Writing a successful grant proposal and
detailed budget
In order for the grant selection committee to fully understand the nature of your project, and its
budgetary implications, we ask that you reference the following guide. Good luck!
Writing the Proposal:
Each submitted proposal should include the following:
1. Need Statement: Use the following questions to guide the creation of your statement of need.
• What is the need for the project? Is it a serious problem or issue, or a lack of a needed service?
• What are the facts and the sources that back up the need for your project?
• Who will benefit from the project and how? Define the audience by age, gender, location,
ethnic background, country of origin, or a combination of these factors.
Considering the answers to the above questions, you can begin to craft the statement of need.
Remember that your final statement of need will:
• describe the status quo that exists before the solution to the problem
• target a population group(s) and a geographic location
• present the solution to the problem
• describe the benefits to the target audience(s) and possibly to society at large.
2. Mission Statement: A mission statement is a philosophical statement about the student,
University, or faculty development that your project addresses. It should include:
• Why is there an immediate need for action toward your goal?
• What is the anticipation of future accomplishment?
• When fulfilled, what is the meaning for Students, the University community or your
professional development?
3. Goals: The goal is the final impact or outcome that you wish to bring about using the Dean’s
grant. It should following the S.M.A.R.T. principles for goal writing:
• (S)pecific
• (M)easurable
• (A)ttainable
• (R)ealistic
• (T)ime-bound.
Writing the Detailed Budget:
The detailed budget for your proposal should be clear, well organized and easy to understand. Consider
using a spreadsheet with outlined columns and heading that outline:
• Budget Category
• Requested Funds
• Outside Contributions
• Project Total
Direct Costs
Direct costs for your grant are perhaps the most important component in your grant’s budget. They
represent the funds you are seeking from the funding source. The costs described below are considered
direct costs:
Personnel: Show the breakdown of hours and weeks. Such as: $10.00 per hour X 40 hours per week X
52 weeks = $20,800.
Travel: Make sure to provide clear formulas and documentation for why travel is necessary. Include the
cost for a plane ticket, the cost of a hotel per night and the number of nights you will be staying, and a
food allowance. Be sure and use realistic but conservative figures and avoid using round numbers, such
as use $1,280 instead of $1,000.
Equipment: To help understand equipment costs, documentation of the program need for the
equipment. Equipment costs shoul ...
Watch the webinar here! https://learn.extension.org/events/1037
Want to learn about federal programs that can help you build community food systems projects? Are you seeking basic grant-writing advice so you can apply competitively for grants and other federal funding to support your work? Learn the basics of finding and applying for grants.
This short class is intended to introduce participants to a few of the top questions to ask when developing a grant proposal. Funded in part by a grant from the National Endowment for Humanities, division of Preservation and Access.
You may either download ppt. for webliography, or go to the Delicious page prepared for this class: http://bit.ly/ccsxzT
The Indiana Office of Faith-Based and Community Initiatives (OFBCI) is a voice for service and volunteerism in the state. Therefore, mini-grants are being offered to provide resources to coordinate Day of Service projects. The goal of this Mini-Grant program is to demonstrate the power of service as a solution to community needs. OFBCI encourages Day of Service projects that (1) demonstrate community connections and use of local resources, (2) build capacity of local national service programs through regional networking and co-planning of activities, and (3) increase member and volunteer understanding and commitment to national service and volunteerism.
The Corporation for National and Community Service (CNCS) and OFBCI strive to ensure all service experiences are meaningful for all participants, regardless of their abilities. To this end, the mini-grant applicants are required to partner with a minimum of one organization that serves persons with disabilities. This partnership must involve the inclusive participation of people with disabilities in the proposed project.
Eligible applicants can apply for funding for: Martin Luther King Jr. Day of Service, National Volunteer Week, AmeriCorps Week, and/or 9/11 National Day of Service and Remembrance. Please submit one application for each Day of Service an organization wishes to apply for.
Proposed projects or events must occur on or around the Day of Service.
Projects may be conducted at a mutually agreed-upon location that is accessible to all volunteers and participants, including people with disabilities.
In this presentation the author presents an overview of a proposed legal and wraparound social services program which would be providing high quality and culturally competent services to low income African American parents and families with open DHS/CPS cases. The presentation covers all major aspects of program development including: program concepts, social problem analysis/need, logic model, program evaluation, budget, and marketing.
Watch the webinar here! https://learn.extension.org/events/1037
Want to learn about federal programs that can help you build community food systems projects? Are you seeking basic grant-writing advice so you can apply competitively for grants and other federal funding to support your work? Learn the basics of finding and applying for grants.
This short class is intended to introduce participants to a few of the top questions to ask when developing a grant proposal. Funded in part by a grant from the National Endowment for Humanities, division of Preservation and Access.
You may either download ppt. for webliography, or go to the Delicious page prepared for this class: http://bit.ly/ccsxzT
The Indiana Office of Faith-Based and Community Initiatives (OFBCI) is a voice for service and volunteerism in the state. Therefore, mini-grants are being offered to provide resources to coordinate Day of Service projects. The goal of this Mini-Grant program is to demonstrate the power of service as a solution to community needs. OFBCI encourages Day of Service projects that (1) demonstrate community connections and use of local resources, (2) build capacity of local national service programs through regional networking and co-planning of activities, and (3) increase member and volunteer understanding and commitment to national service and volunteerism.
The Corporation for National and Community Service (CNCS) and OFBCI strive to ensure all service experiences are meaningful for all participants, regardless of their abilities. To this end, the mini-grant applicants are required to partner with a minimum of one organization that serves persons with disabilities. This partnership must involve the inclusive participation of people with disabilities in the proposed project.
Eligible applicants can apply for funding for: Martin Luther King Jr. Day of Service, National Volunteer Week, AmeriCorps Week, and/or 9/11 National Day of Service and Remembrance. Please submit one application for each Day of Service an organization wishes to apply for.
Proposed projects or events must occur on or around the Day of Service.
Projects may be conducted at a mutually agreed-upon location that is accessible to all volunteers and participants, including people with disabilities.
In this presentation the author presents an overview of a proposed legal and wraparound social services program which would be providing high quality and culturally competent services to low income African American parents and families with open DHS/CPS cases. The presentation covers all major aspects of program development including: program concepts, social problem analysis/need, logic model, program evaluation, budget, and marketing.
This webinar will demonstrate how to use HealthyCity.org to enhance your grant proposals and reports with visually impactful and relevant data and maps. Learn how to access data highlighting the needs and opportunities within your communities and how to make the case that your program will make a difference.
If you are new to the grant-seeking arena or are looking for ways to improve your grant proposals, this webinar is for you. We will start with the definitions and types of grants and move through the key components of a successful grant proposal. We will share examples of key sections of winning grant proposals, focusing on the need, collaboration, outcomes and budget sections. The instructor of this webinar has been writing winning proposals for 30 years and has won millions of dollars for nonprofits and faith-based organizations, from small start-ups to larger nonprofits.
Learning Objectives:
Definition of grant types
The importance of identifying the right funding match
How to build a grant tool kit
Key sections of a grant proposal
Key points to cover in the need, collaboration and outcomes sections
The budget – your story in numbers
The importance of your board in grant writing
Time will be given for a lively Q&A session.
About the presenter:
Julé C. Colvin, President of Grant Pathways, has raised millions of dollars over the past 30 years for a wide variety of charities through her grant writing skills. Ms. Colvin has held a variety of positions in nonprofit agencies throughout her career. She began her journey by first working as a Career Counselor, then a Program Manager followed by serving as a Volunteer Manager and Director of Development. Ms. Colvin then served as the Executive Director of a Community Development Corporation (CDC) and an inner-city neighborhood center. Since settling in the Tampa area with her family in 2004, Ms. Colvin has been offering private grant writing and capacity-building assistance to community agencies, successfully leading a team of grant writers and trainers at Grant Pathways.
