen, the study you have researched, and the organization and program studied.
Discuss the problem, goals, demographics, data, and issues involved, using the action research process to assess strategies for addressing them.
Detail your proposed solution to the issue for the human services organization, and discuss your recommendations for the stakeholders.
Develop concluding remarks that summarize the highlights of your chosen study, including your proposals for future steps.
Action Research Project Report
Your final Action Research Project Report should total at least 20 pages in length, including all of the previous project work you have developed throughout the course in the assignments and related discussions. Present your written report according to the following sections:
Cover Page.
Table of Contents.
Abstract:
(roughly 1 page; no longer than two pages).
This section of the assignment corresponds to the Abstract section of the Publishing Action Research discussion in Unit 9. In this section, be sure to cover the following main points:
Describe the human services issue your action research project addresses, based on the study you have examined for your chosen organization.
Identify your proposed solution.
Briefly establish how you have used action research to assess the.
Collaborative Action Research 2003
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
EDD8534 Designing, Delivering, and Manag
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
One of the many reasons social workers conduct needs assessment.docx
One of the many reasons social workers conduct needs assessment is to provide support for new programs. Social workers have many methods available to collect necessary data for a needs assessment.
Social workers can use existing data from a wide range of sources, including local and national reports by government and nonprofit agencies, as well as computerized mapping resources. Social workers can gather new data through interviews and surveys with individuals and focus groups. This data can provide the evidence that supports the need for the program.
To prepare for this Assignment, review the needs assessment plans that you and your classmates generated for this week’s Discussion. Also, review the logic models that you created in Week 7 and any literature on needs of caregivers that you used to generate them. Consider the following to stimulate your thinking:
Getting information about the needs of the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use (interview, focus group, questionnaire)?
Finding potential clients:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
Interacting with the target population:
Who would informants be?
What is your purpose for interacting with them?
What questions would you ask?
What method would you use?
By Day 7
Submit
a 2- to 3-page paper outlining a hypothetical needs assessment related to the support group program for caregivers. Include the following:
The resources needed to operate this service
The program activities
The desired outcomes
A plan for gathering information about the population served
Justifications for your plans and decisions
A one-paragraph conclusion describing how you might conduct a follow-up to the needs assessment at the implementation stage of the program evaluation
s
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)
Document:
Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Optional Resources
Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south.
AIDS Care,
23(3), 340–347.
Note:
Retrieved from the Walden Library databases.
Walter, H. J., Gouze, K., Cicchetti, C., Arend, R., Mehta, T., Schmidt, J., & Skvarla, M. (2011). A pilot demonstration of comprehe.
Concordia University .docx
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
Research Writing Methodology
This document summarizes the key components of a research methodology section, including:
1) Explaining how data was collected and analyzed to obtain results.
2) Justifying the methods used by explaining why they were appropriate for the research objectives and data being collected.
3) Discussing any problems encountered and how they were addressed.
WRITING-AN-ACTION-RESEARCH-Dan.pptx
This document provides a step-by-step guide for conducting action research. It outlines contextualizing the problem, developing research questions, proposing an intervention strategy with activities and timeline, research design involving participants and data collection methods, addressing ethical issues, data analysis plan using statistical tools, and concluding the presentation. The guide recommends discussing the local problem context through statistics and observations, characterizing the problem's nature, extent and effects. It also suggests citing literature to support the proposed intervention and research design choices.
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Due Wednesday April 29 by 7pm Central Standard Time
Use of Group Designs in Program Evaluation
Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.
Required Readings
1. Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)
· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)
2. Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
· “Social Work Research: Planning a Program Evaluation”
Attached Document
Websites
3.
McNamara, C. (2006a). Contents of an evaluation plan. In
Basic guide to program evaluation (including outcomes evaluation)
. Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742
4.
McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In
Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources.
Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249
For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.
To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b).
Social work case studies: Concentration year.
Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information."
1 Page-pager.
Post
your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: "Planning a Program Evaluation" case study and why.
Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.
APA format using intext citation and references
.
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Evaluation Plan with Policy Recommendation
After a program has been created, it must be evaluated in order to determine its success. For this assignment, complete the following:
Incorporate the changes to address the feedback received.
Use the feedback from your instructor to address pertinent sections for errors or insufficiencies. Implementing this feedback will help you draft this assignment and your course project.
Discuss the program to be introduced to the selected population to address the specific public health problem or issue.
Assess population needs, assets, and capacities that affect communities' health through epidemiological records and literature reviews. Explain activities and resources to be introduced and used for this program to change behaviors and health outcomes and why they are selected.
Describe the projected goals for the program.
Based on past studies and available data, analyze the projected expected effects of the program.
Identify the engaged stakeholders.
Describe those involved, those affected, and the primary intended users.
Gather credible evidence to substantiate the need for the program.
Identify past programs similar to the proposed program and the outcomes for those past programs.
