Category: Other

Hi please find the attached documents with this order.
Topic for this week: Musculoskeletal.
Also, for one of the reference can you please use textbook reference by L. Story 5th Ed. Pathophysiology: a practical approach. Thank you.

Whatch the movie Back to the Future and read the 3 articles then conduct this movie essay review. on Back to the Future 1985.
Your essay will be scored as follows.
1 points: Did the student display good grammar, spelling, sentence & paragraph structure — writing conventions. 0 (very little), 1 (lots of mistakes, but could be read without wincing too much), 2 (yes).
2 points: Did the student’s essay conform to a critical analysis structure as follows
Introduction
title & date of the movie
outline of the main ideas of the movie
state your own thesis statement and your main idea about the movie.
What you are doing is making a case for an idea that you have in your brain. That idea is called the thesis statement. Just use plain language, like you would in talking to a friend.
Summary
briefly summarize the plot of the movie
who, what, where, when, why and how
structure, style or point of view of the movie
Critical Analysis You are making an argument about your idea on a movie, using information from the movie, the readings, and infused with the perspective of the overview presentation about a critical analysis of a movie. You will have at least 3 main points to support your thesis/idea, but you could have as many as 7 if you write concisely.
Conclusion
Restate your thesis/main idea in new words
Summarize your main ideas with new and stronger words than you did before
Length
No more than 4 double spaced pages (2 single spaced) with 12 point font.
3 points: What is the clear evidence that the student employed information in the overview presentations on critically analyzing cultural, political and social practices in movies and related texts (the readings) across temporal or spatial dimensions. The scale is 0 (no evidence that the student even skimmed the overview presentations), 1 (reading between the lines, the student grasped a little bit), 2 (overview perspective present in half the essay), 3 (influenced the entire essay)
4 points: What is the evidence that the student employed information from the readings? The scale is 0 (no evidence), 0.5 (reading between the lines, the student grasped a little bit), 1 (impacted the essay, but not much), 2 ( influenced most of the essay), 3 (influenced the entire essay). WARNING: YOU CANNOT “embed” or hint at reading content. You must EXPLICITLY state the source and ideally use a relevant quote from the reading to emphasize your point.
4 points: What is the evidence that the student employed information from the faculty lecture? The scale is 0 (no evidence), 1 (reading between the lines, the student grasped a little bit), 2 (present in half the essay), 3 (influenced the entire essay), WARNING: YOU CANNOT simply infer content from the faculty lecture was used in your essay. In other words, when we do not add 4 points because you did not bring in a substantive amount from the faculty lecture to enrich your essay — then simply inferring that you got information from the lecture will fall on deaf ears. You must be explicit as to what the faculty said and how it relates to your essay.

SOME BASIC HINTS ON WRITING:
Support your thesis with detailed evidence from the readings and faculty lecture. Do not forget to document quotes and paraphrases and attribute them to their source.
Remember that the purpose of a critical analysis is not merely to inform, but also to evaluate the worth, utility, excellence, distinction, truth, validity, beauty, or goodness of something.
Even though as a writer you set the standards, you should be open-minded, well informed, and fair. You can express your opinions, but you should also back them up with evidence.
Your critical analysis should provide information, interpretation, and evaluation. The information will help your reader understand the nature of the movie under analysis. The interpretation will explain the meaning of the movie, therefore requiring your correct understanding of it. The evaluation will discuss your opinions of the movie and present valid justification for them with assistance from the faculty presentation and readings.

Hello, This paper is a weekly report as a follow up to a research paper. The recommendations and conclusion portions of the research paper is due Sunday. This paper is to record the “progress” that has been made thus far. I’ve attached a copy of the paper in its current state without the recommendations and conclusions as well as a copy of an example of how weekly report should be formatted and the status report that was submitted last week. Obviously, “progress” should have been made by now so please phrase as if that is the case.
1. Tasks Outlined in Previous Weekly Progress Report (Provide detailed information on the tasks to be completed in this week)
2. Progress Made in Reporting Week (Provide detailed information on the progress that you made in the reporting week.
3. Difficulties Encountered in Reporting Week (Provide detailed information on the difficulties and issues that you encountered in the reporting week. )
Paper Requirements
Written Communication: : Write in a professional manner using APA 7th Edition and formatting with correct grammar, usage, and mechanics. You CAN use “I” in the weekly reports as you explain tasks you are working on, progress you made, and difficulties you faced.

