Presenter: Mike Carnathan from the Atlanta Regional Commission.
Presented at the Georgia Libraries Conference in Columbus, GA on 10/03/2018 during GPLS Youth Services Preconference.
This document provides an overview and comparison of three mapping tools - PolicyMap, Social Explorer, and OnTheMap - that can be used to map social and economic data. It outlines the key features of each tool, including the types of data available, geographic levels, visualization options, and how to download and export maps and data. Examples are given of how the tools can be used to map variables like poverty, age, and employment to answer specific questions about communities. The document also demonstrates how to perform analyses and interpret maps using these three tools.
The document summarizes information about the United States Census Bureau, including its role in collecting population and economic data, how it conducts surveys and censuses, what data is collected, and how the data is used. It provides details on the decennial census process and products available from the Census Bureau.
Surveillance Data Discovery Exercise_FINAL-2016Allison Fast
This document provides instructions for an exercise using the Minnesota Public Health Data Access Portal to explore public health surveillance data. The portal maintains environmental health surveillance data collected by the Minnesota Department of Health tracking program. It provides information on topics like poverty, cancer rates, and childhood lead exposure. Users can access data, maps, and profiles to understand trends, identify at-risk populations, and inform public health actions. The exercise teaches users how to navigate the portal and answer questions about selected indicators using interactive tools.
This document provides an overview and instructions for using American FactFinder to access U.S. Census Bureau data. It discusses upcoming data releases, available census data tools, how to conduct searches on American FactFinder, download and cite data tables and maps, and create thematic maps. Step-by-step exercises demonstrate how to select geographies on a reference map, search for a specific ZIP code, and create a thematic map by first selecting geographies and then accessing a data table.
FRESNO, CALIFORNIA is the communityFOLLOW ALL DIRECTIONS- ORSusanaFurman449
FRESNO, CALIFORNIA is the community
FOLLOW ALL DIRECTIONS- OR WILL BE DISPUTED
APA, 2000 words, 3 scholarly sources
Instructions- Read Carefully
Defining the Community
Your community should be within a specifically designated geographic location.
One must clearly delineate the following dimensions before starting the process of community assessment:
• Describe the population that is being assessed?
• What is/are the race(s) of this population within the community?
• Are there boundaries of this group? If so, what are they?
• Does this community exist within a certain city or county?
• Are there general characteristics that separate this group from others?
• Education levels, birth/death rates, age of deaths, insured/uninsured?
• Where is this group located geographically…? Urban/rural?
• Why is a community assessment being performed? What purpose will it serve?
• How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
• When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
• If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
• The following resources provide a broad overview of the demographics of a city, county, or state:
• American Fact Finder—Find population, housing, and economic and geographic data for your city based on U.S. Census data:
http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml
• State and County Quick Facts—Easy access to facts about people, business, and geography, based on U.S. Census data:
https://www.census.gov/quickfacts/fact/table/US/PST045216
• Obtain information about a specific city or county on these useful websites:
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
• Healthy People 2020—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020:
http://www.healthypeople.gov/
• National Center for Health S ...
OverviewIn this module, you will finalize the completion of .docxaman341480
Overview
In this module, you will finalize the completion of the full assessment of your own community.
Defining the Community
Your community should be within a specifically designated geographic location.
One must clearly delineate the following dimensions before starting the process of community assessment:
• Describe the population that is being assessed?
• What is/are the race(s) of this population within the community?
• Are there boundaries of this group? If so, what are they?
• Does this community exist within a certain city or county?
• Are there general characteristics that separate this group from others?
• Education levels, birth/death rates, age of deaths, insured/uninsured?
• Where is this group located geographically…? Urban/rural?
• Why is a community assessment being performed? What purpose will it serve?
• How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
The following resources provide a broad overview of the demographics of a city, county, or state:
American Fact Finder
—Find population, housing, and economic and geographic data for your city based on U.S. Census data
State and County Quick Facts
—Easy access to facts about people, business, and geography, based on U.S. Census data
Obtain information about a specific city or county on these useful websites:
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
Healthy People 2020
—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020
National Center for Health Statistics
—this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans
National Vital Statistics System
Cente.
The document provides answers to frequently asked questions about Community Profiles and MAPAS, which are data reporting and mapping tools created by the Community Research Institute. The Community Profiles provide demographic, economic, and other data for different geographic areas, and can be accessed on their website. MAPAS is an interactive mapping system that allows users to map various indicators and view location data for points of interest. It provides data from the Community Profiles and other sources. Scenarios are provided as examples of how non-profits, foundations and others can use the tools to inform decision making and target community efforts.
The document provides guidance on using a local statistics tool from Age UK that contains demographic and health data for local authorities. It summarizes the key benefits of using the tool, including understanding local needs, identifying priorities, and demonstrating service impact. It outlines the main sections and features of the spreadsheet, such as the types of indicators included, how to find a specific local area profile, and how to generate area comparison reports. Finally, it provides contact information for requests, feedback, and reporting on use of the tool.
This document provides an overview and comparison of three mapping tools - PolicyMap, Social Explorer, and OnTheMap - that can be used to map social and economic data. It outlines the key features of each tool, including the types of data available, geographic levels, visualization options, and how to download and export maps and data. Examples are given of how the tools can be used to map variables like poverty, age, and employment to answer specific questions about communities. The document also demonstrates how to perform analyses and interpret maps using these three tools.
The document summarizes information about the United States Census Bureau, including its role in collecting population and economic data, how it conducts surveys and censuses, what data is collected, and how the data is used. It provides details on the decennial census process and products available from the Census Bureau.
Surveillance Data Discovery Exercise_FINAL-2016Allison Fast
This document provides instructions for an exercise using the Minnesota Public Health Data Access Portal to explore public health surveillance data. The portal maintains environmental health surveillance data collected by the Minnesota Department of Health tracking program. It provides information on topics like poverty, cancer rates, and childhood lead exposure. Users can access data, maps, and profiles to understand trends, identify at-risk populations, and inform public health actions. The exercise teaches users how to navigate the portal and answer questions about selected indicators using interactive tools.
This document provides an overview and instructions for using American FactFinder to access U.S. Census Bureau data. It discusses upcoming data releases, available census data tools, how to conduct searches on American FactFinder, download and cite data tables and maps, and create thematic maps. Step-by-step exercises demonstrate how to select geographies on a reference map, search for a specific ZIP code, and create a thematic map by first selecting geographies and then accessing a data table.
