Running head: PROGRAM EVALUATION
1
Program Evaluation
Student Name Here
Walden University
Program Evaluation
Provide a brief introduction to your paper here. The title serves as your introductory heading no need for a heading titled “Introduction.” For this assignment, you will examine the program evaluation research article by Hawkins, Blanchard, Baldwin, and Fawcett (2008), "Does Marriage and Relationship Education Work? A Meta-Analytic Study,” which is provided in the Learning Resources. Using the Hawkins et al. article, you will complete the following sections.
Issues Related to Population
Using the Hawkins et al. article, provide a brief summary of the issues related to disadvantaged and ethnically diverse populations.
Increasing Participation
Briefly describe how you as a researcher would increase participation of disadvantaged and ethnically diverse populations in marriage and relationship education programs. Remember support your points with scholarly support without relying on direct quotations to make your points for you.
Seeking More Generalizable Results
Explain the types of measures and data collection methods would you employ to obtain more reliable and generalizable results. Be sure to support your points with scholarly support.
Conclusion
Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, you should interpret what you have written and what the bigger picture is. Remember your paper should be 2 - 3 pages not counting your title page and reference page. Please do not exceed three pages of content.
Save your Application as a ".doc" or ".rtf" file with the filename APP10+your first initial+last name. For example, Sally Ride’s assignment filename would be "APP10SRide". Use the "Submit an Assignment" link, choose the Week 10: Application basket, and then add your Application as an attachment.
References
Hawkins, A., Blanchard, V., Baldwin, S., & Fawcett, E. (2008). Does marriage and relationship education work? A meta-analytic study. Journal of Consulting and Clinical Psychology, 76(5), 723–734.
To continue, in Internet Explorer, select FILE then SAVE AS from your browser's toolbar above. Be sure to save
as a plain text file (.txt) or a 'Web Page, HTML only' file (.html). In FireFox, select FILE then SAVE FILE AS from
your browser's toolbar above. In Chrome, select right click (with your mouse) on this page and select SAVE AS
EBSCO Publishing Citation Format: APA (American Psychological Assoc.):
NOTE: Review the instructions at http://support.ebsco.com/help/?int=ehost&lang=&feature_id=APA and make
any necessary corrections before using. Pay special attention to personal names, capitalization, and
dates. Always consult your library resources for the exact formatting and punctuation guidelines.
References
Hawkins, A. J., Blanchard, V. L., Baldwin, S. A., & Fawcett, E. B. (2008). Does marriage and relationship
education work? A meta-analytic study.
Pick one of the following terms for your research Morals, prin.docxkarlhennesey
Pick one of the following terms for your research: Morals, principles, values, corporate social responsibility, or ethical culture.
Journal Article Analysis
Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relate to the concept. Your submission must include the following information in the following format:
DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.
Any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment.
Social Science & Medicine 58 (2004) 1367–1384
Effective/efficient mental health programs for school-age
children: a synthesis of reviews
Gina Browne
a,b,
*, Amiram Gafni
a,b,c
, Jacqueline Roberts
a,b
, Carolyn Byrne
a
,
Basanti Majumdar
a,d
a
System-Linked Research Unit (SLRU), School of Nursing, McMaster University, Hamilton, Ont., Canada
b
Department of Clinical Epidemiology and Biostatistics (CE&B), McMaster University, Hamilton, Ont., Canada
c
Centre for Health Economics & Policy Analysis, McMaster University, Hamilton, Ont., Canada
d
Primary Health Care for Women of KwaZulu-Natal, South Africa
Abstract
The prevalence of mental health problems, some of which seem to be occurring among younger cohorts, leads
researchers and policy-makers to search for practical solutions to reduce the burden of suffering on children and their
families, and the costs to society both immediate and long term. Numerous programs are in place to reduce or alleviate
problem behaviour or disorders and/or assist positive youth development. Evaluated results are dispersed throughout
the literature. To assess findings and determine common elements of effective children’s services, a literature search was
undertaken for evidence-based evaluations of non-clinical programs for school-age children. Prescriptive comments aim
to inform service-providers, policy-makers and families about best pra ...
Red Bull uses marketing research in all three phases of marketing:
1. Planning - Red Bull defines problems by researching competitor energy drinks and consumer perceptions.
2. Implementation - Red Bull tests ingredients and distribution to meet consumer demands.
3. Evaluation - Red Bull analyzes information to understand consumer concerns like price and effects, allowing them to improve the product and change perceptions.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
The Impact of External FactorsConsider the following scenarioLi.docxkailynochseu
The Impact of External Factors
Consider the following scenario:
Linda has been a nurse educator at LiveWell Medical Center for about 3 years. Since taking over the position, she has received many accolades for the new evidence-based practices she has shared in nurse trainings. Linda is now looking to turn her attention to patient education. She hopes to initiate bimonthly sessions that will help current and recently discharged patients to better manage their health and/or cope with difficult health issues. At Linda’s next meeting with LiveWell’s board of trustees, she confidently shares her proposal for this new program. At once, she is taken aback at their dismissive responses. “That sounds great Linda, but we simply do not have time to implement something of that caliber here. And how do you know if patients would even be interested in such a service?”
Over the next hour, Linda contemplates these comments and realizes that, despite her best intentions, there was some truth to their remarks. Linda had initially been inspired to create this program after reading about a large rehabilitation center in San Antonio, Texas. The center had revolutionized their outpatient process, helping to demonstrate strong commitment to the community. Though it worked well in San Antonio, Linda had not conducted any preliminary research to learn if it could be effective in their small town of Pinedale, Wyoming.
What external factors should Linda have investigated before trying to develop such a program? In addition, how could these factors continue to impact her program if the LiveWell board of trustees approves her idea?
To prepare:
·
Review this week’s readings, specifically Chapter 6, “External Frame Factors,” in the Keating text and Chapter 5, “Forces and Issues Influencing Curriculum Development,” in the Billings course text. Reflect on the various external factors that can impact the way curriculum is developed, assessed, and evaluated. Then, consider whether certain factors influence institutions (academic settings) more or less than they do agencies (clinical settings).
·
Select one external factor from the following list to further explore for your Discussion posting:
Community
Population demographics and trends
Political climate and body politic
Societal patterns
Health care system and health needs of the population
Characteristics of the setting
Need for the program
Nursing profession
Financial support
·
Consider how this factor might impact curriculum development, assessment, and evaluation in your own academic or clinical setting or in one with which you are familiar. In addition, conduct research to explore how this factor might impact nursing education as a whole.
Note:
Although accreditation is considered an important external factor, it is not listed as a factor for this week’s Discussion, as it will be the focus for next week’s Discussion.
Questions to be addressed in my paper:
1.
A description of the external factor you selected.
2.
.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docxcroysierkathey
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Rubric for Annotated BibliographyCATEGORYAdvancedProficient.docxhealdkathaleen
Rubric for Annotated Bibliography
CATEGORY
Advanced
Proficient/Acceptable
Needs Improvement
Insufficient
Writing fluency of annotations
25 %
All annotations are thoughtful, complete, (including the evaluative information included in instructions) and well written. (25-20)
Most annotations are thoughtful, complete, (including the evaluative information included in instructions) and well written.
(19-15)
Some annotations are well written, but some are lacing incompleteness (including the evaluative information included in instructions), thought, and/or writing quality.
(14-10)
Most annotations are lacking in completeness, (including the evaluative information included in instructions), thought, and/or writing quality.
9-0)
Quality/Reliability of Sources
15 %
All sources cited can be considered reliable, credible and/or trustworthy. (15-13)
Most of the sources cited can be considered reliable, credible and/or trustworthy
12-10)
Some sources cited can be considered reliable credible and/or trustworthy.
(9-7)
Few sources cited con be considered reliable and/or trustworthy.
(6-0)
Variety and Quantity of Sources
30 %
At least three types of sources are cited and the number of citations (10) covers the breadth of information and appears informed by stakeholders, reference librarian, and team brainstorming. (30-25)
At least three types of sources are cited and the citations (8-10) generally cover the information needed to inform the project proposal. (24-20)
Only two types of sources were used or sources are repetitive. More and different citations are needed to cover the information needed to inform the project. (19-15)
Only one type of source is cited and the number of citations is inadequate to provide background on the topic. (14-0)
Writing Mechanics
20 %
The annotations are well written with minimal punctuation, spelling, grammar, or English usage errors.
(20-18)
The annotations are well written, but contains more than 3 punctuation, spelling, grammar, or English usage errors.
(17-15)
The annotations have many punctuation, spelling, grammar, and/or English usage errors making comprehension challenging.
(14-12)
The annotations are not well written and contain many errors in punctuation, spelling, grammar, and/or English usage that interfere with meaning. (11-0)
Modified APA Citation and Reference/Bibliography
10 %
The citations include author, date, title, and retrieval information.
The annotations and bibliography is alphabetized and correctly formatted. (10-9)
A few citations may be missing one of the following: author, date, title, or retrieval information. The annotations and bibliography are alphabetized and correctly formatted. (8-7)
There are many and/or frequent formatting errors in the citations. The annotations and bibliography are not alphabetized or correctly formatted. (6-5)
There is little or no adherence to the modified citation guidelines. Elements of assignment are missing. (4-0)
Running head: Annotated Bibliogra ...
Research paper for What is the No Child Left behind Act Defi.docxdebishakespeare
Research paper for:
What is the No Child Left behind Act?
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
· I have attached the five scholarly sources.
· Please provide well-researched evidence to support each claim.
· Write a paper that is approximately five pages of content based on the references
· five pages of body text at least 1,500 words
· Format the paper according to APA
· Must begin with an introductory paragraph that has a succinct thesis statement.
· Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence.
· Must end with a conclusion that reaffirms your thesis.
The Final Research Paper will be assessed on the following components:
· Structure
· Development
· Style
· Grammar
· APA formatting
· Resources
I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself.
Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper:
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper.
Reference:
Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42.
Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169.
Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125.
Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14.
Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287.
I. IntroductionA. Thesis Statement
II. Body paragraph #1 - Topic Sentence #1
A. Supporting Evidence
B. Explanation
C. So What?
III. Body paragraph #2 - Topic Sentence #2
A. Supporting Evidence
B. Explanation
C. So What?
IV. Body paragraph #3 - Topic Sentence #3
A. Supporting Evidence
B. Explanation
C. So What?
V. Conclusion
A. Thesis Statement rephrased
Early C ...
Pick one of the following terms for your research Morals, prin.docxkarlhennesey
Pick one of the following terms for your research: Morals, principles, values, corporate social responsibility, or ethical culture.
Journal Article Analysis
Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relate to the concept. Your submission must include the following information in the following format:
DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format.
Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required.
Any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment.
Social Science & Medicine 58 (2004) 1367–1384
Effective/efficient mental health programs for school-age
children: a synthesis of reviews
Gina Browne
a,b,
*, Amiram Gafni
a,b,c
, Jacqueline Roberts
a,b
, Carolyn Byrne
a
,
Basanti Majumdar
a,d
a
System-Linked Research Unit (SLRU), School of Nursing, McMaster University, Hamilton, Ont., Canada
b
Department of Clinical Epidemiology and Biostatistics (CE&B), McMaster University, Hamilton, Ont., Canada
c
Centre for Health Economics & Policy Analysis, McMaster University, Hamilton, Ont., Canada
d
Primary Health Care for Women of KwaZulu-Natal, South Africa
Abstract
The prevalence of mental health problems, some of which seem to be occurring among younger cohorts, leads
researchers and policy-makers to search for practical solutions to reduce the burden of suffering on children and their
families, and the costs to society both immediate and long term. Numerous programs are in place to reduce or alleviate
problem behaviour or disorders and/or assist positive youth development. Evaluated results are dispersed throughout
the literature. To assess findings and determine common elements of effective children’s services, a literature search was
undertaken for evidence-based evaluations of non-clinical programs for school-age children. Prescriptive comments aim
to inform service-providers, policy-makers and families about best pra ...
Red Bull uses marketing research in all three phases of marketing:
1. Planning - Red Bull defines problems by researching competitor energy drinks and consumer perceptions.
2. Implementation - Red Bull tests ingredients and distribution to meet consumer demands.
3. Evaluation - Red Bull analyzes information to understand consumer concerns like price and effects, allowing them to improve the product and change perceptions.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
The Impact of External FactorsConsider the following scenarioLi.docxkailynochseu
The Impact of External Factors
Consider the following scenario:
Linda has been a nurse educator at LiveWell Medical Center for about 3 years. Since taking over the position, she has received many accolades for the new evidence-based practices she has shared in nurse trainings. Linda is now looking to turn her attention to patient education. She hopes to initiate bimonthly sessions that will help current and recently discharged patients to better manage their health and/or cope with difficult health issues. At Linda’s next meeting with LiveWell’s board of trustees, she confidently shares her proposal for this new program. At once, she is taken aback at their dismissive responses. “That sounds great Linda, but we simply do not have time to implement something of that caliber here. And how do you know if patients would even be interested in such a service?”
Over the next hour, Linda contemplates these comments and realizes that, despite her best intentions, there was some truth to their remarks. Linda had initially been inspired to create this program after reading about a large rehabilitation center in San Antonio, Texas. The center had revolutionized their outpatient process, helping to demonstrate strong commitment to the community. Though it worked well in San Antonio, Linda had not conducted any preliminary research to learn if it could be effective in their small town of Pinedale, Wyoming.
What external factors should Linda have investigated before trying to develop such a program? In addition, how could these factors continue to impact her program if the LiveWell board of trustees approves her idea?
To prepare:
·
Review this week’s readings, specifically Chapter 6, “External Frame Factors,” in the Keating text and Chapter 5, “Forces and Issues Influencing Curriculum Development,” in the Billings course text. Reflect on the various external factors that can impact the way curriculum is developed, assessed, and evaluated. Then, consider whether certain factors influence institutions (academic settings) more or less than they do agencies (clinical settings).
·
Select one external factor from the following list to further explore for your Discussion posting:
Community
Population demographics and trends
Political climate and body politic
Societal patterns
Health care system and health needs of the population
Characteristics of the setting
Need for the program
Nursing profession
Financial support
·
Consider how this factor might impact curriculum development, assessment, and evaluation in your own academic or clinical setting or in one with which you are familiar. In addition, conduct research to explore how this factor might impact nursing education as a whole.
