...Writing a Grant Proposal Pg. 1 Steps to Writing a Grant Proposal Natalie Arista February 16, 2014 HSM/270 Program Planning and Grant Proposal Writing in Human Services Tammy Wehrman Writing a Grant Proposal Pg. 2 A human services grant proposal is a written presentation of a program plan. This plan has eleven different factors. They include an abstract, table of contents, specific aims/needs and problems assessment, target population, approaches and methods, long and short-term goals, process, outcome, and impact objectives, activity plans and scheduling, evaluation plan, agency capacity, and project management, and budget and budget justifications. By following the steps on writing a grant proposal, the writer is able to use that as a check off point to verify everything is written down pertaining to what funding agencies are looking for. The first part of a grant proposal is the abstract. This is a 45 line max summary of what the agency is about. The abstract section may be the shortest part of the proposal, but it is the most read, which makes it the most important of the whole proposal. With the abstract being the most important part of the whole proposal, it is vital that the writer be very vigilant and professional in writing out this portion. There are times that the person reading the proposal is not the main ones reviewing the proposal, so this part is mainly the only part that will been seen until it heads off to the final decision makers...
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...Question: Identify any information management activity in any organization of your choice and apply the processes of designing data and information management. Developing Health Management Information Systems The basic concepts Some Definitions System: A collection of components that work together to achieve a common objective. Information System: A system that provides information support to the decision-making process at each level of an organization Health Information System: A system that integrates data collection, processing, reporting, and use of the information necessary for improving health service effectiveness and efficiency through better management at all levels of health services Health Management Information System: An information system specially designed to assist in the management and planning of health programs, as opposed to delivery of care HMIS: Health management information system Steps in Developing a Health Management Information System (1) Review the existing system (2) Define the data needs of relevant units within the health system (3) Determine the most appropriate and effective data flow (4) Design the data collection and reporting tools (5) Develop the procedures and mechanisms for data processing (6) Develop and implement a training program for data providers and data users (7) Pre-test, and if necessary, redesign the system for data collection, data flow, data processing and data utilization (8) Monitor and evaluate...
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...the end of week 6). Level or Grade A*-C Differentiate appropriately for the group that you teach and for individuals within that group th Length 7 weeks (To include CA) Learning objectives AO3 (See mark scheme for band descriptors) Interpretations of texts/understanding significant meanings of the text Engagement with writer’s ideas and attitudes Interpretation of ideas supported with evidence Understanding of features of language and structure Learning outcomes Close analysis of text extracts leading to development of reading skills Consideration of context and writer’s intentions/themes and ideas Speaking and Listening to show understanding of issues and empathy with character Writing a draft essay and set targets for the assessment Produce an analytical essay for CA (New Acronym = SMILE (Structure, Meanings, Ideas, Language, Evidence) Prior knowledge (Enter pre-requisite knowledge and skills.) Analytical essay – Year 9 KS3 reading skills National Framework for Secondary English Strands National Framework for Secondary English – Strands 5 Reading for meaning 5.2 Understanding and responding to ideas, views, themes and purposes 6 Understanding the author’s craft 6.1 Relating texts to the social, historical and cultural contexts in which they were written 6.2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning 6.3 Analysing writers’ use of organisation and...
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...EXPERIENTAL LEARNING COURSES FS FIELD STUDY 5 * Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...NCFE Level 2 Award in Reflective Practice (600/4643/0) | Learner’s Evidence Tracking Log (LETL) ------------------------------------------------- ------------------------------------------------- Candidate name: Louise Erica Pierce ------------------------------------------------- Centre number: ------------------------------------------------- Centre name: ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Signatures ------------------------------------------------- ------------------------------------------------- Candidate: Date: ------------------------------------------------- Tutor/Assessor: Date: ------------------------------------------------- Internal Moderator*: Date: ------------------------------------------------- External Moderator*: Date: ------------------------------------------------- ------------------------------------------------- * For completion if part, or all, of the evidence has been sampled by the Internal and/or External Moderator ------------------------------------------------- Unit 01 Evaluate learning F/503/6824 You will: Evaluate own learning to date | You can: | What you’ve done to show this | Location/Portfolio page number | IM/EM signature (if sampled) |...