Explain past study results and epidemiological data for similar programs implemented.
Justify conclusions on the past programs and provide lessons learned for implementing this program.
Analyze how data will be collected from program participants and other relevant stakeholders to determine program effectiveness.
Identify what instruments will be used to collect data, such as surveys, focus group interviews, or key informant interviews.
Determine who will analyze the data and how the data will be analyzed.
Propose policy recommendations.
Evaluate policies for their impact on public health and health equity. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
Discuss dissemination and communication suggestions for the evaluation results both in writing and through oral presentation.
Explain how the results will be shared with key stakeholders and the community.
Identify how the results will inform future programs and how they can improve health outcomes.
View the scoring guide to ensure you fulfill all grading criteria.
Additional Requirements
Length:
A minimum of 10–12 double-spaced pages, not including title and reference pages.
Font:
Arial, 12 point.
References:
Cite at least eight references from peer-reviewed journals.
Format:
Use current APA style and formatting.
Resources
Evaluation Plan with Policy Recommendation Scoring Guide
.
APA Style Paper Tutorial [DOCX]
.
APA Style Paper Template [DOCX]
.
Capella Writing Center
.
Public Health Intervention Plan.
Capella University Library.
State Policy Guide: Using Research in Public Health Policymaking
.
Public Health Masters Research Guide
.
Pub.
Management-Oriented Evaluation Approaches
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
8 - PPT - Action Research - PhD R4 Qualitative Track.pptx
This document provides an overview of action research. It discusses action research as a participatory method used to promote positive social change. The document examines the cyclical nature of action research, which involves identifying a problem, collecting and analyzing data, planning and implementing an action, and then evaluating the results. Key aspects of action research highlighted include that it is participatory, cyclical, aims to identify practical solutions to problems, and uses both primary and secondary data collection methods. An example of an action research study on bullying in a charter school is also provided.
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
The document discusses the development of a method for classifying evaluation activities at a foundation. It identifies key questions around understanding the portfolio of evaluations and developing useful categories for managing them. A six-dimension method was created using factors like program area, budget, evaluation design, report author, funder, and deliverable due date. The method was analyzed and refined iteratively with program staff. It will help focus evaluation efforts, guide decisions around what to evaluate, and improve planning and learning about program performance.
Similar to BackgroundJust as in needs assessments, interviews and focus.docx (19)
The Impact of Families in the Community during Hospital Closure.docx
The Impact of Families in the Community during Hospital Closure.docx
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
Framework for Program Development and EvaluationReference.docx
Framework for Program Development and EvaluationReference.docx
SOCW 6311 wk 10 peer responses Respond to at least two.docx
SOCW 6311 wk 10 peer responses Respond to at least two.docx
Action Research Project Report and PresentationThis is the f.docx
Action Research Project Report and PresentationThis is the f.docx
One of the many reasons social workers conduct needs assessment.docx
One of the many reasons social workers conduct needs assessment.docx
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Due Wednesday April 29 by 7pm Central Standard TimeUse of .docx
Evaluation Plan with Policy RecommendationAfter a program ha.docx
Evaluation Plan with Policy RecommendationAfter a program ha.docx
8 - PPT - Action Research - PhD R4 Qualitative Track.pptx
8 - PPT - Action Research - PhD R4 Qualitative Track.pptx
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
AEA 2002 Kuo Developing A Method to Classify Evaluation Activities in a Found...
More from rosemaryralphs52525
attached assignment requirements as well as will attach below my not.docx
attached assignment requirements as well as will attach below my notes to use to complete the assignment.
____________________________
Concert Setting
Date of Concert:
March 3, 2020
Place of Concert:
Shea Center for Performing Arts-William Paterson University
Name of group(s) performing:
Brian McCarthy Nonet
– “The Better Angels of our Nature”
Briefly describe the concert setting (hall, performers’ dress).
Auditorium held up to possibly 500 people, maybe about 50 people attended
Group wore Black and Dark Gray Suits
Were concert programs provided? _
X
_ yes ___ no. If yes, attach a copy.
Were program notes provided? _
X
_ yes ___ no.
Were there any spoken remarks about the concert? ___ yes _
X
_ no.
Could you follow the order of the concert? _
X
_ yes ___ no.
Were there any aspects of concert conventions that surprise you? _______________N/A
Concert Music
Which genres of music were performed (such as symphony or sonata)? Jazz inspired music
Did you read about any of the works performed? _x_ yes ___ no.
If yes, where? _
X
_
program notes ___textbook ___ outside reading
Were any of the works programmatic (with literary or pictorial associations)? __ yes __x_ no.
What historical eras were represented on the program?
___ pre-1600 ___Baroque _
X
_ Classical __ Romantic __x_ 20th century
Choose two works from the program. Name the composer, the work, and the movement (if applicable), and compare the works in the following outline.
