ADRS 3327 Study Guide - Quiz Guide: Logic Model, Impact Evaluation, Summative Assessment

45 views8 pages

dhawk270

10 Jan 2023

School

Texas Tech University

Department

Addictive Disorders and Recovery Studies (Undergraduate

Course

ADRS 3327

Professor

For unlimited access to Study Guides, a Grade+ subscription is required.

Document Summary

This section covers a specific exercise, the application of a logic model, as part of the program planning process. A logic model is a diagram that depicts a commonsense understanding of how and why each prevention activity will lead to the stated goal. It presents a sequence of plausible intentions," - from specific program and policy-related activities through immediate outcomes to intermediate outcomes to long-term outcomes to impacts. Because it lays out all the steps that are expected to occur in this sequence, it serves as an easy-to-follow program plan. [this quote is taken from the writings of linda. Langford, associate director of the higher education center for alcohol, other drug and violence. In section 3, we discussed overall program planning. A good time to construct a logic model is after activities have been tentatively selected and before they have been implemented between steps 5 and.

Related Questions

"The M.B.A. and Institutional Outcomes".

The goal of a Capstone course is to measure whether a graduate has achieved the learning outcomes required for the degree being sought. The learning outcomes for all students graduating from the university are identified as:

1. oral, written, and visual communication

2. mathematical data analysis

3. arts and humanities

4. social and behavioral sciences

5. natural and physical sciences

6. competency in major

Each specific program provides a context to these basic outcomes. For the M.B.A. program, you were introduced in your first course to a distinction between becoming an M.B.A. and merely getting an M.B.A. The student who has become an M.B.A. was described as âa problem solver who is able to bring together multiple perspectives, to explain alternatives to others in language they understand, and who operates in ambiguous and uncertain environments without requiring a rulebook.â

In other words, demonstrating your mastery of the M.B.A. program requires not only successful completion of the twelve subject areas in your M.B.A. coursework, but integrating the skills taught in order to evaluate problems, propose solutions, and communicate your results to others.

The M.B. A. program addresses the institutional outcomes in the following ways:

1. oral, written, and visual communication

Students will be able to research problems by critically evaluating sources, constructing well-supported arguments to communicate results to others in written form using A.P.A. format, and orally and visually presenting results using presentation software, spreadsheets, and graphs.

2. mathematical data analysis

Students will be able to employ quantitative methods from appropriate fields to generate evidence to support their conclusions.

3. arts and humanities, social and behavioral sciences, and natural and physical sciences

Students will be able to incorporate ethical, societal, and organizational factors based on humanities, natural and physical science, and social and behavioral sciences into sound decision-making processes.

4. competency in major

Students will employ appropriate concepts from relevant fields of study to inform their problem-solving.

After reading the "The M.B.A. and Institutional Outcomes". Comment on how you feel you have achieved these following outcomes as you have progressed in the M.B.A. program. Have you become an M.B.A instead of just "getting an M.B.A.?" (In 100-150 words)

As you know, in the United States, the government provides direct and indirect subsidies to several economic activities in both production and consumption. For instance, farm subsidies target the production of certain crops while Food Stamps (or Supplemental Nutrition Assistance Program, SNAP) are directed at the consumption of food. In addition, our tax codes are intended to raise revenue while encouraging some activities and discouraging some others. The deductibility of the interest paid on student loans and mortgages and personal medical expenses could be regarded as subsidies toward investment in education, purchase of homes, and consumption of medical care, respectively. Taxes on cigarettes and alcoholic beverages are, in part, intended to discourage the consumption of these consumer goods. Utilizing your knowledge of the consumer theory, analyze the economic and social implications of these policies.

Are these programs/policies economically and/or socially justified?
Are they adequately serving their purposes?
Should they be expanded or curtailed?
Are there better ways (less costly or more efficient methods) to achieve their objectives?

Note: While you could address the issues related to taxation and subsidies from a general perspective, I suppose, in a short essay, you might be able to make a more effective argument if you would focus your attention on a specific policy or program. Be sure to address the above questions in your essay.

plumduck822

1. The economic analysis method used when there are alternative ways of attaining a single type of outcome is:

	Cost-effectiveness analysis
	Cost-minimization analysis

	Cost-utility analysis
	Cost-consequence analysis

2. If a new treatment is less costly than an old treatment and the new treatment is more effective then:

	Neither treatment is dominant.
	The old treatment is dominant.

The new treatment is dominant.

3. An example of a holistic measure is:

	Childhood immunization status.
	Tobacco use assessment.

	Adult weight screening.
	Survival time.

4. An example of an economic cost is:

	Taxes.
	Unemployment insurance payments.

	Lost productivity.
	Social security payments.

5. When the outcomes are the same for all of the interventions being studied, then the economic analysis method that can be applied is:

	Cost-minimization analysis.
	Cost-effectiveness analysis.

	Cost-utility analysis
	Cost-consequence analysis

6. A health economist was asked to compare the outcomes and cost of two diabetic therapies that affected both the severity of the disease and the survival rate. What evaluation concept should he/she use?

	Concept of cost-effectiveness
	Concept of cost-utility

	Concept of cost-minimization analysis
	Concept of benefit-Cost

7. A health economist was asked to compare outcomes and costs for two prophylactic medicines that reduced deaths during surgical operations. The interventions did not influence quality of life. What concept should he/she use?

	Concept of cost-effectiveness
	Concept of cost-utility

	Concept of cost-consequence analysis
	Concept of benefit-Cost

8. A health economist was asked whether a new drug that reduced mortality should be used. What concept should he/she use?

	Concept of cost-effectiveness
	Concept of cost-minimization analysis

	Concept of benefit-cost
	Concept of cost-utility

9. To determine which treatment is dominating, what economic analysis method is used?

	Increment cost-effectiveness ratio
	Benefit-cost analysis.

	Cost-minimization analysis
	Cost-consequence analysis

Cost-utility analysis

10. In a population of 1,000 persons at the beginning of the year, 40 die during the year. How many life years were there during the year?

	920 life years
	980 life years

	960 life years
	990 life years

bronzecat728

ADRS 3327 Study Guide - Quiz Guide: Logic Model, Impact Evaluation, Summative Assessment

Document Summary

Get access

Related Documents

10:832:346 Lecture Notes - Lecture 2: Logic Model, Smart Criteria, Lead Poisoning

Nursing 2220A/B Study Guide - Final Guide: Public Health Nursing, Health Impact Assessment, Health Belief Model

Nursing 2220A/B Study Guide - Final Guide: Prosieben

Related Questions