Recommendations and Conclusions (8 pages): This section will provide substantive
recommendations and conclusions regarding the problem that has been undertaken for study.
This section will include a presentation of the conclusions drawn from the study, weighing
evidence and coming to a final judgment based on the evidence that has been accumulated. This
section requires analysis and the support of conclusions with solid evidence. In addition, future
recommendations will be presented
I have attached a copy of the paper that I have thus far. Please feel free to use the references that are listed in the paper as well as include new references.

For this assignment, you will reference the video you chose to review from the options provided and the Listening Styles Profile (LSP-R) assessment you completed last week. If you did not complete the LSP-R assignment, or you did not watch one of the videos on the “Exercise Your Listening” page, go back to the last topic and complete these two activities.
The assignment will focus on listening styles (task-oriented, relational, analytical, critical); your LSP-R assessment, listening barriers, and paraphrasing.
Writing Assignment Instructions:
In the first part of your paper, define the four listening styles using your textbook, and discuss your LSP-R scores for each of the listening styles. Each listening style should be a separate paragraph. In your discussion, provide your scores for each of the listening styles. Which styles did you score higher in? Which styles did you score lower in? What surprised you about your results on the LSP-R? Based on this data, what do you conclude about your listening?
In the next part of your paper, identify at least two listening styles you engaged with when watching the video. Provide supporting details as to why those styles were the ones you identified with most. Also, did your scores on the LSP-R agree with your experience watching the video? Why or why not? Be sure to include supporting details and specific examples to support your findings.
The listening chapter identifies several barriers we encounter when it comes to listening (information overload, personal concerns, noise, rapid thought). In the third section of your paper, identify at least one barrier you experienced when listening to the video. Be sure to include supporting details and specific examples to support your findings.
The listening chapter informs us about paraphrasing messages we believe the speaker sent. In the last part of your paper, think about the overall messages in the video that resonated with you. What did you pay attention to and what was important to you? In other words, how did you use mindful listening? In section 8.4.3, your textbook identifies two types of paraphrase. The first is a paraphrase of factual information, or summarizing the content of what the speaker was talking about. The second, and more difficult type of paraphrase, is a paraphrase of personal information where you paraphrase the underlying message about the speaker’s thoughts, feelings and wants. Provide one of each type of paraphrase about what the speaker said in the video. (Note: Remember, you are paraphrasing…NOT “parrot-phrasing” or repeating exactly what you just heard in the video! Use your own words.)
Additional Details:
Your paper should be typed, 3-4 pages long, and double spaced.
The paper should also be proofread, and mistakes in grammar, spelling, sentence structure, formatting and other areas of paper mechanics should be kept to a minimum.
Include a complete introduction to the paper that includes a thesis statement introducing the main ideas of the paper. Organize the body of the paper into main ideas that fit with your thesis statement. Include a conclusion to the paper that reviews and summarizes the paper.
Include proper in-text citations in either APA or MLA format; be certain that you include the textbook definitions of the concepts you use and that you cite these definitions correctly. Sources that you Google or other external sources will not be accepted, we expect you to use your required course textbook, Interplay, 16th Edition. A works cited or reference page should be included at the end of your paper.

Please check out the links first below for “Assigned Readings”
DISCUSSION QUESTION (must address all forum questions.)
This week we covered a range of topics
1- Rational decision process (decision wheel)
2- Role of data analysis /evidence in effecting good decisions (evaluation of alternatives)
3- Rational actor /choice paradigm

Mr. Lyons is the new CEO of Mere Cosmetics, a medium-sized company that sells cosmetics using natural ingredients at premium prices, relative to drugstore brands. In recent years Mere has struggled with growing sales and profitability because of increased competition from well-known brands and new entrants into its market segment.
Mr. Lyons was charged with restoring the luster of the Mere brand, expanding its product portfolio, and finding new retail channels (Ulta, Sephora…). If successful, these longer-term product and sales strategies would differentiate Mere from its competition and provide more sales channels to grow revenue.
