Global Topic will be World Hunger, I will be representing the pers.docx

Global Topic will be World Hunger, I will be representing the
perspective of Confucianism and Daoism
Prepare and present a multi-media Interfaith Initiative OR a
Joint Resolution providing your group's solution to a
real Global Issue that has been identified by the United Nations
as needing major solutions in this day and age. The purpose of
your task is to role play in such a way as though you are making
a formal presentation of your solution to the United Nations
Assembly. The key being that each person in your Group will
represent at least one religious viewpoint from among those
studied in this class and you must stay faithful to the beliefs and
characteristics of your religion in developing your solution with
the Group. Your Group will need to complete its work and the
Leader post your work on or before Thursday of Week #8 in the
weekly Forum for review by the class. You will need to reply
to at least two other Group Projects.
As a result, your Interfaith Initiative OR Joint Resolution
should include the following components:
· A brief Introduction that identifies the Global Issue presented
by the United Nations as to the background information,
history, and current status of the issue in the world today.
· Identification of the major components offered by each
individual in the Group representing their specific religious
beliefs and characteristics in direct relation to this issue alone.
· Presentation of your Group's Interfaith Initiative OR Joint
Resolution which will include the specific directives of your
solution, reasoning for the directives, and a brief plan for
implementation by the United Nations.
· A Summary Statement briefly wrapping up your presentation
and progress made for addressing this Global Issue.
· Be sure to include MLA citations and a Works Cited Page for
inclusion of all resources used in each slide and in your

presentation to avoid plagiarism.
· Failure to participate in the formation of this statement with
your Group will result in major deductions as Group Leaders
will be tasked with submitting participation completions or
failures to participate.
Running head: GEORGIA SCHOOLS PUNISHMENT SYSTEM
PROGRAM EVALUATION
1
GEORGIA SCHOOLS PUNISHMENT SYSTEM PROGRAM
EVALUATION 4
Georgia Schools Punishment System Program Evaluation
Vibert Jacob
South University
Program Evaluation Criteria
The following five criteria are used in evaluating Georgia
schools punishment system as a program: relevance, efficiency,
effectiveness, impact and sustainability (Posavac, 2015).
Relevance is a measure or criterion of the extent to which the
punishment program meets the needs of the teachers, students
and other important state education stakeholders, and the needs
are consistent with the policies of the education administration
in Georgia. For instance, a common question that can be asked
under this criterion is the rationale of the corporal punishment
program.
How relevant is the punishment program in reducing cases of
student discipline? What is the rationale of the system? Another
question that can be asked is; what is the relevance of this
system of punishment for the modern-day student? In asking
these questions, the focus is to understand the usefulness of the
program in addressing education needs in Georgia. The second
criteria are efficiency (Posavac, 2015). Efficiency is a question
of how the resources put in implementing the program related
with the output. In looking at this relationship, alternative

punishment systems are evaluated and compared to this
program.
Thirdly, effectiveness as criteria is used in measuring the extent
to which the program’s intended outcomes, i.e. the specific
goals and objectives and intermediate goals have been realized.
A program can only be declared effective if the resources being
channelled into it produce the best outcomes or desirable results
(Posavac, 2015). Four, impact measures the significant effects
of the punishment intervention, positive or negative, unforeseen
or expected, on the supposed beneficiaries and other relevant
stakeholders.
While effectiveness is focused on the intended results of the
punishment program, impact measures the broader and wider
consequences of the intervention at the school level and spread
across the state. For instance, what academic impacts does the
punishment system have? Does it lead to better grades or
increased participation of students in classroom activities?
Lastly, sustainability focuses on measuring whether the positive
results or benefits of this punishment program can continue post
technical support elimination. Can the school maintain the
punishment system to post better results in grades and
classroom activities?
Possible Ethical Issue
Evaluating the Georgia school’s punishment system program is
likely to present some ethical issues since it involves collecting
data and gathering valuable information that touches the lives of
students and other important stakeholders. A key ethical issue
that is likely to affect the manner in which the evaluation is
conducted is informed consent (Langbein, 2014). Everyone
participating in the evaluation must not just show willingness, it
must be proved.
Stakeholders participating in the program evaluation have a
right to choose whether they want to be part of the program or
not; they have a right to withdrawn in the course of the

