Review Chapter 2 of the McKenzie et al. text, and think about the .docx
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Review Chapter 2 of the McKenzie et al. text, and think about the importance of program planning Review the Course Media, Introduction to Health Program Planning, and reflect on the importance of planning and stakeholders for public health programs Using The Community Guide (located in the Learning Resources), other reputable resources on the Internet, and the Walden Library, locate an evidence-based public health program Research the program and consider what elements of the program stand out to you Using the planning steps in Figure 1.2 on page 11 of the McKenzie et al. text, select one step you think may be most challenging in the planning process and why Select one program and compare its description to the steps shown in Figure 1.2 Post a comprehensive response to the following : A brief summary of the public health program you selected and whether you see evidence that the planners followed the suggested steps. Explain what elements of the program stood out to you and why. Explain which of the steps from Figure 1.2 in the McKenzie et al. text you think might be the most challenging step in planning this program and why. Note: Initial postings must be 250–350 words (not including references). .
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Theory-based Nutrition Education ProgramPart 1 Using your Unit 5 .docx
Theory-based Nutrition Education Program
Part 1: Using your Unit 5 project as a base, prepare a 12-15 page paper using the outline below. You should also review the information on the NCHEC site using the instructions below to ensure you have included adequate details in your project.
National Commission for Health Education Credentialing, Inc. (NCHEC)
http://www.nchec.org/
Select Health Education Credentialing.
Click on Responsibilities and Competencies.
Read the Responsibilities and Competencies of Health Educators.
Analyze Food and Health Behaviors, Assets, and Needs to State Program Behavioral Goals (Step 1)
Identify high-priority health issues and primary intended audience
Identify high-priority health behaviors contributing to the selected issues
Statement of the program’s behavioral or action goals
Identify Personal and Environmental Mediators of Change (Step 2)
Description of the socio-cultural audience in which your audience lives
List of current behaviors, practices, and environmental factors that are assets
List of thoughts, feelings, and skills that potentially mediate audiences motivation to act
List of potential actions for the program to take to provide environmental and policy supports
Description of audience characteristics and list of resource considerations
Integrating Theory, Research, and Practice (Step 3 and Step 4)
Program theoretical model
Statement of philosophy of nutrition education
Statement of personal perspective on nutrition content and issues
List of program components
Nutrition education program objectives for all components
Design Nutrition Education (Step 5)
List general educational objectives for each session
Describe the overall design plan for the session in the form of a matrix that links mediators, objectives, and activities
Write the narrative educational plan that translates the matrix into a form ready for teaching and presenting
Discuss how learning style research will be used for implementation of program
Include the two pieces of nutrition education material designed for the program – one visually based and one text-based to be delivered using the Web
Include the resource list that you developed
Implement Nutrition Education
Describe implementation plan for delivering the nutrition education program via the Internet and in a face to face setting
Including implementation timeline
Evaluate Nutrition Education (Step 6)
Diagram of conceptual framework for program evaluation
Indicators of and measures for evaluating individual level changes
Description of and hotlink to three surveys created to evaluated the three levels of change (mediators, behaviors, health outcomes)
Discussion of how the program and evaluation data could contribute to research in the field
How will you communicate your research findings to key stakeholders and community members?
Nutrition Educators as Change Agents
Explain the major roles and responsibilities of nutrition education professionals in planning, implementing, evaluati.
American Rangelands and ForestsSCI275 Version 61Associate.docx
American Rangelands and Forests
SCI/275 Version 6
1
Associate Level Material
American Rangelands and Forests
Part 1
Choose either a rangeland or a forest of the United States and describe current federal management strategies. Explain federal efforts to manage these lands sustainably by completing the chart below.
Rangeland or Forest Location
Brief History of Rangeland or Forest
What are current land management problems?
What are the current federal land management strategies that address these problems?
What is one sustainable effort that should be implemented?
American Rangeland or Forest: name
Part 2
Take your information from Part 1 and use it to create a Sustainability Plan.
Your sustainability plan should present what, when, and how something is to be sustained and maintained now and into the indefinite future. Your plan can be submitted in a narrative or table format. The Corporation for National and Community Service (n.d.) provides the following list of components that make up a sustainability plan that should be included in your paper or table:
1. Action items: Provide the items or activities that need to be addressed or that need to occur. Refer to the following example:
My plan for sustaining clean air in my community is to develop an education program about air pollution-generating activities and their effects, schedule a presentation day and time, invite community participants, and research the effects of air pollution.
2. Order of action items: Discuss how the action items in Step 1 will align or occur. One event or activity should occur before another; thus, order the items into steps similar to the following:
1) Research the effects of air pollution.
2) Develop an education program.
3) Schedule a presentation day and time.
4) Invite the community.
3. Action steps: Explain how you are going to conduct the action items. How are you going to make each item or activity happen? Include individuals or groups who will help you conduct these activities. Use the following as a guide:
In order to schedule a presentation day and time, I will attend next month’s community homeowner’s association (HOA) meeting and request permission from the board to add it to the following month’s agenda.
4. Timeline: Estimate when you are going to conduct the action items, such as “In months 1–3, I will complete the research.” If an item or activity does not have a specific conclusion time, indicate that it is ongoing.
The following is a sample of how you might incorporate your sustainability plan into a table format—keep in mind this is an incomplete plan:
Action Items
(in the correct order)
Action Steps
Action Steps
Research and identify the effects of air pollution.
Review environmental websites and journals.
Document the sources of air pollution and both environmental and health effects of air pollution.
Document video interviews of environmental researchers and facilitators.
Month 1–3
Develop an education program about air poll.
American Rangelands and ForestsPart 1Choose either a rangela.docx
American Rangelands and Forests
Part 1
Choose either a rangeland
or
a forest of the United States and describe current federal management strategies. Explain federal efforts to manage these lands sustainably
by completing the chart below.
Rangeland or Forest Location
Brief History of Rangeland or Forest
What are current land management problems?
What are the current federal land management strategies that address these problems?
What is one sustainable effort that should be implemented?
American Rangeland or Forest:
name
Part 2
Take your information from Part 1 and use it to create a Sustainability Plan.
Your sustainability plan should present what, when, and how something is to be sustained and maintained now and into the indefinite future. Your plan can be submitted in a narrative or table format. The Corporation for National and Community Service (n.d.) provides the following list of components that make up a sustainability plan that should be included in your paper or table:
1.
Action items
: Provide the items or activities that need to be addressed or that need to occur. Refer to the following example:
My plan for sustaining clean air in my community is to develop an education program about air pollution-generating activities and their effects, schedule a presentation day and time, invite community participants, and research the effects of air pollution.
2.
Order of action items
: Discuss how the action items in
S
tep 1 will align or occur. One event or activity should occur before another; thus, order the items into steps similar to the following:
1)
Research the effects of air pollution.
2)
Develop an education program.
3)
Schedule a presentation day and time.
4)
Invite the community.
3.
Action steps
: Explain how you are going to conduct the action items. How are you going to make each item or activity happen? Include individuals or groups who will help you conduct these activities. Use the following as a guide:
In order to schedule a presentation day and time, I will attend next month’s community homeowner’s association (HOA) meeting and request permission from the board to add it to the following month’s agenda.
4.
Timeline:
Estimate when you are going to conduct the action items, such as “In months 1
–
3, I will complete the research.” If an item or activity does not have a specific conclusion time, indicate that it is ongoing.
The following is a sample of how you might incorporate your sustainability plan into a table format—keep in mind this is an incomplete plan:
Action Items
(in the correct order)
Action Steps
Action Steps
Research and identify the effects of air pollution.
Review environmental websites and journals.
Document the sources of air pollution and both environmental and health effects of air pollution.
Document video interviews of environmental researchers and facilitators.
Month 1–3
Develop an education program about air pollution effects.
Develop a presentation about why.
American Rangelands and ForestsPart 1Choose either a rangela.docx
American Rangelands and Forests
Part 1
Choose either a rangeland
or
a forest of the United States and describe current federal management strategies. Explain federal efforts to manage these lands sustainably
by completing the chart below.
Rangeland or Forest Location
Brief History of Rangeland or Forest
What are current land management problems?
What are the current federal land management strategies that address these problems?
What is one sustainable effort that should be implemented?
American Rangeland or Forest:
name
Part 2
Take your information from Part 1 and use it to create a Sustainability Plan.
Your sustainability plan should present what, when, and how something is to be sustained and maintained now and into the indefinite future. Your plan can be submitted in a narrative or table format. The Corporation for National and Community Service (n.d.) provides the following list of components that make up a sustainability plan that should be included in your paper or table:
1.
Action items
: Provide the items or activities that need to be addressed or that need to occur. Refer to the following example:
My plan for sustaining clean air in my community is to develop an education program about air pollution-generating activities and their effects, schedule a presentation day and time, invite community participants, and research the effects of air pollution.
2.
Order of action items
: Discuss how the action items in
S
tep 1 will align or occur. One event or activity should occur before another; thus, order the items into steps similar to the following:
1)
Research the effects of air pollution.
2)
Develop an education program.
3)
Schedule a presentation day and time.
4)
Invite the community.
3.
Action steps
: Explain how you are going to conduct the action items. How are you going to make each item or activity happen? Include individuals or groups who will help you conduct these activities. Use the following as a guide:
In order to schedule a presentation day and time, I will attend next month’s community homeowner’s association (HOA) meeting and request permission from the board to add it to the following month’s agenda.
4.
Timeline:
Estimate when you are going to conduct the action items, such as “In months 1
–
3, I will complete the research.” If an item or activity does not have a specific conclusion time, indicate that it is ongoing.
The following is a sample of how you might incorporate your sustainability plan into a table format—keep in mind this is an incomplete plan:
Action Items
(in the correct order)
Action Steps
Action Steps
Research and identify the effects of air pollution.
Review environmental websites and journals.
Document the sources of air pollution and both environmental and health effects of air pollution.
Document video interviews of environmental researchers and facilitators.
Month 1–3
Develop an education program about air pollution effects.
Develop a presentation about why.
Individual Project Part 1 Managing ProjectsThe Individu.docx
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Hi, for this assignment you have the option of choosing the INTERVIEW or the SCHOLARLY PAPER. This assignment
MUST
include an
introduction
with a purpose statement (e.g. the purpose of this paper is ...), and a
summary
. Include at least 3 references from the list I provided. Check the PDF file attached for more instructions on this project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
1) Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
2) Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
3) Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
4) Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
5) Explain how your insights into these aspects of project mana.
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Recommended
Theory-based Nutrition Education ProgramPart 1 Using your Unit 5 .docx
Theory-based Nutrition Education Program
Part 1: Using your Unit 5 project as a base, prepare a 12-15 page paper using the outline below. You should also review the information on the NCHEC site using the instructions below to ensure you have included adequate details in your project.
National Commission for Health Education Credentialing, Inc. (NCHEC)
http://www.nchec.org/
Select Health Education Credentialing.
Click on Responsibilities and Competencies.
Read the Responsibilities and Competencies of Health Educators.
Analyze Food and Health Behaviors, Assets, and Needs to State Program Behavioral Goals (Step 1)
Identify high-priority health issues and primary intended audience
Identify high-priority health behaviors contributing to the selected issues
Statement of the program’s behavioral or action goals
Identify Personal and Environmental Mediators of Change (Step 2)
Description of the socio-cultural audience in which your audience lives
List of current behaviors, practices, and environmental factors that are assets
List of thoughts, feelings, and skills that potentially mediate audiences motivation to act
List of potential actions for the program to take to provide environmental and policy supports
Description of audience characteristics and list of resource considerations
Integrating Theory, Research, and Practice (Step 3 and Step 4)
Program theoretical model
Statement of philosophy of nutrition education
Statement of personal perspective on nutrition content and issues
List of program components
Nutrition education program objectives for all components
Design Nutrition Education (Step 5)
List general educational objectives for each session
Describe the overall design plan for the session in the form of a matrix that links mediators, objectives, and activities
Write the narrative educational plan that translates the matrix into a form ready for teaching and presenting
Discuss how learning style research will be used for implementation of program
Include the two pieces of nutrition education material designed for the program – one visually based and one text-based to be delivered using the Web
Include the resource list that you developed
Implement Nutrition Education
Describe implementation plan for delivering the nutrition education program via the Internet and in a face to face setting
Including implementation timeline
Evaluate Nutrition Education (Step 6)
Diagram of conceptual framework for program evaluation
Indicators of and measures for evaluating individual level changes
Description of and hotlink to three surveys created to evaluated the three levels of change (mediators, behaviors, health outcomes)
Discussion of how the program and evaluation data could contribute to research in the field
How will you communicate your research findings to key stakeholders and community members?
Nutrition Educators as Change Agents
Explain the major roles and responsibilities of nutrition education professionals in planning, implementing, evaluati.
American Rangelands and ForestsSCI275 Version 61Associate.docx
American Rangelands and Forests
SCI/275 Version 6
1
Associate Level Material
American Rangelands and Forests
Part 1
Choose either a rangeland or a forest of the United States and describe current federal management strategies. Explain federal efforts to manage these lands sustainably by completing the chart below.
Rangeland or Forest Location
Brief History of Rangeland or Forest
What are current land management problems?
What are the current federal land management strategies that address these problems?
What is one sustainable effort that should be implemented?
American Rangeland or Forest: name
Part 2
Take your information from Part 1 and use it to create a Sustainability Plan.
Your sustainability plan should present what, when, and how something is to be sustained and maintained now and into the indefinite future. Your plan can be submitted in a narrative or table format. The Corporation for National and Community Service (n.d.) provides the following list of components that make up a sustainability plan that should be included in your paper or table:
1. Action items: Provide the items or activities that need to be addressed or that need to occur. Refer to the following example:
My plan for sustaining clean air in my community is to develop an education program about air pollution-generating activities and their effects, schedule a presentation day and time, invite community participants, and research the effects of air pollution.