Julé is also a certified coach, trainer and speaker through the international John Maxwell Team. Her work includes coaching nonprofit and business leaders, providing leadership training workshops and leading mastermind groups.
Ms. Colvin holds a BA from Kent State University, graduating Summa Cum Laude and as a member of the distinguished honor society Phi Beta Kappa. She is an active board member of the Nonprofit Consultant’s Connection. This year she will be married for 25 years to her husband, Alan. They have two children and two grandchildren.
A strong grants program can be the key to a sustainable nonprofit organization. Grants are the funding of many organization's operating expenses and special programs, allowing donors to donate to funds that are critical to the expansion of your mission. So how does your organization find, and keep, these types of grants? Cindy Adams, CEO of GrantStation.com joins Jeffrey Sobers, Senior Product Marketing Manager for Blackbaud's Financial Solutions to discuss how you can create a strong grants program at your nonprofit. This discussion will include recent trends from GrantStation's State of Grantseeking Survey, tips to writing award winning proposals, and how to leverage GrantStation and The Financial Edge to develop a strong grants program.
PSY 638 Final Project Guidelines and Rubric Overview .docxpotmanandrea
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for
children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts
from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention
program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and
implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant
proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades,
nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented
cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
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
health care 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 ...
Representatives from Sustainable Jersey, NJ OEM, and Stormzero LLC discuss Whole Community Digital Communicatiaons Planning and Reaching Vulnerable Populations, along with why those topics are foundational to sustainable and resilient communities.
This is a series of Capacity Building documents that was prepared by the Sudanese Youth Leadership Development Program.
هذه مجموعة من المقالات في مجالات تدريبية متعددة مناسبة للجمعيات الطوعية تم تطويرها بين عامي 2003-2008 للبرنامج السوداني لإعداد القيادات الشبابية
1. Describe more fully the project for which you are applying. Des.docxSONU61709
1. Describe more fully the project for which you are applying. Describe the issue(s) your organization addresses through this project, and what specific actions you are taking to address the issues. Outline the project’s goals, activities and timelines.
Aging Latinos in Action - ALA
CCCIL is committed to developing the staff and community leadership necessary to ensure that our local aging Latino population can lead the most independent and healthy lives possible. CCCIL’s ALA initiative rests on the premise that a community rooted in a culture of independent living and health requires outreach, education, engagement, action and reflection.
ALA directly addresses CCCIL’s priority areas including 1) Developing an engaged constituency of community leaders with disabilities to act on local issues that will build and maintain a healthy, vibrant and independent community; and 2) Addressing the needs of the rapidly increasing aging population as it naturally increases in needs for disability services These two priorities are intimately interwoven as the cultural needs of specific populations including Latinos and aging adults pose unique opportunities and challenges as our nation re-invents how we look at access to care and health. Further, as disabilities are a natural part of the aging process, CCCIL is uniquely qualified to develop leadership in this area.
With investment from the UU Fund for a Just Society, CCCIL will have the opportunity to focus on the outreach, education and action that will both serve and organize a larger constituency of Monterey County’s aging Latino adults.
With the UU investment, the ALA initiative will continue its 8 month pilot project into a second year and focus on:
Outreach
July - December
Working with our community partners (including Area Agencies on Aging, service providers & churches) to invite aging Latinos to participate in ALA Health Academies
Education September - March
· How community members have made a difference in local health care policy decisions.
· On the core skills of community organizing including house meetings, power analysis, research actions, action and reflection with the support of our local IAF affiliate organization COPA – Communities Organized for Relational Public Action
· On the services provided by CCCIL – each participant will be given the information necessary to schedule an appointment with a CCCIL Advocate to develop an Independent Living plan to help them access benefits.
· In addition to the education pieces in the Health Care Academies, CCCIL may organize 1-2 workshops on specific topics identified as needs by the community that could include accessing home health care.
Engagement January - June
· Each Healthcare Academy will have an opportunity for small group meetings where participants will be asked a question such as What has been your experience accessing health care? Each group will report out to the larger group and potential areas for action will be ident ...
SOC-480 Program Evaluation Essay Checklist It is es.docxwhitneyleman54422
SOC-480: Program Evaluation Essay Checklist
It is essential for social workers to be able to evaluate an existing program within a community in order to develop a proposal for an effective project/program that fills the needs of a community. Remember, you are looking for a gap in services provided and a project/program solution as to how your proposal will fill that gap.
This assignment will help you learn this skill.
Read chapter eleven in the textbook and use Step 2 of the SAMHSA Strategic Prevention Framework to guide you in evaluating the agency or program you select.
Select a local agency/program that addresses your selected social issue. View the agency/program’s website and call or visit the agency/program and use the checklist below to interview the manager:
Name of agency/program you contacted: Catholic charities/ Immigrants in Houston, the Nation's Most Diverse Metropolitan Area
What is the mission statement/vision the program/agency?
Our Mission is to provide service to those in need, to advocate compassion and justice in the structures of society, and to call all people of goodwill to do the same.
What theory (theories) is the program based on?
Describe the target population of the program.
This program focuses on poverty and legal right for immigrants. They also work with Deferred Action for Childhood Arrivals (DACA) is a benefit that came to be as an executive order from the president on June 2012. It provides protection against deportation and employment authorization to eligible people that were brought into the country as minors before June 15, 2007.
What are the stated goals and objectives of the program? How does the agency/program measure the current program outcomes according to the program’s existing evaluation practices?
What are the data collection procedures? (Surveys, questionnaires, etc.) Explain if these procedures have been effective or not.
American Community Survey (ACS), the authors tabulate numbers of immigrants potentially in need of community-based immigration assistance. The report finds that an estimated 350,000 legal permanent residents, most of them from Mexico and Central America, are eligible for naturalization but have not yet applied. In addition, nearly half of the metro area's 400,000 unauthorized immigrants are potentially eligible for either DACA or the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.
What are the data analysis strategies that they use? Explain if these strategies have been effective or not.
Who are the community stakeholders involved in the program? Attorneys, Case managers, Counselors, and the community as a whole.
List some of the resources available to which clients (the target population) are referred:
Nine Ways to Protect Yourself
Enforcement Actions on Sensitive Locations
DACA (Deferred Action for Childhood Arrivals)
Basic needs and Disaster relief
Sanctuary Jurisdictions (including SB4)
Detention in Houston
Non-prof.
Topic This Is A Grant Proposal About ChildrenAdolescents With ADHD.docxcandycemidgley
Topic: This Is A Grant Proposal About Children/Adolescents With ADHD in Durham NC
Objective: You are to use the topic and create a Proposal on ADHD Children/Adolescents In Durham NC
Paper Structure: Problem identification, prevalence, assessment of resources, impact of the problem, implementation plan and a closing statement should be your subtitles for the proposal and this is what should be answered in each section:
Problem Identification:
Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in your community (3–4 pages):
a. Prevalence: Determine a necessary program or service by examining current needs for children or adolescents in your community, using the standards established by the American Psychiatric Association.
i. What is the issue you have chosen to address? Who is affected? What data do you have that points to the prevalence of this issue?
ii. What is the necessary service or program? How will it address the needs you have examined?
b. Assessment of Resources: Evaluate available and needed resources in your community.
i. Evaluate the resources available for providing a program or service such as the one you have identified. ii. Determine necessary resources that are not available and explain their importance in providing the identified program or service.
c. Impact of Problem: Describe the impact of the problem on individuals, families, and the community. Construct an impact statement based on the prevalence of the identified issue and the lack of community resources. i. Articulate how the lack of the identified program or service has an impact on the community.
ii. How is the lack of available resources exacerbating the issue?
II.