FIRST WORK
Composer: ___
McCarthy
______
Title: ___
Shiloh
_____
Movement
or Section: ___
unsure
Melody: ___
low to high beat no melody no one in band sings
Rhythm/
Meter: ___
triple
____________
Texture: ___
homophonic
______
Tempo:
Andantino (slightly faster than adequate)
Dynamics: ___
soft at opening piano and saxophone,
____
__
slow and steady, picks up beat, slows back then, feel the sadness
Instruments: Saxophones, trumpet, piano, bass, drums
Mood: __
sad, soft, quiet
_________
Other: ___________________
SECOND WORK
Composer: ___
McCarthy
______
Title: __
Battle Cry of Freedom
Movement
or Section: unsure
Melody: low due to bass – then other instruments chime in beat picks up faster
Rhythm/
Meter: ___
duple
____________
Texture: ___
homophonic
______
Tempo: starts Grave (slow and solemn) picks up Allegreto (moderately fast)
Dynamics: __pianissimo (soft)
Instruments: Saxophones, trumpet, piano, bass, drums
Mood: __
relaxed, uplifting
_________
Other: ___________________
What was your overall reaction to the concert?
__ enjoyed it a lot
_x__ enjoyed it somewhat
___ did not enjoy it much
___ did not enjoy it at all
What did you like about it? I enjoyed some of the music, my favorite was Brian McCarthy’s piece “Shiloh” it was sad but, you could actually feel the sadness as if you almost experienced what was transpiring in the civil war era
What did you not like about it? Overall, I like it but, there were cert.
Attached below is the template on the research paper. You have to ch.docx
Attached below is the template on the research paper. You have to choose one journal article of Hearing IMP could be formatted in any of the following ways and A journal article of Hearing IMP could be formatted in any of the following ways. The template is divided into what you are going to write. Please write back if you don't understand.
.
Attributes of a Transformational Healthcare System - Collaborati.docx
Attributes of a Transformational Healthcare System - Collaborative Group 3
What are the attributes of the learning organization and how does it align (or support) the complex adaptive healthcare system? What leadership styles are inherent in learning organizations that may not be totally supported in a traditional organizational culture?
.
Audience PurposeThey [chickens] know nothing from the mome.docx
The document discusses the inhumane conditions factory farmed chickens are subjected to from birth. It describes chickens being born coated in animal waste, barely able to stand or flap their wings due to selective breeding for meat that has caused leg deformities. The chickens have also been heavily dosed with antibiotics and growth hormones, radically changing their appearance from just 40-50 years ago.
Be sure to read the reading assignment in your text first!Read t.docx
Be sure to read the reading assignment in your text first!
Read the following chapters from the textbook,
Gardner’s Art through the Ages: The Western Perspective, Volume II
:
Modernism in Europe and America, 1900 to 1945
Modernism and Postmodernism in Europe and America, 1945 to 1980
Contemporary Art Worldwide
By the due date assigned
, respond to the assigned discussion questions and submit your responses to the appropriate
Discussion Area
. Start reviewing and responding to your classmates as early in the week as possible.
Question 1: The Painting of Modern Life
The late nineteenth century is often cited as a critical point in the development of a “modern” art. Impressionists and Post-Impressionists turned to the contemporary world as primary subject matter, and depicted elements of that world using an innovative style.
Carefully examine the following paintings:
Monet,
Rouen Cathedral: The Portal (In Sun)
, 1894, (Fig. 28-4, page 853, or
Khan Academy
) (Impressionist)
Manet,
Bar at the Folies-Bergère
, 1881-82 (Fig. 28-8, page 857, or
Khan Academy
) (Pre-Impressionist/Realist)
Seurat,
A Sunday Afternoon on the Island of La Grande Jatte
, c. 1884-86 (Fig. 28-18, page 863, or
Khan Academy
) (Post-Impressionist)
In 3 well-developed paragraphs, address the following questions:
How is the subject of each painting representative of Impressionism or Post-Impressionism? Which style is your artwork? (See above). Define that style. What are the characteristics of that style? What do the Impressionists paint?
How are the style and visual characteristics of each painting representative of Impressionism or Post-Impressionism? Be sure to discuss specific elements such as brushwork/application of paint, use of color and light, and composition, in your response.
Describe the specific ways that each painting shows tension between its inherent two-dimensionality and any illusion of three-dimensionality created by the artist. Do the Impressionists and Post-Impressionist care about the illusion of space in their paintings? What elements are they foregoing that artists use to depict realistic space--what about linear perspective? Light? etc. How does each artist handle the illusion of dimension in their painting?
Question 2: Modern And Contemporary Art
Modern and Contemporary Art may seem alien to many people— seemingly without content, message, or purpose. But it can be argued that Modern and Contemporary (Contemporary = OUR time period) Art visually reflect the complex and abstract ideas that we experience every day. Although not for everyone, art of the 20th and 21st centuries is often a key part of the collection in many art museums. As you consider the wide range of modern and contemporary art types that we studied this week, think of yourself actually visiting a modern art museum. In 2 well-developed paragraphs discuss:
While you are visiting, what type of Modern or Contemporary art will you most want to see a.
