Identify relevant programs and officers usecase 4 30 ppt
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This document outlines two options for identifying relevant programs and program officers at the National Science Foundation (NSF). The first option is to select the NSF organizational structure and search by keyword to find programs and then view program officers, researchers, and past awards. The second option is to use the Topic Explorer to search by research topic and then view related programs, researchers, and awards or select a specific program officer to see their past awards. Both methods allow researchers to explore NSF funding opportunities and contacts.
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Module 5 Module 5 - M5 Assignment 2 RA 2Assignment 2 RA 2 Pro.docx
Module 5: Module 5 - M5 Assignment 2 RA 2
Assignment 2: RA 2: Program Evaluation Plan
Program evaluation is an essential practice in human services organizations that provides a systematic and scientific approach for decision-making and program intervention. This process ensures that agencies perform effectively by being outcome-oriented and accountable. Since human services are often made up of many elements with complex relationships and dynamics, an evaluator needs to engage in collaborative reflection with key stakeholders, be grounded in people's experiences, and use data to ask good questions.
For this assignment, build upon the needs assessment conducted in
M3 Assignment 2 RA 1
and design a program evaluation plan using appropriate evaluation frameworks discussed in the earlier modules.
Tasks:
Using at least 3–5 scholarly resources from the professional literature, research program evaluation. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Create a 10- to 12-page evaluation plan, including the following:
Program's Context
: Identify the setting (including mission and objectives of the program), target population, and environmental influences within which the program operates.
Purpose of Evaluation
: State the purpose of your evaluation. Having a clear purpose prevents hasty decisions in how an evaluation should be conducted. It could be for introducing a new approach to practice, to change an existing one, or to evaluate the effect of existing program activities.
Expected Effects
: Describe the desired outcomes (short- and long-term ones) for the program to be successful.
Stakeholders
: Identify all the stakeholders who would need to be engaged in the evaluation.
Design of Framework
: Choose an evaluation framework that will influence what type of resources will be used as evidence, how that evidence will be gathered and analyzed, and what kind of claims can be made.
Resources (What Is the Required Data?)
: Determine criteria for effectiveness of the program and the data that would need to be collected to meet the selected criteria.
Selection of Methods (How Can We Get It?)
: Evaluate the strengths and weaknesses of different data-gathering techniques and information analysis approaches to ensure quality in the evidence gathered.
Findings (What Does the Data Mean?)
: Highlight important evaluation findings, including effective strategies to interpret, and present results and recommendations for the program to the stakeholders.
Dissemination of the Findings
: Select appropriate communication strategies and develop a communication plan using appropriate media and technology to inform the stakeholders.
Plan for Follow Up for Ongoing Improvement (What Are We Going to Do Now?)
: Determine how the results will be implemented and monitored.
Submission Details:
W.
Project Final Project Writing the Grant Part 2 Methodology an.docx
Project: Final Project: Writing the Grant Part 2: Methodology and Evaluation Plans
For this Assignment:
Review the Final Project Guidelines provided in this week’s Learning Resources.
Carefully review pages 6–15 of the course text as well as other Learning Resources that focus on methodology and evaluation. You may also find additional online information from reputable grant-related organizations such as Foundation Center and individual private funders.
With consideration to feedback that you received from colleagues and your Instructor to this week’s Discussion, and to your continued evaluation of the literature and funder guidelines, finalize your project Methodology and Evaluation Plans.
Remember that this content must demonstrate that it addresses
funder
interests as well as the grantee perspective.
Assignment (3–4 pages)
Write your Methodology and Evaluation Plans for a non organization that will help single mothers provide for their family without the help of public assistant.
The Methodology includes:
Program Description
Non-Personnel Resources
Facilities, supplies, technology, etc.
Any non-personnel resources that will appear in the proposal budget should be described
Personnel Resources
Who will be assigned or hired?
Management Plan (Work Plan)
Who will be responsible for which activities and what is the timeline associated with them (first quarter, second quarter, third quarter, fourth quarter, ongoing)?
How the project will be managed?
The Evaluation Plan includes:
Description of the specific criteria that will measure the success of the project
Explanation of data that will be collected
Evaluation instruments that will be used and an explanation of why these instruments were selected
Required Readings
Ward, D. (2012).
Writing grant proposals that win
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
· Chapter 1, “The Conceptual Framework” (pp. 2–19)
Note:
Review the content that focuses on methodology (Activities: p. 12) and “Evaluation” (pp. 12–15)
Division of Cooperative Extension of the University of Wisconsin—Extension. (n.d.). Evaluation. Retrieved September 29, 2016, from http://www.uwex.edu/ces/pdande/evaluation/
Grants Northwest. (n.d.-b). Using logic models in grants. Retrieved September 29, 2016, from http://www.grantsnorthwest.com/268/
Grants Northwest. (n.d.-d). Why do evaluation? Retrieved September 29, 2016, from http://www.grantsnorthwest.com/why-do-evaluation/
W. K. Kellogg Foundation. (2004). Logic model development guide. Retrieved from https://www.aacu.org/sites/default/files/LogicModel.pdf
...
Recommended
Module 5 Module 5 - M5 Assignment 2 RA 2Assignment 2 RA 2 Pro.docx
Module 5: Module 5 - M5 Assignment 2 RA 2
Assignment 2: RA 2: Program Evaluation Plan
Program evaluation is an essential practice in human services organizations that provides a systematic and scientific approach for decision-making and program intervention. This process ensures that agencies perform effectively by being outcome-oriented and accountable. Since human services are often made up of many elements with complex relationships and dynamics, an evaluator needs to engage in collaborative reflection with key stakeholders, be grounded in people's experiences, and use data to ask good questions.
For this assignment, build upon the needs assessment conducted in
M3 Assignment 2 RA 1
and design a program evaluation plan using appropriate evaluation frameworks discussed in the earlier modules.
Tasks:
Using at least 3–5 scholarly resources from the professional literature, research program evaluation. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Create a 10- to 12-page evaluation plan, including the following:
Program's Context
: Identify the setting (including mission and objectives of the program), target population, and environmental influences within which the program operates.
Purpose of Evaluation
: State the purpose of your evaluation. Having a clear purpose prevents hasty decisions in how an evaluation should be conducted. It could be for introducing a new approach to practice, to change an existing one, or to evaluate the effect of existing program activities.
Expected Effects
: Describe the desired outcomes (short- and long-term ones) for the program to be successful.
Stakeholders
: Identify all the stakeholders who would need to be engaged in the evaluation.
Design of Framework
: Choose an evaluation framework that will influence what type of resources will be used as evidence, how that evidence will be gathered and analyzed, and what kind of claims can be made.
Resources (What Is the Required Data?)
: Determine criteria for effectiveness of the program and the data that would need to be collected to meet the selected criteria.
Selection of Methods (How Can We Get It?)
