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12/28/13

International Marketing 16th Philip Cateora solutions manual and test bank

International Marketing 16th  Philip Cateora 

Book Description

September 28, 2012  0073529974  978-0073529974 16
International Marketing by Cateora, Gilly, and Graham has been a pioneer in the field of international marketing. The authors continue to set the standard in this edition with new and expanded topics that reflect the swift changes of the competitive global market, as well as increased coverage of technology's impact on the international market arena. Now with over 100 new academic articles and their findings integrated into this 16th edition!

Providing a well-rounded perspective of international markets that encompasses history, geography, language, and religion as well as economics, International Marketing helps students to see the cultural and environmental uniqueness of any nation or region. The 16th edition reflects all the important events and innovations to affect global business within recent years, while including several new and updated learning tools and teaching resources.

Research Methods for Business by UMA SEKARAN 6th edition solutions manual and test bank

Research Methods for Business" by UMA SEKARAN 6th edition solutions manual and test bank 



Book Description

April 8, 2013  111994225X  978-1119942252 6
Research Methods for Business: A Skill-Building Approach is a concise and straightforward introduction for students to the world of business research.

Financial Statement Analysis, 11th Edition 2014, Subramanyam solutions manual and test bank

sample of  Financial Statement Analysis, 11th Edition 2014, Subramanyam  solutions manual and test bank





Book Description

May 24, 2013  0078110963  978-0078110962 11
Financial Statement Analysis, 11e, emphasizes effective business analysis and decision making by analysts, investors, managers, and other stakeholders of the company. It continues to set the standard in showing students the keys to effective financial statement analysis. The textbook is set up in a three part framework which makes this textbook one of the best-selling books in the market. It begins with an overview (chapters 1-2), followed by accounting analysis (chapters 3-6) and then financial analysis (chapters 7-11 and a Comprehensive Case). The book presents a balanced view of analysis, including both equity and credit analysis, and both cash-based and earnings-based valuation models. The eleventh edition is aimed at accounting and finance classes, and the professional audience – as it shows the relevance of financial statement analysis to all business decision makers. The author:


12/8/13

Community Nutrition in Action: An Entrepreneurial Approach, 6th Edition Solutions manual and test bank Marie A. Boyle | David H. Holben

Community Nutrition in Action: An Entrepreneurial Approach, 6th Edition Solutions manual and test bank Marie A. Boyle | David H. Holben


Instructor’s Manual[1] for Community Nutrition in Action 6e
Chapter 2 – Assessing Community Resources

Learning Objectives

2.1    Describe seven steps in conducting a community needs assessment.
2.2    Develop a statement that defines the nutritional problem within the community.
2.3    Discuss the contribution of the target population to community needs assessment planning and priority setting.
2.4    Describe three types of data about the community that can be collected, and indicate where these data can be found.

Lecture Launcher

In your mind’s eye, picture your hometown. What do you see? What health issues do you see? What health resources are available within your hometown? 

Suggested Videos/Audio

·        Teamwork Stages and Styles, 2004, 17 min, Insight Media, (800) 233-9910. $149.
·        Food Desert Locator. ERS. 3:24 min, http://www.ers.usda.gov/multimedia/foodDesert/
·        Improve Health for All: REACH 2010. CDC Podcasts. 4:09 min, http://www2a.cdc.gov/podcasts/player.asp?f=9000#
·        Keeping the Future Alive. CDC Podcasts. 5:35 min, http://www2a.cdc.gov/podcasts/player.asp?f=6919#

In-Class Discussion Starters

·        Do you have any experiences with data collection or conducting a needs assessment?
·        Who might be considered some of the key informants on campus related to health and nutrition?
·        How might team dynamics influence the completion of a community needs assessment?

Chapter Outline

I.     Introduction
·        The process of community nutrition assessment is much like the challenge of producing the “best” photograph of your city.
·        Food insecurity is the limited or uncertain ability to acquire or consume an adequate quality or sufficient quantity of food in socially acceptable ways.

