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Data collection requires evaluators to consider a wide and diverse variety of data sources. These include both primary and secondary data sources. Data collection can significantly impact your evaluation project. Evaluators sometimes overlook problems where secondary data is involved and overlook the fact that data for comparison purposes can affect validity. The types of data in the Learning Resources are not meant to be exhaustive but are the most common types in program evaluation. To prepare for this Discussion, choose one of the cases provided, review the specified Learning Resources, and complete the corresponding prompts. Case 1 Steven Levitt, the author of Freakonomics, is exemplary in his ability to make data tell “stories.” Students of public administration and organizational behavior are familiar with the famous Hawthorne effect. Levitt and List’s (2009) reanalysis of the original Hawthorne study (which uses incomplete, archived, and secondary data) shows how management programs that were developed to increase worker productivity can be evaluated or reevaluated, even though the experiments were conducted almost a century ago. Post by Day 3 a description of at least two data collection problems that the reanalysis of Levitt and List might bring to the Hawthorne effect. Respond by Day 5 to two colleagues and explain whether the problems have to do with design or data collection. What other data collection problems could, in your view, also be important? Explain. Case 2 Barbara Geddes (1990) points out the pitfalls of selecting cases, units, or observations purely on the basis of the dependent variable. Post a brief explanation of the relevance of Barbara Geddes’ argument for program evaluation. Then, explain when a scenario of choosing cases solely on the dependent variable might be permissible. Provide a rationale for your explanations. •Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238) •McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185) •Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf •Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf •Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm •Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Re.

Education

Post a brief explanation of the relevance of Barbara Geddes’
argument for program evaluation. Then, explain when a scenario
of choosing cases solely on the dependent variable might be
permissible. Provide a rationale for your explanations.
•Langbein, L. (2012). Public program evaluation: A statistical
guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7,
“Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013).
Program evaluation and performance measurement: An
introduction to practice (2nd ed.). Thousand Oaks, CA: Sage.
◦Chapter 4, “Measurement for Program Evaluation and
Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the
answers you get: Selection bias in comparative politics.
Political Analysis, 2(1), 131–150. Retrieved from
http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne
effect at the Hawthorne plant? An analysis of the original
illumination experiments. Retrieved from
http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved
from
http://www.urban.org/center/cnp/projects/outcomeindicators.cf
m

•Bamberger, M. (2010). Reconstructuring baseline data for
impact evaluation and results measurement. Retrieved from
http://siteresources.worldbank.org/INTPOVERTY/Resources/33
5642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post].
Retrieved from
http://www.idea.org/blog/2006/04/01/evaluation-through-
surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014).
Developing a survey instrument. Retrieved from
http://njaes.rutgers.edu/evaluation/resources/survey-
instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data.
Retrieved February 24, 2015, from
http://www.cpc.unc.edu/measure/our-work/secondary-
analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint
slides]. Retrieved from
http://www.povertyactionlab.org/sites/default/files/2.%20Sampl
ing%20and%20Sample%20Size_AFZ3.pdf

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To prepare for this Discussion, identify a program within an agency with which you are familiar, which could benefit from process evaluation and outcome evaluation. You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study). Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns. Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns. References: Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books. Logan, T. K., & Royse, D. (2010). Program evaluation studies. In B Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221-240). Thousand Oaks, CA: Sage ...

To prepare for this Discussion, identify a program within an agency

maryettamckinnel

Page 1 of 7 Program Evaluation © 2013 Argosy University Overview of RAs RA 1: Human Service Needs Assessment Report Over the past two decades, the terms "accountability" and "program evaluation" have become the focus within the human services arena. Due to budgetary constraints and decrease in availability of public funding, the competition for scarce resources has increased. This increased competition has subjected human services agencies to an intense examination where requests for resources are scrutinized carefully. The first step to conducting a program evaluation is to conduct a needs assessment to determine and justify the reason for carrying out the evaluation of a particular program. A need can be defined as the gap between what is and what should be and can be experienced by an individual, a group, or an entire community. Tasks: Using at least 3–5 scholarly resources from the professional literature, research human service needs assessment. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Create a 7- to 9-page report in a Microsoft Word document, including the following: Identify a program at a social agency or other human services program to which you have access and provide a description of the organizational context including the mission and objectives of the program and why an evaluation is being considered. Conduct a needs assessment using concepts presented previously to confirm and explain the scope of the problem, the perceived versus actual gap in service, the affected population, whether the need is changing, and in what manner the need may be changing. Identify possible resources to meet the perceived needs. Discuss what existing resources can be used, what additional information would be needed, and what sources for obtaining data you would use. Identify the stakeholders who need to be included in the assessment and subsequent evaluation. Analyze the interpersonal, political, and ethical considerations of interacting with decision makers and stakeholders who may have conflicting priorities and determine strategies for reconciling those priorities. Submission Details: Save your report as M3_A2_Lastname_Firstname.doc. Include a title and reference page and apply APA standards to the citation of sources, including use of in-text citations and full references. By Module 3, Day 7, post your report to the M3 Assignment 2 RA 1 Dropbox. RA 1 is worth 200 points and will be graded according to the following rubric. Page 2 of 7 Program Evaluation © 2013 Argosy University 2 Overview of RAs Assignment Components Proficiency Score Identify a program at.

