Pre-Program Evaluation Essay

“A good recipe for an FTO would be to mix portions of Sheriff Buford Pusser from “Walking Tall,” Sherlock Holmes, and Officer Pete Malloy from “Adam-12.” It would then tell you to bake them together and frost them with a glaze of the patient bemusement and gentle common sense of Andy Griffith’s Sheriff Andy Taylor” (Scoville, 2005, para. 2).

This program evaluation article by Duffy, Barry, Curry, Darragh, and Lees, reviews an initiative to improve the working relationship between Northern Ireland’s adult mental health services, and child protection services by reviewing a program called “The Champions Initiative” (Duffy, Barry, Darragh, & Lees, 2010). This was developed to facilitate a joint working environment to improve services and protection for children whose parent(s) may have mental health issues (Duffy et al., 2010). The Champions Initiative appointed a “champion” from each team of child protection workers, and mental health services, and their responsibility was to provide information, promote a joint working environment, and identify obstacles which would hinder good cooperation between the two teams (Duffy et al., 2010). The program evaluation assessed the levels of experience, training, confidence and awareness of the Champions, followed up with them in six months to assess the impact and the effectiveness of the program, and offered recommendations to

A research team leader will randomly select eligible participants and divided them into two equal groups, A and B. Group A pre-intervention and Group B post intervention. There are multiple delivery methods available for collection data such as interview (one-on-one, via telephone or in person), focus groups, and observation. The traditional method paper-and-pencil survey whose results are subsequently entered into a software program will be used as well as an online based collection to reducing the cost of data collection and encouraging voluntary participants. The data will be electronically downloaded directly to an Excel spreadsheet for analysis and minimizing data entry error or bias. There will be four different types

My immediate goal after graduation is to prepare myself in the strongest way possible for successful entry and progression in a MD/PhD program. After exploring the Case Western Reserve University website, I firmly believe that the PREP program will equip me with all the tools I need to flourish in the field of medical science. The mentors in the PREP program are all amazing scientists and after reading a few of the goals of their labs, I aspire to develop the same dedication, knowledge, and achievement. I currently want to know more about how genetics is being applied to medical research, and I was especially elated to read of the work taking place in Dr. Mark Jackson’s lab. The creation of a genetically engineered breast cancer model being used to learn more about tumor suppressor genes and their interaction with oncogenes is amazing to me. I want to learn more about the process of creating similar models and using it to answer highly relevant questions. I’m also very curious about the VBIM strategy that is being used and developed to identify new genetic elements important to cancer formation. It is a technique that I would love the opportunity to better understand and utilize through the PREP program.

I am writing to explain why I was not able to participate in the Early Start Program to satisfy my math requirement. I was not communicated to take the Early Start Program due to my citizenship status I was not required to take my Math or English classes during the summer I was exempt from this because i'm not a U.S citizen. However now that the requirements have changed and I'm eligible to take these classes I'm asking for a petition to be able to be considered for an Early Start exemption.

The strengths of the study is that is cost effective and does not require a lot of funding. Another strength is that George Mason University has a very diverse population, thus there is a high chance of obtaining a racially and culturally diverse group when randomly selecting the participants. Furthermore, the study also included staff and not only student in order to diversify the participant’s backgrounds as well. In addition, having both female and male participant’s makes it more diverse opposed to how many other studies that have solely focused on one gender. Although the study has many strengths, there are also some limitation to take note of. One of the major limitations is that the study is working with a very small sample size. In

Consequently, the motivation behind this research based program evaluation is to help incoming Smithville High School (SHS) freshmen feel more transition successfully. The problem this

Program evaluation is a system that determines a program’s effectiveness and efficiency. This means whatever the programs expectations are must be kept. Efficiency is measured by the outcomes that are achieved with effort, limited time and additional resources. Excellent program evaluation includes subjective or objective information based on many different options. Human Services programs are important to evaluate for numerous reasons. The program can save time by finding out what works or doesn’t work for them. Making the community more aware of the program and how it benefits participants. The ability to prove the program’s effectiveness can help raise additional funding. The staff of the agency will be able to identify strengths and weakness. Also, bring more awareness to the Human Services field by educating other programs how to get started.

The evaluation also used a pre and post survey design. The survey was created through conversations with program leaders to find out the key intervention targets. This survey was used to gain an understanding of the impacts that the NYSP program had on student skill and behaviors and allowed researchers to determine areas of programmatic strength and weakness.

The research design was clearly identified as “a cross-sectional descriptive exploratory” study (Chernomas & Shapiro, 2016). The design chosen for this study was appropriate but did employ the limitation that the results between each year of students could not be compared within the program. The independent variables were identified as the following: “demographic data (age, relationship status, year in program) [and] quality of life indicators (satisfaction with sleep and leisure activities)” (Chernomas & Shapiro, 2016). The dependent variables for the study were the depression, stress, and anxiety levels experienced by the students (Chernomas & Shapiro, 2016). Chernomas & Shapiro (2016) acknowledged that no

“Qualitative research is a way of knowing and learning about different experiences from the perspective of the individual” (Vishnevsky & Beanlands, 2004, p. 234). The study will offer the students an opportunity to express their opinions about their overall experience with the program and give feedback which will include receiving minimal instruction from the teacher, the effectiveness of the program, and if it has benefited them versus taking repeat classes in a traditional classroom setting. The participants were selected because they are enrolled in the same school district, same school, and same intervention program.

The data analysis provided an excellent explanation of the researchers’ findings. The result shows a comparison of the before and after the program outcome which indicates the effectiveness of the platform. An alternative analytical method, the ‘Analysis of Covariance’ (ANOVA) was also utilized. The result was consistent with the conveyed data. Each data from the start of the study, the population, the outcome, and the comparison were laid out, even the potential threats to the internal

The rationale of this evaluation is to confirm that the goals of the program are being meet. That the children are being educated in making healthy choices and participating in the program. In order for the evaluation to be accurate research needs to determine if the program will be effective.

My interest to participate in the summer immersion program comes from the passion that I have for caring for the vulnerable populations and my inheriting love for helping others. From the beginning of my nursing education, providing healthcare to vulnerable populations in different settings healthcare has always been important to me. I believe access to quality healthcare is a right that every person should have. My belief of healthcare for everyone has been my motivation for pursuing a career as a nurse practitioner (NP). I would like the opportunity to fulfill healthcare needs in people who do not have access to healthcare in low in come communities and countries by providing them

The target population for the GREAT program are students in elementary and in middle school, especially those in 4th through 7th grade. The students who participates in this intervention are not selected by the certified GREAT professional who administer the GREAT program. Also, the students who take part in the program do not have a choice if they want to be part of the intervention or not. It has been noted that the classrooms where the GREAT program is hosted is randomly selected by the school’s administrators. Furthermore, all the students within that particular class must participate in all of the lessons in the GREAT program, which take place at least one week from each other. In order for GREAT to be introduced to the selected classrooms, the student’s parents must allow them to take part in the intervention because they are minors and parents must be made aware of the intervention’s goals and objectives.