2. Order of action items: Discuss how the action items in Step 1 will align or occur. One event or activity should occur before another; thus, order the items into steps similar to the following:
1) Research the effects of air pollution.
2) Develop an education program.
3) Schedule a presentation day and time.
4) Invite the community.
3. Action steps: Explain how you are going to conduct the action items. How are you going to make each item or activity happen? Include individuals or groups who will help you conduct these activities. Use the following as a guide:
In order to schedule a presentation day and time, I will attend next month’s community homeowner’s association (HOA) meeting and request permission from the board to add it to the following month’s agenda.
4. Timeline: Estimate when you are going to conduct the action items, such as “In months 1–3, I will complete the research.” If an item or activity does not have a specific conclusion time, indicate that it is ongoing.
The following is a sample of how you might incorporate your sustainability plan into a table format—keep in mind this is an incomplete plan:
Action Items
(in the correct order)
Action Steps
Action Steps
Research and identify the effects of air pollution.
Review environmental websites and journals.
Document the sources of air pollution and both environmental and health effects of air pollution.
Document video interviews of environmental researchers and facilitators.
Month 1–3
Develop an education program about air poll.
American Rangelands and ForestsPart 1Choose either a rangela.docx
American Rangelands and Forests
Part 1
Choose either a rangeland
or
a forest of the United States and describe current federal management strategies. Explain federal efforts to manage these lands sustainably
by completing the chart below.
Rangeland or Forest Location
Brief History of Rangeland or Forest
What are current land management problems?
What are the current federal land management strategies that address these problems?
What is one sustainable effort that should be implemented?
American Rangeland or Forest:
name
Part 2
Take your information from Part 1 and use it to create a Sustainability Plan.
Your sustainability plan should present what, when, and how something is to be sustained and maintained now and into the indefinite future. Your plan can be submitted in a narrative or table format. The Corporation for National and Community Service (n.d.) provides the following list of components that make up a sustainability plan that should be included in your paper or table:
1.
Action items
: Provide the items or activities that need to be addressed or that need to occur. Refer to the following example:
My plan for sustaining clean air in my community is to develop an education program about air pollution-generating activities and their effects, schedule a presentation day and time, invite community participants, and research the effects of air pollution.
2.
Order of action items
: Discuss how the action items in
S
tep 1 will align or occur. One event or activity should occur before another; thus, order the items into steps similar to the following:
1)
Research the effects of air pollution.
2)
Develop an education program.
3)
Schedule a presentation day and time.
4)
Invite the community.
3.
Action steps
: Explain how you are going to conduct the action items. How are you going to make each item or activity happen? Include individuals or groups who will help you conduct these activities. Use the following as a guide:
In order to schedule a presentation day and time, I will attend next month’s community homeowner’s association (HOA) meeting and request permission from the board to add it to the following month’s agenda.
4.
Timeline:
Estimate when you are going to conduct the action items, such as “In months 1
–
3, I will complete the research.” If an item or activity does not have a specific conclusion time, indicate that it is ongoing.
The following is a sample of how you might incorporate your sustainability plan into a table format—keep in mind this is an incomplete plan:
Action Items
(in the correct order)
Action Steps
Action Steps
Research and identify the effects of air pollution.
Review environmental websites and journals.
Document the sources of air pollution and both environmental and health effects of air pollution.
Document video interviews of environmental researchers and facilitators.
Month 1–3
Develop an education program about air pollution effects.
Develop a presentation about why.
American Rangelands and ForestsPart 1Choose either a rangela.docx
American Rangelands and Forests
Part 1
Choose either a rangeland
or
a forest of the United States and describe current federal management strategies. Explain federal efforts to manage these lands sustainably
by completing the chart below.
Rangeland or Forest Location
Brief History of Rangeland or Forest
What are current land management problems?
What are the current federal land management strategies that address these problems?
What is one sustainable effort that should be implemented?
American Rangeland or Forest:
name
Part 2
Take your information from Part 1 and use it to create a Sustainability Plan.
Your sustainability plan should present what, when, and how something is to be sustained and maintained now and into the indefinite future. Your plan can be submitted in a narrative or table format. The Corporation for National and Community Service (n.d.) provides the following list of components that make up a sustainability plan that should be included in your paper or table:
1.
Action items
: Provide the items or activities that need to be addressed or that need to occur. Refer to the following example:
My plan for sustaining clean air in my community is to develop an education program about air pollution-generating activities and their effects, schedule a presentation day and time, invite community participants, and research the effects of air pollution.
2.
Order of action items
: Discuss how the action items in
S
tep 1 will align or occur. One event or activity should occur before another; thus, order the items into steps similar to the following:
1)
Research the effects of air pollution.
2)
Develop an education program.
3)
Schedule a presentation day and time.
4)
Invite the community.
3.
Action steps
: Explain how you are going to conduct the action items. How are you going to make each item or activity happen? Include individuals or groups who will help you conduct these activities. Use the following as a guide:
In order to schedule a presentation day and time, I will attend next month’s community homeowner’s association (HOA) meeting and request permission from the board to add it to the following month’s agenda.
4.
Timeline:
Estimate when you are going to conduct the action items, such as “In months 1
–
3, I will complete the research.” If an item or activity does not have a specific conclusion time, indicate that it is ongoing.
The following is a sample of how you might incorporate your sustainability plan into a table format—keep in mind this is an incomplete plan:
Action Items
(in the correct order)
Action Steps
Action Steps
Research and identify the effects of air pollution.
Review environmental websites and journals.
Document the sources of air pollution and both environmental and health effects of air pollution.
Document video interviews of environmental researchers and facilitators.
Month 1–3
Develop an education program about air pollution effects.
Develop a presentation about why.
Individual Project Part 1 Managing ProjectsThe Individu.docx
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Hi, for this assignment you have the option of choosing the INTERVIEW or the SCHOLARLY PAPER. This assignment
MUST
include an
introduction
with a purpose statement (e.g. the purpose of this paper is ...), and a
summary
. Include at least 3 references from the list I provided. Check the PDF file attached for more instructions on this project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
1) Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
2) Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
3) Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
4) Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
5) Explain how your insights into these aspects of project mana.
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Due Wed April 1 By 8 pm Central TimeDQDudley (2009) poin.docx
Due Wed April 1 By 8 pm Central Time
DQ
Dudley (2009) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
Required Reading
1.
Document: Logan, T. K., & Royse, D. (2010). Chapter 13 Program evaluation studies. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp. 221–240). Thousand Oaks, CA: Sage. (PDF)
2.
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
· Chapter 4, “Common Types of Evaluations” (pp. 71-89)
· Chapter 5, “Focusing an Evaluation” (pp. 90-105)
NOTE: You are going to have to pick a program within an agency that you are familiar with or locate one if you are not familiar with.
To prepare for this Discussion,
identify a program within an agency with which you are familiar
,
which could benefit from process evaluation and outcome evaluation.
You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post a brief summary 1 page
of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns. Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Use APA Format and intext citations and references from both required reading and also creditable websites outside required reading.
.
Course Design GuideHSM270 Version 31Course Design Gui.docx
Course Design Guide
HSM/270 Version 3
1
Course Design Guide
College of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
· University policies: You must be logged into the student website to view this document.
· Instructor policies: This document is posted in the Course Materials forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003). Practical grant writing & program evaluation. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1 Relate program planning to grant proposals.
1.2 Define key terminology related to program planning.
1.3 Compare program planning with program evaluation.
1.4 Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read the course description and objectives.
Read the instructor’s biography and post your own.
Readings
Read Appendix A.
Read Ch. 1 of Practical Grant Writing & Program Evaluation.
CheckPoint
Program Planning and Grant Proposals
Explain the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post your explanation in 200 to 300 words.
Day 3
30
CheckPoint
Program Planning Terminology
Complete the Program Planning Terminology Multimedia located at http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine that you just received a new position as a program manager for a human services program.
Write a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
Day 5
30
Individual
Program Planning and Evaluation Paper
Read all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify specific examples of how program plannin.
Social and Biodiversity Impact Assessment (SBIA) Stage 2: ‘Without Project’ a...
Social and Biodiversity Impact Assessment (SBIA) Stage 2: ‘Without Project’ a...Pro-poor Rewards for Environmental Services in Africa ICRAF
Stage 2 of the social and biodiversity impact assessment (SBIA) for REDD projects.A stakeholder is any person, community, or organization with a .docx
A stakeholder is "any person, community, or organization with a vested interest in a program; e.g., decision makers, partners, clients." (McKenzie, 2017, page 11) Stakeholders are more than just people who participate in the program; they are decision makers, implementers, partners, and other people who impact or are impacted by the program.
In this Discussion, you will analyze different examples of health programs that have been evaluated and published. You will identify the stakeholders for the example programs and determine which purposes of evaluation apply.
To prepare for this Discussion:
Review the CDC’s Framework for Program Evaluation. Reflect on the steps and standards related to engaging stakeholders.
Review the six purposes of evaluation in the McKenzie, Neiger, and Thackeray text. Think about which purposes apply to the example public health programs and why they are important.
Review the Week 1 Health Program Articles (in the Learning Resources) and select one health program to address.
Imagine who the stakeholders might be for your selected program. If the abstract does not list stakeholders specifically, you can suggest who might have been involved.
Think about potential stakeholder expectations and how those expectations may influence the purposes of program evaluation.
Review the Course Project Guidelines (in the Learning Resources).
With these thoughts in mind:
By Day 4
Post
a comprehensive response to the following:
Indicate which of the Health Program Articles you chose (see the Learning Resources).
List the stakeholders within each of the following roles:
Those involved in program operations
Those served or affected by the program
The primary users of the evaluation results
Explain what different stakeholders may expect from the evaluation.
Explain which of the six purposes of evaluation apply to the published program that you selected.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues’ postings.
.
123117, 1(50 PMSample Content TopicPage 1 of 4fileUs.docx
12/31/17, 1(50 PMSample Content Topic
Page 1 of 4file:///Users/khadidjadiarrassouba/Downloads/Unit%209%20Assignment.html
Assignment Details
Public Health Strategic Plan
Unit Outcomes addressed in this Assignment:
Differentiate among goals, measurable objectives, related activities, and expected outcomes for a public
health initiatives, program, or projects.
Leverage analytical techniques to plan a public health effort.
Articulate an achievable mission, set of core values, and vision.
Course Outcomes assessed in this Assignment:
PU500-2: Discuss the decision-making process used to resolve a public health issue.
Introduction:
As you near the conclusion of this introductory public health course, there are certain emerging skills that you
will demonstrate in a major project. These competencies relate to the decision-making process used by public
health professionals. Therefore, for the Unit 9 Assignment, you will:
Justify a decision to resolve a public health issue.
Employ analytical processes to plan health initiatives.
Construct an evidence-based strategic plan for public health efforts.
Your version of a public health strategic plan will consist of three fundamental parts.
Instructions:
PART 1: Defining the Health Issue
You will begin your strategic plan by defining a specific health issue. Imagine that you are a director or manager
for a public health organization, and you will:
Identify a health issue aligned with Health People 2020.
Discover a specific health issue’s objective per the Healthy People 2020 planning site.
(Please note: You may use the objective that you had evaluated in Unit 3 or select a different objective.)
To demonstrate your ability to define a relevant public health issue, you will perform three skills:
1. Summarize the health topic/issue by magnitude, extent and at-risk populations/communities.
2. Review at least five authoritative sources relevant to the current health issue within a brief literature review.
3. Outline the fundamental importance of addressing the public health issue.
PART 2 - Evaluating the Health Issue (Refer to the detailed breakdown below.)
12/31/17, 1(50 PMSample Content Topic
Page 2 of 4file:///Users/khadidjadiarrassouba/Downloads/Unit%209%20Assignment.html
After gaining a foundational understanding of the health issue, you will:
Utilize analytical techniques to evaluate ways to address the problem.
Develop evidence to resolve the issue.
Form the basis of an action plan.
To demonstrate your ability to evaluate a public health issue, you will perform three analytical techniques:
Prepare a health problem analysis model for your public health issue.
Conduct a force field analysis to identify barriers or supportive factors.
Illustrate a fishbone diagram to highlight the underlying reasons for the problem.
PART 3 - Create a Strategic plan (Refer to the detailed breakdown below.)
With evidence to support the relevance and importance of your health issue (part 1) and analys ...
Module 5 Module 5 - M5 Assignment 2 RA 2Assignment 2 RA 2 Pro.docx
Module 5: Module 5 - M5 Assignment 2 RA 2
Assignment 2: RA 2: Program Evaluation Plan
Program evaluation is an essential practice in human services organizations that provides a systematic and scientific approach for decision-making and program intervention. This process ensures that agencies perform effectively by being outcome-oriented and accountable. Since human services are often made up of many elements with complex relationships and dynamics, an evaluator needs to engage in collaborative reflection with key stakeholders, be grounded in people's experiences, and use data to ask good questions.
For this assignment, build upon the needs assessment conducted in
M3 Assignment 2 RA 1
and design a program evaluation plan using appropriate evaluation frameworks discussed in the earlier modules.
Tasks:
Using at least 3–5 scholarly resources from the professional literature, research program evaluation. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Create a 10- to 12-page evaluation plan, including the following:
Program's Context
: Identify the setting (including mission and objectives of the program), target population, and environmental influences within which the program operates.
Purpose of Evaluation
: State the purpose of your evaluation. Having a clear purpose prevents hasty decisions in how an evaluation should be conducted. It could be for introducing a new approach to practice, to change an existing one, or to evaluate the effect of existing program activities.