II.    Community Needs Assessment
·        Community needs assessment is the process of:
·        Evaluating the health and nutritional status of the community.
·        Determining what the community’s health and nutritional needs are.
·        Identifying places where those needs are not being met.
·        It involves systematically collecting, analyzing, and making available information about the health and nutritional status of the community.
·        Health status refers to the condition of a population’s or individual’s health, including estimates of quality of life and/or physical and psychosocial functioning.
·        Nutritional status is defined as the condition of a population’s or individual’s health as affected by the intakes and utilization of nutrients and non-nutrients.
·        The assessment process is sometimes called community analysis and diagnosis, health education planning, or asset mapping.
·        Its overall purpose is to provide a better understanding of how the community functions and how it addresses the public health and nutritional needs of its citizens.
·        Any number of factors may trigger the need for a community needs assessment:
·        Existing data are old or data have never been collected on some segment of the population.
·        A mandate by a government agency at the state or federal level.
·        Research findings provide the impetus for taking action.
·        Availability of funding serves as the impetus.
·        Organizations approach community needs assessment by first determining its purpose and then planning how it will proceed.
·        The scope of an assessment must be specified because it can be designed to identify the health and nutritional problems of a large population or it can focus on a particular subgroup of the community.
·        Regardless of scope, the purpose of the community needs assessment is to obtain information about the health and nutritional status of the target population.

A.     Basic Principles of Needs Assessment

1.      Step 1: Define the Nutritional Problem
a.   The community nutritionist develops a concise statement of the problem of concern.
b.   The problem statement is used to help plan the assessment and motivate other agencies to join the assessment team.
c    The problem statement should indicate:
1.   Who is affected by the nutritional problem.
2.   How many people experience the problem.
3.   The impact of the problem on general health or nutritional status.
4.   Areas where there are gaps in the community’s knowledge of a nutritional problem.

2.   Step 2: Set the Parameters of the Assessment
·        Certain parameters or elements must be determined before the community needs assessment is undertaken.
·        The parameters set the direction for the assessment.

a.   Define “Community.” The “community” might include the people who represent the target population and live within a certain geographical region.
b.   Determine the Purpose of the Needs Assessment
1.   Identify groups who are at risk nutritionally.
2.   Identify the most critical needs and set priorities among them.
3.   Identify the factors that contribute to a nutritional problem.
4.   Determine whether existing resources and programs meet the needs of the population.
5.   Provide baseline information for developing action plans to address needs.
6.   Plan actions to improve nutritional status.
7.   Tailor a program to a specific population.
c.   Define the Target Population whose health and nutritional status is affected by many community, environmental, and personal factors.
d.   Set Goals and Objectives for the Needs Assessment
1.   Goals and objectives determine the types of data collected and how they will be used.
2.   Goals are broad statements that indicate what the assessment is expected to accomplish.
3.   Objectives are statements of outcomes and activities needed to reach a goal.
e.   Specify the Types of Data Needed, which depends on the purpose, goals, and objectives of the assessment.

3.      Step 3: Collect Data
·        Begin by first collecting data about the community or environment in which the target population lives and works.

a.   Collect Data about the Community
·        Both qualitative and quantitative data help describe the community and its values, health problems, and needs.
·        Qualitative data include opinions and insights derived from interviews with those people who are knowledgeable about the community, called key informants, and with stakeholders who have a vested interest in identifying and addressing the nutritional problem.
·        Quantitative data can be derived from a variety of databases, including registries of vital statistics, published research studies, hospital records, and local health surveys.
1.   Community Characteristics 
a.   Community organizational power and structures including the key players in local health organizations and community, business, and media groups.
b.  Demographic data and trends such as sex, age, race, marital status, and living arrangements.
c.   Community health, which can include a variety of health statistics such as the causes and rates of disease, disability, and death and the population’s health and nutritional problems.
d.   Existing community services and programs that can be used to pinpoint gaps where services are needed.
2.   Environmental Characteristics
a.   Include access to medical clinics, transportation, and the availability of nutritious foods.
b.   The USDA’s new Food Environment Atlas allows one to get a spatial overview of a community’s ability to access healthy food and its success in doing so.
3.   Socioeconomic Characteristics include the income of families and number of families receiving public assistance, educational level, literacy rate, and major industries and occupations.
b.   Sources of Data about the Community include:
1.   Observing the target population in the community setting, including where people shop for food and their perceptions of nutritional problems.
2.   Networking with colleagues who may be aware of similar assessments done in other areas.
3.   Interviewing key informants such as formal community leaders, such as the mayor, religious leaders, or members of the media.
4.   Conducting an Internet and library search of the literature on the nutritional problem, which can locate many types of demographic and socioeconomic data from the U.S. Bureau of the Census, Bureau of Labor Statistics, USDA, and DHHS.
5.   Locating health statistics and related health reports from local, county, and state health departments can be helpful.
6.   Using data archive services as a secondary data source can provide a wealth of information.
c.   Using Mapping Tools in Community Assessment can assist in analyzing the community environment, examining the causes and consequences of public health problems or concerns, and implementing strategies for improving the situation.
d.   Collect Data about Background Conditions. Collect information about background conditions and the broader environment in which the community is positioned.
1.   National policy can affect eligibility for food assistance programs, minimum wage levels, distribution of commodity foods, and other factors important to nutritional status.
2.  The broad culture, which is the interconnected web of human knowledge, beliefs, and behaviors that are learned and transmitted to succeeding generations, can also influence food intake and nutritional status.
3.   Background information on the community’s or region’s health status is also important and can be obtained from international agencies such as the Food and Agriculture Organization and the World Health Organization.
e.   Collect Data about the Target Population 
1.   Existing Data. Using existing data about health statistics and behavior-related information from the National Nutrition Monitoring and Related Research Program and various public health reports is the most expedient and cost-effective way.
2.   New Data. In some situations new data may need to be collected about target populations and methods can include nutrition surveys, health risk appraisals, screening tools, or focus groups.