: Evaluate the strengths and weaknesses of different data-gathering techniques and information analysis approaches to ensure quality in the evidence gathered.
Findings (What Does the Data Mean?)
: Highlight important evaluation findings, including effective strategies to interpret, and present results and recommendations for the program to the stakeholders.
Dissemination of the Findings
: Select appropriate communication strategies and develop a communication plan using appropriate media and technology to inform the stakeholders.
Plan for Follow Up for Ongoing Improvement (What Are We Going to Do Now?)
: Determine how the results will be implemented and monitored.
Submission Details:
W.
Project Final Project Writing the Grant Part 2 Methodology an.docx
Project: Final Project: Writing the Grant Part 2: Methodology and Evaluation Plans
For this Assignment:
Review the Final Project Guidelines provided in this week’s Learning Resources.
Carefully review pages 6–15 of the course text as well as other Learning Resources that focus on methodology and evaluation. You may also find additional online information from reputable grant-related organizations such as Foundation Center and individual private funders.
With consideration to feedback that you received from colleagues and your Instructor to this week’s Discussion, and to your continued evaluation of the literature and funder guidelines, finalize your project Methodology and Evaluation Plans.
Remember that this content must demonstrate that it addresses
funder
interests as well as the grantee perspective.
Assignment (3–4 pages)
Write your Methodology and Evaluation Plans for a non organization that will help single mothers provide for their family without the help of public assistant.
The Methodology includes:
Program Description
Non-Personnel Resources
Facilities, supplies, technology, etc.
Any non-personnel resources that will appear in the proposal budget should be described
Personnel Resources
Who will be assigned or hired?
Management Plan (Work Plan)
Who will be responsible for which activities and what is the timeline associated with them (first quarter, second quarter, third quarter, fourth quarter, ongoing)?
How the project will be managed?
The Evaluation Plan includes:
Description of the specific criteria that will measure the success of the project
Explanation of data that will be collected
Evaluation instruments that will be used and an explanation of why these instruments were selected
Required Readings
Ward, D. (2012).
Writing grant proposals that win
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
· Chapter 1, “The Conceptual Framework” (pp. 2–19)
Note:
Review the content that focuses on methodology (Activities: p. 12) and “Evaluation” (pp. 12–15)
Division of Cooperative Extension of the University of Wisconsin—Extension. (n.d.). Evaluation. Retrieved September 29, 2016, from http://www.uwex.edu/ces/pdande/evaluation/
Grants Northwest. (n.d.-b). Using logic models in grants. Retrieved September 29, 2016, from http://www.grantsnorthwest.com/268/
Grants Northwest. (n.d.-d). Why do evaluation? Retrieved September 29, 2016, from http://www.grantsnorthwest.com/why-do-evaluation/
W. K. Kellogg Foundation. (2004). Logic model development guide. Retrieved from https://www.aacu.org/sites/default/files/LogicModel.pdf
...
BackgroundJust as in needs assessments, interviews and focus.docx
Background
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
Discussion Question (Use imagination)
Post
a description of the process evaluation that you chose and explain why you selected this example.
Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.
Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.
Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked.
.
#1 Assignment Objectives (The Successful Leader - Assessing Your.docx
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
Just as in needs assessments, interviews and focus groups are co
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
Post
A
description of the process evaluation that you chose and explain why you selected this example.
Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results.
Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information.
Fill in these gaps as if you were the facilitator of the focus group.
Clearly identify the purpose of the process evaluation and the questions asked.
...
2014_10_17_HowtoWriteanEvaluationPlanSlides_ORE.ppt
steps in writing an evaluation report for business or for project management
PJM6125 Project Evaluation Selecting Evaluation Tools .docx
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse.
PJM6125 Project Evaluation Selecting Evaluation Tools .docx
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse ...
NCV 3 New Venture Creation Hands-On Support Slide Show - Module1
This slide show complements the learner guide NCV 3 New Venture Creation Hands-On Training by Hazel Willson Kirsten & Bert Kirsten, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
50 Stage 3 Writing an Evaluation Report Table .docx
50
Stage 3: Writing an Evaluation Report
Table of Contents
SECTION 1: Executive Summary
SECTION 2: Program Description
SECTION 3: Evaluation Methodology
SECTION 4: Findings
SECTION 5: Interpretation and Reflection
SECTION 6: Recommendations
This stage of the guide provides a suggested format for your final
evaluation report, along with ideas for developing each section of the
report. While this stage covers the basic content for any evaluation
report, your report may vary from the model presented here. How you
decide to organize your report will depend on the purpose of the report,
your audience, and the requirements of the funding agency. (See
Appendix H for alternative evaluation report formats.)
51
An “Executive Summary” (sometimes called a Summary) is a short
document of one or two pages that appears at the beginning of the
final evaluation report. The Executive Summary provides an
overview of the program and highlights key findings and
recommendations from the evaluation, giving the reader a sense of
the report’s content without having to read the entire document.
Why write an Executive Summary?
• The Executive Summary outlines what the reader should expect
to find in the report.
• A Summary may be used separately from the report. For
instance, it may serve as an efficient means of sharing key
findings of the evaluation with a large audience or a potential
funder.
What is included in the Executive Summary?
The exact length and components of a summary may vary
depending on the purpose of the report. Typically, an executive
summary is an overview of the report and includes:
• Purpose of the program
• Program activities, setting and population served
• Purpose of the evaluation
• Overview of findings or outcomes
• Overview of recommendations
Tips for writing an Executive Summary
• Do not include technical details in the Executive Summary. That
is, do not include details about data collection methods used.
• Write the Executive Summary last, after all other sections of the
report are completed.
• Write the Executive Summary in a way that allows the reader to
learn about the most salient aspects of the evaluation without
reading the full report.
Notes
SECTION 1: Executive Summary
52
The “Program Description” section introduces readers to your
program. It should contain a succinct description of the program
being evaluated, present program goals and objectives, and explain
how program activities were intended to meet the objectives.
Depending on your audience, report requirements, and whether
you have comparative information about the program from a
previous evaluation, you may choose to include additional
information about your program and its history in this section.
What is included in the Program Descri.
Changing gender roles in the workplace.Program CritiquesYo.docx
Changing gender roles in the workplace.
Program Critiques
You are required to complete a critique of two existing programs this term. Programs can be relevant to the issue you have chosen for your final project, and thus reflect work you have identified in your review of the research literature. Although it is preferred that you identify a program from the published research literature (i.e., one which has been subjected to systematic evaluation), you may choose a program that is less well researched and available from other sources (e.g., published programs, agency websites engaged in community intervention). The latter programs, however, should be subjected to the same level of analysis with regard to key program components.