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...Elective Modules Blueprint – Jan 2015 update OVERALL EXAM – Assurance Elective Assessment format (as recommended in the Assessment Report): Objective-Format Portion Case-Based Portion 0-25% of the exam 75% to 100% of the exam Testing only competencies within the assurance elective Maximum time for any one case is 120 minutes. Cases will have a strong assurance focus, but will integrate one or two other competency areas. Up to 30 questions For the first Elective examination, candidates can expect to see approximately 15 objective-format questions based on the time estimated for the two cases. Other Information The exam is designed to be completed by an average candidate in three (3) hours; however, candidates will be allowed four (4) hours to write. Time estimates for the questions are based on a three-hour examination. Candidates are responsible for managing the time allocation between the objective-format portion and the case portion as it will not be controlled as part of the examination. Until otherwise advised, for the Elective examinations, candidates can expect two cases for a total of 150 minutes, where the maximum time for any one case is 90 minutes and the minimum is 60 minutes. Candidates will be advised if and when the cases begin to exceed 90 minutes. Chartered Professional Accountants of Canada, CPA Canada, CPA are trademarks and/or certification marks of the Chartered Professional Accountants of Canada. ...
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...he Use of Assessment Methods and the Impact on English Language LearnersT April 30, 2014 Testing English Language Learners (ELL’s) in our district is a very huge process. When students first enroll, whether it is kindergarten or high school, the parents or guardians are required to fill out a home language survey. Based off the answers the parent/guardians provide determines if the student goes to central registration for testing. If the child is found to be of having more than one language they go for testing. The testing that the student goes through is the World –Class Instructional Design Assessment (WIDA). The WIDA method was adopted in 2008 for the entire state of Virginia. The WIDA is comprised of a series of tests ranging from spoken, written, and listening skills. The instructor who gives the test then gives the child a score on the range of one to six. These scores are directly correlated to the ELP Standards, (www.pwcs.edu/ESOL), our state has adopted. Once the WIDA is given, it gives the upcoming or current teachers a score in reading, writing, fluency, speaking, and listening. From those areas it also gives us a composite score. The composite score is what the ELL teachers use to group their students for instruction. These scores give us teacher’s valuable information in how we should instruct our children and how they should be assessed. We know if a child is at the beginning level...
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...Assessing Creativity in Hollywood Pitch Meetings: Evidence for a Dual-Process Model of Creativity Judgments Author(s): Kimberly D. Elsbach and Roderick M. Kramer Reviewed work(s): Source: The Academy of Management Journal, Vol. 46, No. 3 (Jun., 2003), pp. 283-301 Published by: Academy of Management Stable URL: http://www.jstor.org/stable/30040623 . Accessed: 29/08/2012 18:27 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Academy of Management is collaborating with JSTOR to digitize, preserve and extend access to The Academy of Management Journal. http://www.jstor.org c Academy of Management Journal 2003, Vol. 46, No. 3, 283-301. ASSESSING CREATIVITYIN HOLLYWOODPITCH MEETINGS: EVIDENCEFOR A DUAL-PROCESS MODEL OF CREATIVITYJUDGMENTS KIMBERLY D. ELSBACH University of California, Davis RODERICK M. KRAMER Stanford University This study addresses an important but neglected topic by investigating the social judgment processes that experts (studio executives and producers in Hollywood) use to assess the creative...
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...Task4.Be able to assess the work and development needs of individuals 4.1The factors involved in planning the monitoring and assessment of work performance It is monitored in order to improve the performance of members of its performance is very important. I should consider the following factors to plan and monitor the performance of members of the workplace. At first I had planned performance required to do so, I should consider the following: - The performance of the program you want. - Should exist in order to help members improve their performance resources - Should be taken to improve performance. - To check the Framework Programme is appropriate. In order to monitor the performance of the following points should be considered a member of: - Provide performance feedback every day. - Create a relationship between performance and incentives. - Good appreciation and performance incentives. - Performance appropriate evaluation. - A tremendous pace, in order to improve performance. There are three factors that always follow in the employee's performance. Performance management, performance management process provides an opportunity for staff and human resource managers to discuss development goals, work together to create achieving those goals. Achieving overall organizational goals requires several ongoing activities, including identifying priorities and expected results plan, build are those committed to making the results of ongoing feedback between the...
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...Preference Assessment Assignment Student Background Brandon R. is a 12 year old male diagnosed with Autism. He presents no fine or gross motor issues. He does show many delays and deficits in language and social skills. Brandon likes interacting with age appropriate peers and has many age appropriate likes and dislikes. Part 1: Develop a reinforcer menu To develop a reinforcer menu for Brandon, I observed him during free choice time, asked his mother for input, and I asked him directly. I explained to his mother how I was going to conduct the reinforcer assessment and then told her what things he was currently enjoying in school. She then added to my list and even sent some extra food supplies to school the next day. Brandon has many age appropriate likes but his likes frequently change from day to day or hour to hour. I was able to identify seven stable items to use in the reinforce menu that stay as constant likes for Brandon. Reinforcer Menu: 1. Goldfish crackers 2. 5 minutes of iPad time 3. M & M’s 4. 5 minutes of computer time 5. Chips Ahoy! Cookies 6. 5 minutes of drawing time 7. Mario Kart Wii toy Part 3: Systematic Preference Assessment: Forced Choice |Pair * | |Pair** | | |ITEM # |Student Choice |ITEM # |Student Choice | |3 6 |3 |2 6 |2 | |1 ...
