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Complete all items for Problem 14-47 in the textbook. To complete all parts of the problems you should prepare an Excel workbook and Word document. Please note, you must show your work in Excel, which includes providing the formulas in the cells, not just the summary value. You may not earn full points if you do not show your work in detail. Provide supporting responses either as part of the Excel document or as a separate Word document (400-750 words), being sure to properly label each response. At least two external sources should be cited, not including a textbook. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. ITS 832 Chapter 9 Stakeholder Engagement in Policy Development: Observations and Lessons from International Experience Information Technology in a Global Economy Professor Miguel Buleje Introduction • Methodology • Useful engagement tools • Factors that support effective tool use • Foundations of Stakeholder Engagement • Cases • Case comparison • Discussion • Conclusion Methodology • Policy making increasingly involves stakeholders • Not just decision makers • Technology provides many benefits • Supports advanced complex modeling • Allows more stakeholders to participate (engage) • Stakeholder engagement • Improves acceptance • Increases policy quality • Reduces iterations for re-work • Two primary questions regarding technology tool use • What types of engagement tools are useful? • What factors support effective tool use? Stages of the Policy Process Foundations of Stakeholder Engagement • Stakeholder engagement enhances • Accountability • Efficiency in making decisions • Good governance • Stakeholder • “Any group or individual who can affect or is affected by the achievement of an organization’s objectives.” • First phase • Stakeholder identification and analysis • Stakeholder engagement • Informing • Consulting • Involving • Collaborating • Empowering Cases • E-Government Strategic Planning in Afghanistan • Renewable Energy Policy for Kosice, Slovakia • Redesigning the European Union’s Inspection Capability for International Trade • Understanding Child Health Outcomes in New Zealand • Transportation and Urban Planning Indicator Development in the USA Case Comparison • Points of comparison • Situation and approach • Types of stakeholders and participation • Methods for stakeholder identification • Methods for stakeholder engagement • Tools and technologies used • Results Summary • Stakeholder engagement is worth the effort • Success starts with care in stakeholder identification • Engagement helps build consensus • Tools include • Technology • Legacy • Experience helps to select the right tools for current stakeholders .
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Chapter 9 discussed the importance of stakeholder engagement in po.docx
Chapter 9 discussed the importance of stakeholder engagement in policy making. The author presented several benefits and an analysis of five cases in which stakeholder engagement added value to the policy making process. If you were leading a project to develop a comprehensive policy for managing pedestrian traffic flow in a popular downtown metropolitan district, what measures would you take to engage stakeholders in that project? Your answer should outline your suggestions and clearly explain why each one would add value.
To complete this assignment, you must do the following:
A) you will assume the role of project manager of a project to develop a comprehensive policy for managing pedestrian traffic flow in a popular downtown metropolitan district, what measures would you take to engage stakeholders in that project? Your answer should identify the project stakeholders, outline your suggestions and clearly explain why each one would add value.
Chapter 9: Attached
Deliverable:
325 words
APA format
No plagiarism
2 References
1 scholarly reference
ITS 832 CHAPTER 9
STAKEHOLDER ENGAGEMENT IN POLICY DEVELOPMENT: OBSERVATIONS AND
LESSONS FROM INTERNATIONAL EXPERIENCE
INFORMATION TECHNOLOGY IN A GLOBAL ECONOMY
DR. JORDON SHAW
INTRODUCTION
• Methodology
• Useful engagement tools
• Factors that support effective tool use
• Foundations of Stakeholder Engagement
• Cases
• Case comparison
• Discussion
• Conclusion
METHODOLOGY
• Policy making increasingly involves stakeholders
• Not just decision makers
• Technology provides many benefits
• Supports advanced complex modeling
• Allows more stakeholders to participate (engage)
• Stakeholder engagement
• Improves acceptance
• Increases policy quality
• Reduces iterations for re-work
• Two primary questions regarding technology tool use
• What types of engagement tools are useful?
• What factors support effective tool use?
STAGES OF THE POLICY PROCESS
FOUNDATIONS OF STAKEHOLDER ENGAGEMENT
• Stakeholder engagement enhances
• Accountability
• Efficiency in making decisions
• Good governance
• Stakeholder
• “Any group or individual who can affect or is affected by the achievement of an organization’s objectives.”
• First phase
• Stakeholder identification and analysis
• Stakeholder engagement
• Informing
• Consulting
• Involving
• Collaborating
• Empowering
CASES
• E-Government Strategic Planning in Afghanistan
• Renewable Energy Policy for Kosice, Slovakia
• Redesigning the European Union’s Inspection Capability for International
Trade
• Understanding Child Health Outcomes in New Zealand
• Transportation and Urban Planning Indicator Development in the USA
CASE COMPARISON
• Points of comparison
• Situation and approach
• Types of stakeholders and participation
• Methods for stakeholder identification
• Methods for stakeholder engagement
• Tools and technologies used
• Results
SUMMARY
• Stakeholder engagement is worth the effort
• Succe ...
ITS 832 CHAPTER 9STAKEHOLDER ENGAGEMENT IN POLICY DEVELOPMEN.docx
ITS 832 CHAPTER 9
STAKEHOLDER ENGAGEMENT IN POLICY DEVELOPMENT: OBSERVATIONS AND
LESSONS FROM INTERNATIONAL EXPERIENCE
INFORMATION TECHNOLOGY IN A GLOBAL ECONOMY
DR. JORDON SHAW
INTRODUCTION
• Methodology
• Useful engagement tools
• Factors that support effective tool use
• Foundations of Stakeholder Engagement
• Cases
• Case comparison
• Discussion
• Conclusion
METHODOLOGY
• Policy making increasingly involves stakeholders
• Not just decision makers
• Technology provides many benefits
• Supports advanced complex modeling
• Allows more stakeholders to participate (engage)
• Stakeholder engagement
• Improves acceptance
• Increases policy quality
• Reduces iterations for re-work
• Two primary questions regarding technology tool use
• What types of engagement tools are useful?
• What factors support effective tool use?
STAGES OF THE POLICY PROCESS
FOUNDATIONS OF STAKEHOLDER ENGAGEMENT
• Stakeholder engagement enhances
• Accountability
• Efficiency in making decisions
• Good governance
• Stakeholder
• “Any group or individual who can affect or is affected by the achievement of an organization’s objectives.”