The Program Critique involves review and critical analysis of a specific program with regard to the four main components of the conceptual framework of community psychology described in Nelson & Prilleltenksy (2010; introduced in Chapter 2):
1. The issues or problems addressed
2. The values reflected in the program approach and methods
3. The conceptual foundation of the program
4. The action and research tools (i.e., the “science of CP”)
Structure of the Critique
I. Brief Program Description
Describe program goals & objectives, conceptual/theoretical model, target population, staff, context/location, program content, intervention methods, research methods, program outcomes
II. Program Analysis
Discuss the program with regard to the four components described in Nelson and Prilleltenksy (2010). Be sure to make use of and cite Nelson and Prilleltenksy’s portrayal of these components.
1. What specific issues or problems were addressed?
2. What values were reflected in the program, either explicitly stated by the researchers/interventionists or implicit in the program approach?
3. What was the conceptual or theoretical foundation (paradigm) of the program?
4. What action (intervention) tools were used? What research tools were used?
Be sure to focus your analysis on:
1. The extent to which the program reflects a holistic transformative ecological model vs. an individually-oriented ameliorative approach
2. The extent to which the values base of the program addresses personal, relational, and collective well-being.
3. The extent to which the conceptual model (paradigm) is reflected in the program focus and methods.
4. Whether the tools for action and research were appropriate for achieving the goals of the program.
5. The extent to which key stakeholders participated in the process of program development, implementation, and evaluation.
III. Suggestions for Program Improvement
Provide suggestions for program improvement based on your critical analysis.
IV. References
The Critique content should not exceed 4 pages double spaced. You must also include a cover page and references. References can be from a variety of sources but must also include some peer reviewed journals from within the last 5 years. The document mu.
Page 1 of 7 Program Evaluation © 2013 Argosy Universit.docx
Page 1 of 7
Program Evaluation
© 2013 Argosy University
Overview of RAs
RA 1: Human Service Needs Assessment Report
Over the past two decades, the terms "accountability" and "program evaluation" have become the focus
within the human services arena. Due to budgetary constraints and decrease in availability of public
funding, the competition for scarce resources has increased. This increased competition has subjected
human services agencies to an intense examination where requests for resources are scrutinized carefully.
The first step to conducting a program evaluation is to conduct a needs assessment to determine and justify
the reason for carrying out the evaluation of a particular program. A need can be defined as the gap
between what is and what should be and can be experienced by an individual, a group, or an entire
community.
Tasks:
Using at least 3–5 scholarly resources from the professional literature, research human service needs
assessment. The literature may include the Argosy University online library resources, relevant textbooks,
peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions
(.edu, .org, or .gov).
Create a 7- to 9-page report in a Microsoft Word document, including the following:
Identify a program at a social agency or other human services program to which you have access
and provide a description of the organizational context including the mission and objectives of the
program and why an evaluation is being considered.
Conduct a needs assessment using concepts presented previously to confirm and explain the
scope of the problem, the perceived versus actual gap in service, the affected population, whether
the need is changing, and in what manner the need may be changing.
Identify possible resources to meet the perceived needs. Discuss what existing resources can be
used, what additional information would be needed, and what sources for obtaining data you would
use.
Identify the stakeholders who need to be included in the assessment and subsequent evaluation.
Analyze the interpersonal, political, and ethical considerations of interacting with decision makers
and stakeholders who may have conflicting priorities and determine strategies for reconciling those
priorities.
Submission Details:
Save your report as M3_A2_Lastname_Firstname.doc. Include a title and reference page and apply
APA standards to the citation of sources, including use of in-text citations and full references.
By Module 3, Day 7, post your report to the M3 Assignment 2 RA 1 Dropbox.
RA 1 is worth 200 points and will be graded according to the following rubric.
Page 2 of 7
Program Evaluation
© 2013 Argosy University
2
Overview of RAs
Assignment Components Proficiency Score
Identify a program at.
This Weeks AssignmentBy Day 2 of this week, select an issue or p.docx
This Week's Assignment:
By Day 2 of this week, select an issue or program for evaluation and get approval from the facilitator prior to beginning the assignment. Once you obtain approval, write the history of the program and identify the major stakeholders. The use of agency titles for stakeholders is sufficient identification. Lastly, provide the reason or purpose for the evaluation.
The Program to be evaluated is the Georgia School Punishment system.
The program to be evaluated may be real or mock. You should make use of the literature (textbook and other sources) where necessary. Submit your evaluation in a 2- to 3-page Microsoft Word document.
Assignment 3 Grading Criteria
Maximum Points
Selected an issue or program for evaluation which is approved by the facilitator.
10
Presented the history of the program and identified the major stakeholders.
20
Provided the reason or purpose for the evaluation.
10
Used correct spelling, grammar, and professional vocabulary. Cited all sources using the correct APA format.
10
Total:
50
...
Course Design GuideCollege of Social SciencesHSM270 Version 3.docx
Course Design Guide
College
of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
·
University
policies
: You must be
logged into the student website to view this document.
·
Instructor policies: This document is posted in the
Course Materials
forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003).
Practical grant writing & program evaluation
. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1
Relate program planning to grant proposals.
1.2
Define key terminology related to program planning.
1.3
Compare program planning with program evaluation.
1.4
Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read
the course description and objectives.
Read
the instructor’s biography and post your own.
Readings
Read
Appendix A.
Read
Ch. 1 of
Practical Grant Writing & Program Evaluation
.
CheckPoint
Program Planning and Grant Proposals
Explain
the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post
your explanation in 200 to 300 words.
30
CheckPoint
Program Planning Terminology
Complete
the Program Planning Terminology Multimedia located at
http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine
that you just received a new position as a program manager for a human services program.
Write
a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
30
Individual
Program Planning and Evaluation Paper
Read
all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare
program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify
specific examples of how program planning and evaluation interrelate i.
Course Design GuideHSM270 Version 31Course Design Gui.docx
Course Design Guide
HSM/270 Version 3
1
Course Design Guide
College of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
· University policies: You must be logged into the student website to view this document.
· Instructor policies: This document is posted in the Course Materials forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003). Practical grant writing & program evaluation. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1 Relate program planning to grant proposals.
1.2 Define key terminology related to program planning.
1.3 Compare program planning with program evaluation.
1.4 Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read the course description and objectives.
Read the instructor’s biography and post your own.
Readings
Read Appendix A.
Read Ch. 1 of Practical Grant Writing & Program Evaluation.
CheckPoint
Program Planning and Grant Proposals
Explain the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post your explanation in 200 to 300 words.
Day 3
30
CheckPoint
Program Planning Terminology
Complete the Program Planning Terminology Multimedia located at http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine that you just received a new position as a program manager for a human services program.
Write a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
Day 5
30
Individual
Program Planning and Evaluation Paper
Read all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify specific examples of how program plannin.
Levelwise PageRank with Loop-Based Dead End Handling Strategy : SHORT REPORT ...