Be sure to write complete sentences, double space, set one-inch .docx
Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for about one-and-a half to two pages for each of your answers.
1. Russia made substantial economic, social, and political progress between 1861 and 1914. Why, then, did the tsarist government collapse so suddenly in February/March* 1917 and be replaced by a Provisional (temporary) Government? Why were the Bolsheviks (soon to call themselves Communists) under Lenin able to overthrow the Provisional Government in October/November of that year, and why did they win the subsequent Russian Civil War (1918-1921)? What kind of leader was Stalin, and how did he change Lenin’s policies?
*Remember: the Russian used the old Julian calendar until February 1918, when the Communists adopted the Gregorian calendar. The Julian calendar was thirteen days behind the Gregorian calendar in the 20th century.
2. What is imperialism? Explain four reasons for the unprecedented European expansion into Africa and Asia during the period 1870-1914. What effects did imperialism have, first, for Europeans and second, for native populations in Africa and Asia? How did people in China and India eventually respond to European imperialism?
3. Discuss the causes of the Great War (World War I) and the reasons for the Allies’ victory. Was any one nation more responsible than others for the war? Why was France so determined to punish Germany after the war? Was the punishment just?
4. What circumstances were conducive to the rise of dictatorships and the decline of democracies between 1918 and 1939, particularly in Italy and Germany? What made German Nazism and Italian Fascism such aggressive ideologies?
5. Various writers have suggested that the twentieth century’s World Wars in their European contexts were in fact civil wars between competing ideologies, one representing progressive ideas and values that originated in the Enlightenment, and the other, the antithesis of progressive ideas and values. Discuss.
.
BC Chemistry 162 Laboratory Manual Experiment 6 Vapor Press.docx
BC Chemistry 162 Laboratory Manual
Experiment 6: Vapor Pressure of Liquids
- 1 -
Experiment 6: Vapor Pressure of Liquids
Background
Liquids contain molecules that have different kinetic energies (due to different velocities). Some of the
faster liquid molecules have enough kinetic energy to vaporize. At the same time, some of the slower
vapor molecules condense into liquid. In an open container, the rate of vaporization will be greater than
the rate of condensation—hence, the liquid will eventually evaporate. In a sealed flask, however, there
will be a point in which equilibrium is reached between the rate of vaporization and the rate of
condensation. To the eye, it seems that the liquid doesn’t change at equilibrium. But at the microscopic
level a vapor molecule enters the liquid phase for every liquid molecule that enters the gas phase.
The total pressure in the sealed flask is due to the vaporized liquid plus air molecules present in the flask:
Ptotal = Pvapor + Pair (1)
In this experiment, you will investigate the relationship between
the vapor pressure of a liquid and its temperature. Pressure and
temperature data will be collected using a gas pressure sensor and
a temperature probe (Figure 1). Vapor pressures will be
determined by subtracting atmospheric pressure from the total
pressure.
The flask will be placed in water baths of different temperatures to
determine the effect of temperature on vapor pressure. You will
measure the vapor pressure of methanol and ethanol and
determine the enthalpy (heat) of vaporization for each liquid.
Objectives
In this experiment, you will
Investigate the relationship between the vapor pressure of a liquid and its temperature.
Compare the vapor pressure of two different liquids at the same temperature.
Use pressure‐temperature data and the Clausius‐Clapeyron equation to determine the heat of
vaporization for each liquid.
Caution!
The alcohols used in this experiment are flammable and poisonous. Avoid inhaling their vapors. Avoid
contacting them with your skin or clothing. Be sure there are no open flames in the lab during this
experiment. Notify your teacher immediately if an accident occurs.
Procedure
1. Wear goggles! You will work in pairs for this lab, but you may share water baths with your table.
2. Prepare four water baths: 20 to 25°C (use room temperature water), 30 to 35°C, 40 to 45°C, and 50 to
55°C. You should also have some hot water on a hot plate on reserve.
3. Obtain a temperature probe and gas pressure sensor. The sensor comes with a
rubber‐stopper assembly (Figure 2). The stopper has three holes, one of which
is closed. Make sure your tubing and valve are not inserted in the closed hole.
Insert the rubber‐stopper assembly into a 125 mL Erlenmeyer flask.
Important: Twist the stopper into the neck of the flask to ensure a tight
fit.
Figure 1
Figure 2
BC Ch.
BCO127Applied Management Statistics Task br.docx
BCO127 Applied Management Statistics Task brief
BCO127 Applied Management Statistics
Assignment: The assignment is worth 40% of your marks for this subject.
Deadline and submission: Your assignment must be submitted via Turnitin on Moodle before 23:59 on Sunday 10th May 2020.
