Case Study, Part IReview Chapter 3 in the textbook. Prepare an a.docx
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Case Study, Part I Review Chapter 3 in the textbook. Prepare an analysis of Steps 1 through 3 of the MAPP Strategic Plan initiatives and apply at least three quality and/or risk management concepts, measures, and tools in your paper. Paper must be 3 pages with 2 scholarly sources published in the last five years. MAPP Process The MAPP process includes six steps (NACCHO 2010): (steps 1-3 for paper) 1. Organizing for Success : This step involves organizing the planning process and developing partnerships. 2. Visioning : The visioning step engages stakeholders in a collaborative, creative process of developing a shared community vision withcommon values. 3. Conducting Community Assessments : Four community assessments provide information about internal and external environmental trendsrelevant to the community: • Community Themes and Strengths Assessment : Identifies local community interests, perceptions about quality of life, and assets. • Local Public Health System Assessment : Appraises the capacity of the local public health system to conduct essential public healthservices. • Community Health Status Assessment : Analyzes data about health status, quality of life, and risk factors. • Forces of Change Assessment : Identifies changing external forces and dynamics of the community and the local public health system. .
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Prepare an California EARTHQUAKE analysis of Steps 1 through 3 o.docx
Prepare an
California EARTHQUAKE
analysis of Steps 1 through 3 of the MAPP Strategic Plan initiatives and apply at least three quality and/or risk management concepts, measures, and tools in your paper.
Your paper must be three to five double-spaced pages (excluding the title and reference pages). In addition to the text, utilize a minimum of two
scholarly and/or peer-reviewed
sources that were published within the last five years. Your paper and all sources must be formatted according to APA style as outlined in the Ashford Writing Center.
The MAPP process includes six steps (NACCHO
2010
):
1.
Organizing for Success
: This step involves organizing the planning process and developing partnerships.
2.
Visioning
: The visioning step engages stakeholders in a collaborative, creative process of developing a shared community vision with common values.
3.
Conducting Community Assessments
: Four community assessments provide information about internal and external environmental trends relevant to the community:
•
Community Themes and Strengths Assessment
: Identifies local community interests, perceptions about quality of life, and assets.
•
Local Public Health System Assessment
: Appraises the capacity of the local public health system to conduct essential public health services.
•
Community Health Status Assessment
: Analyzes data about health status, quality of life, and risk factors.
•
Forces of Change Assessment
: Identifies changing external forces and dynamics of the community and the local public health system.
4.
Identifying Strategic Issues
: Similar to the “identification and evaluation of major strategic issues and options” step in the planning model presented earlier, in this step, participants develop a prioritized list of the most important issues facing the community based on the results of the four MAPP assessments and the shared community vision.
5.
Formulating Goals and Strategies
: In this step, participants take the strategic issues identified in the previous phase and formulate goal statements and broad strategies for addressing issues, resulting in the development and adoption of an interrelated set of strategy statements.
6.
Action Cycle
: In this final step, the local public health system develops and implements an action plan for addressing priority goals and objectives. The plans are implemented and evaluated, with ensuing adjustments in the earlier steps as necessary. The final step in the MAPP process is similar to operations planning and implementation in an organization.
Our Text for this class
Jr., L. Fleming F.
Managing Health Organizations for Quality and Performance
. Jones & Bartlett Learning, 20120224. VitalBook file.
.
The MAPP process includes six steps (NACCHO 2010)1.Organizing .docx
The MAPP process includes six steps (NACCHO 2010):
1. Organizing for Success: This step involves organizing the planning process and developing partnerships.
2. Visioning: The visioning step engages stakeholders in a collaborative, creative process of developing a shared community vision with common values.
3. Conducting Community Assessments: Four community assessments provide information about internal and external environmental trends relevant to the community:
• Community Themes and Strengths Assessment: Identifies local community interests, perceptions about quality of life, and assets.
• Local Public Health System Assessment: Appraises the capacity of the local public health system to conduct essential public health services.
• Community Health Status Assessment: Analyzes data about health status, quality of life, and risk factors.
• Forces of Change Assessment: Identifies changing external forces and dynamics of the community and the local public health system.
4. Identifying Strategic Issues: Similar to the “identification and evaluation of major strategic issues and options” step in the planning model presented earlier, in this step, participants develop a prioritized list of the most important issues facing the community based on the results of the four MAPP assessments and the shared community vision.
5. Formulating Goals and Strategies: In this step, participants take the strategic issues identified in the previous phase and formulate goal statements and broad strategies for addressing issues, resulting in the development and adoption of an interrelated set of strategy statements.
6. Action Cycle: In this final step, the local public health system develops and implements an action plan for addressing priority goals and objectives. The plans are implemented and evaluated, with ensuing adjustments in the earlier steps as necessary. The final step in the MAPP process is similar to operations planning and implementation in an organization.
Jr., L. Fleming F. Managing Health Organizations for Quality and Performance. Jones & Bartlett Learning, 20120224. VitalBook file.
...
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Identify stakeholders to be included in your community health assessment plan and explain why they should be involved.
Describe the stakeholders’ potential roles and responsibilities in the assessment.
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Chapter 3: Strategic
Planning
Objectives
• Identify the purpose of strategic planning
• List the six steps of strategic planning
• Describe the importance of a mission, vision, and
values
• Describe how to use analysis of strengths,
weaknesses, opportunities, and threats (SWOT)
• Explain the strategic uses for Healthy People 2020
• Describe Mobilizing for Action through Planning
and Partnerships (MAPP)
Outline
• Strategic Planning
• Operational Planning
• Strategic Planning for Community Health
Strategic Planning
• Defined as the process of developing
strategies which develops an overall sense of
direction for the future
• Strategy – address the question of how to
position an organization in its environment
• Strategic planning is not as widely used in not-
for-profit and public health organizations
Strategic Planning (continued)
• Strategic Planning is 1 of 3 different types of
planning used by management:
1) Strategic Planning – based on the mission,
vision, and values of an organization
2) Operational Planning – identifies and presents
program goals and objectives
3) Budget Planning – allocates the financial
resources of an organization based on
strategic and operational planning
Guiding Statements
• Mission
• Vision
• Values
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• Delineates an organization’s purpose and reason
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• Communicates the current intentions of the
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• Example: “Healthy People 2020 strives to identify
nationwide health improvement priorities and
engage multiple sectors to take actions to
strengthen policies and improve practices that
are driven by the best available evidence and
knowledge…”
Vision Statement
• Targeted description of the future outcomes
expected if the organization is successful
• Somewhat idealistic, because visions are
intended to motivate people and enroll the
hearts, as well as the minds, of organizational
stakeholders
• Example: “Healthy People 2020 envisions a
society in which all people live long, healthy
lives”
Values Statement
• Tends to be philosophical and often reflects
the beliefs or ethical systems of the founders
• Example: “Healthy People 2020 values the
promotion of quality of life, healthy
development, and healthy behaviors across all
life stages…”
Healthy People 2020
• Initiative utilized by the U.S. Department of
Health and Human Services (DHHS) which
includes a list of strategic priorities for
national health promotion and disease
prevention efforts
• HP 2020 is a tool used by all levels of
government and the public health systems
(state and local departments of health)
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• Internal organizational assessment
• External environmental assessment
• Analysis of internal strengths and weaknesses
• Analysis of external opportunities and threats
• Identification and evaluation of strategic
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• Selection of strategic priorities
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analysis of Steps 1 through 3 of the MAPP Strategic Plan initiatives and apply at least three quality and/or risk management concepts, measures, and tools in your paper.