Page 1 of 7 Program Evaluation © 2013 Argosy Universit.docx

bunyansaturnina

SOCW 6311 wk 11 discussion 1 peer responses Respond to at least two colleagues’ by doing the following: Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports. Name first and references after every person Instructor wants lay out like this: Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following: Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved. Your response Address his or her evaluation of the efficacy and applicability of the evidence-based practice, Your response [Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice, Your response And [evaluate] his or her solution for mitigating those factors. Your response Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified. Your response References Your response Peer 1: McKenna Bull RE: Katie Otte Initial Post-Discussion 1 - Week 11 COLLAPSE Top of Form Identify strengths in their analyses and strategies for presenting evaluation results to others. You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well. Identify ways your colleagues might improve their presentations. You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole. Identify potential needs or questions of the audience that they may not have considered. As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.

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samuel699872

SOCW 6311 WK 6 responses Respond to at least two colleagues each one has to be answered separately name first then response Bottom of Form Respond to at least two colleagues by doing all of the following: Identify the stage or stages of the program to which your colleague’s selected question relates. Suggest an additional question or concern that stakeholders may have about program evaluation. Recommend an alternative model for the evaluation. Instructor wants lay out like this: Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following: Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved. Your response Address his or her evaluation of the efficacy and applicability of the evidence-based practice, Your response [Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice, Your response And [evaluate] his or her solution for mitigating those factors. Your response Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified. Your response References Your response PEER 1 Elektra Smith Top of Form Post a brief summary of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. I chose a victim advocate program that provides crisis intervention for sexual assault victims. “The Victim Advocate provides emotional support to primary victims and secondary victims during the examination at the hospital or during an interview with the police. Applicant must be able to respond to victim/family in a non-judgmental and unbiased manner. The requirement is to work a minimum 2 shifts per month ( https://visitthecenter.org/volunteer , 2018).” I chose the program monitoring to answer the question about clients being satisfied with this service program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). The process benefits of monitoring the program helps with determining the strengths and weaknesses of the service program that is being implemented. It helps to discover ways to improve program services for the most effective outcomes. Additionally, monitoring the program presents accountability to ensure effectiveness and integrity of the program. “Program monitoring typically uses many different types of data-collection strategies, such as questionnaires given out to clients or staff members, individual and group interviewing of staff and clients, observations of pro-grams and specific interactions between staff members and clients, reviews of existing documents such as client files and personnel documents, and consulting experts (Dudley, 2014) (p.73).” Identify 2–3 concern.

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Keynote 1. How can you tell if is not working? Evaluating the impact of educa...

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Learning resources required readingsdudley, j. r. (2020).

simba35

Impact evaluations aim to predict the future, but they are rooted in particular contexts and to what extent they generalize is an open and important question. I founded an organization to systematically collect and synthesize impact evaluation results on a wide variety of interventions in development. These data allow me to answer this and other questions for the rst time using a large data set of studies. I consider several measures of generalizability, discuss the strengths and limitations of each metric, and provide benchmarks based on the data. I use the example of the eect of conditional cash transfers on enrollment rates to show how some of the heterogeneity can be modelled and the eect this can have on the generalizability measures. The predictive power of the model improves over time as more studies are completed. Finally, I show how researchers can estimate the generalizability of their own study using their own data, even when data from no comparable studies exist. Read more at: www.hhs.se/site

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Background Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations. Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014). Social work evaluation: Enhancing what we do . (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources. Discussion Question (Use imagination) Post a description of the process evaluation that you chose and explain why you selected this example. Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results. Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information. Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked. .