evaluation at any time, even if they showed their support and
agreed to be participants; and lastly have a right to refuse to
complete any part of the evaluation framework (Langbein,
2014). Key stakeholders in this evaluation are students. Most
students in high and elementary schools have not attained the
age of 18, which means parental consent is needed. In addition
to having the parent consent, the students must be willing and
should be asked to be participants in the program.
Even when parental consent has been given, students can still
decline to participate in the program and therefore this could
hamper the process of obtaining any meaningful results (Thyer
& Padgett, 2015). Getting informed consent from students is
likely to be an ethical challenge in evaluating the punishment
system used in Georgia schools. Apart from the students, there
are other stakeholders like teachers and the state education
administration who must throw their weight behind the program.
In most instances, getting the informed consent of stakeholders
who are directly impacted or related to a program is such a
massive task.
It may not be easy. There have been instances where evaluators
have coerced participants into being part of a program and in
the long run their comments completely ruin and corrupt the
outcomes of the evaluation (Thyer & Padgett, 2015). The
relationship between stakeholders and the evaluators must also
be brought under the lens before obtaining informed consent
because some stakeholders can convince evaluators to proceed
then to use these relationships to water down the outcomes of
the evaluation.
How the ethical issue of informed consent can be handled
effectively
Obtaining informed consent is mandatory. Without it, the data
collection process and the outcomes of the evaluation can be
compromised. Since students are primary stakeholders in this
evaluation process, the evaluator must tread cautiously and
carefully in obtaining informed consents for their participation.

For adults, signing informed consents may not be as important,
but still necessary (Spaulding, 2013). The general assumption is
that adults are capable of making their own decisions and
therefore cannot be coerced. However, it is still important that
all participants sign informed consent forms to avoid any
backlash that may come after the program has been evaluated.
Before informed consent forms are issued for signing, program
evaluators must explain to the participants the level of their
involvement in the program by; providing the potential
participants or stakeholders with detailed information about the
program evaluation, reasons why it is being done and how long
it could take; show any potential benefits of their participation
and foreseeable risks that could be encountered; share program
evaluation information using the simplest language understood
by all participants and lastly provide opportunities for
ventilation- where the participants can ask questions about the
program evaluation (Spaulding, 2013).
References
Langbein, L. (2014). Public program evaluation: A statistical
guide. Routledge.
Posavac, E. J. (2015). Program evaluation: Methods and case
studies. Routledge. Royse, D.,
Spaulding, D. T. (2013). Program evaluation in practice: Core
concepts and examples for discussion and analysis. John Wiley
& Sons.
Thyer, B. A., & Padgett, D. K. (2015). Program evaluation: An
introduction to an evidence-based approach. Cengage Learning.
Running Head: RESEARCH METHODOLOGY AND
PROGRAM EVALUATION 1
RESEARCH METHODOLOGY AND PROGRAM
EVALUATION 3
Research Methodology and Program Evaluation

Vibert Jacob
South University
August 7, 2018
Abstract
The research paper will leverage the use quantitative
research methodology which is one of the critical methodologies
which is effective in providing numerical representation of
observations of variables under consideration. The method has
numerous advantages over the mixed-methods and qualitative
methodology including its being objective and supporting large
sample size in drawing generations of the population under
study. Collection of data using quantitative research
methodology mainly relies on different sources including
secondary data and surveys as well as observations. The
research paper will use such sources of information in making
observation and drawing inferences about the key
characteristics of variables under study.
Keywords: Quantitative Research Methodology, Surveys,
Questionnaires, data collection sources.
Research Methodology and Program Evaluation
Introduction
Quantitative research methodology is critical in proving
effective numerical representation of observations to describe
and explain phenomena under study. In this evaluation of the
program, the method will be vital in portraying the challenges
facing the healthcare sector as well as the concerted efforts put
in place by key stakeholders including the government. I chose
this methodology since it will help in presenting unbiased
information on the variables under study with mathematical
quantification as well as in expressing test relationships.
Quantitative research is an empirical evaluation of the problems
to be studied and determines the extent to which the policy or
program implementations are in tandem with a particular set of
standards (Creswell & Creswell, 2017). Therefore, quantitative

research methodology is one of the most appropriate choices in
the collection and analysis of information concerning the
challenges bedeviling the healthcare sector in the United States.
Advantages of Quantitative Research Methodology
Assessment of the quantitative research methodology
shows numerous strengths of the method. Quantitative research
method has numerous benefits as compared to qualitative and
mixed methods methodology in researching the identified
phenomena under study. For instance, it provides clear
statistical data for inference and supports large sample sizes
which are critical in assessing generality over the population
under investigation. In other words, quantitative research
methodology is statistically based and provide little to no room
for personal accounting. Therefore, quantitative research
methodology is a vital conducting assessment of key variables
to be studied since it is objective and comparison can be drawn
from such data (Walliman, 2017).
Sources and Collection of Data
There are various sources of information in the
quantitative research approach. Some of the common sources
include surveys, observations, and secondary data. The survey
can be electronic-based or conducted manually with the view of
capturing the information from the selected research study
subjects. Additionally, observation entails taking counts of the
phenomena to be studied as well as in coding of informational
observation data into numerical information. On the other hand,
secondary data sources mainly relate with the analysis of
documented information including annual reports and other
important records of paramount important in the research study
(Hammersley, 2017).
Numerous methods can be used in the collection of