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...Saint Joseph College of Cavite, Inc. www.sjc-cavite.edu.ph FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIES Second Semester 2014- 2015 Cav National High School FS Student- BSED III Mr. Resource Teacher M Department Head English Department Field Study 5- Learning Assessment Strategies EPISODE | RATING | COMMENTS | Form 1 for FS 5Documenting and Assessing Student Progress | | | Episode 1Documenting and Assessing Student Progress | | | Episode 2Assessment Tools in the Learning Environment | | | Episode 3Log Me | | | Episode 4Product Oriented Assessment | | | Episode 5Available Tests and Measurement | | | Episode 6Student Reflection | | | General Reflection | | | FORM 1 FOR FS 5 DOCUMENTING AND ASSESSING STUDENT PROGRESS (answered by my resource teacher) 1. List the procedures you follow to correct different types of student work (e.g. Daily papers, homework, test, projects, etc.) * According to my resource teacher, he corrects class’ homework orally/ on- the- spot to the class, however those essays, he is the one who checks it. And when it comes to checking of projects he prefers using rubrics for checking. 2. List the methods you use to record student progress (e.g. grade book, anecdotal records, progress charts, etc) * According to my resource teacher, he uses the traditional class records in recording the students’ progress. 3. List any time saving tips you have discovered...
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...International Journal of Selection and Assessment Volume 17 Number 3 September 2009 Guidelines and Ethical Considerations for Assessment Center Operations1 International Task Force on Assessment Center Guidelines2 This document is an update of several prior editions of guidelines and ethical considerations for assessment center operations dating back to 1975. Each set of guidelines was developed and endorsed by specialists in the research, development, and implementation of assessment centers. The guidelines are a statement of the considerations believed to be most important for all users of the assessment center method. For instance, the use of job-related simulations is a core concept when using the method. Job simulation exercises allow individuals to demonstrate their abilities in situations that are important on the job. As stressed in these guidelines, a procedure should not be represented as an assessment center unless it includes at least one, and usually several, job-related simulations that require the assessee to demonstrate a constructed behavioral response. Other important areas include assessor selection and training, using ‘competencies’ as dimensions to be assessed, validation, participants’ rights, and the incorporation of technology into assessment center programs. The current guidelines discuss a number of considerations in developing and using assessment centers in diverse cultural settings. 1. Purpose staff of an assessment center; and (4) guidance on the...
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...Psychological Testing Name Instructor Course: Date Submitted: Introduction Psychological tests are useful instruments both in the social, economic and medical sectors as they help in the selection of individual for either job placements or therapeutic purposes. This paper will mainly focus on the application of these tests in identifying, recruiting, employing and promoting of candidates in different job positions in companies and industries. Some organizations have devised methods for carrying out these activities. Among them are the psychological assessment tests, usually given at the inception stage of the recruitment to help in identifying a candidate with the desired traits and qualifications for the jobs. What is the meaning of a psychological test? According to (Gilliland, 1993), a psychological test is a mechanism used by organizations to identify the suitable people for the right positions. The tests involve the use of legally and professionally developed methods of measuring intellectual and personality strengths, communication ability, and leadership skills of the individual in question. Interviews and structured questionnaires are commonly used during the process. These tests are however not 100% efficient. For one, some of the answers to the questions given depend solely on the honesty of the interviewees. In this case, the candidate may decide to keep some necessary information. In this case...
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...factors involved in planning the monitoring and assessment of work performance. 4.2. Factors involved in planning the monitoring and assessment of work performance. 4.3. Evaluate the success of the Assessment. 4.4. Explain ways to motivate staff to achieve objectives 4.1. Explain the factors involved in planning the monitoring and assessment of work performance. Business pressures are ever-increasing and organizations are now required to become even more effective and efficient, execute better on business strategy, and do more with less to remain competitive. This puts focus on the work process and improving efficiency in how it is carried out. A work process is a series of steps or activities that use different organization resources (e.g., information, raw materials, human labor, machinery, supplies) to provide a product or service. When thinking about how work gets done in an organization, we usually focus on how people do their jobs and how each team and department gets the work done. Organizations are implementing innovative solutions to ensure that work processes deliver real results and improve business performance. Managers use many assessment tools and processes to assess, improve and monitor work processes. What is Performance Assessment? Performance assessment is a process that enables managers to assess...
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