Abstract — Levelwise PageRank is an alternative method of PageRank computation which decomposes the input graph into a directed acyclic block-graph of strongly connected components, and processes them in topological order, one level at a time. This enables calculation for ranks in a distributed fashion without per-iteration communication, unlike the standard method where all vertices are processed in each iteration. It however comes with a precondition of the absence of dead ends in the input graph. Here, the native non-distributed performance of Levelwise PageRank was compared against Monolithic PageRank on a CPU as well as a GPU. To ensure a fair comparison, Monolithic PageRank was also performed on a graph where vertices were split by components. Results indicate that Levelwise PageRank is about as fast as Monolithic PageRank on the CPU, but quite a bit slower on the GPU. Slowdown on the GPU is likely caused by a large submission of small workloads, and expected to be non-issue when the computation is performed on massive graphs.
Investigate & Recover / StarCompliance.io / Crypto_Crimes
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We immediately notify all relevant centralized exchanges (CEX), decentralized exchanges (DEX), and wallet providers about the stolen cryptocurrency. This ensures that the stolen assets are flagged as scam transactions, making it impossible for the thief to use them.
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We guide you through the process of filing a valid police report. Our support team provides detailed instructions on which police department to contact and helps you complete the necessary paperwork within the critical 72-hour window.
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Background
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do
. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources.
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Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
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PJM6125 Project Evaluation Selecting Evaluation Tools .docx
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
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PJM6125 Project Evaluation Selecting Evaluation Tools .docx
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
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Program and Course Outcomes
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them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
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These entries can be made below your updated evaluation goal matrix. You should provide
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Be sure you have identified at least one tool per goal in your matrix
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50 Stage 3 Writing an Evaluation Report Table .docx
50
Stage 3: Writing an Evaluation Report
Table of Contents
SECTION 1: Executive Summary
SECTION 2: Program Description
SECTION 3: Evaluation Methodology
SECTION 4: Findings
SECTION 5: Interpretation and Reflection
SECTION 6: Recommendations
This stage of the guide provides a suggested format for your final
evaluation report, along with ideas for developing each section of the
report. While this stage covers the basic content for any evaluation
report, your report may vary from the model presented here. How you
decide to organize your report will depend on the purpose of the report,
your audience, and the requirements of the funding agency. (See
Appendix H for alternative evaluation report formats.)
51
An “Executive Summary” (sometimes called a Summary) is a short
document of one or two pages that appears at the beginning of the
final evaluation report. The Executive Summary provides an
overview of the program and highlights key findings and
recommendations from the evaluation, giving the reader a sense of
the report’s content without having to read the entire document.
Why write an Executive Summary?
• The Executive Summary outlines what the reader should expect
to find in the report.
• A Summary may be used separately from the report. For
instance, it may serve as an efficient means of sharing key
findings of the evaluation with a large audience or a potential
funder.
What is included in the Executive Summary?
The exact length and components of a summary may vary
depending on the purpose of the report. Typically, an executive
summary is an overview of the report and includes:
• Purpose of the program
• Program activities, setting and population served
• Purpose of the evaluation
• Overview of findings or outcomes
• Overview of recommendations
Tips for writing an Executive Summary
• Do not include technical details in the Executive Summary. That
is, do not include details about data collection methods used.
• Write the Executive Summary last, after all other sections of the
report are completed.
• Write the Executive Summary in a way that allows the reader to
learn about the most salient aspects of the evaluation without
reading the full report.
Notes
SECTION 1: Executive Summary
52
The “Program Description” section introduces readers to your
program. It should contain a succinct description of the program
being evaluated, present program goals and objectives, and explain
how program activities were intended to meet the objectives.
Depending on your audience, report requirements, and whether
you have comparative information about the program from a
previous evaluation, you may choose to include additional
information about your program and its history in this section.
What is included in the Program Descri.
Changing gender roles in the workplace.Program CritiquesYo.docx
Changing gender roles in the workplace.
Program Critiques
You are required to complete a critique of two existing programs this term. Programs can be relevant to the issue you have chosen for your final project, and thus reflect work you have identified in your review of the research literature. Although it is preferred that you identify a program from the published research literature (i.e., one which has been subjected to systematic evaluation), you may choose a program that is less well researched and available from other sources (e.g., published programs, agency websites engaged in community intervention). The latter programs, however, should be subjected to the same level of analysis with regard to key program components.
The Program Critique involves review and critical analysis of a specific program with regard to the four main components of the conceptual framework of community psychology described in Nelson & Prilleltenksy (2010; introduced in Chapter 2):
1. The issues or problems addressed
2. The values reflected in the program approach and methods
3. The conceptual foundation of the program
4. The action and research tools (i.e., the “science of CP”)
Structure of the Critique
I. Brief Program Description
Describe program goals & objectives, conceptual/theoretical model, target population, staff, context/location, program content, intervention methods, research methods, program outcomes
II. Program Analysis
Discuss the program with regard to the four components described in Nelson and Prilleltenksy (2010). Be sure to make use of and cite Nelson and Prilleltenksy’s portrayal of these components.
1. What specific issues or problems were addressed?
2. What values were reflected in the program, either explicitly stated by the researchers/interventionists or implicit in the program approach?
3. What was the conceptual or theoretical foundation (paradigm) of the program?
4. What action (intervention) tools were used? What research tools were used?
Be sure to focus your analysis on:
1. The extent to which the program reflects a holistic transformative ecological model vs. an individually-oriented ameliorative approach
2. The extent to which the values base of the program addresses personal, relational, and collective well-being.
3. The extent to which the conceptual model (paradigm) is reflected in the program focus and methods.
4. Whether the tools for action and research were appropriate for achieving the goals of the program.
5. The extent to which key stakeholders participated in the process of program development, implementation, and evaluation.
III. Suggestions for Program Improvement
Provide suggestions for program improvement based on your critical analysis.
IV. References
The Critique content should not exceed 4 pages double spaced. You must also include a cover page and references. References can be from a variety of sources but must also include some peer reviewed journals from within the last 5 years. The document mu.
Page 1 of 7 Program Evaluation © 2013 Argosy Universit.docx
Page 1 of 7
Program Evaluation
© 2013 Argosy University
Overview of RAs
RA 1: Human Service Needs Assessment Report
Over the past two decades, the terms "accountability" and "program evaluation" have become the focus
within the human services arena. Due to budgetary constraints and decrease in availability of public
funding, the competition for scarce resources has increased. This increased competition has subjected
human services agencies to an intense examination where requests for resources are scrutinized carefully.
The first step to conducting a program evaluation is to conduct a needs assessment to determine and justify
the reason for carrying out the evaluation of a particular program. A need can be defined as the gap
between what is and what should be and can be experienced by an individual, a group, or an entire
community.
Tasks:
Using at least 3–5 scholarly resources from the professional literature, research human service needs
assessment. The literature may include the Argosy University online library resources, relevant textbooks,
peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions
(.edu, .org, or .gov).