• First phase
• Stakeholder identification and analysis
• Stakeholder engagement
• Informing
• Consulting
• Involving
• Collaborating
• Empowering
CASES
• E-Government Strategic Planning in Afghanistan
• Renewable Energy Policy for Kosice, Slovakia
• Redesigning the European Union’s Inspection Capability for International
Trade
• Understanding Child Health Outcomes in New Zealand
• Transportation and Urban Planning Indicator Development in the USA
CASE COMPARISON
• Points of comparison
• Situation and approach
• Types of stakeholders and participation
• Methods for stakeholder identification
• Methods for stakeholder engagement
• Tools and technologies used
• Results
SUMMARY
• Stakeholder engagement is worth the effort
• Success starts with care in stakeholder identification
• Engagement helps build consensus
• Tools include
• Technology
• Legacy
• Experience helps to select the right tools for current stakeholders
...
Impact Evaluation for Policy Making_Promoting Uptake of Impact Evaluation Fin...
3ie funds high-quality impact evaluations that are policy-relevant and useful for decision-making. 3ie has learned that researchers must engage stakeholders early and throughout the process to increase the likelihood of findings being taken up and used. 3ie now requires researchers to develop policy influence plans and engage in ongoing discussions with implementing agencies to ensure studies answer relevant questions and produce feasible recommendations. While impact evaluations can provide compelling evidence, uptake is a political process and single studies rarely drive major policy changes.
Evaluating 1 to 1 Learning Programs
Presented at the IETC Conference with Lindsay Abbeduto to discuss the best methods of evaluating 1:1 technology programs.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.Evaluating stakeholder engagement: Practices in OECD countries, Laura Seiffer...
Presentation by Laura Seiffert, Junior Policy Analyst, and Daniel Trnka, Senior Policy Analyst, OECD, at the 6th Expert Meeting on Measuring Regulatory Performance: Evaluating Stakeholder Engagement in Regulatory Policy, Breakout Session 1, The Hague, 16-18 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Evaluating stakeholder engagement in regulatory policy, Christiane Arndt
Presentation by Christiane Arndt, Programme Co-ordinator Measuring Regulatory Performance, OECD, at the 6th Expert Meeting on Measuring Regulatory Performance: Evaluating Stakeholder Engagement in Regulatory Policy, Introduction, The Hague, 16-18 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Recommended
Chapter 9 discussed the importance of stakeholder engagement in po.docx
Chapter 9 discussed the importance of stakeholder engagement in policy making. The author presented several benefits and an analysis of five cases in which stakeholder engagement added value to the policy making process. If you were leading a project to develop a comprehensive policy for managing pedestrian traffic flow in a popular downtown metropolitan district, what measures would you take to engage stakeholders in that project? Your answer should outline your suggestions and clearly explain why each one would add value.
To complete this assignment, you must do the following:
A) you will assume the role of project manager of a project to develop a comprehensive policy for managing pedestrian traffic flow in a popular downtown metropolitan district, what measures would you take to engage stakeholders in that project? Your answer should identify the project stakeholders, outline your suggestions and clearly explain why each one would add value.
Chapter 9: Attached
Deliverable:
325 words
APA format
No plagiarism
2 References
1 scholarly reference
ITS 832 CHAPTER 9
STAKEHOLDER ENGAGEMENT IN POLICY DEVELOPMENT: OBSERVATIONS AND
LESSONS FROM INTERNATIONAL EXPERIENCE
INFORMATION TECHNOLOGY IN A GLOBAL ECONOMY
DR. JORDON SHAW
INTRODUCTION
• Methodology
• Useful engagement tools
• Factors that support effective tool use
• Foundations of Stakeholder Engagement
• Cases
• Case comparison
• Discussion
• Conclusion
METHODOLOGY
• Policy making increasingly involves stakeholders
• Not just decision makers
• Technology provides many benefits
• Supports advanced complex modeling
• Allows more stakeholders to participate (engage)
• Stakeholder engagement
• Improves acceptance
• Increases policy quality
• Reduces iterations for re-work
• Two primary questions regarding technology tool use
• What types of engagement tools are useful?
• What factors support effective tool use?
STAGES OF THE POLICY PROCESS
FOUNDATIONS OF STAKEHOLDER ENGAGEMENT
• Stakeholder engagement enhances
• Accountability
• Efficiency in making decisions
• Good governance
• Stakeholder
• “Any group or individual who can affect or is affected by the achievement of an organization’s objectives.”
• First phase
• Stakeholder identification and analysis
• Stakeholder engagement
• Informing
• Consulting
• Involving
• Collaborating
• Empowering
CASES
• E-Government Strategic Planning in Afghanistan
• Renewable Energy Policy for Kosice, Slovakia
• Redesigning the European Union’s Inspection Capability for International
Trade
• Understanding Child Health Outcomes in New Zealand
• Transportation and Urban Planning Indicator Development in the USA
CASE COMPARISON
• Points of comparison
• Situation and approach
• Types of stakeholders and participation
• Methods for stakeholder identification
• Methods for stakeholder engagement
• Tools and technologies used
• Results
SUMMARY
• Stakeholder engagement is worth the effort
• Succe ...
ITS 832 CHAPTER 9STAKEHOLDER ENGAGEMENT IN POLICY DEVELOPMEN.docx
ITS 832 CHAPTER 9
STAKEHOLDER ENGAGEMENT IN POLICY DEVELOPMENT: OBSERVATIONS AND
LESSONS FROM INTERNATIONAL EXPERIENCE
INFORMATION TECHNOLOGY IN A GLOBAL ECONOMY
DR. JORDON SHAW
INTRODUCTION
• Methodology
• Useful engagement tools
• Factors that support effective tool use
• Foundations of Stakeholder Engagement
• Cases
• Case comparison
• Discussion
• Conclusion
METHODOLOGY
• Policy making increasingly involves stakeholders
• Not just decision makers
• Technology provides many benefits
• Supports advanced complex modeling
• Allows more stakeholders to participate (engage)
• Stakeholder engagement
• Improves acceptance
• Increases policy quality
• Reduces iterations for re-work
• Two primary questions regarding technology tool use
• What types of engagement tools are useful?
• What factors support effective tool use?
STAGES OF THE POLICY PROCESS
FOUNDATIONS OF STAKEHOLDER ENGAGEMENT
• Stakeholder engagement enhances
• Accountability
• Efficiency in making decisions
• Good governance
• Stakeholder
• “Any group or individual who can affect or is affected by the achievement of an organization’s objectives.”