Expected Effects
: Describe the desired outcomes (short- and long-term ones) for the program to be successful.
Stakeholders
: Identify all the stakeholders who would need to be engaged in the evaluation.
Design of Framework
: Choose an evaluation framework that will influence what type of resources will be used as evidence, how that evidence will be gathered and analyzed, and what kind of claims can be made.
Resources (What Is the Required Data?)
: Determine criteria for effectiveness of the program and the data that would need to be collected to meet the selected criteria.
Selection of Methods (How Can We Get It?)
: Evaluate the strengths and weaknesses of different data-gathering techniques and information analysis approaches to ensure quality in the evidence gathered.
Findings (What Does the Data Mean?)
: Highlight important evaluation findings, including effective strategies to interpret, and present results and recommendations for the program to the stakeholders.
Dissemination of the Findings
: Select appropriate communication strategies and develop a communication plan using appropriate media and technology to inform the stakeholders.
Plan for Follow Up for Ongoing Improvement (What Are We Going to Do Now?)
: Determine how the results will be implemented and monitored.
Submission Details:
W.
Chamberlain College of NursingNR351 Transitions in Professional .docx
Chamberlain College of Nursing NR351 Transitions in Professional Nursing
Time Management Plan Template
Student Name:Date:
Directions:
1. Carefully read the Time Management Plan Guidelines and Grading Rubric found under Week 2 Assignments, which provides specific details on how to complete this assignment.
2. Rename this template by clicking File, then Save As. Change the file name so it reads Your Last Name Time Management Plan.docx. For example, if your last name is Smith, type Smith Time Management Plan.docx.
3. Save the document as a .docx compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the template. Follow all instructions. Save frequently to prevent loss of your work.
6. Prior to the due date, post general questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail private questions to your instructor.
7. Submit this assignment by clicking on the orange Submit Assignment button on the Week 2 Time Management Plan Assignment page by the end of Week 2, Sunday at 11:59 p.m. MT.
NOTE: Assigned Template MUST be used for this assignment. Failure to do so may result in loss of points and/or Academic Integrity violation investigation.
Times
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
12 a.m.–1 a.m.
1 a.m.–2 a.m.
2 a.m.–3 a.m.
3 a.m.–4 a.m.
4 a.m.–5 a.m.
5 a.m.–6 a.m.
6 a.m.–7 a.m.
7 a.m.–8 a.m.
8 a.m.–9 a.m.
9 a.m.–10 a.m.
10 a.m.–11 a.m.
11 a.m.–12 p.m.
12 p.m.–1 p.m.
1 p.m.–2 p.m.
2 p.m.–3 p.m.
3 p.m.–4 p.m.
4 p.m.–5 p.m.
5 p.m.–6 p.m.
6 p.m.–7 p.m.
7 p.m.–8 p.m.
8 p.m.–9 p.m.
9 p.m.–10 p.m.
10 p.m.–11 p.m.
11 p.m.–12 a.m.
Academic Integrity Policy Attestation:
By typing my name in the box to the right, I attest and affirm that I have watched the entire Integrity Matters Tutorial and will comply with the Academic Integrity Policy of Chamberlain College of Nursing.
Answer:
Academic Integrity Question #1:
What is one example of plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Academic Integrity Question #2:
Other than not sharing passwords, what is one way students can avoid plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Self-Evaluation: Challenges (see Rubric)
What are your greatest challenges with time management?
Answer:
Self-Evaluation: Strategies (see Rubric)
What effective strategies will you use to overcome these challenges?
Answer:
Time Management Plan Template.docx 1/17/2020 cjm/sm
4
A case study of health
and agriculture social
enterprises in Kenya
Eliada Griffin-EL and Emily Darko .
Step 1 WorksheetsAnalyze issues and needs to state program behav.docx
Step 1 Worksheets
Analyze issues and needs to state program behavioral goals
Before you design any nutrition education intervention, whether it is a few sessions or a larger program with several components, it is important to determine your intervention focus and identify your intended primary audience. When those have been determined, you will need detailed information on the behaviors and practices that contribute to the issue or problem you have selected as your intervention focus. Step 1 worksheets will help you conduct assessments to obtain the information you will need.
Think of yourself as a detective as you work through these worksheets. You are trying to find out as much as you can to determine which core behaviors or behavioral goals will be the targets for your educational sessions.
The information you collect may be quite extensive, depending on the scope and duration of your intervention, and will vary by category. Cite information sources (e.g., journal article, government report, observation, interview) used in the worksheet in a bibliography at the end of this step.
At the end of the Step 1 worksheets, you should have products for Steps 1A, 1B, and 1C as follows:
Step 1A:
Health issues or needs (one or two) and primary intended audience for the nutrition education intervention. Examples are “overweight in teenagers” or “low rates of breastfeeding in a low-income audience.”
Step 1B:
High-priority behaviors contributing to the selected issues. A set of one to a few nutrition-related behaviors or community practices that contribute to the health issue(s) that you identified.
Step 1C:
Statement of the program’s behavioral or action goals. The behavioral or action goals describe the purpose or behavioral outcomes for the program in terms of behaviors or community practices.
Use these worksheets as guides to help you identify program behavioral goals. Cite information sources in the text and add references to the bibliography at the end of the step. Electronic versions of these worksheets are available
at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.
Step 1A: Issues and intended audience
Describe the demographics of your audience (e.g., age, subgroup, ethnicity) and the location of the site.
Step 1 Worksheets
Analyze issues and needs to state program behavioral goals
Analyze the priority health issues for your audience.
Research. What does scientific research
suggest as the major health issues for this audience?
Policy. What do governmental guidelines recommend as priority health issues?
+
+
+
Audience. What are specific health issues and needs related to the intended audience (from objective and subjective data)?
Organization. What does the organization and/or funding source state as key health priorities to address?
+
Step 1 Worksheets
Analyze issu.
694C H A P T E RProgram Planning The Big Picture.docx
69
4
C H A P T E R
Program Planning:
The Big Picture
69
Key Terms: planning committee, program ownership, program desired outcome,
potential program provider, potential consumer, evidence-based or science-based
The coalition feels good about their needs assessment. What an in-
teresting process it was, and they discovered much that they did not
know. Clearly, however, respirator y-related health problems are on the
rise, and cigarette smoking is by far the major contributor. Now, they
have to decide what to do.
Health professionals have always planned programs to achieve desirable ends,
such as to impact health status and improve the quality of life. Over the years,
planning has become more systematized and, as a result, potentially more ef-
fective. The planning models developed to assist in this process include
Precede–Proceed, PATCH, Model for Health Education Planning (MHEP), and
Comprehensive Health Education Model (CHEM) (McKenzie & Smeltzer,
2001). Although the models differ, there does appear to be some consistency
in the literature regarding recommendations for going about the program plan-
ning process. Suggested steps for program planning and general planning
principles will be reviewed in this chapter. The planner may conduct the plan-
ning activities in an order that differs from the one presented here, or a num-
ber of the described activities of program planning may be conducted
simultaneously. The size and past experiences of the planning committee may
influence the steps for planning, along with the size and scope of the program
being planned and implemented.
69
17487_Hodges_ch4_69_86 6/11/04 10:07 AM Page 69
70 Chapter 4: Program Planning: The Big Picture
Program Planning Steps
Step 1: Review the Needs Assessment
It is suggested that the planners conduct a review of the needs assessment data
and the resulting decisions that have been made up to this point. This review
will help to determine if the most appropriate recommendations for the di-
rection and outcome of the program have been made to meet the needs of the
target population. It is possible for the planning committee to identify addi-
tional data that are useful to shaping the intervention, which were not undis-
covered or overlooked in the initial needs assessment process. A large amount
of data may have been collected as part of the needs assessment, but during a
review, a skillful planning committee can organize and synthesize the infor-
mation into a format that provides meaning and value, which may not have
been obvious during the initial examination of the data (Aspen Reference
Group, 2002).
Box 4.1 Action steps to establish or strengthen a coordinated school
health program.
At the school level At the district level
Source: Fetro, J. V. (1998). Implementing coordinated school health programs in local schools. In
Marx, E. & Wooley, S. F. (eds.), Health is academic: A guide to coordinated school health programs
(p. 21). New York: Teachers.
Individual Project Part 1 Managing ProjectsThe Individual.docx
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
Explain how your insights into these aspects of project management will impact your ability to successfully manage health care information technology projects. Include any tips the individual described for managing a successful project.
OR:
Scholarly Paper
To prepare:
Examine a minimum of three organizations that have published descriptions about a health care information technology project. Review the Individual Projec.
Step 1 WorksheetsAnalyze issues and needs to state program behav.docx
Step 1 Worksheets
Analyze issues and needs to state program behavioral goals
Before you design any nutrition education intervention, whether it is a few sessions or a larger program with several components, it is important to determine your intervention focus and identify your intended primary audience. When those have been determined, you will need detailed information on the behaviors and practices that contribute to the issue or problem you have selected as your intervention focus. Step 1 worksheets will help you conduct assessments to obtain the information you will need.
Think of yourself as a detective as you work through these worksheets. You are trying to find out as much as you can to determine which core behaviors or behavioral goals will be the targets for your educational sessions.
The information you collect may be quite extensive, depending on the scope and duration of your intervention, and will vary by category.
Cite information sources (e.g., journal article, government report, observation, interview) used in the worksheet in a bibliography at the end of this step.
At the end of the Step 1 worksheets, you should have products for Steps 1A, 1B, and 1C as follows:
Step 1A: Health issues or needs (one or two) and primary intended audience for the nutrition education intervention. Examples are “overweight in teenagers” or “low rates of breastfeeding in a low-income audience.”
Step 1B: High-priority behaviors contributing to the selected issues. A set of one to a few nutrition-related behaviors or community practices that contribute to the health issue(s) that you identified.
Step 1C: Statement of the program’s behavioral or action goals. The behavioral or action goals describe the purpose or behavioral outcomes for the program in terms of behaviors or community practices.
Use these worksheets as guides to help you identify program behavioral goals. Cite information sources in the text and add references to the bibliography at the end of the step. Electronic versions of these worksheets are available
at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.
Step 1A: Issues and intended audience
Describe the demographics of your audience (e.g., age, subgroup, ethnicity) and the location of the site.
Step 1 Worksheets Analyze issues and needs to state program behavioral goals
Analyze the priority health issues for your audience.
Research.
What does scientific research
suggest as the major health issues for this audience?
Policy.
What do governmental guidelines recommend as priority health issues?
+
+
+
Audience.
What are specific health issues and needs related to the intended audience (from objective and subjective data)?
Organization.
Course Design GuideCollege of Social SciencesHSM270 Version 3.docx
Course Design Guide
College
of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
·
University
policies
: You must be
logged into the student website to view this document.
·
Instructor policies: This document is posted in the
Course Materials
forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003).
Practical grant writing & program evaluation
. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1
Relate program planning to grant proposals.
1.2
Define key terminology related to program planning.
1.3
Compare program planning with program evaluation.
1.4
Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read
the course description and objectives.
Read
the instructor’s biography and post your own.
Readings
Read
Appendix A.
Read
Ch. 1 of
Practical Grant Writing & Program Evaluation
.
CheckPoint
Program Planning and Grant Proposals
Explain
the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post
your explanation in 200 to 300 words.
30
CheckPoint
Program Planning Terminology
Complete
the Program Planning Terminology Multimedia located at
http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine
that you just received a new position as a program manager for a human services program.
Write
a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
30
Individual
Program Planning and Evaluation Paper
Read
all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare
program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify
specific examples of how program planning and evaluation interrelate i.
Review all of the Discussions Conflict Resolution Resources – I.docx
Review all of the Discussions: Conflict Resolution Resources – Influencers, TED Talks, and Websites. After reviewing all the resources presented, create your thread.
This week, identify the one resource that impacted you the most that you shared and identify one resource that impacted you the most that was shared by one of your peers and make it using 500 words
In your thread:
Introduce your classmates to the resource you shared that is the most impactful
Introduce your classmates to the resource that was shared by one of them that was the most impactful
Explain why you selected these resources
Explain how these resources impacted your thoughts and ideas on conflict resolution
Explain how these resources are personally applicable to you
Use this information to incorporate into the questions:
The resource that I shared that is the most impactful are the influencers Candace Owens and Brandon Tatum. The first influencer is Brandon Tatum he is known for being an American conservative political commentator, former police officer and football player. He Born in Forth Worth, Texas, Tatum was an All-American football player in high school. His father, Bobby Tatum, was a captain in the Fort Worth Fire Department. His great uncle, Jack Tatum, was an Ohio State All-American, NFL All-Pro, and a Super Bowl champion with the Oakland Raiders. Tatum was featured in the US-Army All-American Game, which showcases the top 78 high school football players in the nation. Tatum committed to playing on a full athletic scholarship from the University of Arizona in 2004. Tatum played at Arizona for 5 years and entered the NFL Draft in 2010. After he After going undrafted in the NFL Draft, Tatum became a police officer in Tucson, Arizona. He rose to prominence in early 2016 for a viral video about a campaign rally for U.S. President Donald Trump. Following the rally, he said in the video that he felt unsafe because of those who protested against the event. He went viral a second time in September 2017 for a video where he expressed his opposition to players "taking the knee" during the national anthem at NFL football games. Tatum later then Tatum resigned from the Tucson Police Department in October 2017 to join Liftable Media a conservative content producer that owns and operates The Western Journal and The Conservative Tribune. He then served, as director of urban engagement for the conservative action group Turning Point USA before founding his own media company in late 2019 and sells his own shirts and hats.
