The objective of this assessment is to demonstrate your understand.docxoreo10
The objective of this assessment is to demonstrate your understanding of how the human resource function interacts with other functions in the organization.
The first part of the assignment is to create an agenda for New Employee Orientation at Southwood School. The orientation should last one full day. The new employee will meet with representatives from: HR, Finance, Information Technology and the school administrator. Present the Agenda as a nice handout that you want to distribute to the new employees and employees who will be taking part in the orientation. Set up a schedule, time, and location time for each meeting. You might want to build in breaks or lunch. Give each meeting a subject title and short description. It is recommended that a Table be used.
The second part of the assignment is for you to provide a description of each meeting and, in detail, explain the pertinent information the new employee will learn from each representative of his/her department. In this section of the paper references should be used to support your description/explanation as to what makes each meeting important for a new employee and to the school.
Use a minimum of 3 to 4 scholarly sources to support your rationale using APA format. This paper should be a minimum of 3 to 5 pages.
Cover Page with Name, Date, and Title of Assignment
Use headings to separate the sections of the report
Page numbers
Double-spacing
Times New Roman, size 12
In-text citations to sources in APA style
Reference page using APA style
References not older than 3 years old
RUBRICCriteria 1
Advanced3 points
Satisfactory2.75 points
Partial2.5 points
Not Satisfactory0 points
Analysis of Interview Questions - Explanation of Issues
Explanation of issues are stated clearly and described comprehensively delivering all relevant information. All inadequacies are correctly identified.
Explanation of issues are stated clearly and described sufficiently so that understanding is not seriously impeded by slight omissions.
Issues are not completely identified or there are omissions in analysis. Issues are left with ambiguities unexplored or overlooked.
Major issues are not identified or there are major omissions in the explanation. Issues have been unexplored or overlooked.
Analysis of Interview Questions - Conclusions
Conclusions are logical, clear and reflect student's informed evaluation and ability to place evidence and perspectives discussed in priority order.
Conclusions are logically tied to questions and are identified clearly.
Conclusions are not clarified or tied to sufficient information. One or two conclusions are identified clearly.
Conclusions are oversimplified or inconsistently tied to parts of information.
Criteria 2
Advanced4 points
Satisfactory3.5 points
Partial3 points
Not Satisfactory0 points
Summary Development - Use credible reasoning and evidence in communication.
Concepts and ideas are fully developed and supported with credible sources. Reader can easily follow the au ...
Assignment 1 is the first part of a five-part project to plan the .docxfelicitytaft14745
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
Learning Team Charter – RES351 Team 2OverviewA learning tea.docxcharlieppalmer35273
Learning Team Charter – RES/351 Team 2
Overview
A learning team is defined as a group of individuals who work to accomplish mutual goals and output (University of Phoenix, 2014). Throughout your academic journey, you will have an opportunity to engage in learning that will support you in developing skills associated with the University Learning Goals of collaboration, communication, critical thinking and problem solving, information utilization, and competence and professional values. Learning teams involve group participation and discussions; however, the outcome is for the team to submit one deliverable in which every member of the team contributes. While a grade is awarded to each team member, not all team members receive the same grade as grades are awarded based upon the contributions of the team member. Your faculty member will assign learning teams as students will work together to submit Learning Team assignment(s).
Reference
University of Phoenix (2014).
Learning team toolkit
: Team basics. University of Phoenix Library.
May 2016
School of Business Learning Team Charter
for 300-400-level courses
School of Business - Version 1.0
2
Instructions
Complete the Team Member Contact Information, Learning Team Assignment Project Plan by Week, and Team Expectations tables. Each team member should participate in the discussion and completion of each section of the Learning Team Charter. This assignment is worth 5 points.
Team Member Contact Information
Name
Phone
Time Zone
Availability during Week
Additional Non-Student Email
Contributed to Completion of the Charter?
Yes/No
Barbara Broich
630-200-4159
Central
Text only before 5 pm, open availability 5 pm – 9 pm
[email protected]
Yes
Parise Stroughter
916-995-0640
Pacific
Text only, 5pm-9pm M-F
[email protected]
Yes
May 2016
School of Business Learning Team Charter
for 300-400-level courses
School of Business - Version 1.0
3
Learning Team Assignment Project Plan by Week
Create a project plan for each Learning Team assignment using the table below. Determine as a group, the Project Plan table elements.
As there are Learning Team assignments which will require you to collaborate with your teammates to complete your assignments for the duration of this course, each team member has an opportunity to document how the team will achieve its assignment deliverables. To ensure full team participation, please complete the project plan to establish Learning Team guidelines for your weekly team assignments. Keep in mind that only those who participate in team discussions and contribute to the completion of the assignment will earn points.
Note
: On the title page for your Learning Team assignments, only include the names of the team members who contributed to the completion of the team assignment. Please refer to your Learning Team Charter to review Learning Team expectations.
For each Learning Team assignment for this course, establish team guidelines by c.
Minnesota State University Moorhead MHA 625 Health PrTatianaMajor22
Minnesota State University Moorhead
MHA 625
Health Program Planning and Evaluation
Needs Assessment and Process Theory Activity– Worth 50 points
Purpose: The purpose of this activity is to determine a health problem supported by needs assessment data to determine an
appropriate program plan/project, as well as draft an appropriate Effect and Process Theory Diagram.
Assignment Details: In this assignment you will determine a health problem, look at how the need would be determined (discuss
needs assessment data/processes), discuss what data would be extracted to determine need, draft a summary of a program
plan/project and diagram a program theory/logic model of effect theory related to that program plan.
1. Background of organization – discuss the organization that is impacted by this problem.
2. Brief summary of problem – what is an existing problem within an organization (or that you found interesting in a literature
review/article)?
3. Discuss how the need was assessed. What determined that a problem existed? The purpose of the need assessment in
relation to program planning/evaluation is briefly summarized and supported by literature.
4. Discuss what data would need to be extracted to determine the need. State what data sources would be utilized/accessed in
during the needs assessment. The role of data in relation to program planning/evaluation is briefly summarized and supported
by literature.