Note:
Although accreditation is considered an important external factor, it is not listed as a factor for this week’s Discussion, as it will be the focus for next week’s Discussion.
Questions to be addressed in my paper:
1.
A description of the external factor you selected.
2.
.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docxcroysierkathey
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Rubric for Annotated BibliographyCATEGORYAdvancedProficient.docxhealdkathaleen
Rubric for Annotated Bibliography
CATEGORY
Advanced
Proficient/Acceptable
Needs Improvement
Insufficient
Writing fluency of annotations
25 %
All annotations are thoughtful, complete, (including the evaluative information included in instructions) and well written. (25-20)
Most annotations are thoughtful, complete, (including the evaluative information included in instructions) and well written.
(19-15)
Some annotations are well written, but some are lacing incompleteness (including the evaluative information included in instructions), thought, and/or writing quality.
(14-10)
Most annotations are lacking in completeness, (including the evaluative information included in instructions), thought, and/or writing quality.
9-0)
Quality/Reliability of Sources
15 %
All sources cited can be considered reliable, credible and/or trustworthy. (15-13)
Most of the sources cited can be considered reliable, credible and/or trustworthy
12-10)
Some sources cited can be considered reliable credible and/or trustworthy.
(9-7)
Few sources cited con be considered reliable and/or trustworthy.
(6-0)
Variety and Quantity of Sources
30 %
At least three types of sources are cited and the number of citations (10) covers the breadth of information and appears informed by stakeholders, reference librarian, and team brainstorming. (30-25)
At least three types of sources are cited and the citations (8-10) generally cover the information needed to inform the project proposal. (24-20)
Only two types of sources were used or sources are repetitive. More and different citations are needed to cover the information needed to inform the project. (19-15)
Only one type of source is cited and the number of citations is inadequate to provide background on the topic. (14-0)
Writing Mechanics
20 %
The annotations are well written with minimal punctuation, spelling, grammar, or English usage errors.
(20-18)
The annotations are well written, but contains more than 3 punctuation, spelling, grammar, or English usage errors.
(17-15)
The annotations have many punctuation, spelling, grammar, and/or English usage errors making comprehension challenging.
(14-12)
The annotations are not well written and contain many errors in punctuation, spelling, grammar, and/or English usage that interfere with meaning. (11-0)
Modified APA Citation and Reference/Bibliography
10 %
The citations include author, date, title, and retrieval information.
The annotations and bibliography is alphabetized and correctly formatted. (10-9)
A few citations may be missing one of the following: author, date, title, or retrieval information. The annotations and bibliography are alphabetized and correctly formatted. (8-7)
There are many and/or frequent formatting errors in the citations. The annotations and bibliography are not alphabetized or correctly formatted. (6-5)
There is little or no adherence to the modified citation guidelines. Elements of assignment are missing. (4-0)
Running head: Annotated Bibliogra ...
Research paper for What is the No Child Left behind Act Defi.docxdebishakespeare
Research paper for:
What is the No Child Left behind Act?
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
· I have attached the five scholarly sources.
· Please provide well-researched evidence to support each claim.
· Write a paper that is approximately five pages of content based on the references
· five pages of body text at least 1,500 words
· Format the paper according to APA
· Must begin with an introductory paragraph that has a succinct thesis statement.
· Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence.
· Must end with a conclusion that reaffirms your thesis.
The Final Research Paper will be assessed on the following components:
· Structure
· Development
· Style
· Grammar
· APA formatting
· Resources
I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself.
Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper:
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper.
Reference:
Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42.
Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169.
Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125.
Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14.
Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287.
I. IntroductionA. Thesis Statement
II. Body paragraph #1 - Topic Sentence #1
A. Supporting Evidence
B. Explanation
C. So What?
III. Body paragraph #2 - Topic Sentence #2
A. Supporting Evidence
B. Explanation
C. So What?
IV. Body paragraph #3 - Topic Sentence #3
A. Supporting Evidence
B. Explanation
C. So What?
V. Conclusion
A. Thesis Statement rephrased
Early C ...
Community Resource PaperYou are to identify five social support .docxjanthony65
Community Resource Paper
You are to identify five social support resources in your community that are geared toward and beneficial to older adults (>age 65).
The summary is to be a maximum of 8 pages not including the title and reference pages which are required. There is a minimum of 5 references. Be aware of the need to properly paraphrase or quote information from written documents of the facilities. Remember to include reference(s) for demographic information.
I. Describe community where you live (urban/rural, percentage of population by age and income, etc.)
II. Identify 5 resources geared toward older adults, one for each of the levels of care listed. In your own words (do not copy and paste from facility website or brochure) describe the services provided.
a. Independent Self-Care
b. Acute Care Discharge
c. Long-Term Care
d. Family Care Giving
e. End of Life Care
III. Discuss the following:
a. Are the resources accessible to all older adults in your community? Why or why not?
b. Could an aging adult seamlessly transition from each level of resource (continuum of care)?
c. What additional resources might be needed in your community to enhance the older adults' safety and quality of life?
Rubric
Comm Resources
Comm Resources
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeDescribes community
10.0 pts
Proficient
Describes community thoroughly with supporting demographic data, including geriatric population
6.0 pts
Developing
Describes community using broad statements with general demographic data
1.0 pts
Beginning
Names city/state, describes few or no general demographic data
10.0 pts
This criterion is linked to a Learning OutcomeIdentifies, describes 5 resources
50.0 pts
Proficient
Identifies 5resources geared toward older adults and in own words describes services. The resources address Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion includes sufficient and accurate detail on all 5 required questions to address.
30.0 pts
Developing
Identifies 5resources geared toward older adults and describes services with overuse of direct quotes from agency publications. The resources may not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
1.0 pts
Beginning
Identifies The resources do not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
50.0 pts
This criterion is linked to a Learning OutcomeSummary
15.0 pts
Proficient
Are these resources accessible to all older adults in your community? Why or why not? 2 points Could an aging adult seamlessly transition from each level of resource (continuum of care)? 10 points What ad.
Community Resource PaperYou are to identify five social support .docxtemplestewart19
Community Resource Paper
You are to identify five social support resources in your community that are geared toward and beneficial to older adults (>age 65).
The summary is to be a maximum of 8 pages not including the title and reference pages which are required. There is a minimum of 5 references. Be aware of the need to properly paraphrase or quote information from written documents of the facilities. Remember to include reference(s) for demographic information.
I. Describe community where you live (urban/rural, percentage of population by age and income, etc.)
II. Identify 5 resources geared toward older adults, one for each of the levels of care listed. In your own words (do not copy and paste from facility website or brochure) describe the services provided.
a. Independent Self-Care
b. Acute Care Discharge
c. Long-Term Care
d. Family Care Giving
e. End of Life Care
III. Discuss the following:
a. Are the resources accessible to all older adults in your community? Why or why not?
b. Could an aging adult seamlessly transition from each level of resource (continuum of care)?
c. What additional resources might be needed in your community to enhance the older adults' safety and quality of life?
Rubric
Comm Resources
Comm Resources
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeDescribes community
10.0 pts
Proficient
Describes community thoroughly with supporting demographic data, including geriatric population
6.0 pts
Developing
Describes community using broad statements with general demographic data
1.0 pts
Beginning
Names city/state, describes few or no general demographic data
10.0 pts
This criterion is linked to a Learning OutcomeIdentifies, describes 5 resources
50.0 pts
Proficient
Identifies 5resources geared toward older adults and in own words describes services. The resources address Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion includes sufficient and accurate detail on all 5 required questions to address.
30.0 pts
Developing
Identifies 5resources geared toward older adults and describes services with overuse of direct quotes from agency publications. The resources may not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
1.0 pts
Beginning
Identifies The resources do not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
50.0 pts
This criterion is linked to a Learning OutcomeSummary
15.0 pts
Proficient
Are these resources accessible to all older adults in your community? Why or why not? 2 points Could an aging adult seamlessly transition from each level of resource (continuum of care)? 10 points What ad.
Running head INSERT TITLE HEREINSERT TITLE HERE.docxwlynn1
Running head: INSERT TITLE HERE
INSERT TITLE HERE
Insert Title Here
Insert Your Name Here
Insert University Here
Job Description
Introduction
Provide an introduction, and include the date for when the job description was written, the job status (whether it is exempt or nonexempt under The Fair Labor Standards Act (FLSA) and whether it is a full-time or part-time position), the position title, and the objective of the position (what the position is supposed to accomplish and how it affects other positions and the organization). Address the pay for the position.
Supervision
Explain to whom the person reports, and explain the supervisory responsibilities, including any direct reports and the level of supervision.
Job summary
Include an outline of the job responsibilities, including the essential functions like detailed tasks, skills, duties, and responsibilities.
Competency
Explain the competency and position requirements, including knowledge, skills, and abilities (KSAs).
Quality and Quantity Standards
Explain the minimum levels required to meet the job requirements.
Education and Experience
Explain the required education and experience levels needed.
Time Spent Performing Tasks
Explain the percentages, if used. They should be distributed to equal 100%.
Physical Factors
Explain the type of environment associated with job.
Working Conditions
Explain the shifts and any overtime requirements, as needed.
Unplanned Activities
Explain any other duties, as assigned.
Disclaimer
Insert a disclaimer here. Discuss how the job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee.
Performance Evaluation
Performance Criteria
Include a minimum of four criterion (no more than six). You may refer to the job description to help you develop this.
Performance Scale
Utilize a performance scale, and consider merit pay
Summary
Write a summary about how the laws and regulations associated with the position for the affect compensation and how the two can help manage compensation. Explain how compensation can affect employee behavior in this position.
References
I NEED THIS ON 06/17/20 at 8:00pm.
This week we explore the social-ecological model and the Swearer and Hymel (2015) article does a nice job of describing this model as applied to the problem of bullying. In working on your social change project this week you will be applying the social-ecological model to the topic you are addressing for your social change portfolio/project. The levels addressed in the social-ecological model in this article include individual, family, peer group, school, and community. Because of this specific topic, school is an important dimension. However, this dimension may not apply to your specific social change project depending on the target population. Thus, if "school" does not apply then you can simply have individual, family, peer group, and community. "Peer group" .
PSY 108 Milestone Three Guidelines and Rubric Plan Suppo.docxaryan532920
PSY 108 Milestone Three Guidelines and Rubric
Plan Support
Overview: As the final project for PSY 108, you will choose a problem or issue from a provided list to which you can apply the concepts or theories learned in this
class. You will then develop an action plan for how you will use psychological ideas and principles in addressing the problem. This assessment will help you
recognize the value of psychology, the value of supporting your claims with established views and research, and how psychology can be applied to personal
situations.
Prompt: For this milestone, you will identify two relevant psychological theories that will support your future action plan and describe how each of these can be
applied to address the problem you described in Milestone One. You will also discuss how the perspectives of psychologists in different subject areas can inform
how you approach your problem in preparation for your action plan.
Specifically, the following critical elements must be addressed:
II. Plan Support: In this part of the assessment, you will identify theories and perspectives in psychology that will support your future action plan.
A. Identify relevant fundamental theories in psychology discussed in the course which could be applied to address the problem.
B. Describe how you would apply these fundamental theories in psychology to address the problem.
C. Explain how you can use the perspectives of psychologists in different subject areas within the field to approach your problem.
D. Describe the ethical implications that will need to be considered in the creation of your action plan.
Guidelines for Submission: You will upload the polished version of the Word document you downloaded from Soomo to the Blackboard submission link for
instructor grading and feedback. Please see the feedback provided by your instructor in Blackboard. Your submission for Milestone Three should be 3 to 4
paragraphs in length, with 12-point Times New Roman font and double spacing.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Plan Support:
Fundamental Theories
Identifies relevant fundamental
theories discussed in the course
which could be applied to
address the problem
Identifies fundamental theories
discussed in the course but
identified theories are not
relevant or could not be applied
to the problem
Does not identify fundamental
theories discussed in the course
23
http://snhu-media.snhu.edu/files/production_documentation/formatting/rubric_feedback_instructions_student.pdf
Plan Support: Apply Describes how the fundamental
theories would be applied to
address the problem
Describes how the fundamental
theories would be applied to
address the problem but
description is cursory ...
This session (from CORE Group Fall 2008 meeting) provides an overview of the things to consider when seeking to publish an article in a public health journal. Elements discussed included: developing a focus for your article, writing an abstract, working with field staff to gather data and information, space limitations, and working with an editorial review board.
PSY 638 Final Project Milestone One Guidelines and Rubric .docxpotmanandrea
PSY 638 Final Project Milestone One Guidelines and Rubric
Prompt: For Milestone One of your final project, you will submit a draft of the Problem Identification section of your grant proposal. Think about the professional
environment you will be seeking upon graduation and a potential problem within that professional environment that could be solved through your
recommended program. Some examples of professional settings and grant proposal problems include:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative, community-based programs that employ prevention strategies to promote access to
healthcare for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster
cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health
professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to
achieve self-sustaining programs to ensure healthy children and families. Healthy Tomorrows requested a grant proposal for $10,000 to conduct a needs
analysis for a meal delivery program to serve its less mobile community members.
Specifically, the following critical elements must be addressed in your milestone assignment:
I. Problem Identification: Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in
your community.
a. Preva ...
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
This document provides guidance for creating an 8-slide PowerPoint presentation to propose an interdisciplinary plan to address an organizational or patient issue to stakeholders. It outlines the competencies and content that should be covered in the presentation, including explaining the issue and how an interdisciplinary team approach could help achieve goals, summarizing the evidence-based plan, how it would be implemented and resources managed, and proposed evaluation criteria. Requirements include a minimum of 3 references no older than 5 years and APA formatting. The goal is for the presentation to generate interest and buy-in for the proposal from organizational leadership.
The document provides instructions for an assignment to draft a proposal for an interprofessional team to address a quality-related issue in healthcare. The proposal must identify the problem, causes, a plan of action including who should be involved, and how progress will be reported. It must be 4-6 pages long and follow APA style guidelines. Several resources are provided to aid research and proposal development, focusing on interprofessional collaboration, leadership approaches, and quality improvement examples.