The second social media influencer I chose is Candace Owen. She is a American conservative author, political commentator, and activist. She was along with With her siblings, Owens was raised in Stamford, Connecticut, by her grandparents from around the age of 11 or 12, after her parents divorced. She was the third of four children. She said her paternal grandfather Robert Owens, a Black American, was born in North Carolina. Owens is also of Carib.
Review 3 to 4 stories on both the Media Matters (httpmediamatte.docx
Review 3 to 4 stories on both the Media Matters (
http://mediamatters.org
) and Newsbusters (
newsbusters.org
) websites. What stories did you review? Do the stories noted by each of the organizations as evidence of liberal or conservative bias in the media truly support this argument? Might some individuals argue that the stories noted as evidence of either liberal or conservative bias are actually factual rather than biased? To what extent do you feel media bias is based on each individual’s own ideological position?
.
Review 1 Sustainable graphic designAs society continues to de.docx
Review 1: Sustainable graphic design
As society continues to develop, human beings have become more aware of the need to protect the environment. Today graphic designer’s obligation no longer limited in providing design service to our clients. But as a citizen in our society, contemporary designers should consume their career in a sustainable way, which include encouraging their colleagues and clients to follow the same eco-friendly practice.[1] Because without of the Earth’s ecosystems human life would be threatened. Human being is heavily reliant on the essential ecological elements like water and air.
Today, practicing sustainability does not simply mean recycling newspaper and water bottle. Because there is energy input and cost in each step of manufacturing, consuming the product and recycling. The principle of sustainable design has changed from reducing waste and choosing recyclable materials to consider each step in Life Cycle Assessment(LCA). In the book Sustainable Design: A Critical Guide, David Bergman states the concept of sustainability has shifted from its 1960s origins, which mainly emphasized in the phrase “Reduce, reuse, recycle.” Bergaman believes it oversimplified the sustainability we facing.[2] To achieve the goal of design for sustainability, graphic design could consider and utilize LCA to examine their product and each manufacturing process from beginning to end of life phase. A qualified sustainable design must be well-designed to reduce waste and unnecessary cost in each step of LCA, which are raw material extraction, material processing, part manufacturing, assembly, product use and end of life.[3]
The package design for Cereal Revolution by Modern Species is a good example of how contemporary company conducts sustainability through a piece of thoughtful design. In 2012, cereal company issued a line of health, low-calorie cereal called Cereal Revolution. To pair up with the health-friendly goal, design studio Modern Species create a series of cereal package that is eco-friendly. The size of boxes are designed to minimize the shipping cost and storage space, folded in a way that reduces the need for glue, and was printed on 100% recycled paperboard with soy-based inks. The bag inside the box is home compostable cellophane, which can are fully biodegradable.
The thoughtful package of Cereal Revolution showcases enforce sustainability by choosing 100% recyclable martial, eco-friendly soy-based ink, reduce assemble cots and lower the transportation cost. Using recycled materials not only minimized the cost of manufacturing materials but also could benefit the disposal process after the package was consumed. Folding the box in a way that is required less glue to reduce the pollution caused by the assemble process, and choosing this particular size could save energy and space in transportation and storage.
The package design of Cereal Revolution is a successful sustainable graphic design because the designer has .
Reverse Interpreting Lab Results Table 87.2A possible reason why.docx
Reverse Interpreting Lab Results Table 87.2
A possible reason why the glucose and hemoglobin A1C levels are elevated is because
the pancreas is not producing enough insulin to breakdown glucose. Because the pancreas is not
effectively breaking down enough glucose, the excess glucose in the bloodstream causes nerve
damage especially to the kidneys, where the blood is filtered. The lack of proper blood filtration
because of kidney damage is the reason for the decreased levels of RBCs, platelets, hemoglobin,
platelets, and hematocrit levels. This also is the reason for increased mchc, mcv, and INR values.
Hdl levels are also decreased because of the cardiovascular issues associated with damage to the
blood vessels from continuous high blood sugar. The reason for the decreased level of white
blood cells would most likely be because the body is fighting a disease process most likely
caused by uncontrolled elevated blood sugar levels for an extended period of time.
Since most of the abnormal levels in this table are concurrent with abnormal values
associated with type 2 diabetes that is not well controlled, a good scenario would be that the
patient with these lab values has type 2 diabetes. The patient most likely does not control their
blood sugar well and has most likely had issues with maintaining a decreased blood sugar for an
extended period of time. The nurse would expect the patient to have a diet consisting of high
sugars and carbohydrates. The nurse would also expect the patient to have really white gums,
fatigue, lethargy, no energy, headaches, excessive thirst and hunger, and increased urine output.
Works Cited
Gauci, R., Hunter, M., Bruce, D. G., Davis, W. A., & Davis, T. M. E. (2017). Anemia
complicating type 2 diabetes: Prevalence, risk factors and prognosis. Journal of Diabetes
and Its Complications, 31(7), 1169–1174. https://doi-
org.ezproxy.hsutx.edu:4443/10.1016/j.jdiacomp.2017.04.002
Jin Ook Chung, Seon-Young Park, Dong Hyeok Cho, Dong Jin Chung, Min Young Chung,
Chung, J. O., ... Chung, M. Y. (2017). Anemia, bilirubin, and cardiovascular autonomic
neuropathy in patients with type 2 diabetes. Medicine, 96(15), 1–4. https://doi-
org.ezproxy.hsutx.edu:4443/10.1097/MD.0000000000006586
Reverse interpreting results
For this assignment I chose table 87.2. The table shows that the patient has a high blood
glucose and HbA1c. A high blood sugar result is caused by eating too much sugar and
carbohydrates or because of diabetes mellitus. According to Huether (2017), in a person with
diabetes their pancreas does not produce enough insulin to break down the glucose, so the excess
ends up in the blood stream (p. 473). She also states that high HbA1c levels are caused by poor
control of one’s blood sugar. The excess blood sugar in the blood stream causes damage to the
kidneys which in result can lead to anemia. WebMD suggests that anemia can result from kidney
damage because the kidneys do not send out enough erythropoietin. Anemia can result.
More Related Content
Similar to Review Chapter 2 of the McKenzie et al. text, and think about the .docx
Due Wed April 1 By 8 pm Central TimeDQDudley (2009) poin.docx
Due Wed April 1 By 8 pm Central Time
DQ
Dudley (2009) points out that social work practice is usually embedded in programs. While you looked at practice evaluation using single-subject design in Week 3, this week, you shift focus to program evaluation. Program evaluation serves many purposes, including accountability to funders and to the public. Often, funding sources such as government agencies or private foundations requires periodic program evaluations. These evaluations can help provide answers to many different questions and can contribute to improvement of services. There are a variety of program evaluation models that are appropriate for addressing different questions as well as facilitating the collection and analysis of many different types of data.
Required Reading
1.
Document: Logan, T. K., & Royse, D. (2010). Chapter 13 Program evaluation studies. In B. Thyer (Ed.),
The handbook of social work research methods
(2nd ed., pp. 221–240). Thousand Oaks, CA: Sage. (PDF)
2.
Dudley, J. R. (2014).
Social work evaluation: Enhancing what we do.
(2nd ed.) Chicago, IL: Lyceum Books.
· Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
· Chapter 4, “Common Types of Evaluations” (pp. 71-89)
· Chapter 5, “Focusing an Evaluation” (pp. 90-105)
NOTE: You are going to have to pick a program within an agency that you are familiar with or locate one if you are not familiar with.
To prepare for this Discussion,
identify a program within an agency with which you are familiar
,
which could benefit from process evaluation and outcome evaluation.
You do not need to identify the agency in your post. Also, review the different evaluation models highlighted in this week’s resources (needs assessment, program monitoring, client satisfaction study, outcome evaluation, or cost benefit study).
Post a brief summary 1 page
of the program that you selected. Recommend a program evaluation model that would answer a question relevant to the program. Explain the potential benefits of the program evaluation that you proposed (both process and outcome). Identify 2–3 concerns that stakeholders might have about your proposed evaluation and how you would address those concerns. Then explain 2–3 concerns that stakeholders may have about your proposed program evaluation and how you would address those concerns.
Use APA Format and intext citations and references from both required reading and also creditable websites outside required reading.
.
Course Design GuideHSM270 Version 31Course Design Gui.docx
Course Design Guide
HSM/270 Version 3
1
Course Design Guide
College of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
· University policies: You must be logged into the student website to view this document.
· Instructor policies: This document is posted in the Course Materials forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003). Practical grant writing & program evaluation. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1 Relate program planning to grant proposals.
1.2 Define key terminology related to program planning.
1.3 Compare program planning with program evaluation.
1.4 Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read the course description and objectives.
Read the instructor’s biography and post your own.
Readings
Read Appendix A.
Read Ch. 1 of Practical Grant Writing & Program Evaluation.
CheckPoint
Program Planning and Grant Proposals
Explain the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post your explanation in 200 to 300 words.
Day 3
30
CheckPoint
Program Planning Terminology
Complete the Program Planning Terminology Multimedia located at http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine that you just received a new position as a program manager for a human services program.
Write a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
Day 5
30
Individual
Program Planning and Evaluation Paper
Read all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify specific examples of how program plannin.
Social and Biodiversity Impact Assessment (SBIA) Stage 2: ‘Without Project’ a...
Social and Biodiversity Impact Assessment (SBIA) Stage 2: ‘Without Project’ a...Pro-poor Rewards for Environmental Services in Africa ICRAF
Stage 2 of the social and biodiversity impact assessment (SBIA) for REDD projects.A stakeholder is any person, community, or organization with a .docx
A stakeholder is "any person, community, or organization with a vested interest in a program; e.g., decision makers, partners, clients." (McKenzie, 2017, page 11) Stakeholders are more than just people who participate in the program; they are decision makers, implementers, partners, and other people who impact or are impacted by the program.
In this Discussion, you will analyze different examples of health programs that have been evaluated and published. You will identify the stakeholders for the example programs and determine which purposes of evaluation apply.
To prepare for this Discussion:
Review the CDC’s Framework for Program Evaluation. Reflect on the steps and standards related to engaging stakeholders.
Review the six purposes of evaluation in the McKenzie, Neiger, and Thackeray text. Think about which purposes apply to the example public health programs and why they are important.
Review the Week 1 Health Program Articles (in the Learning Resources) and select one health program to address.
Imagine who the stakeholders might be for your selected program. If the abstract does not list stakeholders specifically, you can suggest who might have been involved.
Think about potential stakeholder expectations and how those expectations may influence the purposes of program evaluation.
Review the Course Project Guidelines (in the Learning Resources).
With these thoughts in mind:
By Day 4
Post
a comprehensive response to the following:
Indicate which of the Health Program Articles you chose (see the Learning Resources).
List the stakeholders within each of the following roles:
Those involved in program operations
Those served or affected by the program
The primary users of the evaluation results
Explain what different stakeholders may expect from the evaluation.
Explain which of the six purposes of evaluation apply to the published program that you selected.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues’ postings.
.
123117, 1(50 PMSample Content TopicPage 1 of 4fileUs.docx
12/31/17, 1(50 PMSample Content Topic
Page 1 of 4file:///Users/khadidjadiarrassouba/Downloads/Unit%209%20Assignment.html
Assignment Details
Public Health Strategic Plan
Unit Outcomes addressed in this Assignment:
Differentiate among goals, measurable objectives, related activities, and expected outcomes for a public
health initiatives, program, or projects.
Leverage analytical techniques to plan a public health effort.
Articulate an achievable mission, set of core values, and vision.
Course Outcomes assessed in this Assignment:
PU500-2: Discuss the decision-making process used to resolve a public health issue.
Introduction:
As you near the conclusion of this introductory public health course, there are certain emerging skills that you
will demonstrate in a major project. These competencies relate to the decision-making process used by public
health professionals. Therefore, for the Unit 9 Assignment, you will:
Justify a decision to resolve a public health issue.
Employ analytical processes to plan health initiatives.
Construct an evidence-based strategic plan for public health efforts.
Your version of a public health strategic plan will consist of three fundamental parts.
Instructions:
PART 1: Defining the Health Issue
You will begin your strategic plan by defining a specific health issue. Imagine that you are a director or manager
for a public health organization, and you will:
Identify a health issue aligned with Health People 2020.
Discover a specific health issue’s objective per the Healthy People 2020 planning site.
(Please note: You may use the objective that you had evaluated in Unit 3 or select a different objective.)
To demonstrate your ability to define a relevant public health issue, you will perform three skills:
1. Summarize the health topic/issue by magnitude, extent and at-risk populations/communities.
2. Review at least five authoritative sources relevant to the current health issue within a brief literature review.
3. Outline the fundamental importance of addressing the public health issue.
PART 2 - Evaluating the Health Issue (Refer to the detailed breakdown below.)
12/31/17, 1(50 PMSample Content Topic
Page 2 of 4file:///Users/khadidjadiarrassouba/Downloads/Unit%209%20Assignment.html
After gaining a foundational understanding of the health issue, you will:
Utilize analytical techniques to evaluate ways to address the problem.
Develop evidence to resolve the issue.
Form the basis of an action plan.
To demonstrate your ability to evaluate a public health issue, you will perform three analytical techniques:
Prepare a health problem analysis model for your public health issue.
Conduct a force field analysis to identify barriers or supportive factors.
Illustrate a fishbone diagram to highlight the underlying reasons for the problem.
PART 3 - Create a Strategic plan (Refer to the detailed breakdown below.)
With evidence to support the relevance and importance of your health issue (part 1) and analys ...