5. Provide a brief summary of the potential program plan/project (what is the intended intervention)?
6. Draft a diagram of the Effect and Process Theory related to this program plan/project. Refer to page 193 – figure 7-4 for
elements/example of the diagram to include (your diagram would relate to your proposed plan/project). Make sure you include
organizational plan inputs and service utilization plan inputs as well as intervention theory.
7. Utilize at least 3 scholarly references when completing this activity.
8. Utilize APA format when completing this activity – paper should have title page and reference page and follow APA format.
9. The paper should be approximately 2-4 pages without title and reference pages.
10. Submit to the assignment dropbox per the calendar due dates.
11. Utilize this information in your final narrated Health Program Project PowerPoint
Course Learning Outcomes (CLO) that apply to this assignment:
• CLO 1: Identify methods to assess the needs of the community to improve the health of a population
http://www.mnstate.edu/
• CLO 2: Analyze models of program development in order to identify the essential elements of effective program evaluation
• CLO 7: Critique assessment and evaluation data
Program Domains and Competencies that apply to this assignment:
Domain #1: Leadership – the ability to inspire individual and organizational excellent, create and attain a shared vision and
successfully manage change to attain the organization’s strategic ends and successful perf ...
The objective of this assessment is to demonstrate your understand.docxoreo10
The objective of this assessment is to demonstrate your understanding of how the human resource function interacts with other functions in the organization.
The first part of the assignment is to create an agenda for New Employee Orientation at Southwood School. The orientation should last one full day. The new employee will meet with representatives from: HR, Finance, Information Technology and the school administrator. Present the Agenda as a nice handout that you want to distribute to the new employees and employees who will be taking part in the orientation. Set up a schedule, time, and location time for each meeting. You might want to build in breaks or lunch. Give each meeting a subject title and short description. It is recommended that a Table be used.
The second part of the assignment is for you to provide a description of each meeting and, in detail, explain the pertinent information the new employee will learn from each representative of his/her department. In this section of the paper references should be used to support your description/explanation as to what makes each meeting important for a new employee and to the school.
Use a minimum of 3 to 4 scholarly sources to support your rationale using APA format. This paper should be a minimum of 3 to 5 pages.
Cover Page with Name, Date, and Title of Assignment
Use headings to separate the sections of the report
Page numbers
Double-spacing
Times New Roman, size 12
In-text citations to sources in APA style
Reference page using APA style
References not older than 3 years old
RUBRICCriteria 1
Advanced3 points
Satisfactory2.75 points
Partial2.5 points
Not Satisfactory0 points
Analysis of Interview Questions - Explanation of Issues
Explanation of issues are stated clearly and described comprehensively delivering all relevant information. All inadequacies are correctly identified.
Explanation of issues are stated clearly and described sufficiently so that understanding is not seriously impeded by slight omissions.
Issues are not completely identified or there are omissions in analysis. Issues are left with ambiguities unexplored or overlooked.
Major issues are not identified or there are major omissions in the explanation. Issues have been unexplored or overlooked.
Analysis of Interview Questions - Conclusions
Conclusions are logical, clear and reflect student's informed evaluation and ability to place evidence and perspectives discussed in priority order.
Conclusions are logically tied to questions and are identified clearly.
Conclusions are not clarified or tied to sufficient information. One or two conclusions are identified clearly.
Conclusions are oversimplified or inconsistently tied to parts of information.
Criteria 2
Advanced4 points
Satisfactory3.5 points
Partial3 points
Not Satisfactory0 points
Summary Development - Use credible reasoning and evidence in communication.
Concepts and ideas are fully developed and supported with credible sources. Reader can easily follow the au ...
Assignment 1 is the first part of a five-part project to plan the .docxfelicitytaft14745
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
Learning Team Charter – RES351 Team 2OverviewA learning tea.docxcharlieppalmer35273
Learning Team Charter – RES/351 Team 2
Overview
A learning team is defined as a group of individuals who work to accomplish mutual goals and output (University of Phoenix, 2014). Throughout your academic journey, you will have an opportunity to engage in learning that will support you in developing skills associated with the University Learning Goals of collaboration, communication, critical thinking and problem solving, information utilization, and competence and professional values. Learning teams involve group participation and discussions; however, the outcome is for the team to submit one deliverable in which every member of the team contributes. While a grade is awarded to each team member, not all team members receive the same grade as grades are awarded based upon the contributions of the team member. Your faculty member will assign learning teams as students will work together to submit Learning Team assignment(s).
Reference
University of Phoenix (2014).
Learning team toolkit
: Team basics. University of Phoenix Library.
May 2016
School of Business Learning Team Charter
for 300-400-level courses
School of Business - Version 1.0
2
Instructions
Complete the Team Member Contact Information, Learning Team Assignment Project Plan by Week, and Team Expectations tables. Each team member should participate in the discussion and completion of each section of the Learning Team Charter. This assignment is worth 5 points.
Team Member Contact Information
Name
Phone
Time Zone
Availability during Week
Additional Non-Student Email
Contributed to Completion of the Charter?
Yes/No
Barbara Broich
630-200-4159
Central
Text only before 5 pm, open availability 5 pm – 9 pm
[email protected]
Yes
Parise Stroughter
916-995-0640
Pacific
Text only, 5pm-9pm M-F
[email protected]
Yes
May 2016
School of Business Learning Team Charter
for 300-400-level courses
School of Business - Version 1.0
3
Learning Team Assignment Project Plan by Week
Create a project plan for each Learning Team assignment using the table below. Determine as a group, the Project Plan table elements.
As there are Learning Team assignments which will require you to collaborate with your teammates to complete your assignments for the duration of this course, each team member has an opportunity to document how the team will achieve its assignment deliverables. To ensure full team participation, please complete the project plan to establish Learning Team guidelines for your weekly team assignments. Keep in mind that only those who participate in team discussions and contribute to the completion of the assignment will earn points.
Note
: On the title page for your Learning Team assignments, only include the names of the team members who contributed to the completion of the team assignment. Please refer to your Learning Team Charter to review Learning Team expectations.