Word count: Your work is individual and should be uploaded in Moodle using Turnitin. Avoid any “copy-paste” practice to prevent possible problems of plagiarism.
Title: Built on the acquired theoretical and practical knowledge of the second part of the semester you are required to solve the following problems:
You must provide an explanation of your results in all your answers.
1) (15%) For Applied Management Statistics class you want to know how college students feel
about the transportation system in Barcelona.
a) What is the population in this study?
b) What type of sample would you use and why?
2) (25%) A manager of an e-commerce company would like to determine average delivery time of the products. A sample of 25 customers is taken. The average delivery time in the sample was four days with a standard deviation of 1.2 days. Suppose the delivery times are normally distributed.
a) Provide a 95 % confidence interval for the mean delivery time.
b) The manager claims that the average delivery time of their products does not exceed 3 days. Write the null and alternative hypothesis regarding to the claim of the manager.
c) Test the manager’s claim at 95 % confidence level.
d) Write the conclusion of your result
3) (15%) For an effective parental skill study, a researcher asked: How many hours do your kids watch the television during a typical week in Barcelona? The mean of 100 Kids (ages 6-11) spend about 28 hours a week in front of the TV. Suppose the study follows a normal distribution with standard deviation 5.
a) Estimate the mean of all kids (ages 6-11) in Barcelona, using 99% confidence interval. (show all the calculations)
b) Write the conclusion of your result
4) (25%) A regression analysis has been conducted between the annual income (in 1000 euros) and the work experience (in years) of people with 0.05 significance level. The results are summarized below.
a) Define the independent and dependent variables. What can you say about the correlation between them.
BCO127 Applied Management Statistics Task brief
b) Interpret R Square.
c) Write the regression model and interpret the coefficients.
d) Estimate the average annual income of a person who has 15 years of work experience.
Summary
Table 1.
Regression Statistics
Multiple R
0,93
R Square
0,86
Adjusted R Square
0,82
Standard Error
2,11
Observations
6
Table 2.
df
SS
MS
F
Significance F
Regression
1
107,603
107,603
24,276
0,008
Residual
4
17,730
4,432
Total
5
125,333
Table 3.
Coefficients
Standard Error
t stat
p value
Lower 95%
Upper 95%
Intercept
17,351
3,160
5,491
0,005
8,577
26,12.
BCOM - CarrCrisis Communication Project CarrThe Scenario.docx
BCOM - Carr
Crisis Communication Project
Carr
The Scenario:
In 2008, during the midst of a huge financial crisis, Chrysler CEO Bob Nardelli announced that the company would have to lay off up to 25% of the company’s work force. If you do some research online, you’ll find the terrible press and publicity that the company received regarding how they handled the situation.
For this project, you will imagine that you are a part of the crisis communications team at Chrysler. Your team has been charged with all communications related to the layoffs.
You must develop a coordinated company response to the crisis in twoparts:
1. First, you must review, revise and improve the actual letter that Nardelli sent to Chrysler’s employees (following the guidelines in the textbook for delivering bad news). You can find the letter by clicking on the link below:
(https://www.autoblog.com/2008/10/24/bob-nardelli-to-employees-we-want-a-25-cut-of-white-collar-job/)
Nardelli gave you very specific instructions for the revisions to the employee letter:
a. Use the indirect approach for the letter. He wants to open the letter with a better buffer and transition into the bad news.
b. Make the entire letter more audience-centered/”you-centered.”
c. Respond with more specific information in the letter to some of the potential questions and
concerns the employees might have.
d. Improve the tone to seem more positive and hopeful and less formal and distant.
2. Next, you must also create a brief, one-page memo to the Chrysler Board of Directors regarding the company’s layoffs.
Nardelli gave you very specific instructions regarding the Board memo:
a. Use the direct approach in the Board memo.
b. Use a very professional and formal tone in the Board memo.
c. Communicate clearly and concisely to instill the Board’s confidence in his leadership and ability to manage the crisis.
d. Use bullet points to lay out a specific plan, timeline and path forward for the company.
Remember that each of these messages needs to be adapted to a specific audience, and they should NOT be identical.
MAXIMUM POINTS
GRADING CRITERIA
20
Organization & design
· Appropriate design/format
· Information is relevant and in logical order
· Use of white space
· Use of font style and size
· overall attractiveness of document
20
Coherence & clarity
· appropriate level of specificity
· Clear transitions throughout the document
· Clarity of content in message
· Conciseness
20
Paragraphs & sentences
· appropriate length
· void of spelling, grammar and typographical errors
20
Style of document
· Appropriate tone
· Appropriate Word choice
20
Audience
· Each message is adapted to specific audience needs
· fulfills purpose of assignment
· overall effectiveness of messages
100
in Studiu
Series t:d ilor: SU50In M.
('... 01 Coll«1i<lnli
S,mon KntIl
C .. II'<li.