Mr. Lyons accepted a compensation plan that included a salary representative of the industry average, and an incentive plan that included multi year bonuses to be paid annually based on meeting annual targets for sales growth, and brand expansion. Mr. Lyons and the Board of Directors would jointly determine the targets each year based on the analysis of the market and the company’s situation.
Discussion Questions:
1- Based on the learning this week, will Mr. Lyons’ compensation plan help Mere Cosmetics achieve longer-term success? Be sure to provide your arguments in support of your conclusions.
2- Discuss how the rational actor paradigm /choice frames Mr. Lyons” decision-making.
3- What decisions can Mr. Lyons make that serve his interests, rather than those of Mere?

Throughout the Session there will be a number of on-line journal activities which require your participation or attention. You will be required to:
Complete the six (6) Journal Activities by making a posting (number of words required varies) by the due date.
GENERATIVE AI
Use of Generative AI NOT permitted.
RATIONALE
This assessment task will assess the following learning outcome/s:
be able to identify the corporate governance framework within their Customs administration and evaluate the effectiveness of existing strategies in respect of structures, policies and procedures.
1- be able to analyse leadership styles and the appropriateness of styles for particular strategic activities in the Customs context.
2- be able to select and discuss an appropriate strategic planning framework for their Customs administration and understand the components within that framework.
3- be able to discuss the importance of measuring organisational performance, reviewing strategic performance and activities for future planning.
4- be able to analyse existing planning strategies and evaluate against contemporary approaches including reform and modernisation, human resource management, contemporary compliance and change management best practice and risk management concepts and techniques.
5- be able to demonstrate and understanding of the fundamental principles and applications of team leadership and management in a team context tailored to the Customs environment.
6- be able to discuss the importance of stakeholder consultation and customs/business partnerships.
The purpose of this assignment is to:
provide an opportunity for you to explore the subject material in further depth, and
extend your understanding of the issues addressed in the subject
This Assignment will assist and assess your progress towards achieving all subject and CSU graduate learning outcomes.
*Note: I have downloaded the study materials, you can use them

PROJECT 02 – DRAFT 2 pages
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deone1 teamSat, Oct 26, 12:34 AM (1 day ago)
Required: 2 pgs This is Draft we will also work on the Final copy

I have all materials I just need you to design and add the poster material in a poster for conference. It’s about air emission inventory

Step 1
Developing the Proposal Idea
TIME TO TAKE THE FIRST STEP. This section is dedicated to zeroing in on some key questions to help develop the proposal idea. Before the proposal writing process can begin, you must first determine which organizational programs are the most “fundable.” That is, which programs have the best chance to garner the most interest from grantmakers?
Many funders indicate a preference for investing in new and expanding programs over general operating support or program continuation. Thorough research of prospective funders is critical so that grantseekers understand each funder’s programmatic priorities, geographic focus, and issue areas. Funders might also have an interest in a special project, a capacity-building idea, a set of technology improvements, or building up specific capacities within organizations. This workbook focuses on a general operating support request as the model for developing a proposal.
To start developing a proposal idea, begin with the end in mind. Use the proposal included in this workbook as an example (see Resource A). Alyson Eats is an organization that has identified and is successfully meeting an unmet need in a well-defined community. As an already existing organization, rather than a start-up nonprofit, Alyson Eats is clear on its issue focus, the community it serves, its goals and objectives, and its strategies for success. Additionally, the organization wants to pilot a program targeting a specific demographic within its current community. In the case of Alyson Eats, the executive director will drive the development of the organization’s annual operating plan, inclusive of the concept for a pilot program targeting teens, and will involve other staff, clients, and volunteers as appropriate. The annual operating plan for the organization will serve as the basis of the entire proposal.
The importance of having the right people at the table when the proposal plan is developed cannot be overstated. Nonprofit organizations sometimes make the serious mistake of securing funding for a program that they do not have the ability to implement or – worse yet – a program that does not meet the identified needs because it was developed without the appropriate staff people involved.
When preparing a proposal, most grantwriters start with the planning sections (problem statement, goals and objectives, strategies, evaluation, program sustainability, and budget) because these sections form the core of the proposal. Following that, they craft the organizational background section, finishing with the proposal summary and the cover letter. This workbook follows that format, keeping in mind that most foundation proposals are now submitted via online portal and with limited space. The limited space on portals means being even more succinct with grant proposal copy. Every word, space, and punctuation mark counts. (Please refer to the Helpful Hint provided in the section titled How to Use This Workbook in the frontmatter.)