Discussion 1Budget ComparisonDropkin, Halpin and LaTouche (2VinaOconner450
Discussion 1
Budget Comparison
Dropkin, Halpin and LaTouche (2007) outline 6 different types of budgets. Compare and contrast these budgets highlighting which organization benefits the most from each budget and why. Your initial post should be at least 300 words.
Discussion 2
Practice Identification/Evaluation
You will choose a real or hypothetical mental health related practice for your Budget Assignments in this class. Whether this is a non-profit or for-profit sole proprietorship, limited liability corporation, sub-s corporation, or other, you will need to identify the sources of income based on your prospective clientele. After reviewing the provisions of the MHPAEA of 2008 and the President’s 2016 SAMHSA related budget, discuss the mental health clientele payer sources (e.g., private pay, traditional health insurance, Medicare/Medicaid, managed care, grants). Then, differentiate between each type of clientele by payer source listing at least one strength/weakness from a budgetary perspective. Your initial post should be at least 300 words.
Discussion 3
10 Steps to an Operating Budget
Consider the 10 steps to creating, implementing, and managing an annual organization-wide operating budget outlined by Dropkin, Halpin and LaTouche (2007) in Chapter 12. Identify the two steps that you think will be most difficult for you and provide support for your choices? Which of these steps do you think will be the easiest for you? Select one and explain your decision making rationale? Your initial post should be at least 300 words.
Discussion 4
Income and Revenue Projections
Part of the budget justification process involves the ability to project income or revenue. This information comes from the projected clientele by payer source. Explain why this aspect is so important in the development of an operating budget. Your initial post should be at least 300 words.
Required Textbook
Dropkin, M., Halpin, J., & LaTouche, B. (2007). The budget-building book for nonprofits (2nd ed.). Jossey-Bass. Required Resources
In order to view the closed captioning of any video in this course, simply click on the cc link on the bottom right of the video (in red), click on transcribe video and then OK and the closed captioning will appear throughout your video.
American Counseling Association, (n.d.). 2014 ACA Code of Ethics Resources. American Counseling Association. Retrieved from https://www.counseling.org/knowledge-center/ethics/code-of-ethics-resources (Links to an external site.). This site is the American Counseling Association (ACA) Code of Ethics Website related to Course Learning Outcome 4 “Apply ethics to the successful implementation of financial management and fundraising efforts of mental health care systems.”
American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct: Including 2010 and 2016 Amendments. American Psychological Association. Retrieved from http://www.apa.org/ethics/code2002.html (Links to an exte ...
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
in addition to these questions also answer the following;Answer .docxcharisellington63520
in addition to these questions also answer the following;
Answer the Stop and Consider question on page 319.
Differentiate neurologic and hormonal response to stress
Answer all questions in a Word Document and include the following:
Your name
Label each answer
Include references
Include In-text citations
Use APA Format
.
In an environment of compliancy laws, regulations, and standards, in.docxcharisellington63520
In an environment of compliancy laws, regulations, and standards, information technology (IT) departments in organizations must develop comprehensive organizational policies to support compliance. One specific area in which they must develop policies is the governance of fiduciary responsibility. Scenario: As changes occur in compliancy laws, regulations, and standards regularly, IT management of YieldMore has decided to evaluate the governance of fiduciary responsibility within the organization as it pertains to the IT department. Your team has been assigned the task of evaluating how the governance of fiduciary responsibility affects the organization’s risk. Tasks: You are asked to identify the relationship between fiduciary responsibility and organizational risk, and present this information to the IT management of YieldMore.
1. Identify key stakeholders, their roles and responsibilities, and the impact of fiduciary responsibility on each.
2. Determine the relationships among these stakeholders, the relationship between fiduciary responsibility, and organizational risk for each.
3. Distinguish the identified relationships as they relate to strategic, operational, and compliancy goals for the organization.
4. Develop an appropriate plan to govern fiduciary responsibility for the organization.
5. Prepare a report of your findings for IT management to review.
.
In American politics, people often compare their enemies to Hitler o.docxcharisellington63520
In American politics, people often compare their enemies to Hitler or to the Nazis. Many Democrats compared Trump to a "fascist," and Democrat Alexandria Ocasio-Cortez famously compared child detention facilities to "concentration camps." (Republicans claimed this was an unfair comparison and disrespectful to the real victims of the Holocaust.) On the other hand, Republicans often claim that their Democratic enemies are like Hitler, and often whine that "the Left" is persecuting them similar to how the Nazis persecuted the Jews ("cancel culture" is like the Holocaust, wearing a mask is like wearing a yellow star, etc.). Obviously these are exaggerated, bad comparisons, and are more about scoring political points than teaching history accurately.
But is it
always
wrong and disrespectful to draw comparisons or lessons from the Holocaust? Isn't it possible--while being respectful and acknowledging all the differences that make the Holocaust uniquely horrible--to try to draw lessons from it and prevent anything like it in the future? What comparisons or lessons for the present, if any, can we learn from the Holocaust?
Using specific evidence/examples/comparisons from the primary source you analyzed, please make a specific argument about a lesson or comparison
you might draw from the Holocaust. I'm not interested in your general/vague opinions about politics or Holocaust comparisons. I want you to carefully and respectfully (not politically) draw a lesson from something you learned in your document/film.
.
In addition to the thread, the student is required to reply to 2 oth.docxcharisellington63520
In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 300 words
American opinion has indeed shaped politic consequences, political interests, and policymaking. Even with little or no interest in policymaking and politics, the assumption of democracy gives the citizens the power to freely air out their issues and give their opinion in matters of political concern. Taking the war in Iraq, it posed a significant economic and political imbalance. However, support from the politicians was negligible. And because a majority of the Americans opposed the war in Iran, they voted for a Democratic congressional candidate. Their opinion played a great deal in making concrete policies in response to the war in Iraq.
Public opinion is a reflection of the citizens’ view on how the government responds to national politics. Political actions are driven by the citizen’s opinion (Erikson, & Tedin, 2015). It sheds light on the outcomes of specific policies and helps the political candidates identify the characters demanded of them by the citizens. Political scholars argued that the perception of old public opinions was changed because of ambiguity and inaccuracy (Dür, 2019). Modern theories came to identify public opinion as either latent or a broad expression. Latent opinions are formed on the spot, while broad expressions are opinions that had earlier been formed and remained stable (Cantril, 2015).
When convincing policymakers, it proves difficult, interest groups may indirectly influence public opinion. They can achieve this through the media, holding rallies, or handing out leaflets to the public (Dür, 2019). Because the citizens have little or no information on policymaking, they can easily be swayed by interest groups. Interest groups can, therefore, successfully source their support from public opinion or not.
Public opinion remains relevant in American politics. Journalists, politicians, and political scientists should focus on getting the public’s opinion on state affairs. In as much as views might differ or change, establishing a common ground will help in policymaking (Dür, 2019). For the war in Iraq, the Democratic gained power over the senate and House. This was greatly influenced by the failure of public support that shifted the pro-Democratic in 2006 and the 2008 elections. Because opinions are not fixed, establishing a connection between public views and political outcomes might be impossible.
References
Berry, J. M., & Wilcox, C. (2015).
The interest group society
. Routledge.
Cantril, H. (2015).
Gauging public opinion
. Princeton University Press.
Dür, A. (2019). How interest groups influence public opinion: Arguments matter more than the sources.
European journal of political research
,
58
(2), 514-535.
Erikson, R. S., & Tedin, K. L. (2015).
American public opinion: Its origins, content, and impact
. Routledge.
.
In addition to reading the Announcements, prepare for this d.docxcharisellington63520
In addition to reading the
Announcements
, prepare for this discussion by reading the
Required Resources
, the
Week Four Instructor Guidance
, and the scenario provided below. In particular, you should review the
Initial Referral to the Multidisciplinary Team form
found on p. 112-113 of your text, the
Child Study Team Referral Form
from week three, and
Part I
of the
Comprehensive Report
found in the
Instructor Guidance
for this week.
Scenario:
In addition to your role on the Child Study Team, you are also a member of the Multidisciplinary Evaluation Team (MDT). This team is preparing to meet because while the Tier Two Interventions have been helpful, Manuel is still struggling with his reading fluency and his writing, and is continuing to fall further behind. The MDT has received the signed and dated formal permission for referral from Manuel's parents and the school psychologist has conducted an academic achievement evaluation as described in your text. One of your roles as the special education inclusion teacher in your school is to translate the results of all the assessments in a way that is understandable to parents, the child, and to the regular education teacher. Another aspect of your role is to write the Initial Referral to the MDT such as the one described on p. 112 of the text. Finally, in your role as the special education inclusion teacher you are tasked with reviewing the results of all the assessments in order to to help the Manuel, his parents and his other teachers to understand the various strategies that are recommended based on his assessment outcomes.
You have reviewed the RTI data collected to date, including the informal observations of Mr, Franklin and Manuel's other teachers and samples of his classroom work, and have compared those data to
Part I of the Comprehensive Report
prepared by the school psychologist. That report is located in the Instructor Guidance for this week. The data paint a compelling and congruent picture of Manuel's current academic functioning. You are now ready to write an Initial Referral for Manuel so that his eligibility for special education services can be determined.
Initial Post:
Review the
Initial Referral to the Multi-Disciplinary Team form
on p. 112 and 113 of your text. Compare the information needed for that form with the
Child Study Team Referral Form
that you filled out last week for Manuel. Explain the different functions of the two documents and state how they are alike and how they are different. Then, explain how you plan to share the data on the Initial Referral to the Multi-Disciplinary Team form in a way that Manuel, his parents, and Mr. Franklin can understand. Be sure to include an explanation for why you are the one sharing this information with them. Include pertinent professional or personal real world examples to illustrate your points.
Text:
Pierangelo, R., & Giuliani, G. A. (2012).
Assessment in special education: A practical a.
In Act 4 during the trial scene, Bassanio says the following lin.docxcharisellington63520
In Act 4 during the trial scene, Bassanio says the following lines:
“Antonio, I am married to a wife
Which [who] is as dear to me as life itself;
But life itself, my wife, and all the world
Are not with me esteemed above your life.
I would lose all, ay sacrifice them all
Here to this devil [Shylock] to deliver [save] you.”
And Portia, who hears these lines (though Bassanio doesn’t know it), says,
“Your wife would give you little thanks for that
If she were [near]by to hear you make the offer.”
(Act 4, scene 1, 281-288
Is Antonio really more important to Bassanio than Portia? Explain why or why not. What do these lines tell us about the value of male friendship vs. marriage in this play? Would Portia be justified in rejecting Bassanio, since later in this scene he gives away the ring she gave him which he swore never to give up? (see Act 3, scene 2, lines 167-185) Your response should be about 200-250 words and should include specific references to lines in the play.
.
In a Word document, please respond to the following questions.docxcharisellington63520
In a Word document, please respond to the following questions:
How is the information discussed in the articles similar or different compared to what you have heard/learned about international/global communication? Especially compared to the chapters from our textbook
Business Writing Today.
Based on the information provided in the articles, what are some rules/conventions do people tend to follow when communicating across cultures and languages?
Which out of the four articles provoked a strong response in you? Did you agree and/or disagree with the author? Why?
.
In a Word document, create A Set of Instructions. (you will want.docxcharisellington63520
In a Word document, create
A Set of Instructions
. (you will want to save it twice—once as a .doc and once as a .pdf) Upload the .pdf document to the Unit 3 Dropbox. It should be single-spaced (as all technical docs are) with double spacing between sections. Think visually. Think simple steps. See the rubric.
.
In a two page response MLA format paperMaria Werner talks about .docxcharisellington63520
In a two page response MLA format paper
Maria Werner talks about the changes Perrault in his (17th century) version made to the much earlier original oral version of the tale written down by Delarue Paul Ed" The story of Grandmother" and the motivation behind the Grimms brothers(19th century) version of the tale. Compare and contrast these three versions of LRRH from the readings, explaining how the variations changes the focus not plot of each tale.
Readings
1. Charles Perrault: Little red riding hood(france)
2.Brothers Grimm: Little red cap(Germany)
3. Paul Delarue Ed: The story of grandmother(france)
.
In a paragraph (150 words minimum), please respond to the follow.docxcharisellington63520
In a paragraph (150 words minimum), please respond to the following questions:
Prior to reading the text, how would you have defined terrorism?
What is your understanding of terrorism now?
How would you account for the huge amount of terrorism in the 20th and 21st centuries?
What do you see as the ethically proper response to acts of terror?
.
In a paragraph form, discuss the belowThe client comes to t.docxcharisellington63520
In a paragraph form, discuss the below:
The client comes to the physician's office complaining of shortness of breath. He states he has a history of fluid in his lungs and he takes a "water pill" and a "bronchodilator" every day. Both legs are swollen. He also used inhaler cortisone when needed to ease his frequent difficult breathing. His blood pressure is 168/98 and his pulse is 144 beats per minute. Upon listening to his heart with a stethoscope, a third heart sound is noted and abnormal breath sounds. After complete blood work and radiological investigation, the patient is diagnosed with CHF and COPD.
Discuss all of this information with the physician using correct medical terminology.
.
More Related Content
Similar to Running head PROGRAM EVALUATION1Program EvaluationStudent.docx
Community Resource PaperYou are to identify five social support .docxjanthony65
Community Resource Paper
You are to identify five social support resources in your community that are geared toward and beneficial to older adults (>age 65).
The summary is to be a maximum of 8 pages not including the title and reference pages which are required. There is a minimum of 5 references. Be aware of the need to properly paraphrase or quote information from written documents of the facilities. Remember to include reference(s) for demographic information.
I. Describe community where you live (urban/rural, percentage of population by age and income, etc.)
II. Identify 5 resources geared toward older adults, one for each of the levels of care listed. In your own words (do not copy and paste from facility website or brochure) describe the services provided.
a. Independent Self-Care
b. Acute Care Discharge
c. Long-Term Care
d. Family Care Giving
e. End of Life Care
III. Discuss the following:
a. Are the resources accessible to all older adults in your community? Why or why not?
b. Could an aging adult seamlessly transition from each level of resource (continuum of care)?
c. What additional resources might be needed in your community to enhance the older adults' safety and quality of life?