Create a 7- to 9-page report in a Microsoft Word document, including the following:
Identify a program at a social agency or other human services program to which you have access
and provide a description of the organizational context including the mission and objectives of the
program and why an evaluation is being considered.
Conduct a needs assessment using concepts presented previously to confirm and explain the
scope of the problem, the perceived versus actual gap in service, the affected population, whether
the need is changing, and in what manner the need may be changing.
Identify possible resources to meet the perceived needs. Discuss what existing resources can be
used, what additional information would be needed, and what sources for obtaining data you would
use.
Identify the stakeholders who need to be included in the assessment and subsequent evaluation.
Analyze the interpersonal, political, and ethical considerations of interacting with decision makers
and stakeholders who may have conflicting priorities and determine strategies for reconciling those
priorities.
Submission Details:
Save your report as M3_A2_Lastname_Firstname.doc. Include a title and reference page and apply
APA standards to the citation of sources, including use of in-text citations and full references.
By Module 3, Day 7, post your report to the M3 Assignment 2 RA 1 Dropbox.
RA 1 is worth 200 points and will be graded according to the following rubric.
Page 2 of 7
Program Evaluation
© 2013 Argosy University
2
Overview of RAs
Assignment Components Proficiency Score
Identify a program at.
This Weeks AssignmentBy Day 2 of this week, select an issue or p.docx
This Week's Assignment:
By Day 2 of this week, select an issue or program for evaluation and get approval from the facilitator prior to beginning the assignment. Once you obtain approval, write the history of the program and identify the major stakeholders. The use of agency titles for stakeholders is sufficient identification. Lastly, provide the reason or purpose for the evaluation.
The Program to be evaluated is the Georgia School Punishment system.
The program to be evaluated may be real or mock. You should make use of the literature (textbook and other sources) where necessary. Submit your evaluation in a 2- to 3-page Microsoft Word document.
Assignment 3 Grading Criteria
Maximum Points
Selected an issue or program for evaluation which is approved by the facilitator.
10
Presented the history of the program and identified the major stakeholders.
20
Provided the reason or purpose for the evaluation.
10
Used correct spelling, grammar, and professional vocabulary. Cited all sources using the correct APA format.
10
Total:
50
...
Course Design GuideCollege of Social SciencesHSM270 Version 3.docx
Course Design Guide
College
of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
·
University
policies
: You must be
logged into the student website to view this document.
·
Instructor policies: This document is posted in the
Course Materials
forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003).
Practical grant writing & program evaluation
. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1
Relate program planning to grant proposals.
1.2
Define key terminology related to program planning.
1.3
Compare program planning with program evaluation.
1.4
Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read
the course description and objectives.
Read
the instructor’s biography and post your own.
Readings
Read
Appendix A.
Read
Ch. 1 of
Practical Grant Writing & Program Evaluation
.
CheckPoint
Program Planning and Grant Proposals
Explain
the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post
your explanation in 200 to 300 words.
30
CheckPoint
Program Planning Terminology
Complete
the Program Planning Terminology Multimedia located at
http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine
that you just received a new position as a program manager for a human services program.
Write
a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
30
Individual
Program Planning and Evaluation Paper
Read
all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare
program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify
specific examples of how program planning and evaluation interrelate i.
Course Design GuideHSM270 Version 31Course Design Gui.docx
Course Design Guide
HSM/270 Version 3
1
Course Design Guide
College of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
· University policies: You must be logged into the student website to view this document.
· Instructor policies: This document is posted in the Course Materials forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003). Practical grant writing & program evaluation. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1 Relate program planning to grant proposals.
1.2 Define key terminology related to program planning.
1.3 Compare program planning with program evaluation.
1.4 Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read the course description and objectives.
Read the instructor’s biography and post your own.
Readings
Read Appendix A.
Read Ch. 1 of Practical Grant Writing & Program Evaluation.
CheckPoint
Program Planning and Grant Proposals
Explain the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post your explanation in 200 to 300 words.
Day 3
30
CheckPoint
Program Planning Terminology
Complete the Program Planning Terminology Multimedia located at http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine that you just received a new position as a program manager for a human services program.
Write a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
Day 5
30
Individual
Program Planning and Evaluation Paper
Read all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify specific examples of how program plannin.
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Levelwise PageRank with Loop-Based Dead End Handling Strategy : SHORT REPORT ...
Abstract — Levelwise PageRank is an alternative method of PageRank computation which decomposes the input graph into a directed acyclic block-graph of strongly connected components, and processes them in topological order, one level at a time. This enables calculation for ranks in a distributed fashion without per-iteration communication, unlike the standard method where all vertices are processed in each iteration. It however comes with a precondition of the absence of dead ends in the input graph. Here, the native non-distributed performance of Levelwise PageRank was compared against Monolithic PageRank on a CPU as well as a GPU. To ensure a fair comparison, Monolithic PageRank was also performed on a graph where vertices were split by components. Results indicate that Levelwise PageRank is about as fast as Monolithic PageRank on the CPU, but quite a bit slower on the GPU. Slowdown on the GPU is likely caused by a large submission of small workloads, and expected to be non-issue when the computation is performed on massive graphs.
Investigate & Recover / StarCompliance.io / Crypto_Crimes
StarCompliance is a leading firm specializing in the recovery of stolen cryptocurrency. Our comprehensive services are designed to assist individuals and organizations in navigating the complex process of fraud reporting, investigation, and fund recovery. We combine cutting-edge technology with expert legal support to provide a robust solution for victims of crypto theft.
Our Services Include:
Reporting to Tracking Authorities:
We immediately notify all relevant centralized exchanges (CEX), decentralized exchanges (DEX), and wallet providers about the stolen cryptocurrency. This ensures that the stolen assets are flagged as scam transactions, making it impossible for the thief to use them.
Assistance with Filing Police Reports:
We guide you through the process of filing a valid police report. Our support team provides detailed instructions on which police department to contact and helps you complete the necessary paperwork within the critical 72-hour window.
Launching the Refund Process:
Our team of experienced lawyers can initiate lawsuits on your behalf and represent you in various jurisdictions around the world. They work diligently to recover your stolen funds and ensure that justice is served.
At StarCompliance, we understand the urgency and stress involved in dealing with cryptocurrency theft. Our dedicated team works quickly and efficiently to provide you with the support and expertise needed to recover your assets. Trust us to be your partner in navigating the complexities of the crypto world and safeguarding your investments.