information and data from the identified sources of information.
For instance, surveying is one of the most common methods of
data collection in quantitative research methods. A
representative of the population to be studied is identified, and
questionnaires are administered to the participants. Conversely,
observational study is also another critical method which helps
the research to assess the characteristics of the participants and
draw a conclusion. On the other hand, researchers can leverage
the benefits of interviews in the collecting desired information
data. It involves conducting face-to-face with the interviewees,
the research study subjects. Open-ended or close-ended
questions can be administered depending on the type of
information the research may want to collect (Hammersley,
2017).
Conclusion
Therefore, it is essential to note quantitative research
methodology is critical in providing a statistically based
approach which facilitates effective data-driven decisions.
Unlike the qualitative research and mixed-method methods,
quantitative research methodology has numerous advantages
including being objective and presenting unbiased information
about the variables under study. References
Creswell, W. J., & Creswell, D. J. (2017). Research design:
Qualitative, quantitative, and mixed methods approaches. New
York: Sage publications.
Hammersley, M. (2017). Deconstructing the qualitative-
quantitative divide 1. In Mixing methods: Qualitative and
quantitative research. New Jersey: Routledge.
Walliman, N. (2017). Research methods: The basics. New York:
Routledge.

Running head: EVALUATION RESULTS AND FINDINGS
1
EVALUATION RESULTS AND FINDINGS
5
Evaluation Results and Findings
Vibert Jacob
South University
Georgia Schools Punishment System Evaluation Results and
Findings
Estimate of Results
The Georgia school’s punishment system evaluation was
conducted based on five significant criteria: efficiency,
effectiveness, relevance, impact and sustainability. To obtain
feedback on these vital program criteria, students, teachers and
other stakeholders in the education system in these schools were
used as data sources (Spaulding, 2013). A quantitative survey
was designed to collect numerical figures while interviews were
used in collecting qualitative data. Based on these data sources
and methods, mixed results were recorded as explained.
On relevance of the program, 48 percent of the program
participants surveyed and interviewed reported that the
punishment system was not meeting the needs of the students,
teachers and other stakeholders in school administration. 35
percent of the interviewed respondents indicated that the
punishment system was meeting their needs. 10 percent were
not sure whether it was meeting the needs while the remaining 7
percent did not respond.
Efficiency was the second program evaluation criterion
(Spaulding, 2013). Of all the participants interviewed, 78
percent indicated that the corporal punishment system in
Georgia was not efficient in curbing discipline while the
remaining 22 percent indicated that the program was efficient.

Thirdly, on effectiveness as an evaluation criterion, 67 percent
of the participants interviewed opined that corporal punishment
was not producing the best outcomes in terms of students’
discipline, academic performance and relationships with
authority. Impact was a significant evaluation criterion in the
program.
The program intended to establish the significant effects of the
corporal punishment system; both positive and negative (Thyer
& Padgett, 2015). On impact, 69.9 percent of the program
participants reported that the corporal punishment system did
not have any positive impact on supposed beneficiaries. In this
context, 80 percent of students surveyed reported that the
system was retrogressive and did not help them become more
disciplined. Lastly, 75 percent of the program participants
indicated that the punishment system was not sustainable; could
not help solving issues on discipline, student behavior and
performance for the next decade.
Findings and how Program’s main stakeholders will react to the
findings
Based on the five criteria used to evaluate the program, data
sources and methods of collecting data, a summary of findings
can be made based on the results of the evaluation (Thyer &
Padgett, 2015). Firstly, it can be deduced that the corporal
punishment system is not relevant in the modern educational
setting. With 48 percent of respondents reporting that the
program was not meeting the need of the main stakeholders, it
is clear that the punishment system is not as relevant today as it
would have been a decade ago.
Two, with 78 percent of the respondents indicating that the
corporal punishment system was not giving out results
commensurate with the resources put to implement it, it is not
efficient in meeting the needs of the stakeholders. Thirdly, the
program is not effective. From the sampled participants, 67
percent were convinced that the punishment system was not
meeting the needs of the students and teachers especially with