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06877 Topic: Implicit Association Test Number of Pages: 1 (Double Spaced) Number of sources: 4 Writing Style: APA Type of document: Research Paper Academic Level:Master Category: Psychology Language Style: English (U.S.) Order Instructions: Instructions Attached Take one (gender, age, race, sexuality, disability, or weight) of the Implicit Association Tests (IAT) at the Harvard University website. Examine how attitude is formed. Discuss how personal implicit biases can form understandings at a local, national or global level. Analyze the strengths and weaknesses of the IAT as a research tool. Reflect on your personal results from the IAT. Use three to five scholarly sources to support your thinking, your textbook can be used as one of the resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 84 September/October 2012 Published by the IEEE Computer Society 0272-1716/12/$31.00 © 2012 IEEE Graphically Speaking Editor: Miguel Encarnação Toward Visualization in Policy Modeling Jörn Kohlhammer, Kawa Nazemi, Tobias Ruppert, and Dirk Burkhardt Fraunhofer IGD Information visualization and visual analytics (VA) have become widely recognized research fields applied to a variety of domains and data-related challenges. This development’s main driver has been the rapidly increasing amount of data that must be dealt with daily. Virtually every industry or business, or any political or personal activity, generates vast amounts of data. At the same time, citizens, shareholders, and customers expect highly efficient, informed decision-making based on increasingly complex, dynamic, and interdependent data and information. All this applies in many ways to public-policy modeling. As the recent financial crisis has shown, policy making and regulation are highly challeng- ing tasks. The outcomes of policy choices and individual behavior aren’t easily predictable in our complex society. Ubiquitous computing, crowd- sourcing, and open data, to name just a few examples, are creating masses of data that governments struggle to make sense of for policy modeling. Increasingly, policy makers are perceiving visualization and data analysis as critical to this sense-making process. Current practice uses visualization mainly during postprocessing. Although this is an important step in the right direction, a more promising trend is the integration of visualization tools with simulation and automated analysis. This is clearly in line with the general approach employed by various domains that apply VA techniques for interactive analysis. Here, we examine the current and future roles of information visualization, semantics visualization, and VA in policy .

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smithhedwards48727

Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that will use to conduct evaluations. Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014). Social work evaluation: Enhancing what we do . (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources. Post A description of the process evaluation that you chose and explain why you selected this example. Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results. Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information. Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked. ...

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Treasury Board of Canada Secretariat. (2012). Policy on evaluation. Retrieved from http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?id=15024 U.S. Government Accountability Office. (2011). GPRA Modernization Act implementation provides important opportunities to address government challenges (GAO-11–617T). Retrieved from http://www.gao.gov/assets/130/126150.pdf Von Bertalanffy, L. (1968). General system theory: Foundations, development, applications (Rev. ed.). New York: G. Braziller. Wandersman, A., & Fetterman, D. (2007). Empowerment evaluation: Yesterday, today, and tomorrow. American Journal of Evaluation, 28(2), 179–198. Weibe, R. H. (1962). Businessmen and reform: A study of the progressive movement. Cambridge, MA: Harvard University Press. Wholey, J. S. (2001). Managing for results: Roles for evaluators in a new management era. American Journal of Evaluation, 22(3), 343–347. Wildavsky, A. B. (1979). Speaking truth to power: The art and craft of policy analysis. Boston, MA: Little Brown. Williams, D. W. (2003). Measuring government in the early twentieth century. Public Administration Review, 63(6), 643–659. Wilson, W. (1887). The study of administration. Political Science Quarterly, 2(2), 197–222. WorkSafeBC. (2011). Reports: See 2010 annual report and 2011–2013 service plan. Retrieved from http://www.worksafebc.com/publications/reports/default.asp CHAPTER 9 DESIGN AND IMPLEMENTATION OF PERFORMANCE MEASUREMENT SYSTEMS Introduction Key Steps in Designing and Implementing a Performance Measurement System Identify the Organizational Champions of This Change Understand What Performance Measurement Systems Can and Cannot Do Establish Multichannel Ways of Communicating That Facilitate Top-Down, Bottom-Up, and Horizontal Sharing of Information, Problem Identification, and Problem Solving Clarify the Expectations for the Intended Uses of the Performance Information That Is Created Identify the Resources Available for Designing, Implementing, and Maintaining the Performance Measurement System Take the Time to Understand the Organizational History Around Similar Initiatives Develop Logic Models for the Programs for Which Performance Measures Are Being Developed, and Identify the Key Constructs to Be Measured Identify Any Constructs That Apply Beyond Single Programs Involve Prospective Users in Reviewing Logic Models and Constructs in the Proposed Performance Measurement System Measure the Constructs That Have Been Identified as Parts of the Performance Measurement System Record, Analyze, Interpret, and Report the Performance Data Regularly Review Feedback From the Users and, If Needed, Make Changes to the Performance Measurement System Performance Measurement for Public Accountability Summary Discussion Questions Appendix A: Organizational Logic Models References INTRODUCTION In this chapter, we begin by introducing two complementary perspectives on public sector organizations: (1) a technical/rational view ...

