Study Guide 4 Part Three-analyzing Posting From A Journal To A General Ledger

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1Approved AnswerKELVIN Manswered on February 14, 20211Ratings (12 Votes)Description Study guide 4 part three-analyzing posting from a journal to a general ledger Answer Ans:- 1) Option d is proper (ie., Asset division of the popular ledger) That is the first digit in the account variety one hundred twenty capability that the account is in the Asset division of the prevalent ledger....solution.pdfDo you need an answer to a question different from the above? Ask your question!Help us make our solutions better(Rate this solution on a scale of 1-5 below)We want to correct this solution.

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There are a variety of ways to analyze qualitative data, and the analysis chosen will depend on the type of data you have and the questions you seek to answer with the data. Although it might sound daunting, certain methods of analyzing qualitative data are relatively easy to learn and implement (for example, the method outlined by the National Sexual Assault Coalition Resource Sharing Project [RSP] and National Sexual Violence Resource Center [NSVRC] in 2014). Other methods require considerable time and training and would likely require the service of an outside evaluator.

One of the benefits of qualitative data is that it can essentially be quantified - that is, you can turn the descriptions into numbers. For example, you might identify the number of times people in a focus group mention that their behaviors changed as a result of your intervention. When you use rubrics or scoring tools for observational data collection, you are immediately quantifying your observations as opposed to recording them as descriptive events. This process can streamline data analysis by reducing the amount of time required and also making the process easier for those who will implement it (Curtis & Kukke, 2014).

For example, one preventionist in Texas shared that her evaluation includes collecting qualitative data that they score using a rubric with predetermined themes and buzzwords. This allows them to track for buzzwords and make quick determinations about the data based on domains of interest that are represented in the rubric. Since they are also the ones doing the scoring, they can see the rich data and use the individual comments from participants as context for the decisions they make based on the data.

When you quantify qualitative data, for example by counting the number of times an idea or concept appeared in the data, you lose some of the richness of the original data, but the resulting numbers can also be useful for telling the story of your work. If you quantify the data, consider keeping examples of the richer content (for example, compelling quotes or images) to help keep the numbers in context and support the point you are trying to make with your data.

Like qualitative data, there are a variety of ways to analyze quantitative data, and different methods are used for different kinds of quantitative data and for different kinds of insight into the data.

For many preventionists, the most used types of analyses will fall under the category of descriptive statistics. These analyses, as the name implies, describe the data. Descriptive statistics include

Primary Prevention and Evaluation Resource Kit: Analyzing Evaluation Data (PDF, 112 pages) This resource from the Pennsylvania Coalition Against Rape offers a robust exploration of how these various data analysis options apply to primary prevention work and walks through the process for using some of them.

Data Analysis Online Learning Course (Online Course, requires free account to log in) The Data Analysis Series consists of four courses designed to show users how to enter, analyze, and report on evaluation data captured from pre/post surveys. These courses contain sample data for practice, and users can pause, review, and revisit any portion of the courses.

If you are looking for resources and information to support your journey of evaluating sexual violence prevention work, then you have come to the right place. We built this toolkit to increase your knowledge, give you access to useful tools, and point you toward additional resources. The goal of this toolkit is to increase the capacity to implement program evaluation for sexual violence prevention work by providing tools and guidance for both program implementers and those who support them.

Evaluation is a vast and diverse field of practice. Properly implemented and integrated with program implementation, it can help us do every aspect of our jobs better, and enable us to create deep and lasting change in our communities. Because there are so many types of evaluation and methods that can be used, the process of developing and implementing the appropriate evaluation for our work can sometimes feel overwhelming or not worthwhile. Sometimes when planning an evaluation we pick the easiest method, even if it is not the most useful for the context and content of our work. The purpose of this toolkit is to present you with evaluation tools that are accessible, implementation processes that are reasonable, and guidance on selecting the most effective methods for your evaluation tasks.

This toolkit offers guidance on evaluation within the context of primary prevention. This toolkit will equip you as prevention workers at the local and state levels with the knowledge and skills necessary to make strategic decisions about evaluation, including

In each section of the toolkit, you will find one or more of the following to assist you in your capacity building efforts. You can browse the toolkit through the left menu or use the "next" and "back" buttons at the bottom of each section. Look for the icons below throughout the toolkit to link you to more information and resources.

In addition to section-specific resources, check out the following Self-Study Guides for curated sets of resources that will lead you through a course of self-study on particular evaluation topics.

Program evaluation, the specific type of evaluation that is most relevant to sexual violence prevention workers, seeks to determine how meaningful the programs and their outcomes are to the people who are impacted by them. That is, just knowing that we implemented a program the way we intended to and that we achieved the outcomes we intended to achieve does not necessarily mean the outcomes were meaningful to the participants, that the program was as worthwhile as it could be, or even that it reached the right people. Evaluation can help us to understand these things.

Watch these videos from the NSVRC Mapping Evaluation Project to hear preventionists talk about evaluating prevention work. Notice how their approaches, enthusiasms, and focuses differ and how they are similar. Do you prefer audio podcasts? Check out this Resource on the go episode: Why are We Talking About Evaluation?

Evaluation may not immediately strike you as a part of your work that can directly support creating a more just and equitable world. For some, evaluation is seen as an innocuous, neutral part of their work. Others might see it as a hindrance to, or in direct contradiction to, the social justice aspects of their primary prevention efforts.

Joe is a preventionist who works with people with disabilities, and he reports that the evaluation procedures he has been asked to use are not appropriate for the population he works with. The written evaluation tools especially often resulting in participants feeling shamed or stupid when they cannot understand what is being asked of them or are unable to read.

Amanda does school-based prevention work and says that written pre- and post-tests hinder her ability to build rapport with students because such instruments feel like just another test or exam students have to take. Since the pre-test is the first interaction she has with students and the post-test is the last one, she feels like her time with students neither starts off nor ends on the right foot.

Jackson works primarily with marginalized communities and notes that the people with whom they work are weary of being studied or tested and distrust additional attempts to collect data about them and their lives.

Evaluation does not just measure our social justice work. Depending on how we implement an evaluation, it can either help or hinder progress toward the world we seek to create through our initiatives. We have to keep in mind the ways in which evaluation is political. Evaluations influence the way funders, organizations, and even politicians make decisions about funding and programmatic priorities. Moreover, the data we collect and the way it's shared tells a story about the people with whom we work. The potential impacts of our data collection, analysis, and interpretation cannot be mere afterthoughts to our evaluative processes.

Every time we make a decision about evaluation, we have to weigh issues of justice, access, and equity. We collect data from and about real people that will have impacts on the lives of those real people. The processes of evaluation can make it easy for us to forget this.

Our approaches to evaluation can serve as an integral part of our work to build more just and equitable communities, if our approaches mirror the changes we want to create. Yet, the types of data we collect and the ways we analyze, interpret, use, and share these data can impact the way other community partners and funders think about and understand the issue of sexual violence, injustice in our communities, and the solutions to these issues.

For a step-by-step process on to avoid racism, sexism, homophobia and more in data collection and analysis check out We All Count's Data Equity Framework. You can also listen to our podcast on Data Equity.

As the quote above highlights, as people who plan and conduct evaluation, our own cultural backgrounds influence our approach to evaluation. Doing social justice evaluation work that is valid and useful requires engaging in culturally responsive practices. Every aspect and stage of evaluation needs to take into account and be responsive to the culture of the people participating in it, especially the cultures of the people who will be most impacted by the evaluation and from whom data will be collected.

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