The planning sections of the proposal deserve careful attention; without a clearly articulated plan, it is nearly impossible to get funding. Writing a clear, goal-oriented, thoughtful proposal is crucial. If a grantseeker can’t explain who they serve, what they want to do, why they’re doing it, and how they’re going to do it (and measure their success in doing so), foundation staff will not have what they need to (1) understand the request and why it is worthwhile, and (2) advocate on the organization’s behalf.
A general guideline is that nonprofits should expect to focus approximately 70 percent of their time on program planning (problem statement, goals and objectives, strategies, evaluation, and budget); the other 30 percent can be dedicated to crafting the organizational background statement, proposal summary, and proposal submission. Remember: submitting via an online portal is going to take some time, which needs to be factored into the overall timeline.
A good guideline to keep in mind is this: the tighter an organization’s plan (annual operating or programmatic), the easier the proposal will be to write. Enter this process knowing that even with program plan in hand, it will be necessary to fine-tune the plan as the proposal is being developed. This should also be built into the timeline.
Reality Check
Pay attention to the fit. When doing prospect research, grantseekers will come across various funding opportunities, including special initiatives and grants for specific programs within defined areas of interest. These opportunities might be tempting, but organizations should take care in evaluating these opportunities against their organization’s mission, goals, and objectives. Is there really a fit? Or is the organization “growing another foot” to “fit the shoe” the funder is presenting? Grantseekers should always keep the mission, goals, and objectives of their organization at the forefront of every funding opportunity.
Helpful Hint
LOGIC MODEL
What exactly is a logic model? It is a valuable tool that provides a visual illustration of the flow of activities that will produce the desired results by the organization or program. Even the most basic logic model can prove useful in organizing the planning and analysis of an organization or programmatic design for outcomes-based evaluations. For the purpose of developing grant proposals, a logic model can be helpful in visually describing the organization and/or its programs. Some foundations require a logic model, including the W.K. Kellogg Foundation, which offers a useful Logic Model Development Guide (https://bit.ly/1HgeuAH).
To begin developing the proposal idea, complete Worksheet 1.1. The more thorough the answers, the more helpful the worksheet. After completing the worksheet, use those answers to identify one idea to focus on as you develop a grant proposal using the exercises in this workbook. To check the merit of the idea identified, answer the Proposal Development Review Questions at the end of this chapter, then follow Steps 2 through 12 to create a well-planned, winning grant. Throughout the steps, this workbook will refer you to the accompanying website for worksheet examples and templates.
   WORKSHEET 1.1: Proposal Idea Questionnaire
What new projects are you planning for the next two to three years?
Project A:
Project B:
Project C:
Project D:
Which of these projects are most compatible with your organization’s current mission and purpose, and in what way?
Project      Compatibility
A
B
C
D
What is unique about your organization’s project?
Project      Uniqueness
A
B
C
D
What other organizations are doing this project? Is there duplication of effort? Is there potential for collaboration?
Duplicate Project (with whom)  Possible Collaboration Project (with whom)
A
B
C
D
What community need does each of your organization’s projects address?
Project      Need Addressed
A
B
C
D
What members of your community—including civic leaders, political figures, the media, your organization’s clients or constituents, and other nonprofits—support each project?
Project      Supporters
A
B
C
D
Does your organization currently have the expertise to undertake each project? If new staff is necessary, can the organization manage growth in infrastructure (HR, technology, supervisory oversight, and so forth) effectively? (Check each category that applies to each project.)
Project   Expertise   HR   Technology   Other (specify)
A
B
C
D
Is there internal (board and staff) support for the project? External support (community leaders, clients, neighbors, and so forth)? (Check the category that applies to each project and specify the type of support.)
Project   Internal Support (specify)   External Support (specify)
A
B
C
D
Winning Grants Step by Step, Fifth Edition. Copyright © 2019 by John Wiley & Sons, Inc. All rights reserved.
Public Funders
Before you begin developing a proposal concept for a public funding application, be sure to read through all grant requirements, funding restrictions, and regulations that are available. Pay particular attention to eligibility requirements. You don’t want to waste time on an application only to find out your organization or program is not eligible for the funding. Another tip for developing public funding proposals is that it is often possible to find examples of proposals that have been funded under previous solicitations. Looking through successful proposals may help you as you develop your own concept!