Your paper must be three to five double-spaced pages (excluding the title and reference pages). In addition to the text, utilize a minimum of two
scholarly and/or peer-reviewed
sources that were published within the last five years. Your paper and all sources must be formatted according to APA style as outlined in the Ashford Writing Center.
The MAPP process includes six steps (NACCHO
2010
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1.
Organizing for Success
: This step involves organizing the planning process and developing partnerships.
2.
Visioning
: The visioning step engages stakeholders in a collaborative, creative process of developing a shared community vision with common values.
3.
Conducting Community Assessments
: Four community assessments provide information about internal and external environmental trends relevant to the community:
•
Community Themes and Strengths Assessment
: Identifies local community interests, perceptions about quality of life, and assets.
•
Local Public Health System Assessment
: Appraises the capacity of the local public health system to conduct essential public health services.
•
Community Health Status Assessment
: Analyzes data about health status, quality of life, and risk factors.
•
Forces of Change Assessment
: Identifies changing external forces and dynamics of the community and the local public health system.
4.
Identifying Strategic Issues
: Similar to the “identification and evaluation of major strategic issues and options” step in the planning model presented earlier, in this step, participants develop a prioritized list of the most important issues facing the community based on the results of the four MAPP assessments and the shared community vision.
5.
Formulating Goals and Strategies
: In this step, participants take the strategic issues identified in the previous phase and formulate goal statements and broad strategies for addressing issues, resulting in the development and adoption of an interrelated set of strategy statements.
6.
Action Cycle
: In this final step, the local public health system develops and implements an action plan for addressing priority goals and objectives. The plans are implemented and evaluated, with ensuing adjustments in the earlier steps as necessary. The final step in the MAPP process is similar to operations planning and implementation in an organization.
Our Text for this class
Jr., L. Fleming F.
Managing Health Organizations for Quality and Performance
. Jones & Bartlett Learning, 20120224. VitalBook file.
.
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The MAPP process includes six steps (NACCHO 2010):
1. Organizing for Success: This step involves organizing the planning process and developing partnerships.
2. Visioning: The visioning step engages stakeholders in a collaborative, creative process of developing a shared community vision with common values.
3. Conducting Community Assessments: Four community assessments provide information about internal and external environmental trends relevant to the community:
• Community Themes and Strengths Assessment: Identifies local community interests, perceptions about quality of life, and assets.
• Local Public Health System Assessment: Appraises the capacity of the local public health system to conduct essential public health services.
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• Forces of Change Assessment: Identifies changing external forces and dynamics of the community and the local public health system.
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Submit - a community health assessment plan (3-4 pages) for the community you selected.
Identify stakeholders to be included in your community health assessment plan and explain why they should be involved.
Describe the stakeholders’ potential roles and responsibilities in the assessment.
Develop goals for the community health assessment plan and explain why you selected these goals.
Describe three or four types of data that you might collect to further the goals of the plan, and explain why.
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.
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Chapter 3: Strategic
Planning
Objectives
• Identify the purpose of strategic planning
• List the six steps of strategic planning
• Describe the importance of a mission, vision, and
values
• Describe how to use analysis of strengths,
weaknesses, opportunities, and threats (SWOT)
• Explain the strategic uses for Healthy People 2020
• Describe Mobilizing for Action through Planning
and Partnerships (MAPP)
Outline
• Strategic Planning
• Operational Planning
• Strategic Planning for Community Health
Strategic Planning
• Defined as the process of developing
strategies which develops an overall sense of
direction for the future
• Strategy – address the question of how to
position an organization in its environment
• Strategic planning is not as widely used in not-
for-profit and public health organizations
Strategic Planning (continued)
• Strategic Planning is 1 of 3 different types of
planning used by management:
1) Strategic Planning – based on the mission,
vision, and values of an organization
2) Operational Planning – identifies and presents
program goals and objectives
3) Budget Planning – allocates the financial
resources of an organization based on
strategic and operational planning
Guiding Statements
• Mission
• Vision
• Values
Mission Statement
• Delineates an organization’s purpose and reason
for existence.
• Communicates the current intentions of the
organization
• Example: “Healthy People 2020 strives to identify
nationwide health improvement priorities and
engage multiple sectors to take actions to
strengthen policies and improve practices that
are driven by the best available evidence and
knowledge…”
Vision Statement
• Targeted description of the future outcomes
expected if the organization is successful
• Somewhat idealistic, because visions are
intended to motivate people and enroll the
hearts, as well as the minds, of organizational
stakeholders
• Example: “Healthy People 2020 envisions a
society in which all people live long, healthy
lives”
Values Statement
• Tends to be philosophical and often reflects
the beliefs or ethical systems of the founders
• Example: “Healthy People 2020 values the
promotion of quality of life, healthy
development, and healthy behaviors across all
life stages…”
Healthy People 2020
• Initiative utilized by the U.S. Department of
Health and Human Services (DHHS) which
includes a list of strategic priorities for
national health promotion and disease
prevention efforts
• HP 2020 is a tool used by all levels of
government and the public health systems
(state and local departments of health)
Six Steps of Strategic Planning
• Internal organizational assessment
• External environmental assessment
• Analysis of internal strengths and weaknesses
• Analysis of external opportunities and threats
• Identification and evaluation of strategic
issues and choices
• Selection of strategic priorities
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Theory
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Use of research to inform public policymakingLavis, John N;Francisco Becerra Posada;Haines, Andy;Osei, Eric
The Lancet; Oct 30-Nov 5, 2004; 364, 9445; ProQuest Central
pg. 1615
SeriesI
(
Reproduced
with
permission
of
the
copyright
owner. Further
reproduction
prohibited
without
permission.
)
Use of research to inform public policymaking
john N Lavis, Francisco Becerra Posada, Andy Haines, Eric Osei
To improve health and reduce health inequalities, public policymakers need to find the best solutions to the most burdensome health problems, the best ways to fit these solutions into complex and often overstretched and underresourced health systems, and the best ways to bring about the desired changes in health systems. Systematic reviews can inform public policymaking by providing research-based answers to these questions. Public policymakers can encourage more informed policymaking by asking to see systematic reviews on priority issues, commissioning reviews when none exists, and placing more value on such work in their deliberations and in their interactions with stakeholders. Donors and international agencies can encourage more informed public policymaking by supporting national and regional efforts to undertake reviews and assess their local applicability, and by supporting regional or worldwide efforts to coordinate review and assessment processes.
