This document provides information on the Planning and Performance Measures for Nonprofits course offered through Emory University's Executive Master of Public Health program. The course is 3 credit hours and will be taught by Dr. David Westfall in spring 2017. It introduces concepts for operating, decision making, and evaluating nonprofits and focuses on planning, financial management, and performance measurement for nonprofit organizations. The course objectives are to help students identify distinctions between nonprofit and for-profit organizations, evaluate nonprofit success, clarify the roles of executive directors, and develop recommendations to strengthen nonprofits. Students will complete individual writing assignments, participate in online discussions, and work in groups to evaluate a nonprofit organization.
This presentation was provided by Charles Watkinson of the University of Michigan during the NISO Training Series, Assessment Practices and Metrics for the 21st Century. The session was held on Thursday, December 20, 2018.
This presentation was provided by Elliot Felix of Brightspot, during the NISO training series "Assessment Practices and Metrics for the 21st Century (Session One)," held on October 25, 2019.
This is the sixth segment in the NISO training series, Assessment Practices and Metrics in the 21st Century. The presentation was provided by guest lecturer, Nancy Turner of Temple University on November 30, 2018.
This presentation was provided by Scott Young and Doralyn Rossman of Montana State University during the NISO Training Series, Assessment Practices and Metrics for the 21st Century, held on December 14, 2018.
This presentation provides information from an interactive informational session given at the Oakland Literacy Coalition in 2015. The presentation was led by Nada Djordjevich, Paul Gibson and Julie Johnson of Gibson and Associates. The interactive workshop was designed to help non-profits and school-based services understand how to use program evaluation to improve their programs, inform funders and create accountability. The event was designed for an audience somewhat familiar with program evaluation and uses tools designed in multiple contexts, including municipal funding, public health, education, nonprofit arts, childcare and environmental agencies. The event was well-received with several agencies using the tools with their own agencies in follow-up meetings.
This presentation was provided by Charles Watkinson of the University of Michigan during the NISO Training Series, Assessment Practices and Metrics for the 21st Century. The session was held on Thursday, December 20, 2018.
This presentation was provided by Elliot Felix of Brightspot, during the NISO training series "Assessment Practices and Metrics for the 21st Century (Session One)," held on October 25, 2019.
This is the sixth segment in the NISO training series, Assessment Practices and Metrics in the 21st Century. The presentation was provided by guest lecturer, Nancy Turner of Temple University on November 30, 2018.
This presentation was provided by Scott Young and Doralyn Rossman of Montana State University during the NISO Training Series, Assessment Practices and Metrics for the 21st Century, held on December 14, 2018.
This presentation provides information from an interactive informational session given at the Oakland Literacy Coalition in 2015. The presentation was led by Nada Djordjevich, Paul Gibson and Julie Johnson of Gibson and Associates. The interactive workshop was designed to help non-profits and school-based services understand how to use program evaluation to improve their programs, inform funders and create accountability. The event was designed for an audience somewhat familiar with program evaluation and uses tools designed in multiple contexts, including municipal funding, public health, education, nonprofit arts, childcare and environmental agencies. The event was well-received with several agencies using the tools with their own agencies in follow-up meetings.
Assignment Brief
BUSI7280
4
To:
BUSI7280 Students
From:
Prof. Michael Hess and Dr. Venus Kanani Moghadam
Reflective Essay 2
Length: 1,500 words
Submission: via Turnitin on the Wattle link
Grade vale: 20% of total
Details of task: Students are asked to write a short reflective essay at the conclusion of Module 2. This essay should explore the key concepts covered in week 7-12 of the course and should consider the skills you have developed throughout the module that are relevant to managing in a global context.
It is anticipated that the weekly learning insights completed for these weeks will provide useful material for this essay. However, as this is a take home rather than in-class assignment it is expected that you will make use of evidence available in the literature to support your discussions. Students should reflect on the skills, resources, capabilities, thinking and learning styles and consider how they will prepare themselves for working in a management role, and potentially in a global context.
This assignment should be a summary and analysis of your learning from the module and from the assignment, and your plan about how you will develop your personal competencies and capabilities.
Purpose of the task: The Reflective Essay gives students an opportunity to take stock of what they have learned from the module, in particular, to understand their own strengths and weaknesses. It helps students to focus on their own understanding and the skills required for the role of international manager.
Learning outcomes - this assignment addresses the following course learning outcomes:
LO1. Distinguish between the concepts and skills needed for international and local management.
LO2. Establish the roles and functions of management within organisations.
LO3. Recognize the challenges of the globalization dynamic and how it impacts on the task of management
LO6. Reflect on the emerging evidence about changing nature of management in an international context.
Essay Content
Your essay must cover the following areas:
Summary and explanation of the key concepts in Module 2 – use of evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on the role and skills of the international manager.