Proposal Development Review Questions
To test whether your proposal idea has merit, answer the following six questions.
What community need does the organization’s program or service address? The answer to this question will become the framework for the proposal’s need statement.
What would an improved community situation look like? This answer will become the basis of the proposal’s goals and objectives.
What can the organization do to improve the situation? This answer will become the basis of the proposal’s strategies.
How will the organization know if its program or service has succeeded? This answer will become the basis of the proposal’s evaluation component.
How much will the organization’s program or service cost and what other sources of support (revenue and in-kind support) will it have? This answer will become the basis of the proposal’s budget.
How will the organization’s program or service be funded in the future? This answer will become the basis of the proposal’s sustainability component.
Complete a word processing document that responds to the six (6) “Proposal Development Review Questions” on page 17 of the textbook.
Instructions:
For this assignment, you will continue to use the organization you selected in Unit 1 and now you will need to identify and describe the particular community in which your organization is located or to which it provides services.
You should rely on the information provided in this chapter of the textbook (Step 1: Developing the Proposal Idea) to complete the worksheet.
Respond fully to each of the six review questions and include the basis for your response. (In other words, what was the source of the information you provided in your responses to the questions?) Use each of the questions as a sub-heading for your assignment.
When responding to the review questions, notice that the questions each pertain to a part of the grant application request that you will be completing in a future unit in the course. You also might find it helpful to review the chapter related to each of the review questions. For example, your response to question 2 will be relevant when you develop your goals and objectives for the project in Unit 3 so you might want to review the chapter “Step 4: Defining Clear Goals and Objectives.”
Step 4
Defining Clear Goals and Objectives
IN THIS STEP GRANTSEEKERS LEARN the concept of writing clear goals and objectives – and the important differences between those two terms. Using the website and following the examples, grantseekers construct goals and a set of objectives for their own proposals.
Purpose of the Goals and Objectives Components: The “So What?” Factor
Once an organization has articulated (in the problem or need statement) the problem to be addressed, the next step is to develop solid goals that define what the organization intends to accomplish through its program, and establish measurable objectives that will indicate the organization’s progress toward its goals. The goals and objectives will allow the organization and its funders to know whether the program is successful at the conclusion of the grant. Poorly defined goals and objectives, or goals without objectives, push projects into missed milestones, overworked staff, unhappy clients, and disillusioned funders. Goals and objectives should be clear statements of purpose that define the end result of the project.1
Definition of Goals and Objectives
Some terms can be confusing, especially if the assumption is made that everyone understands what they mean. So it’s important to keep in mind that goals are what the program aspires to achieve, and objectives “should clarify what changes you expect to see as a result of your work.”2 Don’t confuse the organization’s mission, which is its ongoing reason for existence, with the organization’s goals, which are more narrowly focused on an organization’s programs and projects, and which might change from year to year.
Many foundations ask grantseekers to break down their objectives into smaller pieces, such as activities and outcomes, and some grantmakers use their own particular definitions. For this reason, it is essential to review each foundation’s guidelines and follow their instructions. Other terms some grantmakers might use under the general umbrella of goals and objectives include:
Activities: the work that the organization will undertake in order to achieve its goals.
Outcomes (sometimes used interchangeably with objectives; some foundations call these accomplishments): what will have changed as the result of the organization’s work during the course of this grant.
Outputs: materials or other products the grantseeker’s program will produce, such as a training video.
Measures of success (sometimes called benchmarks): how the organization will know it has achieved its objectives.
Some foundations ask grantseekers to articulate what they expect to achieve within different timeframes. For instance, some grantmakers ask for short- and long-term objectives – and they may define these terms in their own way. To one foundation, a short-term objective may mean what the grantseeker can achieve within the grant period, while another foundation may define short-term as over the next three years. These definitions will be spelled out in the foundation’s guidelines.
An organization may have more than one goal, and each goal may have more than one objective. In the sample proposal, for example, the organization as a whole has one goal and one objective. However, the organization conducts four programs, each of which has its own goal and objective. These four program objectives add up to the organizational objective. A smaller program may have only one goal and two or three objectives. What is important is that both the goals and the objectives are directly tied to the problem statement (Step 3).
