Signature Assignment Description/Directions: Strategic Implementation Plan PowerPoint and Screencast

Your organization has requested that you develop a strategic action plan for a specific issue the healthcare organization is facing. Create a PowerPoint and screencast for the board and other staff that identifies their needs and an action plan to resolve it.

Intro:

1. Examine the relationship between situational analysis and action plans (2 slides)

2. Identify the primary barriers to implementing strategies in health care organizations? How can each be overcome or removed? (2 slides)

Content

3. Examine the strategic issue the organization is facing (2 slides)

4. Evaluate the plan needed. (3 slides)

5. Discuss your decision-making process. (Identify those involved, responsibilities). (2 slides)

6. Create the action implementation plan (Action plan 3 slides, Implementation plan, 4 slides)

This PowerPoint® (Microsoft Office) presentation should be a minimum of 20 slides, including a title and reference slide. Develop a screencast using Screencast-o-Matic and record your video screen. Use narration, images, audio, and video. Use at least four scholarly sources

DISCUSSION
Correlational research describes relations among variables but cannot indicate that one variable causes something to occur to another variable. Rather, a statistically significant correlation coefficient simply indicates there is a relation among a predictor variable and an outcome variable.
In correlational research, if there is a statistically significant correlation coefficient between two variables, you want to know that the relation truly exists. This goal is challenging to achieve because other variables that you are not studying may complicate the study and the interpretation of the results.
You may find a spurious relation in which one common causal variable, sometimes referred to as a third variable, is responsible for the observed relation between the predictor variable and the outcome variable. Imagine seeing a news story reporting the findings of a study claiming that children under the age of 17 who viewed R-rated movies showed a greater likelihood of developing a smoking habit. A third variable that could explain both the predictor and outcome variables is permissive parenting. Permissive parents may allow children to view R-rated movies when they are under the age of 17. In addition, permissive parents may not attend to their children’s whereabouts enough to be aware of their smoking habit, or they may not discipline the children for smoking. Therefore, in effect, you cannot conclude that the movie viewing caused the smoking habit. The permissive parenting may have led to the children’s movie viewing habit and their smoking habit.
You may also identify extraneous variables that might influence the outcome variable but, unlike the spurious correlation described above, these variables do not relate to or influence the predictor variable. For example, consider a reported correlation that the number of books in a person’s home (predictor variable) is related to their college GPA (outcome). An extraneous variable could be, for example, a person’s IQ (intelligence quotient) score. The higher IQ might be related to higher college GPA but not necessarily related to the number of books found in a person’s home. There are additional examples of spurious relations and extraneous variables on pages 174–176 of your course text.
In this Discussion, you focus primarily on spurious relations and extraneous variables. After reviewing examples in the course text, you will find your own examples in the media and explain how they might affect the relations between the variables under consideration.
To prepare:

• Review popular online newspapers and/or online magazines to look for articles on research studies. Look for examples of statements and claims that might reflect a spurious correlation or an extraneous variable.Note: This is not a library assignment, nor should you look for articles that already have reported a spurious relation or extraneous variable. You need to make this connection yourself. For instance, you might see a headline in a news magazine that states something like “Fast-Paced Children’s Television Programming Linked to ADHD.” Look for examples like this.
• Identify one popular media example of a correlation that could be argued to be a spurious correlation or that illustrates a correlation that may have an extraneous variable.

With these thoughts in mind:

By Day 3

1. Briefly explain the example and the claim that has been made.
2. Identify the predictor variable and the outcome variable.
3. Identify the correlation. Is it a positive or negative correlation? How did you determine this to be the case?
4. Identify your proposed spurious (third) variable or extraneous variable.
5. Explain the connection you made among the spurious/extraneous variable and the outcome and predictor variables.
6. Post the URLs for the media example at the end of your posting.

Note: Be sure to support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources.

