Category: Assignment help

1. Research the importance of the topic and write an introduction that includes these main points:
· Relevant background information from a credible source to explain the importance of your topic
· A purpose statement (“The purpose of this paper is…”).

2. Write a study synopsis that includes these main points:
· research design and setting
· sample: sampling method; number of subjects; inclusion/exclusion criteria; attrition, loss to follow up, or response rate (if any); and important characteristics of the sample
· how the study was conducted (explain how the data was collected—including measurement instruments–and, if the study involves an intervention, how the intervention was carried out)
3. Appraise the article in narrative format by answering the following questions.
· What is known and not known about the topic? What gap in knowledge does this study address?
· Was the sampling method appropriate for this study? Why or why not?
o If inclusion and exclusion criteria were noted in the report, did the criteria control for extraneous variables? Why or why not?
· Were the measurement instruments reliable and valid? Why or why not?
o If the study was experimental, was the intervention performed consistently? Why or why not?
· Were the conclusions of the study supported by the results? Why or why not?
· Were the study limitations identified and explained? If so, was the explanation sufficient? Why or why not?
4. Write a conclusion that states the nursing implications based on the findings of the study, taking statistical significance into account. (DO NOT just list the implications to nursing from the article; provide your analysis.)

In response to your two peers response attached below, reflect on the appropriateness of your peer’s identified health promotion need based on what is known about Ms. Jones. Additionally, suggest an alternative health promotion need and teaching activity that may benefit Ms. Jones.

Briefly summarize your project:  How was the assessment completed? I did a community health assessment by reviewing CDC data, state and local health stats and interview of some members of the targeted population. Who was your target audience and how many were in the audience? Members of my predominantly African American congregation and about 25 attended. What was your topic? The topic was how to reduce the prevalence of type-2 diabetes in the African American community through awareness and life-style changes How did you determine what your topic should be (justification)? Through my research and interviews with members of the target population. When and where did you present the community education project? At my place of worship on Tuesday, January 21st, 2020. Was scheduled for Sunday January 19th but cancelled due to inclement weather. Who gave you permission to present at the location, was the permission form completed? The community outreach coordinator give permission and she did sign the permission form. How did you advertise your presentation? Announcements and word of mouth. What educational materials did you use or provide to the audience? I did a PowerPoint presentation and gave the audience infographics. Evaluation Explain how you would evaluate whether the efforts to improve the health concern were effective. Include in your explanation the tools you might use to do this evaluation. Also, critically appraise your performance of the activity/project for this population. How did the population respond? What aspects were you most satisfied/least satisfied with? What went well (at least 3 things)? What changes would you make in the future (at least 2 things)?  Conclusion For nurses, reflection is integral to higher-level thinking. You should be able to critically analyze scenarios and possible outcomes as opposed to simply asking the right questions. Acute perception of the entire situation will be obtained because you are open to dealing with the contradictions that may challenge your initial bias. Reflect on how your perspective of the community’s health and the national, state, and local efforts toward a healthier population has changed as a result of your fieldwork. Discuss the health of the target community population compared to national, state, local health findings. Discuss how the interventions used would impact at the local, state, and national level (include information on your chosen Healthy People 2020 goals). Finally, what impact did your project have on your target population?

After reading the U.S. Constitution and the Amendments respond to the following questions:

(i) What is the institutional power and the personal right you believe to be the most important, and explain why;

(ii) What is the institutional power and the personal right you would remove, and explain why;

(iii) What institutional power and personal right would you add to the U.S.