Goal: The “thing(s) you’re attempting to accomplish,” which “show the funder that you have a vision for solving the problem.”3 Grantseekers might have goals for their organization as a whole, and/or for their programs. A good approach is to make sure a goal is SMART: Specific, Measurable, Achievable, Relevant and Time-bound. (Variations of the SMART formula abound: for instance, replacing Achievable with Ambitious, or Relevant with Realistic. It’s a tool – use the SMART definitions that work best for the project at hand.)
Example: (Organizational goal) Reduce hunger in the city of Alyson.
(Program goal – Every Youngster Eats) Reduce the summer school-lunch gap for 1,000 children.
Objective: A “major milestone … or benchmark on your route to reaching a goal.”4 An objective must be measurable.
Example: (Organizational objective) Provide more than 200,000 nutritious meals to children and adults in Alyson who are experiencing or are at risk for hunger.
(Program objective – Every Youngster Eats) 1,000 children will receive lunch five days a week from June through August (12 weeks), for a total of 60,000 meals.
Writing tip
When writing an objective, use verbs (action words), such as increase, decrease, reduce, improve, gain, create, provide, equip, and so on.
Everyone struggles in the beginning with the difference between goals and objectives. Use the side-by-side comparison in Table 4.1 as an aid.5
Table 4.1 Goals versus Objectives
Goals Objectives
Are broad statements
Provide focus, vision, and direction
Can be idealistic and do not necessarily have to be reached during the proposed grant period
Can be nonspecific and nonmeasurable Are realistic steps to achieve the goal(s)
Are active and use strong action verbs
Answer: What? Why? Who? How? When?
Can be validated
Are clear to everyone with a basic knowledge
Are SMART:
Specific
Measurable
Achievable
Relevant
Time-bound
Example of Strong Goals and Objectives
Goals Objectives
All children have a playground within walking distance Increase the access to playgrounds for children in Eastown by two playgrounds each year for the next five years.
Asthma is no longer the number one reason that children miss school All students in grades K–3 who are diagnosed with asthma decrease their incidents of severe attacks by 15 percent in the first semester.
All adults can read confidently to their children Eighty-five percent of first-time, new parents in the Barrisville section of Anytown can read and have child-appropriate books in their homes within a year of their first child’s birth.
Outcome-Focused Objectives
It is important to ensure that a grant proposal’s objectives focus on outcomes (the change) versus the process (how the change will be made). The “how” is addressed in the next step, which centers on strategies. Outcomes answer these questions: What will be different, improved, or better as the results of an organization’s actions? What can be measured?
An example of an outcome objective: “1,000 children will receive lunch five days a week from June through August.” There is another kind of objective, sometimes called process objectives. These focus on activities, for example, “To distribute ready-made meals to childcare centers, nonprofit day camps, and so forth, to make up for the school lunches that children rely on during the school year.”
Although there is a place for process objectives (see the Reality Check later), foundations are generally more interested in outcomes – in what an organization expects to achieve. In fact, a common error grantseekers make is to confuse activities (“We will conduct a program to distribute ready-made meals”) with outcomes (“1,000 children will receive lunch five days a week”).
As one example of a foundation’s guidelines, the Morris & Gwendolyn Cafritz Foundation in Washington, DC asks four clear and simple questions an organization should answer pertaining to the problem statement and outcomes:6
What problem/need does this project address?
What is your organization’s proposed solution to this problem/need, and how will it be implemented?
What evidence will prove the success of this project?
What results are you committed to achieving during the grant period?
Step 3 emphasized that the problem statement must focus on what the community needs, not what the organization needs; similarly, objectives should focus on what change the organization will achieve, not what the organization will do. The outcome-focused approach benefits an organization by allowing it the flexibility to adjust its strategies and activities as needed to reach its objectives – and ultimately to achieve its goals.
Definitions
Goal is what the program will achieve. Goals are visionary and may not be measurable.
Objectives are how grantseekers will know if their program is meeting its goal(s). Objectives are measurable and time-bound.
Strategies define the activities or methods needed to accomplish the objectives. Strategies are the “how to.”
Because outcomes are considered powerful indicators of success, this workbook focuses more on outcome objectives rather than process objectives. A growing numbers of funders, as well as individual donors, are looking to make an impact with their grants. A grantseeker’s outcome-focused objectives will help funders understand how their investment in the organization will make an impact by creating positive change.