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Emerging technologies provide opportunities for the humanitarian responders’ community to enhance the effectiveness of their response to crisissituations. A part of this development can be contributed to a new type of information supply chains -driven by collaboration with digital, online communities- enabling organizations to make better informed decisions. However, how exactly and to what extend this collaboration impacts the decision making process is unknown. To improve these new information exchanges and the corresponding systems, an evaluation method is needed to assess the performance of these processes and systems. This paper builds on existing evaluation methods for information systems and design principles to propose such an impact evaluation framework. The proposed framework has been applied in a case study to demonstrate its potential to identify areas for further improvement in the (online) collaboration between information suppliers and users.

Research paper impact evaluation for collaborative information supply chain

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Metaevaluation Summary

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Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice. To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan. Post(2 to 3 pages) a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted. Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information. Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments. Required Readings Dudley, J. R. (2014). Social work evaluation: Enhancing what we do . (2nd ed.) Chicago, IL: Lyceum Books. (For review) Chapter 6, “Needs Assessment” (pp. 107–142) Chapter 7, “Crafting Goals and Objectives” (pp. 144–164) Document: Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF) Copyright 2010 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center. Optional Resources Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south. AIDS Care, 23(3), 340–347. Note: Retrieved from the Walden Library databases. .

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samuel699872

Response 1: Relationship Between Purpose of Study and Data Analysis Techniques · Respond to a colleague's post by raising questions about the value of the evidence based on the quantitative or qualitative data analysis described by the classmate. Please use 2 resources to support your post. ***Needs to be 1/2 page*** Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012). Research methods for social workers (7th ed.). Upper Saddle River, NJ: Allyn & Bacon. Colleague: Shannon Relationship between Purpose of Study and Data Analysis Techniques Analyzing research studies consist of many components. One of the components is descriptive statistics. Descriptive statistics helps describe, show or summarize data in a meaningful way such that, for example, patterns might emerge from the data ( Laerd Statistics, 2013). Descriptive statistics basically describes the data you are analyzing. In the case study “Social Work Research: Measuring Group Success” the descriptive statistics I might use to analyze the data gathered in the case study are 8 women, 5/8 are Caucasian, 3/8 are Hispanic, 1/5 was married.8/8 are heterosexual, and 8/8 had PTSD ((Plummer, Makris, and Brocksen, 2014).The statistics I identified can guide me in evaluating the applicability of the study’s findings for my own practice in social work by using the outcome of this study to help assist women who may have or are experiencing the same challenges. The study also mentioned strategies that were used which provided evidence as to which interventions may be helpful. References Laerd Statistics, (2013). Retrieved from https://statistics.laerd.com Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year . Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].Social Work Research: Measuring Group Success Response 2: Statistical Significance and Variables · Respond to a colleague's post by suggesting how statistical significance can be used in his or her research and practice. · Consider practical issues such as whether a social worker is looking for a treatment approach that might be more effective than what he or she has been using, whether the participants in the study are similar or different from the client the social worker is treating, or decisions about whether to continue a program. Please use 2 resources to support your post. ***Needs to be 1/2 page*** Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012). Research methods for social workers (7th ed.). Upper Saddle River, NJ: Allyn & Bacon. Colleague: Shannon Statistical Significance and Variables When conducting a research you may either choose to use statistically significance or clinical significance. “Statistically significance is the likelihood that a relationship between two or more variables is caused by something other than random chance” (Investopedia, 2017). Bauer,Lambert &Nielsen (2004) stated “ cli ...