4.   Step 4: Analyze and Interpret the Data
a.   Data collected must be analyzed, examined, and used to diagnose the community.
b.   Four steps are involved in making a community diagnosis:
1.   Interpret the state of health of the target population within the community.
2.   Interpret the pattern of health care services and programs designed to reach the target population.
3.   Interpret the relationship between the target population’s health status and health care in the community.
4.   Summarize the evidence linking the target population’s major nutritional problems to their environment.

5.   Step 5: Share the Findings of the Assessment. Sharing the findings with other groups and stakeholders is cost-effective, prevents duplication of effort, and promotes cooperation among organizations and agencies.

6.   Step 6: Set Priorities
a.   When several nutrition problems are identified the question becomes which health outcome is most important.
1.   Health outcome refers to the effect of an intervention on the health and well-being of an individual or population.
2.   The best health outcome is improvement in the nutritional status of the target population.
b.   The community nutritionist should utilize principles that provide guidance in identifying problems of the highest priority and should compare findings of the community assessment with Healthy People 2020 objectives.
c.   The final decisions about which areas to address generally reflect the community’s ranking of the importance of public health problems and its assessment of the probable impact of its interventions.

7.      Step 7: Choose a Plan of Action
a.   Key findings of the assessment should be shared with community leaders and other people who are interested in the health and well-being of the target population.
b.   Another action is to use the assessment’s findings to advocate for a change in legislation or public policy that will improve the health potential of the target population.
c.   Releasing the findings to the media is one way to increase awareness of the problem and build support for policy changes that address the problem.
d.   A workshop or conference could also be organized to obtain additional information on the problem or the decision might be made to alter an existing program, change a marketing campaign, or change the mechanism for delivering a program.

B.    Entrepreneurship in Community Needs Assessment

1.   Community nutritionists can apply the principles of entrepreneurship to community needs assessment by:
a.   Developing new strategies for collecting information about hard-to-reach populations.
b.   Forging new partnerships with food producers, retailers, distributors, and marketers to collect information about dietary patterns and beliefs at the local level.
c.   Developing new methods of assessing nutritional needs and problems.
2.   The Centers for Disease Control and Prevention’s Healthy Communities Program is an example of entrepreneurship in community needs assessment.




Test Bank[1] for Community Nutrition in Action 6e
Chapter 2 – Assessing Community Resources

Learning Objectives
2.1    Describe seven steps in conducting a community needs assessment.
2.2    Develop a statement that defines the nutritional problem within the community.
2.3    Discuss the contribution of the target population to community needs assessment planning and priority setting.
2.4    Describe three types of data about the community that can be collected, and indicate where these data can be found.