FRESNO, CALIFORNIA is the communityFOLLOW ALL DIRECTIONS- ORSusanaFurman449
FRESNO, CALIFORNIA is the community
FOLLOW ALL DIRECTIONS- OR WILL BE DISPUTED
APA, 2000 words, 3 scholarly sources
Instructions- Read Carefully
Defining the Community
Your community should be within a specifically designated geographic location.
One must clearly delineate the following dimensions before starting the process of community assessment:
• Describe the population that is being assessed?
• What is/are the race(s) of this population within the community?
• Are there boundaries of this group? If so, what are they?
• Does this community exist within a certain city or county?
• Are there general characteristics that separate this group from others?
• Education levels, birth/death rates, age of deaths, insured/uninsured?
• Where is this group located geographically…? Urban/rural?
• Why is a community assessment being performed? What purpose will it serve?
• How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
• When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
• If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
• The following resources provide a broad overview of the demographics of a city, county, or state:
• American Fact Finder—Find population, housing, and economic and geographic data for your city based on U.S. Census data:
http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml
• State and County Quick Facts—Easy access to facts about people, business, and geography, based on U.S. Census data:
https://www.census.gov/quickfacts/fact/table/US/PST045216
• Obtain information about a specific city or county on these useful websites:
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
• Healthy People 2020—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020:
http://www.healthypeople.gov/
• National Center for Health S ...
OverviewIn this module, you will finalize the completion of .docxaman341480
Overview
In this module, you will finalize the completion of the full assessment of your own community.
Defining the Community
Your community should be within a specifically designated geographic location.
One must clearly delineate the following dimensions before starting the process of community assessment:
• Describe the population that is being assessed?
• What is/are the race(s) of this population within the community?
• Are there boundaries of this group? If so, what are they?
• Does this community exist within a certain city or county?
• Are there general characteristics that separate this group from others?
• Education levels, birth/death rates, age of deaths, insured/uninsured?
• Where is this group located geographically…? Urban/rural?
• Why is a community assessment being performed? What purpose will it serve?
• How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
The following resources provide a broad overview of the demographics of a city, county, or state:
American Fact Finder
—Find population, housing, and economic and geographic data for your city based on U.S. Census data
State and County Quick Facts
—Easy access to facts about people, business, and geography, based on U.S. Census data
Obtain information about a specific city or county on these useful websites:
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
Healthy People 2020
—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020
National Center for Health Statistics
—this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans
National Vital Statistics System
Cente.
The document provides answers to frequently asked questions about Community Profiles and MAPAS, which are data reporting and mapping tools created by the Community Research Institute. The Community Profiles provide demographic, economic, and other data for different geographic areas, and can be accessed on their website. MAPAS is an interactive mapping system that allows users to map various indicators and view location data for points of interest. It provides data from the Community Profiles and other sources. Scenarios are provided as examples of how non-profits, foundations and others can use the tools to inform decision making and target community efforts.
The document provides guidance on using a local statistics tool from Age UK that contains demographic and health data for local authorities. It summarizes the key benefits of using the tool, including understanding local needs, identifying priorities, and demonstrating service impact. It outlines the main sections and features of the spreadsheet, such as the types of indicators included, how to find a specific local area profile, and how to generate area comparison reports. Finally, it provides contact information for requests, feedback, and reporting on use of the tool.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
Part 8 of 11
You will be working on this project for Modules 7 and 8. You must gowalthamcoretta
You will be working on this project for Modules 7 and 8. You must go out into your community to complete the windshield survey! This project cannot be completed by doing online research. For the paper, make sure interviews are cited as personal communication.
Defining the Community
Your community can be a pediatric, adolescence, young adults, adult, elderly or a combination.
Clearly delineate the following dimensions before starting the process of community assessment:
Describe the population that is being assessed?
What is/are the race(s) of this population within the community?
Are there boundaries of this group? If so, what are they?
Does this community exist within a certain city or county?
Are there general characteristics that separate this group from others?
Education levels, birth/death rates, age of deaths, insured/uninsured?
Where is this group located geographically…? Urban/rural?
Why is a community assessment being performed? What purpose will it serve?
How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
The following resources provide a broad overview of the demographics of a city, county, or state:
American Fact Finder
—Find population, housing, and economic and geographic data for your city based on U.S. Census data
State and County Quick Facts
—Easy access to facts about people, business, and geography, based on U.S. Census data
Obtain information about a specific city or county on these useful websites
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
Healthy People 2020
—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020
National Center for Health Statistics
—this agency is part of the Centers for Disease Control ...
(INSTRUCTIONS) Your submission should be a minimum of 2000 words (m.docxmadlynplamondon
(INSTRUCTIONS): Your submission should be a minimum of 2000 words (maximum 2500 words) in length and should completely answer the proposed questions as listed under “Define the community." You should have a minimum of three (3) references. MY COMMUNITY is miami, florida
Overview
In this module, you will finalize the completion of the full assessment of your own community.
Defining the Community
Your community should be within a specifically designated geographic location.
One must clearly delineate the following dimensions before starting the process of community assessment:
• Describe the population that is being assessed?
• What is/are the race(s) of this population within the community?
• Are there boundaries of this group? If so, what are they?
• Does this community exist within a certain city or county?
• Are there general characteristics that separate this group from others?
• Education levels, birth/death rates, age of deaths, insured/uninsured?
• Where is this group located geographically…? Urban/rural?
• Why is a community assessment being performed? What purpose will it serve?
• How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
The following resources provide a broad overview of the demographics of a city, county, or state:
American Fact Finder
—Find population, housing, and economic and geographic data for your city based on U.S. Census data
State and County Quick Facts
—Easy access to facts about people, business, and geography, based on U.S. Census data
Obtain information about a specific city or county on these useful websites:
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
Healthy People 2020
—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the .
Lesson plan for using SHOW USA and SHOW World websites (show.mappingworlds.com) as a classroom teaching tool for geography and social studies. Grade levels 9-12.
The power of Data Visualization: Analyzing how world economics affects Averag...wellington palma
This document summarizes a presentation on the power of data visualization. It discusses how visualization can help analyze data faster, simplify large datasets, reveal trends, and provide new insights. The presentation covers the advantages of visualization, such as conveying information quickly and aiding decision making, and disadvantages like interpretations depending on the viewer. An example visualization analysis examines factors influencing life expectancy. It finds that after a point, increased healthcare spending does not necessarily increase life expectancy and focuses should include reducing infant mortality.