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Don't Blame the Eater By DAVID ZINCZENKO NOV. 23, 2002 If ever there were a newspaper headline custom-made for Jay Leno's monologue, this was it. Kids taking on McDonald's this week, suing the company for making them fat. Isn't that like middle-aged men suing Porsche for making them get speeding tickets? Whatever happened to personal responsibility? I tend to sympathize with these portly fast-food patrons, though. Maybe that's because I used to be one of them. I grew up as a typical mid-1980's latchkey kid. My parents were split up, my dad off trying to rebuild his life, my mom working long hours to make the monthly bills. Lunch and dinner, for me, was a daily choice between McDonald's, Taco Bell, Kentucky Fried Chicken or Pizza Hut. Then as now, these were the only available options for an American kid to get an affordable meal. By age 15, I had packed 212 pounds of torpid teenage tallow on my once lanky 5-foot-10 frame. Then I got lucky. I went to college, joined the Navy Reserves and got involved with a health magazine. I learned how to manage my diet. But most of the teenagers who live, as I once did, on a fast-food diet won't turn their lives around: They've crossed under the golden arches to a likely fate of lifetime obesity. And the problem isn't just theirs -- it's all of ours. Before 1994, diabetes in children was generally caused by a genetic disorder -- only about 5 percent of childhood cases were obesity-related, or Type 2, diabetes. Today, according to the National Institutes of Health, Type 2 diabetes accounts for at least 30 percent of all new childhood cases of diabetes in this country. Not surprisingly, money spent to treat diabetes has skyrocketed, too. The Centers for Disease Control and Prevention estimate that diabetes accounted for $2.6 billion in health care costs in 1969. Today's number is an unbelievable $100 billion a year. Shouldn't we know better than to eat two meals a day in fast-food restaurants? That's one argument. But where, exactly, are consumers -- particularly teenagers -- supposed to find alternatives? Drive down any thoroughfare in America, and I guarantee you'll see one of our country's more than 13,000 McDonald's restaurants. Now, drive back up the block and try to find someplace to buy a grapefruit. Complicating the lack of alternatives is the lack of information about what, exactly, we're consuming. There are no calorie information charts on fast-food packaging, the way there are on grocery items. Advertisements don't carry warning labels the way tobacco ads do. Prepared foods aren't covered under Food and Drug Administration labeling laws. Some fast-food purveyors will provide calorie information on request, but even that can be hard to understand. For example, one company's Web site lists its chicken salad as containing 150 calories; the almonds and noodles that come with it (an additional 190 calories) are listed separately. Add a serving of t.

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Domestic Travel Visit the Travel Facts and Statistics website. Why do people travel and what is the % of each category? What are the top leisure travel activities of domestic travelers? What are the criteria for a person's trip? How much is the economic output generated by visitors? International Travel Visit the World Tourism council web page. Summarize your answers. In the front, it tells you about what their purpose is, In your own words what do they stand for? Describe the type of members What is the economic impact of tourism? Two pages and no references need it. .

Domestic TravelVisit the Travel Facts and Statistics website.docx

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Don Marquis, in “Why Abortion is Immoral,” champions an account of the wrongness of killing that he calls the ‘future-like-ours’ account. Marquis considers two alternative accounts of the wrongness of killing that have different implications for the ethics of abortion – the discontinuation account and the desire account. Explain the first “problem” that Marquis raises against the desire account. How does Tooley tentatively respond to a similar worry in “Abortion and Infanticide”? .

Don Marquis, in Why Abortion is Immoral,” champions an account of t.docx

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Dollar General has been working to fashion itself into a one-stop shop that brings together the items typically found in a drugstore, grocery store and big-box store, which has proven savvy as consumers continue to stock up on essential items, like groceries, cleaning products and pet food, which account for the vast majority of its business. Discussion Questions: Do you think Dollar General is taking advantage of a situation or are they are trying to be helpful? Why is it important for a business to be aware of the changes in the economic environment? .

Dollar General has been working to fashion itself into a one-stop sh.docx

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Dodge, M., Bosick, S., Antwerp, V., & Benson, M. (2013). Do Men and Women Perceive White-Collar and Street Crime Differently? Exploring Gender Differences in the Perception of Seriousness, Motives, and Punishment. Journal of Contemporary Criminal Justice, 29(3), 399-415. In this journal it talks about the public’s perception on white-collar crime and its focus on gender. It talks about the relationship between crime type and the respondent’s perception of appropriate punishment and Its relation to gender. I do feel like a weakness to this survey would be location. They chose to talk to people that were coming from jury duty and I feel that puts a bias factor on keeping the data general. Most people coming from jury duty are most likely inclined to feel that the criminals deserve to be charged. Which is shown in the results because all respondents perceived the six crimes to be very serious offense. I also feel that the scenarios should not have been so vague as reported in the study because it does leave a lot of room of confusion and misunderstanding for the people filling out the survey. I do feel that this study is relative to my paper because they talk about how public views the punishment, attitudes and motivation which is going to interesting to do more research. Leeper Piquero, N., Carmichael, S., & Piquero, A. (2008). Research Note: Assessing the Perceived Seriousness of White-Collar and Street Crimes. Crime & Delinquency, 54(2), 291-312. In this journal it talks about the controversy surrounding the ranking of crime seriousness of white-collar crimes relative to street crimes. I do feel that a limitation in this study is that they did not include enough varieties in crimes which could alter the results possibly. I found this survey interesting because I feel that it was the most random survey done. I feel like the information on here would be the most accurate in getting a consensus on the public’s opinion. I also liked how they included the criminal justice system personnel’s perception in the study because no other study discussed that which gives a whole different perspective on my whole topic. This will help my paper because they used random, national probability samples that will help my theory that white-collar crime is as bad or even worse than street crime. Michel, C. (2016). Violent Street Crime Versus Harmful White-Collar Crime: A Comparison of Perceived Seriousness and Punitiveness. Critical Criminology, 24(1), 127-143. In this journal it talks about how studies have opposed old understandings of the publics feelings towards white-collar crime. They participants were asked to look at white-collar crimes and non-violent street crimes and then decided which of the two was more serious. Some strengths of this study is that they used Amazon Mechanical Turk which helped the analysis be less bias. I think a weakness of this study would be that the vagueness of the vignettes as described in the limitation's sections. “Verbiag.