Marking Criteria
The following criteria will be used to assess your essay:
Summary and explanation of the key concepts in Module 2
Evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on ...
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6 Social Change and PrTakishaPeck109
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6: Social Change and Professional Development
The characteristics of program design and evaluationare intended to provide some level of recommended change or action as a result of the systematic investigation into a program’s effectiveness. Evaluation can provide answers to questions about a program that may be useful in adjusting a program to become more effective. Because evaluation results in insight about the effectiveness of a program for a specific population, evaluation can be used to implement social change or action. Evaluation findings may assist stakeholders (those who hold an interest) or decision makers in go/no-go decisions about specific program modifications or initiate the continuation or demise of the entire program. Today, social policy and public administrative movement are closely associated with social program outcomes and effective evaluations.
This week, you present your design for a program addressing the needs of the homeless population in your community and analyze how your program may effect social change. You also evaluate your potential to impact areas of human services delivery and assess the benefits of participating in professional human services organizations.
Objectives
By the end of this week, you should be able to:
· Analyze how human services program design and evaluation influence social change
· Evaluate personal impact on areas of human services delivery
· Analyze how professional organizations contribute to professional development
Learning Resources
Required Readings
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
· Review Chapter 6, “Selecting the Appropriate Intervention Strategy”
Donaldson, L. P. (2008). Developing a progressive advocacy program within a human services agency. Administration in Social Work, 32(2), 25–48.
Grant, H. M., & Crutchfield, L. R. (2007). Creating high-impact nonprofits. Stanford Social Innovation Review, 5(4), 32–41.
Skinner, K., & Whyte, B. (2004). Going beyond training: Theory and practice in managing learning. Social Work Education, 23(4), 365–381.
Council for Standards in Human Service Education. (2010). Retrieved from http://www.cshse.org/
Center for Credentialing & Education. (n.d.). Human services—Board certified practitioner. Retrieved November 22, 2011, from http://www.cce-global.org /HSBCP
Optional Resource
Simon, S. R., Webster, J. A., & Horn, K. (2007). A critical call for connecting students and professional associations. Social Work with Groups, 30(4), 5–19.
Retrieved from the Walden Library using the SocINDEX with Full Text database.
THIS IS DUE WEDNESDAY 8/18/21 BY 10 PMDiscussion 1: Social Change
There is a variety of elements that human services professionals should consider when they are developing and evaluating human services programs. Some of these elements include conducting a needs asse ...
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
FINC 335 Project Description Stage 2 Due at the End of WeeShainaBoling829
FINC 335 Project Description Stage 2
Due at the End of Week 6
This project is closely aligned with the course outcomes and Finance program
objectives. Completion of this project can be used as part of a portfolio to show
potential employers that you are skilled at performing company valuations and
financial statement analysis. Consider adding these skills to your résumé.
Part 1: Bond Performance Analysis and Interest Rate Trends (40% of the project grade)
Based on the course material presented in Week 3
The information on bonds can be found on the Bond section of the FINRA Market Data
Center. To find the information on bonds, click on Search tab in the middle of the screen
(under Market Center Bond Guide). Under Quick Search, complete the Issuer Name and
Symbol fields, then click Show Results.
If you cannot find a particular bond on the FINRA site, check the Bonds page on Markets
Insider. To find information on bonds, scroll down the page, type the name of the company
in the window under Bond Finder, then click on the magnifying glass.
Find quotations of five to eight corporate bonds that contain a price under "Last Sale" and
Ratings of Moody's and Standard & Poor's (S&P) 500. Not all companies list their bonds on
this website. You can use bonds from the same company or choose different companies.
Choose the bonds with different maturities, different coupon payments, and so on. Be
creative!
1. To grade your project your professor needs to see the information on the bonds
you chose. Copy the bonds quotations into your project.
2. What were the last prices of the bonds (from the Last Sale column)? What does this
price mean?
3. Assume the par value of the bond is $1,000.
a. How much will an investor pay for a bond purchased at the price listed in the
Last Sale column?
b. Calculate the annual coupon interest payments.
Show your work in your project.
4. The YTM is listed in quotations of the bonds (in the Last Sale column, Yield). What
does it mean? (No calculations are required for this section.)
5. Calculate the Macaulay duration and modified duration of these bonds. Use an
online duration calculator. Present the results of your calculations in your project.
How will changes in interest rates affect the bonds' prices?