MDC and LDC Populations WorksheetDemography is the statistical sAbramMartino96
MDC and LDC Populations Worksheet
Demography is the statistical study of human populations, especially with reference to size, density, distribution, and vital statistics (relating to births, deaths, marriages, health and disease, etc). In making population projections for different countries, demographers look at the profile of the countries’ residents. They ask: What are the ages of the people? How many are men? How many are women? Using this information, they construct “population pyramids” (a.k.a. age histograms) like the ones the class will use in this activity. These graphs illustrate the configuration of a country’s population as shaped by 70 to 80 years of economic, political and natural events.
Procedure:
You will find information about the populations of two countries; the United States and one other country picked from a list on the last page.
Countries Assigned = USA and ____________________________
Log onto the web and go to International Data Base (IDB) part of the www.census.gov site
(The URL is https://www.census.gov/data-tools/demo/idb/#/table?YR_ANIM=2021)
1. For the report tab, select “Custom Report”.
2. In custom report columns tab select all data in the tables below.
3. In the select by County/Area tab, select the Country.
4. Use the data for this year to answer the questions on this page below.
5. In the resulting webpage, click on your Country’s name to access the population pyramid graph.
6. Right click on the graph so you can copy it and then past it at the end of this worksheet.
7. Repeat for your second country.
Using the information from the internet for this year, fill out the tables for both of your countries
UNITED STATES
fill in country name
What is the Crude Birth Rate?
What is the Crude Death Rate?
What is the life expectancy at birth?
What is the infant mortality rate?
What is the Total Fertility Rate (FTR)?
What is the growth rate today?
What is the doubling time for the population?
(You will have to work this out so look at the population lecture!)
Show your math work!
Still on the International Data Base (IDB) site
(The URL is https://www.census.gov/data-tools/demo/idb/#/table?YR_ANIM=2021)
1. To obtain the population by age group, scroll/mouse over the population pyramid. The population totals for each 5-year group will appear.
2. Add up the numbers in each group to comprise the three categories below. Once you have the population size of each category you can calculate the % of the population made up by that age group using the following calculation:
3. (Population size for the age group ÷ total population size) X 100 = % of population
4. Calculate this information and add the results to complete the table below.
Repeat your for second country
UNITED STATES
fill in country name
Age Group
Population size for both Sexes
% of population
Population size for both Sexes
% of population
0-14
Pre-Reproductive
Pre-Reproductive
15-44
Re ...
This document provides guidance for conducting a windshield survey and community assessment. It outlines steps to define the community being assessed, including describing the population, boundaries, location, and purpose of the assessment. It then discusses various methods for collecting and analyzing both existing and new data on the community's demographics, health indicators, assets, and areas for improvement through windshield surveys, participant observation, interviews, focus groups, and surveys.
The document describes a project by two summer interns to revise and populate an "Ambassador Database" with information about potential representatives for the American Osteopathic Association (AOA). The interns gathered data on 300 individuals from various websites and the AOA's internal database. They standardized 23 categories of information and encountered challenges obtaining some data points like ethnicity, birthdate, and current employment. Areas for further improvement include completing missing fields and expanding the number of ambassadors included.
Vulnerable Groups and Communities in The Context of Adaptation and Developmen...Tariq A. Deen
Participants will be taken through the identification and targeting of vulnerable communities, groups and ecosystems at different scales, best available methods and data, best practices, in the context of adaptation and development planning and implementation. It will include introductory presentations on the topic and will engage participants in breakout group discussions.
Vulnerable Groups and Communities in The Context of Adaptation and Developme...NAP Events
This document discusses methods for identifying vulnerable groups and communities in the context of adaptation and development planning. It outlines various definitions of vulnerability and describes common approaches to vulnerability mapping including using geographic information systems and indicators of exposure, sensitivity and adaptive capacity. The document also discusses specific methods like poverty mapping using small area estimation and participatory approaches. It emphasizes choosing methods based on objectives, data availability, and analytical capacity. The document concludes that vulnerability assessments are important for targeting limited resources but require balancing technical and qualitative considerations.
Who uses-student-data-infographic (Data Quality Campaign)JenniferMarano2
The document discusses how student data is collected and used at different levels of the education system, from schools to districts to state and federal departments. At each level, the type of data collected and who can access it differs. Schools and districts collect and use personal student data to inform instruction and support students. Districts send de-identified data to state departments, who use it for goals and funding. States send aggregate data to the US Department of Education for public reporting and funding purposes. Access to data is governed by privacy laws.
The document introduces the Data Analysis Framework (DAF), an online tool created by Legal Services Corporation grants to help legal aid organizations use data strategically. It provides examples of data questions legal aids may want to analyze, types of analyses like snapshots, comparisons, trends and geographic analyses. It also lists internal case and client data fields that could be analyzed, examples of external data resources, potential academic partners, and a matrix matching data questions with specific analysis approaches. The DAF is meant to help legal aids better understand their clients and cases by analyzing their own and external data.
This document provides an overview of using data and evidence to support public health program development and decision making. It discusses finding health statistics from sources like the CDC to determine community needs, promote evidence-based practices, and secure funding. Tutorials cover identifying the type of data needed, accessing CDC sources like the Breastfeeding Report Card and PRAMS surveillance system, and developing competencies in critical thinking, database navigation, and monitoring systems. A case study example examines Louisiana breastfeeding data to argue for including the state in a national breastfeeding promotion program.
This document discusses using government documents and free online sources to teach health care management courses. It provides examples of LibGuides created for undergraduate and graduate courses that direct students to data sources for assignments on topics like market analysis, health indicators, and demographic statistics. Examples of data sources highlighted include the GeorgiaInfo almanac, Medicare tools, and the Online Analytical Statistical Information System (OASIS) for public health data in Georgia. The document also discusses exercises for teaching students to critically evaluate and find relevant information in government documents.
This document provides an overview of how to use demographic data analysis on the HealthyCity.org website. It describes HealthyCity.org as a project that combines research, community voices, and technology to address social inequities. It then discusses what demographics are, why they are important to understand populations, and different types of demographic data and their sources. The document provides a tutorial on how to map and chart demographic data on HealthyCity.org to help communities identify needs and fuel social change.
Part 1 Individual Factors Affecting Voter Turnout Based on .docxdanhaley45372
Part 1: Individual Factors Affecting Voter Turnout
Based on our class discussion of voter turnout, you are going to examine individual factors
affecting turnout and how they have changed over the past 50 years. To do so, you will be using
historical data provided by the United States Census Bureau. This data is located here:
http://www.census.gov/hhes/www/socdemo/voting/publications/historical/index.html
You will need to download the Excel spreadsheet files (XLS or CSV) for Table A-1 and Table
A-2.
Contained in Table A-1 are rates of self-reported voter turnout in elections from 1964 to 2014 by
age. You will analyze the percent of the total population that voted for age groups 18-24, 25-44,
45-64, and 65 years and over.