Dodge, M., Bosick, S., Antwerp, V., & Benson, M. (2013). Do Men an.docx

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Does Ex Parte Quirin justify the treatment of detainees at Guantanamo Bay? Can you see a distinction between Quirin and his fellow "enemy combatants" and those detained at Guantanamo Bay? How did the Second Circuit Court of Appeals distinguish them in Padilla v. Rumsfeld? Is the distinction significant enough to make a difference in the constitutional justification for the rights afforded those detained at Guantanamo Bay? Are there additional rights, besides trial by military tribunals, being denied detainees at Guantanamo Bay? What minimal rights did the Supreme Court give detainees in Hamdi v. Rumsfeld? Instructions: Address these questions in a paper of 8 pages, APA Format, place citations for work in the body and provide reference page .

Does Ex Parte Quirin justify the treatment of detainees at Guant.docx

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Documentation of at least four initial scholarly sources from the library. Expanded introduction to the organization. Expanded description of the chosen problem. Preliminary solution options (can be bullet points). Preliminary analysis of leadership and organizational behavior concepts addressed in the paper. I have to go deeper into Expanded Description of the Problem I have to send you the proper .

Documentation of at least four initial scholarly sources from the .docx

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Documents of United States Indian Policy (Third Edition) Francis Paul Prucha Published by University of Nebraska Press Prucha, Paul. Documents of United States Indian Policy (Third Edition). Lincoln: University of Nebraska Press, 2000. Project MUSE., https://muse.jhu.edu/. For additional information about this book Access provided at 25 Aug 2019 22:38 GMT from University of California @ Berkeley https://muse.jhu.edu/book/11623 https://muse.jhu.edu https://muse.jhu.edu/book/11623 57 the consent of the President of the U.S. but should any prefer it, or omit to take a reser- vation for the quantity he may be entitled to, the U.S. will on his removing pay fifty cents an acre, after reaching their new homes, provided that before the first of January next they shall adduce to the Agent, or some other authorized person to be appointed, proof of his claim and the quantity of it. Sixth; likewise children of the Choctaw Nation resid- ing in the Nation, who have neither father nor mother a list of which, with satisfactory proof of Parentage and orphanage being filed with Agent in six months to be forwarded to the War Department, shall be entitled to a quarter section of Land, to be located under the direction of the President, and with his consent the same may be sold and the pro- ceeds applied to some beneficial purpose for the benefit of said orphans. Article XX. The U.S. agree and stipulate as follows, that for the benefit and advantage of the Choctaw people, and to improve their condition, there shall be educated under the direction of the President and at the expense of the U.S. forty Choctaw youths for twenty years. This number shall be kept at school, and as they finish their education others, to supply their places shall be received for the period stated. The U.S. agree also to erect a Council House for the Nation at some convenient central point, after their people shall be settled; and a House for each Chief, also a Church for each of the three Districts, to be used also as school houses, until the Nation may conclude to build others; and for these purposes ten thousand dollars shall be appropriated; also fifty thousand dollars (viz.) twenty-five hundred dollars annually shall be given for the support of three teachers of schools for twenty years. Likewise there shall befurnishedtotheNation,threeBlacksmiths one for each district for sixteen years, and a qualified Mill Wright for five years; Also thereshallbefurnishedthefollowingarticles, twenty-one hundred blankets, to each war- rior who emigrates a rifle, moulds, wipers and ammunition. One thousand axes, ploughs, hoes, wheels and cards each; and four hundred looms. There shall also be furnished, one ton of iron and two hundred weight of steel annually to each District for sixteen years. Article XXI. A few Choctaw Warriors yet survive who marched and fought in the army with General Wayne, the whole number stated not to exceed twenty. These it is agreed shall hereafter, wh.