For each Learning Team assignment for this course, establish team guidelines by c.
Minnesota State University Moorhead MHA 625 Health PrTatianaMajor22
Minnesota State University Moorhead
MHA 625
Health Program Planning and Evaluation
Needs Assessment and Process Theory Activity– Worth 50 points
Purpose: The purpose of this activity is to determine a health problem supported by needs assessment data to determine an
appropriate program plan/project, as well as draft an appropriate Effect and Process Theory Diagram.
Assignment Details: In this assignment you will determine a health problem, look at how the need would be determined (discuss
needs assessment data/processes), discuss what data would be extracted to determine need, draft a summary of a program
plan/project and diagram a program theory/logic model of effect theory related to that program plan.
1. Background of organization – discuss the organization that is impacted by this problem.
2. Brief summary of problem – what is an existing problem within an organization (or that you found interesting in a literature
review/article)?
3. Discuss how the need was assessed. What determined that a problem existed? The purpose of the need assessment in
relation to program planning/evaluation is briefly summarized and supported by literature.
4. Discuss what data would need to be extracted to determine the need. State what data sources would be utilized/accessed in
during the needs assessment. The role of data in relation to program planning/evaluation is briefly summarized and supported
by literature.
5. Provide a brief summary of the potential program plan/project (what is the intended intervention)?
6. Draft a diagram of the Effect and Process Theory related to this program plan/project. Refer to page 193 – figure 7-4 for
elements/example of the diagram to include (your diagram would relate to your proposed plan/project). Make sure you include
organizational plan inputs and service utilization plan inputs as well as intervention theory.
7. Utilize at least 3 scholarly references when completing this activity.
8. Utilize APA format when completing this activity – paper should have title page and reference page and follow APA format.
9. The paper should be approximately 2-4 pages without title and reference pages.
10. Submit to the assignment dropbox per the calendar due dates.
11. Utilize this information in your final narrated Health Program Project PowerPoint
Course Learning Outcomes (CLO) that apply to this assignment:
• CLO 1: Identify methods to assess the needs of the community to improve the health of a population
http://www.mnstate.edu/
• CLO 2: Analyze models of program development in order to identify the essential elements of effective program evaluation
• CLO 7: Critique assessment and evaluation data
Program Domains and Competencies that apply to this assignment:
Domain #1: Leadership – the ability to inspire individual and organizational excellent, create and attain a shared vision and
successfully manage change to attain the organization’s strategic ends and successful perf ...
Looking ahead to week 4 of NR631 👀Robert DavisAll SectionsN.docxwashingtonrosy
Looking ahead to week 4 of NR631 👀
Robert Davis
All Sections
No unread replies.No replies.
Hi everyone! You've now completed three weeks of NR631 (assuming that your literature review is done), and you are ready to move forward to week 4. I'll be grading your TD participation hopefully on Monday and then I'll work on your literature review assignments starting on Tuesday. This is a more extensive assignment and I have assignments due in other courses so it might take me a little longer to get your lit reviews back. I'm anticipating some excellent literature review on your great CGE topics 😎. Let's take a look at what lies ahead in week 4...
Introduction
In week 4, the lesson title is "Communication in Project Management" and we'll be addressing the following course outcomes:
CO #1: Apply leadership skills of project management as a nurse executive in an organizational setting to develop, implement, and evaluate successful project plans (PO 4,5)
CO #3: Exemplify professional values and scholarship that support the role of a student in a practicum setting (PO 4) (this is in reference to your time at your practicum site and you'll see this each week)
CO #5: Apply professional values characteristic of the competent and caring nurse executive that promotes holistic care principles and an appreciation of cultural humility (PO 1,3,4)
I encourage you to keep these course outcomes in mind while you read your text, articles, and lessons, as you participate in TDs, as you participate in practicum hours, and as you complete assignments.
Reading:
Your week 4 reading consists of three articles from peer reviewed journals. Two would be considered "scholarly" by Chamberlain definition as they are within five years old. The Culo article is from 2010 but it's a very good article so I decided to keep it. Please be sure to read these articles prior to constructing your initial TD post.
Lesson:
This week's lesson is about communication and building a communication plan. One point the lesson brings out is that, like most of the templates we are using, many organizations have their own formats or templates. I encourage you to reach out to the PM professionals in your organization and ask about this and compare our template to what you use in your organization. If your organization doesn't use a communication plan, it may be something you can suggest as a value added step.
Collaboration Cafe ☕️:
The week 4 discussion is a Collaboration Cafe ☕️! As with all TDs and Collaboration Cafe's the reduced participation guidelines are in effect for those who need them. I will be reviewing posts each day to make sure you're headed in the right direction. A note of interest...this CC is actually based on an idea that an NR631 student shared in the old week 4 TD. I thought it was such a great thought that I used it (with her permission) to form this learning activity. I hope you enjoy it and I look forward to the knowledge you'll build!
Graded Assignment:
.
Description Total Possible Score 16.00Distinguished .docxcuddietheresa
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi ...
Description Total Possible Score 16.00Distinguished .docxdonaldp2
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
Description Total Possible Score 16.00Distinguished .docxcarolinef5
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
Assessment 1 this assignment leads to assessment 2 and 3. .docxgalerussel59292
Assessment 1
**** this assignment leads to assessment 2 and 3. Read directions carefully.
Rubric is attached. You must get distinguished score in all categories or revise it***
Planning and Presenting a Care Coordination Project
Develop a care coordination project plan for a population that is in need of care from multiple organizations. Then, develop 10–12 slides for use in presenting your plan to administrative decision makers.
Note: Complete the assessments in the order in which they are presented. The assessments that follow will build upon the work you have completed in this first assessment.
The role of professional nursing continues to expand and incorporate increasingly higher levels of expertise, specialization, autonomy, and accountability. This is particularly true in regard to the scope and challenges of providing coordinated care to members of various populations within a community. In addition, care coordination leaders must be confident in their abilities to navigate and lead change in their work environments.