• First phase
• Stakeholder identification and analysis
• Stakeholder engagement
• Informing
• Consulting
• Involving
• Collaborating
• Empowering
CASES
• E-Government Strategic Planning in Afghanistan
• Renewable Energy Policy for Kosice, Slovakia
• Redesigning the European Union’s Inspection Capability for International
Trade
• Understanding Child Health Outcomes in New Zealand
• Transportation and Urban Planning Indicator Development in the USA
CASE COMPARISON
• Points of comparison
• Situation and approach
• Types of stakeholders and participation
• Methods for stakeholder identification
• Methods for stakeholder engagement
• Tools and technologies used
• Results
SUMMARY
• Stakeholder engagement is worth the effort
• Success starts with care in stakeholder identification
• Engagement helps build consensus
• Tools include
• Technology
• Legacy
• Experience helps to select the right tools for current stakeholders
...
Impact Evaluation for Policy Making_Promoting Uptake of Impact Evaluation Fin...
3ie funds high-quality impact evaluations that are policy-relevant and useful for decision-making. 3ie has learned that researchers must engage stakeholders early and throughout the process to increase the likelihood of findings being taken up and used. 3ie now requires researchers to develop policy influence plans and engage in ongoing discussions with implementing agencies to ensure studies answer relevant questions and produce feasible recommendations. While impact evaluations can provide compelling evidence, uptake is a political process and single studies rarely drive major policy changes.
Evaluating 1 to 1 Learning Programs
Presented at the IETC Conference with Lindsay Abbeduto to discuss the best methods of evaluating 1:1 technology programs.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.Evaluating stakeholder engagement: Practices in OECD countries, Laura Seiffer...
Presentation by Laura Seiffert, Junior Policy Analyst, and Daniel Trnka, Senior Policy Analyst, OECD, at the 6th Expert Meeting on Measuring Regulatory Performance: Evaluating Stakeholder Engagement in Regulatory Policy, Breakout Session 1, The Hague, 16-18 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Evaluating stakeholder engagement in regulatory policy, Christiane Arndt
Presentation by Christiane Arndt, Programme Co-ordinator Measuring Regulatory Performance, OECD, at the 6th Expert Meeting on Measuring Regulatory Performance: Evaluating Stakeholder Engagement in Regulatory Policy, Introduction, The Hague, 16-18 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Monitoring evaluation
The document discusses monitoring and evaluation of education programs for sustainable development. It aims to identify learning processes aligned with ESD and their contributions. Key learning processes include collaboration, engaging stakeholders, and active participation. ESD learning refers to gaining knowledge as well as learning critical thinking and envisioning positive futures. However, data on ESD processes and outcomes is limited. The review recommends improved data collection focusing on experiences rather than literature. More evidence is still needed to fully understand ESD's contributions to sustainable development.
TCI 2014 Evaluating the human element in clusters
This document discusses evaluating the human element in clusters. It proposes that the human element includes dimensions like engagement, internal collaboration, and external interaction. It suggests measuring these dimensions at the firm and cluster level through surveys and self-assessment tools. Measuring the human element can provide evidence of impacts and the relationship between the human element and economic performance. Next steps include countries collecting data on the human element and discussing results to advance frameworks for evaluating and benchmarking the human element internationally.
eAssessment Policy and Practice
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
Affinity Symposium Presentation - CES
The implementation 'black box' and evaluation as a driver for change. Presentation by Katie Burke and Claire Hickey of the Centre for Effective Services.
logic mode is used for project analsysis
This document provides an overview of a workshop toolkit designed to help practitioners learn about and develop logic models. The toolkit includes facilitator and participant workbooks, as well as presentation slides. The workshop covers the purpose and elements of logic models, and how to develop a logic model for a program or policy. It then demonstrates how logic models can be used as tools for program evaluation by helping practitioners develop evaluation questions, indicators of success, and evaluation designs. The goal is to build participants' capacity to design, implement, and evaluate their own programs and policies using logic models.
logit model for program and service delivery works
This workshop toolkit provides materials to teach participants about logic models and how to use them for program design, implementation, and evaluation. The workshop is divided into two sessions. Session I introduces logic models and their elements. Participants will practice developing logic model components through activities focused on sample programs. Session II demonstrates how logic models can support the development of evaluation questions, indicators, and designs. The goal is to build participants' capacity to create and apply logic models in their own work.
KM Impact Challenge - Sharing findings of synthesis report
The document provides lessons learned from 47 case stories on monitoring and evaluation systems for knowledge management projects. It discusses keeping systems simple, being realistic about time requirements, developing systems as part of project planning, creating shared visions and expectations, focusing on relevant and actionable indicators, investing in facilitation skills, identifying appropriate data collection methods, managing and analyzing qualitative data, focusing on users, and selecting indicators that balance contextualization with aggregation.
EERS Presentation (Justin and Sarah)
This document outlines a developmental evaluation approach used by the Bill and Melinda Gates Foundation's Community Partnerships Portfolio to understand system change in the postsecondary field. It describes the current state of the postsecondary system and the goals and outcomes of the initiative. A developmental evaluation was used because the initiative was complex, innovative and untested. Key lessons included that developmental evaluation looks different than other types of evaluation by engaging partners, developing tools for multiple uses, and refining tools over time. The evaluation aimed to develop understanding of what the system change model might look like through a reflective process.
FerrellWalker.pptx
The document summarizes a presentation on reimagining assessment and feedback given by consultants from Jisc. It discusses Jisc's current research on trends in assessment, principles of good assessment, results from a poll on concerns in the higher education assessment landscape, examples of how technology can help implement assessment principles, and looking to the future of assessment including what is not yet supported digitally. The presentation engaged participants in activities to discuss tools, examples of good practice, and future support needs.
Evaluability Assessments and Choice of Evaluation Methods
The document discusses evaluability assessments (EAs) and how they can inform the choice of evaluation methods. Key points:
- EAs examine a project's design, available information, and context to determine if and how an evaluation could be conducted. They help ensure evaluations are useful and feasible.
- Common EA steps include reviewing documentation, engaging stakeholders, and making recommendations about a project's logic, monitoring systems, and potential evaluation approaches.
- Choosing evaluation methods depends on the EA results as well as the evaluation's purpose, required credibility, complexity of the intervention, and available resources. Methods like experiments provide strong evidence of impact but are difficult to implement.
- EAs improve evaluation quality by engaging
ITS 832Chapter 9Stakeholder Engagement in Policy Developme.docx
ITS 832
Chapter 9
Stakeholder Engagement in Policy Development: Observations and Lessons from International Experience
Information Technology in a Global Economy
Professor Michael Solomon
1
Introduction
Methodology
Useful engagement tools
Factors that support effective tool use
Foundations of Stakeholder Engagement
Cases
Case comparison
Discussion
Conclusion
Methodology
Policy making increasingly involves stakeholders
Not just decision makers
Technology provides many benefits
Supports advanced complex modeling
Allows more stakeholders to participate (engage)
Stakeholder engagement
Improves acceptance
Increases policy quality
Reduces iterations for re-work
Two primary questions regarding technology tool use
What types of engagement tools are useful?