Literature Review:
Conduct a review of available literature around developmental theory in regard to your identified issue (3–4 pages):
a. Problem/Need: Using American Psychiatric Association criteria and current professional research publications, how is the identified developmental, behavioral, or diagnostic problem identified/diagnosed in children and adolescents?
b. Theory Survey and Comparison: Survey current developmental theories.
i. Identify the factors that contribute to the prevalence of the problem according to these theories.
ii. How do these different theories compare? What are their contrasting opinions in regard to prevalence and diagnosis of your identified problem?
III.
Intervention Strategy:
Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue (2–3 pages):
a. Efficacy: Analyze and critique at least two established intervention strategies for inconsistencies and effectiveness.
i. Critically examine intervention strategies fo ...
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Cheers, and thank you for your work,
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Featuring David Holmes of the Foundation Center Cleveland.
What’s the difference between a successful fundraising plan and a not so successful one? Diversification. It’s the same advice your financial planner will give you and it’s the same approach every nonprofit should take when crafting their fundraising strategy. Successful nonprofits know they need to cultivate multiple revenue streams through sound financial planning. If your organization has never developed a fundraising plan or calendar, this hour-long session is for you. It provides an overview of the process of strategically thinking through the components of a fundraising plan. You'll learn how to:
• Conduct an assets inventory.
• Develop a case statement.
• Identify potential funding partners.
• Prepare a fundraising plan and calendar.
Building on the Report Analysis you completed in Week 4, create a 10.docxMikeEly930
Building on the Report Analysis you completed in Week 4, create a 10- to 12-slide PowerPoint® presentation of your analysis and recommendations.
Include the following in your presentation:
Effective visuals and design consistency as well as descriptions of these components as they apply to presentations and reports
Discussion of the best practices for oral and online presentations
Include detailed speaker notes.
For Local Campus students, these are 10- to 15-minute oral presentations accompanied by Microsoft® PowerPoint® presentations.
For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes.
Submit your presentation using the Assignment Files tab.
.
Bullet In the BrainHow to date a brown girl (black girl, white.docxMikeEly930
Bullet In the Brain
How to date a brown girl (black girl, white girl, or halfie)
A Good Man is Hard to Find
Emergency
Read these 4 stories and construct a half-page response
Pay particular attention to Point Of View, which is the perspective the story is told from (1st person-"I was walking"; 2nd person-"You were walking..."; 3rd person- "She was walking"; 3rd person close- "She was walking. She wanted to meet him in the spot"; 3rd person omniscient- "She was walking. She wanted to meet him in the spot. He was there, waiting. He wanted to see her, too."); Voice, which is, for our purposes now, the type of language and personality employed by the narrator; and time (you'll see how time operates very strangely in "Bullet in the Brain"). Type it out, 12 point font, double spaced, Times New Roman. Also, come to class prepared to discuss
.
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Similar to Writing a successful grant proposal and detailed budget
This webinar will demonstrate how to use HealthyCity.org to enhance your grant proposals and reports with visually impactful and relevant data and maps. Learn how to access data highlighting the needs and opportunities within your communities and how to make the case that your program will make a difference.
If you are new to the grant-seeking arena or are looking for ways to improve your grant proposals, this webinar is for you. We will start with the definitions and types of grants and move through the key components of a successful grant proposal. We will share examples of key sections of winning grant proposals, focusing on the need, collaboration, outcomes and budget sections. The instructor of this webinar has been writing winning proposals for 30 years and has won millions of dollars for nonprofits and faith-based organizations, from small start-ups to larger nonprofits.
Learning Objectives:
Definition of grant types
The importance of identifying the right funding match
How to build a grant tool kit
Key sections of a grant proposal
Key points to cover in the need, collaboration and outcomes sections
The budget – your story in numbers
The importance of your board in grant writing
Time will be given for a lively Q&A session.
About the presenter:
Julé C. Colvin, President of Grant Pathways, has raised millions of dollars over the past 30 years for a wide variety of charities through her grant writing skills. Ms. Colvin has held a variety of positions in nonprofit agencies throughout her career. She began her journey by first working as a Career Counselor, then a Program Manager followed by serving as a Volunteer Manager and Director of Development. Ms. Colvin then served as the Executive Director of a Community Development Corporation (CDC) and an inner-city neighborhood center. Since settling in the Tampa area with her family in 2004, Ms. Colvin has been offering private grant writing and capacity-building assistance to community agencies, successfully leading a team of grant writers and trainers at Grant Pathways.
Julé is also a certified coach, trainer and speaker through the international John Maxwell Team. Her work includes coaching nonprofit and business leaders, providing leadership training workshops and leading mastermind groups.
Ms. Colvin holds a BA from Kent State University, graduating Summa Cum Laude and as a member of the distinguished honor society Phi Beta Kappa. She is an active board member of the Nonprofit Consultant’s Connection. This year she will be married for 25 years to her husband, Alan. They have two children and two grandchildren.
A strong grants program can be the key to a sustainable nonprofit organization. Grants are the funding of many organization's operating expenses and special programs, allowing donors to donate to funds that are critical to the expansion of your mission. So how does your organization find, and keep, these types of grants? Cindy Adams, CEO of GrantStation.com joins Jeffrey Sobers, Senior Product Marketing Manager for Blackbaud's Financial Solutions to discuss how you can create a strong grants program at your nonprofit. This discussion will include recent trends from GrantStation's State of Grantseeking Survey, tips to writing award winning proposals, and how to leverage GrantStation and The Financial Edge to develop a strong grants program.
PSY 638 Final Project Guidelines and Rubric Overview .docxpotmanandrea
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for
children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts
from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention
program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and
implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant
proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades,
nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented
cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
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
health care 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 ...
Representatives from Sustainable Jersey, NJ OEM, and Stormzero LLC discuss Whole Community Digital Communicatiaons Planning and Reaching Vulnerable Populations, along with why those topics are foundational to sustainable and resilient communities.
This is a series of Capacity Building documents that was prepared by the Sudanese Youth Leadership Development Program.
هذه مجموعة من المقالات في مجالات تدريبية متعددة مناسبة للجمعيات الطوعية تم تطويرها بين عامي 2003-2008 للبرنامج السوداني لإعداد القيادات الشبابية
1. Describe more fully the project for which you are applying. Des.docxSONU61709
1. Describe more fully the project for which you are applying. Describe the issue(s) your organization addresses through this project, and what specific actions you are taking to address the issues. Outline the project’s goals, activities and timelines.
Aging Latinos in Action - ALA
CCCIL is committed to developing the staff and community leadership necessary to ensure that our local aging Latino population can lead the most independent and healthy lives possible. CCCIL’s ALA initiative rests on the premise that a community rooted in a culture of independent living and health requires outreach, education, engagement, action and reflection.
ALA directly addresses CCCIL’s priority areas including 1) Developing an engaged constituency of community leaders with disabilities to act on local issues that will build and maintain a healthy, vibrant and independent community; and 2) Addressing the needs of the rapidly increasing aging population as it naturally increases in needs for disability services These two priorities are intimately interwoven as the cultural needs of specific populations including Latinos and aging adults pose unique opportunities and challenges as our nation re-invents how we look at access to care and health. Further, as disabilities are a natural part of the aging process, CCCIL is uniquely qualified to develop leadership in this area.
With investment from the UU Fund for a Just Society, CCCIL will have the opportunity to focus on the outreach, education and action that will both serve and organize a larger constituency of Monterey County’s aging Latino adults.
With the UU investment, the ALA initiative will continue its 8 month pilot project into a second year and focus on:
Outreach
July - December
Working with our community partners (including Area Agencies on Aging, service providers & churches) to invite aging Latinos to participate in ALA Health Academies
Education September - March
· How community members have made a difference in local health care policy decisions.