Module 5 Module 5 - M5 Assignment 2 RA 2Assignment 2 RA 2 Pro.docx
Module 5: Module 5 - M5 Assignment 2 RA 2
Assignment 2: RA 2: Program Evaluation Plan
Program evaluation is an essential practice in human services organizations that provides a systematic and scientific approach for decision-making and program intervention. This process ensures that agencies perform effectively by being outcome-oriented and accountable. Since human services are often made up of many elements with complex relationships and dynamics, an evaluator needs to engage in collaborative reflection with key stakeholders, be grounded in people's experiences, and use data to ask good questions.
For this assignment, build upon the needs assessment conducted in
M3 Assignment 2 RA 1
and design a program evaluation plan using appropriate evaluation frameworks discussed in the earlier modules.
Tasks:
Using at least 3–5 scholarly resources from the professional literature, research program evaluation. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Create a 10- to 12-page evaluation plan, including the following:
Program's Context
: Identify the setting (including mission and objectives of the program), target population, and environmental influences within which the program operates.
Purpose of Evaluation
: State the purpose of your evaluation. Having a clear purpose prevents hasty decisions in how an evaluation should be conducted. It could be for introducing a new approach to practice, to change an existing one, or to evaluate the effect of existing program activities.
Expected Effects
: Describe the desired outcomes (short- and long-term ones) for the program to be successful.
Stakeholders
: Identify all the stakeholders who would need to be engaged in the evaluation.
Design of Framework
: Choose an evaluation framework that will influence what type of resources will be used as evidence, how that evidence will be gathered and analyzed, and what kind of claims can be made.
Resources (What Is the Required Data?)
: Determine criteria for effectiveness of the program and the data that would need to be collected to meet the selected criteria.
Selection of Methods (How Can We Get It?)
: Evaluate the strengths and weaknesses of different data-gathering techniques and information analysis approaches to ensure quality in the evidence gathered.
Findings (What Does the Data Mean?)
: Highlight important evaluation findings, including effective strategies to interpret, and present results and recommendations for the program to the stakeholders.
Dissemination of the Findings
: Select appropriate communication strategies and develop a communication plan using appropriate media and technology to inform the stakeholders.
Plan for Follow Up for Ongoing Improvement (What Are We Going to Do Now?)
: Determine how the results will be implemented and monitored.
Submission Details:
W.
Chamberlain College of NursingNR351 Transitions in Professional .docx
Chamberlain College of Nursing NR351 Transitions in Professional Nursing
Time Management Plan Template
Student Name:Date:
Directions:
1. Carefully read the Time Management Plan Guidelines and Grading Rubric found under Week 2 Assignments, which provides specific details on how to complete this assignment.
2. Rename this template by clicking File, then Save As. Change the file name so it reads Your Last Name Time Management Plan.docx. For example, if your last name is Smith, type Smith Time Management Plan.docx.
3. Save the document as a .docx compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the template. Follow all instructions. Save frequently to prevent loss of your work.
6. Prior to the due date, post general questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail private questions to your instructor.
7. Submit this assignment by clicking on the orange Submit Assignment button on the Week 2 Time Management Plan Assignment page by the end of Week 2, Sunday at 11:59 p.m. MT.
NOTE: Assigned Template MUST be used for this assignment. Failure to do so may result in loss of points and/or Academic Integrity violation investigation.
Times
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
12 a.m.–1 a.m.
1 a.m.–2 a.m.
2 a.m.–3 a.m.
3 a.m.–4 a.m.
4 a.m.–5 a.m.
5 a.m.–6 a.m.
6 a.m.–7 a.m.
7 a.m.–8 a.m.
8 a.m.–9 a.m.
9 a.m.–10 a.m.
10 a.m.–11 a.m.
11 a.m.–12 p.m.
12 p.m.–1 p.m.
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11 p.m.–12 a.m.
Academic Integrity Policy Attestation:
By typing my name in the box to the right, I attest and affirm that I have watched the entire Integrity Matters Tutorial and will comply with the Academic Integrity Policy of Chamberlain College of Nursing.
Answer:
Academic Integrity Question #1:
What is one example of plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Academic Integrity Question #2:
Other than not sharing passwords, what is one way students can avoid plagiarism that was mentioned in the Chamberlain Integrity Matters Tutorial?
Answer:
Self-Evaluation: Challenges (see Rubric)
What are your greatest challenges with time management?
Answer:
Self-Evaluation: Strategies (see Rubric)
What effective strategies will you use to overcome these challenges?
Answer:
Time Management Plan Template.docx 1/17/2020 cjm/sm
4
A case study of health
and agriculture social
enterprises in Kenya
Eliada Griffin-EL and Emily Darko .
Step 1 WorksheetsAnalyze issues and needs to state program behav.docx
Step 1 Worksheets
Analyze issues and needs to state program behavioral goals
Before you design any nutrition education intervention, whether it is a few sessions or a larger program with several components, it is important to determine your intervention focus and identify your intended primary audience. When those have been determined, you will need detailed information on the behaviors and practices that contribute to the issue or problem you have selected as your intervention focus. Step 1 worksheets will help you conduct assessments to obtain the information you will need.
Think of yourself as a detective as you work through these worksheets. You are trying to find out as much as you can to determine which core behaviors or behavioral goals will be the targets for your educational sessions.
The information you collect may be quite extensive, depending on the scope and duration of your intervention, and will vary by category. Cite information sources (e.g., journal article, government report, observation, interview) used in the worksheet in a bibliography at the end of this step.
At the end of the Step 1 worksheets, you should have products for Steps 1A, 1B, and 1C as follows:
Step 1A:
Health issues or needs (one or two) and primary intended audience for the nutrition education intervention. Examples are “overweight in teenagers” or “low rates of breastfeeding in a low-income audience.”
Step 1B:
High-priority behaviors contributing to the selected issues. A set of one to a few nutrition-related behaviors or community practices that contribute to the health issue(s) that you identified.
Step 1C:
Statement of the program’s behavioral or action goals. The behavioral or action goals describe the purpose or behavioral outcomes for the program in terms of behaviors or community practices.
Use these worksheets as guides to help you identify program behavioral goals. Cite information sources in the text and add references to the bibliography at the end of the step. Electronic versions of these worksheets are available
at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.
Step 1A: Issues and intended audience
Describe the demographics of your audience (e.g., age, subgroup, ethnicity) and the location of the site.
Step 1 Worksheets
Analyze issues and needs to state program behavioral goals
Analyze the priority health issues for your audience.
Research. What does scientific research
suggest as the major health issues for this audience?
Policy. What do governmental guidelines recommend as priority health issues?
+
+
+
Audience. What are specific health issues and needs related to the intended audience (from objective and subjective data)?
Organization. What does the organization and/or funding source state as key health priorities to address?
+
Step 1 Worksheets
Analyze issu.
694C H A P T E RProgram Planning The Big Picture.docx
69
4
C H A P T E R
Program Planning:
The Big Picture
69
Key Terms: planning committee, program ownership, program desired outcome,
potential program provider, potential consumer, evidence-based or science-based
The coalition feels good about their needs assessment. What an in-
teresting process it was, and they discovered much that they did not
know. Clearly, however, respirator y-related health problems are on the
rise, and cigarette smoking is by far the major contributor. Now, they
have to decide what to do.
Health professionals have always planned programs to achieve desirable ends,
such as to impact health status and improve the quality of life. Over the years,
planning has become more systematized and, as a result, potentially more ef-
fective. The planning models developed to assist in this process include
Precede–Proceed, PATCH, Model for Health Education Planning (MHEP), and
Comprehensive Health Education Model (CHEM) (McKenzie & Smeltzer,
2001). Although the models differ, there does appear to be some consistency
in the literature regarding recommendations for going about the program plan-
ning process. Suggested steps for program planning and general planning
principles will be reviewed in this chapter. The planner may conduct the plan-
ning activities in an order that differs from the one presented here, or a num-
ber of the described activities of program planning may be conducted
simultaneously. The size and past experiences of the planning committee may
influence the steps for planning, along with the size and scope of the program
being planned and implemented.
69
17487_Hodges_ch4_69_86 6/11/04 10:07 AM Page 69
70 Chapter 4: Program Planning: The Big Picture
Program Planning Steps
Step 1: Review the Needs Assessment
It is suggested that the planners conduct a review of the needs assessment data
and the resulting decisions that have been made up to this point. This review
will help to determine if the most appropriate recommendations for the di-
rection and outcome of the program have been made to meet the needs of the
target population. It is possible for the planning committee to identify addi-
tional data that are useful to shaping the intervention, which were not undis-
covered or overlooked in the initial needs assessment process. A large amount
of data may have been collected as part of the needs assessment, but during a
review, a skillful planning committee can organize and synthesize the infor-
mation into a format that provides meaning and value, which may not have
been obvious during the initial examination of the data (Aspen Reference
Group, 2002).
Box 4.1 Action steps to establish or strengthen a coordinated school
health program.
At the school level At the district level
Source: Fetro, J. V. (1998). Implementing coordinated school health programs in local schools. In
Marx, E. & Wooley, S. F. (eds.), Health is academic: A guide to coordinated school health programs
(p. 21). New York: Teachers.
Individual Project Part 1 Managing ProjectsThe Individual.docx
Individual Project Part 1: Managing Projects
The Individual Project Assignments in this course are designed to provide you with a practical understanding of project management activities in a health care organization.
Part 1 of the Individual Project focuses on managing projects. You interview an individual who has managed a project for an organization. Alternatively, you may examine a minimum of three organizations that have published descriptions about a health care information technology project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you might ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
By Day 5 of Week 5
Write a 2- to 4-page paper in APA format with 3 references from the list provided which include the following level one headings
:
Describe the context of your interview—where and how the interview took place. why you selected this individual, and how you believe this individual meets the requirements for this Assignment.
Describe the role and functions of the individual within the context of the individual’s organizational structure and of project management.
Synthesize insights on how project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.) are addressed in the interviewee’s organization.
Compare the insights from your interview with information from project management literature about project goals (outcomes, metrics of success, expectations for improving work products) and project administration (project charters, stakeholder involvement, activities, scheduling, costs, etc.). Be sure that the comparisons you make are clear to the reader.
Explain how your insights into these aspects of project management will impact your ability to successfully manage health care information technology projects. Include any tips the individual described for managing a successful project.
OR:
Scholarly Paper
To prepare:
Examine a minimum of three organizations that have published descriptions about a health care information technology project. Review the Individual Projec.
Step 1 WorksheetsAnalyze issues and needs to state program behav.docx
Step 1 Worksheets
Analyze issues and needs to state program behavioral goals
Before you design any nutrition education intervention, whether it is a few sessions or a larger program with several components, it is important to determine your intervention focus and identify your intended primary audience. When those have been determined, you will need detailed information on the behaviors and practices that contribute to the issue or problem you have selected as your intervention focus. Step 1 worksheets will help you conduct assessments to obtain the information you will need.
Think of yourself as a detective as you work through these worksheets. You are trying to find out as much as you can to determine which core behaviors or behavioral goals will be the targets for your educational sessions.
The information you collect may be quite extensive, depending on the scope and duration of your intervention, and will vary by category.
Cite information sources (e.g., journal article, government report, observation, interview) used in the worksheet in a bibliography at the end of this step.
At the end of the Step 1 worksheets, you should have products for Steps 1A, 1B, and 1C as follows:
Step 1A: Health issues or needs (one or two) and primary intended audience for the nutrition education intervention. Examples are “overweight in teenagers” or “low rates of breastfeeding in a low-income audience.”
Step 1B: High-priority behaviors contributing to the selected issues. A set of one to a few nutrition-related behaviors or community practices that contribute to the health issue(s) that you identified.
Step 1C: Statement of the program’s behavioral or action goals. The behavioral or action goals describe the purpose or behavioral outcomes for the program in terms of behaviors or community practices.
Use these worksheets as guides to help you identify program behavioral goals. Cite information sources in the text and add references to the bibliography at the end of the step. Electronic versions of these worksheets are available
at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.
Step 1A: Issues and intended audience
Describe the demographics of your audience (e.g., age, subgroup, ethnicity) and the location of the site.
Step 1 Worksheets Analyze issues and needs to state program behavioral goals
Analyze the priority health issues for your audience.
Research.
What does scientific research
suggest as the major health issues for this audience?
Policy.
What do governmental guidelines recommend as priority health issues?
+
+
+
Audience.
What are specific health issues and needs related to the intended audience (from objective and subjective data)?
Organization.
Course Design GuideCollege of Social SciencesHSM270 Version 3.docx
Course Design Guide
College
of Social Sciences
HSM/270 Version 3
Program Planning and Grant Proposal Writing in Human Services
Copyright © 2009, 2007 by University of Phoenix. All rights reserved.
Course Description
This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:
·
University
policies
: You must be
logged into the student website to view this document.
·
Instructor policies: This document is posted in the
Course Materials
forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.
Course Materials
Yuen, F. & Terao, K. (2003).
Practical grant writing & program evaluation
. Pacific Grove, CA: Brooks/Cole—Thomson Learning.
All electronic materials are available on the student website.
Week One: Understanding Program Planning and Evaluation
Details
Due
Points
Objectives
1.1
Relate program planning to grant proposals.
1.2
Define key terminology related to program planning.
1.3
Compare program planning with program evaluation.
1.4
Identify political and technical aspects of program planning and evaluation.
Course Preparation
Read
the course description and objectives.
Read
the instructor’s biography and post your own.
Readings
Read
Appendix A.
Read
Ch. 1 of
Practical Grant Writing & Program Evaluation
.
CheckPoint
Program Planning and Grant Proposals
Explain
the relationship between program planning and grant proposals. When describing each component, address their similarities and differences as well as how they relate to each other.
Post
your explanation in 200 to 300 words.