What factors support effective tool use?
Stages of the Policy Process
Foundations of Stakeholder Engagement
Stakeholder engagement enhances
Accountability
Efficiency in making decisions
Good governance
Stakeholder
“Any group or individual who can affect or is affected by the achievement of an organization’s objectives.”
First phase
Stakeholder identification and analysis
Stakeholder engagement
Informing
Consulting
Involving
Collaborating
Empowering
Cases
E-Government Strategic Planning in Afghanistan
Renewable Energy Policy for Kosice, Slovakia
Redesigning the European Union’s Inspection Capability for International Trade
Understanding Child Health Outcomes in New Zealand
Transportation and Urban Planning Indicator Development in the USA
Case Comparison
Points of comparison
Situation and approach
Types of stakeholders and participation
Methods for stakeholder identification
Methods for stakeholder engagement
Tools and technologies used
Results
Summary
Stakeholder engagement is worth the effort
Success starts with care in stakeholder identification
Engagement helps build consensus
Tools include
Technology
Legacy
Experience helps to select the right tools for current stakeholders
...
The development of ATNI: valuable lessons
Metrics for Agricultural Transformation: Update on Recent and Ongoing Developments
April 19, 2013
Washington, DC
People Helping People - Transforming tutoring and mentoring: how social actio...
This presentation was delivered at People Helping People - The future of public services - 3rd September 2014. For more information on the event visit http://www.nesta.org.uk/event/people-helping-people-future-public-services
Stakeholder Engagement Guide of Guides ACCESSIBLE2
Understanding and responding to stakeholder needs increases the likelihood that your research will be useful and used. This compilation of existing guides on stakeholder engagement (SE) begins with a table outlining the three main approaches to SE, followed by resources that provide more detail on how to conduct and evaluate different types of SE activities.
Tools May 2015 Logic models for prog.docx
Tools
May 2015
Logic models for program
design, implementation, and
evaluation: Workshop toolkit
Karen Shakman
Sheila M. Rodriguez
Education Development Center, Inc.
Overview
This Logic Model Workshop Toolkit is designed to
help practitioners learn the overall purpose of a logic
model, the different elements of a logic model, and
the appropriate steps for developing and using a logic
model for program evaluation. This toolkit includes a
facilitator workbook, a participant workbook, and a
slide deck.
At Education Development Center, Inc.
U . S . D e p a r t m e n t o f E d u c a t i o n
U.S. Department of Education
Arne Duncan, Secretary
Institute of Education Sciences
Sue Betka, Acting Director
National Center for Education Evaluation and Regional Assistance
Ruth Curran Neild, Commissioner
Joy Lesnick, Associate Commissioner
Amy Johnson, Action Editor
Chris Boccanfuso, Project Officer
REL 2015–057
The National Center for Education Evaluation and Regional Assistance (NCEE) conducts
unbiased large-scale evaluations of education programs and practices supported by federal
funds; provides research-based technical assistance to educators and policymakers; and
supports the synthesis and the widespread dissemination of the results of research and
evaluation throughout the United States.
May 2015
This report was prepared for the Institute of Education Sciences (IES) under Contract
ED-IES-12-C-0009 by Regional Educational Laboratory Northeast & Islands administered
by Education Development Center, Inc. The content of the publication does not neces
sarily reflect the views or policies of IES or the U.S. Department of Education nor does
mention of trade names, commercial products, or organizations imply endorsement by the
U.S. Government.
This REL report is in the public domain. While permission to reprint this publication is
not necessary, it should be cited as:
Shakman, K., & Rodriguez, S. M. (2015). Logic models for program design, implementation,
and evaluation: Workshop toolkit (REL 2015–057). Washington, DC: U.S. Department of
Education, Institute of Education Sciences, National Center for Education Evaluation and
Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved
from http://ies.ed.gov/ncee/edlabs.
This report is available on the Regional Educational Laboratory website at http://ies.ed.gov/
ncee/edlabs.
http://ies.ed.gov/ncee/edlabs
http://ies.ed.gov/ncee/edlabs
http://ies.ed.gov/ncee/edlabs
Contents
Facilitator workbook
Introduction to workshop 3
Session I. Learning about logic models (2 hours) 5
Session II. From logic models to program and policy evaluation (1.5 hours) 30
Appendix A. Simple logic model A-1
Appendix B. Template for simple logic model B-1
Appendix C. Sample logic model for college readiness program C-1
Appendix D. Example of a logic model for an educator evaluation system theory of acti ...
Redesigning assessment and feedback - landscape review and areas for development
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Introduction to Evaluation and the role of IEPPEC
Evaluation is an essential tool for policy makers and programme managers; it enables them to understand the difference their work makes and to find ways to improve their effectiveness. The webinar will introduce evaluation approaches and methods and provide practical, step-by-step guidance on how to conduct an evaluation. Attendees will also learn about the experience and support available through the IEPPEC community and how it can help them to conduct better evaluations.
This webinar is suitable for anyone with an interest in evaluation of energy policies and pro-grammes.
Community engagement - what constitutes success
This document discusses evaluating community engagement programs. It explains that evaluation involves systematically collecting information about a program's activities and outcomes to track progress, make judgements, and improve effectiveness. For community engagement specifically, evaluation can determine what worked well or not, if engagement met its objectives, and if it enhanced knowledge and decision-making. The document recommends clarifying a program's logic, outcomes, and purpose of evaluation with stakeholders. It also suggests establishing performance indicators and methods for collecting and analyzing information to both manage programs adaptively and use findings.
Consider the following quote by the philosopher Ludwig Wittgenst.docx
Consider the following quote by the philosopher Ludwig Wittgenstein, who believed that thought without language was impossible: “The limits of my language are the limits of my life.” For more information on Wittgenstein and his analysis on the importance of language, watch the video
Ludwig Wittgenstein (1889 – 1951) The Limits of Language
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If you believe it is possible, describe the primary ways in which a person might enact so-called languageless thinking.
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Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
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programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
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evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
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1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Monitoring evaluation
The document discusses monitoring and evaluation of education programs for sustainable development. It aims to identify learning processes aligned with ESD and their contributions. Key learning processes include collaboration, engaging stakeholders, and active participation. ESD learning refers to gaining knowledge as well as learning critical thinking and envisioning positive futures. However, data on ESD processes and outcomes is limited. The review recommends improved data collection focusing on experiences rather than literature. More evidence is still needed to fully understand ESD's contributions to sustainable development.