Documents of United States Indian Policy (Third Edition) Fra.docx

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Documentation Artifact 5 Long Term Care Plan -Continuing to work with your fictional consumer, do you feel he or she is a good candidate for in home care? Why or why not? -Living in the community, what types of supports and services do you feel that your consumer may need to have a high quality of life, potential employment or day activities, and continued treatment (if needed)? (This will require knowing what typical services are for people with similar disabilities and situations) -Where could your consumer get these supports and services in the local community? (This will require researching local agencies and services) Assignment: Write a memo to me stating the above information in a clear and professional manner. This should build the case for in home care or highlight the infeasibility of it (approximate length should be 1 page) Security Strategies in Windows Platforms and Applications Lesson 11 Hardening the Microsoft Windows Operating System © 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company www.jblearning.com All rights reserved. Cover image © Sharpshot/Dreamstime.com Page ‹#› Security Strategies in Windows Platforms and Applications © 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company www.jblearning.com All rights reserved. 1 Learning Objective(s) Apply system hardening techniques in Microsoft Windows. Page ‹#› Security Strategies in Windows Platforms and Applications © 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company www.jblearning.com All rights reserved. Key Concepts General hardening concepts and strategies Hardening servers, clients, networks, and more Security awareness Page ‹#› Security Strategies in Windows Platforms and Applications © 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company www.jblearning.com All rights reserved. Understanding the Hardening Process and Mind-set Page ‹#› Security Strategies in Windows Platforms and Applications © 2015 Jones and Bartlett Learning, LLC, an Ascend Learning Company www.jblearning.com All rights reserved. 4 Employ strategies to secure Windows computers Install only what you need Use Security Compliance Toolkit (SCT) Manually disable and remove programs/services Strategies to Secure Windows Computers Page ‹#› Security Strategies in Windows Platforms and Applications © 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company www.jblearning.com All rights reserved. The process of making configuration changes and deploying controls to reduce the attack surface is called hardening. 5 Disable/remove programs with vulnerabilities Establish controls on running programs Install Only What You Need When installing Windows Server, select which programs to install Customize a server by defining one or more roles Role is a predefined set of services, programs, and configuration settings that enables a computer to fulfill specific requirements Page ‹#› Security Strategies.

Documentation Artifact 5Long Term Care Plan-Continuing to .docx

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***Doctorate Level Questions*** No Plagiarism....Paraphrase the content, and provide Citations and References for each source provided....Please provide a substantive response for EACH question. Each question should each have a word count of 150 words or more....Please provide appropriate foundational knowledge, be factual, and enhance the dialogue….Please do not recite the same words just to provide word count…. Question One How is sample size related to statistical tests and outcomes? Give a specific example. Why is it important to plan the sample size before collecting data? Question Two Fill in the following for a possible study with one independent variable (IV) with two conditions/treatments and a dependent variable (DV) that is measured on a continuous scale (interval or ratio): Independent variable = ______________ Condition A = ______________ Condition B = ______________ Dependent variable = _______________ How do you know this DV is measured on a continuous scale? How would you word the null hypothesis for your sample study? How would you word the alternative hypothesis for your sample study? What alpha level would you set to test your hypothesis? Why? .

Doctorate Level Questions No Plagiarism....Paraphrase the cont.docx

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DOCUMENT-BASED QUESTION RUBRIC 5 4 3 2 1 · Thoroughly addresses all aspects of the task by accurately analyzing and interpreting most of the document · Incorporates relevant outside information · Richly supports essay with relevant facts, examples, and details · Writes a well-developed essay, consistently demonstrating a logical and clear plan of organization · Uses information from the documents in the body of the essay · Includes a strong introduction and conclusion · Addresses all aspects of the task by accurately analyzing and interpreting most of the documents · Incorporates relevant outside information · Includes relevant facts, examples, and details, but discussion may be more descriptive than analytical · Writes a well-developed essay, demonstrating a logical and clear plan of organization · Includes a good introduction and conclusion · Addresses most aspects of the task or addresses all aspects in a limited way; uses some of the documents · Incorporates limited or no relevant outside information · Uses some facts, examples, and details, but the discussion is more descriptive rather than analytical · Writes a satisfactorily developed essay, demonstrating a general plan of organization · Restates the theme in the introduction and concludes with a simple restatement of the theme · Attempts to address some aspects of the task making limited use of the documents · No relevant outside information is presented · Uses a few facts, examples and details and discussion simply restates contents of the documents · Writes a poorly organized essay, lacking focus · Has vague or missing introduction and/or conclusion · Shows a limited understanding of the task with vague, unclear references to the documents · No relevant outside information is presented · Attempts to complete the task but essay demonstrates a major weakness in the organization · Uses little or no accurate or relevant facts, details, examples · Has no introduction or conclusion Name___________________________________________ Score___________________________________________ W. E. B. DuBois WILLIAM EDWARD BURGHARDT DUBOIS was very angry with Booker T. Washington. Although he admired Washington's intellect and accomplishments, he strongly opposed the position set forth by Washington in his Atlanta Exposition Address. He saw little future in agriculture as the nation rapidly industrialized. DuBois felt that renouncing the goal of complete integration and social equali.