An institutional power is one that authorizes or limits action and/or organization of one of the three branches of government. Examples include the power of the legislative branch “to lay and collect taxes” (Art. I) or to not “make no law respecting an establishment of religion.” (First Amendment)

A personal right is one that protects or empowers the people, such as “the right of the people to keep and bear arms.” (Second Amendment)

Social Work Research: Program Evaluation

Major federal legislation was enacted in 1996 related to welfare  reform. Financial assistance programs at the national level for  low-income families have been in place since the mid-1960s through the  Aid to Families with Dependent Children (AFDC) program. The Personal  Responsibility and Work Opportunity Reconciliation Act of 1996, or  welfare reform, created TANF (Temporary Assistance for Needy Families).  Major components of the new TANF program were to limit new recipients of  cash aid to no more than 2 years of TANF assistance at a time and to  receive no more than 5 years of combined TANF assistance with other  service programs during their lifetimes. The goal was to make public  assistance a temporary, rather than a long-term, program for families  with children. Beyond these general rules, each of the 50 states was  given substantial latitude to adopt requirements to fit their own  objectives. The new law also allowed states that reduced their public  assistance expenses to keep whatever support was already being provided  by the federal government for use at their own discretion. This was seen  as a way to encourage states to reduce welfare dependency.

In response, the state of California decided to call its new program  CalWORKs, the California Work Opportunity and Responsibility to Kids  program. CalWORKs is California’s application of the new TANF federal  law. Like most of the other states, CalWORKs provided its 58 counties  with a fair amount of discretion in how to implement the new provisions.  Some counties chose to develop strong upfront “employment-first” rules  that mandated recipients be employed as soon as possible. Others chose a  response that included testing and assessment and the provision of  education and training services.

One of the largest counties in the San Francisco Bay Area developed  several options for CalWORKs recipients, including immediate job  readiness (Job Club) help, remedial education for recipients lacking  basic skills, and vocational training at local community colleges and  adult education centers for those seeking higher level education and  skills. Recipients could take up to 5 years to complete these activities  and even longer in certain circumstances to maximize their chances of  success. Recipients were predominantly single mothers. If recipients  fully complied with the rules, they received a variety of financial  incentives, while those who did not comply received sanctions that often  resulted in reduced benefit levels. The county provided grants to a  wide array of education, training, and service programs to work as  partners in serving the needs of participants.

In 1996, the county’s CalWORKs program enrolled approximately 22,000  families in various forms of public assistance programs. Of these,  approximately 10,000 elected to participate in one of the education and  training programs, 9,000 elected to attend intensive job placement (Job  Club) classes, and the remaining 3,000 opted to not comply with the new  program and accepted reduced benefit sanctions.

To meet its state and federal mandates, the county carefully tracked  the progress of all program participants and compiled comprehensive  quarterly reports that summarized assignments and outcomes at each of  the contracted partner sites as well as countywide trends. During the  first 11 years of the program, from 1996 through 2007, the county’s  public assistance roles were reduced by approximately 40%, from more  than 22,000 to about 13,000 families. The best results were obtained  among participants in education and training programs, who accounted for  about two-thirds of long-term outcome success, although this group was  also found to be more costly to the local CalWORKs program during their  years of study. These costs, in addition to the longer period of monthly  benefits received, also included the cost of education and training  and, in some cases, childcare expenses. Among the participants who were  placed in the immediate job search (Job Club) program, total costs to  the county were somewhat less per year, but more than 50% were still not  successful in gaining employment, and those that did find a job  received a much lower salary and fewer benefits, and another 23% fell  back on CalWORKs after later losing their employment.

Although the results of the CalWORKs program in this county seemed to  be following a mostly positive trend from 1996 through 2007, the  situation changed dramatically in the opposite direction during the  national economic downturn from 2007 through 2011. Total public  assistance rolls more than doubled to about 30,000 during this time as  the local and state unemployment rate rapidly grew from about 7% to more  than 12%. The county was initially successful in getting the state to  grant it waivers to allow recipients to extend their period of benefits  during education and training, but these waivers were considerably  restricted after 2011 due to major state budget cuts. Between 2011 and  early 2013 the total number of recipients began to decline again by  about 10% from its peak 2 years earlier. However, the total number of  CalWORKs recipients is at 27,000, still about 5,000 recipients higher  than when the program started in 1996.