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Articulate a vision of interagency coordinated care for a population.
Competency 2: Align care coordination resources with community health care needs.
Determine the resource needs of a population.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Identify project milestones and outcome measures.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Identify the organizations and groups who must participate in caring for a population.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present a project plan to administrative decision makers.
Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
us/article/Record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c?ui=en-US&rs=en-001&ad=US
A tutorial on recording slide narration and setting slide timing.
Writing Resources
You are encouraged to explore the following writing resources. You can use them to improve your writing skills and as source materials for seeking answers to specific questions.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
Using Kaltura
.
Disability Services
.
Smarthinking.
ePortfolio
.
This resource provides information about ePortfolio, including how to use the d.
Swot AnalysisConduct SWOT analysis giving 5 points each fo.docxssuserf9c51d
Swot Analysis
Conduct SWOT analysis giving 5 points each for S, W,O,T as per descriptions below to help project
managers.
Strengths
1.
2.
3.
4.
5.
Weakness
1.
2.
3.
4.
5.
Opportunity
1.
2.
3.
4.
5.
Threats
1.
2.
3.
4.
5.
Project Charter
Date: <today’s date>
Project Title: <Title of your Project>
Project Start Date: 4 Jan 2016
Project End Date: < dura�on is 6 months, calculate the end date>
Budget Informa�on: $50000.00
Project Manager: < Name>, < Email>, <Telephone No>
Project Objec�ves:
⦁ Clear, concise reasoning for why the project is being performed
⦁ Clear, concise definition of what the project’s activities will entail
⦁ Brief description of primary deliverable(s)
⦁ Clear description of the project’s behefits to the organisation
⦁ Recognition and description of any limits that the project will not cover and address
Acceptance Criteria
⦁ Identification of specific factors against which the project can be compared to determine
success/failure
⦁ Identification of specific deliverables not only for class, but for the project as a whole
⦁ Agency-specific deliverables
⦁ Inclusion of due dates for the deliverables
⦁ Clear identification of milestone and milestone exit points
⦁ Factors should include a specific metrical comparison
Assumptions and Constraints
⦁ Any assumptions made during the course of the project
⦁ List of constraints that entail the limitations that are required to be addressed
Stakeholder List
Stakeholder
No
Name and Signature Role and
Responsibility
Position Contact
Information
1
2
3
4
5
6
7
Lessons Learned
⦁ Identification of pitfalls to be avoided, based on the student’s past experience
⦁ Evidence of thought as to what can and cannot affect the project in terms of how the project
will run
Charter Signoff
Communica�on Plan Template
Plan purpose – A brief description of why and how the plan was developed, and an overview of the
overall team communication philosophy. Also states types of communications planned, for lateral,
downward, and upward communication.
Change management – Description on how the team will handle changes in the project, whether it is in
terms of project scope, schedule, or resources. This includes how the team plans to communicate
changes as well as how the team plans to make decisions about changes.
Meeting agenda – Gives a brief overview of what the team plans to accomplish in each of its meetings,
how it documents goals and objectives for meetings, and defines and assigns actions for the team to
accomplish project objectives.
Stakeholder Information to
be shared
Frequency of
information
exchange
Location of
information
exchange
Purpose of
communication
Mechanism for
communication
Who What When Where Why How
BMGT 495 Strategic Management
Assignment 2: Internal Environmental Analysis/Strategy Analysis and Strategy Selection (Week 6)
Purpose: This assignment is the second of three assignments. Students will use the tools and concepts learned ...
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Â
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Student-Centered Intervention PlanThis final project synthes.docxorlandov3
Student-Centered Intervention Plan
This final project synthesizes learning into a Student-Centered Intervention Plan (Part A) along with a summary of the plan (Part B). This project is a culmination of your learning during the course and utilizes what you have contemplated, discussed, and created during Weeks One through Five.
Prepare
To begin this project, identify an original learner with a specific need as shared in the Week Five discussion. This need could be academic, behavioral, or social. Ideally, this person should be a realistic individual based on your own previous knowledge or experience who needs support through intervention. The learner you identify could be a particular student you have had experience with, a child whom you know well, or an adult learner for whom you have provided training or anticipate training in the future. As you have learned and practiced, the time that you spend designing relevant and purposeful interventions, identifying potential challenges, and collaborating with relevant stakeholders benefits the learner and promotes sustainability of learning. A completed,
model intervention plan
, previously referenced during Week Two is once again available for easy reference.
Writing the Final Project: Student Centered Intervention Plan
Create your plan by following and utilizing the Week Six
Student-Centered Intervention Template
Part A: Intervention Plan Template
All required components listed below are found on the Intervention Plan template.
Identified Need of Individual:
Describe the problem or issue needing improvement as either academic, behavioral, or social/emotional.
Goal or Outcome for the Intervention:
Describe what you want to happen at the end of this intervention.
Screening Data:
List the data you collected, observed, and analyzed to help identify the need for intervention.
Intervention Description:
Describe the type of interventions you will implement. Include any technologies needed, materials needed, and how you will be implementing this technology.
Differentiation:
Explain how this intervention provides differentiation for the learner.
Recommended Timeline:
Outline the approximate duration and any stages involved in the implementation of the intervention from start to finish. Explain why you believe this timeline is appropriate.
Progress Monitoring:
Describe the frequency with which you will monitor student progress and how you will do so.
Goal Setting/Motivation:
Include a student-centered approach to your intervention and describe how it serves to motivate them to improve.
Collaboration:
Describe who is responsible for the intervention. Include how you will communicate expectations to these collaborators.
Specific Examples:
List at least five days/steps of the plan you have developed. Be specific enough that another person could review the plan and be able to implement the intervention in your absence with the directions listed.
Data Checkpoints/Progress Monito.
Week 5 - Journal
Leadership Journal: Leadership Competencies
To prepare for this journal read Howard Gardner’s
Five Minds for the Future (Links to an external site.)Links to an external site.