DOCUMENT-BASED QUESTION RUBRIC 5 4 3 2 1 · .docx

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DOCUMENT 4 Dwight D. Eisenhower, “Farewell Address to the Nation” (1961) Document Background: On January 17, 1961, President Dwight D. Eisenhower gave his farewell address to the nation. Over the previous two decades, the United States had undergone numerous significant changes, including World War II, the beginning of the Cold War, the Korean War, the emergence of nuclear weapons, a rapidly growing economy, and several substantial Civil Rights victories. Eisenhower, as a general and then as president, had been at the center of many of these. In his farewell address, Eisenhower focused on the Cold War with the Soviet Union and on the challenges facing the United States, including a warning about the growing power of the “military-industrial complex.” Dwight D. Eisenhower: I. My fellow Americans: Three days from now, after half a century in the service of our country, I shall lay down the responsibilities of office as, in traditional and solemn ceremony, the authority of the Presidency is vested in my successor. This evening I come to you with a message of leave-taking and farewell, and to share a few final thoughts with you, my countrymen. Like every other citizen, I wish the new President, and all who will labor with him, Godspeed. I pray that the coming years will be blessed with peace and prosperity for all. Our people expect their President and the Congress to find essential agreement on issues of great moment, the wise resolution of which will better shape the future of the Nation. My own relations with the Congress, which began on a remote and tenuous basis when, long ago, a member of the Senate appointed me to West Point, have since ranged to the intimate during the war and immediate post-war period, and, finally, to the mutually interdependent during these past eight years. In this final relationship, the Congress and the Administration have, on most vital issues, cooperated well, to serve the national good rather than mere partisanship, and so have assured that the business of the Nation should go forward. So, my official relationship with the Congress ends in a feeling, on my part, of gratitude that we have been able to do so much together. II. We now stand ten years past the midpoint of a century that has witnessed four major wars among great nations. Three of these involved our own country. Despite these holocausts America is today the strongest, the most influential and most productive nation in the world. Understandably proud of this pre-eminence, we yet realize that America's leadership and prestige depend, not merely upon our unmatched material progress, riches and military strength, but on how we use our power in the interests of world peace and human betterment. III. Throughout America's adventure in free government, our basic purposes have been to keep the peace; to foster progress in human achievement, and to enhance liberty, dignity and integrity among people and among nations. To strive for less would be un.

DOCUMENT 4Dwight D. Eisenhower, Farewell Address to the Nation” (.docx

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docsch09.pptxManaging and Using Information Systems A St.docx

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Doc with options for readings and films attached. Option 1 - Write a 10-page paper (Times New Roman, 12, double-spaced) on one of the films from the syllabus, articulating concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from at least two of the readings. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography. Option 2 - Write a 10-page paper (Times New Roman, 12, double-spaced) around one of the concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from the bibliography in relation to two or more movies from the syllabus. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography. .

Doc with options for readings and films attached.Option 1 - .docx

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Do you support or oppose the death penalty? Requirements: Your paper must be at least 1500 words. Please double space your paper and use standard 12- point font. Using Times New Roman. Make sure to proofread your paper before submitting. Please follow APA format when referencing information from outside sources. Please include your word count at the end of your assignment. Please include a title page and a reference page .

Do you support or oppose the death penaltyRequirementsYo.docx

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Do you think it is possible that this pandemic might end up working .docx

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Do you think that mandating the construction of such IA-centric organizations is wise? Why or why not? What are the potential benefits for policymakers in determining IA structures and networks and outlining the ways these will be used? What are the potential problems with this tack? Provide examples or illustrations (real or hypothetical) that highlight the positive and negative potential of such constructs. 300 words minimum, discussion board question , interagency and homeland security class .

Do you think that mandating the construction of such IA-centric or.docx

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Do you think there is a victimless crime, if so, what is it and what.docx

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Do you believe that people in South Florida have different sorts of experiences regarding how they are treated due to race or ethnicity in ways that might not be the case in other parts of the US? If so, does Miami offer any lessons from which the rest of the US might learn? Do you think that Miami is "post-racial" in the sense that there is a mixing together here that makes race and ethnicity matter less than in other parts of the US, and along those lines? .

Do you believe that people in South Florida have different sorts of .docx

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