【社内勉強会資料_Octo: An Open-Source Generalist Robot Policy】
一般的なロボットポリシーモデルであり、トランスフォーマーベースの拡散ポリシーとして実装されているOctoについて紹介しています。
一比一原版(QU毕业证)皇后大学毕业证成绩单
QU毕业证【微信95270640】办理皇后大学毕业证原版一模一样、QU毕业证制作【Q微信95270640】《皇后大学毕业证购买流程》《QU成绩单制作》皇后大学毕业证书QU毕业证文凭皇后大学
本科毕业证书,学历学位认证如何办理【留学国外学位学历认证、毕业证、成绩单、大学Offer、雅思托福代考、语言证书、学生卡、高仿教育部认证等一切高仿或者真实可查认证服务】代办国外（海外）英国、加拿大、美国、新西兰、澳大利亚、新西兰等国外各大学毕业证、文凭学历证书、成绩单、学历学位认证真实可查。
1:1完美还原海外各大学毕业材料上的工艺：水印阴影底纹钢印LOGO烫金烫银LOGO烫金烫银复合重叠。文字图案浮雕激光镭射紫外荧光温感复印防伪。
可办理以下真实皇后大学存档留学生信息存档认证：
1皇后大学真实留信网认证（网上可查永久存档无风险百分百成功入库）；
2真实教育部认证（留服）等一切高仿或者真实可查认证服务（暂时不可办理）；
3购买英美真实学籍（不用正常就读直接出学历）；
4英美一年硕士保毕业证项目（保录取学校挂名不用正常就读保毕业）
留学本科/硕士毕业证书成绩单制作流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询皇后大学皇后大学硕士毕业证成绩单）；
2开始安排制作皇后大学毕业证成绩单电子图；
3皇后大学毕业证成绩单电子版做好以后发送给您确认；
4皇后大学毕业证成绩单电子版您确认信息无误之后安排制作成品；
5皇后大学成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — — — — — — — — 《文凭顾问Q/微：95270640》很感动很无奈房东的儿子小伍笨手笨脚的不会说普通话满口粤语态度十分傲慢一副盛气凌人的样子山娃试图接近他跟他交友与城里人交友但他俩就好像是两个世界里的人根本拢不到一块儿不知不觉山娃倒跟周围出租屋里的几个小伙伴成了好朋友因为他们也是从乡下进城过暑假的小学生快乐的日子总是过得飞快山娃尚未完全认清那几位小朋友时他们却一个接一个地回家了山娃这时才恍然发现二个月的暑假已转到了尽头他的城市生活也将划上一个不很圆义
一比一原版(UPenn毕业证)宾夕法尼亚大学毕业证成绩单
UPenn毕业证【微信95270640】办理宾夕法尼亚大学毕业证原版一模一样、UPenn毕业证制作【Q微信95270640】《宾夕法尼亚大学毕业证购买流程》《UPenn成绩单制作》宾夕法尼亚大学毕业证书UPenn毕业证文凭宾夕法尼亚大学
本科毕业证书,学历学位认证如何办理【留学国外学位学历认证、毕业证、成绩单、大学Offer、雅思托福代考、语言证书、学生卡、高仿教育部认证等一切高仿或者真实可查认证服务】代办国外（海外）英国、加拿大、美国、新西兰、澳大利亚、新西兰等国外各大学毕业证、文凭学历证书、成绩单、学历学位认证真实可查。
办国外宾夕法尼亚大学宾夕法尼亚大学硕士学位证成绩单教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1宾夕法尼亚大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外宾夕法尼亚大学宾夕法尼亚大学硕士学位证成绩单办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。我们在哪里父母对我们的爱和思念为我们的生命增加了光彩给予我们自由追求的力量生活的力量我们也不忘感恩正因为这股感恩的线牵着我们使我们在一年的结束时刻义无反顾的踏上了回家的旅途人们常说父母恩最难回报愿我能以当年爸爸妈妈对待小时候的我们那样耐心温柔地对待我将渐渐老去的父母体谅他们以反哺之心奉敬父母以感恩之心孝顺父母哪怕只为父母换洗衣服为父母喂饭送汤按摩酸痛的腰背握着父母的手扶着他们一步一步地慢慢散步.娃
Opendatabay - Open Data Marketplace.pptx
Opendatabay.com unlocks the power of data for everyone. Open Data Marketplace fosters a collaborative hub for data enthusiasts to explore, share, and contribute to a vast collection of datasets.
First ever open hub for data enthusiasts to collaborate and innovate. A platform to explore, share, and contribute to a vast collection of datasets. Through robust quality control and innovative technologies like blockchain verification, opendatabay ensures the authenticity and reliability of datasets, empowering users to make data-driven decisions with confidence. Leverage cutting-edge AI technologies to enhance the data exploration, analysis, and discovery experience.
From intelligent search and recommendations to automated data productisation and quotation, Opendatabay AI-driven features streamline the data workflow. Finding the data you need shouldn't be a complex. Opendatabay simplifies the data acquisition process with an intuitive interface and robust search tools. Effortlessly explore, discover, and access the data you need, allowing you to focus on extracting valuable insights. Opendatabay breaks new ground with a dedicated, AI-generated, synthetic datasets.
Leverage these privacy-preserving datasets for training and testing AI models without compromising sensitive information. Opendatabay prioritizes transparency by providing detailed metadata, provenance information, and usage guidelines for each dataset, ensuring users have a comprehensive understanding of the data they're working with. By leveraging a powerful combination of distributed ledger technology and rigorous third-party audits Opendatabay ensures the authenticity and reliability of every dataset. Security is at the core of Opendatabay. Marketplace implements stringent security measures, including encryption, access controls, and regular vulnerability assessments, to safeguard your data and protect your privacy.
The affect of service quality and online reviews on customer loyalty in the E...
Journal of Management and Creative Business.published book./
Chatty Kathy - UNC Bootcamp Final Project Presentation - Final Version - 5.23...
SlideShare Description for "Chatty Kathy - UNC Bootcamp Final Project Presentation"
Title: Chatty Kathy: Enhancing Physical Activity Among Older Adults
Description:
Discover how Chatty Kathy, an innovative project developed at the UNC Bootcamp, aims to tackle the challenge of low physical activity among older adults. Our AI-driven solution uses peer interaction to boost and sustain exercise levels, significantly improving health outcomes. This presentation covers our problem statement, the rationale behind Chatty Kathy, synthetic data and persona creation, model performance metrics, a visual demonstration of the project, and potential future developments. Join us for an insightful Q&A session to explore the potential of this groundbreaking project.