. You will specifically reflect on each competency within the source:
A disciplined mind
A synthesizing mind
A creative mind
A respectful mind
An ethical mind
Throughout your program you have discussed, and will continue to discuss, the importance of becoming a 21st-century educator. Equally important is preparing your students for being 21st-century learners. One way to do both is through reflective guidance in what Howard Gardner describes as the “Five Minds for the Future.” According to Gardner (2008), the “Five Minds are competencies which young people and the society need in the twenty first century going forward” (p. 2). For your leadership journal, reflect on each of these competencies as a leader in the field of early childhood education.
Part 1: Content/Course Reflection (1pt.)
How will you prepare those children, their families, and the staff in your care in each competency? Be sure you provide specific details on each competency.
If you were to add a sixth competency, what would it be and why?
Part 2: Program/Personal Reflection (2pts.)
How does each competency influence you as a leader personally? Be sure you provide at least one example for each competency.
How does your understanding of each of these competencies positively impact your ability as a leader to evaluate curriculum materials and models and ensure alignment with standards?
Integrative and Critical Thinking Expectations (demonstrated within the content of the journal):
Connections to Experience (.5 point):
Meaningfully synthesizes connections among experiences both within and outside of coursework to deepen understanding of fields of study and to broaden own points of view.
Reflection and Self-Assessment (.5 point):
Envisions a future self and possibly makes plans that build on experiences that have occurred across multiple and diverse contexts.
Research and Resource Expectations:
Sources are not required for your journal assignments. However, if you need to cite information, you must cite in APA format and include a reference page.
Writing and Formatting Expectations (1pt.):
Professional Reflective Voice (.25 points):
Journals may be written in a less formal, but still professional voice (avoids casual language). First person voice is encouraged.
Organization (.25 points):
Demonstrates logical progression of ideas.
Syntax and Mechanics (.25 points):
Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting (.25 points):
Papers are formatted properly and all sources (if used) are cited and referenced in APA style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an external site.
.
Suggested Assig ...
This annotated compendium of evaluation planning guides can help you understand the basics of conducting an evaluation; learn how to create a logic model and indicators; understand evaluation terminology; develop performance management metrics; and evaluate your research, knowledge translation and commercialization activities, outputs and outcomes.
At KBHN's 2013 brain conference the KT Core made its debut with a workshop on KT and Social Media, co-led by Krista Jensen from York University's KMb Unit. Krista presented on the use of social media for KT for academic research.
At KBHN's 2013 brain conference the KT Core made its debut with a workshop on KT and Social Media, co-led by Krista Jensen from York University's KMb Unit.
Indicators forMeasurement at each stage of Knowledge Translation: from resear...KBHN KT
Indicators currently under development by KBHN's KT Core that measure impact of research and training. The KT Core's services are mapped onto David Phipps' Co-Produced Pathway to Impact diagram for KTEE (Knowledge and Technology Exchange and Exploitation).
Development of Indicators for Measurement at Each Stage of Knowledge Translat...KBHN KT
This presentation was about the development of indicators for measurement of KT within KBHN NCE's KT Core, and the associated database created in order to track data and generate reports for use in progress reporting to the NCE and to inform internal management decision-making. A handout was provided in conjunction with this presentation, for attendees to use to create their own indicator definitions (also uploaded to slideshare).
More Related Content
Similar to Kids Brain Health Network Family Researcher Roles and Timeline Template
Looking ahead to week 4 of NR631 👀Robert DavisAll SectionsN.docxwashingtonrosy
Looking ahead to week 4 of NR631 👀
Robert Davis
All Sections
No unread replies.No replies.
Hi everyone! You've now completed three weeks of NR631 (assuming that your literature review is done), and you are ready to move forward to week 4. I'll be grading your TD participation hopefully on Monday and then I'll work on your literature review assignments starting on Tuesday. This is a more extensive assignment and I have assignments due in other courses so it might take me a little longer to get your lit reviews back. I'm anticipating some excellent literature review on your great CGE topics 😎. Let's take a look at what lies ahead in week 4...
Introduction
In week 4, the lesson title is "Communication in Project Management" and we'll be addressing the following course outcomes:
CO #1: Apply leadership skills of project management as a nurse executive in an organizational setting to develop, implement, and evaluate successful project plans (PO 4,5)
CO #3: Exemplify professional values and scholarship that support the role of a student in a practicum setting (PO 4) (this is in reference to your time at your practicum site and you'll see this each week)
CO #5: Apply professional values characteristic of the competent and caring nurse executive that promotes holistic care principles and an appreciation of cultural humility (PO 1,3,4)
I encourage you to keep these course outcomes in mind while you read your text, articles, and lessons, as you participate in TDs, as you participate in practicum hours, and as you complete assignments.
Reading:
Your week 4 reading consists of three articles from peer reviewed journals. Two would be considered "scholarly" by Chamberlain definition as they are within five years old. The Culo article is from 2010 but it's a very good article so I decided to keep it. Please be sure to read these articles prior to constructing your initial TD post.
Lesson:
This week's lesson is about communication and building a communication plan. One point the lesson brings out is that, like most of the templates we are using, many organizations have their own formats or templates. I encourage you to reach out to the PM professionals in your organization and ask about this and compare our template to what you use in your organization. If your organization doesn't use a communication plan, it may be something you can suggest as a value added step.
Collaboration Cafe ☕️:
The week 4 discussion is a Collaboration Cafe ☕️! As with all TDs and Collaboration Cafe's the reduced participation guidelines are in effect for those who need them. I will be reviewing posts each day to make sure you're headed in the right direction. A note of interest...this CC is actually based on an idea that an NR631 student shared in the old week 4 TD. I thought it was such a great thought that I used it (with her permission) to form this learning activity. I hope you enjoy it and I look forward to the knowledge you'll build!
Graded Assignment:
.
Description Total Possible Score 16.00Distinguished .docxcuddietheresa
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi ...