6. Using the forecast of interest rates (short-term and long-term) that you found in
Stage 1 of the project, create a forecast of the bonds' prices. Explain your results.
http://finra-markets.morningstar.com/BondCenter/Default.jsp
http://finra-markets.morningstar.com/BondCenter/Default.jsp
https://markets.businessinsider.com/bonds
https://markets.businessinsider.com/bonds
https://umuc365-my.sharepoint.com/personal/candace_orsetti_umgc_edu/Documents/dqydj.com
7. Write at least two pages of analysis of the bonds. Answer the following questions,
explaining each answer.
a. If you are going to buy a bond, which bond would you choose? Why?
b. What connections are there among ...
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
Week Seven Homework ExercisePSYCH610 Version 21University.docxphilipnelson29183
Week Seven Homework Exercise
PSYCH/610 Version 2
1
University of Phoenix Material
Week Seven Homework Exercise
Answer the following questions, covering material from Ch. 13 of Methods in Behavioral Research:
1. Define inferential statistics and how researchers use inferential statistics to draw conclusions from sample data.
2. Define probability and discuss how it relates to the concept of statistical significance.
3. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication (experimental group); or support group and medication (control group). What is the null hypothesis? What is the research hypothesis?
4. In the scenario described in the previous question, the researcher implements two programs simultaneously: a 6-week yoga program coupled with medication management and a 6-week support group program coupled with medication management. At the end of the 6 weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose and why? What is the role of probability in this statistical test?
5. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response.
6. Explain the relationship between the alpha level (or significance level) and Type I error. What is a Type II error? How are Type I and Type II errors different?
7. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high sugar or low sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high or low sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: Men – low sugar diet; Men – high sugar diet; Women – low sugar diet; Women – high sugar diet. What statistic could the researcher use to assess the data? What criteria did you use to determine the appropriate statistical test?
BHR 4680, Training and Development 1
Course Description
Provides an organizational development model in human resource management to prepare professionals to train and
develop people throughout the career continuum in the international arena. Presents an overview of mentoring and
coaching, the role of team leaders and managers in performance apprais.
Assignment Brief
BUSI7280
4
To:
BUSI7280 Students
From:
Prof. Michael Hess and Dr. Venus Kanani Moghadam
Reflective Essay 2
Length: 1,500 words
Submission: via Turnitin on the Wattle link
Grade vale: 20% of total
Details of task: Students are asked to write a short reflective essay at the conclusion of Module 2. This essay should explore the key concepts covered in week 7-12 of the course and should consider the skills you have developed throughout the module that are relevant to managing in a global context.
It is anticipated that the weekly learning insights completed for these weeks will provide useful material for this essay. However, as this is a take home rather than in-class assignment it is expected that you will make use of evidence available in the literature to support your discussions. Students should reflect on the skills, resources, capabilities, thinking and learning styles and consider how they will prepare themselves for working in a management role, and potentially in a global context.
This assignment should be a summary and analysis of your learning from the module and from the assignment, and your plan about how you will develop your personal competencies and capabilities.
Purpose of the task: The Reflective Essay gives students an opportunity to take stock of what they have learned from the module, in particular, to understand their own strengths and weaknesses. It helps students to focus on their own understanding and the skills required for the role of international manager.
Learning outcomes - this assignment addresses the following course learning outcomes:
LO1. Distinguish between the concepts and skills needed for international and local management.
LO2. Establish the roles and functions of management within organisations.
LO3. Recognize the challenges of the globalization dynamic and how it impacts on the task of management
LO6. Reflect on the emerging evidence about changing nature of management in an international context.
Essay Content
Your essay must cover the following areas:
Summary and explanation of the key concepts in Module 2 – use of evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on the role and skills of the international manager.
Marking Criteria
The following criteria will be used to assess your essay:
Summary and explanation of the key concepts in Module 2
Evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on ...
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6 Social Change and PrTakishaPeck109
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6: Social Change and Professional Development
The characteristics of program design and evaluationare intended to provide some level of recommended change or action as a result of the systematic investigation into a program’s effectiveness. Evaluation can provide answers to questions about a program that may be useful in adjusting a program to become more effective. Because evaluation results in insight about the effectiveness of a program for a specific population, evaluation can be used to implement social change or action. Evaluation findings may assist stakeholders (those who hold an interest) or decision makers in go/no-go decisions about specific program modifications or initiate the continuation or demise of the entire program. Today, social policy and public administrative movement are closely associated with social program outcomes and effective evaluations.
This week, you present your design for a program addressing the needs of the homeless population in your community and analyze how your program may effect social change. You also evaluate your potential to impact areas of human services delivery and assess the benefits of participating in professional human services organizations.
Objectives
By the end of this week, you should be able to:
· Analyze how human services program design and evaluation influence social change
· Evaluate personal impact on areas of human services delivery
· Analyze how professional organizations contribute to professional development
Learning Resources
Required Readings
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
· Review Chapter 6, “Selecting the Appropriate Intervention Strategy”
Donaldson, L. P. (2008). Developing a progressive advocacy program within a human services agency. Administration in Social Work, 32(2), 25–48.