30
CheckPoint
Program Planning Terminology
Complete
the Program Planning Terminology Multimedia located at
http://corptrain.phoenix.edu/axia/hsm270/images/program_planning_definitions.html
Imagine
that you just received a new position as a program manager for a human services program.
Write
a 200- to 300-word e-mail to a friend describing the new position and its responsibilities, incorporating all of the vocabulary words
30
Individual
Program Planning and Evaluation Paper
Read
all of the fictional program scenarios in Appendix B and choose one to work with throughout the course.
Compare
program planning with program evaluation in human services organizations. Describe how the two components are related.
Identify
specific examples of how program planning and evaluation interrelate i.
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Course Design GuideHSM270 Version 31Course Design Gui.docx
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Social and Biodiversity Impact Assessment (SBIA) Stage 2: ‘Without Project’ a...
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Step 1 WorksheetsAnalyze issues and needs to state program behav.docx
694C H A P T E RProgram Planning The Big Picture.docx
694C H A P T E RProgram Planning The Big Picture.docx
Individual Project Part 1 Managing ProjectsThe Individual.docx
Individual Project Part 1 Managing ProjectsThe Individual.docx
Step 1 WorksheetsAnalyze issues and needs to state program behav.docx
Step 1 WorksheetsAnalyze issues and needs to state program behav.docx
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Review all of the Discussions Conflict Resolution Resources – I.docx
Review all of the Discussions: Conflict Resolution Resources – Influencers, TED Talks, and Websites. After reviewing all the resources presented, create your thread.
This week, identify the one resource that impacted you the most that you shared and identify one resource that impacted you the most that was shared by one of your peers and make it using 500 words
In your thread:
Introduce your classmates to the resource you shared that is the most impactful
Introduce your classmates to the resource that was shared by one of them that was the most impactful
Explain why you selected these resources
Explain how these resources impacted your thoughts and ideas on conflict resolution
Explain how these resources are personally applicable to you
Use this information to incorporate into the questions:
The resource that I shared that is the most impactful are the influencers Candace Owens and Brandon Tatum. The first influencer is Brandon Tatum he is known for being an American conservative political commentator, former police officer and football player. He Born in Forth Worth, Texas, Tatum was an All-American football player in high school. His father, Bobby Tatum, was a captain in the Fort Worth Fire Department. His great uncle, Jack Tatum, was an Ohio State All-American, NFL All-Pro, and a Super Bowl champion with the Oakland Raiders. Tatum was featured in the US-Army All-American Game, which showcases the top 78 high school football players in the nation. Tatum committed to playing on a full athletic scholarship from the University of Arizona in 2004. Tatum played at Arizona for 5 years and entered the NFL Draft in 2010. After he After going undrafted in the NFL Draft, Tatum became a police officer in Tucson, Arizona. He rose to prominence in early 2016 for a viral video about a campaign rally for U.S. President Donald Trump. Following the rally, he said in the video that he felt unsafe because of those who protested against the event. He went viral a second time in September 2017 for a video where he expressed his opposition to players "taking the knee" during the national anthem at NFL football games. Tatum later then Tatum resigned from the Tucson Police Department in October 2017 to join Liftable Media a conservative content producer that owns and operates The Western Journal and The Conservative Tribune. He then served, as director of urban engagement for the conservative action group Turning Point USA before founding his own media company in late 2019 and sells his own shirts and hats.
The second social media influencer I chose is Candace Owen. She is a American conservative author, political commentator, and activist. She was along with With her siblings, Owens was raised in Stamford, Connecticut, by her grandparents from around the age of 11 or 12, after her parents divorced. She was the third of four children. She said her paternal grandfather Robert Owens, a Black American, was born in North Carolina. Owens is also of Carib.
Review 3 to 4 stories on both the Media Matters (httpmediamatte.docx
Review 3 to 4 stories on both the Media Matters (
http://mediamatters.org
) and Newsbusters (
newsbusters.org
) websites. What stories did you review? Do the stories noted by each of the organizations as evidence of liberal or conservative bias in the media truly support this argument? Might some individuals argue that the stories noted as evidence of either liberal or conservative bias are actually factual rather than biased? To what extent do you feel media bias is based on each individual’s own ideological position?
.
Review 1 Sustainable graphic designAs society continues to de.docx
Review 1: Sustainable graphic design
As society continues to develop, human beings have become more aware of the need to protect the environment. Today graphic designer’s obligation no longer limited in providing design service to our clients. But as a citizen in our society, contemporary designers should consume their career in a sustainable way, which include encouraging their colleagues and clients to follow the same eco-friendly practice.[1] Because without of the Earth’s ecosystems human life would be threatened. Human being is heavily reliant on the essential ecological elements like water and air.
Today, practicing sustainability does not simply mean recycling newspaper and water bottle. Because there is energy input and cost in each step of manufacturing, consuming the product and recycling. The principle of sustainable design has changed from reducing waste and choosing recyclable materials to consider each step in Life Cycle Assessment(LCA). In the book Sustainable Design: A Critical Guide, David Bergman states the concept of sustainability has shifted from its 1960s origins, which mainly emphasized in the phrase “Reduce, reuse, recycle.” Bergaman believes it oversimplified the sustainability we facing.[2] To achieve the goal of design for sustainability, graphic design could consider and utilize LCA to examine their product and each manufacturing process from beginning to end of life phase. A qualified sustainable design must be well-designed to reduce waste and unnecessary cost in each step of LCA, which are raw material extraction, material processing, part manufacturing, assembly, product use and end of life.[3]
The package design for Cereal Revolution by Modern Species is a good example of how contemporary company conducts sustainability through a piece of thoughtful design. In 2012, cereal company issued a line of health, low-calorie cereal called Cereal Revolution. To pair up with the health-friendly goal, design studio Modern Species create a series of cereal package that is eco-friendly. The size of boxes are designed to minimize the shipping cost and storage space, folded in a way that reduces the need for glue, and was printed on 100% recycled paperboard with soy-based inks. The bag inside the box is home compostable cellophane, which can are fully biodegradable.
The thoughtful package of Cereal Revolution showcases enforce sustainability by choosing 100% recyclable martial, eco-friendly soy-based ink, reduce assemble cots and lower the transportation cost. Using recycled materials not only minimized the cost of manufacturing materials but also could benefit the disposal process after the package was consumed. Folding the box in a way that is required less glue to reduce the pollution caused by the assemble process, and choosing this particular size could save energy and space in transportation and storage.
The package design of Cereal Revolution is a successful sustainable graphic design because the designer has .
Reverse Interpreting Lab Results Table 87.2A possible reason why.docx
Reverse Interpreting Lab Results Table 87.2
A possible reason why the glucose and hemoglobin A1C levels are elevated is because
the pancreas is not producing enough insulin to breakdown glucose. Because the pancreas is not
effectively breaking down enough glucose, the excess glucose in the bloodstream causes nerve
damage especially to the kidneys, where the blood is filtered. The lack of proper blood filtration
because of kidney damage is the reason for the decreased levels of RBCs, platelets, hemoglobin,
platelets, and hematocrit levels. This also is the reason for increased mchc, mcv, and INR values.
Hdl levels are also decreased because of the cardiovascular issues associated with damage to the
blood vessels from continuous high blood sugar. The reason for the decreased level of white
blood cells would most likely be because the body is fighting a disease process most likely
caused by uncontrolled elevated blood sugar levels for an extended period of time.
Since most of the abnormal levels in this table are concurrent with abnormal values
associated with type 2 diabetes that is not well controlled, a good scenario would be that the
patient with these lab values has type 2 diabetes. The patient most likely does not control their
blood sugar well and has most likely had issues with maintaining a decreased blood sugar for an
extended period of time. The nurse would expect the patient to have a diet consisting of high
sugars and carbohydrates. The nurse would also expect the patient to have really white gums,
fatigue, lethargy, no energy, headaches, excessive thirst and hunger, and increased urine output.
Works Cited
Gauci, R., Hunter, M., Bruce, D. G., Davis, W. A., & Davis, T. M. E. (2017). Anemia
complicating type 2 diabetes: Prevalence, risk factors and prognosis. Journal of Diabetes
and Its Complications, 31(7), 1169–1174. https://doi-
org.ezproxy.hsutx.edu:4443/10.1016/j.jdiacomp.2017.04.002
Jin Ook Chung, Seon-Young Park, Dong Hyeok Cho, Dong Jin Chung, Min Young Chung,
Chung, J. O., ... Chung, M. Y. (2017). Anemia, bilirubin, and cardiovascular autonomic
neuropathy in patients with type 2 diabetes. Medicine, 96(15), 1–4. https://doi-
org.ezproxy.hsutx.edu:4443/10.1097/MD.0000000000006586
Reverse interpreting results
For this assignment I chose table 87.2. The table shows that the patient has a high blood
glucose and HbA1c. A high blood sugar result is caused by eating too much sugar and
carbohydrates or because of diabetes mellitus. According to Huether (2017), in a person with
diabetes their pancreas does not produce enough insulin to break down the glucose, so the excess
ends up in the blood stream (p. 473). She also states that high HbA1c levels are caused by poor
control of one’s blood sugar. The excess blood sugar in the blood stream causes damage to the
kidneys which in result can lead to anemia. WebMD suggests that anemia can result from kidney
damage because the kidneys do not send out enough erythropoietin. Anemia can result.
Results DisplayedFeedback· Question 10 out of 2 points.docx
Results Displayed
Feedback
· Question 1
0 out of 2 points
The chi-square statistic is often used in behavioral data to test for relationships between variables. This procedure is based on the null hypothesis of no association or independence. Which of the following statements is incorrect regarding this analytic technique?
· Question 2
2 out of 2 points
Multiple logistic regression analysis applies when there is a single dichotomous outcome and more than one independent variable.
· Question 3
2 out of 2 points
For a two-tailed test using z values at the 5% significance level we reject H0:
· Question 4
0 out of 2 points
Which of the following measures is least affected by extreme or outlying values in a dataset?
· Question 5
0 out of 2 points
What is the first summary statistic for a continuous variable?
· Question 6
0 out of 2 points
The following are HDL levels measured in healthy females.
60 63 60 58 60 70 54 72 80 75 78 77
Calculate the range
· Question 7
2 out of 2 points
What is the median blood glucose level of the following data set collected from 8 individuals: 89, 95, 99, 102, 107, 108, 111, and 119?
· Question 8
0 out of 2 points
Which of the following types of bias is most commonly associated with a case-control study?
· Question 9
0 out of 2 points
A study is designed to evaluate the impact of a daily multivitamin on students’ academic performance. One hundred sixty students are randomly assigned to receive either the multivitamin or a placebo and are instructed to take the assigned drug daily for 20 days. On day 20, each student takes a standardized exam and the mean exam scores are compared between groups. This study is an example of a
· Question 10
0 out of 2 points
Which of the following is true about a positively skewed distribution of data?
· Question 11
0 out of 2 points
Which of the following types of mutation describes a point mutation?
· Question 12
2 out of 2 points
“Agent Orange” was used in Vietnam by the U.S. military as a:
· Question 13
2 out of 2 points
Health consequences of secondhand tobacco smoke have been persistently observed. There is biological plausibility of exposure to secondhand smoke causing adverse neurodevelopmental effects in children whose parents smoke. Which of the following statements is (are) accurate concerning the health effects of secondhand smoke?
· Question 14
2 out of 2 points
The first large-scale use of DDT occurred in Italy in 1943 when the insecticide was used for dusting refugees in a successful attempt to prevent an outbreak of a deadly disease spread by body lice which frequently occurs under wartime conditions of overcrowding and poor sanitation. What disease did DDT prevent in this situation?
· Question 15
2 out of 2 points
About ranges .
Rev. 8.18 GUIDELINES FOR ORGANIZATIONAL ANALYSIS ASSIGNMEN.docx
Rev. 8.18
GUIDELINES FOR ORGANIZATIONAL ANALYSIS ASSIGNMENT
Using Collins’ work as a model and framework for advanced organizational analysis (and other
references as needed), analyze a system, organization, organization systems and/or subsystems.
Consider each of the concepts proposed by Collins’ breaking down the organizations’ strategic plan,
financial management, organizational structure, leadership, organizational culture, performance
outcomes, etc. Collins’ work is a good foundational text, along with Fifth Discipline (Senge, 1990)
and other related writers and models.
When analyzing an organizational system, along with Collins’ work, consider chaos theory and
complexity science (Wheatley, Porter-O-Grady), learning organizations (Senge), change and
innovation (Gladwell, Rogers, Quinn). If you have not found these references in the required or
recommended course readings, google the names of these authors and learn more about their
contributions to understanding organizational behavior and leading complex systems. Such
references may be useful in arriving at a greater level of understanding of organizations necessary to
truly transform our current health care systems. As part of this analysis, consider interviewing
members of the staff, board members, organizational historians, key administrative personnel (CFO,
CEO, CNE, etc.). If you are not familiar with the organization/system, it will be essential that you
talk to members of the organization who can help you develop a rich understanding of the
leadership, culture, and decision-making patterns. Consider what is written about the organization
and its system in the local paper, regional documents, trade journals, etc. These qualitative methods,
along with review of clinical, financial and other evaluation measures (quantitative measures), will
provide a more holistic perspective of an organizational systems’ performance.
The paper should be carefully written in a formal style, based on primary sources, provide an
integration of ideas, and be 5-6 pages in length, excluding title page & reference list. Organized
flow, logical progression of ideas, and clarity in thought are essential. Please use headings to
separate content. References must be timely; published within the previous five (5) years. Liberal
number of primary and peer reviewed references (minimum of 10).
Deductions:
Papers over the page limit will be penalized by a disregard of content over the page limit.