Lancet 2004; 364: 1615- 21
Centre for Health Economics and Policy Analysis, Department of Clinical
Epidemiology and Biostatistics,
and Department of Political Science, McMaster University, Hamilton, ON, Canada
Uohn N Lavis MD); General Coordination for the National Institutes of Health, Ministry of Health, Mexico
(Frtmcisco Becerra Posada MD);
London School of Hygiene and Tropical Medicine, London, UK
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1 NR441442444 Community Health Nursing Required U.docx
1
NR441/442/444 Community Health Nursing
Required Uniform Assignment: Care of Populations Guidelines
NR441/442/444 RUA: Care of Populations_V2.docx Revised: 05/2019
11
Purpose
The purpose of this assignment is to provide an opportunity for students to work collaboratively while applying
community health concepts and the nursing process to the care of a population.
Course outcomes: This assignment enables the student to meet the following course outcomes:
1. Provide comprehensive care with increasing autonomy to individuals, families, aggregates, and
communities in a variety of health care settings based on theories and principles of nursing and related
disciplines. (PO 1)
2. Integrate clinical judgment in professional decision making and implement the nursing process in the
community health setting. (PO 4)
4. Communicate effectively with client populations and with other healthcare providers in managing the
healthcare of individuals, families, aggregates, and communities. (PO 3)
5. Practice in established professional roles to provide cost‐effective, quality healthcare to consumers in
structured and unstructured settings. (PO 7)
6. Demonstrate leadership skills and collaborate with consumers and other health care providers in direct
care or delegation of responsibilities within all levels of healthcare. (PO 2)
7. Accept accountability for personal and professional development as part of the life‐long learning
process. (PO 5)
8. Incorporate evidence‐based practice in the provision of professional nursing care to individuals,
families, aggregates, and communities. (PO 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies
to this assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Student teams of three to four persons will form either by faculty assignment or self‐selection.
2) The team will conduct a community assessment that includes a windshield survey.
3) The presentation will be no longer than 15 minutes in length, with an additional 5 minutes for answering
questions from the audience.
4) Review the Healthy People 2020 Leading Health Indicators at: https://www.healthypeople.gov/2020/Leading‐
Health‐Indicators
5) Ideas for obtaining additional demographic data include but are not limited to the following:
a. County health rankings at http://www.countyhealthrankings.org/
b. Census reports at https://www.census.gov/
c. Centers for Disease Control and Prevention vital signs at: https://www.cdc.gov/vitalsigns/topics.html
6) Include the following sections (detailed criteria listed below and in the Grading Rubric).
a. Community Assessment ‐ 25 points/25%
• Provides a description of the community based on the findings from the team’s windshield survey.
• Provides pictures.
1 NR441442444 Community Health Nursing Required U.docx
1
NR441/442/444 Community Health Nursing
Required Uniform Assignment: Care of Populations Guidelines
NR441/442/444 RUA: Care of Populations_V2.docx Revised: 05/2019
11
Purpose
The purpose of this assignment is to provide an opportunity for students to work collaboratively while applying
community health concepts and the nursing process to the care of a population.
Course outcomes: This assignment enables the student to meet the following course outcomes:
1. Provide comprehensive care with increasing autonomy to individuals, families, aggregates, and
communities in a variety of health care settings based on theories and principles of nursing and related
disciplines. (PO 1)
2. Integrate clinical judgment in professional decision making and implement the nursing process in the
community health setting. (PO 4)
4. Communicate effectively with client populations and with other healthcare providers in managing the
healthcare of individuals, families, aggregates, and communities. (PO 3)
5. Practice in established professional roles to provide cost‐effective, quality healthcare to consumers in
structured and unstructured settings. (PO 7)
6. Demonstrate leadership skills and collaborate with consumers and other health care providers in direct
care or delegation of responsibilities within all levels of healthcare. (PO 2)
7. Accept accountability for personal and professional development as part of the life‐long learning
process. (PO 5)
8. Incorporate evidence‐based practice in the provision of professional nursing care to individuals,
families, aggregates, and communities. (PO 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies
to this assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Student teams of three to four persons will form either by faculty assignment or self‐selection.
2) The team will conduct a community assessment that includes a windshield survey.
3) The presentation will be no longer than 15 minutes in length, with an additional 5 minutes for answering
questions from the audience.
4) Review the Healthy People 2020 Leading Health Indicators at: https://www.healthypeople.gov/2020/Leading‐
Health‐Indicators
5) Ideas for obtaining additional demographic data include but are not limited to the following:
a. County health rankings at http://www.countyhealthrankings.org/
b. Census reports at https://www.census.gov/
c. Centers for Disease Control and Prevention vital signs at: https://www.cdc.gov/vitalsigns/topics.html
6) Include the following sections (detailed criteria listed below and in the Grading Rubric).
a. Community Assessment ‐ 25 points/25%
• Provides a description of the community based on the findings from the team’s windshield survey.
• Provides pictures ...
programme evaluation by priyadarshinee pradhan
This document discusses concepts, needs, goals and tools related to program evaluation. It defines evaluation as a systematic process to determine the merit, worth and significance of a program or intervention using set standards and criteria. The primary purposes of evaluation are to gain insight and enable reflection to identify future changes. Some key goals of program evaluation include improving program design, assessing progress towards goals, and determining effectiveness and efficiency. Common tools for program evaluation discussed include interviews, observations, questionnaires, and case studies.
msc story.pdf
The Most Significant Change (MSC) technique is a participatory monitoring and evaluation method. It involves collecting stories of significant changes from the field level and having stakeholders systematically select the most important stories. The process contributes to evaluation by providing impact data. An example from Bangladesh showed how using MSC increased participation in a project and helped stakeholders and beneficiaries understand the project's impact. MSC has since been used by other organizations to evaluate programs and foster learning.
Formatted_EvaluationPlanTemplate
The document proposes revisions and expansions to the evaluation plan for the Relationship Remix workshops program at the University of Michigan. It suggests revamping the program objectives, creating a logic model, broadening the process evaluation, and broadening the impact evaluation. For the process evaluation, it recommends evaluating additional components such as context, recruitment, fidelity, dose delivered, dose received, and reach using both quantitative and qualitative methods like surveys, attendance tracking, and focus groups. For the impact evaluation, it proposes a new design and revising the evaluation tools to align with the revised objectives. The goal is to conduct a more comprehensive evaluation to better understand the program's effectiveness and areas for improvement.