Grant, H. M., & Crutchfield, L. R. (2007). Creating high-impact nonprofits. Stanford Social Innovation Review, 5(4), 32–41.
Skinner, K., & Whyte, B. (2004). Going beyond training: Theory and practice in managing learning. Social Work Education, 23(4), 365–381.
Council for Standards in Human Service Education. (2010). Retrieved from http://www.cshse.org/
Center for Credentialing & Education. (n.d.). Human services—Board certified practitioner. Retrieved November 22, 2011, from http://www.cce-global.org /HSBCP
Optional Resource
Simon, S. R., Webster, J. A., & Horn, K. (2007). A critical call for connecting students and professional associations. Social Work with Groups, 30(4), 5–19.
Retrieved from the Walden Library using the SocINDEX with Full Text database.
THIS IS DUE WEDNESDAY 8/18/21 BY 10 PMDiscussion 1: Social Change
There is a variety of elements that human services professionals should consider when they are developing and evaluating human services programs. Some of these elements include conducting a needs asse ...
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
FINC 335 Project Description Stage 2 Due at the End of WeeShainaBoling829
FINC 335 Project Description Stage 2
Due at the End of Week 6
This project is closely aligned with the course outcomes and Finance program
objectives. Completion of this project can be used as part of a portfolio to show
potential employers that you are skilled at performing company valuations and
financial statement analysis. Consider adding these skills to your résumé.
Part 1: Bond Performance Analysis and Interest Rate Trends (40% of the project grade)
Based on the course material presented in Week 3
The information on bonds can be found on the Bond section of the FINRA Market Data
Center. To find the information on bonds, click on Search tab in the middle of the screen
(under Market Center Bond Guide). Under Quick Search, complete the Issuer Name and
Symbol fields, then click Show Results.
If you cannot find a particular bond on the FINRA site, check the Bonds page on Markets
Insider. To find information on bonds, scroll down the page, type the name of the company
in the window under Bond Finder, then click on the magnifying glass.
Find quotations of five to eight corporate bonds that contain a price under "Last Sale" and
Ratings of Moody's and Standard & Poor's (S&P) 500. Not all companies list their bonds on
this website. You can use bonds from the same company or choose different companies.
Choose the bonds with different maturities, different coupon payments, and so on. Be
creative!
1. To grade your project your professor needs to see the information on the bonds
you chose. Copy the bonds quotations into your project.
2. What were the last prices of the bonds (from the Last Sale column)? What does this
price mean?
3. Assume the par value of the bond is $1,000.
a. How much will an investor pay for a bond purchased at the price listed in the
Last Sale column?
b. Calculate the annual coupon interest payments.
Show your work in your project.
4. The YTM is listed in quotations of the bonds (in the Last Sale column, Yield). What
does it mean? (No calculations are required for this section.)
5. Calculate the Macaulay duration and modified duration of these bonds. Use an
online duration calculator. Present the results of your calculations in your project.
How will changes in interest rates affect the bonds' prices?
6. Using the forecast of interest rates (short-term and long-term) that you found in
Stage 1 of the project, create a forecast of the bonds' prices. Explain your results.
http://finra-markets.morningstar.com/BondCenter/Default.jsp
http://finra-markets.morningstar.com/BondCenter/Default.jsp
https://markets.businessinsider.com/bonds
https://markets.businessinsider.com/bonds
https://umuc365-my.sharepoint.com/personal/candace_orsetti_umgc_edu/Documents/dqydj.com
7. Write at least two pages of analysis of the bonds. Answer the following questions,
explaining each answer.
a. If you are going to buy a bond, which bond would you choose? Why?
b. What connections are there among ...
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
Week Seven Homework ExercisePSYCH610 Version 21University.docxphilipnelson29183
Week Seven Homework Exercise
PSYCH/610 Version 2
1
University of Phoenix Material
Week Seven Homework Exercise
Answer the following questions, covering material from Ch. 13 of Methods in Behavioral Research:
1. Define inferential statistics and how researchers use inferential statistics to draw conclusions from sample data.
2. Define probability and discuss how it relates to the concept of statistical significance.
3. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication (experimental group); or support group and medication (control group). What is the null hypothesis? What is the research hypothesis?
4. In the scenario described in the previous question, the researcher implements two programs simultaneously: a 6-week yoga program coupled with medication management and a 6-week support group program coupled with medication management. At the end of the 6 weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose and why? What is the role of probability in this statistical test?
5. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response.
6. Explain the relationship between the alpha level (or significance level) and Type I error. What is a Type II error? How are Type I and Type II errors different?
7. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high sugar or low sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high or low sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: Men – low sugar diet; Men – high sugar diet; Women – low sugar diet; Women – high sugar diet. What statistic could the researcher use to assess the data? What criteria did you use to determine the appropriate statistical test?
BHR 4680, Training and Development 1
Course Description
Provides an organizational development model in human resource management to prepare professionals to train and
develop people throughout the career continuum in the international arena. Presents an overview of mentoring and
coaching, the role of team leaders and managers in performance apprais.
Paper 1Benchmark - Professional Capstone and Practicum.docxsmile790243
Paper 1
Benchmark - Professional Capstone and Practicum Reflective Journal
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
PAPER 2
Capstone Project Change Proposal Presentation
Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.
After presenting your capstone project change proposal, write a
250-350
word summary of the presentation. Includ.
1. take on the role of a psychologist who was recently assigned tw.docxgasciognecaren
1. take on the role of a psychologist who was recently assigned two new clients.
2. examine psychological assessment information presented in two different formats: a computer generated interpretative report of personality test results for the patient Mr. I and a psychological report written by a licensed psychologist for the patient Ms. S.
3. In your initial post, you will examine the personality assessment instruments used in each report.
4. Carefully review the Case Description: Mr. I—Psychiatric Inpatient Interpretive Report Write a one-paragraph summary of the computer generated MMPI-2-RF results for Mr. I based on the information in the interpretive report.
5. In your role as the psychologist who evaluated Ms. S., examine the personality and ability testing results in the PSY640 Week Four Psychological Assessment Report In your next meeting with Ms. S, you will be required to give her a copy of the psychological assessment report and discuss the results with her by explaining the psychological concepts effectively observing appropriate professional standards. create a screencast of a three- to five-minute assessment feedback session, which must walk the client through the report and summarize the most pertinent information from the psychological assessment report in language your client can understand.
In your initial post, provide an evaluation of the contents of both psychological evaluations in terms of ethical standards and the professionalism of the interpretation of the testing and assessment data presented. Write an analysis of the psychometric methodologies employed in the development and validation of the MMPI-2-RF personality test used with both clients. Develop a list of at least two additional tests of personality or emotional functioning to administer to the two clients that demonstrate acceptable validity. Justify your inclusion of each additional assessment measure in terms of the validity of the assessment measure and your clients’ presenting concerns, diagnosis, and prognosis.
Note to Students: This assignment requires that you produce a visual presentation, supply a spoken audio narrative, and to listen the audio narrative of others. Note you are also asked to provide a transcript of your presentation. If you have a documented disability accommodation that might interfere with your ability to complete this assignment you may contact your instructor to develop a comparable alternative assignment.
TESTING AND ASSESSMENT:
A GUIDE TO GOOD PRACTICES FOR
WORKFORCE INVESTMENT
PROFESSIONALS
U.S. Department of Labor
Employment and Training Administration
2006
i
Foreword
PURPOSE of the GUIDE
Human capital is our most valuable resource in today’s globally competitive, highly technical,
and increasingly diverse workplace. Investing in the development of our workforce is critical if
we, as a nation, are to protect our economic well-being and maint.
Pinterest Book Activity Template Once you have filled in these t.docxstilliegeorgiana
Pinterest Book Activity Template
Once you have filled in these two sections and the Lesson Plan Template section, delete the Lesson Plan Template – Example Overview and the References sections before submitting.
Pinterest Board Link:
Book Citations
Title / Author
Book Summary
2-3 sentence summary that includes how the book relates to teaching self-regulation.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 5: Developmental Checklists Birth to Five
Ages 3 to 5: Early Learning Guidelines. State by State Early Learning Guidelines
Head Start Framework: Head Start Early Learning Outcomes Framework
K-3: Standards in Your State
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Lesson Plan Template
(Items highlighted in Red are required)
Content Area or Developmental Focus:
Age/Grade of Children:
Len ...
Course Project Overview: Effective Education Practices
This course explores the changing student population and introduces key concepts surrounding their persistence and achievement. This body of research has serious implications for the success of higher education as a whole. Researchers at the National Center for Education Statistics (NCES) (Horn, Peter, & Rooney, 2002) have identified 7 significant “ risk attributes” that have a negative impact on whether students stay in college and attain their degrees. These factors characterize an increasing number of today’s undergraduates. They include:
· Delayed post-secondary enrollment (by one or more years)
· Part-time or full-time employment
· Financial independence
· Parenthood (or custody of other dependents—especially single parenthood
· High school dropout or GED status
Your Course Project: Effective Education Practices described below requires you to investigate learning and development challenges for a particular subgroup of students. Also, you will look at research on learning environments that promote student engagement, and you will recommend an educationally effective practice for a subgroup of students at your institution.