TCI 2014 Evaluating the human element in clusters
This document discusses evaluating the human element in clusters. It proposes that the human element includes dimensions like engagement, internal collaboration, and external interaction. It suggests measuring these dimensions at the firm and cluster level through surveys and self-assessment tools. Measuring the human element can provide evidence of impacts and the relationship between the human element and economic performance. Next steps include countries collecting data on the human element and discussing results to advance frameworks for evaluating and benchmarking the human element internationally.
eAssessment Policy and Practice
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
Affinity Symposium Presentation - CES
The implementation 'black box' and evaluation as a driver for change. Presentation by Katie Burke and Claire Hickey of the Centre for Effective Services.
logic mode is used for project analsysis
This document provides an overview of a workshop toolkit designed to help practitioners learn about and develop logic models. The toolkit includes facilitator and participant workbooks, as well as presentation slides. The workshop covers the purpose and elements of logic models, and how to develop a logic model for a program or policy. It then demonstrates how logic models can be used as tools for program evaluation by helping practitioners develop evaluation questions, indicators of success, and evaluation designs. The goal is to build participants' capacity to design, implement, and evaluate their own programs and policies using logic models.
logit model for program and service delivery works
This workshop toolkit provides materials to teach participants about logic models and how to use them for program design, implementation, and evaluation. The workshop is divided into two sessions. Session I introduces logic models and their elements. Participants will practice developing logic model components through activities focused on sample programs. Session II demonstrates how logic models can support the development of evaluation questions, indicators, and designs. The goal is to build participants' capacity to create and apply logic models in their own work.
KM Impact Challenge - Sharing findings of synthesis report
The document provides lessons learned from 47 case stories on monitoring and evaluation systems for knowledge management projects. It discusses keeping systems simple, being realistic about time requirements, developing systems as part of project planning, creating shared visions and expectations, focusing on relevant and actionable indicators, investing in facilitation skills, identifying appropriate data collection methods, managing and analyzing qualitative data, focusing on users, and selecting indicators that balance contextualization with aggregation.
EERS Presentation (Justin and Sarah)
This document outlines a developmental evaluation approach used by the Bill and Melinda Gates Foundation's Community Partnerships Portfolio to understand system change in the postsecondary field. It describes the current state of the postsecondary system and the goals and outcomes of the initiative. A developmental evaluation was used because the initiative was complex, innovative and untested. Key lessons included that developmental evaluation looks different than other types of evaluation by engaging partners, developing tools for multiple uses, and refining tools over time. The evaluation aimed to develop understanding of what the system change model might look like through a reflective process.
FerrellWalker.pptx
The document summarizes a presentation on reimagining assessment and feedback given by consultants from Jisc. It discusses Jisc's current research on trends in assessment, principles of good assessment, results from a poll on concerns in the higher education assessment landscape, examples of how technology can help implement assessment principles, and looking to the future of assessment including what is not yet supported digitally. The presentation engaged participants in activities to discuss tools, examples of good practice, and future support needs.
Evaluability Assessments and Choice of Evaluation Methods
The document discusses evaluability assessments (EAs) and how they can inform the choice of evaluation methods. Key points:
- EAs examine a project's design, available information, and context to determine if and how an evaluation could be conducted. They help ensure evaluations are useful and feasible.
- Common EA steps include reviewing documentation, engaging stakeholders, and making recommendations about a project's logic, monitoring systems, and potential evaluation approaches.
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ITS 832Chapter 9Stakeholder Engagement in Policy Developme.docx
ITS 832
Chapter 9
Stakeholder Engagement in Policy Development: Observations and Lessons from International Experience
Information Technology in a Global Economy
Professor Michael Solomon
1
Introduction
Methodology
Useful engagement tools
Factors that support effective tool use
Foundations of Stakeholder Engagement
Cases
Case comparison
Discussion
Conclusion
Methodology
Policy making increasingly involves stakeholders
Not just decision makers
Technology provides many benefits
Supports advanced complex modeling
Allows more stakeholders to participate (engage)
Stakeholder engagement
Improves acceptance
Increases policy quality
Reduces iterations for re-work
Two primary questions regarding technology tool use
What types of engagement tools are useful?
What factors support effective tool use?
Stages of the Policy Process
Foundations of Stakeholder Engagement
Stakeholder engagement enhances
Accountability
Efficiency in making decisions
Good governance
Stakeholder
“Any group or individual who can affect or is affected by the achievement of an organization’s objectives.”
First phase
Stakeholder identification and analysis
Stakeholder engagement
Informing
Consulting
Involving
Collaborating
Empowering
Cases
E-Government Strategic Planning in Afghanistan
Renewable Energy Policy for Kosice, Slovakia
Redesigning the European Union’s Inspection Capability for International Trade
Understanding Child Health Outcomes in New Zealand
Transportation and Urban Planning Indicator Development in the USA
Case Comparison
Points of comparison
Situation and approach
Types of stakeholders and participation
Methods for stakeholder identification
Methods for stakeholder engagement
Tools and technologies used
Results
Summary
Stakeholder engagement is worth the effort
Success starts with care in stakeholder identification
Engagement helps build consensus
Tools include
Technology
Legacy
Experience helps to select the right tools for current stakeholders
...
The development of ATNI: valuable lessons
Metrics for Agricultural Transformation: Update on Recent and Ongoing Developments
April 19, 2013
Washington, DC
People Helping People - Transforming tutoring and mentoring: how social actio...
This presentation was delivered at People Helping People - The future of public services - 3rd September 2014. For more information on the event visit http://www.nesta.org.uk/event/people-helping-people-future-public-services
Stakeholder Engagement Guide of Guides ACCESSIBLE2
Understanding and responding to stakeholder needs increases the likelihood that your research will be useful and used. This compilation of existing guides on stakeholder engagement (SE) begins with a table outlining the three main approaches to SE, followed by resources that provide more detail on how to conduct and evaluate different types of SE activities.
Tools May 2015 Logic models for prog.docx
Tools
May 2015
Logic models for program
design, implementation, and
evaluation: Workshop toolkit
Karen Shakman
Sheila M. Rodriguez
Education Development Center, Inc.
Overview
This Logic Model Workshop Toolkit is designed to
help practitioners learn the overall purpose of a logic
model, the different elements of a logic model, and
the appropriate steps for developing and using a logic
model for program evaluation. This toolkit includes a
facilitator workbook, a participant workbook, and a
slide deck.
At Education Development Center, Inc.
