Type: Individual Project
Points Possible: 150
Deliverable Length: 2,000-3,000 words
Description:
The project management office (PMO) director would like you to develop a quality management plan and a risk management plan for
the program of one of the two software projects.
Create a project plan with the following components. Upload on MS Word document as the project plan.
1. Title page and abstract/executive summary
2. Work Breakdown Structure: MS Word
3. Activity/Network Diagram: MS Word
a. Critical Path
b. Logical relationships
c. Lead/lag
d. ES/EF/LS/LF
4. Schedule: Embed MS Project into the Word document
a. 50-65 tasks with duration, predecessors, and resources assigned
5. Budget: Embed MS Excel into the Word document
a. By work, material, cost
b. By activities – level 3
5. Budget: Embed MS Excel into the Word document
a. By work, material, cost
b. By activities – level 3
6. Change Management Plan: MS Word
a. Process
b. Form(s)
7. Communication Management Plan
a. Matrix
8. Risk Management Plan: Include numbering convention, risk identification, impact, probability, and response in the plan.
9. Quality Management Plan
10. Procurement Management Plan
a. Source Selection Criteria
b. Make-or-buy Decisions
11. Stakeholder Management Plan
a. Stakeholder register
b. Stakeholder engagement assessment matrix
12. References page
Basic APA formatting includes 1-inch margins, double-spacing throughout the paper, page numbers in the upper right-hand corner,
paragraphs indented 5–7 spaces, and firstlevel
headings centered and in bold font.

Overview

Develop a 3–5-page report that explains how an organization serves the health care concerns and needs of a population. The report should identify gaps in the health care service, explain strategies to bridge the gaps, and describe potential barriers to those strategies.

Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
  • Identify barriers to implementing evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
• Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Describe the primary health concern for a vulnerable or diverse population.
  • Identify gaps in the health care service provided by an organization to a vulnerable or diverse population.
  • Explain evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
• Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Explain how a health care organization serves the primary health care concerns of a vulnerable or diverse population.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
  • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
  • Correctly format paper, citations, and references using APA style.

  Context

  Pérez and Luquis (2014) stated, “Integrating cultural proficiency practices into the individual practices of health educators and public health organizational policies is a call to action” (p. 50). It is important for those in health care to be aware of the methods used to identify and evaluate the specific health care needs of individuals, communities, and populations, and to understand the meaning of health literacy as it pertains to the needs of a multicultural population or group.SHOW LESS

  With a growing diverse population, the incorporation of cultural and linguistic competence should be included into the planning, implementation, and evaluation of health education and promotion programs. “In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).

  Reference

  Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Assessment models are an integral part of public health program design and evaluation, but you might ask “exactly what are these models and how do I use them?”

If you were a personal trainer and you had a new client, you could just list a variety of exercises and the number of repetitions to do. You could write up a meal plan with recommended breakfasts, lunches, and dinners and have an entire plan to present your client at the first meeting.

It’s possible that such a strategy might meet your clients needs, but it’s unlikely.

No, instead, you would meet with your client and talk about past history, likes and dislikes, concerns, and constraints. Only after determining what your clients goals are, can you begin to design an exercise and diet regimen that will be appropriate for this particular client.

In the same way, while it would be possible to pick a health concern and apply whatever services and program components your agency has employed in the past, such a strategy does not have much chance of success.

Instead, you would want to meet with community stakeholders, gather and analyze information, determine the context of the issue, and then create an intervention that is designed specifically to bring about the changes the community wants and needs.

There are good reasons for using some kind of model or theoretical framework for any intervention.

Most models provide a framework for critical analysis of the context for the situation you’re addressing. They don’t guarantee that your analysis will be complete or accurate, but they certainly help improve your odds!

Models allow you to detail the intervention and this detail allows you to have measurable objectives. Measurable objectives allow you to identify your program’s accomplishments and failures, and in that way establish accountability.

A good model will present a clear picture of what activities will be undertaken and what results you expect to see for the community and the people who make up that community.

Let’s look at two specific models to see how they work.

The first is the PRECEDE – PROCEED model. PRECEDE focuses on the planning of a program and PROCEED on the assessment of its success. For this presentation, we will only look at PRECEDE – the planning.

PRECEDE stands for Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis and Evaluation. As its name implies, it represents the process that precedes, or leads up to, an intervention.

PRECEDE was developed for use in public health and makes some assumptions about how to prevent illness and promote health. These include:

• Health promotion has to include those affected by the issue or condition in question.
• Health is influenced by community attitudes and the community environment (physical, social, political, and economic).
• Health is only one of many factors that make life better or worse for individuals and the community as a whole.
• Health derives from many other factors – economic, social, political, ecological, and physical – that all contribute to quality of life for individuals and communities.