Contained in Table A-2 are rates of self-reported voter turnout in elections from 1964 to 2014 by
educational attainment. You will analyze the percent of the total population that voted for
educational attainment levels less than 9th grade, 9th to 12th grade, no diploma, high school
graduate or GED, some college or associate’s degree, and bachelor’s degree or more.
You should cut and paste each of these columns into a new spreadsheet for the elections from
1964 to 2014. Once this is done, sort the data by ascending year. Finally, you should only keep
presidential elections (1964, 1968, 1972, 1976, 1980, 1984, 1988, 1992, 1996, 2000, 2004, 2008,
2012).
Using a spreadsheet program, create two different line graphs showing how voter turnout rates
have changed over time by age and level of educational attainment respectively. The x-axis
should be the years from 1964 through 2012 (presidential elections only) and the y-axis should
be percent that voted. In the respective line graph, a separate line should be drawn for the each
category age (18-24, 25-44, 45-64, and 65 years and over) and educational attainment (less than
9th grade, 9th to 12th grade, no diploma, high school graduate or GED, some college or associate’s
degree, and bachelor’s degree or more).
Cut and paste each of the line graphs into your homework document labeled 1a and 1b. For each
line graph, describe in a few sentences the 48-year trend in voter turnout.
1c. In a few sentences, explain why we would expect to see differences in turnout among
different categories of age and level of education.
Part 2: Institutional Factors Affecting Voter Turnout
In this section you will be studying the relationship between institutional factors and voter
turnout. Specifically, you will test the effect of rules governing requests for absentee ballots on
turnout.
You will use data collected by Cemenska et al. (2009). The study describing the data and a
subset of the data based on the 2008 election are posted on Classes in the folder
“Resources/Research Assignment.” The data file you will work with is called
Pew_Early_Vote.xls.
Over the past several decades, states have changed several electoral laws regarding .
This document discusses various methods for collecting demographic data, including population censuses, sample surveys, vital statistics registration, and administrative records. It describes how each method works, their advantages and limitations, and examples of their use in Bangladesh. The key points are that censuses aim to count the entire population but are infrequent, while surveys sample subsets of the population and are more cost-effective. Combining multiple data sources provides the most complete demographic picture. Accuracy depends on minimizing errors like undercoverage.
The name of my resource is called, American Factfinder (factfinder.census.gov). American Factfinder is a free, easy and open access reference guide to use. American Factfinder is a "How Many Facts Online?" reference guide based on statistical information on cities, states, towns, counties,etc. The audience is for grade levels 8th through 12th who are just learning how to research and evaluate online resources for school projects based on statistical research. Adults can use this reference guide as well.
Presenters: Tom Brooks, Susan Irvin
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
The Falls Prevention Awareness Initiative of the Cobb County Public Library System addresses a costly community health challenge. Guidance provided by public health experts on evidence-based strategies for reducing fall injury risks in the senior population has been critical for shaping the initiative
since its launch in 2015.
The initiative is supported by partnerships with state, local and national organizations. Cobb libraries collaborate with public health and aging services agencies, healthcare providers, universities, and others providing Falls Prevention library programs.
Cobb residents have attended health screenings, classes such as A Matter of Balance, CarFit senior driver safety inspections, and more.
Presenter: Amy Stalker
Presented at the virtual Georgia Libraries Conference in October 2020.
Want a fulfilling work experience with co-workers who are engaged and connected? Building positive team culture is no easy task – and it’s something that needs regular attention as the needs and interests of the team evolve. Strong teams weather difficult times better – and with the COVID situation, we all know there are difficult times ahead. But how do you get there and where do you start? As an early-career manager, I would like to share some things our team has done and is doing to stay connected and engaged at the HUMAN level.
More Related Content
Similar to Data Tools Available on the Get Georgia Reading Campaign Website
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
Part 8 of 11
You will be working on this project for Modules 7 and 8. You must gowalthamcoretta
You will be working on this project for Modules 7 and 8. You must go out into your community to complete the windshield survey! This project cannot be completed by doing online research. For the paper, make sure interviews are cited as personal communication.
Defining the Community
Your community can be a pediatric, adolescence, young adults, adult, elderly or a combination.
Clearly delineate the following dimensions before starting the process of community assessment:
Describe the population that is being assessed?
What is/are the race(s) of this population within the community?
Are there boundaries of this group? If so, what are they?
Does this community exist within a certain city or county?
Are there general characteristics that separate this group from others?
Education levels, birth/death rates, age of deaths, insured/uninsured?
Where is this group located geographically…? Urban/rural?
Why is a community assessment being performed? What purpose will it serve?
How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
The following resources provide a broad overview of the demographics of a city, county, or state:
American Fact Finder
—Find population, housing, and economic and geographic data for your city based on U.S. Census data
State and County Quick Facts
—Easy access to facts about people, business, and geography, based on U.S. Census data
Obtain information about a specific city or county on these useful websites
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
Healthy People 2020
—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020
National Center for Health Statistics
—this agency is part of the Centers for Disease Control ...
(INSTRUCTIONS) Your submission should be a minimum of 2000 words (m.docxmadlynplamondon
(INSTRUCTIONS): Your submission should be a minimum of 2000 words (maximum 2500 words) in length and should completely answer the proposed questions as listed under “Define the community." You should have a minimum of three (3) references. MY COMMUNITY is miami, florida
Overview
In this module, you will finalize the completion of the full assessment of your own community.
Defining the Community
Your community should be within a specifically designated geographic location.
One must clearly delineate the following dimensions before starting the process of community assessment:
• Describe the population that is being assessed?
• What is/are the race(s) of this population within the community?
• Are there boundaries of this group? If so, what are they?
• Does this community exist within a certain city or county?
• Are there general characteristics that separate this group from others?
• Education levels, birth/death rates, age of deaths, insured/uninsured?
• Where is this group located geographically…? Urban/rural?
• Why is a community assessment being performed? What purpose will it serve?
• How will information for the community assessment be collected?
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering
(collecting information that already exists)
Demographics of the Community
When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
The following resources provide a broad overview of the demographics of a city, county, or state:
American Fact Finder
—Find population, housing, and economic and geographic data for your city based on U.S. Census data
State and County Quick Facts
—Easy access to facts about people, business, and geography, based on U.S. Census data
Obtain information about a specific city or county on these useful websites:
www.epodunk.com
and
www.city-data.com
Information from Government Agencies
Healthy People 2020
—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the .