Reality Check: Advocacy
Creating systems change, advocating for a community, group of people or position, and/or enabling community activism takes time, and the path to success is not always clear or easy to quantify. Because of the nature of this work, grantseekers may want to include process objectives as well as outcome objectives. These process objectives are the small wins that allow everyone to measure the progress in moving toward the goals.
Example for Advocacy Work
Outcome: Schools replace high-sugar snacks with nutritious snacks in vending machines on campus.
Process or small win: Have a proposition on the November ballot banning high-sugar snacks in school vending machines.
Process or small win: Collect enough signatures to be on the November ballot.
The following chart contains some questions that may help grantseekers define better outcomes.7
Process-Oriented Questions Outcome-Oriented Questions
What services do you offer? What community results do you hope to accomplish through your services?
What is it that your organization does? What is it that your organization is striving to achieve?
What service needs does your organization or agency meet? What change in condition or behavior are you attempting to effect in the people you serve?
Writing Outcome Objectives
Answering the following questions will help to articulate the results the organization expects to accomplish:
Based on the problem statement, what is (are) the key area(s) the organization is seeking to change?
Who (what segment of the population or community) will be involved in the change?
How will the change be measured (an increase or improvement, or a decrease and reduction)? And by what degree (by how much)?
When will this change take place? How many months or years or by what specific date?
After you have written your objectives, it is helpful to run one last test to see if the objectives are SMART:8
Specific: Do they answer some or all of the five W questions about what change the organization wants to create (who, what, when, where, why)?
Measurable: How will you know if you’ve met the goal? What metrics will you use? What benchmarks will serve as stepping stones to the final goal?
Achievable: This is the reality check. Based on available resources (knowledge, funding, staffing, partners, physical space, etc.) and access to the target population, will the organization be able to make the change it envisions within the defined time? And with the resources requested? It is important to strike a balance between being overly ambitious and aiming too low.
Relevant: Are the objectives results-oriented and rewarding to the organization, its funder(s), and, most important, the community being served?
Time-bound: What is the deadline for reaching the change envisioned?
Reality Check
The SMART system has been in use for many years. The Management Center, which serves as a resource on effective management for social change organizations, has updated this tool with measures that are important to both foundations and grantseekers today.9 Their “SMARTIE” system includes the classic SMART descriiptions, and adds:
Inclusive: Brings traditionally marginalized people – particularly those most impacted – into processes, activities, and decision/policy making in a way that shares power.
Equitable: Includes an element of fairness or justice that seeks to address systemic injustice, inequity, or oppression.
“SMARTIE goals are about including marginalized communities in a way that shares power, shrinks disparities, and leads to more equitable outcomes,” The Management Center explains. This approach can be used for any kind of program, from direct service to arts organizations.
Helpful Hint
Objectives measure a change: an increase or improvement, a decrease or reduction, or the creation of something that didn’t exist previously. Active phrases, like “our objective is to reduce X” are crisper than more passive phrases, such as “our objective is reducing X.” As much as possible, avoid using words that end in “ing.”
Public Funding: Goals and Objectives
Unlike private funders, public funders often provide specific goals and objectives they expect grantees to be able to meet, and applicants should be sure to state that they will meet those projected benchmarks in their goals and objectives. These expected goals and objectives may be tied to laws and regulations that authorize the funding opportunities. For example, many local public workforce development programs derive their funding from the multibillion-dollar, federal Workforce Innovation and Opportunity Act (WIOA). WIOA has specific performance measures related to job placement, job retention, attainment of credentials, and building relationships with employers, among others, that applicants must be prepared to address in their applications.
Public-funding applications may ask for goals and objectives to be stated in specific formats and/or to be presented in logic model format. Be sure to follow formatting directions to the letter.
As described in Step 1, a logic model is a graphic representation of the program and its outcomes. If a logic model is required, there may be a sample provided the RFA. If not, there are many free downloadable templates and sample logic models available online.
Tips for Writing Good Goals and Objectives
Do …
Include at least one goal for the project and one or two outcome objectives.
Make sure that the goals and objectives tie back to the problem statement. This is critical.