Description Total Possible Score 16.00Distinguished .docxdonaldp2
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
Description Total Possible Score 16.00Distinguished .docxcarolinef5
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
Assessment 1 this assignment leads to assessment 2 and 3. .docxgalerussel59292
Assessment 1
**** this assignment leads to assessment 2 and 3. Read directions carefully.
Rubric is attached. You must get distinguished score in all categories or revise it***
Planning and Presenting a Care Coordination Project
Develop a care coordination project plan for a population that is in need of care from multiple organizations. Then, develop 10–12 slides for use in presenting your plan to administrative decision makers.
Note: Complete the assessments in the order in which they are presented. The assessments that follow will build upon the work you have completed in this first assessment.
The role of professional nursing continues to expand and incorporate increasingly higher levels of expertise, specialization, autonomy, and accountability. This is particularly true in regard to the scope and challenges of providing coordinated care to members of various populations within a community. In addition, care coordination leaders must be confident in their abilities to navigate and lead change in their work environments.
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Articulate a vision of interagency coordinated care for a population.
Competency 2: Align care coordination resources with community health care needs.
Determine the resource needs of a population.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Identify project milestones and outcome measures.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Identify the organizations and groups who must participate in caring for a population.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present a project plan to administrative decision makers.
Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
us/article/Record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c?ui=en-US&rs=en-001&ad=US
A tutorial on recording slide narration and setting slide timing.
Writing Resources
You are encouraged to explore the following writing resources. You can use them to improve your writing skills and as source materials for seeking answers to specific questions.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
Using Kaltura
.
Disability Services
.
Smarthinking.
ePortfolio
.
This resource provides information about ePortfolio, including how to use the d.
Swot AnalysisConduct SWOT analysis giving 5 points each fo.docxssuserf9c51d
Swot Analysis
Conduct SWOT analysis giving 5 points each for S, W,O,T as per descriptions below to help project
managers.
Strengths
1.
2.
3.
4.
5.
Weakness
1.
2.
3.
4.
5.
Opportunity
1.
2.
3.
4.
5.
Threats
1.
2.
3.
4.
5.
Project Charter
Date: <today’s date>
Project Title: <Title of your Project>
Project Start Date: 4 Jan 2016
Project End Date: < dura�on is 6 months, calculate the end date>
Budget Informa�on: $50000.00
Project Manager: < Name>, < Email>, <Telephone No>
Project Objec�ves:
⦁ Clear, concise reasoning for why the project is being performed
⦁ Clear, concise definition of what the project’s activities will entail
⦁ Brief description of primary deliverable(s)
⦁ Clear description of the project’s behefits to the organisation
⦁ Recognition and description of any limits that the project will not cover and address
Acceptance Criteria
⦁ Identification of specific factors against which the project can be compared to determine
success/failure
⦁ Identification of specific deliverables not only for class, but for the project as a whole
⦁ Agency-specific deliverables
⦁ Inclusion of due dates for the deliverables
⦁ Clear identification of milestone and milestone exit points
⦁ Factors should include a specific metrical comparison
Assumptions and Constraints
⦁ Any assumptions made during the course of the project
⦁ List of constraints that entail the limitations that are required to be addressed
Stakeholder List
Stakeholder
No
Name and Signature Role and
Responsibility
Position Contact
Information
1
2
3
4
5
6
7
Lessons Learned
⦁ Identification of pitfalls to be avoided, based on the student’s past experience
⦁ Evidence of thought as to what can and cannot affect the project in terms of how the project
will run
Charter Signoff
Communica�on Plan Template
Plan purpose – A brief description of why and how the plan was developed, and an overview of the
overall team communication philosophy. Also states types of communications planned, for lateral,
downward, and upward communication.
Change management – Description on how the team will handle changes in the project, whether it is in
terms of project scope, schedule, or resources. This includes how the team plans to communicate
changes as well as how the team plans to make decisions about changes.
Meeting agenda – Gives a brief overview of what the team plans to accomplish in each of its meetings,
how it documents goals and objectives for meetings, and defines and assigns actions for the team to
accomplish project objectives.
Stakeholder Information to
be shared
Frequency of
information
exchange
Location of
information
exchange
Purpose of
communication
Mechanism for
communication
Who What When Where Why How
BMGT 495 Strategic Management
Assignment 2: Internal Environmental Analysis/Strategy Analysis and Strategy Selection (Week 6)
Purpose: This assignment is the second of three assignments. Students will use the tools and concepts learned ...
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Â
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Student-Centered Intervention PlanThis final project synthes.docxorlandov3
Student-Centered Intervention Plan
This final project synthesizes learning into a Student-Centered Intervention Plan (Part A) along with a summary of the plan (Part B). This project is a culmination of your learning during the course and utilizes what you have contemplated, discussed, and created during Weeks One through Five.
Prepare
To begin this project, identify an original learner with a specific need as shared in the Week Five discussion. This need could be academic, behavioral, or social. Ideally, this person should be a realistic individual based on your own previous knowledge or experience who needs support through intervention. The learner you identify could be a particular student you have had experience with, a child whom you know well, or an adult learner for whom you have provided training or anticipate training in the future. As you have learned and practiced, the time that you spend designing relevant and purposeful interventions, identifying potential challenges, and collaborating with relevant stakeholders benefits the learner and promotes sustainability of learning. A completed,
model intervention plan
, previously referenced during Week Two is once again available for easy reference.
Writing the Final Project: Student Centered Intervention Plan
Create your plan by following and utilizing the Week Six
Student-Centered Intervention Template
Part A: Intervention Plan Template
All required components listed below are found on the Intervention Plan template.
Identified Need of Individual:
Describe the problem or issue needing improvement as either academic, behavioral, or social/emotional.
Goal or Outcome for the Intervention:
Describe what you want to happen at the end of this intervention.
Screening Data:
List the data you collected, observed, and analyzed to help identify the need for intervention.
Intervention Description:
Describe the type of interventions you will implement. Include any technologies needed, materials needed, and how you will be implementing this technology.
Differentiation:
Explain how this intervention provides differentiation for the learner.
Recommended Timeline:
Outline the approximate duration and any stages involved in the implementation of the intervention from start to finish. Explain why you believe this timeline is appropriate.
Progress Monitoring:
Describe the frequency with which you will monitor student progress and how you will do so.