Rubric
Comm Resources
Comm Resources
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeDescribes community
10.0 pts
Proficient
Describes community thoroughly with supporting demographic data, including geriatric population
6.0 pts
Developing
Describes community using broad statements with general demographic data
1.0 pts
Beginning
Names city/state, describes few or no general demographic data
10.0 pts
This criterion is linked to a Learning OutcomeIdentifies, describes 5 resources
50.0 pts
Proficient
Identifies 5resources geared toward older adults and in own words describes services. The resources address Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion includes sufficient and accurate detail on all 5 required questions to address.
30.0 pts
Developing
Identifies 5resources geared toward older adults and describes services with overuse of direct quotes from agency publications. The resources may not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
1.0 pts
Beginning
Identifies The resources do not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
50.0 pts
This criterion is linked to a Learning OutcomeSummary
15.0 pts
Proficient
Are these resources accessible to all older adults in your community? Why or why not? 2 points Could an aging adult seamlessly transition from each level of resource (continuum of care)? 10 points What ad.
Community Resource PaperYou are to identify five social support .docxtemplestewart19
Community Resource Paper
You are to identify five social support resources in your community that are geared toward and beneficial to older adults (>age 65).
The summary is to be a maximum of 8 pages not including the title and reference pages which are required. There is a minimum of 5 references. Be aware of the need to properly paraphrase or quote information from written documents of the facilities. Remember to include reference(s) for demographic information.
I. Describe community where you live (urban/rural, percentage of population by age and income, etc.)
II. Identify 5 resources geared toward older adults, one for each of the levels of care listed. In your own words (do not copy and paste from facility website or brochure) describe the services provided.
a. Independent Self-Care
b. Acute Care Discharge
c. Long-Term Care
d. Family Care Giving
e. End of Life Care
III. Discuss the following:
a. Are the resources accessible to all older adults in your community? Why or why not?
b. Could an aging adult seamlessly transition from each level of resource (continuum of care)?
c. What additional resources might be needed in your community to enhance the older adults' safety and quality of life?
Rubric
Comm Resources
Comm Resources
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeDescribes community
10.0 pts
Proficient
Describes community thoroughly with supporting demographic data, including geriatric population
6.0 pts
Developing
Describes community using broad statements with general demographic data
1.0 pts
Beginning
Names city/state, describes few or no general demographic data
10.0 pts
This criterion is linked to a Learning OutcomeIdentifies, describes 5 resources
50.0 pts
Proficient
Identifies 5resources geared toward older adults and in own words describes services. The resources address Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion includes sufficient and accurate detail on all 5 required questions to address.
30.0 pts
Developing
Identifies 5resources geared toward older adults and describes services with overuse of direct quotes from agency publications. The resources may not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
1.0 pts
Beginning
Identifies The resources do not address all required stages of Independent Self-Care, Acute Care Discharge, Long-term Care, Family Caregiving, and End-of-Life Care. Discussion lacks sufficient and accurate detail on all 5 required questions to address.
50.0 pts
This criterion is linked to a Learning OutcomeSummary
15.0 pts
Proficient
Are these resources accessible to all older adults in your community? Why or why not? 2 points Could an aging adult seamlessly transition from each level of resource (continuum of care)? 10 points What ad.
Running head INSERT TITLE HEREINSERT TITLE HERE.docxwlynn1
Running head: INSERT TITLE HERE
INSERT TITLE HERE
Insert Title Here
Insert Your Name Here
Insert University Here
Job Description
Introduction
Provide an introduction, and include the date for when the job description was written, the job status (whether it is exempt or nonexempt under The Fair Labor Standards Act (FLSA) and whether it is a full-time or part-time position), the position title, and the objective of the position (what the position is supposed to accomplish and how it affects other positions and the organization). Address the pay for the position.
Supervision
Explain to whom the person reports, and explain the supervisory responsibilities, including any direct reports and the level of supervision.
Job summary
Include an outline of the job responsibilities, including the essential functions like detailed tasks, skills, duties, and responsibilities.
Competency
Explain the competency and position requirements, including knowledge, skills, and abilities (KSAs).
Quality and Quantity Standards
Explain the minimum levels required to meet the job requirements.
Education and Experience
Explain the required education and experience levels needed.
Time Spent Performing Tasks
Explain the percentages, if used. They should be distributed to equal 100%.
Physical Factors
Explain the type of environment associated with job.
Working Conditions
Explain the shifts and any overtime requirements, as needed.
Unplanned Activities
Explain any other duties, as assigned.
Disclaimer
Insert a disclaimer here. Discuss how the job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee.
Performance Evaluation
Performance Criteria
Include a minimum of four criterion (no more than six). You may refer to the job description to help you develop this.
Performance Scale
Utilize a performance scale, and consider merit pay
Summary
Write a summary about how the laws and regulations associated with the position for the affect compensation and how the two can help manage compensation. Explain how compensation can affect employee behavior in this position.
References
I NEED THIS ON 06/17/20 at 8:00pm.
This week we explore the social-ecological model and the Swearer and Hymel (2015) article does a nice job of describing this model as applied to the problem of bullying. In working on your social change project this week you will be applying the social-ecological model to the topic you are addressing for your social change portfolio/project. The levels addressed in the social-ecological model in this article include individual, family, peer group, school, and community. Because of this specific topic, school is an important dimension. However, this dimension may not apply to your specific social change project depending on the target population. Thus, if "school" does not apply then you can simply have individual, family, peer group, and community. "Peer group" .
PSY 108 Milestone Three Guidelines and Rubric Plan Suppo.docxaryan532920
PSY 108 Milestone Three Guidelines and Rubric
Plan Support
Overview: As the final project for PSY 108, you will choose a problem or issue from a provided list to which you can apply the concepts or theories learned in this
class. You will then develop an action plan for how you will use psychological ideas and principles in addressing the problem. This assessment will help you
recognize the value of psychology, the value of supporting your claims with established views and research, and how psychology can be applied to personal
situations.
Prompt: For this milestone, you will identify two relevant psychological theories that will support your future action plan and describe how each of these can be
applied to address the problem you described in Milestone One. You will also discuss how the perspectives of psychologists in different subject areas can inform
how you approach your problem in preparation for your action plan.
Specifically, the following critical elements must be addressed:
II. Plan Support: In this part of the assessment, you will identify theories and perspectives in psychology that will support your future action plan.
A. Identify relevant fundamental theories in psychology discussed in the course which could be applied to address the problem.
B. Describe how you would apply these fundamental theories in psychology to address the problem.
C. Explain how you can use the perspectives of psychologists in different subject areas within the field to approach your problem.
D. Describe the ethical implications that will need to be considered in the creation of your action plan.
Guidelines for Submission: You will upload the polished version of the Word document you downloaded from Soomo to the Blackboard submission link for
instructor grading and feedback. Please see the feedback provided by your instructor in Blackboard. Your submission for Milestone Three should be 3 to 4
paragraphs in length, with 12-point Times New Roman font and double spacing.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Plan Support:
Fundamental Theories
Identifies relevant fundamental
theories discussed in the course
which could be applied to
address the problem
Identifies fundamental theories
discussed in the course but
identified theories are not
relevant or could not be applied
to the problem
Does not identify fundamental
theories discussed in the course
23
http://snhu-media.snhu.edu/files/production_documentation/formatting/rubric_feedback_instructions_student.pdf
Plan Support: Apply Describes how the fundamental
theories would be applied to
address the problem
Describes how the fundamental
theories would be applied to
address the problem but
description is cursory ...
This session (from CORE Group Fall 2008 meeting) provides an overview of the things to consider when seeking to publish an article in a public health journal. Elements discussed included: developing a focus for your article, writing an abstract, working with field staff to gather data and information, space limitations, and working with an editorial review board.
PSY 638 Final Project Milestone One Guidelines and Rubric .docxpotmanandrea
PSY 638 Final Project Milestone One Guidelines and Rubric
Prompt: For Milestone One of your final project, you will submit a draft of the Problem Identification section of your grant proposal. Think about the professional
environment you will be seeking upon graduation and a potential problem within that professional environment that could be solved through your
recommended program. Some examples of professional settings and grant proposal problems include:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative, community-based programs that employ prevention strategies to promote access to
healthcare for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster
cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health
professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to
achieve self-sustaining programs to ensure healthy children and families. Healthy Tomorrows requested a grant proposal for $10,000 to conduct a needs
analysis for a meal delivery program to serve its less mobile community members.
Specifically, the following critical elements must be addressed in your milestone assignment:
I. Problem Identification: Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in
your community.
a. Preva ...
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
This document provides guidance for creating an 8-slide PowerPoint presentation to propose an interdisciplinary plan to address an organizational or patient issue to stakeholders. It outlines the competencies and content that should be covered in the presentation, including explaining the issue and how an interdisciplinary team approach could help achieve goals, summarizing the evidence-based plan, how it would be implemented and resources managed, and proposed evaluation criteria. Requirements include a minimum of 3 references no older than 5 years and APA formatting. The goal is for the presentation to generate interest and buy-in for the proposal from organizational leadership.
The document provides instructions for an assignment to draft a proposal for an interprofessional team to address a quality-related issue in healthcare. The proposal must identify the problem, causes, a plan of action including who should be involved, and how progress will be reported. It must be 4-6 pages long and follow APA style guidelines. Several resources are provided to aid research and proposal development, focusing on interprofessional collaboration, leadership approaches, and quality improvement examples.
Discussion 1Budget ComparisonDropkin, Halpin and LaTouche (2VinaOconner450
Discussion 1
Budget Comparison
Dropkin, Halpin and LaTouche (2007) outline 6 different types of budgets. Compare and contrast these budgets highlighting which organization benefits the most from each budget and why. Your initial post should be at least 300 words.
Discussion 2
Practice Identification/Evaluation
You will choose a real or hypothetical mental health related practice for your Budget Assignments in this class. Whether this is a non-profit or for-profit sole proprietorship, limited liability corporation, sub-s corporation, or other, you will need to identify the sources of income based on your prospective clientele. After reviewing the provisions of the MHPAEA of 2008 and the President’s 2016 SAMHSA related budget, discuss the mental health clientele payer sources (e.g., private pay, traditional health insurance, Medicare/Medicaid, managed care, grants). Then, differentiate between each type of clientele by payer source listing at least one strength/weakness from a budgetary perspective. Your initial post should be at least 300 words.
Discussion 3
10 Steps to an Operating Budget
Consider the 10 steps to creating, implementing, and managing an annual organization-wide operating budget outlined by Dropkin, Halpin and LaTouche (2007) in Chapter 12. Identify the two steps that you think will be most difficult for you and provide support for your choices? Which of these steps do you think will be the easiest for you? Select one and explain your decision making rationale? Your initial post should be at least 300 words.
Discussion 4
Income and Revenue Projections
Part of the budget justification process involves the ability to project income or revenue. This information comes from the projected clientele by payer source. Explain why this aspect is so important in the development of an operating budget. Your initial post should be at least 300 words.
Required Textbook
Dropkin, M., Halpin, J., & LaTouche, B. (2007). The budget-building book for nonprofits (2nd ed.). Jossey-Bass. Required Resources
In order to view the closed captioning of any video in this course, simply click on the cc link on the bottom right of the video (in red), click on transcribe video and then OK and the closed captioning will appear throughout your video.
American Counseling Association, (n.d.). 2014 ACA Code of Ethics Resources. American Counseling Association. Retrieved from https://www.counseling.org/knowledge-center/ethics/code-of-ethics-resources (Links to an external site.). This site is the American Counseling Association (ACA) Code of Ethics Website related to Course Learning Outcome 4 “Apply ethics to the successful implementation of financial management and fundraising efforts of mental health care systems.”
American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct: Including 2010 and 2016 Amendments. American Psychological Association. Retrieved from http://www.apa.org/ethics/code2002.html (Links to an exte ...
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Similar to Running head PROGRAM EVALUATION1Program EvaluationStudent.docx (11)
in addition to these questions also answer the following;Answer .docxcharisellington63520
in addition to these questions also answer the following;
Answer the Stop and Consider question on page 319.
Differentiate neurologic and hormonal response to stress
Answer all questions in a Word Document and include the following:
Your name
Label each answer
Include references
Include In-text citations
Use APA Format
.
In an environment of compliancy laws, regulations, and standards, in.docxcharisellington63520
In an environment of compliancy laws, regulations, and standards, information technology (IT) departments in organizations must develop comprehensive organizational policies to support compliance. One specific area in which they must develop policies is the governance of fiduciary responsibility. Scenario: As changes occur in compliancy laws, regulations, and standards regularly, IT management of YieldMore has decided to evaluate the governance of fiduciary responsibility within the organization as it pertains to the IT department. Your team has been assigned the task of evaluating how the governance of fiduciary responsibility affects the organization’s risk. Tasks: You are asked to identify the relationship between fiduciary responsibility and organizational risk, and present this information to the IT management of YieldMore.
1. Identify key stakeholders, their roles and responsibilities, and the impact of fiduciary responsibility on each.
2. Determine the relationships among these stakeholders, the relationship between fiduciary responsibility, and organizational risk for each.
3. Distinguish the identified relationships as they relate to strategic, operational, and compliancy goals for the organization.
4. Develop an appropriate plan to govern fiduciary responsibility for the organization.
5. Prepare a report of your findings for IT management to review.
.
In American politics, people often compare their enemies to Hitler o.docxcharisellington63520
In American politics, people often compare their enemies to Hitler or to the Nazis. Many Democrats compared Trump to a "fascist," and Democrat Alexandria Ocasio-Cortez famously compared child detention facilities to "concentration camps." (Republicans claimed this was an unfair comparison and disrespectful to the real victims of the Holocaust.) On the other hand, Republicans often claim that their Democratic enemies are like Hitler, and often whine that "the Left" is persecuting them similar to how the Nazis persecuted the Jews ("cancel culture" is like the Holocaust, wearing a mask is like wearing a yellow star, etc.). Obviously these are exaggerated, bad comparisons, and are more about scoring political points than teaching history accurately.
But is it
always
wrong and disrespectful to draw comparisons or lessons from the Holocaust? Isn't it possible--while being respectful and acknowledging all the differences that make the Holocaust uniquely horrible--to try to draw lessons from it and prevent anything like it in the future? What comparisons or lessons for the present, if any, can we learn from the Holocaust?