Project Team: Jay Requarth, Jana Avery, John Andrews, Dr. Dick Davis II, Nee Buntoum, Nam Yeongjin & Mat Nicholas
Ch03-Managing the Object-Oriented Information Systems Project a.pdf
Object oriented system analysis and design
Predicting Product Ad Campaign Performance: A Data Analysis Project Presentation
Predicting Product Ad Campaign Performance: A Data Analysis Project PresentationBoston Institute of Analytics
Explore our comprehensive data analysis project presentation on predicting product ad campaign performance. Learn how data-driven insights can optimize your marketing strategies and enhance campaign effectiveness. Perfect for professionals and students looking to understand the power of data analysis in advertising. for more details visit: https://bostoninstituteofanalytics.org/data-science-and-artificial-intelligence/一比一原版(UMich毕业证)密歇根大学|安娜堡分校毕业证成绩单
UMich毕业证【微信95270640】办理UMich毕业证【Q微信95270640】密歇根大学|安娜堡分校毕业证书原版↑制作密歇根大学|安娜堡分校学历认证文凭办理密歇根大学|安娜堡分校留信网认证,留学回国办理毕业证成绩单文凭学历认证【Q微信95270640】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】
【本科硕士】密歇根大学|安娜堡分校密歇根大学|安娜堡分校硕士毕业证成绩单（GPA修改）；学历认证（教育部认证）；大学Offer录取通知书留信认证使馆认证；雅思语言证书等高仿类证书。
办理流程：
1客户提供办理密歇根大学|安娜堡分校密歇根大学|安娜堡分校硕士毕业证成绩单信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
真实网上可查的证明材料
1教育部学历学位认证留服官网真实存档可查永久存档。
2留学回国人员证明（使馆认证）使馆网站真实存档可查。
我们对海外大学及学院的毕业证成绩单所使用的材料尺寸大小防伪结构（包括：密歇根大学|安娜堡分校密歇根大学|安娜堡分校硕士毕业证成绩单隐形水印阴影底纹钢印LOGO烫金烫银LOGO烫金烫银复合重叠。文字图案浮雕激光镭射紫外荧光温感复印防伪）都有原版本文凭对照。质量得到了广大海外客户群体的认可同时和海外学校留学中介做到与时俱进及时掌握各大院校的（毕业证成绩单资格证结业证录取通知书在读证明等相关材料）的版本更新信息能够在第一时间掌握最新的海外学历文凭的样版尺寸大小纸张材质防伪技术等等并在第一时间收集到原版实物以求达到客户的需求。
本公司还可以按照客户原版印刷制作且能够达到客户理想的要求。有需要办理证件的客户请联系我们在线客服中心微信：95270640 或咨询在线在我脑海中回旋很幸运我有这样的机会能将埋在心底深深的感激之情得以表达从婴儿的“哇哇坠地到哺育我长大您们花去了多少的心血与汗水编织了多少个日日夜夜从上小学到初中乃至大学燃烧着自己默默奉献着光和热全天下的父母都是仁慈的无私的伟大的所以无论何时何地都不要忘记您们是这样的无私将一份沉甸甸的爱和希望传递到我们的眼里和心中而我应做的就是感恩父母回报社会共创和谐父母对我们的恩情深厚而无私孝敬父母是我们做人元
SOCRadar Germany 2024 Threat Landscape Report
As Europe's leading economic powerhouse and the fourth-largest hashtag#economy globally, Germany stands at the forefront of innovation and industrial might. Renowned for its precision engineering and high-tech sectors, Germany's economic structure is heavily supported by a robust service industry, accounting for approximately 68% of its GDP. This economic clout and strategic geopolitical stance position Germany as a focal point in the global cyber threat landscape.
In the face of escalating global tensions, particularly those emanating from geopolitical disputes with nations like hashtag#Russia and hashtag#China, hashtag#Germany has witnessed a significant uptick in targeted cyber operations. Our analysis indicates a marked increase in hashtag#cyberattack sophistication aimed at critical infrastructure and key industrial sectors. These attacks range from ransomware campaigns to hashtag#AdvancedPersistentThreats (hashtag#APTs), threatening national security and business integrity.
🔑 Key findings include:
🔍 Increased frequency and complexity of cyber threats.
🔍 Escalation of state-sponsored and criminally motivated cyber operations.
🔍 Active dark web exchanges of malicious tools and tactics.
Our comprehensive report delves into these challenges, using a blend of open-source and proprietary data collection techniques. By monitoring activity on critical networks and analyzing attack patterns, our team provides a detailed overview of the threats facing German entities.
This report aims to equip stakeholders across public and private sectors with the knowledge to enhance their defensive strategies, reduce exposure to cyber risks, and reinforce Germany's resilience against cyber threats.
一比一原版(YU毕业证)约克大学毕业证成绩单
YU毕业证【微信95270640】（约克大学毕业证高仿学位证书((+《Q微信95270640》))）购买YU毕业证修改YU成绩单购买约克大学毕业证办YU文凭办高仿毕业证约克大学毕业证购买修改成绩单挂科退学如何进行学历认证留学退学办毕业证书/ 出国留学无法毕业买毕业证留学被劝退买毕业证（非正常毕业教育部认证咨询） York University
办理国外约克大学毕业证书 #成绩单改成绩 #教育部学历学位认证 #毕业证认证 #留服认证 #使馆认证（留学回国人员证明） #（证）等
真实教育部认证教育部存档中国教育部留学服务中心认证（即教育部留服认证）网站100%可查.
真实使馆认证（即留学人员回国证明）使馆存档可通过大使馆查询确认.
留信网认证国家专业人才认证中心颁发入库证书留信网永久存档可查.
约克大学约克大学毕业证学历书毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金跟学校原版100%相同.
国际留学归国服务中心：实体公司注册经营行业标杆精益求精！
国外毕业证学位证成绩单办理流程：
1客户提供办理约克大学约克大学毕业证学历书信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作约克大学毕业证成绩单电子图；
3约克大学毕业证成绩单电子版做好以后发送给您确认；
4约克大学毕业证成绩单电子版您确认信息无误之后安排制作成品；
5约克大学成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快递邮寄约克大学约克大学毕业证学历书）。心温柔地对待我将渐渐老去的父母体谅他们以反哺之心奉敬父母以感恩之心孝顺父母哪怕只为父母换洗衣服为父母喂饭送汤按摩酸痛的腰背握着父母的手扶着他们一步一步地慢慢散步.让我们的父母幸福快乐地度过一生挽着清风芒耀似金的骄阳如将之绽放的花蕾一般静静的从远方的山峦间缓缓升起这一片寂静的城市默默的等待着它的第一缕光芒将之唤醒那飘散在它前方的几层薄云像是新娘的婚纱一般为它的光芒添上了几分淡淡的浮晕在悄无声息间这怕
一比一原版(TWU毕业证)西三一大学毕业证成绩单
TWU毕业证【微信95270640】西三一大学没毕业>办理西三一大学毕业证成绩单【微信TWU】TWU毕业证成绩单TWU学历证书TWU文凭《TWU毕业套号文凭网认证西三一大学毕业证成绩单》《哪里买西三一大学毕业证文凭TWU成绩学校快递邮寄信封》《开版西三一大学文凭》TWU留信认证本科硕士学历认证
[留学文凭学历认证(留信认证使馆认证)西三一大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理西三一大学西三一大学本科学位证成绩单信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。广州火车东站的那一刻山娃感受到了一种从未有过的激动和震撼太美了可爱的广州父亲的城山娃惊喜得几乎叫出声来山娃觉得父亲太伟大了居然能单匹马地跑到这么远这么大这么美的地方赚大钱高楼大厦鳞次栉比大街小巷人潮涌动山娃一路张望一路惊叹他发现城里的桥居然层层叠叠扭来扭去桥下没水却有着水一般的车水马龙山娃惊诧于城里的公交车那么大那么美不用买票乖乖地掷下二枚硬币空调享受还能坐着看电视呢屡经辗转山娃终于跟着父亲到拉
一比一原版(RUG毕业证)格罗宁根大学毕业证成绩单
RUG毕业证【微信95270640】办文凭{格罗宁根大学毕业证}Q微Q微信95270640RUG毕业证书成绩单/学历认证RUG Diploma未毕业、挂科怎么办？+QQ微信：Q微信95270640-大学Offer（申请大学）、成绩单（申请考研）、语言证书、在读证明、使馆公证、办真实留信网认证、真实大使馆认证、学历认证
办理国外格罗宁根大学毕业证书 #成绩单改成绩 #教育部学历学位认证 #毕业证认证 #留服认证 #使馆认证（留学回国人员证明） #（证）等
真实教育部认证教育部存档中国教育部留学服务中心认证（即教育部留服认证）网站100%可查.