Battleground Medical Center is requiring that all Departments partic.docx
Battleground Medical Center is requiring that all Departments participate in the creation of a Coronavirus Preparedness Plan.
a. Your Role: Release of Information (ROI) Manager
b. Your Task: Create a plan to address social distancing for the HIM frontline of ROI.
c. Your Task: Provide an update of recent changes in HIPAA regulations in response to Covid-19. Use various online and media sources such as daily Illinois Department of Public Health’s daily briefs, incorporate statistical data for the State of Illinois and reference any new code sets.
https://www.cdc.gov/nchs/data/icd/ICD-10-CM-Official-Coding-Gudance-Interim-Advice-coronavirus-feb-20-2020.pdf
APA format please include references
1-2 pages
.
Basic concept and system disorder assignment.This a research.docx
Basic concept and system disorder assignment.
This a research which is not in a form of essay but templates detailing all the areas that need to be worked on. Cite source in APA format. Four pages including title page and reference.
An example: Basic concept is mobility and system disorder will be fractured hip.
Renal failure basic concept and systems disorder.
1.Complete the three areas of the basic concept template describing this concept in detail.
Under basic concept talk about the related content (delegation, levels of prevention, advanced directives) underlying principles and nursing intervention (who, when, how why).
Complete an analysis reviewing how the selected concept and systems disorder is related.
2.Complete all areas of the systems disorder template.
Talk about alterations in health (diagnosis), Pathophysiology relating to the patient, health promotion and disease prevention.
Assessment: risk factors, expected findings, lab test, safety consideration and diagnostic procedures.
Patient centered care: nursing care, medication, patient education, complications, therapeutic procedures, interprofessional care.
.
Based upon your research from this topic, propose a set of security .docx
Based upon your research from this topic, propose a set of security guidelines for your corporation.
Ensure that you cover all aspects of security, including physical access, logon access, appropriate usage, malware prevention/detection, auditing, and systems updates and patching. Policy templates are available from SANS.org.
Submit a 500- to 750-word document including bullet/numbered lists as appropriate to the instructor.
.
BASIC SAMPLE COVER LETTER Your Street Address BLOCK SYLE-.docx
BASIC SAMPLE COVER LETTER
Your Street Address BLOCK SYLE-Your City, State Zip all sections
left-aligned
Date
Name of Recipient
Title
Company
NOTE: formal business letters should have margins of
at least one inch around the entire page. These
reduced-size examples do not necessarily illustrate
that practice. Address
Dear Name of Recipient:
I N I T I A L P A RA G R A P H : State the reason for the letter, the specific position or type of work for which you are applying,
and indicate from which resource (i.e., Career Services Center, news media, friend, employment service) you learned of the
opening. Some examples include:
I am writing to express my interest in the position of _______________.
Your advertisement in the ____________ for a ______________seems to perfectly match my background and
experience.
I am writing to you at the recommendation of ____________________.
In response to your job posting for a __________ on your company’s website, I have attached my resume for your
consideration.
If you are seeking a talented, motivated salesperson for your outside sales team, I believe my skills and background
are a good match for your organization.
S E C O N D P AR A G R A P H : Indicate why you are interested in the position, the company, its products or services.
Demonstrate that you have researched the organization by stating something about their mission, latest products, business
ventures, etc. State clearly what you can do for the employer. If you are a recent graduate, explain how your academic
background makes you a well-qualified candidate. If you have some practical work experience, point out your specific
achievements or unique qualifications. Try not to repeat the same information the reader will find in your resume. Refer the
reader to the enclosed resume or application form which summarizes your qualifications, training and experience. Sell yourself!
Convey enthusiasm! Some examples include:
My qualifications for the position include . . .
I believe my background in . . .
I have experience/education in the field of . . .
T H I R D P A RA G R A P H : In the closing paragraph, indicate your desire for a personal interview and your flexibility as to the
time and place. Repeat your telephone number in the letter and offer any assistance to help in a speedy response. Finally,
close your letter with a statement or question which will encourage a response. For example, state that you will be in the
city where the company is located on a certain date and would like to set up an interview.
Some examples include:
I look forward to discussing my qualifications with you further in person . . .
Should you be interested in my qualifications . . .
The sample cover letters inc.
Basic Bookkeeping – Level 1 F I N A L E X A M V4.0 CU07.docx
Basic Bookkeeping – Level 1
F I N A L E X A M
V4.0 CU07-08-FEB07
PRACTICAL EXAM ANSWER SHEETS
No. of Pages to this Answer Sheet Section:
Name:
Student Number:
Location:
Date:
Total available marks from Practical Exam Questions: 60
The Online Exam is made up of 50 multiple choice and/or True or False questions.
Each question is worth 2 marks. Of the 50 questions, 30 are directly related to the
information you will enter on the Answer Sheets during the Practical portion of the
Final Exam.