Lesson plan for using SHOW USA and SHOW World websites (show.mappingworlds.com) as a classroom teaching tool for geography and social studies. Grade levels 9-12.
The power of Data Visualization: Analyzing how world economics affects Averag...wellington palma
This document summarizes a presentation on the power of data visualization. It discusses how visualization can help analyze data faster, simplify large datasets, reveal trends, and provide new insights. The presentation covers the advantages of visualization, such as conveying information quickly and aiding decision making, and disadvantages like interpretations depending on the viewer. An example visualization analysis examines factors influencing life expectancy. It finds that after a point, increased healthcare spending does not necessarily increase life expectancy and focuses should include reducing infant mortality.
MDC and LDC Populations WorksheetDemography is the statistical sAbramMartino96
MDC and LDC Populations Worksheet
Demography is the statistical study of human populations, especially with reference to size, density, distribution, and vital statistics (relating to births, deaths, marriages, health and disease, etc). In making population projections for different countries, demographers look at the profile of the countries’ residents. They ask: What are the ages of the people? How many are men? How many are women? Using this information, they construct “population pyramids” (a.k.a. age histograms) like the ones the class will use in this activity. These graphs illustrate the configuration of a country’s population as shaped by 70 to 80 years of economic, political and natural events.
Procedure:
You will find information about the populations of two countries; the United States and one other country picked from a list on the last page.
Countries Assigned = USA and ____________________________
Log onto the web and go to International Data Base (IDB) part of the www.census.gov site
(The URL is https://www.census.gov/data-tools/demo/idb/#/table?YR_ANIM=2021)
1. For the report tab, select “Custom Report”.
2. In custom report columns tab select all data in the tables below.
3. In the select by County/Area tab, select the Country.
4. Use the data for this year to answer the questions on this page below.
5. In the resulting webpage, click on your Country’s name to access the population pyramid graph.
6. Right click on the graph so you can copy it and then past it at the end of this worksheet.
7. Repeat for your second country.
Using the information from the internet for this year, fill out the tables for both of your countries
UNITED STATES
fill in country name
What is the Crude Birth Rate?
What is the Crude Death Rate?
What is the life expectancy at birth?
What is the infant mortality rate?
What is the Total Fertility Rate (FTR)?
What is the growth rate today?
What is the doubling time for the population?
(You will have to work this out so look at the population lecture!)
Show your math work!
Still on the International Data Base (IDB) site
(The URL is https://www.census.gov/data-tools/demo/idb/#/table?YR_ANIM=2021)
1. To obtain the population by age group, scroll/mouse over the population pyramid. The population totals for each 5-year group will appear.
2. Add up the numbers in each group to comprise the three categories below. Once you have the population size of each category you can calculate the % of the population made up by that age group using the following calculation:
3. (Population size for the age group ÷ total population size) X 100 = % of population
4. Calculate this information and add the results to complete the table below.
Repeat your for second country
UNITED STATES
fill in country name
Age Group
Population size for both Sexes
% of population
Population size for both Sexes
% of population
0-14
Pre-Reproductive
Pre-Reproductive
15-44
Re ...
This document provides guidance for conducting a windshield survey and community assessment. It outlines steps to define the community being assessed, including describing the population, boundaries, location, and purpose of the assessment. It then discusses various methods for collecting and analyzing both existing and new data on the community's demographics, health indicators, assets, and areas for improvement through windshield surveys, participant observation, interviews, focus groups, and surveys.
The document describes a project by two summer interns to revise and populate an "Ambassador Database" with information about potential representatives for the American Osteopathic Association (AOA). The interns gathered data on 300 individuals from various websites and the AOA's internal database. They standardized 23 categories of information and encountered challenges obtaining some data points like ethnicity, birthdate, and current employment. Areas for further improvement include completing missing fields and expanding the number of ambassadors included.
Vulnerable Groups and Communities in The Context of Adaptation and Developmen...Tariq A. Deen
Participants will be taken through the identification and targeting of vulnerable communities, groups and ecosystems at different scales, best available methods and data, best practices, in the context of adaptation and development planning and implementation. It will include introductory presentations on the topic and will engage participants in breakout group discussions.
Vulnerable Groups and Communities in The Context of Adaptation and Developme...NAP Events
This document discusses methods for identifying vulnerable groups and communities in the context of adaptation and development planning. It outlines various definitions of vulnerability and describes common approaches to vulnerability mapping including using geographic information systems and indicators of exposure, sensitivity and adaptive capacity. The document also discusses specific methods like poverty mapping using small area estimation and participatory approaches. It emphasizes choosing methods based on objectives, data availability, and analytical capacity. The document concludes that vulnerability assessments are important for targeting limited resources but require balancing technical and qualitative considerations.
Who uses-student-data-infographic (Data Quality Campaign)JenniferMarano2
The document discusses how student data is collected and used at different levels of the education system, from schools to districts to state and federal departments. At each level, the type of data collected and who can access it differs. Schools and districts collect and use personal student data to inform instruction and support students. Districts send de-identified data to state departments, who use it for goals and funding. States send aggregate data to the US Department of Education for public reporting and funding purposes. Access to data is governed by privacy laws.
The document introduces the Data Analysis Framework (DAF), an online tool created by Legal Services Corporation grants to help legal aid organizations use data strategically. It provides examples of data questions legal aids may want to analyze, types of analyses like snapshots, comparisons, trends and geographic analyses. It also lists internal case and client data fields that could be analyzed, examples of external data resources, potential academic partners, and a matrix matching data questions with specific analysis approaches. The DAF is meant to help legal aids better understand their clients and cases by analyzing their own and external data.
This document provides an overview of using data and evidence to support public health program development and decision making. It discusses finding health statistics from sources like the CDC to determine community needs, promote evidence-based practices, and secure funding. Tutorials cover identifying the type of data needed, accessing CDC sources like the Breastfeeding Report Card and PRAMS surveillance system, and developing competencies in critical thinking, database navigation, and monitoring systems. A case study example examines Louisiana breastfeeding data to argue for including the state in a national breastfeeding promotion program.
This document discusses using government documents and free online sources to teach health care management courses. It provides examples of LibGuides created for undergraduate and graduate courses that direct students to data sources for assignments on topics like market analysis, health indicators, and demographic statistics. Examples of data sources highlighted include the GeorgiaInfo almanac, Medicare tools, and the Online Analytical Statistical Information System (OASIS) for public health data in Georgia. The document also discusses exercises for teaching students to critically evaluate and find relevant information in government documents.