真实使馆认证（即留学人员回国证明）使馆存档可通过大使馆查询确认.
留信网认证国家专业人才认证中心颁发入库证书留信网永久存档可查.
格罗宁根大学格罗宁根大学毕业证学历书毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金跟学校原版100%相同.
国际留学归国服务中心：实体公司注册经营行业标杆精益求精！
国外毕业证学位证成绩单办理流程：
1客户提供办理格罗宁根大学格罗宁根大学毕业证学历书信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作格罗宁根大学毕业证成绩单电子图；
3格罗宁根大学毕业证成绩单电子版做好以后发送给您确认；
4格罗宁根大学毕业证成绩单电子版您确认信息无误之后安排制作成品；
5格罗宁根大学成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快递邮寄格罗宁根大学格罗宁根大学毕业证学历书）。也得开灯开风扇山娃不想浪费电总将小方桌搁在门口看书写作业有一次山娃坐在门口写作业写着写着竟伏在桌上睡着了迷迷糊糊中山娃似乎听到了父亲的脚步声当他晃晃悠悠站起来时才诧然发现一位衣衫破旧的妇女挎着一只硕大的蛇皮袋手里拎着长铁钩正站在门口朝黑色的屋内张望不好坏人小偷山娃一怔却也灵机一动立马仰起头双手拢在嘴边朝楼上大喊：“爸爸爸——有人找——那人一听朝山娃尴尬地笑笑悻悻地走了山娃立马“嘭的一声将铁门锁死受
一比一原版(NYU毕业证)纽约大学毕业证成绩单
NYU毕业证【微信95270640】《如何办理NYU毕业证纽约大学文凭学历》【Q微信95270640】《纽约大学文凭学历证书》《纽约大学毕业证书与成绩单样本图片》毕业证书补办 Fake Degree做学费单《毕业证明信-推荐信》成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，留信网认证。网上存档永久可查！
【本科硕士】纽约大学纽约大学毕业证学位证（GPA修改）；学历认证（教育部认证）；大学Offer录取通知书留信认证使馆认证；雅思语言证书等高仿类证书。
办理流程：
1客户提供办理纽约大学纽约大学毕业证学位证信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
真实网上可查的证明材料
1教育部学历学位认证留服官网真实存档可查永久存档。
2留学回国人员证明（使馆认证）使馆网站真实存档可查。
我们对海外大学及学院的毕业证成绩单所使用的材料尺寸大小防伪结构（包括：纽约大学纽约大学毕业证学位证隐形水印阴影底纹钢印LOGO烫金烫银LOGO烫金烫银复合重叠。文字图案浮雕激光镭射紫外荧光温感复印防伪）都有原版本文凭对照。质量得到了广大海外客户群体的认可同时和海外学校留学中介做到与时俱进及时掌握各大院校的（毕业证成绩单资格证结业证录取通知书在读证明等相关材料）的版本更新信息能够在第一时间掌握最新的海外学历文凭的样版尺寸大小纸张材质防伪技术等等并在第一时间收集到原版实物以求达到客户的需求。
本公司还可以按照客户原版印刷制作且能够达到客户理想的要求。有需要办理证件的客户请联系我们在线客服中心微信：95270640 或咨询在线已转到了尽头他的城市生活也将划上一个不很圆满的句号了值得庆幸的是山娃早记下了他们的学校和联系方式说也奇怪在山娃离城的头一天父亲居然请假陪山娃耍了一天那一天父亲陪着山娃辗转长隆水上乐园疯了一整天水上漂流高空冲浪看大马戏大凡里面有的父亲都带着他去疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经子
Empowering Data Analytics Ecosystem.pptx
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Empowering the Data Analytics Ecosystem: A Laser Focus on Value
The data analytics ecosystem thrives when every component functions at its peak, unlocking the true potential of data. Here's a laser focus on key areas for an empowered ecosystem:
1. Democratize Access, Not Data:
Granular Access Controls: Provide users with self-service tools tailored to their specific needs, preventing data overload and misuse.
Data Catalogs: Implement robust data catalogs for easy discovery and understanding of available data sources.
2. Foster Collaboration with Clear Roles:
Data Mesh Architecture: Break down data silos by creating a distributed data ownership model with clear ownership and responsibilities.
Collaborative Workspaces: Utilize interactive platforms where data scientists, analysts, and domain experts can work seamlessly together.
3. Leverage Advanced Analytics Strategically:
AI-powered Automation: Automate repetitive tasks like data cleaning and feature engineering, freeing up data talent for higher-level analysis.
Right-Tool Selection: Strategically choose the most effective advanced analytics techniques (e.g., AI, ML) based on specific business problems.
4. Prioritize Data Quality with Automation:
Automated Data Validation: Implement automated data quality checks to identify and rectify errors at the source, minimizing downstream issues.
Data Lineage Tracking: Track the flow of data throughout the ecosystem, ensuring transparency and facilitating root cause analysis for errors.
5. Cultivate a Data-Driven Mindset:
Metrics-Driven Performance Management: Align KPIs and performance metrics with data-driven insights to ensure actionable decision making.
Data Storytelling Workshops: Equip stakeholders with the skills to translate complex data findings into compelling narratives that drive action.
Benefits of a Precise Ecosystem:
Sharpened Focus: Precise access and clear roles ensure everyone works with the most relevant data, maximizing efficiency.
Actionable Insights: Strategic analytics and automated quality checks lead to more reliable and actionable data insights.
Continuous Improvement: Data-driven performance management fosters a culture of learning and continuous improvement.
Sustainable Growth: Empowered by data, organizations can make informed decisions to drive sustainable growth and innovation.
By focusing on these precise actions, organizations can create an empowered data analytics ecosystem that delivers real value by driving data-driven decisions and maximizing the return on their data investment.
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