· On the core skills of community organizing including house meetings, power analysis, research actions, action and reflection with the support of our local IAF affiliate organization COPA – Communities Organized for Relational Public Action
· On the services provided by CCCIL – each participant will be given the information necessary to schedule an appointment with a CCCIL Advocate to develop an Independent Living plan to help them access benefits.
· In addition to the education pieces in the Health Care Academies, CCCIL may organize 1-2 workshops on specific topics identified as needs by the community that could include accessing home health care.
Engagement January - June
· Each Healthcare Academy will have an opportunity for small group meetings where participants will be asked a question such as What has been your experience accessing health care? Each group will report out to the larger group and potential areas for action will be ident ...
SOC-480 Program Evaluation Essay Checklist It is es.docxwhitneyleman54422
SOC-480: Program Evaluation Essay Checklist
It is essential for social workers to be able to evaluate an existing program within a community in order to develop a proposal for an effective project/program that fills the needs of a community. Remember, you are looking for a gap in services provided and a project/program solution as to how your proposal will fill that gap.
This assignment will help you learn this skill.
Read chapter eleven in the textbook and use Step 2 of the SAMHSA Strategic Prevention Framework to guide you in evaluating the agency or program you select.
Select a local agency/program that addresses your selected social issue. View the agency/program’s website and call or visit the agency/program and use the checklist below to interview the manager:
Name of agency/program you contacted: Catholic charities/ Immigrants in Houston, the Nation's Most Diverse Metropolitan Area
What is the mission statement/vision the program/agency?
Our Mission is to provide service to those in need, to advocate compassion and justice in the structures of society, and to call all people of goodwill to do the same.
What theory (theories) is the program based on?
Describe the target population of the program.
This program focuses on poverty and legal right for immigrants. They also work with Deferred Action for Childhood Arrivals (DACA) is a benefit that came to be as an executive order from the president on June 2012. It provides protection against deportation and employment authorization to eligible people that were brought into the country as minors before June 15, 2007.
What are the stated goals and objectives of the program? How does the agency/program measure the current program outcomes according to the program’s existing evaluation practices?
What are the data collection procedures? (Surveys, questionnaires, etc.) Explain if these procedures have been effective or not.
American Community Survey (ACS), the authors tabulate numbers of immigrants potentially in need of community-based immigration assistance. The report finds that an estimated 350,000 legal permanent residents, most of them from Mexico and Central America, are eligible for naturalization but have not yet applied. In addition, nearly half of the metro area's 400,000 unauthorized immigrants are potentially eligible for either DACA or the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.
What are the data analysis strategies that they use? Explain if these strategies have been effective or not.
Who are the community stakeholders involved in the program? Attorneys, Case managers, Counselors, and the community as a whole.
List some of the resources available to which clients (the target population) are referred:
Nine Ways to Protect Yourself
Enforcement Actions on Sensitive Locations
DACA (Deferred Action for Childhood Arrivals)
Basic needs and Disaster relief
Sanctuary Jurisdictions (including SB4)
Detention in Houston
Non-prof.
Topic This Is A Grant Proposal About ChildrenAdolescents With ADHD.docxcandycemidgley
Topic: This Is A Grant Proposal About Children/Adolescents With ADHD in Durham NC
Objective: You are to use the topic and create a Proposal on ADHD Children/Adolescents In Durham NC
Paper Structure: Problem identification, prevalence, assessment of resources, impact of the problem, implementation plan and a closing statement should be your subtitles for the proposal and this is what should be answered in each section:
Problem Identification:
Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in your community (3–4 pages):
a. Prevalence: Determine a necessary program or service by examining current needs for children or adolescents in your community, using the standards established by the American Psychiatric Association.
i. What is the issue you have chosen to address? Who is affected? What data do you have that points to the prevalence of this issue?
ii. What is the necessary service or program? How will it address the needs you have examined?
b. Assessment of Resources: Evaluate available and needed resources in your community.
i. Evaluate the resources available for providing a program or service such as the one you have identified. ii. Determine necessary resources that are not available and explain their importance in providing the identified program or service.
c. Impact of Problem: Describe the impact of the problem on individuals, families, and the community. Construct an impact statement based on the prevalence of the identified issue and the lack of community resources. i. Articulate how the lack of the identified program or service has an impact on the community.
ii. How is the lack of available resources exacerbating the issue?
II.
Literature Review:
Conduct a review of available literature around developmental theory in regard to your identified issue (3–4 pages):
a. Problem/Need: Using American Psychiatric Association criteria and current professional research publications, how is the identified developmental, behavioral, or diagnostic problem identified/diagnosed in children and adolescents?
b. Theory Survey and Comparison: Survey current developmental theories.
i. Identify the factors that contribute to the prevalence of the problem according to these theories.
ii. How do these different theories compare? What are their contrasting opinions in regard to prevalence and diagnosis of your identified problem?
III.
Intervention Strategy:
Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue (2–3 pages):
a. Efficacy: Analyze and critique at least two established intervention strategies for inconsistencies and effectiveness.
i. Critically examine intervention strategies fo ...
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Cheers, and thank you for your work,
Chris
Featuring David Holmes of the Foundation Center Cleveland.
What’s the difference between a successful fundraising plan and a not so successful one? Diversification. It’s the same advice your financial planner will give you and it’s the same approach every nonprofit should take when crafting their fundraising strategy. Successful nonprofits know they need to cultivate multiple revenue streams through sound financial planning. If your organization has never developed a fundraising plan or calendar, this hour-long session is for you. It provides an overview of the process of strategically thinking through the components of a fundraising plan. You'll learn how to:
• Conduct an assets inventory.
• Develop a case statement.
• Identify potential funding partners.
• Prepare a fundraising plan and calendar.
Similar to Writing a successful grant proposal and detailed budget (20)
Building on the Report Analysis you completed in Week 4, create a 10.docxMikeEly930
Building on the Report Analysis you completed in Week 4, create a 10- to 12-slide PowerPoint® presentation of your analysis and recommendations.
Include the following in your presentation:
Effective visuals and design consistency as well as descriptions of these components as they apply to presentations and reports
Discussion of the best practices for oral and online presentations
Include detailed speaker notes.
For Local Campus students, these are 10- to 15-minute oral presentations accompanied by Microsoft® PowerPoint® presentations.
For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes.
Submit your presentation using the Assignment Files tab.
.
Bullet In the BrainHow to date a brown girl (black girl, white.docxMikeEly930
Bullet In the Brain
How to date a brown girl (black girl, white girl, or halfie)
A Good Man is Hard to Find
Emergency
Read these 4 stories and construct a half-page response
Pay particular attention to Point Of View, which is the perspective the story is told from (1st person-"I was walking"; 2nd person-"You were walking..."; 3rd person- "She was walking"; 3rd person close- "She was walking. She wanted to meet him in the spot"; 3rd person omniscient- "She was walking. She wanted to meet him in the spot. He was there, waiting. He wanted to see her, too."); Voice, which is, for our purposes now, the type of language and personality employed by the narrator; and time (you'll see how time operates very strangely in "Bullet in the Brain"). Type it out, 12 point font, double spaced, Times New Roman. Also, come to class prepared to discuss
.
Budgeting and Financial ManagementPart 1There is a mounting publ.docxMikeEly930
Budgeting and Financial Management
Part 1
There is a mounting public awareness and focus on issues of financial accountability and control across the country today. The public is demanding businesses, government agencies, and public health organizations to adhere to high standards of integrity, accountability, and financial control.
Respond to the following questions in relation to financial management and budgeting:
In your opinion, should the same standards and expectations of financial accountability and control of private or for-profit corporations and businesses be placed on public health agencies? Why or why not?
What value, if any, do financial management and budgeting have for accountability and control of public health organizations?
Most marketing business professionals would agree that effective marketing messages should be clear, consistent, and compelling.