Building Transforming Linked In
The document describes a research and training program that aims to build research capacity in community-based organizations (CBOs). Three CBOs each form a four-member research team that participates in a year-long CBPR training program. Each team develops and implements a research project addressing a community need. The program curriculum includes stages for developing a research design, implementing the research, analyzing results, and presenting findings. The goal is to transform CBOs by institutionalizing research capacity and empowering organizations to conduct their own research.
Paper Thesis From Yudo Devianto - Budi Luhur University
Model Sistem Informasi Indeks Kepuasan Masyarakat Dengan Metode Perbandingan Eksponensial (MPE) dan Skala Ordinal Pada Unit Pelayanan Masyarakat
KEYSTONE / Module 7 / Slideshow 1 / Realist and theory driven approaches in HPSR
KEYSTONE / Module 7 / Slideshow 1 / Realist and theory driven approaches in HPSRPublic Health Foundation of India (PHFI)
KEYSTONE HPSR Initiative // Module 7: Realist evaluation // Slideshow 1: Realist and theory driven approaches in HPSR
This is the only slideshow of Module 7: Realist evaluation, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 7: Realist evaluation
Programmes and policies are complex in their design and implementation because of the number of interacting agents, components and forces that influence people and organisations in a given system. In this module through the realist evaluation approach explores why programmes/interventions work for some and not for others and getting to the core issue of trying to understand the conditions under which the interventions works.
There is 1 slideshow in this module.
Module 7: Realist evaluation
Module 7 Slideshow 1: Realist and theory- driven approaches in HPSR
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymp.docx
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.
Chapter 10 Check PointAnswer the following questions. Please.docx
Chapter 10 Check Point
Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment.
What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems?
What are some Challenges and Work Assumptions of Anomaly Detection?
Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers.
Explain the Density-based: LOF Approach.
Provide the General Steps and Types of Anomaly Detection Schemes.
.
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BSCHUCH Culminating project final post defenseFINAL
This document summarizes an evaluation of Ohio's Surface Water Contact Advisory Removal Program. The evaluation was conducted to develop recommendations for a more consistent process to reevaluate and remove contact advisories from contaminated waterways. Through interviews with Ohio Department of Health decision-makers and a survey of other Midwestern state programs, the evaluation aims to determine the key factors considered when deciding to remove an advisory. A review of past Ohio case studies also identifies similarities and differences in how sites were evaluated for remediation. The results will help Ohio agencies streamline the advisory removal process and clarify the information needed to make removal decisions.
Community diagnosis
This document outlines the process of community diagnosis and health planning. It involves 5 phases - assessment, community diagnosis, planning, action, and evaluation. Community diagnosis involves comprehensively assessing the status of the entire community and its social, political, economic, physical, and biological environment. The planning phase determines the causes of action to meet community health needs by analyzing problems, prioritizing them, setting goals and objectives, and formulating an action plan. The action phase implements the plan. Evaluation determines the effectiveness of the program and process.
PROGRAM EVALUATION
This document discusses program evaluation in public health. It begins by defining key terms like program, evaluation, and monitoring. It describes the need for evaluation to improve health programs and allocate resources. The types of evaluation include formative, process, outcome, and economic evaluations. Steps of evaluation involve engaging stakeholders, describing the program, focusing the design, gathering evidence, justifying conclusions, and ensuring use. Frameworks for public health evaluation include CDC's 30 standards across utility, feasibility, propriety and accuracy.
Expanding Possibilities Program Evaluation
This document outlines a program evaluation plan for a mental health services expansion project from 2009-2011. It presents the evaluator, Rob Rice, and his qualifications. The evaluation will use a basic systems model to measure inputs, processes, outputs, quality, outcomes, and feedback. Output and outcome measures are defined to track the percentage of school staff trained to make referrals, technical assistance provided, cultural competence, existence of linkage protocols between schools and mental health services, and student access to services. Schools are asked to identify staff to complete surveys measuring collaboration and identify point people to track student referrals and report data to the evaluator monthly.
Research Project Community Assessment Report Purpose For .pdf
Research Project - Community Assessment Report Purpose: For this assignment, you will use
different types of data to complete a comparative community assessment report, that can be used
by a local government agency. Community Assessments: can be used by government agencies
and organizations NGO's (nongovernment organizations) to identify needs in a community, as well
as to identify ways to most efficiently use community resources. A full community assessment
includes the collection of both statistical data and the solicitation of public input. It would also
involve the creation of a community group that included representation from multiple community
interests. The solicitation of input and the creation of a stakeholder group is not feasible here, but
we can begin the community assessment process by utilizing a number of different on-line and
print resources. Important to note, is that in a typical community assessment report, you would be
an employee being assigned the task of reporting on a specific community/set of communities,
and would be assigned specific criteria to assess the communities with. For this project, you will
identify and apply between 10 and 12 criteria related to livability and sustainability in a study of
three Canadian communities, and make a recommendation as to an overall ranking (from 1st to 3
+5 ) for most liveable community. You will be selecting your 3 communities, and your criteria. Your
10-12 criteria will include items that you deem relevant from the headings below, in addition to
other criteria that you might find relvant. Demographic and economic data, such as age: -
Education - Ethnicity - income Social well-being data, such as:.
The field of program evaluation presents a diversity of images a.docx
The field of program evaluation presents a diversity of images and claims about the nature and role of evaluation that confounds any attempt to construct a coher- ent account of its methods or confidently identify important new developments. We take the view that the overarching goal of the program evaluation enterprise is to contribute to the improvement of social conditions by providing scientifically credible information and balanced judgment to legitimate social agents about the effectiveness of interventions intended to produce social benefits. Because of its centrality in this perspective, this review focuses on outcome evaluation, that is, the assessment of the effects of interventions upon the populations they are intended to benefit. The coverage of this topic is concentrated on literature published within the last decade with particular attention to the period subsequent to the related reviews by Cook and Shadish (1994) on social experiments and Sechrest & Figueredo (1993) on program evaluation.
The word ‘evaluation’ has become increasingly used in the language of community, health and social services and programs. The growth of talk and practice of evaluation in these fields has often been promoted and encouraged by funders and commissioners of services and programs. Following the interest of funders, has been a growth in the study and practice of evaluation by community, health and social service practitioners and academics. When we consider why this move in evaluative thinking and practice has occurred, we can assume the position of the funder and simply answer, ‘...because we want to know if this program or service works’. Practitioners, specialists and academics in these fields have been called upon by governments and philanthropists to aid the development of effective evaluation. Over time, they have led their own thinking and practice independently. Evaluation in its simplest form is about understanding the effect and impact of a program, service, or indeed a whole organization. Evaluation as a practice is not so simple however, largely because in order to assess impact, we need to be very clear at the beginning what effect or difference we are trying to achieve.