U . S . D e p a r t m e n t o f E d u c a t i o n
U.S. Department of Education
Arne Duncan, Secretary
Institute of Education Sciences
Sue Betka, Acting Director
National Center for Education Evaluation and Regional Assistance
Ruth Curran Neild, Commissioner
Joy Lesnick, Associate Commissioner
Amy Johnson, Action Editor
Chris Boccanfuso, Project Officer
REL 2015–057
The National Center for Education Evaluation and Regional Assistance (NCEE) conducts
unbiased large-scale evaluations of education programs and practices supported by federal
funds; provides research-based technical assistance to educators and policymakers; and
supports the synthesis and the widespread dissemination of the results of research and
evaluation throughout the United States.
May 2015
This report was prepared for the Institute of Education Sciences (IES) under Contract
ED-IES-12-C-0009 by Regional Educational Laboratory Northeast & Islands administered
by Education Development Center, Inc. The content of the publication does not neces
sarily reflect the views or policies of IES or the U.S. Department of Education nor does
mention of trade names, commercial products, or organizations imply endorsement by the
U.S. Government.
This REL report is in the public domain. While permission to reprint this publication is
not necessary, it should be cited as:
Shakman, K., & Rodriguez, S. M. (2015). Logic models for program design, implementation,
and evaluation: Workshop toolkit (REL 2015–057). Washington, DC: U.S. Department of
Education, Institute of Education Sciences, National Center for Education Evaluation and
Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved
from http://ies.ed.gov/ncee/edlabs.
This report is available on the Regional Educational Laboratory website at http://ies.ed.gov/
ncee/edlabs.
http://ies.ed.gov/ncee/edlabs
http://ies.ed.gov/ncee/edlabs
http://ies.ed.gov/ncee/edlabs
Contents
Facilitator workbook
Introduction to workshop 3
Session I. Learning about logic models (2 hours) 5
Session II. From logic models to program and policy evaluation (1.5 hours) 30
Appendix A. Simple logic model A-1
Appendix B. Template for simple logic model B-1
Appendix C. Sample logic model for college readiness program C-1
Appendix D. Example of a logic model for an educator evaluation system theory of acti ...
Redesigning assessment and feedback - landscape review and areas for development
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Introduction to Evaluation and the role of IEPPEC
Evaluation is an essential tool for policy makers and programme managers; it enables them to understand the difference their work makes and to find ways to improve their effectiveness. The webinar will introduce evaluation approaches and methods and provide practical, step-by-step guidance on how to conduct an evaluation. Attendees will also learn about the experience and support available through the IEPPEC community and how it can help them to conduct better evaluations.
This webinar is suitable for anyone with an interest in evaluation of energy policies and pro-grammes.
Community engagement - what constitutes success
This document discusses evaluating community engagement programs. It explains that evaluation involves systematically collecting information about a program's activities and outcomes to track progress, make judgements, and improve effectiveness. For community engagement specifically, evaluation can determine what worked well or not, if engagement met its objectives, and if it enhanced knowledge and decision-making. The document recommends clarifying a program's logic, outcomes, and purpose of evaluation with stakeholders. It also suggests establishing performance indicators and methods for collecting and analyzing information to both manage programs adaptively and use findings.
Similar to Complete all items for Problem 14-47 in the textbook.To complete.docx (20)
logit model for program and service delivery works
logit model for program and service delivery works
KM Impact Challenge - Sharing findings of synthesis report
KM Impact Challenge - Sharing findings of synthesis report
Evaluability Assessments and Choice of Evaluation Methods
Evaluability Assessments and Choice of Evaluation Methods
ITS 832Chapter 9Stakeholder Engagement in Policy Developme.docx
ITS 832Chapter 9Stakeholder Engagement in Policy Developme.docx
People Helping People - Transforming tutoring and mentoring: how social actio...
People Helping People - Transforming tutoring and mentoring: how social actio...
Stakeholder Engagement Guide of Guides ACCESSIBLE2
Stakeholder Engagement Guide of Guides ACCESSIBLE2
Redesigning assessment and feedback - landscape review and areas for development
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consider a work of art (film, song, painting, play, novel, nonfictio.docx
consider a work of art (film, song, painting, play, novel, nonfiction work) with a nature theme. Analyze the attitude toward nature that the work of art supports. Use many details to support and illustrate your point.
I. Choose an artwork with a nature theme.
II. Identify the attitude toward nature the work supports.
III. Provide details and examples to support the argument.
.
Consider a recent event, either in your personal life or in the news.docx
Consider a recent event, either in your personal life or in the news. In a few sentences, describe a way that a past historical event could inform your understanding of the recent event. Briefly describe a strategy for how you could be conscious of presentism (the use of modern values to interpret past events) in the study of those past events.
.
Consider a community that you are familiar with. What issuesthre.docx
Consider a community that you are familiar with. What issues
threaten the ability for that community to thrive? (Links to an external site.)
Refer to the sample topics page to help choose an issue, if you need some guidance. You will be providing context/background for the topic as well as evaluating strategies, models, programs, or initiatives associated with it. Do these strategies or programs work? Examine the challenges and successes. Develop an argument for "best practices or solutions". the issue can be related to these -
Suggested Paper Ideas:
Cosmopolis: local cultures, globalization, diaspora
Cultural, heritage (or traditional) preservation
Architectural erasure & preservation of communities, landscape, communities
The meaning of cultural sustainability and sustainable heritage development
Belonging and identity: their environmental, economic, and social significance
Changing patterns and cultures of consumption
Women and men, children and the elderly, families and sustainability
Cultural dimensions of childbearing and population growth
Cultural tourism & impacts to local economy
Indigenous peoples: self-government, self-management, and cultural autonomy
Indigenous knowledge and traditional practices of sustainability: broadening the scope of valid knowledge
Equity, Diversity, & Social Justice
Gender and sustainability
Poverty and its eradication
Health in its environmental, cultural, economic, and social contexts (social determinants of health)
Prison System & Recidivism
Environmental preservation -land, culture, identity
Urbanization and the sustainability of human settlement & gentrification
Self -determination & cooperative economics
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Connect the story of Pinocchio with the characteristics of Italian nationalism. How does the story reflect Italian culture? Describe how the original story differs from what you expected.
How Giuseppe Verdi's Music Helped Bring Italy Together" opens in a new window
, via
BBC
https://www.nytimes.com/2019/05/10/books/review/pinocchio-carlo-collodi-lorenzini.html
2 paragraphs
.
Consent, Confidentiality, and Privileged Communication can be tr.docx
Consent, Confidentiality, and Privileged Communication can be tricky concepts in the profession of counseling particularly when working with minors. FIRST, define each term. SECOND, review the two vignettes below address points A and B below. I expect you all to have healthy debate around these issues.
You may need to review laws in the state where you hope to practice as the "age of consent" may vary by state based on the chronological age of the child and/or the reason why they are seeking treatment.