Consider this scenario:
The Board of Regional U. has charged the University President with increasing the number of students who graduate each year. Regional U. boasts a very diverse student body, and the Board has observed that graduation rates seem to vary among different student groups. Leaders of the University have decided that the best and most equitable way to improve the general graduation rate is to improve graduation rates for those subgroups.
As a first step in the process, the University President has convened a Taskforce to gather information on the different student groups and present the findings at a joint faculty/staff training session. She has appointed 10 members to the Taskforce, including you. Each member is charged with recommending an educational practice that will promote the success of a particular subgroup.
To accomplish this task, you will need to research learning/development challenges for the subgroup and educationally effective practices that have been implemented at other universities. You will deliver your recommendation (with supporting references) in the form of a PowerPoint presentation at a joint faculty/staff training session.
You’ll have the opportunity to work on pieces of this project throughout this course. More detailed instructions for each piece will be provided in the appropriate week. You will not need to submit something to your Instructor each week; in some cases, you’ll work on a piece one week and submit it in a later week.
Here is an outline of the major project elements:
Week 1: Select a student group for further research based on descriptive and demographic data.
Week 2: Research the learning and development challenges facing your group. Create a 3- to 4-page Annotated Bibliography in which you cite and describe .
ALTHOUGH PAC RESOURCES IS A FICTIONAL ORGANIZATION, IT EXPERIENCES MANY OF TH...MalcolmJerry
ALTHOUGH PAC RESOURCES IS A FICTIONAL ORGANIZATION, IT EXPERIENCES MANY OF THE DIFFICULTIES COMMON IN TODAY’S BUSINESS CLIMATE. IN RESPONSE TO DECLINING SALES, PAC RESOURCES MUST TRANSFORM ITSELF FROM A STRATEGY OF EXPANSION AND HIGH PROFIT TO ONE
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. 1
Date of last revision: 11/15/2016
DEPARTMENT: Executive Master of Public Health
COURSE NUMBER: PRS575D Spring 2017
COURSE TITLE: Planning and Performance Measures for Nonprofits
CREDIT HOURS: 3
Instructor Information
Name: David N Westfall, MD, MPH, CPE
Email: dnwestf@emory.edu
Phone: (770) 532-7010 (H), 770-654-1127 (C)
Mailing Address: 2611 Parker Trail
Gainesville, GA 30506
Office Hours: Available by phone or email
Course Description
Introduces the basic concepts and vocabulary needed to operate, make decisions, and evaluate
a nonprofit organization or other local agency. The course focuses on large and small nonprofits
and other agencies that provide health education and interventions to improve the health of the
public. Attention is given to the flow of funds to and from organizations with consideration given
to adherence and compliance to a variety of regulatory requirements. Assignments are a
combination of case studies and interactions with actual organizations. The course is designed
to provide the learner with practical knowledge and tools to succeed within the nonprofit world.
Course Competencies
This course addresses the following Prevention Science track competencies:
Assesses individual and community agency needs and assets.
Oversees the management and fiscal procedures of public health interventions and
programs.
Assesses the effects of public health interventions and programs.
Makes community specific inferences from quantitative and/or qualitative data.
Contributes to the professional and leadership development of oneself and to the
larger public health field.
Learning Objectives
After completing this course, students will be able to:
Identify the distinctions between a nonprofit (NP) and a for profit organization
Evaluate the success of a nonprofit
Evaluate the mission and objectives of a nonprofit
Clarify the role of an Executive Director of a nonprofit
Define fund accounting and NP financial management
Identify accounting terminology
Describe the budgeting process and systems required to monitor it
2. PRS575D EMPH Program
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Discuss the value of balances and reserves
Interpret the Federal Government Form 990 and evaluate the sustainability of the NP
Develop detail of strengths and weakness of the NP
Evaluate the strategic planning process and implementation of activities
Present recommendation for improvement
Show the relationships among mission, objectives, and activities
Determine if the NP will be sustainable and what if anything should be done
to strengthen the NP
Present an organized set of evaluations and recommendations to a group
in an interesting and informative way.
STUDENT HONOR AND CONDUCT CODE
The RSPH requires that all material submitted by a student in fulfilling his or her academic
course of study must be the original work of the student. For more information about the
School's Student Honor and Conduct Code, go to:
http://www.sph.emory.edu/rollins-life/enrollment-services/honor-code/index.html
If you have any questions about this specific course, contact the instructor.
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that
provides comprehensive civil rights protection for persons with disabilities. Among other things,
this legislation requires that all students with disabilities be guaranteed a learning environment
that provides for reasonable accommodation of their disabilities. If you believe you have a
disability requiring an accommodation, please contact the Access, Disabilities Services and
Resources office in 110 Administration (404-727-9877). That office can guide you in determining
the process for documenting, obtaining and using accommodations at Emory University.