PRECEDE has four phases:

• Phase 1: Identifying the ultimate desired result.
• Phase 2: Identifying and setting priorities among health or community issues and the behaviors, attitudes, and environmental factors that are either in the way of or necessary for attaining the desired result.
• Phase 3: Identifying the predisposing, enabling, and reinforcing factors that can affect the factors given priority in Phase 2.
• Phase 4: Identifying the administrative and policy factors that influence what can actually be done.

Another model you should consider is PEN-3.

The PEN-3 Model was developed to ensure that culture was not only a part of assisting public health planning, but was actually central in the planning, implementation and evaluation of health interventions.

The PEN-3 is a conceptual model for d of health education programs. It consists of three aspects of health that each contain three factors that must be analyzed and considered in order to reach a culture-centered intervention strategy.

The three aspects of health in a PEN-3 model are:

• Health education.
• Educational diagnosis of health behavior.
• Cultural appropriateness of health behavior.

The first aspect of the pen-3 model is health education.

This aspect helps define the target audience not so much in terms of just focusing on the person exhibiting the health behavior to be changed, but more in terms of an educational effort that encompasses the person and his or her social network. The factors within the health education aspect are:

• Person.
• Extended family.
• Neighborhood.

The integration of individual, family, and community is one of the distinguishing characteristics of the PEN-3 model.

The educational diagnosis aspect looks at the factors that influence actions. Pen-3 identifies these as:

• Perceptions: Knowledge, attitudes and beliefs that may influence whether or not a person will adopt a desired healthy behavior.
• Enablers are those things that enable or make possible the behavior – availability of resources, accessibility, affordability, and so forth.
• Nurturers are those things that a person receives from the social networks that reinforce the desired healthy behavior.

The cultural appropriateness of a health behavior aspect looks at the perceptions, enablers, and nurturers and determines whether or not they lead the population being analyzed to engage in healthy behaviors (positive), have a neutral relationship with health behaviors, but should still be incorporated into the intervention strategy (exotic) or which interfere with the target engaging in healthy behaviors or which encourage harmful behaviors.

PRECEDE and PEN-3 are just two of the many models available for program design and assessment. Different models have different strengths and applications but the common denominator is that models help ensure that your program design addresses clearly defined goals instead of randomly chosen approaches to health intervention.

Internet Resources

Access the following resource by clicking the link provided. Please note that URLs change frequently. Permissions for the following link has either been granted or deemed appropriate for educational use at the time of course publication.

• U.S. Department of Health and Human Services, Office of Minority Health. (n.d.). The National CLAS Standards. Retrieved from http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=…

Assessment Instructions

Preparation

Now that your team has a better understanding of the population served by the organization, you need to evaluate how able the organization is to serve the specific health care needs of the population identified in the Windshield Survey assessment.

• Use the Internet and the Capella library to locate at least three academic or professional resources to use in this assessment.
• Follow the same formatting instructions that you used in the Windshield Survey assessment. Your assessment should be done as a report for your team, using APA formatting for in-text citations and references.

Requirements

In your organizational evaluation, complete the following:

• Describe the primary health concern for a vulnerable or diverse population.
• Explain how the organization currently serves this health care concern. Be sure you include information on how the organization communicates to the population.
• Identify gaps in the health care service provided to the population.
• Explain evidence-based strategies to bridge the gaps in health care service provided to the population.
• Identify any possible barriers to implementing your strategies.

Additional Requirements

• Include a title page and reference page. The completed assessment should be 3–5 pages in length, not including the title page and reference page.
• Reference at least three current scholarly or professional resources.
• Use current APA format for citations and references.
• Use Times New Roman font, 12 point.
• Double space.

Organizational Evaluation Scoring Guide

For this Assignment, you draft a complaint as if you are working for a paralegal for the law firm that represents Justin King. You should draft a complaint against Anheuser-Busch Companies, Inc.

As stated in the accident report, the owner of the truck is Anheuser-Busch. Anheuser-Busch Companies, Inc. has its headquarters in the County of St. Louis, State of Missouri, and Anheuser-Busch Companies, Inc. also carries on business in the State of Illinois. Since Anheuser-Busch has its headquarters in Missouri, Anheuser-Busch is considered a citizen of Missouri for diversity of citizenship purposes. Justin King is a citizen of Illinois for diversity purposes. His address is 123 Main Street, Chicago, Illinois 60601 (In the Initial Client Interview, King indicates his address is 123 Main Street, Kansas City, Missouri, but the correct address is 123 Main Street, Chicago, Illinois 60601). Frank Cuellar is the driver of the Anheuser-Busch truck in question. Cuellar is a resident and citizen of Cook County, Illinois. The accident took place in Paxton, Illinois. Paxton is located in Ford County, Illinois. The name of the court where you should file the complaint is the United States District Court for the Central District of Illinois. Federal court jurisdiction will be based on diversity of citizenship jurisdiction.