Consider the following statement:
All county health departments should use identical marketing strategies to market public health services.
Do you agree or disagree with this statement? Justify your responses with scholarly references and appropriate examples.
Part 2
Operations plans and organizational budgets are vital for organizations to meet their goals and objectives. Operations plans and budgets are closely intertwined and interdependent. Cross-departmental communication is required to plan, develop, and monitor the operations plans and organizational budget documents.
Respond to the following discussion points in relation to organizational budgets:
Why are operations plans and organizational budgets so closely linked?
Recommend strategies for cross communication at the planning, development, or monitoring phases of operations planning and budgeting
.
Building aswimmingpoolTaskWorkerCategoryPerson.docxMikeEly930
Building
a
swimming
pool
T
a
s
k
Worker
Category
Person
D
a
y
s
#
of
Workers
Elapsed
Time
(days)
Materials
($)
Excavate
Machine
Operator
6
2
0
1,500.00
Frame
the
walls
Masons
8
4
0
800.00
Install
Internal
Plumbing
Plumber
4
2
0
700.00
Install
Electricity
Electrician
2
2
0
500.00
Pour
concrete
Masons
4
2
4
2,000.00
Install
pump
and
filter
Plumber
1
1
0
3,000.00
Total
8,500.00
Category
Wage
Rate
$/Day
Electrician
200.00
Mason
160.00
Machine
Operator
120.00
P
lumb
er
200.00
Create
a
Gantt
chart
from
the
work
breakdown
structure.
Create
a
PERT/CPM
network
showing
the
interdependencies
of
the
different
activ
ities.
How
long
will
the project
take?
(Note:Don’t
forget
to
take
“elapsed
time”
into
account.)
Using
the
information
in
your
Gantt
chart,
as
well
as the
information
on
wage
rates and
cost
of
materials,
put
together
a
budget
showing
planned
total
expenditures
for
the
project.
Following
are cost
and
schedule
data
for aproject
that
is
underway.
Project
Cost
Data
Month
Planned
Actual
1
30
12
2
35
23
3
42
55
4
46
55
5
40
53
6
52
60
7
45
75
8
48
80
9
50
10
40
11
30
12
15
Project
Schedule
Data
Task
Planned
Starting
Month
Planned
Duration
(months)
A
c
t
u
al
starting
month
Actual
Duration
(mths)
A
1
2
2
3
B
2
3
3
5
C
4
3
6
3
so
far
D
6
5
7
2
so
far
E
8
4
Not
yet
begun
F
10
3
Not
yet
begun
Using
the cost
data
in
the
cost
table
above,
create
a
cumulative
cost
curve
comparing
actual
versus
planned
costs
Using
the
schedule
data
in
the
schedule
table
above,
create
a
Gantt
chart
comparing
actual
versus
planned
schedule
performance
Summarize
in
words
what
you
see
project
status
tobeatthis
time.
Whatdo
you
predict
regarding
thefinal costandfinal
schedule
for
the
project?
.
Bringing about Change in the Public Sector Please respond to the.docxMikeEly930
"Bringing about Change in the Public Sector"
Please respond to the following:
From the weekly readings and first e-Activity, take a position on whether personal mastery of the four (4) elements of emotional intelligence is possible, and ascertain the importance of such personal mastery to a public leader. Provide a rationale for your position.
From the weekly readings and second e-Activity, propose a plan that includes one (1) leadership theory, two (2) leadership styles, and two (2) leadership characteristics that you would use in order to motivate, communicate, and overcome opposition from staff and other stakeholders. Provide a rationale for your response.
.
Briefly share with the class the issue analysis paper written in .docxMikeEly930
Briefly share with the class the issue analysis paper written in week 4 attached. Share one recommendation that you made for solving the problem.
Start a New Conversation
Display Message Content
Forums
/
Week 8 Forum 7
/ Discussion Wrap-up
< Previous Topic
|
Next Topic >
Briefly share with the class the issue you wrote about in your Week 4 Issue Analysis and Application Paper. Also share
at least one recommendation you made for solving the problem you identified.
Describe three things you learned from the course that you will want to remember 5 years from now. These can be ideas, concepts, techniques, etc. that you think are memorable and will be useful in the future. This portion of the forum calls for you to reflect on what in the course was meaningful to you, and to articulate this beyond a list or summary of textbook chapter ideas.
Adult aging psychology is the course
Childhood conduct problems and adult criminality
Part I, Issue Analysis
This paper will focus on childhood conduct problems and adult criminality. In the paper
deficit disorders with or without hyperactivity (ADHD)
will be analyzed and how it causes criminal activity in adulthood.
According to past research, adult males are more affected by the ADHD compared to adult women. This paper will help us understand why this is the case. It is not in all cases that a child diagnosed with ADHD will be a criminal, but the occurrence rate of ADHD patients being criminals is considerably high. About 50% of children with the disorder ends up committing serious activities of crime and widens records of arrest.
Attention Deficit Disorders With or Without Hyperactivity (ADHD)
When a person has low
brain dysfunctions
or unusual cerebral structures he/she may experience explosive rage periods that may cause violent episodes, hence violent crimes. It is these brain dysfunctions that are diagnosed as ADHD that causes antisocial behavior. It is very common to find ADHD levels among criminal justice system offenders. About 25% of inmates in prison are diagnosed with ADHD with about 70% percent of prisoners exhibiting a considerable level of ADHD symptoms. Further, there is an association of ADHD with other conditions that increases levels of offending, including deficits in neuropsychological, low cognitive and academic skills, psychological problems, defiance and aggression and also truancy.
ADHD Characteristic Traits
A child with ADHD will have concentration problems, hyperactivity and will be impulsive. The child will not be able to sit still, control his/her behavior,
will have problems with
concentration. ADHD is classified into three
cat
e
gories
: Type one is called predominantly inattentive type. Children with this disorder
show difficulty
with focusing on school work, being organized, keeping track and paying attention. The second type is called the hyperactive-inattentive. Children with this type of disorder tend to twitch and squirm,
d
o not manage to.
Bronsen acquired a biblical manuscript in 1955.In 1962, he told .docxMikeEly930
Bronsen acquired a biblical manuscript in 1955.
In 1962, he told his sister Lila that he wanted Oklahoma A&M University to have this manuscript.
He dictated a note so stating and placed it with the manuscript.
He made some effort to have an officer of the college come for the manuscript.
In 1966, he delivered the manuscript to his sister, stating that he was afraid someone would steal it.
Later in the year, he told a third person that he was going to give the manuscript to the university.
In 1967, Bronsen was declared incompetent.
In 1969, his sister delivered the manuscript to the university.
In April 1970, Bronsen died, and his heirs sued the officers of the university to have title to the manuscript determined.
Decide if title passed from Bronsen to the university.
Discuss completely the relevant rules of law.
(Due: Thursday, 11 PM)
.
BrochureInclude the following in your resource (Hyperten.docxMikeEly930
Brochure:
Include
the following in your resource:
(Hypertension)
Identify the disease or subject of focus.
Identify the population.
Focus your information on the specific cultural beliefs of the population that you have chosen and how treatment and management of the disease might be affected by these aspects.
Explain how this disease and the management of it affect resources in society
.
BSBMKG607B Manage market research
Assessment Task 1
Procedure From the case study provided you are required to complete the following steps:
1. Develop guidelines reflecting organisational policy and procedures to be used for conducting research. These guidelines for research must provide information and guidance under the following headings:
OHS
Data privacy
Staff involvement
KPIs
Quality of data.
2. Meet with and commission a staff member (your assessor) to develop detailed work plans for how research will be undertaken, using the guidelines you have established. Make sure you agree on the format of the materials (print/electronic/oral, etc.) and a date for the provision of these materials.