The literature review begins with an overview of qualitative and quantitative research methods, followed by a description of key forms of evaluation. Health promotion evaluation and advocacy and policy evaluation will then be explored as two specific domains. These domains are not evaluation methodologies, but forms of evaluation that present unique requirements for effective community development evaluation. Following this discussion, the review will explore eight key evaluation methodologies: appreciative enquiry, empowerment evaluation, social capital,
social return on investment, outcomes based evaluation, performance dashboards and scorecards and developmental evaluation. Each of these sections will include specific methods, the values base of each methodo ...
Comprehensive intervention
Comprehensive organizational development (OD) interventions involve the entire organization and aim to drive deep cultural change. They include methods such as getting representatives from all levels and functions of an organization involved through future conferences, strategic meetings, and survey feedback. Specific comprehensive OD approaches discussed include Beckhard's confrontation meeting, real-time strategic change, stream analysis, and grid organizational development, which systematically assess and improve an organization over multiple years. Large-scale and high-performance system changes typically combine multiple OD interventions with participation from across the organization to create major cultural transformations.
Community implementation and evaluation Health Promotion Program.docx
This document provides guidance for developing a community health promotion program. It instructs the student to:
1) Identify a priority community diagnosis based on an assessment.
2) Choose between socio-environmental, biomedical, or behavioral approaches and compare their strengths/limitations.
3) Develop a program outline using a logic model framework that identifies goals, strategies, activities, resources, and evaluation indicators.
The community nurse's role and involving the target aggregate should be discussed.
An Evaluation Guide for Community Engagement
This is a mini-guide that offers tips for evaluating community
engagement. The companion toolkit (separate document) provides tools for practical use.
Ev dem evaluation guide and toolkit
This document provides guidance on evaluating community engagement. It discusses:
- The importance of determining evaluation readiness and capacity before beginning an evaluation.
- Choosing the appropriate type of evaluation (e.g. process, outcome, or impact evaluation) based on the goals and scale of the engagement work.
- A four-step process for planning an evaluation: 1) developing a logic model, 2) seeking focus, 3) identifying measures, and 4) identifying data needs.
- Common data collection methods like surveys, interviews, and focus groups, as well as tips for design surveys and analyzing both quantitative and qualitative data.
The document aims to offer practical, hands-on guidance for community groups
Use of research to inform public policymakingLavis, John N;Francis.docx
Use of research to inform public policymakingLavis, John N;Francisco Becerra Posada;Haines, Andy;Osei, Eric
The Lancet; Oct 30-Nov 5, 2004; 364, 9445; ProQuest Central
pg. 1615
SeriesI
(
Reproduced
with
permission
of
the
copyright
owner. Further
reproduction
prohibited
without
permission.
)
Use of research to inform public policymaking
john N Lavis, Francisco Becerra Posada, Andy Haines, Eric Osei
To improve health and reduce health inequalities, public policymakers need to find the best solutions to the most burdensome health problems, the best ways to fit these solutions into complex and often overstretched and underresourced health systems, and the best ways to bring about the desired changes in health systems. Systematic reviews can inform public policymaking by providing research-based answers to these questions. Public policymakers can encourage more informed policymaking by asking to see systematic reviews on priority issues, commissioning reviews when none exists, and placing more value on such work in their deliberations and in their interactions with stakeholders. Donors and international agencies can encourage more informed public policymaking by supporting national and regional efforts to undertake reviews and assess their local applicability, and by supporting regional or worldwide efforts to coordinate review and assessment processes.
Lancet 2004; 364: 1615- 21
Centre for Health Economics and Policy Analysis, Department of Clinical
Epidemiology and Biostatistics,
and Department of Political Science, McMaster University, Hamilton, ON, Canada
Uohn N Lavis MD); General Coordination for the National Institutes of Health, Ministry of Health, Mexico
(Frtmcisco Becerra Posada MD);
London School of Hygiene and Tropical Medicine, London, UK
Health ministers in low-income and middle-income
countries who take their responsibility to improve health and reduce health inequalities seriously face both many challenges and little support. Quite legitimately in many cases, ministers can criticise the health-research commu nity (especially funders), their political staff and civil servants, and others who seek to advise or influence them for not giving them what they need to be successful. Like clinicians, health ministers can benefit from high quality, locally applicable systematic reviews of research. Unlike clinicians, health ministers can turn to very few systematic reviews of the reports most relevant to them (ie, health systems research) and they cannot rely on advice about how to critically assess the local applicability of reviews.
In this report we describe the challenges tha t public policymakers (ie, health ministers, their political staff, and senior civil servants) face in answering three types of questions relevant to improving health and reducing health inequalities in their countries; outline an approach that public policymakers can use to critically assess the local applicability ...
Executive Summary - Intro to Positive Organizational Devt
The document summarizes a study conducted to understand how UBC's Human Resources department has utilized positive psychology and strengths-based approaches in four of its leadership programs. A mixed methods study was conducted including surveys of past program participants and interviews. The survey results showed that participants generally had positive experiences reflecting the "elevate" and "magnify" aspects of the strengths revolution framework, but less so for the "refract" aspect. Interviews suggested programs could better help participants address weaknesses and apply learnings to potential job candidates. The study provided initial insights but a more rigorous qualitative analysis was limited by time constraints.
1 NR441442444 Community Health Nursing Required U.docx
1
NR441/442/444 Community Health Nursing
Required Uniform Assignment: Care of Populations Guidelines
NR441/442/444 RUA: Care of Populations_V2.docx Revised: 05/2019
11
Purpose
The purpose of this assignment is to provide an opportunity for students to work collaboratively while applying
community health concepts and the nursing process to the care of a population.
Course outcomes: This assignment enables the student to meet the following course outcomes:
1. Provide comprehensive care with increasing autonomy to individuals, families, aggregates, and
communities in a variety of health care settings based on theories and principles of nursing and related
disciplines. (PO 1)
2. Integrate clinical judgment in professional decision making and implement the nursing process in the
community health setting. (PO 4)
4. Communicate effectively with client populations and with other healthcare providers in managing the
healthcare of individuals, families, aggregates, and communities. (PO 3)
5. Practice in established professional roles to provide cost‐effective, quality healthcare to consumers in
structured and unstructured settings. (PO 7)
6. Demonstrate leadership skills and collaborate with consumers and other health care providers in direct
care or delegation of responsibilities within all levels of healthcare. (PO 2)
7. Accept accountability for personal and professional development as part of the life‐long learning
process. (PO 5)
8. Incorporate evidence‐based practice in the provision of professional nursing care to individuals,
families, aggregates, and communities. (PO 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies
to this assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Student teams of three to four persons will form either by faculty assignment or self‐selection.
2) The team will conduct a community assessment that includes a windshield survey.
3) The presentation will be no longer than 15 minutes in length, with an additional 5 minutes for answering
questions from the audience.