This document provides an overview of how to use demographic data analysis on the HealthyCity.org website. It describes HealthyCity.org as a project that combines research, community voices, and technology to address social inequities. It then discusses what demographics are, why they are important to understand populations, and different types of demographic data and their sources. The document provides a tutorial on how to map and chart demographic data on HealthyCity.org to help communities identify needs and fuel social change.
Part 1 Individual Factors Affecting Voter Turnout Based on .docxdanhaley45372
Part 1: Individual Factors Affecting Voter Turnout
Based on our class discussion of voter turnout, you are going to examine individual factors
affecting turnout and how they have changed over the past 50 years. To do so, you will be using
historical data provided by the United States Census Bureau. This data is located here:
http://www.census.gov/hhes/www/socdemo/voting/publications/historical/index.html
You will need to download the Excel spreadsheet files (XLS or CSV) for Table A-1 and Table
A-2.
Contained in Table A-1 are rates of self-reported voter turnout in elections from 1964 to 2014 by
age. You will analyze the percent of the total population that voted for age groups 18-24, 25-44,
45-64, and 65 years and over.
Contained in Table A-2 are rates of self-reported voter turnout in elections from 1964 to 2014 by
educational attainment. You will analyze the percent of the total population that voted for
educational attainment levels less than 9th grade, 9th to 12th grade, no diploma, high school
graduate or GED, some college or associate’s degree, and bachelor’s degree or more.
You should cut and paste each of these columns into a new spreadsheet for the elections from
1964 to 2014. Once this is done, sort the data by ascending year. Finally, you should only keep
presidential elections (1964, 1968, 1972, 1976, 1980, 1984, 1988, 1992, 1996, 2000, 2004, 2008,
2012).
Using a spreadsheet program, create two different line graphs showing how voter turnout rates
have changed over time by age and level of educational attainment respectively. The x-axis
should be the years from 1964 through 2012 (presidential elections only) and the y-axis should
be percent that voted. In the respective line graph, a separate line should be drawn for the each
category age (18-24, 25-44, 45-64, and 65 years and over) and educational attainment (less than
9th grade, 9th to 12th grade, no diploma, high school graduate or GED, some college or associate’s
degree, and bachelor’s degree or more).
Cut and paste each of the line graphs into your homework document labeled 1a and 1b. For each
line graph, describe in a few sentences the 48-year trend in voter turnout.
1c. In a few sentences, explain why we would expect to see differences in turnout among
different categories of age and level of education.
Part 2: Institutional Factors Affecting Voter Turnout
In this section you will be studying the relationship between institutional factors and voter
turnout. Specifically, you will test the effect of rules governing requests for absentee ballots on
turnout.
You will use data collected by Cemenska et al. (2009). The study describing the data and a
subset of the data based on the 2008 election are posted on Classes in the folder
“Resources/Research Assignment.” The data file you will work with is called
Pew_Early_Vote.xls.
Over the past several decades, states have changed several electoral laws regarding .
This document discusses various methods for collecting demographic data, including population censuses, sample surveys, vital statistics registration, and administrative records. It describes how each method works, their advantages and limitations, and examples of their use in Bangladesh. The key points are that censuses aim to count the entire population but are infrequent, while surveys sample subsets of the population and are more cost-effective. Combining multiple data sources provides the most complete demographic picture. Accuracy depends on minimizing errors like undercoverage.
The name of my resource is called, American Factfinder (factfinder.census.gov). American Factfinder is a free, easy and open access reference guide to use. American Factfinder is a "How Many Facts Online?" reference guide based on statistical information on cities, states, towns, counties,etc. The audience is for grade levels 8th through 12th who are just learning how to research and evaluate online resources for school projects based on statistical research. Adults can use this reference guide as well.
Similar to Data Tools Available on the Get Georgia Reading Campaign Website (20)
Presenters: Tom Brooks, Susan Irvin
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
The Falls Prevention Awareness Initiative of the Cobb County Public Library System addresses a costly community health challenge. Guidance provided by public health experts on evidence-based strategies for reducing fall injury risks in the senior population has been critical for shaping the initiative
since its launch in 2015.
The initiative is supported by partnerships with state, local and national organizations. Cobb libraries collaborate with public health and aging services agencies, healthcare providers, universities, and others providing Falls Prevention library programs.
Cobb residents have attended health screenings, classes such as A Matter of Balance, CarFit senior driver safety inspections, and more.
Presenter: Amy Stalker
Presented at the virtual Georgia Libraries Conference in October 2020.
Want a fulfilling work experience with co-workers who are engaged and connected? Building positive team culture is no easy task – and it’s something that needs regular attention as the needs and interests of the team evolve. Strong teams weather difficult times better – and with the COVID situation, we all know there are difficult times ahead. But how do you get there and where do you start? As an early-career manager, I would like to share some things our team has done and is doing to stay connected and engaged at the HUMAN level.
Presenters: Susie O'Connor and Natalia Bowdoin
Presented at the virtual Georgia Libraries Conference in October 2020.
How do we properly welcome newcomers to our campuses and communities during social distancing? Come learn about our involvement in the City of Augusta’s Welcome Week for immigrants and community members and our work helping plan the University of South Carolina Aiken’s Week of Welcome celebrating the return of new and continuing students to campus. We will relate our experience working with immigrants, new and international students, and our new neighbors in the Central Savannah River Area. We will discuss newcomer’s information needs, and opportunities and challenges of putting on these events during COVID-19.
Presenter: Amanda Jones.
Presented at the virtual Georgia Libraries Conference in October 2020.
Are you curious about virtual tours and trips? Virtual tours are a way to expose our students to a whole new world view, and there is a plethora of free tools to utilize along this journey to discovery. Learn about several styles of virtual trips, explore pre-made tours that are already available at no cost, and discover how to create your own. Participants will walk away with quality examples to enhance learning and knowledge of resources to help empower their students on their quest to becoming global citizens.
Presenter: Austina Jordan.
Presented at the virtual Georgia Libraries Conference in October 2020.
Management isn't for everyone. Sometimes we become managers by accident, sometimes it's by choice. Are you considering a career path that includes management and supervision of staff and faculty? This presentation is for librarians new to management and those considering pursuing leadership positions that require personnel management.
Presenter: Shannan Furlow.
Presented at the virtual Georgia Libraries Conference in October 2020.
The outlook for continued library funding is changing at a rapid pace. With the advent of the COVID-19 pandemic, public libraries are not only losing future funding but also being forced to get creative with their existing budget in order to support new patron needs. This new mode of operation encourages a dynamic response in service as the environment changes from week to week. Public libraries are turning to grants to supplement funding and enhance programming for an increasingly virtual world. Leveraging existing resources and relationships is a good way to build a foundation for grant seeking.