When the staff member returns the plans to you, you will need to review the plans to identify the following and providing a written Work Plan Summary (document) – the steps below should be the main sections of your summary:
1. Resources: Identify all required resources to support the implementation of the plans by: a. creating a list of all required resources b. completing the Resource requisition/acquisition form provided for each resource.
2. Consultants: Identify preferred consultants by: a. describing requirements for external consultants within the project plan b. detailing selection criteria for selection of external consultants c. identifying which consultant/s from the preapproved list is/are suitable.
3. Providers and suppliers: Identify preferred providers and suppliers by:
describing requirements for goods and services within the project plan
detailing selection criteria for selection of providers and suppliers
identifying which providers and suppliers from the preapproved list is/are suitable.
Task Specifications You must provide:
A written Organisational Guidelines for Conducting Research (Step 1)
A brief written summary of your meeting with the staff member you commissioned for research (Step 2)
A written Work Plan Summary (Steps 3-5) with completed acquisition forms.
Your assessor will be looking for: • Evidence that you have examined the case study and reviewed organisational requirements to develop market research plans. Distance-based learners: • Complete assessment as per instructions, except the meeting with your staff member (the assessor) will be via phone or Skype or other live telephone or video medium.
.
Briefly provide an overview of Sir Robert Peel’s contributions to po.docxMikeEly930
Briefly provide an overview of Sir Robert Peel’s contributions to policing.
Note: The essay response given should reflect upper-level undergraduate writing in accordance with current APA standards. The essay response is to include in-text citation(s) in proper APA format. In-text citations are to correspond to a source in proper APA format listed after the essay response.
.
Brain-Based Innovative Teaching and Learning Strategies Chapter .docxMikeEly930
Brain-Based Innovative Teaching and Learning Strategies
Chapter Six of the textbook (Willis & Mitchell, 2014) discussed strategies to increase active participation and responsive students in the classroom. One barrier to active participation and responsive engagement is “mistake fear.” After reading the textbook, describe a time when you experienced mistake fear. As you describe your experience, think of the description as a picture you need to paint with vivid details to help us understand your experience. After describing the experience in detail, use the strategies suggested in the textbook to discuss how you can help students (through instructional design or facilitation/teaching) who may also experience this phenomenon (mistake fear).
.
Brief Exercise 4-2Brisky Corporation had net sales of $2,400,000 a.docxMikeEly930
Brief Exercise 4-2
Brisky Corporation had net sales of $2,400,000 and interest revenue of $31,000 during 2014. Expenses for 2014 were cost of goods sold $1,450,000; administrative expenses $212,000; selling expenses $280,000; and interest expense $45,000. Brisky’s tax rate is 30%. The corporation had 100,000 shares of common stock authorized and 70,000 shares issued and outstanding during 2014. Prepare a single-step income statement for the year ended December 31, 2014.
(Round earnings per share to 2 decimal places, e.g. 1.48.)
BRISKY CORPORATION
Income Statement
For the Year Ended December 31, 2014
$
$
$
$
$
$
$
$
:
:
$
[removed]
Brief Exercise 18-2
Adani Inc. sells goods to Geo Company for $11,000 on January 2, 2014, with payment due in 12 months. The fair value of the goods at the date of sale is $10,000.
Prepare the journal entry to record this transaction on January 2, 2014.
(Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Jan. 2, 2014
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
How much total revenue should be recognized on this sale in 2014?
Total revenue
$
[removed]
Brief Exercise 18-5
Jansen Corporation shipped $20,000 of merchandise on consignment to Gooch Company. Jansen paid freight costs of $2,000. Gooch Company paid $500 for local advertising, which is reimbursable from Jansen. By year-end, 60% of the merchandise had been sold for $21,500. Gooch notified Jansen, retained a 10% commission, and remitted the cash due to Jansen.
Prepare Jansen’s entry when the cash is received.
(Round answers to 0 decimal places, e.g. 1,525. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Account Titles and Explanation
Debit
Credit
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(
To record the cash remitted to Jansen.
)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record the cost of inventory sold on consignment.)
Brief Exercise 18-6
Telephone Sellers Inc. sells prepaid telephone cards to customers. Telephone Sellers then pays the telecommunications company, TeleExpress, for the actual use of its telephone lines. Assume that Telephone Sellers sells $4,000 of prepaid cards in January 2014. It then pays TeleExpress based on usage, which turns out to be 50% in February, 30% in March, and 20% in April. The total payment by Telephone Sellers for TeleExpress lines over the 3 months is $3,000.
Indicate how much income Telephone Sellers should recognize in January, February, March, and April.
January income
$
[removed]
February income
$
[removed]
March income
$
[removed]
April income
$
[removed]
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acc_421_week_2_tutorial.docx.
Both Germany and Finland, among a large number of other nation state.docxMikeEly930
Both Germany and Finland, among a large number of other nation states, have far more government regulations of business and much higher tax rates than does the United States. (The U.S. tax burden on its citizens ranks a quite low 215th among the world's countries.) Yet, both Germany and Finland among a large number of countries have higher rates of growth in GDP since 1995 than does the U.S. What does this reveal to you? (IMPORTANT hint: This has nothing (!!) at all to do with the size or scale of the respective economies.)
.
Brief Exercise 5-2
Koch Corporation’s adjusted trial balance contained the following asset accounts at December 31, 2014: Cash $7,000; Land $40,000; Patents $12,500; Accounts Receivable $90,000; Prepaid Insurance $5,200; Inventory $30,000; Allowance for Doubtful Accounts $4,000; Equity Investments (trading) $11,000.
Prepare the current assets section of the balance sheet.
(List Current Assets in order of liquidity.)
Koch Corporation
Balance Sheet (Partial)
December 31, 2014
:
$
$
(b)
Treasury Stock.
(c)
Common Stock.
(d)
Dividends Payable.
(e)
Accumulated Depreciation-Equipment.
(f)(1)
Construction in Process (Constructed for another party).
(f)(2)
Construction in Process (Constructed for the use of
Deep Blue Something, Inc.
).
(g)
Petty Cash.
(h)
Interest Payable.
(i)
Deficit.
(j)
Equity Investments (trading).
(k)
Income Taxes Payable.
(l)
Unearned Subscription Revenue.
(m)
Work in Process.
(n)
Salaries and Wages Payable.
Exercise 5-4
Assume that Denis Savard Inc. has the following accounts at the end of the current year.
1.
Common Stock
14.
Accumulated Depreciation-Buildings.
2.
Discount on Bonds Payable.
15.
Cash Restricted for Plant Expansion.
3.
Treasury Stock (at cost).
16.
Land Held for Future Plant Site.
4.
Notes Payable (short-term).
17.
Allowance for Doubtful Accounts.
5.
Raw Materials
18.
Retained Earnings.
6.
Preferred Stock (Equity) Investments (long-term).
19.
Paid-in Capital in Excess of Par-Common Stock.
7.
Unearned Rent Revenue.
20.
Unearned Subscriptions Revenue.
8.
Work in Process.
21.
Receivables-Officers (due in one year).
9.
Copyrights.
22.
Inventory (finished goods).
10.
Buildings.
23.
Accounts Receivable.
11.
Notes Receivable (short-term).
24.
Bonds Payable (due in 4 years).
12.
Cash.
25.
Noncontrolling Interest.
13.
Salaries and Wages Payable.
Prepare a classified balance sheet in good form.
(List Current Assets in order of liquidity. For Land, Treasury Stock, Notes Payable, Preferred Stock Investments, Notes Receivable, Receivables-Officers, Inventory, Bonds Payable, and
Restricted Cash, enter the account name only and do not provide the descriptive information provided in the question.)
Denis Savard Inc.
Balance Sheet
December 31, 20―
Assets
:
:
$XXX
XXX
:
$XXX
Liabilities and Stockholders' Equity
$XXX
:
XXX
XXX
XXX
:
XXX
Exercise 5-7
Presented below are selected accounts of Yasunari Kawabata Company at December 31, 2014.