Compounding the difficulty of more people becoming eligible for  CalWORKs’ benefits due to poor economic conditions, the state’s budget  crisis prompted a reduction in state allocations to counties and  recipients. Nonetheless, county administrators were still pleased to  report that more than more than 16,000 recipients during the program  were able to obtain employment or other support that eliminated their  dependency on cash public assistance.

 

Post an evaluation of the success of the CALWORKS  program based on the information presented in the case study. Be sure to  define what success would be for the program and how you, as an  administrator of the program, might evaluate whether success has been  achieved. Finally, make one recommendation for improving the program’s effectiveness.

Explain whether you agree with your colleague’s definition of success and method for evaluating success, and why

1. Why is the verb “hablar” considered an “-ar” verb?

2. Give two more examples of “-ar” verbs. (See page 56-57 in your textbook for help)

3. Why is it ok to omit the subject pronoun in Spanish?  For example, in English you have to say “I speak,” but in Spanish you don’t have to say “Yo hablo” you can just say “Hablo”  ?

Part B- First identify the Grammatical Subject of the sentence by UNDERLINING it. Then, fill in the blank with the correct Present tense conjugation of the verb in parenthesis. Example: Ana y Susan hablan español. (hablar)

4. Ellos —— español. (hablar)

5. Any y yo ——– ingles. (hablar)

6. Nosotros ——- todas las noches. (estudiar)

7. Mi mamá —- en la casa. (cenar)

8. Yo —— en el parque. (caminar)

9. Ellos —– en la fiesta. (bailar)

10. Ella — la computadora. (usar)

11. Él —– sies clases. (tomar)

12. Mi hermana ——- en la universidad. (trabajar)

13. Ustedes —— la clases de español. (tomar)

Part C: GUSTAR: Answer the following sentences in Spanish. Please use complete sentences. One word answers are incomplete for yes or no questions.

Example: ¿Qué te gusta hacer los fines de semana? Me gusta cocinar con mi familia.

14. ¿Te gusta estudiar en la biblioteca?

15. ¿A ti te gusta escuchar música?

16. ¿Te gusta cocinar?

17. ¿Te gusta sacar fotos?

18. ¿Te gusta cantar?

19. ¿Te gusta más bailar o cantar?

20. ¿Te gusta hablar español?

21. ¿ Te gusta hablar por teléfono?

22. ¿Te gusta caminar en el parque?

Part D: Write a paragraph in Spanish talking about what you like to do and what you don’t like to do. You can also talk about what your friends or family like to do if you need more words. (Word minimum: 40 words)

Example sentences: Me gusta hablar con mis amigos. Tengo una amiga que se llama Cate. A ella le gusta cantar.

Research some organizations that having a membership with would relate to your major and prospective career goals. List one professional organization and describe its purpose.

This practice activity asks you to think about, and respond to, questions about quantitative analysis. Please answer the questions on this sheet and then upload this sheet with your responses as a Word document in Canvas.

1. Describe three common indications of central tendency and say what the limitations of each are. Provide an example of each.

2. What is the difference between parametric and non-parametric statistical tests?

3. What is a “power analysis”?

4. What is the difference between descriptive and inferential statistics? Give an example of each and explain what the strengths of each are.

5. Describe the concept of “significance”.

6. Differentiate between statistical and real (e.g. clinical) statistical significance.

Within the Discussion Board area, write 5 paragraphs that respond to the following questions:

• 1. How important do you feel the mitigation phase is in emergency management? Explain.
• 2. What do you think are the most important operations to conduct within the mitigation phase? Explain.
• 3. What is the role of the emergency management community in the pre-disaster phase? Explain.
• 4. Should emergency managers be working with planning boards and community planners? Why or why not?
• 5. If emergency managers were going to work on the planning boards, how should they do so? What are the best practices?