On-Campus Meeting Times
There are two on-campus class sessions for this class. Attendance is required for all on-
campus class sessions.
Opening On-campus Sessions
Session 1: January 6
Session 2: January 8
Closing On-campus Sessions
Session 1: April 7
Session 2: April 9
Text/Readings
Worth, Michael J., Nonprofit Management: principles and practice. Fourth Edition. Sage;
ISBN-10: 1483375994; ISBN-13: 978-1483375991
Articles from the Bridgespan Group linked in the course modules:
o “Strongly Led, Under-managed”
o “The Effective Organization: Five Questions to Translate Leadership into Strong
Management"
o "Ten Nonprofit Funding Models”
3. PRS575D EMPH Program
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o “The Nonprofit Starvation Cycle
o "Nonprofit Overhead Costs: Breaking the Vicious Cycle of Misleading Reporting,
Unrealistic Expectations, and Pressure to Conform"
o “Great Valley Center: A Case Study in Measuring for Mission”
Website: How to Read the IRS Form 990 and Find Out What it Means
Website: Guidestar Organization (http://www2.guidestar.org/)
Website: Money for Good (http://www2.guidestar.org/rxa/news/articles/2011/results-of-
money-for-good-2.aspx?hq_e=el&hq_m=1455746&hq_l=2&hq_v=1cbf9897d6)
Computer Requirements
Computer hardware, software, and peripherals compatible with Blackboard usage are required.
Please consult the Blackboard Help site and/or the EMPH Online Orientation course for general
information about operating systems, browsers, communication software, and printers. Some
courses may require the installation of plugins and/or software which can be installed only by
those with administrative rights to their computers. Please note that an iPad or similar mobile
device does not provide the needed functionality for all of the Blackboard tools.
In addition to the general requirements referenced above, this course requires the use of
streaming video and audio.
Evaluation and Grading
Evaluation:
Individual Assignments 30%
Participation and Attendance 10%
Discussion 20%
Group Project 40%
Assignment Individual/Group
Percent of
Final
Grade
Due Dates
3 Papers
(10% each)
Individual 30%
Paper #1: January 22
Paper #2: February 5
Paper #3: March 5
10 Discussions
(2% each)
Individual
20%
On going
Project
Interviews (10%)
Paper (20%)
Presentation (10%)
Group 40%
Various
Final Presentation On
Campus April 7 and 8
Participation and
Attendance
Individual 10% On going
Total 100%
4. PRS575D EMPH Program
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Date of last revision 11/15/2016
Grading Scale
A
A-
B+
B
B-
C
F
93-100
90-92
86-89
80-85
75-79
65-74
Fail (less than 65)
Assignment Details
Group Assignments
In this course you will have one overarching group assignment - the Evaluation of a Nonprofit
Organization - that will continue throughout the semester, culminating in a paper and a
presentation to the entire class. Your perspective for this assignment will be as consultants
engaged by the Executive Director and the Board of Directors of your nonprofit to evaluate its
operations, and your final paper will be “to the Board of Directors”. You will be required to gather
information about the organization from various sources, including online, and from interviews
with the organization’s administration. Your initial focus will be on general information about the
organization: its history, governance, organizational structure, mission and goals, leadership,
staffing, reporting, and evaluation of success. Interview questions should focus on these areas.
Your subsequent research will focus on the financial aspects of the organization, and questions
during the second interview should cover this area. Finally, you will complete your evaluation
report (paper) and prepare a presentation for on-campus. Your final report, after approval by
the instructor, will be shared with your non-profit organization.
A visual presentation for on-campus delivery should be prepared with talking points – a
PowerPoint presentation will be fine. Plan on about 10 -15 minutes of presentation followed by
question and class comment time. The presentation should include an Executive Summary
(class handout) and highlights of each of the areas above in which “the Executive Director and
Board have requested guidance”. It would be helpful to structure your presentation according to
those same components. Each member of your Group will be expected to participate in the
presentation. Your colleagues in class will be “evaluating your evaluation”.
In addition to the in-class presentation you are also required to post relevant background
materials, interview questions, source documents, appendices etc. in your group Blackboard
wiki or other platform selected by the group that better meets group needs. The wiki/other
platform will be the repository where group members share materials. These documents should
identify specific group members responsible for the analyses and evaluation of different
components for the presentation. Posting must be completed prior to the closing on-campus
session.
The wiki/other platform itself will not be graded but should help detail individual contributions to
the group effort. If you choose to use a platform other than the Blackboard wiki as your
repository for your group project, you must communicate your site to the instructor and enroll
the instructor in the site so that he can visit and observe your activities to assure group
involvement.
5. PRS575D EMPH Program
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Further details, as well as intermediate due dates and deliverables will be described in the
Assignments area of the course.