4) Review the Healthy People 2020 Leading Health Indicators at: https://www.healthypeople.gov/2020/Leading‐
Health‐Indicators
5) Ideas for obtaining additional demographic data include but are not limited to the following:
a. County health rankings at http://www.countyhealthrankings.org/
b. Census reports at https://www.census.gov/
c. Centers for Disease Control and Prevention vital signs at: https://www.cdc.gov/vitalsigns/topics.html
6) Include the following sections (detailed criteria listed below and in the Grading Rubric).
a. Community Assessment ‐ 25 points/25%
• Provides a description of the community based on the findings from the team’s windshield survey.
• Provides pictures.
1 NR441442444 Community Health Nursing Required U.docx
1
NR441/442/444 Community Health Nursing
Required Uniform Assignment: Care of Populations Guidelines
NR441/442/444 RUA: Care of Populations_V2.docx Revised: 05/2019
11
Purpose
The purpose of this assignment is to provide an opportunity for students to work collaboratively while applying
community health concepts and the nursing process to the care of a population.
Course outcomes: This assignment enables the student to meet the following course outcomes:
1. Provide comprehensive care with increasing autonomy to individuals, families, aggregates, and
communities in a variety of health care settings based on theories and principles of nursing and related
disciplines. (PO 1)
2. Integrate clinical judgment in professional decision making and implement the nursing process in the
community health setting. (PO 4)
4. Communicate effectively with client populations and with other healthcare providers in managing the
healthcare of individuals, families, aggregates, and communities. (PO 3)
5. Practice in established professional roles to provide cost‐effective, quality healthcare to consumers in
structured and unstructured settings. (PO 7)
6. Demonstrate leadership skills and collaborate with consumers and other health care providers in direct
care or delegation of responsibilities within all levels of healthcare. (PO 2)
7. Accept accountability for personal and professional development as part of the life‐long learning
process. (PO 5)
8. Incorporate evidence‐based practice in the provision of professional nursing care to individuals,
families, aggregates, and communities. (PO 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies
to this assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Student teams of three to four persons will form either by faculty assignment or self‐selection.
2) The team will conduct a community assessment that includes a windshield survey.
3) The presentation will be no longer than 15 minutes in length, with an additional 5 minutes for answering
questions from the audience.
4) Review the Healthy People 2020 Leading Health Indicators at: https://www.healthypeople.gov/2020/Leading‐
Health‐Indicators
5) Ideas for obtaining additional demographic data include but are not limited to the following:
a. County health rankings at http://www.countyhealthrankings.org/
b. Census reports at https://www.census.gov/
c. Centers for Disease Control and Prevention vital signs at: https://www.cdc.gov/vitalsigns/topics.html
6) Include the following sections (detailed criteria listed below and in the Grading Rubric).
a. Community Assessment ‐ 25 points/25%
• Provides a description of the community based on the findings from the team’s windshield survey.
• Provides pictures ...
programme evaluation by priyadarshinee pradhan
This document discusses concepts, needs, goals and tools related to program evaluation. It defines evaluation as a systematic process to determine the merit, worth and significance of a program or intervention using set standards and criteria. The primary purposes of evaluation are to gain insight and enable reflection to identify future changes. Some key goals of program evaluation include improving program design, assessing progress towards goals, and determining effectiveness and efficiency. Common tools for program evaluation discussed include interviews, observations, questionnaires, and case studies.
msc story.pdf
The Most Significant Change (MSC) technique is a participatory monitoring and evaluation method. It involves collecting stories of significant changes from the field level and having stakeholders systematically select the most important stories. The process contributes to evaluation by providing impact data. An example from Bangladesh showed how using MSC increased participation in a project and helped stakeholders and beneficiaries understand the project's impact. MSC has since been used by other organizations to evaluate programs and foster learning.
Formatted_EvaluationPlanTemplate
The document proposes revisions and expansions to the evaluation plan for the Relationship Remix workshops program at the University of Michigan. It suggests revamping the program objectives, creating a logic model, broadening the process evaluation, and broadening the impact evaluation. For the process evaluation, it recommends evaluating additional components such as context, recruitment, fidelity, dose delivered, dose received, and reach using both quantitative and qualitative methods like surveys, attendance tracking, and focus groups. For the impact evaluation, it proposes a new design and revising the evaluation tools to align with the revised objectives. The goal is to conduct a more comprehensive evaluation to better understand the program's effectiveness and areas for improvement.
Building Transforming Linked In
The document describes a research and training program that aims to build research capacity in community-based organizations (CBOs). Three CBOs each form a four-member research team that participates in a year-long CBPR training program. Each team develops and implements a research project addressing a community need. The program curriculum includes stages for developing a research design, implementing the research, analyzing results, and presenting findings. The goal is to transform CBOs by institutionalizing research capacity and empowering organizations to conduct their own research.
Paper Thesis From Yudo Devianto - Budi Luhur University
Model Sistem Informasi Indeks Kepuasan Masyarakat Dengan Metode Perbandingan Eksponensial (MPE) dan Skala Ordinal Pada Unit Pelayanan Masyarakat
KEYSTONE / Module 7 / Slideshow 1 / Realist and theory driven approaches in HPSR
KEYSTONE / Module 7 / Slideshow 1 / Realist and theory driven approaches in HPSRPublic Health Foundation of India (PHFI)
KEYSTONE HPSR Initiative // Module 7: Realist evaluation // Slideshow 1: Realist and theory driven approaches in HPSR
This is the only slideshow of Module 7: Realist evaluation, of the KEYSTONE Teaching and Learning Resources for Health Policy and Systems Research
To access video sessions and slides for all modules copy and past the following link in your browser:
http://bit.ly/25vVVp1
Module 7: Realist evaluation
Programmes and policies are complex in their design and implementation because of the number of interacting agents, components and forces that influence people and organisations in a given system. In this module through the realist evaluation approach explores why programmes/interventions work for some and not for others and getting to the core issue of trying to understand the conditions under which the interventions works.
There is 1 slideshow in this module.
Module 7: Realist evaluation
Module 7 Slideshow 1: Realist and theory- driven approaches in HPSR
The other modules in this series are:
Module 1: Introducing Health Systems & Health Policy
Module 2: Social justice, equity & gender
Module 3: System complexity
Module 4: Health Policy and Systems Research frameworks
Module 5: Economic analysis
Module 6: Policy analysis
Module 8: Systems thinking
Module 9: Ethnography
Module 10: Implementation research
Module 11: Participatory action research
Module 12: Knowledge translation
Module 13: Research Plan Writing
KEYSTONE is a collective initiative of several Indian health policy and systems research (HPSR) organizations to strengthen national capacity in HPSR towards addressing critical needs of health systems and policy development. KEYSTONE is convened by the Public Health Foundation of India in its role as Nodal Institute of the Alliance for Health Policy and Systems Research (AHPSR).