Scholarship Expectations:
A lack of Scholarship deduction of up to 20% of the total point value of the assignment will be
applied to address such deficiencies as APA errors, Title or Reference page errors, a lack of
clarity and conciseness in writing, grammatical and spelling errors, exceeding the prescribed
page limit, and poor overall writing skills. For example, an assignment worth 15 points could
have a maximum lack of scholarship deduction of 3 points (20% x 15). The amount of.
Revenue recognitionAcademic Resource CenterRevenue.docx
Revenue recognition
Academic Resource Center
Revenue recognition Page 2
General
► This new guidance will supersede almost all existing revenue guidance under US
GAAP (including industry guides) and IFRS.
► The AICPA has formed various industry task forces to help develop non-authoritative
guidance.
► The FASB and IASB announced the formation of a joint transition resource group
(TRG) that will be responsible for informing the Boards about interpretive issues that
arise as companies implement the revenue standards. The TRG will not issue
guidance.
The FASB and IASB issued new guidance on accounting for revenue
recognition, Revenue Recognition – Revenue from Contracts with
Customers.
► FASB – ASC 606 (ASU 2014-09)
► IASB – IFRS 15
May 2014
Academic Resource Center
Revenue recognition Page 3
General
► ASC 606 applies to both public and non-public entities. For non-public entities, there is
some specific relief related to disclosures, transition and the effective date.
► At the December 5, 2016 AICPA National Conference on Current SEC and PCAOB
Developments, Sylvia E. Alicea, a professional accounting fellow of the office of the chief
accountant (OCA) made the following comments:
“SAB Topic 13 will continue to apply to registrants prior to their adoption of the new
revenue standard so it will continue to be relevant until all registrants have completed their
transition. New guidance will be provided, as needed. However, when OCA evaluates
implementation-related consultations under U.S. GAAP, our starting point is the new
revenue standard (and any subsequent amendments) as issued by the FASB. Therefore, I
believe registrants should also apply that model (as opposed to SAB Topic 13) when
evaluating their revenue arrangements for adoption of Topic 606.”
► IFRS 15 does not specifically apply to non-public entities. These non-public entities may
apply IFRS for Small and Medium-Sized Entities.
Academic Resource Center
Revenue recognition Page 4
Effective date and adoption methods
US GAAP
► For US public entities, certain not-for-profit entities and
certain employee benefit plans, the guidance is effective
for annual periods beginning after December 15, 2017.
Early adoption is permitted for annual periods beginning
after December 15, 2016.
► All other US entities are required to apply the standard to
annual periods beginning after December 15, 2018 but
can also early adopt beginning after December 15, 2016.
IFRS
► The guidance is effective for annual
periods beginning on or after
January 1, 2018.
► Early adoption is permitted. Early
adoption was permitted when IFRS
15 was originally issued.
The adoption methods available for both US GAAP and IFRS include the full retrospective approach
and the modified retrospective approach. These are further explained on the following slide.
Academic Resource Center
Revenue recognition Page 5
Effective date and adoption methods
Key .
Rev.Confirming PagesTM Communicating at Work .docx
Rev.Confirming Pages
TM
Communicating
at Work
Strategies for Success in
Business and the Professions
Eleventh Edition
Ronald B. Adler
Santa Barbara City College, Emeritus
Jeanne Elmhorst
Central New Mexico Community College
Kristen Lucas
University of Louisville
adL36801_fm_i-xix.indd iadL36801_fm_i-xix.indd i 8/31/12 11:47 AM8/31/12 11:47 AM
Rev.Confirming Pages
TM
COMMUNICATING AT WORK
Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,
New York, NY, 10020. Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in
the United States of America. Previous editions © 2010, 2008, 2005, 2002, 1999, 1996, 1992, 1989, 1986, and
1983. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including,
but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
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All credits appearing at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Adler, Ronald B. (Ronald Brian), 1946-
Communicating at work : strategies for success in busin.
ReturnsA return, also known as a financial return is the money m.docx
Returns
A return, also known as a financial return is the money made or lost on an investment. A return can be expressed nominally as the change in dollar value of an investment over time or as a percentage derived from the ratio of profit to investment. We will cover those ratios below. If we make a profit on our investment or venture, we have a positive return. If we lose money on our investment or venture, we have negative return.
A nominal return is the net profit or loss of an investment expressed in nominal terms (i.e., levels). It can be calculated by figuring the change in value of the investment over a stated time period plus any distributions minus any outlays. Distributions received by an investor depend on the type of investment or venture but may include dividends, interest, rents, rights, benefits, or other cash flows received by an investor. Outlays paid by an investor depend on the type of investment or venture but may include taxes, costs, fees, or expenditures paid by an investor to acquire, maintain, and sell an investment. For example, assume an investor buys $2,000 worth of publicly traded stock, receives no distributions, pays no outlays, and sells the stock two years later for $2,200. The nominal return in dollars is $2,200 - $2,000 = $200.
A percentage return is a return expressed as a percentage. It is known as the return on investment (ROI). ROI is the return per dollar invested and is calculated by dividing the dollar return by the dollar initial investment. This ratio is multiplied by 100 to get a percentage. Assuming a $200 return on a $1,000 investment, the percentage return or ROI = ($200 / $1,000) × 100 = 20 percent.
A holding period return is an investment's return over the time it is owned by a particular investor. Holding period return may be expressed nominally or as a percentage.
Rate of return is the proportion of profit earned from an investment during a periodic interval of time, expressed as a percentage. For example, the return earned during the periodic interval of a month is a monthly return and of a return earned during a year is an annual return.
Returns over periodic internals of different lengths can only be compared when they have been converted to same length intervals. It is customary to compare returns earned during yearlong intervals. Return of capital refers to the recovery of the original investment.
Return Ratios
Companies use different kinds of return ratios to compare one investment option to another one:
· Return on equity (ROE) is a profitability ratio figured as net income divided by average shareholder's equity, which measures how much net income is generated per dollar of stock investment. If a company makes $10,000 in net income for the year and the average equity capital of the company over the same time period is $100,000, the ROE is 10 percent.
· Return on assets (ROA) is a profitability ratio figured as net income divided by average total assets, which measures how much net p.
Retirement usually results in leaving a major life structure—one.docx
Retirement usually results in leaving a major life structure—one that provided social status, focus, purpose, and economic resources. The potential loss of daily stimulation poses threats to both cognitive and social functioning. Because so much of one’s social status is linked to occupational attainment, leaving a work role is almost like giving up a social identity" (Newman & Newman, 2018).
Given the information and evidence you have read about later adulthood, what are your thoughts about retirement?
Is age a relevant factor in deciding when to retire? If not, what other factors should a person consider?
Describe an approach to retirement that inspires you.
What is your own plan regarding retirement? Do you expect to retire? How does work fit into your sense of life satisfaction? How important is work to your personal identity?
.
RethinkingtheWesternTraditionThe volumes in th.docx
Rethinking
the
Western
Tradition
The volumes in this series
seek to address the present debate
over the Western tradition
by reprinting key works of
that tradition along with essays
that evaluate each text from
di!erent perspectives.
EDITORIAL
COMMITTEE FOR
Rethinking
the
Western
Tradition
David Bromwich
Yale University
Gerald Graff
University of Illinois at Chicago
Geoffrey Hartman
Yale University
Samuel Lipman
(deceased)
The New Criterion
Gary Saul Morson
Northwestern University
Jaroslav Pelikan
Yale University
Marjorie Perloff
Stanford University
Richard Rorty
Stanford University
Alan Ryan
New College, Oxford
Ian Shapiro
Yale University
Frank M. Turner
Yale University
Allen W. Wood
Stanford University
The Social
Contract and
The First and
Second
Discourses
J E A N - J A C Q U E S R O U S S E A U
Edited and with an Introduction by Susan Dunn
with essays by
Gita May
Robert N. Bellah
David Bromwich
Conor Cruise O’Brien
Yale University Press
New Haven and London
Copyright ! 2002 by Yale University.
Translations of The Discourse on the Sciences and Arts and
The Social Contract copyright ! 2002 by Susan Dunn.
All rights reserved.
This book may not be reproduced, in whole or in part,
including illustrations, in any form (beyond that
copying permitted by Sections 107 and 108 of the U.S.
Copyright Law and except by reviewers for the public
press), without written permission from the publishers.
Printed in the United States of America by Vail-Ballou Press, Binghamton, New York.
Library of Congress Cataloging-in-Publication Data
Rousseau, Jean-Jacques, 1712–1778.
[Selections. English. 2002]
The social contract ; and, The first and second discourses / Jean-Jacques Rousseau ;
edited and with an introduction by Susan Dunn ; with essays by Gita May . . . [et al.].
p. cm. — (Rethinking the Western tradition)
Includes bibliographical references.
isbn 0-300-09140-0 (cloth : alk. paper) — isbn 0-300-09141-9 (pbk. : alk. paper)
1. Political science—Early works to 1800. 2. Social contract—Early works to 1800.
3. Civilization—Early works to 1800. I. Dunn, Susan. II. May, Gita. III. Title. IV. Series.
jc179 .r7 2002
320%.01—dc21 2001046557
A catalogue record for this book is available from the British Library.
The paper in this book meets the guidelines
for permanence and durability of the Committee on
Production Guidelines for Book Longevity of the
Council on Library Resources.
10 9 8 7 6 5 4 3 2 1
Contributors
Robert N. Bellah is Elliott Professor of Sociology Emeritus at the Univer-
sity of California at Berkeley. He is the author of numerous books, includ-
ing Beyond Belief and The Broken Covenant, and is co-author of Habits of
the Heart and The Good Society.
David Bromwich is Housum Professor of English at Yale University. He is
the author of several books, including Politics by Other Means: Higher
Education and Group Thinking, Skeptical Music: Essays on Modern Po-
etry, and A.
Retirement Plan Selection HRM324 Version 42Retirement Pla.docx
Retirement Plan Selection HRM/324 Version 4
2
Retirement Plan Selection Grading Guide
HRM/324 Version 4
Total Compensation
Copyright
Copyright © 2016 by University of Phoenix. All rights reserved.
University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix® editorial standards and practices.
Individual Assignment: Retirement Plan SelectionPurpose of Assignment
It is important to be able to articulate the various retirement options available at an organization as an HR practitioner. This paper will compare various retirement options and allow the student to determine which is the best retirement option, and to assess what factors to consider when selecting a retirement option.Grading Guide
Content
Met
Partially Met
Not Met
Comments:
The student compares the following retirement options for the employee:
· 403B
· 401K
· Pension
· Annuities
· IRA
· Estate planning
The student determines which retirement option(s) they would chose if this employee.
The student assesses the factors this employee should consider when selecting their retirement plan.
The paper is 1,050 to 1,400 words in length.
Total Available
Total Earned
7
#/7
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
3
#/3
Assignment Total
#
10
#/10
Additional comments:
.
Restraining Overconfident CEOs throughImproved Governance E.docx
Restraining Overconfident CEOs through
Improved Governance: Evidence from the
Sarbanes-Oxley Act
Suman Banerjee
College of Business, University of Wyoming
Mark Humphery-Jenner
UNSW Business School, UNSW Australia
Vikram Nanda
Rutgers University and University of Texas at Dallas
The literature posits that some CEO overconfidence benefits shareholders, though high
levels may not. We argue that adequate controls and independent viewpoints provided by
an independent board mitigates the costs of CEO overconfidence. We use the concurrent
passage of the Sarbanes-Oxley Act and changes to the NYSE/NASDAQ listing rules
(collectively, SOX) as natural experiments, to examine whether board independence
improves decision making by overconfident CEOs. The results are strongly supportive:
after SOX, overconfident CEOs reduce investment and risk exposure, increase dividends,
improve postacquisition performance, and have better operating performance and market
value. Importantly, these changes are absent for overconfident-CEO firms that were
compliant prior to SOX. (JEL G23, G32, G34)
Overconfidence can lead managers to overestimate returns and underestimate
risk. The literature suggests that even though some CEO overconfidence
We acknowledge the thoughtful comments of David Hirshleifer (the editor) and two anonymous reviewers.
We thank the seminar participants at University of Calgary, Fudan University, IIMC Kolkota, Kobe University,
Massey University, Nanyang Technological University, National University of Singapore, Peking University
HSBC School of Business, UNSW School of Business, University of Technology Sydney, the J.P. Morgan ESG
Quantferance (2013), American Finance Association Meeting (2015), American Law and Economics Association
Annual Meeting (2014), Asian Bureau of Finance and Economic Research Conference (2014), Australasian
Finance and Banking Conference (2013), Conference on Empirical Legal Studies (2014), Conference on
Global Financial Stability (2013), Financial Management Association Annual meeting (2013), and the Paul
Woolley Conference on Capital Market Dysfunctionality (2014). The paper also benefited from comments
from Itzhak Ben-David, Gennaro Bernille, Oleg Chuprinin, Wai Mun Fong, Jarrad Harford, Gerard Hoberg,
Russell Jame, Jon Karpoff, Asad Kausar, Andy Kim, Jaehoon Lee, Angie Low, Kasper Nielsen, Thomas Noe,
Terrence Odean, Nagpurnanand Prabhala, David Reeb, Anand Srinivasan, Geoffrey Tate, Stephen Taylor, Robert
Tumarkin, John Wald, and Emma Zhang. Suman Banerjee gratefully acknowledges the SUG Tier 1 research
grant from the Ministry of Education, Singapore. Mark Humphery-Jenner acknowledges the support of the ARC
DECRA grant# DE150100895. Supplementary data can be found on The Review of Financial Studies web site.
Send correspondence to Vikram Nanda, Naveen Jindal School of Management, University of Texas at Dallas,
Richardson, TX 75080 & Rutgers University, Rockafeller Road, New Brunswick, NJ 08854; telephone: (404)
769-.