Presenter: Scott Pieper.
Presented at the virtual Georgia Libraries Conference in October 2020.
What happens to the unique 50 year history of one institution when its identity is lost in a consolidation process? Georgia State University’s consolidation with Georgia Perimeter College (GPC) offered many challenges and opportunities for preservation of GPC’s history. This Quick Take focuses on lessons learned and key take-aways when collecting archival materials & preserving historical records at the smaller institution, Georgia Perimeter College. As a non-archivist librarian who worked at GPC, the talk will focus on strategies to identify and build relationships with stakeholders including Public Relations & Marketing, Retiree Association, and University Foundation.
Presenter: Angela Glowcheski.
Presented at the virtual Georgia Libraries Conference in October 2020.
Advocacy can feel big, difficult and often exhausting, but it doesn’t have to be. Learn how simple advocacy can be and how you can take part. See what tools GLA uses for advocacy and how you can stay up to date on current campaigns and efforts. Attendees will walk away with tips and tools for advocacy.
Presenters: Jennifer Bartlett, Jennifer Brannock, Dr. Lori Haight, Brenda Hough, Preston Salisbury.
Presented at the virtual Georgia Libraries Conference in October 2020.
Librarians wear a lot of hats. Far from a quiet profession with an easily defined range of tasks, a librarian might be called upon to unclog a toilet, clean up a spill, and provide technical support all in the same day (or hour!) How can a librarian stay on top of all of the needed tasks and maintain sanity? This program will consist of a short review of current research on librarian time management and a panel discussion of current librarians discussing ways they manage time, with time for questions and answers.
Presenter: Ashley Dees
Presented at the virtual Georgia Libraries Conference in October 2020.
In Spring 2020, an assessment project was developed to assess the impact of library instruction to five Speech 102 classes. The assessment was administered in two parts using the immediate and follow-up surveys provided in the project OUTCOME platform. The immediate survey was administered via a print survey directly after the in-person instruction sessions. Due to the pandemic, the follow-up survey was administered six weeks after the instruction sessions via an online survey. This session will discuss using project OUTCOME, the findings of the assessment, and what librarians can learn from assessment projects during a semester of upheaval.
Presenters: Ashley Carroll, Angela Mehaffey.
Presented at the virtual Georgia Libraries Conference in October 2020.
During FY 2020, University of West Georgia’s Library was presented with actual and theoretical budget cut scenarios. As a result, we were asked to reduce our collections budget by approximately $400,000 for FY 2021 and to devise various strategies for potential budget reductions in the future.
Our collection management committee accomplished this through a multifaceted approach: analyzing relevant data points, seeking insight from subject area liaisons and departmental faculty, and evaluating relevance to current degree programs and course rotations.
Our framework provides an example of how to undertake a collection management project during times of fiscal uncertainty.
This document discusses opportunities and challenges in mitigating bias in library catalogs. It explores how catalogers' lived experiences influence their work and the importance of bringing those experiences into cataloging. The document addresses balancing inclusion with privacy for creators and changing subject headings. Resources on ethics in name authority control and queering library classification systems are provided to engage users in improving catalogs.
The document provides an overview of the Library of Congress Classification Shelflisting Manual (LCCSM) and how to assign call numbers. It discusses the basics of the LCCSM and how it supplements the LC Classification Schedules. It then focuses on Cutter numbers, explaining that they are derived from author names using the Cutter Table, and how geographic cutters and translation codes are assigned based on tables in the LCCSM. Call numbers are broken down to show the classification, Cutter number, and translation code components.
Presenters: Scott Pieper, Christina Zamon
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
Are you thinking about school to college pipeline programming for your school or academic library? Librarians from Georgia State University’s Special Collections and Perimeter College describe their recent experience developing National History Day (NHD) programming. NHD provides a well established program from which to build unique and meaningful partnerships between middle and high school researchers and academic libraries. The presenters discuss strategies for building such
collaborative relationships, as well as strengthening relationships among library staff, departments, and campus libraries.
Presenters: Deborah Davis, Melanie S. Byrd.
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
A presentation based on 15 years of partnership between the library and the History Department by an archivist/librarian and a history professor/librarian.
Presenters: Wendy Smith, Mary Etta Thomas, Barbara Hallstrom.
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
The presentation offers an overview of the milestones in growth of the Georgia Helen Ruffin Reading Bowl (GaHRRB) highlighting its purpose, goals and future.
Presenters: Kristen Bailey, Gail Morton, Lee Twombly Olson, Kathryn Wright, Adam Griggs, Christian Pham, Stephanie Miranda.
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
This panel presentation shares Mercer librarians’ experiences in close collaborations with teaching faculty to facilitate and exhibit student learning and success. The collaborative projects and events include grant-funded student research exhibitions, a
community-supporting digital humanities project, scaffolded assignments using an antiquities collection, and digitizing historical Mercer publications.
Presenters: Kay Coates, Dylitchrous Thompson
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
A brief discussion on ways librarians can use design thinking strategies to support older adult library users. With more university libraries serving the public, academic librarians must be prepared to serve non-traditional students and multigenerational patrons. In particular, older adult library patrons often surface with unique research quests ranging from leisurely bylines, life-long learning to ancestral pursuits and more. Assessing their distinct needs yields opportunities to serve this population of users through relationship building, knowledge-based content, and access privileges.
Presenter: Laura Wright.
Presented at the Georgia Libraries Conference in Macon, GA on 10/09/2019.
How can we effectively communicate the value of library instruction to faculty and administrators? Over the past 5 years, we have committed to collecting data for assessing the effect of library instruction on retention and student achievement.
As we discuss the results of our first research project, you’ll learn about our data collection decisions, challenges we faced, and lessons learned.
Presenters: Samantha Paul, Laura B. Wright.
Presented at the Georgia Libraries Conference in Macon, GA on 10/10/2019.
Reaching students with social media can be a challenge. In an effort to improve our outreach to students, we committed to revitalizing our Instagram presence. In five months, we’ve seen a 12% increase in our followers.
More from Georgia Libraries Conference (formerly Ga COMO). (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
10. CLICK here on legend box
SELECT category
SELECT indicator
1
2
3
CLICK OK
4
Georgia Statewide Data Explorer
11. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the Elementary Students Living?)
12. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the pockets of poverty?)
13. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the highest rates of premature births?)
14. Georgia Statewide Data Explorer: Examples of How to Use
(Comparison Time!!!)