The inaugural KEYSTONE short course was conducted in New Delhi from 23 February – 5 March 2015. In the process of delivering the inaugural course, a suite of teaching and learning materials were developed under Creative Commons license, and are being made available as open access resources. The KEYSTONE teaching and learning resources include 38 videos and 32 slide presentations organized into 13 modules. These materials cover foundational concepts, common approaches used in HPSR, and guidance for preparing a research plan.
These resources were created and are made available through support and funding from the Alliance for Health Policy & Systems Research (AHPSR), WHO for the KEYSTONE initiative.
Similar to Case Study, Part IReview Chapter 3 in the textbook. Prepare an a.docx (20)
BSCHUCH Culminating project final post defenseFINAL
BSCHUCH Culminating project final post defenseFINAL
Research Project Community Assessment Report Purpose For .pdf
Research Project Community Assessment Report Purpose For .pdf
The field of program evaluation presents a diversity of images a.docx
The field of program evaluation presents a diversity of images a.docx
Community implementation and evaluation Health Promotion Program.docx
Community implementation and evaluation Health Promotion Program.docx
Use of research to inform public policymakingLavis, John N;Francis.docx
Use of research to inform public policymakingLavis, John N;Francis.docx
Executive Summary - Intro to Positive Organizational Devt
Executive Summary - Intro to Positive Organizational Devt
1 NR441442444 Community Health Nursing Required U.docx
1 NR441442444 Community Health Nursing Required U.docx
1 NR441442444 Community Health Nursing Required U.docx
1 NR441442444 Community Health Nursing Required U.docx
Paper Thesis From Yudo Devianto - Budi Luhur University
Paper Thesis From Yudo Devianto - Budi Luhur University
KEYSTONE / Module 7 / Slideshow 1 / Realist and theory driven approaches in HPSR
KEYSTONE / Module 7 / Slideshow 1 / Realist and theory driven approaches in HPSR
More from zebadiahsummers
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymp.docx
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.
Chapter 10 Check PointAnswer the following questions. Please.docx
Chapter 10 Check Point
Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment.
What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems?
What are some Challenges and Work Assumptions of Anomaly Detection?
Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers.
Explain the Density-based: LOF Approach.
Provide the General Steps and Types of Anomaly Detection Schemes.
.
Chapter 10 Case Project 10-2 two page report double spaceCas.docx
Chapter 10: Case Project 10-2: two page report double space
Case Project 10-2: Discovering Web Application Attack Tools
After discovering that Alexander Rocco Corporation has multiple Web servers running on different platforms, you wonder whether your security tools can asses Web applications vulnerabilities throughly. You have only two tools for conducting Web security tests: Wapiti and Wfetch. Based on the information write a two page report on other tools for security testers conducting Web applications vulnerability testing. Use the skills you have gained to search the Internet and explore the Kali DVD to find tools for Windows and *nix platforms. The report should state the tool's name, describe the installation method, and include a brief description of what the tool does.
Chapter 11: Case Project 11-1- one-page report
Case Project: Determining Vulnerabilities of Wireless Networks
After conducting a security test on the Alexander Rocco network, you discover that the company has a wireless router configured to issue IP addresses to connecting stations. Vistumbler indicates that channel 6 is active, the SSID is linksys, and WEP is enabled. Based on this information, write a one-page report listing possible vulnerabilities of the WLAN’s current configuration. Your report should include recommendations for improving wireless security.
.
Chapter 1 provided a high-level overview of the Information Syst.docx
Chapter 1 provided a high-level overview of the Information Systems Security Policy Management:
Information Systems Security (ISS). What is it? The act of protecting information and the systems that store, process and transmit
Why is ISS needed? ISS provides a foundation for establishing protection of systems and data against risks such as: Unauthorized access and Use, Disclosure, System Disruption, Modification or Corruption
Destruction
After reading chapter 1 and looking at the ISS Management Life Cycle.
Let’s look at a real-world scenario and discuss what C-I-A Triad is all about.
You must do the following:
1) Create a new thread. As indicated above,
please explain how DHS should handle the situation described in the preceding paragraph.
.
Chapter 1 Intro to Policy Making in a The Digital Age.docx
Chapter 1: Intro to Policy Making in a The Digital Age
CHAPTER SUMMARY: Summarize chapter presented during the week. Identify the main point (as in "What's your point?"), thesis, or conclusion of the key ideas presented in the chapter.
SUPPORT: Do research outside of the book and demonstrate that you have in a very obvious way. This refers to research beyond the material presented in the textbook. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the chapter itself.
EVALUATION: Apply the concepts from the appropriate chapter. Hint: Be sure to use specific terms and models directly from the textbook in analyzing the material presented and include the page in the citation.
SOURCES: Include citations with your sources.
Use APA style citations and references.
.
Chapter 1 discussed the expansion of the European intermodal rai.docx
Chapter 1 discussed the expansion of the European intermodal rail-road freight transport (EIT) under the European Union. Chapter 2 explores the development of intermodal transportation in the United States.
Instructions:
In 2-3 pages maximum, discuss the impact (negative and positive) that regulation/deregulation has had on the growth and/or continued growth of intermodal transportation in both countries. Ensure you site specific examples in your paper. You are encouraged to use the internet and other sources to support your discussion.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
.
Change is an activity and mindset that many resists. Kotter proposed.docx
Change is an activity and mindset that many resists. Kotter proposed a “dual operating system” for accelerating change.
1. What are the main reasons why people resist change? (support response with academic sources).
2. Then, give an example when YOU were resistant to change. Explain what the change was about, why you resisted, and what was the outcome.
3. Describe Kotter’s idea of a dual operating system for making change happen in an accelerating world. (and support your answer). Then provide a critical assessment.
.
Chapter 1 Government Boss, financial partner, regulator – Entrepre.docx
Chapter 1: Government: Boss, financial partner, regulator – Entrepreneurs in mixed economies
Chapter 3: Electronic innovation and the government: David Sarnoff creates the RCA empire
Chapter 5: Speeding voice and data traffic worldwide: Network microprocessors from RMI
Chapter 7: Implementing information technology across the globe
Ives, B., & Jarvenpaa, S.L. (1991). Applications of Global Information Technology: Key Issues for Management. MIS Quarterly, 15(1), 33. https://doi.org/10.2307/249433
Chapter 9: Kressel, H., & Lento, T. V. (2012).
Entrepreneurship in the Global Economy : Engine for Economic Growth
. Cambridge, UK: Cambridge University Press.
7
.
Chapter 1 Combating terrorism has entailed restrictions on civil li.docx
Chapter 1: Combating terrorism has entailed restrictions on civil liberties. How can we reconcile civil liberty and national security? Are we better off opting for more liberty or more security? Are the two goals mutually exclusive? Have Americans become less supportive of the limitations on liberty put into place after the terror attacks in 2001, or do they still perceive that it makes sense to give up some liberties in order to feel more secure?