Inventory (finished goods)
$ 52,000
Cost of Goods Sold
$2,100,000
Unearned Service Revenue
90,000
Notes Receivable
40,000
Equipment
253,000
Accounts Receivable
161,000
Inventory (work in process)
34,000
Inventory (raw materials)
207,000
Cash
37,000
Supplies Expense
60,000
Equity Investments (short-term)
31,000
Allowance for Doubtful Accounts
12,000.
Briefly describe how the following tools can be Applied to a psychol.docxMikeEly930
Briefly describe how the following tools can be Applied to a psychological Skills Training program. Then select your two favorite and explain why these particular tools are special.
Psychological Skills Training Tools:
Attentional Control
Attribution Training
Feedback
Goal-setting
Imagery
Pre-performance Routine
Relaxation
Self-talk
.
Branding ConceptsBranding is one of the marketing-orig.docxMikeEly930
Branding Concepts
Branding is one of the marketing-originated concepts, while marketing often adapted the theories from other disciplines (i.e., economics, finance, management, psychology, sociology, etc.). It is very meaningful to further study various branding concepts as a closing assignment in this marketing principle course.
In this assignment, you will research some of the core branding concepts using various information sources (e.g., our textbook, other books, online sources, etc.) in two folds:
the definition of concept and
at least, one or two examples of
business practices
or
consumer behaviors
with regards to each concept.
Here is a list of the concepts. AT LEAST, you need to address all these concepts. I strongly encourage you to find other branding-related concepts from your own investigation in this report.
Branding Concepts
What is brand?
What is branding?
Brand elements
Brand identity
Brand association
Brand extension
Brand termination
Rebranding
Family brand vs. Individual brand
Cobranding
Ingredient branding
National brand vs. Private brand
How to measure Brand value?
.
Briefly discuss the key phases of the SDLC methodology.Discuss the.docxMikeEly930
Briefly discuss the key phases of the SDLC methodology.
Discuss the alternative approaches of SDLC and the benefits of alternatives.
Compare and contrast the three major ERP implementation categories.
What is ERP implementation methodology? Give examples.
What is the role of change management in the ERP life cycle?
Part 2:
Create two charts or diagrams that illustrate the major differences between ERP life cycle and SDLC.
.
Briefly describe a time when you received a job description and fe.docxMikeEly930
Briefly describe a time when you received a job description and felt that it didn't match your daily responsibilities. What part of the job description was the most inconsistent? Give specific example/s. What would you have suggested to your supervisor to resolve the issue? What can you take from this experience and apply towards your future career?
2-3 paragraphs, cite sources,
Human Resources is future career!!
.
Briefly discuss the meaning of the so-called social contract. In.docxMikeEly930
Briefly discuss the meaning of the so-called
social contract.
In doing so, speak about political philosophers such as John Locke, Thomas Hobbes, and Jean-Jacques Rousseau. Also, speak to federalism and the three levels of policing in the United States.
Note: The essay response given should reflect upper-level undergraduate writing in accordance with current APA standards. The essay response is to include in-text citation(s) in proper APA format. In-text citations are to correspond to a source in proper APA format listed after the essay response.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Impact of Ethnobotany in traditional medicine,
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For more information, visit-www.vavaclasses.com
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Writing a successful grant proposal and detailed budget
1. Writing a successful grant proposal and
detailed budget
In order for the grant selection committee to fully understand
the nature of your project, and its
budgetary implications, we ask that you reference the following
guide. Good luck!
Writing the Proposal:
Each submitted proposal should include the following:
1. Need Statement: Use the following questions to guide the
creation of your statement of need.
• What is the need for the project? Is it a serious problem or
issue, or a lack of a needed service?
• What are the facts and the sources that back up the need for
your project?
• Who will benefit from the project and how? Define the
audience by age, gender, location,
ethnic background, country of origin, or a combination of these
2. factors.
Considering the answers to the above questions, you can begin
to craft the statement of need.
Remember that your final statement of need will:
• describe the status quo that exists before the solution to the
problem
• target a population group(s) and a geographic location
• present the solution to the problem
• describe the benefits to the target audience(s) and possibly to
society at large.
2. Mission Statement: A mission statement is a philosophical
statement about the student,
University, or faculty development that your project addresses.
It should include:
• Why is there an immediate need for action toward your goal?
• What is the anticipation of future accomplishment?
• When fulfilled, what is the meaning for Students, the
3. University community or your
professional development?
3. Goals: The goal is the final impact or outcome that you wish
to bring about using the Dean’s
grant. It should following the S.M.A.R.T. principles for goal
writing:
• (S)pecific
• (M)easurable
• (A)ttainable
• (R)ealistic
• (T)ime-bound.
Writing the Detailed Budget:
The detailed budget for your proposal should be clear, well
organized and easy to understand. Consider
using a spreadsheet with outlined columns and heading that
outline:
• Budget Category
• Requested Funds
• Outside Contributions
• Project Total
4. Direct Costs
Direct costs for your grant are perhaps the most important
component in your grant’s budget. They
represent the funds you are seeking from the funding source.
The costs described below are considered
direct costs:
Personnel: Show the breakdown of hours and weeks. Such as:
$10.00 per hour X 40 hours per week X
52 weeks = $20,800.
Travel: Make sure to provide clear formulas and documentation
for why travel is necessary. Include the
cost for a plane ticket, the cost of a hotel per night and the
number of nights you will be staying, and a
food allowance. Be sure and use realistic but conservative
figures and avoid using round numbers, such
as use $1,280 instead of $1,000.
Equipment: To help understand equipment costs, documentation
of the program need for the
equipment. Equipment costs should be well defined and include
specifications. For example, you might
include a high–speed copier system to be used to reproduce
reports and other documents for
committees, staff members, and volunteers. You should explain
how the copier will help you in
administering the program.
Supplies: It is helpful to break down supplies into categories
such as general office supplies, educational
and training supplies, and computer supplies.
5. For more information and training on successful grant writing
we encourage you to visit the following
sources:
New York State (http://www.nysegov.com) — Use to obtain
information about State departments and
contact information, grants, and funding opportunities.
Grants Action News (http://assembly.state.ny.us/gan/) —
Information on available NYS and Federal
grants
Catalog of Federal Domestic Assistance (www.cfda.gov) — The
online Catalog of Federal Domestic
Assistance provides access to a database of all Federal programs
available to State and local
governments; domestic public, quasi-public, and private profit
and nonprofit organizations and
institutions; specialized groups; and individuals. After finding a
program of interest, contact the office
that administers the program and find out how to apply.
Grants.gov (http://www.grants.gov/web/grants/home.html) —
Grants.gov allows organizations to
electronically find and apply for competitive grant opportunities
from all Federal grant-making agencies.
Grants.gov is THE single access point for over 900 grant
programs offered by the 26 Federal grant-
making agencies.
Foundation Center (www.foundationcenter.org) — One of the
6. most widely used resources for
information about foundations, with a searchable database
available via an online subscription. Also
contains extensive information on many grant related topics,
including a free Proposal Writing Short
Course
(http://foundationcenter.org/getstarted/tutorials/shortcourse/ind
ex.html) and a list of Funding
Information Network sites
(http://foundationcenter.org/collections/).
GrantDomain (http://www.tgci.com/grantdomain) — Produced
by The Grantsmanship Center
(www.tgci.com ), GrantDomain is a user-friendly and
continually updated funder database of
foundation, corporate, and federal grantmakers.
GuideStar (www.guidestar.org) — Information of the mission,
activities and finances of nonprofits and
foundations nationwide; view IRS Form 990’s and Form 990-
PF’s.