Using specific evidence/examples/comparisons from the primary source you analyzed, please make a specific argument about a lesson or comparison
you might draw from the Holocaust. I'm not interested in your general/vague opinions about politics or Holocaust comparisons. I want you to carefully and respectfully (not politically) draw a lesson from something you learned in your document/film.
.
In addition to the thread, the student is required to reply to 2 oth.docxcharisellington63520
In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 300 words
American opinion has indeed shaped politic consequences, political interests, and policymaking. Even with little or no interest in policymaking and politics, the assumption of democracy gives the citizens the power to freely air out their issues and give their opinion in matters of political concern. Taking the war in Iraq, it posed a significant economic and political imbalance. However, support from the politicians was negligible. And because a majority of the Americans opposed the war in Iran, they voted for a Democratic congressional candidate. Their opinion played a great deal in making concrete policies in response to the war in Iraq.
Public opinion is a reflection of the citizens’ view on how the government responds to national politics. Political actions are driven by the citizen’s opinion (Erikson, & Tedin, 2015). It sheds light on the outcomes of specific policies and helps the political candidates identify the characters demanded of them by the citizens. Political scholars argued that the perception of old public opinions was changed because of ambiguity and inaccuracy (Dür, 2019). Modern theories came to identify public opinion as either latent or a broad expression. Latent opinions are formed on the spot, while broad expressions are opinions that had earlier been formed and remained stable (Cantril, 2015).
When convincing policymakers, it proves difficult, interest groups may indirectly influence public opinion. They can achieve this through the media, holding rallies, or handing out leaflets to the public (Dür, 2019). Because the citizens have little or no information on policymaking, they can easily be swayed by interest groups. Interest groups can, therefore, successfully source their support from public opinion or not.
Public opinion remains relevant in American politics. Journalists, politicians, and political scientists should focus on getting the public’s opinion on state affairs. In as much as views might differ or change, establishing a common ground will help in policymaking (Dür, 2019). For the war in Iraq, the Democratic gained power over the senate and House. This was greatly influenced by the failure of public support that shifted the pro-Democratic in 2006 and the 2008 elections. Because opinions are not fixed, establishing a connection between public views and political outcomes might be impossible.
References
Berry, J. M., & Wilcox, C. (2015).
The interest group society
. Routledge.
Cantril, H. (2015).
Gauging public opinion
. Princeton University Press.
Dür, A. (2019). How interest groups influence public opinion: Arguments matter more than the sources.
European journal of political research
,
58
(2), 514-535.
Erikson, R. S., & Tedin, K. L. (2015).
American public opinion: Its origins, content, and impact
. Routledge.
.
In addition to reading the Announcements, prepare for this d.docxcharisellington63520
In addition to reading the
Announcements
, prepare for this discussion by reading the
Required Resources
, the
Week Four Instructor Guidance
, and the scenario provided below. In particular, you should review the
Initial Referral to the Multidisciplinary Team form
found on p. 112-113 of your text, the
Child Study Team Referral Form
from week three, and
Part I
of the
Comprehensive Report
found in the
Instructor Guidance
for this week.
Scenario:
In addition to your role on the Child Study Team, you are also a member of the Multidisciplinary Evaluation Team (MDT). This team is preparing to meet because while the Tier Two Interventions have been helpful, Manuel is still struggling with his reading fluency and his writing, and is continuing to fall further behind. The MDT has received the signed and dated formal permission for referral from Manuel's parents and the school psychologist has conducted an academic achievement evaluation as described in your text. One of your roles as the special education inclusion teacher in your school is to translate the results of all the assessments in a way that is understandable to parents, the child, and to the regular education teacher. Another aspect of your role is to write the Initial Referral to the MDT such as the one described on p. 112 of the text. Finally, in your role as the special education inclusion teacher you are tasked with reviewing the results of all the assessments in order to to help the Manuel, his parents and his other teachers to understand the various strategies that are recommended based on his assessment outcomes.
You have reviewed the RTI data collected to date, including the informal observations of Mr, Franklin and Manuel's other teachers and samples of his classroom work, and have compared those data to
Part I of the Comprehensive Report
prepared by the school psychologist. That report is located in the Instructor Guidance for this week. The data paint a compelling and congruent picture of Manuel's current academic functioning. You are now ready to write an Initial Referral for Manuel so that his eligibility for special education services can be determined.
Initial Post:
Review the
Initial Referral to the Multi-Disciplinary Team form
on p. 112 and 113 of your text. Compare the information needed for that form with the
Child Study Team Referral Form
that you filled out last week for Manuel. Explain the different functions of the two documents and state how they are alike and how they are different. Then, explain how you plan to share the data on the Initial Referral to the Multi-Disciplinary Team form in a way that Manuel, his parents, and Mr. Franklin can understand. Be sure to include an explanation for why you are the one sharing this information with them. Include pertinent professional or personal real world examples to illustrate your points.
Text:
Pierangelo, R., & Giuliani, G. A. (2012).
Assessment in special education: A practical a.
In Act 4 during the trial scene, Bassanio says the following lin.docxcharisellington63520
In Act 4 during the trial scene, Bassanio says the following lines:
“Antonio, I am married to a wife
Which [who] is as dear to me as life itself;
But life itself, my wife, and all the world
Are not with me esteemed above your life.
I would lose all, ay sacrifice them all
Here to this devil [Shylock] to deliver [save] you.”
And Portia, who hears these lines (though Bassanio doesn’t know it), says,
“Your wife would give you little thanks for that
If she were [near]by to hear you make the offer.”
(Act 4, scene 1, 281-288
Is Antonio really more important to Bassanio than Portia? Explain why or why not. What do these lines tell us about the value of male friendship vs. marriage in this play? Would Portia be justified in rejecting Bassanio, since later in this scene he gives away the ring she gave him which he swore never to give up? (see Act 3, scene 2, lines 167-185) Your response should be about 200-250 words and should include specific references to lines in the play.
.
In a Word document, please respond to the following questions.docxcharisellington63520
In a Word document, please respond to the following questions:
How is the information discussed in the articles similar or different compared to what you have heard/learned about international/global communication? Especially compared to the chapters from our textbook
Business Writing Today.
Based on the information provided in the articles, what are some rules/conventions do people tend to follow when communicating across cultures and languages?
Which out of the four articles provoked a strong response in you? Did you agree and/or disagree with the author? Why?
.
In a Word document, create A Set of Instructions. (you will want.docxcharisellington63520
In a Word document, create
A Set of Instructions
. (you will want to save it twice—once as a .doc and once as a .pdf) Upload the .pdf document to the Unit 3 Dropbox. It should be single-spaced (as all technical docs are) with double spacing between sections. Think visually. Think simple steps. See the rubric.
.
In a two page response MLA format paperMaria Werner talks about .docxcharisellington63520
In a two page response MLA format paper
Maria Werner talks about the changes Perrault in his (17th century) version made to the much earlier original oral version of the tale written down by Delarue Paul Ed" The story of Grandmother" and the motivation behind the Grimms brothers(19th century) version of the tale. Compare and contrast these three versions of LRRH from the readings, explaining how the variations changes the focus not plot of each tale.
Readings
1. Charles Perrault: Little red riding hood(france)
2.Brothers Grimm: Little red cap(Germany)
3. Paul Delarue Ed: The story of grandmother(france)
.
In a paragraph (150 words minimum), please respond to the follow.docxcharisellington63520
In a paragraph (150 words minimum), please respond to the following questions:
Prior to reading the text, how would you have defined terrorism?
What is your understanding of terrorism now?
How would you account for the huge amount of terrorism in the 20th and 21st centuries?
What do you see as the ethically proper response to acts of terror?
.
In a paragraph form, discuss the belowThe client comes to t.docxcharisellington63520
In a paragraph form, discuss the below:
The client comes to the physician's office complaining of shortness of breath. He states he has a history of fluid in his lungs and he takes a "water pill" and a "bronchodilator" every day. Both legs are swollen. He also used inhaler cortisone when needed to ease his frequent difficult breathing. His blood pressure is 168/98 and his pulse is 144 beats per minute. Upon listening to his heart with a stethoscope, a third heart sound is noted and abnormal breath sounds. After complete blood work and radiological investigation, the patient is diagnosed with CHF and COPD.
Discuss all of this information with the physician using correct medical terminology.
.
In a minimum of 300 words in APA format.Through the advent o.docxcharisellington63520
In a minimum of 300 words in APA format.
Through the advent of social media, a thing known as "slactivism" has arisen. This is literally activism through social media and, despite such a negative label, researchers are finding that this actually works! Activism through the medium of social media is having a significant impact. This is just ONE example of many of not only a "mass behavior" but can also fit into all 4 categories of social movements. The individuals involved in this mass behavior/social behavior could easily be examined within the lens of the "contagion theory" as well as the "emergent-norm theory."
Go check out whatever form of Social Media/ Media you are most on, (facebook, instagram, tumblr, twitter, reddit, youtube etc. ) Look for an example of "slactivism" from people/influencers that you follow that is promoting a specific type of social movement. Discuss their post here by answering the following questions (if you feel comfortable you can post your example here as well but it is not required.)
1. Describe the post (or post it here), where did you find it, what do the contents involve?
2. Based on the readings from this chapter, what type of social movement are they promoting?
2. What theory of crowd behavior can be applied to this movement? Please expand
3. What Social movement theory can be applied to this movement? Please expand
4. At what stage in the social movement cycle would you place this movement?
.
In a paragraph form, post your initial response after reading th.docxcharisellington63520
In a paragraph form, post your initial response after reading the passage below:
The client comes to the physician's office complaining of shortness of breath. He states he has a history of fluid in his lungs and he takes a "water pill" and a "bronchodilator" every day. Both legs are swollen. He also used inhaler cortisone when needed to ease his frequent difficult breathing. His blood pressure is 168/98 and his pulse is 144 beats per minute. Upon listening to his heart with a stethoscope, a third heart sound is noted and abnormal breath sounds. After complete blood work and radiological investigation, the patient is diagnosed with CHF and COPD.
Discuss all of this information with the physician using correct medical terminology.
.
In a minimum 250-word paragraph, discuss at least one point the auth.docxcharisellington63520
In a minimum 250-word paragraph, discuss at least one point the author makes that stands out to you. Why did you find it interesting or strange? How does it compare to, connect to, and/or expand on your own experience and what you know about language and the world? Be specific. Explain. Use examples!
.
In a hostage crisis, is it ethical for a government to agree to gran.docxcharisellington63520
In a hostage crisis, is it ethical for a government to agree to grant a terrorist immunity if he releases the hostages, even though the government has every intention of capturing and prosecuting the terrorist once his hostages are released?
write an initial post (200-250 words) and one secondary post (minimum 100 words) (reply to the classmate's post, file attached)
For your initial post, you must have two academic peer-reviewed articles for references.
Discussion must include in-text citations and references in APA style formatting
Due 24 March 2021 by 1:00 PM ET
.
In a double-spaced 12 Font paper How did you immediately feel a.docxcharisellington63520
In a double-spaced 12 Font paper
How did you immediately feel after finishing the novel in relation to data security as a whole? Has your thought process changed regarding how you will share data? Do you value metadata more or less after reading this novel?
Do you feel that there should be more of an emphasis on personal privacy or public security? (Hint: you can use domestic threats to support your stance-whichever it may be.)
Considering the grand scheme of things, do you feel that what Edward Snowden did was wrong? Do you think he helped more people or put more people in danger?
Should the United States government continue to attempt to persecute Edward Snowden? If so, why? If not, why?
Do you think there could have been a better way for Edward Snowden to achieve the goal that he felt was necessary without inciting anger and fear from the United States government by being a whistleblower?
.
In a follow-up to your IoT discussion with management, you have .docxcharisellington63520
In a follow-up to your IoT discussion with management, you have been asked to document and describe Use Case examples of IoT Services and Applications, so they can see a clear application of the technology. After all, the goal of IoT is to ensure all company resources and technological objects can communicate, and documentation is always part of the process. In a report to your manager, describe the following topics:
An introduction to IoT technology and typical corporate devices being used within IoT
Examples of IoT services and applications describing the service, application, interface, and benefit to the organization. Please pick 3 of the following IoT Use Cases when informing management of this required information and the implementation of technology:
Predictive Maintenance (e.g., use of cameras, sensors and data analytics)
Smart Metering (e.g., internet device capable of measuring how a company consumes energy, gas or water)
Asset tracking (e.g., efficient location and monitoring of key assets)
Connected vehicles (e.g., automation of driving tasks)
Fleet Management (e.g., transportation efficiency and productivity)
Provide reference page with at least 3-5 references in APA format
4 to 5 pages
.
In a COVID-19 situation identify the guidelines for ethical use of t.docxcharisellington63520
In a COVID-19 situation identify the guidelines for ethical use of the computers and networks in any organisation.
Please discuss the NETIQUETTE technique and explain how it can help professionals to embrace ethical use of networks in the current pandemic situation. You need to use some cases in the discussion to add value to your discussion.
.
In a 750- to 1,250-word paper, evaluate the implications of Internet.docxcharisellington63520
In a 750- to 1,250-word paper, evaluate the implications of Internet use (including, but not limited to, basic web presence, online shopping, vendor unique portals, vendor specific portals, "IOT," social media, and/or VPN use) within a SMB, as well as data protection for intellectual property. Make sure to address third-party vendors, cloud technology, and technology trends.
.
In a 600 word count (EACH bullet point having 300 words each) di.docxcharisellington63520
In a 600 word count (EACH bullet point having 300 words each) discuss the following WITH no intro or conclusion needed… CITE AND REFERENCE WITH TWO PEER reVIEWS
· Discuss the diathesis-stress model as it pertains to schizophrenia.
· Explain the causal factors associated with the disorder.
(1) DQ word count 175
Please describe schizophrenia and dissociative identity disorder. How are the two disorders different? Do they have anything in common?
