Draw a project network that includes all the activities

Top Program Overview The Midwestern Prevention Project MPP is a comprehensive, community-based prevention program that is intended to reduce the use of cigarettes, alcohol, and marijuana among adolescents.

Draw a project network that includes all the activities

Top Program Overview The Midwestern Prevention Project MPP is a comprehensive, community-based prevention program that is intended to reduce the use of cigarettes, alcohol, and marijuana among adolescents. The program was later implemented in Indianapolis and Marion County, Indiana.

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The primary component of MPP is a school program offered to sixth and seventh graders, supported by four other components: About 30 mass-media events, ranging from news articles to conferences, occurred every year.

Further explanation of the program components is available in the Implementation Detail section below. On the demand side, the program tries to change behavior through teaching adolescents resistance skills in the school program.

On the supply side, the program tries to change the environment by involving the entire community in drug-prevention activities. The different components of Project STAR are introduced sequentially over the course of several years, beginning with the school program.

Currently, program replication materials are not available for purchase. Top Program Participants The program targets all students within middle schools, with the intention of preventing drug abuse during the early adolescent risk period.

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Top Evaluation Methods Several evaluations draw from the sample of schools participating in Project STAR when it was first implemented with a cohort of sixth and seventh graders in and These students attended a total of 50 middle and junior high public schools in the Kansas City area. Of the 50 schools, 16 had scheduling flexibility that allowed them to be randomly assigned to serve as a control school or to receive treatment.

Half of these 16 schools were randomly assigned to receive the intervention. Thirty-four schools were not able to accommodate random assignment. Of these, 15 schools implemented the intervention and 19 schools served as controls. Between andsix schools closed and two missed data collection times, leaving 42 schools for which data was collected at baseline.

This left 24 schools that implemented the MPP intervention and 18 schools that served as a comparison control group. Students in all schools were potentially exposed to the multimedia events and to community leader organization efforts, because they were implemented throughout the Kansas City area.

A carbon monoxide breath kit was used at each questionnaire administration to verify accuracy of self-reported drug use. In eight of the 42 Kansas City schools, questionnaires were collected from all students in the relevant grade cohort each year.

In the remaining 34 schools, a random sample of 25 percent of the relevant grade cohort was collected each year, but this sample did not consist of the same students each year. No significant differences were found between program and control schools for lifetime drug use or demographic characteristics at baseline.

Based on the eight schools in which all of the students within the relevant grade level were tracked over time, no significant differences in the number of students who failed to complete questionnaires at one year follow-up were found between control and program schools.

Using schools as the unit of analysis, Pentz et al. Byone year after baseline, mass media and the week classroom and homework components of MPP had been implemented.

Program Info

Program effects were measured using the difference between changes in drug use observed in the program schools and in the control schools, one year after baseline measurements. Because all students across experimental conditions had been exposed to media events, the measured differences capture the effect of only the classroom and homework components of MPP.

Using district feeder patterns, 47 high schools were merged with baseline schools to test program effects after two years. By this time, students in the intervention had received 10 sessions of the classroom program plus homework, a five-session booster classroom program plus homework, parent training program for parents, and 70 media items and events.

Draw a project network that includes all the activities

Program effects on the proportion of students at each school who smoked cigarettes monthly, weekly, and daily were measured. A total of 1, students in the panel schools were surveyed at all time points. By two years after baseline, the MPP intervention had delivered the 10 classroom sessions, five booster sessions, parent training and parent organization, and media campaigns.

In the eight panel schools, the control group had a significantly higher number of students who had ever smoked than the intervention group. Substance use was measured as the change in the percentage of students who reported using each substance in the past week and past month.

Tests of baseline characteristics showed that students in program schools had greater resistance skills and stronger beliefs about negative consequences of marijuana use than students in control schools, indicating that the two groups of students were not entirely comparable before they received treatment.

Two more recent studies have looked at specific aspects of the program in the Indiana replication. Fifty-seven schools located within 12 districts in Marion County, Indiana were in the study.

In the fall of32 schools were randomly assigned to use the MPP program for sixth and seventh graders and 25 schools were randomly assigned to serve as a comparison group. Treatment and comparison group sizes are unequal because some districts did not include an even number of schools.

In these districts, the odd school was included in the treatment group.

Draw a project network that includes all the activities

All schools received the parent component inregardless of whether the schools were in the treatment or control group.In military theory, strategy is "the utilization during both peace and war, of all of the nation's forces, through large scale, long-range planning and development, to ensure security and victory" (Random House Dictionary).The father of Western modern strategic study, Carl von Clausewitz, defined military strategy as "the employment of battles to gain the end of war.".

Time management is another key aspect of managing a project. As such, it is considered to be a core knowledge area, and is closely knit to scope and cost areas.

Draw a project network that includes all the activities. 2. Calculate the start and finish times for each activity and determine the minimum number of weeks for completing the project. See Chapter schwenkreis.com for additional guidance on the mentoring and data management plan requirements for collaborative proposals.

NSF will combine the proposal submission for printing or electronic viewing. To submit the collaborative proposal, the following process must be completed: 29 (i) Each non-lead organization must assign their proposal a proposal PIN.

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