Goal Setting/Motivation:
Include a student-centered approach to your intervention and describe how it serves to motivate them to improve.
Collaboration:
Describe who is responsible for the intervention. Include how you will communicate expectations to these collaborators.
Specific Examples:
List at least five days/steps of the plan you have developed. Be specific enough that another person could review the plan and be able to implement the intervention in your absence with the directions listed.
Data Checkpoints/Progress Monito.
Week 5 - Journal
Leadership Journal: Leadership Competencies
To prepare for this journal read Howard Gardner’s
Five Minds for the Future (Links to an external site.)Links to an external site.
. You will specifically reflect on each competency within the source:
A disciplined mind
A synthesizing mind
A creative mind
A respectful mind
An ethical mind
Throughout your program you have discussed, and will continue to discuss, the importance of becoming a 21st-century educator. Equally important is preparing your students for being 21st-century learners. One way to do both is through reflective guidance in what Howard Gardner describes as the “Five Minds for the Future.” According to Gardner (2008), the “Five Minds are competencies which young people and the society need in the twenty first century going forward” (p. 2). For your leadership journal, reflect on each of these competencies as a leader in the field of early childhood education.
Part 1: Content/Course Reflection (1pt.)
How will you prepare those children, their families, and the staff in your care in each competency? Be sure you provide specific details on each competency.
If you were to add a sixth competency, what would it be and why?
Part 2: Program/Personal Reflection (2pts.)
How does each competency influence you as a leader personally? Be sure you provide at least one example for each competency.
How does your understanding of each of these competencies positively impact your ability as a leader to evaluate curriculum materials and models and ensure alignment with standards?
Integrative and Critical Thinking Expectations (demonstrated within the content of the journal):
Connections to Experience (.5 point):
Meaningfully synthesizes connections among experiences both within and outside of coursework to deepen understanding of fields of study and to broaden own points of view.
Reflection and Self-Assessment (.5 point):
Envisions a future self and possibly makes plans that build on experiences that have occurred across multiple and diverse contexts.
Research and Resource Expectations:
Sources are not required for your journal assignments. However, if you need to cite information, you must cite in APA format and include a reference page.
Writing and Formatting Expectations (1pt.):
Professional Reflective Voice (.25 points):
Journals may be written in a less formal, but still professional voice (avoids casual language). First person voice is encouraged.
Organization (.25 points):
Demonstrates logical progression of ideas.
Syntax and Mechanics (.25 points):
Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting (.25 points):
Papers are formatted properly and all sources (if used) are cited and referenced in APA style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an external site.
.
Suggested Assig ...
Similar to Kids Brain Health Network Family Researcher Roles and Timeline Template (17)
This annotated compendium of evaluation planning guides can help you understand the basics of conducting an evaluation; learn how to create a logic model and indicators; understand evaluation terminology; develop performance management metrics; and evaluate your research, knowledge translation and commercialization activities, outputs and outcomes.
At KBHN's 2013 brain conference the KT Core made its debut with a workshop on KT and Social Media, co-led by Krista Jensen from York University's KMb Unit. Krista presented on the use of social media for KT for academic research.
At KBHN's 2013 brain conference the KT Core made its debut with a workshop on KT and Social Media, co-led by Krista Jensen from York University's KMb Unit.
Indicators forMeasurement at each stage of Knowledge Translation: from resear...KBHN KT
Indicators currently under development by KBHN's KT Core that measure impact of research and training. The KT Core's services are mapped onto David Phipps' Co-Produced Pathway to Impact diagram for KTEE (Knowledge and Technology Exchange and Exploitation).
Development of Indicators for Measurement at Each Stage of Knowledge Translat...KBHN KT
This presentation was about the development of indicators for measurement of KT within KBHN NCE's KT Core, and the associated database created in order to track data and generate reports for use in progress reporting to the NCE and to inform internal management decision-making. A handout was provided in conjunction with this presentation, for attendees to use to create their own indicator definitions (also uploaded to slideshare).
Toward impact: the co-produced pathway to impact evaluation framework and ind...KBHN KT
Presented at the May 13-15 Canadian Knowledge Mobilization Forum conference, "sustainability" was the theme. This presentation describes the Co-Produced Pathway to Impact evaluation framework, the database designed for KBHN's KT Core to track services for management decisions and progress reporting, and factors for sustainability with reference to database design.
Components and examples of a suite of customer-oriented KT services for resea...KBHN KT
Presentation at Waypoint conference in Toronto, June 18, 2015. Description of KBHN KT Core's suite of services for its researchers across Canada, with examples of how these services were delivered, lessons learned and the impact of these services on researchers' ability to carry out their KT activities
An innovative "Hybrid" tool that integrates Project Management principles wit...KBHN KT
Created to help KBHN NCE High Impact Projects achieve impact during its second cycle of funding, this innovative tool combines components from Melanie Barwick's KT Planning Template (Sick Kids) and Purnima Sundar's KT Planning tool (Ontario Centre of Excellence for Child and Youth Mental Health) with principles of project management (project management charter) into a comprehensive yet user-friendly tool for project teams to plan and manage their research projects toward impact.
Clear Language Writing webinar - KBHN-specific informationKBHN KT
These are Anneliese Poetz's slides that were used for the August 14, 2015 Clear Language Writing training webinar for KBHN trainees. These slides were used following the training in clear language writing provided by Michael Johnny, and outline information specific to creating ResearchSnapshots for KBHN trainees. This webinar constitutes Step 1 of the *new* clear language/ResearchSnapshot writing process for KBHN's KT Core.
So you want to create Knowledge Translation Videos?KBHN KT
Dr. Anneliese Poetz, KT Manager for KBHN shares knowledge and experiences about creating Knowledge Translation videos for KBHN. Practical tips and resources are contained within this slide deck. This presentation was created and provided the basis for a webinar for the NCE Secretariat for an audience of Communications Managers for different NCEs across Canada.
Dr. Anneliese Poetz, KT Manager for NeuroDevNet shares knowledge and experiences about creating Knowledge Translation videos for KBHN. Practical tips and resources are contained within this slide deck.