.
Chapter 1 Evaluation and Social Work Making the ConnectionP.docx
Chapter 1 Evaluation and Social Work: Making the Connection
Page 4
Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text.
The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such
Page 5
evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.
Changes in the Human Figure in ArtYou likely noticed that during.docx
Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
First, place images of your selected works in a Word document. Then do the following:
For each work identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph, provide at least two important historical facts about each work.
In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading.
Then, In a 6–10-sentence concluding paragraph:
Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Chapter #131. Explain the terms Computationalism and Culturalism.docx
Chapter #13
1. Explain the terms Computationalism and Culturalism and their effects on Learning
2. Explain the implications of Pedagogy and Social practices in the development of adult learners
Chapter #15
3. According to Ziehe (2018), what are some normal Learning problems in youth. Name and explain at least 3
Chapters #16 and #17
4. Describe the four components of the Social Theory of Learning
5.Explain the Psychological theories:
a. Behaviorist
b. Cognitive
d. Social Learning
.
chapter 8 notes – Asian Americans model minoritieschapter b.docx
chapter 8 notes – Asian Americans: model minorities?
chapter begins with a story of a sociologist, riding in a taxi
- he was born in the US of Japanese heritage (grandfather came to US in 1880s)
- taxi drive asks him how long he was in the US (the answer is since birth)
- brings up the perception of ‘other’ around Asian Americans
focus of this chapter: Chinese Americans and Japanese Americans (oldest Asian groups in the US; often considered to be ‘model minorities’)
- model minorities stereotype: successful, affluent, highly educated, not suffer from minority group status (remember this is a stereotype)
why an increase in immigration from the Philippines and India into the US?
- both colonized
— India by Britain
— Philippines 1st by Spain, then the US
current demographics
- Asian Americans are about 5.6% of the total population (2012) – see table 8.1 above
— contrasted with African Americans (13%) and Hispanic Americans (16%)
- overall, rapid growth in numbers of Asian Americans in US recently
— one reason: immigration changes in 1965
— one of the largest growing groups – Asian Indians
— rapid growth is expected to continue
- 10 largest Asian groups in fig 8.1 below
- high percentage of foreign born in Asian American population
— 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children)
— — see figure 8.2 below
- similar to Hispanic Americans, Asian Americans are
+ likely to identify with country of origin 1st
origins and cultures
great diversity in languages, cultures, religions
- Asian cultures are much older than the founding of the US
- these cultures are quite different from each other, but there are some similarities
similarities:
- group membership is more important than the individual
— some of above from Confucianism which emphasizes a person is one part of the larger social system, one part of the status hierarchy
— — therefore loyalty to group, conformity to societal expections and respect for superiors are important
- it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence
— guilt / shame dichotomy
— — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group)
— — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations
— — — overall desire to seek harmony
— — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt)
- generally (but not always) traditionally patriarchal
— in China foot binding was practiced for many generations
the above tendencies are more likely for individuals new to the US, but not as likely for individuals / families in the U.
CHAPTER 1 This list below indicated various audits, attestation,.docx
CHAPTER 1: This list below indicated various audits, attestation, and other engagements involving auditors.
1. A report on the effectiveness of internal control over financial reporting as required by Section 404 of the Sarbanes-Oxley Act.
2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards.
3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities.
4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement.
5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies.
6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute.
7. Evaluating the voting process and certifying the outcome for Rolling Stones Magazine’s “Greatest Singer of All Time” poll.
8. A report indicating whether a governmental entity has compiled with certain government regulations.
9. A review report that provides limited assurance about whether financial statements are fairly stated in accordance with U.S. GAAP.
10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system.
11. An evaluation of the effectiveness of key measures used to assess an entity’s success in achieving specific targets linked to an entity’s strategic plan and vision.
Required
a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s.
b. For each of the services listed above, indicate the type of service from the list that follows.
(1) An audit of historical financial statements.
(2) An attestation service other than an audit service.
(3) An assurance or no assurance service that is not an attestation service.
1-21. Dave Czarnecki is the managing partner of Czarnecki and Hogan, a medium-sized local CPA firm located outside of Chicago. Over lunch, he is surprised when his friend James Foley asks, him, “Doesn’t it bother you that your clients don’t look forward to seeing their auditors each year?” Dave responds, “Well auditing is only one of several services we provide. Most of our work for clients does not involve financial statement audits, and our audit clients seem to like interacting with us.”
a. Identify ways in which a financial statement audit adds value for clients.
b. List other services other than audits that Czarnecki and Hogan likely provides.
c. Assume Czarnecki and Hogan has hired you as a consultant to identify ways in which they can expand their practice. Identify at least one additional service that .
Challenges and Resources for Nurses Participating in a Hurrica.docx
The document discusses a study exploring nurses' perspectives on challenges and resources during an evacuation of New York University Langone Medical Center due to Hurricane Sandy in 2012. Qualitative interviews with nurses found that their prior experience with Hurricane Irene led them to underestimate the severity of Hurricane Sandy. Most nurses had limited personal or hospital-based disaster training. The evacuation presented significant challenges due to lack of experience, training, and unclear policies. However, nurses drew on support from colleagues, leadership, and personal resourcefulness to respond effectively. The study aims to inform disaster preparedness education to better support nurses' roles.
Chamberlain College of NursingNR631 Nurse Executive Track—CGE I.docx
Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I
Learning Agreement
Student name:
Student D#:
Student e-mail, phone:
Mentor name and credentials:
Mentor contact information (work phone, cell phone, e-mail and work address):
Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details.
The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.
Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx
Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
.
Centralized System for Strategic ResourcesIntroductionAttentio.docx
Centralized System for Strategic Resources
Introduction
Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos.
Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states.
Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening.
Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies.
Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system.
Transition: Now let's first have a look at the harmful impacts of the current unorganized situation.
Body
I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies.
A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic.
1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley).
2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle).
B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing.
1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier.
a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley).
b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.
Challenge your thinking.10) After completing the WebQuest, has y.docx
Challenge your thinking.
10) After completing the WebQuest, has your opinion about the homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to homelessness.
13) Are there examples of these interventions in our area? Identify and describe the services they offer.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester.
Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete.
Formatting
Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded.
First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.
Ch.10 Discussion - Jingles33 unread replies.33 replies.D.docx
This document discusses an assignment for a class discussion on jingles in radio advertising. Students are instructed to identify a jingle they dislike and one they like, analyze why each jingle works or does not work, and present their critique to the class. They are also asked to provide thoughtful responses to at least two other student posts by going beyond simple agreement and adding something new to the discussion. A grading rubric is provided that evaluates submissions based on professionalism, thoroughness, and progression.
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