Final Project

Purpose of Assignment

This project is the culmination of all the work you have been getting together. This includes the discovery assignment, empathy map, wireframes, and prototypes. Your website does not need to be fully functional, but it should appear correctly. Basic actions like links should work correctly.

Assignment Description

Design Elements
Your web site must contain each of the following design elements

• Minimum of 5 pages (including the homepage and the other page for which you submitted wireframes).  Any other secondary pages you want to include.
• HTML5 document type declaration on EVERY page
• HTML5 tags(header, footer, section, main, article, aside, nav).
• Proper use of heading levels to organize pages.
• Appropriate integration of color and visual interest elements (images, rules, multimedia, etc.).
• One custom web font.
• Use of CSS3 for page layout.
• Responsive design.
• Appropriate, meaningful inclusion of forms (although they may not function at this point).
• Unique and proper usage of page titles values on every page.
• Use of meta description tag to appropriately describe the page.
• Use mobile breakpoints. Same breakpoints as the assignments.
• Other best practices covered in class or in your assigned readings (naming conventions, naming of folders, separate CSS, etc.).
• A sitemap.xml will be required for your project. Check out this tutorial (Links to an external site.)
• You will be required to implement Google Analytics (Links to an external site.)(even if it’s nonfunctional).
• Your homepage should be named index.html.

Coding
The code you create for your web pages must meet industry standard requirements for ‘acceptable code’; code that is easy to read is easy to update and fix. Your code should:

• Have tags, attributes, and attribute values typed in all lowercase letters, and attribute values enclosed with double quotation marks. Consistently creating code using this format will only make your pages easier to debug, For example
  <p align=”center”>Welcome!</p> is correct
  <P ALIGN=CENTER>Welcome!</P> is incorrect
  <P Align=”center”>Welcome!</P> is incorrect
  <p align=center>Welcome!</p> is incorrect
• Optional closing tags should be present. Browsers vary in how forgiving they are of non-closed tags. Although your browser may display list items, table cells and paragraphs without the closing </li>, </td>, and </p> tags (respectively), your viewers’ browsers might not. Also, as we learn how to format pages with styles non-closed tags can cause confusion as formatting from one section ‘leaks’ into another.
• Make appropriate use of hard returns and indents. See my example below to recognize the visual cues this offers:
  <div><p>Hello World</p><p>This is my website</p></div>
  The above will display identically to the code below, but it should be clear which is easier to read and to check for errors
  <div id=”content’>
           <p>Hello World</p>
           <p>This is my website</p>
  </div>.

Required Elements

1. Complete the items listed to finish this assignment.

Assignment Instructions

• Design your own web page. Do not use a template or wizard to generate this page. Please do not submit a white background page.
• Create your Project Brief in HTML5/CSS. HTML/CSS must not have any validation errors.  Use the HTML validator(Links to an external site.), and CSS validator (Links to an external site.) to check your code. See HTML/CSS requirements below.
• Post your Project Brief to your web server.
• Create a .zip file that contains both the HTML and CSS files. Title the Assignment “YourName-Final-Project.zip”. Submit your zip file to Canvas assignment.

HTML5/CSS3 requirements
A HTML file that will contain:

• • HTML 5 <doctype> tag
  • Use of <header> tag
  • Use of <article> tag. Content will reside inside <article> tag.
• • Use of <footer> tag
  • Use of appropriate usage of <h1> and <h2> tags. Use other header tags if necessary.
  • Proper label within <title></title> tag
  • Use of <meta description> and proper description

A CSS file that will contain:

• • Must use external CSS file.
  • Must style font color, at least two different font sizes
  • Use of a custom web font
  • Appropriate use of classes, IDs selectors
  • Style groups of tags
• • Style structural elements: header, footer, and article

Grading Criteria is simple. If you completed all “Required Elements” then you get highest points. If you completed some then you get mid points. If you did not complete then you will get no points.

Rubric

Final Project Rubric (1)