.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Running head PROGRAM EVALUATION1Program EvaluationStudent.docx
1. Running head: PROGRAM EVALUATION
1
Program Evaluation
Student Name Here
Walden University
Program Evaluation
Provide a brief introduction to your paper here. The title serves
as your introductory heading no need for a heading titled
“Introduction.” For this assignment, you will examine the
program evaluation research article by Hawkins, Blanchard,
Baldwin, and Fawcett (2008), "Does Marriage and Relationship
Education Work? A Meta-Analytic Study,” which is provided in
the Learning Resources. Using the Hawkins et al. article, you
will complete the following sections.
Issues Related to Population
Using the Hawkins et al. article, provide a brief summary of the
issues related to disadvantaged and ethnically diverse
populations.
Increasing Participation
Briefly describe how you as a researcher would increase
participation of disadvantaged and ethnically diverse
populations in marriage and relationship education programs.
Remember support your points with scholarly support without
relying on direct quotations to make your points for you.
Seeking More Generalizable Results
Explain the types of measures and data collection methods
would you employ to obtain more reliable and generalizable
results. Be sure to support your points with scholarly support.
2. Conclusion
Your conclusion section should recap the major points you have
made in your work. However, perhaps more importantly, you
should interpret what you have written and what the bigger
picture is. Remember your paper should be 2 - 3 pages not
counting your title page and reference page. Please do not
exceed three pages of content.
Save your Application as a ".doc" or ".rtf" file with the
filename APP10+your first initial+last name. For example, Sally
Ride’s assignment filename would be "APP10SRide". Use the
"Submit an Assignment" link, choose the Week 10: Application
basket, and then add your Application as an attachment.
References
Hawkins, A., Blanchard, V., Baldwin, S., & Fawcett, E. (2008).
Does marriage and relationship education work? A meta-
analytic study. Journal of Consulting and Clinical Psychology,
76(5), 723–734.
To continue, in Internet Explorer, select FILE then SAVE AS
from your browser's toolbar above. Be sure to save
as a plain text file (.txt) or a 'Web Page, HTML only' file
(.html). In FireFox, select FILE then SAVE FILE AS from
your browser's toolbar above. In Chrome, select right click
(with your mouse) on this page and select SAVE AS
EBSCO Publishing Citation Format: APA (American
Psychological Assoc.):
NOTE: Review the instructions at
http://support.ebsco.com/help/?int=ehost&lang=&feature_id=AP
A and make
any necessary corrections before using. Pay special attention to
3. personal names, capitalization, and
dates. Always consult your library resources for the exact
formatting and punctuation guidelines.
References
Hawkins, A. J., Blanchard, V. L., Baldwin, S. A., & Fawcett, E.
B. (2008). Does marriage and relationship
education work? A meta-analytic study. Journal Of Consulting
And Clinical Psychology, 76(5), 723-734.
doi:10.1037/a0012584
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Does Marriage and Relationship Education Work? A Meta-
Analytic Study
By: Alan J. Hawkins
School of Family Life, Brigham Young University;
Victoria L. Blanchard
School of Family Life, Brigham Young University
Scott A. Baldwin
Department of Psychology, Brigham Young University
Elizabeth B. Fawcett
School of Family Life, Brigham Young University
Acknowledgement: We thank Matt Stagner and the Urban
Institute for their permission to use their
database of marriage and relationship education studies.
The science of prevention of human problems continues to grow
and show promise ( Flay et al., 2005;
Rishel, 2007). In addition to the prevention of individual mental
4. health problems, prevention efforts also
include educational interventions to help romantic couples form
and sustain healthy marriages and
relationships. Marriage and relationship education (MRE)
consists of two general components. The
primary emphasis has been on developing better communication
and problem-solving skills that are
core to healthy, stable relationships, such as diminishing
criticism and contempt and improving listening
skills ( Gottman & Silver, 1999). Couples learn about the
importance of these skills and usually practice
them with some instructor guidance. A second component of
MRE is didactic presentation of
information that correlates with marital quality, such as
aligning expectations and managing finances.
Couples learn about and discuss these issues and often make
specific plans for dealing with them more
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002&scope=site
effectively. Often within this component are discussions about
important virtues related to relationship
quality, such as commitment and forgiveness ( Fincham,
Stanley, & Beach, 2007). While some MRE
programs emphasize one component to the exclusion of the
other, most combine the two, and most of
these give more emphasis to communication skills training.
While many couple therapists also provide
MRE services, MRE is distinct from couple therapy. MRE does
not provide intensive, one-on-one work
between participants and professionals on specific personal
5. problems, as therapy does. MRE provides
“upstream” educational interventions to groups of couples and
individuals before problems become too
serious and entrenched ( J. H. Larson, 2004).
Over the last decade, MRE has grown beyond programs offered
by private professional and lay
practitioners to become a tool of public policy. For example,
U.S. federal policy makers recently have
supported MRE as a way to help couples—especially lower-
income couples—form and sustain healthy
marriages as an additional tool to reduce poverty and increase
children's well-being ( Administration for
Children and Families, 2007; Dion & Hawkins, 2008). In 2006,
federal legislation allocated $500 million
over 5 years to support promising MRE programs and initiatives
targeted primarily at lower-income
couples. (See
http://www.acf.hhs.gov/programs/ofa/hmabstracts/index.htm for
a listing of funded
programs.) In addition, a growing number of states have also
allocated significant public funds to
support MRE efforts ( Ooms, Bouchet, & Parke, 2004). For
instance, Texas has dedicated more than
$10 million a year to support MRE; Utah has dedicated
$750,000 a year. With greater public support for
MRE, however, comes greater public scrutiny ( Huston & Melz,
2004).
Scholars have conducted many evaluation studies of various
MRE programs over the past three
decades ( Halford, 2004; Halford, Markman, Kline, & Stanley,
2003). Previous meta-analytic reviews of
MRE research have generally shown it is effective in increasing
relationship quality and communication
skills ( Butler & Wampler, 1999; Carroll & Doherty, 2003;
6. Giblin, Sprenkle, & Sheehan, 1985; Hahlweg &
Markman, 1988; Hight, 2000; Reardon-Anderson, Stagner,
Macomber, & Murray, 2005). However, these
studies have been limited in their conclusions. The first meta-
analysis of MRE is more than 25 years old
( Giblin et al., 1985). The most recent meta-analysis ( Reardon-
Anderson et al., 2005) did not include
quasi-experimental studies, studies that may be more
representative of MRE as it is practiced under
normal field conditions ( Shadish, Matt, Navarro, & Phillips,
2000). Two studies reviewed only a narrow
band of the marriage education spectrum—premarital education
( Carroll & Doherty, 2003; Hahlweg &
Markman, 1988). Another focused only on one specific
program—Couples Communication ( Butler &
Wampler, 1999). Two meta-analyses did not distinguish
between therapy and educational interventions
for couples (i.e., Giblin et al., 1985; Reardon-Anderson et al.,
2005). One meta-analysis was an
unpublished dissertation ( Hight, 2000) that did not differentiate
between relationship quality and
communication skills outcomes, although it was the only meta-
analysis that gave significant attention to
unpublished studies. Moreover, moderator variables important
to practitioners and policy makers, such
as gender differences, ethnic/racial diversity, and economic
diversity of participants, have not been
investigated extensively.
Our meta-analytic study addresses these limitations. Our
primary aim is to address the following
question: Does the overall evidence suggest that MRE can help
couples form and sustain healthy
relationships? Specifically, we evaluate the efficacy of MRE for
relationship quality and communication
skills at both immediate postassessment and follow-up
7. assessment. We also explore several important
methodological, sample, and intervention variables that may
moderate the effects of MRE.
http://www.acf.hhs.gov/programs/ofa/hmabstracts/index.htm
Method
Selection and Inclusion Criteria
Psychoeducational intervention
In the current meta-analysis, all studies assessed the effects of a
psychoeducational intervention that
included improving couple relationships or communication
skills as a goal. Therapeutic interventions
were excluded to provide a clear picture of the effects of
psychoeducational intervention. Therapeutic
interventions generally have stronger effects than do
psychoeducational interventions ( Shadish &
Baldwin, 2003). Thus, we excluded studies that had set
curricula but were delivered by a therapist to a
couple as well as programs that were essentially group therapy
(e.g., Worthington et al., 1997). Studies
that focused on improving sexual functioning were excluded
(e.g., Cooper & Stoltenberg, 1987).
Reporting of outcome data
We included studies that reported sufficient information to
calculate effect sizes for the specified
outcomes. When studies did not report sufficient information to
calculate effect sizes, we contacted the
authors where possible for more information and used methods
for “rehabilitating” studies outlined by
Lipsey and Wilson (2001). Six studies (5%) were dropped
because we could not calculate an effect
8. size.
Outcome measures
We coded measures of relationship quality that assessed various
aspects of relationships such as
areas of agreement–disagreement and conflict, time together,
and areas of satisfaction–dissatisfaction.
Some measures simply asked about overall relationship
satisfaction. We included these measures as a
subset of the broader construct of relationship quality. Most
studies ( k = 112) used standardized
measures, such as the Dyadic Adjustment Scale ( Spanier, 1976)
or the Marital Adjustment Test ( Locke
& Wallace, 1959). Communication skills were reported in
numerous ways, including global
assessments, positive and negative communication, positive
problem solving, and negative problem
solving, with both self-report and observational measures
employed. We combined all these measures
into a single, communication outcome indicating a global
intervention effect on communication skills.
We examined both immediate postassessments and follow-up
assessments, reporting these separately
to explore deterioration (or gain) over time. Timing of follow-
up for experimental studies ranged from 1
to 60 months; 3- and 6-month follow-ups were most common.
Timing of follow-up for quasi-experimental
studies ranged from 1 to 36 months; again, 3- and 6-month
follow-ups were most common. When
multiple follow-up assessments were available, we chose the
assessment closest to 12 months. Only a
handful ( k = 7) of studies employed follow-up assessments
greater than 12 months. For instance,
Schulz, Cowan, and Cowan (2006) evaluated the effects of their
9. transition to parenthood MRE
intervention at 6-, 18-, 42-, and 60-months postpartum.
Although we coded the follow-up closest to 12
months to allow for more deterioration (or gain) of effects, note
that most studies had only one follow-up
and that assessment usually occurred between 3 and 6 months,
not at a more distal 12 months.
Methodological design
Our primary interest is the efficacy of MRE, which is addressed
by effect sizes representing the
difference between intervention and no intervention. Thus, we
included only studies that used control
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groups. This means we did not include a number of “horse race”
studies comparing one intervention
with another. Some studies were conducted with classic no-
intervention control groups ( k = 38), but
most used “waitlist” control groups ( k = 73). We chose to
examine both experimental and quasi-
experimental studies because quasi-experimental studies may be
more representative of MRE under
normal field conditions ( Shadish et al., 2000). Experimental
studies compared groups randomly
assigned to an MRE-treatment or a control group; quasi-
experimental studies included a no-treatment
10. control group, but random assignment was not assured. (A full
list of MRE studies reviewed but not
included in this study, including treatment A versus treatment B
studies, one-group/pre-post design
studies, uncodable studies, and studies with duplicate data, is
available on request.)
Publication status
We searched extensively for both published and unpublished
studies so that we could address
publication bias directly. Studies that are not published may be
systematically different than published
studies, including differences in the intervention effect size.
Indeed, meta-analyses that ignore
unpublished studies likely overstate the true effect size (e.g.,
Vevea & Woods, 2005). More than 60% of
the studies in this meta-analysis were unpublished reports,
primarily dissertations. Clinical graduate
students conducted the large majority of these unpublished
dissertation studies. Some developed their
own intervention programs, but most employed well-known
programs, such as Couples Communication.
The studies generally were well designed but usually suffered
from lack of statistical power due to small
sample sizes. We suspect that the studies were unpublished
primarily due to a lack of statistical power
to produce significant results combined with authorship by
graduate students who may have been
headed toward clinical rather than academic positions.
Foreign language studies
While we did not conduct an exhaustive search for studies
published in languages other than English,
our search uncovered a handful of reports ( k = 4) published in
11. other languages (i.e., German, Dutch,
Afrikaans). When this occurred, we employed translators to help
us code in order to include these
studies in our meta-analysis. While program participants in
these studies came from non-English-
speaking countries with different cultures, they were
predominantly White, middle class, and educated,
similar to samples of U.S. studies, and the programs they
received were programs common in the U.S.
studies. Moreover, language-inclusive meta-analyses generally
provide more precise estimates ( Moher
et al., 1999).
Search Procedure
We searched for MRE research conducted over the last three
decades (since 1975), when the pace of
work in this field began to pick up, through 2006, when
substantial federal funding first targeted support
for MRE. First, we reviewed 502 studies identified by a search
conducted by the Urban Institute for their
meta-analysis of MRE ( Reardon-Anderson et al., 2005).
Second, we searched bibliographies from
other meta-analyses and literature reviews. Third, we searched
PsycINFO for more recent work (since
the Urban Institute search in 2003). Fourth, we searched
Dissertation Abstracts International for
unpublished work. Finally, we made extensive efforts over the
course of 2 years at national conferences
and through e-mail to contact researchers and practitioners to
find unpublished (and in-press) reports.
These search procedures produced 86 codable reports containing
117 independent studies.
Variable Coding
12. We created a 55-item codebook to systematically code various
moderators relevant to the effect of
MRE. Due to space limitations, this study will employ only a
handful of those moderators, such as
publication status, sample characteristics (i.e., race/ethnicity,
relationship distress, gender), and
program intensity. (A copy of the codebook is available on
request.)
Our coding team for this large collection of studies consisted of
four individuals: two PhD researchers, a
trained MS student, and a trained undergraduate student. One
coder (MS student) was the “anchor,”
coding every study. One of the other three individuals was the
second coder. After separately coding,
the two coders compared answers. When there were
discrepancies, coders discussed their rationale
and sought further clarification from the study text until they
reached agreement. In cases where the two
coders were unable to come to a consensus, the coders discussed
the differences with the first author
until a consensus was reached. Thus, we did not compute inter-
coder reliability; rather, we used coder
discrepancies as a stimulus for deeper investigation into the
study to ascertain the correct coding.
MRE Participants Summary
Samples in the 117 studies consisted mostly of White, middle-
class, married couples in general
enrichment programs who were not experiencing significant
relationship distress. Only 7 studies had
more than 25% racial/ethnic diversity in their samples; only 4
of these 7 studies had samples that were
predominantly non-White. Similarly, only 2 studies had
primarily low-income samples; another handful
13. of studies had samples with at least some low-income couples.