Restorative JusticeSupporting LecturesSocial Process.docx
Restorative Justice
Supporting Lectures:
Social Process
Positive Criminology
Punishment
A recent movement in criminology has been the development of “restorative justice.” Some restorative justice programs seek to find alternative forms of punishment, with the goal of better serving the needs of the victim, offender, and community. Often, punishments involving shame or stigma are utilized instead of incarceration.
Prepare a PowerPoint presentation of 8-10 slides that will cover the points listed below. Make use of the “notes” areas to elaborate on the brief points presented on the slide.
How effective are policies of shaming and placing stigmas on individuals in deterring crimes?
Critically evaluate the process of restorative justice, and identify barriers to successful implementation. What factors might hinder a restorative justice effort?
Have any restorative justice models proven to be effective in the United States? Provide an example of a program and analyze its effectiveness.
Relate the idea of restorative justice to the impact of attachments, such as to school and social activities.
How can the lessons learned in this assignment be used to improve existing policies?
Name your PowerPoint presentation SU_MCJ6003_W4_A2_LastName_FirstInitial.ppt. Submit your presentation to the
Submissions Area
by the
due date assigned. Cite sources in APA format on a separate slide.
Week 4 Project
Due April 19 at 11:59 PM
.
Rethinking The Current Inflation Target Range In South Afric.docx
Rethinking The Current Inflation Target Range In South
Africa
Lumengo Bonga-Bonga, Ntsakeseni Letitia Lebese
The Journal of Developing Areas, Volume 53, Number 2, Spring 2019, pp.
13-27 (Article)
Published by Tennessee State University College of Business
DOI:
For additional information about this article
Access provided by Ebsco Publishing (11 Sep 2018 13:19 GMT)
https://doi.org/10.1353/jda.2019.0018
https://muse.jhu.edu/article/702993
https://doi.org/10.1353/jda.2019.0018
https://muse.jhu.edu/article/702993
T h e J o u r n a l o f D e v e l o p i n g A r e a s
Volume 53 No. 2 Spring 2019
RETHINKING THE CURRENT INFLATION
TARGET RANGE IN SOUTH AFRICA
Lumengo Bonga-Bonga
Ntsakeseni Letitia Lebese
University of Johannesburg, South Africa
ABSTRACT
Critics argue that inflation targeting is not an appropriate monetary policy framework for
developing countries. They maintain that developing countries are more susceptible to the negative
effects of external shocks due to the uncertainty perceived by investors with respect to their
political and economic stability. It is in this line that this paper assesses whether the 3%-6%
inflation target is the optimal inflation target band in South Africa. To determine the optimal level
of inflation target in South Africa, this paper follows the methodology developed by Ball and
Mankiw (2002), which rests on the premise that there is a short run trade-off between inflation and
unemployment. Ball and Mankiw (2002) show that there exists a level of unemployment that is
consistent with stable inflation. The unemployment level that corresponds with a stable inflation is
known as the non-accelerating inflation rate of unemployment (NAIRU). Thus, this paper uses an
expectations-augmented Phillips curve to estimate a time-varying NAIRU for South Africa from
1980 to 2015. We use the headline inflation rate and the official unemployment rate based on the
narrow definition to evaluate the appropriateness of the current inflation target range. Quarterly
data from 1980 to 2015 sourced from Quantec is used to this end. The results of the empirical
analysis indicate that, if South Africa were to put in place an inflation target range based on the
NAIRU, it would have to target an inflation rate that ranges from 1.4 to 11.5 percent. This range is
different to the official inflation target of 3% to 6% adopted by the South African Reserve Bank
(SARB). Furthermore, this paper finds that the Phillips curve is not vertical in South Africa, as
actual inflation does not depend solely on inflation expectations. The policy implication of the
findings of this paper is that the South African Reserve Bank should think about revising its current
inflation target, as it is too narrow for an emerging economy. The current low range of inflation
target could have a negative effect on output and unemployment.
Rethinking the Social Responsibility of BusinessA Reason debate fe.docx
Rethinking the Social Responsibility of Business
A Reason debate featuring Milton Friedman, Whole Foods' John Mackey, and Cypress Semiconductor's T.J. Rodgers.
October 2005 Print Edition Reason Magazine
Thirty-five years ago, Milton Friedman wrote a famous article for The New York Times Magazine whose title aptly summed up its main point: "The Social Responsibility of Business Is to Increase Its Profits." The future Nobel laureate in economics had no patience for capitalists who claimed that "business is not concerned 'merely' with profit but also with promoting desirable 'social' ends; that business has a 'social conscience' and takes seriously its responsibilities for providing employment, eliminating discrimination, avoiding pollution and whatever else may be the catchwords of the contemporary crop of reformers."
Friedman, now a senior research fellow at the Hoover Institution and the Paul Snowden Russell Distinguished Service Professor Emeritus of Economics at the University of Chicago, wrote that such people are "preaching pure and unadulterated socialism. Businessmen who talk this way are unwitting puppets of the intellectual forces that have been undermining the basis of a free society these past decades."
John Mackey, the founder and CEO of Whole Foods, is one businessman who disagrees with Friedman. A self-described ardent libertarian whose conversation is peppered with references to Ludwig von Mises and Abraham Maslow, Austrian economics and astrology, Mackey believes Friedman's view is too narrow a description of his and many other businesses' activities. As important, he argues that Friedman's take woefully undersells the humanitarian dimension of capitalism.
In the debate that follows, Mackey lays out his personal vision of the social responsibility of business. Friedman responds, as does T.J. Rodgers, the founder and CEO of Cypress Semiconductor and the chief spokesman of what might be called the tough love school of laissez faire. Dubbed "one of America's toughest bosses" by Fortune, Rodgers argues that corporations add far more to society by maximizing "long-term shareholder value" than they do by donating time and money to charity.
Reason offers this exchange as the starting point of a discussion that should be intensely important to all devotees of free minds and free markets. Comments should be sent to [email protected]
Putting Customers Ahead of Investors
John Mackey
In 1970 Milton Friedman wrote that "there is one and only one social responsibility of business--to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the game, which is to say, engages in open and free competition without deception or fraud." That's the orthodox view among free market economists: that the only social responsibility a law-abiding business has is to maximize profits for the shareholders.
I strongly disagree. I'm a businessman and a free market libertarian, but I believe that the .
RestructuringImagine that you are the liaison between the decisi.docx
Restructuring
Imagine that you are the liaison between the decision makers and the followers and that your role is to communicate potential personnel change initiatives. Using the communication strategies found in the text, what actions will you take to format the conversation with employees regarding the restructuring process?
.
Restructuring Debt DataYour company is in financial trouble an.docx
Restructuring Debt Data
Your company is in financial trouble and is in the process of reorganizing. Your manager wants to know how you will report on restructuring the debt. Use the following information to help with this assignment.
• Part A
ASSETS
CURRENT ASSETS
Cash and cash equivalents $ 108,340
Trade accounts receivable, net of allowances 2,866,260
Other receivables 62,150
Operating supplies, at lower of average
cost or market 58,630
Prepaid expenses 446,050
Total Current Assets 3,541,430
PROPERTY, PLANT, AND EQUIPMENT (at cost)
Land 1,950,000
Buildings and improvements 2,327,410
Equipment 5,015,660
Other equipment and leasehold improvements 1,645,580
total 10,938,650
Accumulated depreciation and amortization (7,644,430)
Net Property, Plant, and Equipment 3,294,220
OTHER ASSETS
Deposits and other assets 1,000,080
TOTAL ASSETS $ 7,835,730
LIABILITIES AND SHAREHOLDERS’ EQUITY (DEFICIT)
CURRENT LIABILITIES
Accounts payable $ 972,160
Accrued liabilities 2,071,270
Accrued claims costs 793,620
Federal and other income taxes 19,710
Deferred income taxes 500
Current maturities of long-term debt and
capital lease obligations 50,610
Short-term borrowings 249,250
Total Current Liabilities 4,157,120
LONG-TERM LIABILITIES
Capital lease obligation 54,580
Note outstanding 3,000,000
Mortgage outstanding 608,030
Other liabilities 95,860
Total long-term liabilities 3,758,470
Total Liabilities 7,915,590
SHAREHOLDERS’ EQUITY (DEFICIT)
Common stock, $.01 par value; authorized
500,000 shares; issued 231,000 shares 2,310
Additional paid-in capital 731,090
Accumulated other comprehensive loss (113,500)
Retained earnings (deficit) (639,180)
Treasury stock (60,580)
Total Shareholders’ Equity (Deficit) (79,860)
TOTAL LIABILITIES AND SHAREHOLDERS’ EQUITY $ 7,835,730
• Part B
As stipulated, your company is having financial difficulty and has asked the bank to restructure its $3 million note outstanding. The present note has 3 years remaining and pays a current interest rate of 10%. The present market rate for a loan of this nature is 12%. The note was issued at its face va.
Responsibility Accounting, Operational Performance Measure.docx
Responsibility Accounting, Operational Performance Measures, and the Balanced Scorecard
Chapter 12
Copyright © 2014 by The McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
Chapter 12: Responsibility Accounting, Operational Performance Measures, and the Balanced Scorecard
Learning Objective 12-1 – Explain the role of responsibility accounting in fostering goal congruence.
12-*
Learning Objective 12-1. Explain the role of responsibility accounting in fostering goal congruence.
Responsibility Accounting
Responsibility accounting is used to measure the performance of people and departments to foster goal congruence.
12-*
Most organizations are divided into smaller units or departments, each of which is assigned particular responsibilities.
Each department is made up of individuals who are responsible for particular tasks or managerial functions.
Goal congruence results when the managers of subunits throughout an organization strive to achieve the goals set by top management.
Responsibility accounting refers to the various concepts and tools used by managerial accountants to measure the performance of people and departments in order to foster goal congruence. (LO 12-1)
Learning Objective 12-2 – Define and give an example of a cost center, a revenue center, a profit center, and an investment center.
12-*
Learning Objective 12-2. Define and give an example of a cost center, a revenue center, a profit center, and an investment center.
Responsibility Centers
A subunit in an organization whose manager is held accountable for specified financial results.
12-*
A responsibility center is a subunit in an organization whose manager is held accountable for specified financial results of the subunit’s activities.
There are four common types of responsibility centers. (LO 12-2)
Responsibility Centers
Cost Center
Segment has control over the incurrence of costs.
The Paint Department
in an automobile plant.
Revenue Center
Segment
is responsible
for the revenue of a unit.
The Reservations
Department of an airline.
12-*
A cost center is an organizational subunit, such as a department or division, whose manager is held accountable for the costs incurred in the subunit.
The Painting Department in an automobile plant is an example of a cost center.
The manager of a revenue center is held accountable for the revenue attributed to the subunit.
For example, the Reservations Department of an airline and the Sales Department of a manufacturer are revenue centers. (LO 12-2)
Responsibility Centers
Profit Center
Segment has control over both costs and revenues.
Company-owned restaurant in a fast-food chain.
12-*
Investment Center
Segment has control over profits and invested capital.
A division of a
large corporation.
A profit center is an organizational subunit whose manager is held accountable for profit. Since profit is equal to revenue minus expense, profit- center managers are held accoun.
Rethinking securityA discussion paperThe Ammerdown Grou.docx
Rethinking security:
A discussion paper
The Ammerdown Group
May 2016
EXECUTIVE SUMMARY
The Ammerdown Group brings together practitioners and academics in search of a new
vision for the future of our common peace and security. The group includes participants
from Conciliation Resources, Campaign Against Arms Trade, International Alert, Joseph
Rowntree Charitable Trust, Oxford Research Group, Quaker Peace and Social Witness,
Saferworld, and Three Faiths Forum, as well as independent practitioners, and academics
from the universities of Bradford, Coventry, Kent, Leeds Beckett and Oxford Brookes.
The Ammerdown Group takes its name from the Ammerdown Centre, a retreat and
conference centre in Somerset, where the group meets together. The views expressed
in this document do not necessarily represent those of the Ammerdown Centre’s staff or
trustees, but the Ammerdown Centre fully supports the work of the Ammerdown Group
as part of its charitable commitment to promoting justice, peace and reconciliation and
to facilitating free and open discussion on these issues.
The Ammerdown Group has produced this publication to stimulate debate about the
UK’s approach to security. The group welcomes feedback on the paper and is interested
in working with others to promote further discussion about the security challenges of
the 21st century. For more information, visit rethinkingsecurity.org.uk
The Ammerdown Group, 2016.
This report may be distributed freely for non-commercial purposes. Please cite as:
Ammerdown Group. (2016). Rethinking Security: A discussion paper.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0
International Licence. To view a copy of the licence, visit:
http://creativecommons.org/licenses/by-nc/4.0.
1
EXECUTIVE SUMMARY
The Ammerdown Group brings together peacebuilding practitioners and academics concerned about the effects of geopolitics
on the security of people worldwide. The group is seeking a public conversation in search of a new vision for peace and
security. This paper is one contribution. It explores the security strategies of Western states, particularly the UK, and
proposes principles for a more effective approach in the common interest. We welcome responses from all quarters.
To download the complete paper with references please visit rethinkingsecurity.org.uk
A failing response to growing insecurity
People across the world face growing insecurity. Violent conflict is spreading and intensifying,
economic inequality is widening, and the natural ecology on which human life depends is in jeopardy.
The world’s poorest people bear the brunt, while those in rich countries are also increasingly affected.
The preferred responses of Western states are manifestly not working and have often made matters
worse. The UK’s primary response has been to ‘project power’, joining the US and other Western
states in a series of military intervention.
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