Community Foundation Locator
(http://www.cof.org/community-foundation-locator)– This site
is
produced by the Council on Foundations, and allows one to
learn about community foundations and
search for them by state.
Nonprofit Works (www.nonprofitworks.com) — Information
about company services, courses and
workshops; includes a “downloads” section that contains free
documents and templates related to grant
research and writing
8. central San Diego and East County area, the program is hosted
by San Diego Youth Services (SDYS) (SDYS, n.d.). In order to
promote its available support system for LGBTQ youths, SDYS
frequently partners with local school districts to presents the
program. The budget for the program is as followed
Needs statement:
LGBTQ+ youths in the US are more likely to suffer certain
mental illnesses such as anxiety, mood disorder, and suicidal
behaviors than other groups. As reported in 2018 by the Centers
for Disease Control and Prevention (CDC), 63% of all LGBTQ
students surveyed reported feeling sad or hopeless. In addition,
47% of this group reported having suicidal thoughts (CDC,
2018).
Mission statement:
The mission of this outreach program is to present the Our Safe
Place program and its available support services to high schools
in Central and Eastern area of San Diego County in order to
raise awareness and participation of LGBTQ+ youths in the
program.
Procedures:
The program manager will reach out to school districts and high
schools in the serving areas and plan the integration of the
presentation to the school’s existing curriculum. Two personnel
will travel to the school and present Our Safe Place to students
as scheduled between the manager and school authority.
Presentation includes introduction to the program and available
services, Q&A sessions, and handing out posters, contact cards,
and flyers to the students along with other souvenir items. The
program aims for delivering presentation to 8 schools in the
area within a month, 2 schools per week with 1-hour allotment
for each school (including travel time).
Goals:
1. Increase awareness about mental health in general and mental
health among LGBTQ+ youths.
2. Increase number of youths who visit the program locations.
3. Increase number of youths who utilize drop-in centers.
9. 4. Increase number of youths who utilize mental health service
provided by the program.
Budget:
Direct cost
Item
Rate
Qty
Time
Total cost
Personnel
$22.50/hour
2
8 hours
$360.00
Travel
$20.00/day
2
8 days
$320.00
Supplies - paper
$4.00.00/ream
1
$4.00
Supplies - flashdrive
$5.00/unit
1
$5.00
Supplies - souvenir pins
$40.00/250-pack
1
$40.00
Equipment - printer
Free - Courtesy of SDYS office
10. Equipment - computer
Free - Courtesy of SDYS office
Equipment - pin maker
Free - Courtesy of SDYS staff
TOTAL DIRECT COST
$729.00
Indirect cost
Item
Cost
Staffing
Included in the program
Contacting school/school district
Referral from the County
Equipment deterioration
Included in the program
Time for making pins
Shared among staff and volunteers
TOTAL INDIRECT COST
N/A
Budget justification:
For direct cost, most of the budget is allocated to staffing. The
program totals 16 hours with 1 hour per school per day, 2
schools per week, 8 schools per month.
Cost of personnel is $22.50 per hour X 2 staff X 6 total hours =
$360.00. This rate is the standard wage rate for the program
staff as indicated by their employment contract with SDYS.
Cost of travel includes fuel and food for each staff, which is
$20.00 X 2 staff X 8 days of traveling = $320.00
Supplies for this plan include paper for printing posters, a flash
drive for transporting presentation materials, and pins as
souvenirs for students. A ream of paper is $4.00 and a 16GB
flash drive is $5.00, both listed at target.com. The parts needed
to make pins are sold on Amazon at $40.00 for a 250-pack.
Equipment for this plan includes printer, computer, and a pin
11. maker, all of which are provided for free as courtesy of staff
and SDYS.
For indirect cost, staffing (other than sending the staff to school
for presentation delivery) and equipment deterioration are all
included in normal SDYS operation. The contact between
program manager and school district/authorities is provided by
the County. Time used to make presentations, posters, flyers,
and souvenir pins are shared among program staff and
volunteers.
In overall, this 1-month program shall deliver the presentation
to 8 schools in Central and Eastern area of San Diego County
with the total cost of $729.00.
References:
Centers for Disease Control and Prevention. (2018). Youth risk
behavior surveillance – 2017. Morbidity and Mortality Report,
67(8). Retrieved from
https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pd
f
Russell, S. T., & Fish, J. N. (2016). Mental health in Lesbian,
Gay, Bisexual, and Transgender (LGBTQ) youth. Annual
Review of Clinical Psychology, 12(1), 465–487.
https://doi.org/10.1146/annurev-clinpsy-021815-093153
This table lists criteria and criteria group names in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method. You can give
feedback on each criterion by tabbing to the add feedback
buttons in the table.Criteria
Outstanding Achievement
Commendable Achievement
Marginal Achievement
Unsatisfactory
Failing
12. Criterion Score
Budget Template
5.25 points
Includes a Needs Statement, Mission Statement and Goals.
Goals are • (S)pecific • (M)easurable • (A)ttainable • (R)ealistic
• (T)ime-bound.
4.675 points
Needs Statement, Mission Statement and Goals are included;
however, some components are missing or unclear.
4.1475 points
Needs Statement, Mission Statement and Goals are included;
however, many components are missing or unclear.
3.6225 points
Needs Statement, Mission Statement and Goals are included,
however most components are missing or unclear.
3.0975 points
missing
Score of Budget Template,/ 5.25
Budget Justification
6 points
The detailed budget is well organized and easy to understand.
Includes Direct Costs, Personnel, Travel, Equipment and
supplies. Demonstrates a link between activities and outcomes,
assess the organizational situation and identify and support the
chosen course of action, including budgeting and resource
management, and justify the choice of the tool used in
budgeting.
5.34 points
The detailed budget includes Direct Costs, Personnel, Travel,
Equipment and supplies; however, it is mostly well-organized
and easy to understand.
4.74 points
The detailed budget includes Direct Costs, Personnel, Travel,
Equipment and supplies; however, it is only partially well -
organized and easy to understand.
4.14 points
13. The detailed budget includes Direct Costs, Personnel, Travel,
Equipment and supplies; however, it is not well-organized and
easy to understand.
3.54 points
missing
Score of Budget Justification,/ 6
Referencing
0.75 points
Citations and references are in proper APA format. Ample
sources are cited. All claims are supported with a professional
reference.
0.6675 points
Citations and references are in proper APA format. Ample
sources are cited. Some claims leave the reader looking for a
reference.
0.5925 points
Citations and references are in proper APA format. Ample
sources are cited. Many claims leave the reader looking for a
reference.
0.5175 points
Citations and references are limited, missing or incorrect.
0.4425 points
missing
Score of Referencing,/ 0.75
Writing organization and style
3 points
The paper is well organized both overall and at the paragraph
level. Sentences are smooth and carefully crafted. There are
virtually no errors in punctuation, spelling, grammar or usage.
2.67 points
The paper is well organized, but the paragraphs structure may
sometimes be disjointed. The paper may have a few awkward
passages and a few errors in punctuation, spelling, grammar and
usage.
2.37 points
The paper is basically well organized, though individual
14. paragraphs may be disjointed or misplaced. The writing is
competent, but often wordy, overly general, imprecise or trite.
2.07 points
The paper is poorly organized. Some sentences may be so
confused that their meaning does not clearly emerge. Words
may be imprecise, incorrect, trite or vague.
1.77 points
The paper lacks clarity. The language or sentence structure is so
muddled as to be unclear in several spots. Errors in punctuation,
spelling, grammar and usage are highly distracting
Score of Writing organization and style,/ 3
Rubric Total ScoreTotal
Score of Budget Template and Budget Justification,/ 15Criterion
score has been overridden
Overall Score
Overall Score
Level 43 points minimum
Level 32 points minimum
Level 21 point minimum
Level 10 points minimum
Outcomes
· Explain basic principles and tools of budget and resource
management