Use the following Journals, Ledgers, and Trial Balance sheets for all your entries. Pay
close attention to the highlighted/shaded areas throughout the Answer Sheets because
the Online Exam contains questions related specifically to these highlighted/shaded
areas. All Answer Sheets must be completed prior to beginning the Online Exam.
Follow the instructions in the Final Exam, and remember to check your work carefully.
Basic Bookkeeping – Level 1
A
nsw
er Sheets-2
XY Consumer Products
SALES JOURNAL SJ01
Date Cust. Acc Rec Sales PST GST Pay. General Ledger
2003 Customer No. Dr. Cr. Cr. Cr. Acc. #
1020 4000 2075 2081
Dr. Cr.
TOTAL
Exam
Answ
er Sheets
A
nsw
er Sheets-3
XY Consumer Products
PURCHASES JOURNAL PJ01
Date
Vendor Acc Pay Purchases GST ITC
Travel
& Ent.
Office
Supplies
General Ledger
2003 Vendor No. Cr. Dr. Dr. Dr. Dr. Acc. # Dr. Cr.
2010 5000 2080 6050 6060
TOTAL
Basic Bookkeeping – Level 1
A
nsw
er Sheets-4
XY Consumer Products
CASH DISBURSEMENTS JOURNAL CD01
Date
Bank A/P Purchases Purchase Discounts
GST
Receiv.
GST
Payable
General
Ledger
2003 Cr. Dr. Dr. Cr. Dr. Cr.
Vendor Name /
Description
Check
No.
Vendor
No.
1010 2010 5000 5020 2080 2081
Acc.
#
Dr. Cr.
TOTAL
Exam
Answ
er Sheets
A
nsw
er Sheets-5
XY Consumer Products
CASH RECEIPTS JOURNAL CR01
Date
Bank A/R Sales PST Payable
GST
Receiv.
GST
Payable
Sales
Discounts
General
Ledger
2003 Dr. Cr. Cr. Cr. Dr. Cr. Dr. Dr. Cr.
Customer Name /
Description of Receipt
Cust.
No.
1010 1020 4000 2075 2080 2081 4020
Acc.
#
TOTAL
Basic Bookkeeping – Level 1
A
nsw
er Sheets-6
XY Consumer Products
PAYROLL JOURNAL PRJ01
Gross Pay Deductions Net Pay
Salaries and Wages
Fed.
Inc. Tax
Prov.
Inc. Tax CPP EI
Health
Care Total
Payroll
Clearing
Dr. Cr. Cr. Cr. Cr. Cr. Cr. Date
2003 Employee Name
Ee.
# 6010 2060 2063 2055 2050 2068 2085
TOTAL
Exam Answer Sheets Answers Sheets-7
XY Consumer Products
PAYROLL LEDGER
Employee: Phil Arnett Address: 26 Baker St. East
EmpNo.
: A001
Phone: (519) 667-3467 London, ON Cl.Code: 6
Start Date: 01/04/95 N6A 4U6 Perio.
Basically, answer any and all case questions you like. Format prefer.docx
Basically, answer any and all case questions you like. Format preference is Arial 10 font, 1.5 spacing. There's no need to repeat the case questions; just answer them.
Try to fill up one complete page with your analysis (target a word count of 500 or more). Sometimes the case will be too short and you will not be able to do this easily. Still, try to write all you can.
.
auto- attendant 800 wordsINTRO Business phone system.docx
auto- attendant
800 words
INTRO:
Business phone systems
Auto- Attendant also known as IVR (interactive voice response)
Understanding auto- attendant to help benefit your business
Add Statistic
SECTION 1: What is Auto- Attendant
Auto- attendant is also known as digital receptionist (link)
Auto- attendant or automated attendant a term commonly used in telephony to describe a voice menu system, which allows callers to be transferred to an extension without going through a telephone operator or receptionist.
Essentially auto- attendant answers incoming calls and redirects to appropriate extensions
SECTION 2: How Auto-Attendant Benefits your Business
Auto- Attendant features: incoming call answer and greeting messages, call transfer and routing option prompts, general business information announcements, automated company directory lookup of users, system menu- repeat, exit, operator prompts.
The necessity of auto- attendant for any business with incoming calls
The best practices regarding auto-attendant: charting out the entire call flow, using professional voice talents, stage inbound callers to departments with on hold messaging features.
Discuss costs
CONCLUSION:
Content about product and call to action
.
Based on your research, what is negligent security300 Word Discus.docx
Negligent security refers to the failure of a private security company or organization to use reasonable care to protect individuals from foreseeable harm. This can include a lack of proper training, screening, or supervision of security officers that results in harm to others. Security companies can be found liable for negligence if injuries are caused by inadequate security practices, such as an improperly trained officer conducting an unlawful search or arrest. While security companies argue that extensive training is too costly, failure to provide proper training can result in costly civil lawsuits if negligence is found. Adequate screening of employees during the hiring process is also important to avoid negligent hiring claims.