You can assume that the driver of the truck, Frank Cuellar, is an employee of Anheuser-Busch, and that Cuellar was acting within the scope of their employment at the time of the accident. As stated in the Initial Client Interview in Unit 1, King has $145,000 in past medical bills and has $100,000 in future medical expenses with plastic surgery and counseling.

Anheuser-Busch incurred total damages of $55,000 based on the accident involving Justin King. This includes $50,000 in damage to the beer truck and $5,000 in lost cargo. The vehicle was worth $120,000 before the accident and the vehicle was worth $70,000 immediately after the accident. As stated in the accident report, the date of the accident was April 8 [last year].

You should state only one cause of action for negligence in the complaint. The facts for the complaint should be based on the Initial Client Interview, information in the accident report, and the client intake form. For purposes of this simulated law office Assignment, do NOT include a summons or certificate of service. You should also not include the name of the judge or the civil action number since the court provides this information.

Use the Complaint Form to draft the complaint. Using the form, you should fill in the missing information. The complaint should be clean and presentable as if you were submitting the complaint to the court. Delete italics and instructions when using legal forms.

Certain sections of a complaint tend to be boilerplate language (for example, the greeting, damages, jury demand, prayer for relief). When looking at a complaint, sections are separate and in this order:

• Case caption: Tells which court you are in and who the parties are. Leaves room for the court clerk to stamp a case number onto. Do not put this information in column format. The Dole case forgot the close-quotes down the middle to cordon off the names from the court space. See the Viacom case for a proper case caption.
• Title of the pleading: The pleading here would be called the Complaint. In some jurisdictions, it is called a Petition.
• Short introduction: A typical introduction might state: “Comes Now, the plaintiff, Justin King, by and through his attorney, and alleges:” (It can be just this short)
• Parties: Who the parties are and where they reside to show the court it has personal jurisdiction over the parties.
• Jurisdiction and Venue: What statute or statutes give the court authority to hear the subject matter of the case and that the chosen courthouse is the correct one (i.e., venue).
• Allegations or Statement of Facts: What happened. Tell the story of the accident. Tell the story in the most succinct way possible. Do not skip around. Try to keep the flow so it is convincing. This is where computers are useful because you can cut and paste and rearrange paragraphs to make the client’s story more cohesive and enrapture the audience (the judge) to want to give you what you are asking for.
• Causes of Action: What legal theories are you asserting? What duty did defendant have towards plaintiff? How did defendant breach that duty? How was plaintiff hurt by the breach? Each cause of action is listed separately. See Chapter 4 in the book for the facts needed to be alleged for each cause of action.
• Damages: What is plaintiff asking for? Take a look at the damages request from the Dole case. It is a general damages request, and a lot of attorneys use just that wording in every complaint pleading they draft. Remember some lawyers consider this boilerplate language and cut from an old complaint pleading to paste into a new complaint pleading. (As you can tell, been there, done that to make life a little easier.) BUT keep in mind that depending on the causes of action you may need to be a lot more specific in your damages demand.
• Jury Demand: If you want a jury, you have to ask for it.
• Prayer for Relief: Ask the court nicely to help the plaintiff. Commonly considered boilerplate. The Dole E.coli case is a very good example.
• Date when the complaint is submitted to the court: This is especially important because there will always be a statute of limitation, a statute of repose, etc. and time matters to the law.
• Attorney information and signature: This is usually done single spaced, not double spaced. Remember the attorney’s bar number, street address, city, state and zip, phone number, and fax number. Also, who does the attorney represent?

Once you have your section headings and have started to craft the information within each section, remember to number your paragraphs sequentially (1, 2, 3, etc.; not 1.1, 1.2, 1.3). Click on “Resources” to access files to assist you in your Assignment.

Submit your Assignment to the Dropbox by the end of Unit 3 in the dropbox titled Unit 3: Assignment.

2 parts in Word Document attached…

Part 1

Review Week 4 concepts by completing a 260- to 350-word summary of the following:

• Research symbolism in cinema
• Compile a brief list of examples of symbolism in the cinema. (You should have at least four films.)
• Respond to the following:
  • Were any of the examples surprising?
  • Did they add to your enjoyment of the film, if it was a film you have previously viewed?