(Almost of all these studies came from
unpublished dissertations.) There were no reports of
homosexual couples in any of these studies. In
terms of relationship status, the study samples consisted
overwhelmingly of married couples; the
number of unmarried, cohabiting couples, when reported, was
negligible in enrichment studies. (In
programs targeting engaged couples there likely were more
cohabiting couples, but this information was
seldom provided.) In terms of life-course timing, 3 studies
targeted single high-school students, 16
targeted engaged or seriously dating couples, and 10 targeted
couples at the transition to parenthood.
The remaining 75% of studies were general marriage enrichment
programs (although these samples
sometimes included a few engaged or cohabiting couples).
There was more variation for relationship
length (when reported); the average relationship length was 0–2
years for 18 studies, 3–5 years for 18
studies, 6–10 years for 32 studies, 11–15 years for 30 studies,
and 16–20 years for 11 studies. Only
about half ( k = 61) of the studies reported the relationship
distress level of the samples. From these
reports, there appear to be negligible numbers of distressed
couples in the samples of most studies.
Eight studies reported that 50%–89% of couples in the samples
were distressed; 2 studies reported that
90%–100% of couples in the samples were distressed.
Computation and Reporting of Effect Sizes
The effect size statistic employed is the standardized mean
group difference. We adjusted each effect
size by using Hedges's (1981) correction for small sample bias.
All effect sizes were weighted by the
inverse variance (squared standard error) and averaged to create
14. the overall effect size. We employed
random effects estimates, as opposed to fixed effects. The
random effects model allows for the
possibility that differences in effect sizes from study to study
are associated not only with participant-
level sampling error but also with variations such as study and
intervention methods ( Lipsey & Wilson,
2001). In addition, the random effects model allows researchers
to generalize beyond the studies
included in the meta-analysis ( Hedges & Vevea, 1998). We
aggregated effect sizes to the study level
because many studies included multiple outcomes. We used
Biostat's Comprehensive Meta Analysis II
to perform these calculations.
For technical and conceptual reasons, it was wise to conduct
analyses separately for experimental and
quasi-experimental studies ( Lipsey & Wilson, 2001). Often
meta-analysts will include only experimental
studies in their analyses because they provide the best evidence
of efficacy. However, this also has the
potential side effect of excluding significant numbers of studies
that also may yield valuable information.
In essence, we provide a “benchmark” by analyzing
experimental studies first. Then, as suggested by
Shadish and Ragsdale (1996), we compare these results with
those from quasi-experimental studies.
Moreover, rather than combining immediate postassessments
and later follow-up assessments, we
computed effect sizes separately by time to examine potential
deterioration (or gain) in effects.
By analyzing the data in these ways, we encountered the
challenge of dealing with a set of effect sizes
15. rather than a single estimate. That is, we generated a set of four
effect sizes for each outcome: 2
(design: experimental/quasi-experimental) × 2 (time points:
postassessment/follow-up). In addition, we
wanted to make a more direct test of deterioration (or gain) of
effects. The most direct test of effect size
stability from postassessment to follow-up requires limiting our
analyses only to those studies that
included both an immediate postassessment and a follow-up
assessment. Some studies contributed
effect sizes only at postassessment with no follow-up, some had
no immediate postassessment but did
have a follow-up, and some studies had both. The first set of
analyses described above compares
postassessment and follow-up effects across studies,
confounding real differences between
postassessment and follow-up effects with potential between-
study differences. Within-study
comparisons that examine only those studies that have both a
postassessment and a follow-up do not
have this problem. Our overall challenge, then, was to interpret
the pattern of effect sizes, as well as
individual effects.
Results
Relationship Quality
Experimental studies
As seen in Table 1, at the immediate postassessment, the effects
of MRE on relationship quality for
experimental studies was dex = .361 ( p < .001); and at follow-
up, dex = .306 ( p < .05). When limited to
studies with both a postassessment and follow-up, a similar
picture emerges of the magnitude and
maintenance of MRE on relationship quality, although the
effects generally do not reach conventional
16. levels of significance due primarily to small numbers of studies.
The postassessment effect size for
experimental studies was dex = .244 ( p < .10). The follow-up
assessment effect size was dex = .277 ( p
< .10).
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Effect Sizes of MRE on Relationship Quality and
Communication Skills, by Study Design
Quasi-experimental studies comparison
Using the effect sizes for experimental studies as benchmarks,
we compared them with effect sizes for
quasi-experimental studies. These effect sizes were generally
smaller than those for experimental
studies: dqe = .150 ( ns) at postassessment; dqe = .195 ( p <
.05) at follow-up. When limited to studies
that included both a postassessment and a follow-up, the effect
sizes were dqe = .286 ( p < .10) at
postassessment; dqe = .218 ( p < .10) at follow-up. Although
experimental effect sizes generally were
somewhat larger than quasi-experimental effect sizes, the
differences between the two research
designs were not significant, although there was a trend for the
difference at postassessment ( Q =
2.98, p < .10).
17. In sum, the MRE program effects on relationship quality were
modest but generally significant—ranging
from .24 to .36—in experimental studies. In quasi-experimental
studies, the effects were smaller, but not
statistically so—ranging from .15 to .29. Moreover, immediate
postassessment program effects did not
diminish significantly at follow-up assessments.
Communication Skills
Experimental studies
Table 1 also displays our analyses for communication skills. At
postassessment, the effects of MRE on
communication skills for experimental studies was dex = .435 (
p < .001); and at follow-up, dex = .448 (
p < .01). When limited to studies that included both a
postassessment and a follow-up, a relatively
similar picture emerges. The postassessment effect size was dex
= .539 ( p < .01). The follow-up effect
size, however, suggested some deterioration: dex = .366 ( p <
.10).
Quasi-experimental studies comparison
Using the effect sizes for experimental studies as benchmarks,
we compared them with effect sizes for
quasi-experimental studies. Again, the effect sizes for
communication skills were generally smaller than
those for experimental studies: dqe = .229 ( p < .01) at
postassessment; dqe = .143 ( ns) at follow-up.
When limited to studies that included both a postassessment and
a follow-up, the effect size was dqe =
.290 ( p < .05) at postassessment; and dqe = .170 ( ns) at
18. follow-up. Experimental effect sizes were
significantly (or near significantly) larger than those for quasi-
experimental studies (postassessment Q =
3.86, p < .05; follow-up Q = 2.84, p < .10) when examining all
studies. When examining only studies
with both postassessments and follow-up, however, the
differences between research design groups
were not significant.
Overall, we conclude that MRE program effects on
communication skills were modest but significant—
ranging from .36 to .54—for experimental studies. In quasi-
experimental studies, the effects were
smaller—ranging from .14 to .29. Moreover, communication
skills effects generally did not deteriorate
significantly over time, although a clearer test with only studies
that included both a postassessment
and follow-up suggested some modest deterioration for
experimental studies. Again, quasi-experimental
studies generally produced smaller effects, but at follow-up the
differences were not significant. Next,
we explored possible reasons for the smaller effect sizes in
quasi-experimental studies.
Exploring Smaller Effects in Quasi-Experimental Studies
We found that quasi-experimental studies generally produced
smaller effect sizes for both relationship
quality and communication skills. Perhaps this is explained
partially by the possibility that individuals
with greater relationship needs self-selected into
psychoeducational treatment (see Shadish et al.,
2000) in these studies. Thus, even if their trajectories of change
are positive relative to those of control-
group participants, differences between treatment and control
groups at postassessment may be small.
We tested for significant group differences at pretest for quasi-
19. experimental studies, as suggested by
Shadish et al. (2000). In randomized studies, group differences
at pretest should be zero, but in
nonrandomized studies, this assumption may not hold. This was
true in our case; we found that the
treatment group was significantly lower than the control group
at pretest for both relationship quality (
dqe = –.153, p < .05) and communication skills ( dqe = –.178, p
< .01). In addition, we examined effect
sizes for quasi-experimental studies based on pre-to-post change
scores that took account of potential
pretest differences. Computing effect sizes based on change
scores presented computational
challenges because information on the correlation between
baseline and postassessments was seldom
provided. Noting this imprecision, effect sizes for quasi-
experimental studies based on change scores
produced effect sizes quite similar to those for experimental
studies (and the effect sizes for
experimental studies predictably did not change much; analyses
are available on request.) Accordingly,
pretest differences between treatment and control groups appear
to have reduced the postassessment
effect sizes difference for quasi-experimental studies.
Moderators of Effect Size Outcomes
We explored seven variables that could moderate the effect size
distributions described so far. (Due to
space constraints, we do not include a complete table of these
analyses, but a full table is available on
request.)
Racial/ethnic, economic diversity, and relationship distress
We explored differences for sample racial/ethnic and economic
diversity but found no significant
20. differences for either outcome. However, as we described
earlier, the serious lack of sample diversity in
MRE evaluation work prevented fair tests of differences.
Similarly, we found no evidence of differences
by level of sample relationship distress, but the lack of
distressed couples in the studies also prevented
a fair test.
We did examine qualitatively the few studies that evaluated
programs with more racially diverse
samples ( k = 4) and more economically disadvantaged samples
( k = 2). For instance, Vijayalakshmi
(1997) found significant effects of MRE on Indian American
couples, and Wu (1999) found MRE to be
effective in improving the relationships of Chinese American
couples. Moitinho (2000) also found that
MRE was able to improve significantly Hispanic couples' scores
on two dimensions of marital quality.
Burnham (1984) found that MRE improved the relationships of
low-income couples. In addition, a
recently conducted but still unpublished randomized trial has
suggested that MRE may help strengthen
relationships for lower-income couples ( Cowan, Cowan, Pruett,
& Pruett, 2007). Cowan et al. (2007)
randomized nearly 300 new-parent couples to receive either a
16-week couple intervention, a 16-week
father involvement intervention, or a no-intervention control.
The couple-intervention group did not
decline significantly in relationship satisfaction, but the control
and fathering-intervention groups did.
Both treatment groups were significantly higher in their levels
of father involvement and lower in their
levels of conflict about children than was the control group.
21. There were better child outcomes observed
for both treatment groups, as well. These effects generally did
not differ by ethnicity, income,
relationship status, or distress.
Publication status
The large number of unpublished studies in our meta-analysis
allowed us to test directly for publication
bias. In our primary analyses with experimental studies, in one
of four comparisons, published studies
produced a significantly larger effect size (for communication
skills at follow-up, Q = 5.08, p < .05;
published studies, k = 10, dex = .695, p < .001; unpublished
studies, k = 8, dex = .026, ns). Comparison
analyses with quasi-experimental studies yielded no significant
differences between published and
unpublished studies. Although publication bias does not appear
to be a concern for relationship quality,
the significantly larger effect for communication skills at
postassessment suggests that the inclusion of
unpublished studies is needed for an unbiased estimate of
effects for this outcome.
Timing of study
For experimental studies assessing relationship quality, we
found no evidence that there were
significant differences in postassessment effect sizes over time
for studies conducted in the
approximately three-decade time period of our study (1975–
1985; 1986–1995; 1996–2006; Q = 0.42,
ns). For experimental studies assessing communication skills,
the earliest studies seemed to produce
stronger effects compared with those of the later studies (1975–
1985 studies, k = 13, dex = .581, p <
22. .001; 1996–2006 studies, k = 10, dex = .296, p < .05), but this
difference did not reach statistical
significance ( Q = 1.74, ns).
Gender
In our primary analyses with experimental studies, there were
no significant differences between
women's and men's effect sizes, for relationship quality at
postassessment (for women, k = 14, dex =
.170, p < .10; for men, k = 14, dex = .198, p < .05; Q = 0.04,
ns), for relationship quality follow-up (for
women, k = 12, dex = .173, ns; for men, k = 12, dex = .219, ns;
Q = 0.04, ns), for communication skills
at postassessment (for women, k = 15, dex = .259, p < .01; for
men, k = 15, dex = .234, p < .05; Q =
0.04, ns), or for communication skills at follow-up (for women,
k = 9, dex = .447, p < .01; for men, k = 9,
dex = .440, p < .05; Q = 0.00, ns). Similarly, comparison
analyses with quasi-experimental studies
yielded no differences. Hence, we find no evidence that MRE
produces differential effects for women
and men.
Program intensity
There was substantial variation in the length (in hours) of MRE
programs, although most fell into a
moderate-dosage category. We compared studies of low-dosage
programs (1–8 hr) with studies of
moderate-dosage programs (9–20 hr); the number of high-
dosage programs (21+ hr) was too small ( k
= 9) to yield reliable comparisons. Here the pattern was clear.
23. In all comparisons for experimental
studies, including both relationship quality and communication
skills, studies of moderate-dosage
programs had substantially larger effect sizes than did low-
dosage programs, and most of these
differences were statistically significant (or indicated a
statistical trend): for experimental studies,
relationship quality at postassessment (low-dosage, k = 16, dex
= .179, ns; moderate-dosage, k = 27,
dex = .468, p < .001; Q = 3.24, p < .10) and at follow-up (low-
dosage, k = 8, dex = .115, ns; moderate-
dosage, k = 11, dex = .520, p < .01; Q = 1.86, ns); and for
communication skills at postassessment (low-
dosage, k = 15, dex = .212, p < .01; moderate-dosage, k = 21,
dex = .557, p < .001; Q = 4.68, p < .05)
and at follow-up (low-dosage, k = 6, dex = –.184, ns; moderate-
dosage, k = 11, dex = .699, p < .001; Q
= 7.62, p < .01). This same pattern held true for quasi-
experimental studies. A survey of the effects
associated with the small number of high-dosage programs,
however, did not suggest that the most
intensive programs yield even larger effect size estimates.
Indeed, for quasi-experimental studies, effect
sizes for high-dosage programs were generally negative. We
speculate that these high-dosage studies
attracted more distressed couples, and the more distressed
couples were able to self-select into the
treatment groups, thus creating the negative differences at
postassessment. The highest dosage MRE
program, PAIRS, attracts many distressed couples ( DeMaria,
2005).