Autism spectrum DisorDersFoundations, CharaCteristiC.docx
Autism spectrum
DisorDers
Foundations, CharaCteristiCs, and eFFeCtive strategies
Second Edition
E. Amanda Boutot
Texas State University
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
A01_BOUT6877_02_SE_FM.indd 1 1/28/16 5:42 PM
Vice President and Editorial Director: Jeffery W. Johnston
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Operations Specialist: Carol Melville
Text Designer: Lumina Datamatics, Inc.
Cover Design Director: Diane Ernsberger
Cover Art: Roy Scott/Ikon Images/Corbis
Media Producer: Autumn Benson
Full-Service Project Management: Lumina Datamatics, Inc.
Composition: Lumina Datamatics, Inc.
Printer/Binder: RR Donnelley / Harrisonburg South
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Text Font: 10/12 Garamond 3 LT Pro
Package ISBN 10: 0-13-383369-0
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ISBN 13: 978-0-13-343687-7
Copyright © 2017, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United States of
America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any
prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts
within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/.
Acknowledgements of third party content appear on pages within text, which constitute an extension of this copyright page.
Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective
owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes
only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s
products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates,
authors, licensees or distributors.
Library of Congress Cataloging-in-Publication Data
Names: Boutot, E. Amanda, editor of compilation, author. | Myles,
Brenda Smith, editor of compilation, author.
Title: Autism spectrum disorders : foundations, characteristics, and
effective strategies / edited by E. Amanda Boutot, Texas State University.
Description: Second edition. | Pearson : Boston, 2017. | Inc.
Attached Files Personal data breaches and securing IoT device.docx
Attached Files:
Personal data breaches and securing IoT devices.docx
Personal data breaches and securing IoT devices.docx - Alternative Formats
(55.866 KB)
What are the Challenges of IoT Security.docx
What are the Challenges of IoT Security.docx - Alternative Formats
(17.965 KB)
IoT References.docx
IoT References.docx - Alternative Formats
(13.394 KB)
Final Research Project - IoT.docx
Final Research Project - IoT.docx - Alternative Formats
(51.028 KB)
Securing IoT Devices: What are the Challenges?Security practitioners suggest that key IoT security steps include:
1) Make people aware that there is a threat to security;2) Design a technical solution to reduce security vulnerabilities;3) Align the legal and regulatory frameworks; and4) Develop a workforce with the skills to handle IoT security.
Final Assignment - Project Plan (Deliverables):
Address each of the FOUR IoT security steps listed above in terms of IoT devices.
Explain in detail, in a step-by-step guide, how to make people more aware of the problems associated with the use of IoT devices.
.
Attached FilesIT Governance at University of the SoutheastU.docx
Attached Files:
IT Governance at University of the Southeast
University of the Southeast 25 was (and still is) one of the largest universities in the United States. It had been growing rapidly; that growth was spurred, in part, by information technology. The university embraced lecture capture technologies that allowed lectures to be streamed to students in a classroom, in dorm rooms, on the grass near the main campus central fountain, and at a variety of other places of the students’ choosing whenever they chose to watch. This made it possible to have sections of classes with over 1,000 students without having to build physical classrooms with enough seats to accommodate each person enrolled. It also made it possible to offer classes that were streamed to students at remote campuses. Each student was charged a technology fee (i.e., $5.16 for undergraduates and $13.85 for graduates per credit hour each semester), which was administered by the Information Technologies and Resources (IT&R) Office to help fund the costs of providing IT to students and faculty.IT&R was responsible for providing computer services, technologies, and telecommunications across the campus (Computer Services and Technology), helping faculty with their instructional delivery and multimedia support (Office of Instructional Resources), helping faculty develop and deliver Web‐based and lecture capture courses (Center for Distributed Learning), and the library. The IT&R Office developed IT‐related policies with very little input from the faculty and was responsible for deciding and implementing decisions concerning IT architecture and infrastructure. IT&R worked with the university president and other top administrators in making IT investment decisions. IT&R staff also worked with the various colleges, administrative offices, and an advisory board in making decisions about applications that needed to be developed. However, faculty were not consulted at all when the lecture capture system was selected. As was often the case at large universities, many decision rights on a wide range of issues had been allocated to the colleges.
The College of Business Administration had its own server and Technology Support Department (TSD). A recent survey of faculty and staff in the college indicated a high level of satisfaction with the TSD but far less satisfaction with the services provided by the university‐level IT&R. Some college respondents indicated their displeasure about IT&R’ s support of the technology for the lecture capture courses, help desk, and classroom technologies. The problems with the technology support for lecture capture software were particularly troublesome. The software would not authenticate students who had paid to enroll in some lecture capture courses, making it impossible for them to download the lectures even though they were registered in the course. Further, some university‐affiliated housing did not have adequate network bandwidth to allow students .
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