Individual Assignments
Paper #1
Discuss the relevance of the Bridgespan Group articles "Strongly Led, Under Managed" and
"The Effective Organization: Five Questions to Translate Leadership into Strong Management"
as they relate to your nonprofit. You should comment on similarities and differences between
the two papers. Although you are collecting information as a group, you are expected to
present your own evaluation and opinions in individual assignments. An appropriate response
should probably be no longer than 3 pages. Good points that are focused and succinct are
greatly appreciated. Careful study of these articles may help you identify relevant questions that
should be included in your group's interview with the Executive Director (or equivalent) of your
nonprofit organization. Submit your paper by attachment to the assignment tool.
Paper #2
"Ten Nonprofit Funding Models” and “The Nonprofit Starvation Cycle,” two articles from the
Bridgespan Group, will prepare you to begin your investigation of financial matters in Module 2.
The Bridgespan Group article, "Nonprofit Overhead Costs: Breaking the Vicious Cycle of
Misleading Reporting, Unrealistic Expectations, and Pressure to Conform" together with the
article from Module 1 should provide considerable guidance for thought as you evaluate your
nonprofit. Please provide no more than a 3-page review and critique, including relevance to your
group investigation. This assignment should represent your own evaluation and opinions.
Submit your document by attachment to the assignment tool.
Paper #3
Based on “Great Valley Center:” This individual assignment should be a "compare and contrast"
with what you have learned about your nonprofit. Are there similarities in the case? Or does the
Great Valley Case differ significantly from your organization? Are there any lessons learned that
can be applied to your recommendations? Please limit your document to no more than 3 pages.
Submit your document by attachment to the assignment tool.
Late Assignments
Assignments passed in late without previous knowledge and approval of the
instructor will be graded down a whole letter grade before any corrections are made.
If you have an emergency that delays your turning in assignments, please contact the
instructor as soon as possible.
Verbal and Written Communications
Communicating effectively in writing and verbally is critical to public health research and
practice. Graduates of the Executive MPH Program are expected to demonstrate these skills in
written assignments and oral presentations. Requirements for acceptable performance in this
course include the following:
Proofread: Clarity and accuracy are expected in submission of assignments throughout this
course. Errors of grammar or spelling may result in a lower grade.
6. PRS575D EMPH Program
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Date of last revision 11/15/2016
Note: Keep in mind that spell check and grammar check features of software programs
such as Microsoft Word are not sufficient. Please read over all submissions carefully for
content, spelling, punctuation, and grammar before turning them in. If you need
assistance with your writing skills please take advantage of the guidance offered by the
(not sure of exact title – student writing center, or something like that)
Criteria for written assignments: The following criteria will be used in grading written
assignments: (Instructor edits as appropriate)
Relevance to the issues
Scope and thoroughness
Logic and organization of thought
Reference to the scientific literature in the areas related to the course
Proper citations format (please follow track or instructor guidelines for all quotes and
citations)
Integration of principles and theories described in class and in readings
Overall writing style
Correct grammar and spelling
Criteria for oral presentations: The following criteria will be used in grading oral presentations:
(Instructor edits and provides details)
Organization of material
Relevance to the issues
Scope and thoroughness
Analysis and conclusions
Presentation skills
Adherence to time limits
Participation and Attendance
Evaluation of group participation: In order to assess participation of individual students
in the group project, that participation must be visible to the instructor. Contributions to the
project will be documented on the group wiki or other platform. In addition, during the
semester, you will evaluate the participation of each member of your group, including your own
participation, using the forms provided, and post to the Assignment Tool by dates indicated on
the schedule.
**Attendance at on-campus classes and participation will also be included**
Discussion
Questions will be posted weekly on Monday. Discussion for that forum will be discontinued
Sunday night at midnight. At a minimum, students are expected to post a response to each
question posed by the instructor and, in addition, to respond to at least one posting of other
students. Points will be earned on a week-by-week basis. Keep in mind that the purpose of
discussion is to foster an exchange of ideas and experiences. This is possible when initial
postings are made by mid-week, thus allowing time for others to read and comment on
classmates' contributions.
7. PRS575D EMPH Program
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Overall Course Policies
All work must be turned in according to the schedule. If an emergency arises which keeps you
from posting work at the appropriate time, please discuss the problem with me via e- mail.
This class requires active participation. If you need to be away from the class for more than
three days, please let the instructor know, via email, in advance so that you will not be
considered "absent."
All lecture notes and other information presented within this course is the property of the
instructor, and is protected by copyright.
While this class does not necessarily cover content that is emotionally charged, it is important
to remember that you are in a learning community composed of a wide range of beliefs and
experiences, and every person has a right to express those beliefs/experiences within the
discussion boundaries. No denigration or silencing of others will be allowed.