True/False[2]

1.   Community needs assessment is the process of evaluating the health and nutritional status of the community, determining what the community’s health and nutritional needs are, and identifying places where those needs are not being met.
a.   true
b.   false

ANS: a             REF: 38                       OBJ: 2.1

2.   The overall purpose of community analysis and diagnosis is to get a better understanding of how the community functions and how it addresses the public health and nutritional needs of its citizens.
a.   true
b.   false

ANS: a             REF: 39                       OBJ: 2.1

3.   The extent of the community assessment will vary depending on the scope of the assessment and its target audience.
a.   true
b.   false

ANS: a             REF: 40                       OBJ: 2.1

4.   A statement of the nutritional problem indicates who is affected and how many people experience the problem.
a.   true
b.   false

ANS: a             REF: 42                       OBJ: 2.2

5.   Once your “community” is defined, you will never need to re-define it for future needs assessments.
a.   true
b.   false

ANS: b             REF: 42                       OBJ: 2.1

6.   The target population of a needs assessment always remains constant over the course of the assessment.
a.   true
b.   false

ANS: b             REF: 42|44                OBJ: 2.1

7.   An objective should state a single purpose.
a.   true
b.   false

ANS: a             REF: 44                       OBJ: 2.1

8.   Changes in the demographic profile of a community can serve as an early indicator of the potential gaps in services or undetected nutritional problems.
a.   true
b.   false

ANS: a             REF: 45                       OBJ: 2.4

9.   The infant mortality rate for blacks is half of the U.S. national average.
a.   true
b.   false

ANS: b             REF: 46                       OBJ: 2.4

10. The infant mortality rate is an important measure of a nation’s health, but is not used worldwide as an indicator of health status.
a.   true
b.   false

ANS: b             REF: 45-46                 OBJ: 2.4

11. The latest census data can provide a wealth of information regarding sociocultural and economic trends for your defined community.
a.   true
b.   false

ANS: a             REF: 49|51                OBJ: 2.4

12. A visit to the local grocery store where the target population shops can help you to learn more about the population’s food consumption and shopping practices.
a.   true
b.   false

ANS: a             REF: 51-52                 OBJ: 2.4

13. The community nutritionist who is active within the community will more easily identify the key informants within that community.
a.   true
b.   false

ANS: a             REF: 45|51-52          OBJ: 2.4

14. There is no one right way to begin data collection for a needs assessment.
a.   true
b.   false

ANS: a             REF: 52                       OBJ: 2.1

15. An individual’s culture influences his/her food intake and nutritional status.
a.   true
b.   false

ANS: a             REF: 56                       OBJ: 2.4

16. Existing data that pertains to the identified target population should not be considered as valid and usable data.
a.   true
b.   false

ANS: b             REF: 56                       OBJ: 2.4

17. Using data collected from large-scale population surveys, such as those conducted by the National Nutrition Monitoring and Related Research Program, should be considered when determining the nutritional status of your community.
a.   true
b.   false

ANS: a             REF: 56                       OBJ: 2.4

18. National survey data do not always reflect the nutritional status or food intake of the target population in a particular setting.
a.   true
b.   false

ANS: a             REF: 57                       OBJ: 2.4

19. The Community Nutrition Mapping Project is an application that combines and aggregates food and nutrition indicators at geographic levels.
a.   true
b.   false

ANS: a             REF: 54                       OBJ: 2.4

20. Sharing the findings of the community needs assessment with the local media is an example of advocacy.
a.   true
b.   false

ANS: a             REF: 57-58|60          OBJ: 2.1

Multiple Choice

1.   Major approaches to community nutritional needs assessment include:
a.   evaluating existing resources available.
b.   evaluating the nutritional status of the community.
c.   examining the needs of the community.
d.   all of the above

ANS: d             REF: 38                       OBJ: 2.1

2.   All of the following terms are used to describe community needs assessment except:
a.   health education planning.
b.   process planning.
c.   asset mapping.
d.   community analysis and diagnosis.

ANS: b             REF: 39                       OBJ: 2.1

3.   The condition of a population’s or individual’s health as influenced by the intake and utilization of nutrients and nonnutrients is called
a.   health status.
b.   community needs assessment.
c.   nutritional status.
d.   nutritional needs assessment.

ANS: c             REF: 38-39                 OBJ: 2.1|2.4




MM 4, 4th Edition Solutions manual and test bank Dawn Iacobucci

MM 4, 4th Edition Solutions manual and test bank Dawn Iacobucci

MM 4, 4th Edition Solutions manual and test bank Dawn Iacobucci Dawn Iacobucci Vanderbilt University


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