1. Susie (16-years-old) and Susie’s parents came in to discuss treatment with LMFT Mark. LMFT Mark reviewed his standard informed consent with both Susie and her parents, including a section on confidentiality which briefly mentioned reasons for a breach of confidentiality including “harm to self.” After the third session, Susie admitted to LMFT Mark that she was sexually active with a few different people in her high school, and that she smoked marijuana on weekends. LMFT Mark determined that this did not rise to the level of “harm to self” worthy of a breach of confidentiality but instead he would work with her clinically. After the fifth session, she told LMFT Mark that she had been “cutting” but never near an artery. LMFT Mark again determined not to breach confidentiality. After the seventh session, Susie told LMFT Mark that she had been drinking heavily, and had started blacking out at parties, waking up in strange beds (clearly having had sexual intercourse). LMFT Mark decided to tell Susie’s parents about the drinking and blackouts.
2. LMFT Mable has been seeing Davey (5-years-old) for almost a year. Throughout the treatment, Davey has talked about his relationship with his parents and how their divorce makes him sad. Davey has indicated that while he loves his Mom, he likes spending time with his Dad more because his Dad doesn’t yell at him as much and Mom seems to always “be out.” Recently, Mom has called LMFT Mable and asked for a copy of Davey’s file so she can “use it in the custody battle.” LMFT Mable is not sure whether she is legally mandated to turn over the file to Mom. Also, she recently received a subpoena from Dad’s attorney for Davey’s file. LMFT Mable is not sure if she can legally or clinically should turn over the files.
A. Discuss whether or not, in your opinion, the therapist’s conduct is appropriate in the context of any and all laws, regulations, and ethical standards that may apply.
B. Explore any other options that are available to the therapist and any potential consequences of those options. Indicate what you believe to be the best course of action, in light of the applicable laws, regulations, and ethical standards.
.
Connecting Knowledge with Research in Case StudiesTolulope Mos.docx
Connecting Knowledge with Research in Case Studies
Tolulope Moses
6200 WEEK 8 Assignment
Connecting Knowledge with Research in Case Studies
Introduction
One of the core elements of social work is the comprehensive assessment of a situation in a case which aids in developing effective interventions. In this regard, the understanding and application of knowledge are imperative in making the most profound decisions. In cases involving adolescents, among the most important knowledge is that on human behavior and social environment which is described as understanding how people relate to their environment including social interactions and relationships. According to Zastrow and Kirst-Ashman (2016), it is important to set realistic goals with the client consistent with the needs and requirements while applying obtained knowledge to implement the developed interventions. This paper entails a case study on Eboni Logan, proposed goals, and relating it with a peer-reviewed article.
Eboni Logan Case
The case used in this project is that of Eboni Logan, a 16-year-old biracial African American/Caucasian female who is two months pregnant. Eboni lives with her mother Darlene, and grandmother, May. She has been working at a fast food restaurant for 10 hours per week. Eboni has a boyfriend named Darian with whom they have been engaging in sexual activities without contraceptives. Both Eboni and Darian have no criminal records nor do they manifest alcohol or drug abuse although they take these elements occasionally. While Eboni’s mother works as an administrative assistant at a local manufacturing company, her father is a mechanic who supports Ebony through social and financial wellbeing. Eboni has recently learned she is pregnant, an aspect that introduces a number of problems for her and the social environment.
Case Problems
The case problems involve Eboni’s pregnancy. First, all her social environment including the grandmother and mother are upset with the situation. Her mother in particular hurled insults while calling her a slut. Her father was also upset although he agreed to provide her with a place to stay. The first challenge in this regard entails the broken relationship with her social environment and especially her mother. The second challenge is that Darian, who is the child’s father, states that he is not ready to support the baby and although he has not mentioned it explicitly, he prefers an abortion which Eboni does not want. The issue in this regard is how Eboni will nature her pregnancy and the baby yet she is still an adolescent and at school which might be forced to terminate for the moment. In addition, it may be worrying about how she will live with her father and stepmother considering the situation.
Goals
The goals, in this case, are informed by the above-identified problems and Eboni as the main client in the situation. The first goal would entail re-establishing the relationship with her social environme.
Conjecture Every card that has an even number on one side is .docx
Conjecture: Every card that has an even number on one side is red
on the other side.
Which cards does one have to turn over to find out whether the
conjecture is true?
PHIL 110; Spring 2020; Lecture 15 1
Every card has a colour on one side and a number on the other.
Is this a valid inference?
Premise: Every person at the party was a twentysomething.
Conclusion: Every person at the party who was wearing a jacket was
a twentysomething.
Valid! Not valid!
PHIL 110; Spring 2020; Lecture 15 2
13: Everything
PHIL 110; Spring 2020; Tom Donaldson
Things to be getting on with
• Take it easy – relax after the midterm.
• There will be an assignment next week.
PHIL 110; Spring 2019; Lecture 13 4
1: Beyond Statement
Logic
Beyond Statement Logic
• There are certain inferences which cannot be adequately
evaluated using the tools we’ve discussed so far.
• Let’s look at some examples.
PHIL 110; Spring 2020; Lecture 15 6
Tense Logic
Premise: Ashni will swim and Ben will swim, but Ashni won’t
swim while Ben swims.
Conclusion: Either Ashni will swim and then Ben will, or Ben will
swim and then Ashni will.
PHIL 110; Spring 2020; Lecture 15 7
Deontic Logic
Premise: You may have coffee.
Premise: You may have tea.
Conclusion: You may have coffee and tea.
Premise: C
Premise: T
Conclusion: (C & T)
PHIL 110; Spring 2020; Lecture 15 8
The Logic of Quantification
Premise: Every dog is a mammal.
Premise: Fido is a dog.
Conclusion: Fido is a mammal.
PHIL 110; Spring 2020; Lecture 15 9
We’ll focus on the logic of quantification …
• Tense isn’t relevant in (pure) mathematics.
• Deontic notions (such as obligation and permission) are also not
relevant.
• But “every” is everywhere in mathematics!
• Every natural number has a unique prime factorization.
• Every polynomial of degree three has a real root.
• Every polynomial is differentiable.
• The negation of an “every” statement is equivalent to a “some”
statement.
• So we’ll focus on “every” and “some”.
PHIL 110; Spring 2020; Lecture 15 10
2: Introducing “Every”
Universal Generalizations
Universal generalizations in English often contain the word “every”, or
“everything” or “everyone”, or “any”, or “all”:
• Every whale is a mammal.
• Everything is broken.
• All dogs are hairy.
But there are exceptions:
• Dogs have four legs.
• A bear is a mammal.