Submit a summary of your research and responses as a Word document using the Assignment Files tab.

• You are welcome to go over the word count if you wish.
• Proper APA formatting is required on all formal assignments (See the template in the Class Messages for additional help)

Part 2

Land Shark

When is a shark just a shark? Consider the movie Jaws. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? Support your answer.

Next, think about a theatrical staging of Jaws. Describe the artistic choices you would make to bring Jaws, the movie, to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of Jaws as a stage play or musical.

Submit your assignment as a Word document using the Assignment Files tab:

• A 350- to 700-word paper (You are welcome to go over the word count if you wish.)
• Apply appropriate APA formatting.

Michelle Vidrine

1-Case Study 4-7

The reading curriculum in your district is 10 years old and no longer effective. There are no supportive materials for the ELL students or students who are struggling. There are also no materials to enrich the higher achieving students. Students are falling further and further behind especially in the younger grades. During the last adoption, 10 years ago, teachers were asked for their input but then the assistant superintendent went against their recommendations and purchased a different series. While some teachers are new to the district, there are some that are still upset about the former assistant superintendents decision.

As the principal, I would approach the new assistant superintendent with the request to purchase new materials. I would also mention how the last adoption did not go well. With the assistant superintendents support, I would go back to my teams and ask them for the criteria they would like to see in the new reading series. I would ask for volunteers and let everyone know that they can be as involved in the early stages as they feel comfortable, but you may call upon everyone once it is time to pilot. The committee would use predetermined criteria and select the top choices to look at deeper. This would include speaking to company representatives, other schools using the series and piloting. I would have all teachers fill out an anonymous survey at the end of the pilot and also ask for any feedback that they might want to share with the group. I would make certain to address the problems we have had with the high/low students as well as the ELL and make sure that thi curriculum will be of value to them.

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2- Michelle Vidrine

Case Study 4-1

You are the principal and were the chair member of a committee that purchased a new reading textbook series and resources 2 years ago. Last year was the first year of implementation and you have reassured your teachers to take their time and explore the resources available. You did not make anything required to be used this first year. In December of that first year, you updated the board members and superintendent. You shared your plan on letting the teachers explore and become more comfortable with the new series. In April, the superintendent meets with you and asks how you will present a year-end report on the new curriculum. You are surprised as you have already told the board that teachers are still getting to know all of the components of the new series. You tell the superintendent that you had planned to debrief the teachers at the end of the year and make changes and recommendations for the fall. The superintendent moves your presentation to the fall but now wants you to include test data.

As the principal, I would meet with my staff for that year-end debriefing as soon as possible. I would also tell the teachers that you will be collecting test data. I would reassure them that this is the first year and you do not expect to see great scores. Experts say it takes at least three years before seeing true results. Time is needed for students to get use to the change and staff needs time to learn how to use the resources. We can call this baseline data. I would also include much of this in the presentation to the board as well as the recommendations that the teachers have come up with. I would be sure to share all of the positives though be prepared to answer for any scores that may have dropped.

____________

Michelle Vidrine

3-Case Study 4-5

A principal in a junior high school is in a wealthy district with 2 other junior highs and 10 elementary schools. The board of education has taken over the task of renovating a different school each year. That school is moved to a vacant elementary building during renovations. This principal is proud of his innovative staff that embraces change. The principle suspects that his school will be chosen to be the first junior high to go through renovations because he and his building are seen as “easy going”. The superintendent announces that renovations will take place at all 3 schools at the same time but only during the summer months. In exchange for this plan, which means staff will not have to move to a new building, the superintendent is looking at this principal to be the first to change his junior high into a middle school. This is going to be a huge change in philosophy as well as class design. The principal agrees to visit a school already implementing this and a board member rides to the school with the principal. Along the way, the board member states that she does not agree with this change and will do her best to vote it down. The principal is now in the positions of choosing sides.

If I were in this position as the principal, I would have to look more into recent research on the topic of middle school philosophy to make sure that I have the most current information. I need to make sure that all the junior high principals share the same views and would ask for them to also visit the school that is already implementing this approach. I don’t feel that this change can happen before the school year starts. I think all of the administrators need to sit down and discuss what they are looking for while keeping the success of students as the goal. Next, we would come up with a plan and timeline on how to unroll this. Teachers will have to be provided with staff development and materials need to be purchased. With the support of the team, I hope the superintendent will see that a change this large is going to take time if it is going to be successful.

As the principal, I would not get involved with the board member and superintendent’s differences. I would focus on what is best for my students and staff and let them iron out their own problems.