regards to academic performance and discipline.
An effective program will get support from those being
interviewed, and based on the results, it is clear that most of the
interviewed participants were not convinced that it was offering
the best outcomes with other factors held constant (Thyer &
Padgett, 2015). Lastly, based on the results of the two last
criteria, it can be deduced that the corporal punishment system
being used in Georgia is not only unsustainable but also does
not have positive effects towards the supposed beneficiaries. In
this case, the state education department and schools in Georgia
were convinced that other forms of punishment would suffice.
How will the main stakeholders of the program react to these
findings? From the foregoing, it is evident that the corporal
punishment system evaluation findings is not favourable to the
main stakeholders, especially the state education department.
State administration and education department are likely to be
disappointed by the findings and the initial reaction to the
findings would be a rejection. It is evident from the findings
that the state needs to embrace alternative punishment systems
that have been successfully adopted and implemented in public
schools in other states. The system seems not to be producing
the best results in achieving high student performance,
promoting discipline and healthy relationships between
teachers, students and administration officials. Some major
stakeholders may deny the findings in its entirety.
References
Spaulding, D. T. (2013). Program evaluation in practice: Core
concepts and examples for discussion and analysis. John Wiley
& Sons.
Thyer, B. A., & Padgett, D. K. (2015). Program evaluation: An
introduction to an evidence-based approach. Cengage Learning.

Running head: PROGRAM EVALUATION
1
PROGRAM EVALUATION
6
Program Evaluation
Vibert Jacob
South University
7/24/18
The program
Georgia Schools Punishment System
The history, mission statement, and programs
The program that is involved in this case involves a state by the
name of Georgia. The history of Georgia goes back to 1733 and
it was named after its founder by the name Georgia.
Considering that this is a state, it does not have a mission
statement, and this is because it is not an organization. The
program that is at hand is associated with the corporal
punishment in Georgia schools.
The program selected
Georgia Schools Punishment System is the program that has
been selected. More than half of the states in the United States
have banned corporal punishments in public schools. However,
Georgia is among the nineteen states that have allowed the
corporal punishment to continue being exercised in its public
schools.
Major stakeholders for the program
The major stakeholders are the education department in Georgia

and the state administration. The state administration has the
responsibility to constitute laws that are essential for the state
dwellers (Posavac, 2015). On the other hand, the education
department is given the mandate to take care of the educational
needs of the state.
The type of program evaluation
The type of program evaluation that will be implemented in this
case is summative program evaluation. The summative program
evaluation is used to determine whether a program should be
expanded, limited, or disbanded (Lorden et al. 2016). The
current program is already functional and that means that the
program evaluation method that should be utilized should be
providing guidance on whether to disband or promote the
program.
Potential ethical issues related to the program evaluation and
strategies to address the issues
Some of the potential issues that are related to the program
evaluation are the access and the utilization of data to make
conclusions that might affect the position of the state
administration. To make sure that the issues are addressed, it
would be better to ask for consent from the Georgia State
administration. Doing so will avoid any future wrangles that
might affect the adoption or implementation of the results
(Lorden et al. 2016).
Evaluation criteria
Benchmarking will be the criterion that will be utilized in this
case. The laws about the corporal punishment in the United
States will be used for benchmarking and knowing if the
program is suitable in the state or not (Lorden et al. 2016).
Evaluation methodology;

Data sources
The data will be collected from the schools cites and the
department of education in Georgia. At the same time, other
reliable sources that are available on the internet will be
utilized.
Methods to collect data
The method for collecting the data will be a systematic review
method. This is a process where the materials that focus on one
subject matter are collected and analyzed.
Data analysis
The qualitative data analysis method will come in handy. The
qualitative data analysis method has the ability to provide
detailed data that helps to draw conclusions which are relevant
and essential to the research process.
Evaluation of the results
The results will be evaluated in line with the patterns of the
collected data. After the collection of data, the information is
grouped in patterns and this makes it easier to observe the
trends. Evaluating the data based on the trends is essential
because it will help to obtain credible and reliable information
(Lorden et al. 2016).
How the findings will be presented to the stakeholders and the
likely reactions
The findings will be presented to the stakeholders during a
meeting. When presenting the findings of a program evaluation,
it is imperative to be physically present to answer questions that
may arise (Posavac, 2015). Considering that the stakeholders
have been the promoters of the corporal punishment in the state,
they are likely to counter-attack the arguments or findings of
the evaluation.

Strategies to encourage the utilization of the findings
The best strategy to encourage the utilization of the findings is
by taking the stakeholders through the statistics of the states
that have abolished the corporal punishment (Lorden et al.
2016). The right of the children or rather students need to be
insisted on and that might convince the stakeholders to utilize
the results.
Learning cultures and how to facilitate the development of
learning
The cultural dimensional approach learning culture is suitable
in this case. It focuses on the differences that are present and
tries to make sure that the differences present a learning
opportunity rather than a challenge.
References
Lorden, A. L., Radcliff, T. A., Jiang, L., Horel, S. A., Smith, M.
L., Lorig, K., ... & Ory, M.
(2016). Leveraging Administrative Data for Program
Evaluations: A Method for Linking
Data Sets Without Unique Identifiers. Evaluation & the health
professions, 39(2), 245
259.
Posavac, E. J. (2015). Program evaluation: Methods and case
studies. Routledge.

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