Discussion
In this meta-analytic study, we coded 86 reports yielding 117
studies that produced more than 500 effect
sizes in order to investigate the efficacy of MRE, which is now
24. being used as a public policy tool
intended to help couples form and sustain healthy relationships.
Before discussing some limitations in
this body of work, we review our findings and discuss their
possible implications.
Overall
Our primary analyses, which focused on experimental studies
that clearly address efficacy,
demonstrated that MRE produces significant, moderate effect
sizes on two different outcomes that were
commonly examined in MRE studies. For relationship quality,
those effects ranged from .24 to .36. For
communication skills, the effects were somewhat larger, ranging
from .36 to .54. Moreover, when follow-
up assessments were employed and evaluated, there was not
much evidence of diminishing effects, a
finding consistent with psychotherapy research on follow-up
assessments ( Nicholson & Berman, 1983).
However, the most common follow-ups were at 3 or 6 months.
Only a handful of studies included follow-
up assessments at 12 months or longer. We surveyed these
studies to explore whether longer-term
follow-ups showed significant effects. Three studies found
similar, significant effects with 2–5 year
follow-up assessments (i.e., Hahlweg, Markman, Thurmaier,
Engl, & Eckert, 1998; Markman, Floyd,
Stanley, & Storaasli, 1988, for relationship quality; Schulz,
Cowan, & Cowan, 2006), but two other
studies did not (e.g., Markman et al., 1988, for communication
skills; Van Widenfelt, Hosman, Schaap,
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& van der Staak, 1996). Inasmuch as the ultimate goal of MRE
is to enhance long-term relationship
quality and stability, we should be cautious about asserting
long-term effects until a sufficient body of
studies is available to address this question. Two current, large-
scale demonstration and evaluation
studies (see Dion & Hawkins, 2008) will follow participants
over 4–5 years and yield insight into the
important question of duration of effects.
While not as strong as therapeutic interventions for couples (
Baucom, Hahlweg, & Kuschel, 2003;
Shadish & Baldwin, 2003), MRE is in the range of effects for
other valuable prevention programs.
Lipsey and Wilson (1993, see Table 1) reported the effect sizes
of a number of prevention programs:
parent effectiveness training, d = .33 ( k = 26); maternal
sensitivity to newborns programs, d = .44 ( k =
20); adolescent pregnancy prevention programs, d = .35 ( k =
14); alcohol and drug abuse prevention
programs, d = .30 ( k = 98); and stress management programs, d
= .75 ( k = 18). Thus, it seems
reasonable that federal and state policy makers are interested in
exploring whether greater availability
of MRE services can help more couples form and sustain
healthy marriages. Long-term funding of MRE
services, however, should be informed by the results of research
being conducted now on more
disadvantaged couples.
Disadvantaged Couples
26. Unfortunately, the research on the effects of MRE with couples
from diverse racial/ethnic and economic
backgrounds is sparse, making it impossible to draw definitive
conclusions about MRE's efficacy for
diverse groups. This is a crucial issue because publicly funded
programs are being directed primarily at
more disadvantaged groups that face greater risks for
relationship problems ( Ooms & Wilson, 2004).
While we reviewed some emerging evidence that MRE can work
for disadvantaged couples ( Cowan et
al., 2007), more work is clearly needed. Fortunately, both
small- and large-scale longitudinal studies
with curriculum adapted for disadvantaged populations are now
being conducted ( Dion & Hawkins,
2008; see Dion, 2005, for a description of these program
adaptations). Similarly, these future studies
are likely to contain substantial numbers of couples
experiencing more relationship distress than is
typical in MRE studies to date. A few studies suggested that
distressed couples can benefit from MRE (
Kaiser, Hahlweg, Fem-Wolfsdorf, & Groth, 1998). Halford,
Sanders, and Behrens (2001) found that
couples at higher risk for divorce benefited more from MRE
than did lower risk couples, but future work
will provide a better test of this possibility. In 2–5 years we
will be in a better position to address the
question of the efficacy of MRE programs for more diverse,
disadvantaged, and distressed participants.
In addition, programs targeting the distinctive needs of
remarried couples are rare but increasing (
Adler-Baeder & Higginbotham, 2004). More research about
these more complex marriages is needed,
as nearly half of marriages in the United States now involve at
least one partner who was previously
married ( Bramlett & Mosher, 2001).
27. Communication Skills Versus Relationship Quality
Overall, this meta-analysis generated somewhat larger effect
sizes for communication skills than for
relationship quality. We identify three possible explanations for
this finding. First, more than two-thirds of
the programs in these studies had a primary focus on
communication skills training (another 20% had a
secondary focus on it), and researchers typically directly
measured participants' demonstration of these
specific communication skills. Thus, it is not surprising that
communication skills would be most affected
by the interventions. Second, most of the relationship quality
measures were self-reports whereas many
of the communication skills assessments were observational.
Observational measures of
communication skills typically yield higher effect sizes (
Blanchard, Hawkins, & Fawcett, 2007). While
couples may be able to display for researchers various
communication behaviors learned in MRE,
couples may not yet recognize or otherwise attend to positive
changes in their overall relationship. In
fact, there is some evidence that increases in communication
skills can have a negative effect on
relationship quality, at least in the short run, presumably
because more relationship problems are being
attended to but perhaps not fully resolved ( Dindia &
Timmerman, 2003). Third, observational methods
are subject to reactivity ( Heyman, 2001); couples may
demonstrate recently learned skills for
researchers under observation but not use them in natural
settings. Thus, observational methods may
overestimate the effects of MRE. If this is the case, then the
smaller effect sizes for relationship quality
28. may be better indicators of the true MRE effect size than those
for communication skills.
Research Design
We conducted separate analyses for studies with experimental
and quasi-experimental designs,
benchmarking quasi-experimental studies against experimental
studies. This allowed us to analyze the
most comprehensive set of studies to date. Other meta-analytic
studies have found substantial effect
size differences between different designs, although the
direction of bias is not consistent ( Lipsey &
Wilson, 1993; Shadish & Ragsdale, 1996). We found that quasi-
experimental studies generated smaller
effect sizes than did experimental studies (though not
necessarily significantly different). Post hoc
analyses, however, suggested that quasi-experimental effect
sizes were likely underestimated because
pretest treatment-group scores were significantly lower on the
outcome measures compared with
control-group scores.
We draw two implications from these findings. First, the
significant, modest effect sizes generated from
the experimental studies provide some assurance that MRE
effects are more than selection effects.
That is, when randomization procedures are employed, group
differences still emerge. Second, the
artificial demands of true randomization may not be essential to
every MRE program evaluation. Quasi-
experimental studies, when they take account of potential
pretest group differences, appear to yield
similar effects. This should be welcome news to field
practitioners who seldom have the resources or
the circumstances to conduct evaluations with randomized
control groups. Practitioners and evaluators
29. also should be aware that when randomization procedures are
not used, then somewhat more
distressed couples may self-select into the treatment group.
Other Moderators
Meta-analysts worry whether published studies, which are easier
to find than unpublished studies,
overestimate true effects. The problem of publication bias is
especially salient in areas of study where
sample sizes are generally small ( Begg, 1994), which is the
case for MRE studies. While numerous
techniques have been developed to estimate publication bias
indirectly ( Begg, 1994), we were able to
examine this possibility directly because of our extensive search
for unpublished studies that yielded a
large number of these studies for our data set. Our analyses
uncovered no evidence that published
studies upwardly bias effect sizes of MRE on relationship
quality. However, there was some evidence
that reliance only on published studies may modestly
overestimate effects for communication skills, at
least at follow-up.
We were able to test for gender differences, but we found no
evidence of effect size differences
between women and men. This is good news to MRE
practitioners who worry that men are less
enthused than women about their programs and may benefit less
from interventions. Perhaps MRE
practitioners could use this information to help with recruiting
more men.
In addition, we examined program intensity or dosage as a
moderator of effects. We found that
30. moderate-dosage programs—between 9 hr and 20 hr of
instructional time—produced significantly
stronger effects than did programs with less instructional time.
Moderate dosages of MRE may be
necessary to generate desired effects. That is, there may be a
threshold of temporal commitment
needed to create more substantial change, as some research
suggests ( Rishel, 2007). However,
program intensity may be confounded with program content;
more didactic programs generally are
shorter than skills-training programs. On the other hand, high-
dosage programs (21+ hr) did not appear
to produce even stronger effects, although there were too few of
these studies to produce reliable
conclusions. Our findings seem to correspond to findings from a
large, cross-sectional survey of
participation in premarital education ( Stanley, Amato, Johnson,
& Markman, 2006). These researchers
found no further positive effect on marital satisfaction after
about 20 hr of premarital instruction. They
also found an effect of premarital education on decreasing
conflict, but this effect diminished after about
10 hr of instruction. The modal dosage we found in our meta-
analysis was about 12 hr. While more
analysis of dosage is needed, taken with the Stanley et al.
(2006) findings, our findings suggest that
moderate dosages may be about the right intensity, at least for
middle-class, nondistressed couples.
Further Critique: Limited Outcomes
MRE researchers have studied a limited range of outcomes,
namely variables that primarily address
relationship quality and communication skills. Moore and her
colleagues ( Moore et al., 2004) have
suggested a multi-dimensional definition for healthy
relationships that is being used to guide the federal
31. Healthy Marriage Initiative. Many of those dimensions of a
healthy relationship are understudied as
outcomes in MRE research. For instance, only a handful of
studies have examined indicators of marital
stability or divorce propensity. This is a crucial outcome,
because the stability of the relationship has
important consequences beyond its quality ( Amato, Booth,
Johnson, & Rogers, 2007). Similarly, few
MRE studies include measures of relationship aggression. This
is a crucial outcome relevant to the
quality of the couple relationship and the well-being of children
in that relationship. It is also an
important concern for policy makers supporting MRE with
public funds ( Roberts, 2006). Finally,
intervention effects on important relationship virtues, such as
commitment, sacrifice, and forgiveness (
Fincham et al., 2007; Fowers, 2000) are seldom reported in the
research. Yet many MRE curricula
address these virtues because they are important elements of
healthy relationships. If relationship
virtues can be strengthened, then MRE researchers should give
these outcomes more attention. The
hegemonic focus on relationship quality and communication
skills is curious given that these are only
two of the many known predictors of divorce ( Amato et al.,
2007; Karney & Bradbury, 1995). Finally,
MRE studies have not directly linked adult relationship changes
to child outcomes. From a policy
perspective, MRE effects on adults will be most valuable when
they are linked to children's well-being.
Accordingly, we recommend that future MRE researchers
regularly assess measures of relationship
stability, aggression, and virtues, and consider including child
outcome measures, as well.
Further Critique: Design Challenges
32. MRE researchers have not attended to the potential fuzziness
inherent in simple “treatment” and “no-
treatment” designs. For instance, many MRE studies employ
waitlist control groups that enroll couples
who volunteer for intervention but are told they need to wait,
sometimes for as long as a year, before
beginning treatment. Given that many couples volunteer because
they want help, negative effects could
emerge during the wait period. In addition, treatment couples
anticipating intervention likely have
expectations that may initiate positive change even before
treatment begins, what psychotherapy
researchers term “pretreatment change” ( Weiner-Davis, de
Shazer, & Gingerich, 1987). For some
couples, the initial choice simply to focus on their relationship,
regardless of the treatment specifics,
may create meaningful, positive change. Treatment versus no-
treatment comparisons do not address
these confounds. Psychotherapy researchers have attempted to
address these issues (e.g., Wampold,
Minami, Tierney, Baskin, & Bhati, 2005), but these confounds
have not been given serious attention by
MRE evaluation researchers. Little MRE research has explicitly
studied the mechanisms of change, or
the “active ingredients,” in MRE, as well as the moderators and
mediators of change. Perhaps this
meta-analysis provides enough support for the general
effectiveness of MRE so that future research
can now concentrate on understanding how change occurs. This
kind of understanding would lead to
the design of even stronger interventions.
Further Meta-Analytic Research
33. Finally, we reflect on further meta-analytic work that would be
valuable. We have examined
undifferentiated outcomes in this study: relationship quality and
communication skills. In fact, however,
these undifferentiated constructs also deserve a more fine-
grained examination. For instance, although
we examined the effect sizes of MRE programs on any aspect of
communication, treating
communication as a global construct may have obscured
important distinctions ( S. Wilson & Sabee,
2003), including observed versus self-report measures, and
positive and negative communication
constructs. Similarly, relationship satisfaction and relationship
quality can be seen as distinct constructs
( Amato et al., 2007). Some scholars argue that marital quality
is not unidimensional; rather, positive
and negative evaluations of the relationship are distinct (though
related) dimensions and should be
measured as such ( Bradbury, Fincham, & Beach, 2000). Future
meta-analytic studies should test
whether different approaches for measuring relationship quality
yield different effect size estimates. In
addition, because our focus was on the efficacy of MRE, we
excluded from our analyses a large number
of evaluation studies employing one-group/pre-post designs, or
comparing one treatment with another
treatment (38 reports yielding 67 codable studies; see for
instance, Halford et al., 2001). Yet many of
these studies were well conceptualized and reported results that
could shed further light on the practice
of MRE if they can yield data appropriate for meta-analysis.
Future meta-analysis should consider how
to make better use of these studies.
Conclusion
MRE recently has gone beyond private psychoeducational
34. programs to become a tool of social policy to
help couples form and sustain healthy relationships. The results
of our meta-analysis demonstrate the
efficacy of MRE for White, middle-class couples; MRE
produces modest but reliable effects comparable
with those of other psychoeducational interventions of interest
to policy makers. However, the question
of efficacy for more diverse and disadvantaged samples remains
an important area for research that will
inform practitioners and policy makers. Moreover, having
demonstrated the efficacy of MRE, at least
with White, middle-class samples, the challenge now for
practitioners and evaluation researchers is to
develop even better interventions that produce stronger effects
for relationship stability and quality.
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Submitted: July 26, 2007 Revised: March 25, 2008 Accepted:
April 18, 2008
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Source: Journal of Consulting and Clinical Psychology. Vol.76
(5) US : American Psychological
Association pp. 723-734.
Accession Number: 2008-13625-002 Digital Object Identifier:
10.1037/a0012584