Include all relevant groups in the target population in the goal(s). When writing objectives, it’s fine to specify an outcome for a particular population or community.
Allow plenty of time to accomplish objectives. Things always take longer to implement than planned. It is better to undercommit and overperform than to overcommit and underperform.
Don’t …
Overpromise what can be accomplished. Limit the number of goals to one to three per program and no more than three objectives per goal. An organization will need to keep track of – and report to the funder on – all the objectives tied to the goals, so keep it manageable with a small number of the most meaningful objectives.
Confuse outcome objectives with strategies or activities. Running a food pantry is an activity. To ensure that at least 3,000 households reduce their risk of hunger over the course of the year is an outcome objective, as it describes the result expected to be achieved.
Forget to budget for evaluation activities (Step 6) if measuring the objective(s) will have costs associated with it.
Use Worksheet 4.1A to prepare to write proposal goals and objectives by focusing on outcomes. Start by writing down the goal of the program. Then describe the objectives that tie to that goal. Use the filled-out Worksheet 4.1B as a guide. If an organization has more than one goal for its program, use a separate copy of Worksheet 4.1A for each goal. Limit the objectives to no more than three per goal.
   WORKSHEET 4.1A: Goals and Objectives Exercise
Grantseekers should complete this worksheet for themselves. For guidance refer to Worksheet 4.1B, which contains sample goals and objectives based on the Eating Is a Right program.
GOAL:
Objective 1 Objective 2 Objective 3
Direction of change
Area of change
Target population
Degree of change
Time frame
Follow this standard form as objective statements are developed: To (direction of change) + (area of change) + (target population) + (degree of change) + (time frame).
Winning Grants Step by Step, Fifth Edition. Copyright © 2019 by John Wiley & Sons, Inc. All rights reserved.
   WORKSHEET 4.1B: Objectives Worksheet Completed for the Eating Is a Right Program
GOAL: To provide access to 144,000 healthful meals for individuals and families in Alyson’s south side.
Objective 1 Objective 2 Objective 3
Direction of change Increase
Area of change Residents of the city of Alyson’s south side
Target population Families who are hungry or at risk of hunger
Degree of change 9,000 boxes of food totaling 144,000 meals will reach at least 3,000 households
Time frame One full year
Winning Grants Step by Step, Fifth Edition. Copyright © 2019 by John Wiley & Sons, Inc. All rights reserved.
When this is completed, go through the Goals and Objectives Review Questions using the same approach you used for the problem statement. Remember, the goal is to be able to answer yes to each question in the review questions.
Goals and Objectives Review Questions
Are the goals stated as results? And do they relate to the problem statement?
Are the outcome objectives stated as results that relate to a program goal? Are they stepping stones to achieving success (the goal)? Can everyone understand them?
Can progress in meeting the objectives be measured and assessed?
Do the objectives describe the population and a specific time frame for change?
The organization’s problem statement is in order, and the “so what?” factor has been addressed in the program’s goals and objectives. So let’s move on to Step 5 where the development of the organization’s strategies, or activities, will help to achieve the program’s objectives, thus leading to the accomplishment of the program’s goals.
Notes
  1. Rhonda Goetz, Defining Project Goals and Objectives, January 2010, www.projectsmart.co.uk.
  2. Walter and Evelyn Haas, Jr. Foundation Guidelines, https://www.haasjr.org/grants/for-current-grantees/sample-objectives, accessed November 2018.
  3. Beverly A. Browning, Grant Writing For Dummies, 6th ed. (Hoboken, NJ: John Wiley & Sons, 2016).
  4. Ibid.
  5. Adapted from UCLA Center for Health Policy Research, Health DATA, Train the Trainer Project. Performing a Community Assessment Curriculum, 2004. http://healthpolicy.ucla.edu/programs/health-data/trainings/Documents/tw_cba7.pdf.
  6. www.cafritzfoundation.org/apply/before-you-apply.
  7. Adapted from Robert A. Penna and William J. Phillips, Outcome Frameworks (Albany, NY: Rensselaerville Institute’s Center for Outcomes, Fort Orange Press, 2004), 8.
  8. Adapted from Emily Esposito, “The Essential Gide to Writing S.M.A.R.T Goals,” Smartsheet.com, https://www.smartsheet.com/blog/essential-guide-writing-smart-goals, accessed December 2018.