• Man is born free, but everywhere he is in chains.
PHIL 110; Spring 2020; Lecture 15 12
The Need for Symbols
Compare:
• A bear is a mammal.
• A bear goes through my trash can every night.
As we said earlier in the term, English is extremely complicated, so
in logic we need to use artificial symbols instead.
We won’t introduce any new symbols today, however.
PHIL 110; Spring 2020; Lecture 15 13
Strict vs. Loose
• There are two sorts of universal generalization – strict and loose.
• Strict: “Every single dog without exception is a mammal.”
• Loose: “Dogs have four legs.”
• A s.
Congress and the Presidency An Unequal RelationshipThe .docx
Congress and the Presidency: An Unequal Relationship?
"The tyranny of the legislature is really the danger most to be feared, and will continue to be so for many years to come. The tyranny of the executive power will come in its turn, but at a more distant period."
- Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere's preeminent power, in the
American War for Independence
. (NPS.gov, n.d.) Now, these thirteen colonies, saddled with a new governmental charter, the onerous
Articles of Confederation
, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. Yet, in a radical departure, most delegates decided not to amend the current constitution, but instead to craft a new Constitution. (OConnor & Sabato, 2019)
During the four month Constitutional Convention the delegates readily agreed upon James Madison’s basic premise of a new, United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. (Maier, 2011)
Today, many historians and political scientists argue that the institution of the presidency has dramatically increased in power since the end of WWII at the expense of Congress.
This notion of a modern, expansive presidential power, stands in steadied contrast to Congress’ Constitutional ability to “check” the executive branch.
The U.S Congress has three, broad powers that, as per the founding fathers, act as a “check” against the executive branch:
Lawmaking Power. Only Congress can propose and pass legislation.
An example of Congress’s lawmaking function is the
Declaration of War with Japan of 1941
. More information about Congress’s ability to declare war can be found on the official
House of Representatives’ website
.
Budgetary Power. Only Congress has the authority to pass and fund the federal budget. Whereas the president request monies for the federal bureaucracies, Congress actually controls the purse strings.
An example of Congress’s budgetary function is the
Congressional Budget Act of 1974
. More information about the Congressional Budget Act of 1974 can be found on the official
House of Representatives’ website
.
Oversight Power. As per Whitehouse.gov, “Oversight of the executive branch is an important Congressional check on the President’s power and a balance against his discretion in implementing laws and making regulations. A major way that Congress conducts oversight is through hearings. The House Committee on Oversight and Government Reform and the Senate Committee on Homeland Security and Government Affairs are both devoted to overseeing and reforming government operations, and each committee conducts oversight in its policy area.” (Whitehouse, .
Congratulations! The members of the United Nations found great value.docx
Congratulations! The members of the United Nations found great value in the two analyses you provided. They are now asking you to develop a PowerPoint presentation that addresses the four most critical threats to the global environment. They are listed in the table below.
Energy sources
Civil war
Globalization
Poor health of entire populations
Lack of educational opportunities
Cultural taboos
Inappropriate uses of technology
Climate change
To complete this task, you must do the following:
Step I. Narrow the List from Eight to the Four Most Critical Threats
To complete this step, complete the following tasks in order:
Review research on each of the eight threats listed in the table.
Determine what you believe to be the current and potential future impacts of each threat on the global environment.
Choose the four threats that you see as the most critical by considering which pose the greatest or most immediate risk to us.
Step II. Create the PowerPoint Presentation
The completed version of this presentation will include a minimum of
19 slides.
Your audience consists of the United Nations General Assembly.
PPT Content and Structure
1.
A Title Slide
: Include your name, course title, current date, and the name of your instructor.
2.
An Introduction Slide
: List the four threats you chose, and in the Notes section offer a brief narrative justifying these choices
3.
Body Slides:
The slide content is listed in the outline below. For each body slide you develop, please include a paragraph in the Notes section explaining how the details you have provided in the slide are pertinent to the United Nations’ discussion on selecting and prioritizing goals.
I.
For your first threat
(this is the threat you consider to be the greatest risk/highest priority)
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One slide on the effects of this threat on the world population as a whole
d. One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
II.
For your second threat (this is the threat you consider to be the second greatest risk/second highest priority)
One slide on a brief history and assessment of the threat
One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
One slide on the effects of this threat on the world population as a whole
One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
III.
For your third threat (this is the threat you consider to be the third greatest threat/highest priority)
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One .
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Complete all items for Problem 14-47 in the textbook.To complete.docx
- 1. Complete all items for Problem 14-47 in the textbook. To complete all parts of the problems you should prepare an Excel workbook and Word document. Please note, you must show your work in Excel, which includes providing the formulas in the cells, not just the summary value. You may not earn full points if you do not show your work in detail. Provide supporting responses either as part of the Excel document or as a separate Word document (400-750 words), being sure to properly label each response. At least two external sources should be cited, not including a textbook. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. ITS 832 Chapter 9 Stakeholder Engagement in Policy Development: Observations and Lessons from International Experience Information Technology in a Global Economy Professor Miguel Buleje
- 2. Introduction • Methodology • Useful engagement tools • Factors that support effective tool use • Foundations of Stakeholder Engagement • Cases • Case comparison • Discussion • Conclusion Methodology • Policy making increasingly involves stakeholders • Not just decision makers • Technology provides many benefits • Supports advanced complex modeling • Allows more stakeholders to participate (engage) • Stakeholder engagement • Improves acceptance • Increases policy quality • Reduces iterations for re-work • Two primary questions regarding technology tool use • What types of engagement tools are useful? • What factors support effective tool use?
- 3. Stages of the Policy Process Foundations of Stakeholder Engagement • Stakeholder engagement enhances • Accountability • Efficiency in making decisions • Good governance • Stakeholder • “Any group or individual who can affect or is affected by the achievement of an organization’s objectives.” • First phase • Stakeholder identification and analysis • Stakeholder engagement • Informing • Consulting • Involving • Collaborating • Empowering Cases • E-Government Strategic Planning in Afghanistan
- 4. • Renewable Energy Policy for Kosice, Slovakia • Redesigning the European Union’s Inspection Capability for International Trade • Understanding Child Health Outcomes in New Zealand • Transportation and Urban Planning Indicator Development in the USA Case Comparison • Points of comparison • Situation and approach • Types of stakeholders and participation • Methods for stakeholder identification • Methods for stakeholder engagement • Tools and technologies used • Results Summary • Stakeholder engagement is worth the effort • Success starts with care in stakeholder identification
- 5. • Engagement helps build consensus • Tools include • Technology • Legacy • Experience helps to select the right tools for current stakeholders