Premature Births
(highest rates)
3rd Grade ELA
(lowest proficiency)
15. Georgia Statewide Data Explorer
Other Examples of Questions This Tool Can Answer:
• How has the population changed over the last 15 years?
• Which neighborhoods have seen the greatest growth?
• How has the racial makeup of the population changed over
the last 15 years?
• Which neighborhoods have seen the largest increases in
Hispanic populations?
• Which neighborhoods have the highest percentages of
public school students withdrawing from school?
• Which areas of the state have the highest rates of low
birthweight births?
• Which neighborhoods have the highest 3rd grade
proficiency rates?
16. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the highest numbers of ER visits due to asthma?)
17. Georgia Statewide Data Explorer: Creating a Subset
RIGHT CLICK on entry
and then SELECT
“Create subset…”
2
CLICK on entry to
view selection in map
viewer
1
18. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the highest numbers of ER visits due to asthma?)
19. Turnaround Schools and Asthma
Georgia Statewide Data Explorer: Examples of How to Use
(Where are the highest numbers of ER visits due to asthma?)
20. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the highest rates of premature births?)
21. Bottom 20% and Premature Births
Georgia Statewide Data Explorer: Examples of How to Use
(Where are the highest rates of premature births?)
22. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the pockets of poverty?)
23. Georgia Statewide Data Explorer: Examples of How to Use
(Where are the pockets of poverty?)
24. Georgia Statewide Data Explorer:
Basic Navigation Tips
ZOOM SCROLL BAR
NUDGE TOOL
DRAG TOOL
SELECTOR TOOL
ZOOM TOOL
MAP VIEWER CONTROLS
LOAD SAVED MAP
VIEW
SAVE MAP VIEW
REPLAY SESSION
HISTORY
MOVE FORWARD OR
BACKWORD IS SESSION
HISTORY
SESSION HISTORY CONTROLS
25. Georgia Statewide Data Explorer: Printing and Exporting Images
RIGHT CLICK the window
you wish to print/export.
15
CLICK on “Print” or
“Save as Image”.
17
Image of Map
CHOOSE to print/export:
16
29. Policy Map’s Mapping and Reporting Tool:
Populating the Map
CLICK
“+ NEW MAP”
SELECT
category
1
2
SELECT
indicator3
30. Policy Map’s Mapping and Reporting Tool: What’s Different?
• Has all the same data as the Statewide Data
Explorer, just not nearly as much, thus it is a little bit
easier to manage
• Has easy-to-use interactive tools to display
information – simply click on a neighborhood or a
school and get lots of information
• Has a different way to filter schools based a number
of criteria
• Has a reporting functionality that allows users to
create their own report or to download a district report
• Overall, a little bit easier to use.
Policy Map’s tool has all the same data as the Statewide Data Explorer, just not
nearly as much, thus it is a little bit easier to manage.
31. Policy Map’s Mapping and Reporting Tool
(Adding Educational Attainment Underneath the School Layer)
32. Policy Map’s Mapping and Reporting Tool:
Displaying School and Neighborhood Information
CLICK on map
to view
underlying
data
33. Policy Map’s Mapping and Reporting Tool: Generating Reports, Method 1
CLICK “See GGR Report…”
in popup after selecting a
mapped area Using this method, the report will
include data for the entire school
district in which the selected
geography is located.
34. Using this method, the report will only include data
for the schools and census blocks or tracts which
the custom region intersects.
CLICK on “Draw
Report Area”
CHOOSE “Drawn
Custom Region” DRAW region
& NAME it
CLICK red icon on custom region to
view popup & then CLICK link to report
1
2
3
4
Policy Map’s Mapping and Reporting Tool: Generating Reports, Method 2
35. Using this method, the report will
only include data for the schools and
census blocks or tracts with which
the custom region intersects.
CHOOSE “Radius Region”
CLICK center of custom
radius region and give the
custom region a name
CLICK red icon on
custom region to view
popup & then CLICK
link to “See GGR
Report…”
1
2
4
ENTER a
radius for
custom region
& then CLICK
“GO”
3
Policy Map’s Mapping and Reporting Tool: Generating Reports, Method 3
36. Policy Map’s Mapping and Reporting Tool: What’s in the Reports?
The report corresponds to the School District
or Custom Region selected using the map and
includes data under the following headings:
Education Information
Neighborhood Information
Population and Age Distribution
Race & Ethnicity
Income
Language Spoken at Home
School Enrollment
Educational Attainment
Household Status
Transportation
Jobs and Economy
37. The Education Information
section includes a table with the
number of schools in the district
(or custom region) which fall
into each statewide quintile for
six measures.
CLICK on a number on the table
to bring up a list and
information on the schools
within that quintile.
CLICK on the icon to
download a .csv of the
school list and data
1
2
Policy Map’s Mapping and Reporting Tool: What’s in the Reports?
38. How many schools in Georgia have at
least 40% of students proficient and
above on ELA Milestones in 3rd grade
AND have a Climate Star rating of 1?
Policy Map’s Mapping and Reporting Tool: How To Use
(3rd Grade ELA Proficiency and Climate Star Rating)
39. Policy Map’s Mapping and Reporting Tool: How To Use
(3rd Grade ELA and Climate Star Rating)
40. Policy Map’s Mapping and Reporting Tool: How To Use
(3rd Grade ELA and Climate Star Rating)
41. Policy Map’s Mapping and Reporting Tool: How To Use
(3rd Grade ELA and Climate Star Rating)
42. Policy Map’s Mapping and Reporting Tool: How To Use
(3rd Grade ELA and Climate Star Rating)
43. Policy Map’s Mapping and Reporting Tool: How To Use
(3rd Grade ELA and Climate Star Rating)
44. Policy Map’s Mapping and Reporting Tool: How To Use
(High Absenteeism and Student Poverty)
45. Policy Map’s Mapping and Reporting Tool: How To Use
(High Absenteeism and Student Poverty)
46. Policy Map’s Mapping and Reporting Tool: How To Use
(High Absenteeism and Student Poverty)
47. Policy Map’s Mapping and Reporting Tool: How To Use
(High Absenteeism and Student Poverty)
48. Policy Map’s Mapping and Reporting Tool: How To Use
(High Absenteeism and Student Poverty)
50. A Look At Elementary Schools in the State: 3rd Grade Reading
** Requires Flash (sigh)
Click here to change
what is being mapped
More of an “advanced”
tool
A data table where
you can download
anything you want.
And, of
course,
the map!
51. A Look At Elementary Schools in the State: 3rd Grade Reading
Click here to change
what is being mapped
52. A Look At Elementary Schools in the State: 3rd Grade Reading
Highlighting the best
performing schools in
the state