The Application of Business Analysis Principles to the Field of Knowledge Tra...KBHN KT
Abstract:
KBHN is a Federally funded Network Centre of Excellence (NCE) focused on early diagnosis and treatment for children and families affected by neurodisabilities such as Autism Spectrum Disorders, Cerebral Palsy and Fetal Alcohol Spectrum Disorders. Knowledge Translation is important for helping to move research based interventions and discoveries into practice and policy, for improving the lives of Canadians. KBHN's KT Core provides a suite of services to assist its researchers and trainees to maximize the impact of their innovations. However, what often remains 'unseen' are the systems and processes that have been developed and deployed to facilitate the smooth provision of these services to the Network and subsequent reporting. Principles from the field of business analysis have proven indispensable to the KT Core, such as: a) identifying stakeholders who are directly or indirectly affected/involved, b) requirements gathering from all stakeholders, c) design/improvement of processes and products based on this understanding of relevant stakeholders and their needs, as well as obtaining their feedback on proposed solutions. This presentation will describe how KBHN's KT Core has successfully applied general principles of business analysis (solutions such as process and product design/improvement) using three examples: 1) an improved process for drafting clear language summaries, 2) a new process created and operationalized for developing detailed KT plans (along with development of a custom KT planning product) with four selected research project teams within the Network, and 3) an innovative application of survey software for (cost and time) efficient annual progress reporting. In sum, this presentation will advocate for broader application of business analysis principles for process and product development within the field of knowledge translation.
Abstract:
KBHN is a Federally-funded Network of Centres of Excellence (NCE), dedicated to discovery through research and the translation of these activities and outputs into real impact(s) for Canadians. KBHN is in its second 5-year cycle, and in order to demonstrate impact(s) of its work, KBHN’s KT Core acted upon direction from its Research Management Committee to focus efforts towards creating detailed KT Plans for 4 designated “High Impact Projects (HIPs)”. Part of the process required the creation of a customized KT Planning tool, called the “Hybrid KT Planning/Project Management tool”. The initial (prototype) version of this tool was piloted with the 4 HIPs. Feedback was sought immediately after its application, and field notes were taken to record this user input as well as our own observations about its use in practice. This information was later transformed into properly-worded requirements that we could apply to the design and development of the next iteration. The presentation as part of this workshop will explain the process for creating the tool and progress to-date, including a list of revisions in the form of requirements that are needed to inform the design of the next iteration. The tool, while designed for use by KBHN’s remaining 15 research projects that were not chosen for the HIP pilot, can also be useful for researchers in other NCEs, or anywhere. This workshop will create space for participants to work through parts of the tool and provide feedback to the presenters to inform future developments in order to maximize its usefulness for all researchers and KT professionals.
Systems and Processes for Knowledge TranslationKBHN KT
Abstract:
KBHN is a Federally funded Network Centre of Excellence (NCE) focused on early diagnosis and treatment for children and families affected by neurodisabilities such as Autism Spectrum Disorders, Cerebral Palsy and Fetal Alcohol Spectrum Disorders. Knowledge Translation is important for helping to move research based interventions and discoveries into practice and policy, for improving the lives of Canadians. KBHN's KT Core provides a suite of services to assist its researchers and trainees to maximize the impact of their innovations. However, what often remains 'unseen' are the systems and processes that have been developed and deployed to facilitate the smooth provision of these services to the Network and subsequent reporting. Principles from the field of business analysis have proven indispensable to the KT Core, such as: a) identifying stakeholders who are directly or indirectly affected/involved, b) requirements gathering from all stakeholders, c) design/improvement of processes and products based on this understanding of relevant stakeholders and their needs, as well as obtaining their feedback on proposed solutions. This presentation will describe how KBHN's KT Core has successfully applied general principles of business analysis (solutions such as process and product design/improvement) using three examples: 1) an improved process for drafting clear language summaries, 2) a new process created and operationalized for developing detailed KT plans (along with development of a custom KT planning product) with four selected research project teams within the Network, and 3) an innovative application of survey software for (cost and time) efficient annual progress reporting. In sum, this presentation will advocate for broader application of business analysis principles for process and product development within the field of knowledge translation.
Ce recueil annoté de guides sur la planification de la diffusion des connaissances doit vous aider à rejoindre des publics extérieurs au milieu universitaire.
Le Guide des guides sur la participation des intervenantsKBHN KT
Comprendre les besoins des intervenants et y répondre augmente la probabilité que vos travaux soient utiles et utilisés. Cette compilation de guides sur la participation des intervenants (PI) contient un tableau présentant les trois grandes approches de la PI, suivi de ressources qui fournissent des détails sur la manière de conduire et d’évaluer différents types d’activités de PI.
Le Guide des guides sur le résumé graphiqueKBHN KT
Ce guide est le premier à s’adresser aux chercheurs qui veulent présenter leurs résultats sous la forme d’un résumé graphique, ou infographie. Son contenu principal est fondé sur des données probantes. Des liens vers des infographies réussies et de l’information plus poussée éclairent les concepts présentés. Des fiches de travail à remplir sont fournies en annexes. Elles sont conçues pour aider l’utilisateur à envisager tous les facteurs importants concernant la conception et la production de son infographie, entre autres grâce à une liste de vérification servant à obtenir la rétroaction des publics cibles.
Addendum to the 2017 Stakeholder Engagement Activity ReportKBHN KT
This addendum provides an update to the previously published Spring 2017 stakeholder needs report by documenting the findings from our national online stakeholder prioritization survey.
The resources included in this annotated compendium of knowledge translation (KT) planning guides can be used as the basis for creating a KT plan that has key components of a complete KT plan.
This is the first guide for researchers interested in creating infographics of their research findings. The main content of the guide is evidence-based, and is followed by links to examples of infographics and other information to illustrate the concepts presented. The appendices contain form-fillable worksheets intended to help ensure the user considers all important the design and development considerations, including a checklist to use to obtain feedback from intended target audience(s).
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
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Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.