Relevant bibliographies by topics / W. K. Kellogg

Academic literature on the topic 'W. K. Kellogg'

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Published: 26 July 2024

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Journal articles on the topic "W. K. Kellogg"

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Bruce, T. A. "Recent W. K. Kellogg Foundation initiatives in medical education." Academic Medicine 64, no. 1 (January 1989): 16–7. http://dx.doi.org/10.1097/00001888-198901000-00006.

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Mancia, Joel Rolim. "PESQUISA PERFIL DA ENFERMAGEM INSTRUMENTO DE DEFESA DA PROFISSÃO." Enfermagem em Foco 7, ESP (January 27, 2016): 5. http://dx.doi.org/10.21675/2357-707x.2016.v7.nesp.684.

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A Associação Brasileira de Enfermagem com apoio das fundações W. K. Kellogg e Rockfeller, ambas dos Estados Unidos e participação da OPAS, em meados da década de cinquenta, realizou o Levantamento de Recursos e Necessidades em Enfermagem no Brasil.
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Kisil, Marcos. "A Fundação W. K. Kellogg e o desenvolvimento da enfermagem na América Latina." Revista Latino-Americana de Enfermagem 1, no. 1 (January 1993): 37–42. http://dx.doi.org/10.1590/s0104-11691993000100005.

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O artigo faz uma revisão da participação da Fundação W. K. Kellogg no desenvolvimento da enfermagem na América Latina. Atenção especial é dada ao Programa para o Desenvolvimento da Enfermagem, o qual começou em 1987. Tal programa contém vários componentes, incluindo o estabelecimento do conceito e a implantação de 04 Pólos de Desenvolvimento para a Enfermagem (PRODENs).
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Jenkins, Susan, and Barbara Marlenga. "Introduction to the W. K. Kellogg Agricultural Safety and Health (ASH) Initiative." Journal of Agromedicine 5, no. 2 (September 1998): 3–7. http://dx.doi.org/10.1300/j096v05n02_02.

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Sherwood, Kay E. "The W. K. Kellogg Foundation's Devolution Initiative: An experiment in evaluating strategy." New Directions for Evaluation 2010, no. 128 (December 2010): 69–86. http://dx.doi.org/10.1002/ev.346.

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Derek M. Griffith, Toby Citrin, Norge W. Jerome, Irene Bayer, and Elvira Mebane. "The Origins and Overview of the W. K. Kellogg Community Health Scholars Program." Progress in Community Health Partnerships: Research, Education, and Action 3, no. 4 (2009): 335–48. http://dx.doi.org/10.1353/cpr.0.0098.

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Bitar, Khalil, Rola Hbeichi, Lamia Al-Zou'bi, and Craig Russon. "Evaluation Capacity Development through Cluster Evaluation." Journal of MultiDisciplinary Evaluation 11, no. 24 (September 18, 2014): 68–75. http://dx.doi.org/10.56645/jmde.v11i24.407.

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Background: The term “cluster evaluation” was first coined in 1988 by W. K. Kellogg staff in an evaluation of a Foundation-funded initiative; the concept was further developed and practiced by the Kellogg Foundation evaluation consultants and other practitioners in the evaluation community Setting: Cluster evaluation was a model used to evaluate the programming of a small specialized UN agency in three countries (Lebanon, Jordan and Palestine) of the Arab States. Purpose: The article explains how cluster evaluation, as originally conceived by the W. K. Kellogg Foundation, was adapted to the realities of the UN system. Subjects: NA Research Design: The authors present a case study of an evaluation of a cluster of programmes from the Arab States region (Lebanon, Jordan and Palestine) that was conducted by a small, specialized agency of the UN. Data Collection and Analysis: The evaluation was designed as a series of programme reviews. Information from the reviews was to be aggregated in order to understand collective contributions to the region. Findings: The case study demonstrates the potential benefits of the model as well as some of the challenges. Conclusions: Analysis of the data leads to a number of interesting conclusions. First, in the philanthropic sector, cluster evaluation is a programmatic intervention. That is not the way that the model was used in the context of this evaluation. Instead of evaluation as intervention, it was evaluation as capacity development. This evaluation took place in the Arab States, a region in which evaluation capacity is perhaps not as institutionalized as other parts of the world. The purpose of using a cluster evaluation in this context was to strengthen the capacities of the national evaluators. Each of the national evaluators who were contracted had different areas of strength and weakness. By establishing a strong network amongst themselves, they were able to leverage each other’s strength and to compensate for any weaknesses. The consultants developed each other’s capacity and that greatly benefited the evaluation. The higher capacity went on to benefit the collective evaluation capacity of the region. The national evaluators have all gone one to be leaders in the formation of their respective regional and national evaluation organisations.
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Petrea, Robert E. "Lessons Learned and Hypotheses Generated from the W. K. Kellogg Agricultural Safety and Health Initiative Cluster Evaluation." Journal of Agromedicine 4, no. 1-2 (August 8, 1997): 11–18. http://dx.doi.org/10.1300/j096v04n01_03.

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Lake, Karen E., Thomas K. Reis, and Jeri Spann. "From Grant Making to Change Making: How the W. K. Kellogg Foundation’s Impact Services Model Evolved to Enhance the Management and Social Effects of Large Initiatives." Nonprofit and Voluntary Sector Quarterly 29, no. 1_suppl (March 2000): 41–68. http://dx.doi.org/10.1177/0899764000291s003.

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During the past decade, the W. K. Kellogg Foundation’s impact services model has evolved to allow program directors managing large, social change initiatives to draw on the expertise of new team members offering crucial support services. These impact services include social marketing and communications, evaluation, public policy, technology, and organizational learning. Expert consultation in other areas may also be sought as needed by the management team. This article traces the evolution of the impact services model, explores the effects of impact services supported program management on both the foundation and its grantees, and offers an account of how the model was applied in the case of Families For Kids, a $42 million initiative aimed at stimulating reform in adoption and foster care systems across the nation.
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Greeley, Stephen, and Beth Greeley. "Beyond the Grant: How the W. K. Kellogg Foundation Went Beyond Grantmaking to Contribute to a Major Early Childhood Initiative." Foundation Review 2, no. 3 (January 1, 2011): 79–93. http://dx.doi.org/10.4087/foundationreview-d-10-00001.

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Books on the topic "W. K. Kellogg"

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1927-, Douglass Gordon K., and W. K. Kellogg Foundation, eds. Cultivating agricultural literacy: Challenge for the liberal arts : a review and analysis of 11 pacesetting experiments funded by the W. K. Kellogg Foundation to generate greater awareness among liberal arts students and faculty about the role and importance of the agricultural enterprise to the nation. Battle Creek, Mich: W. K. Kellogg Foundation, 1985.

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Waxman, Laura Hamilton. W. K. Kellogg. Lerner Publishing Group, 2007.

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W. K. Kellogg (History Maker Bios). Lerner Publications, 2006.

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W. K. Kellogg (Lives and Times (Des Plaines, Ill.).). Heinemann, 2003.

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Everyday People Can Lead Extraordinary Lives: W. K. Kellogg. W. K. Kellogg Foundation, 2003.

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Energy Management & Agriculture: Proceedings of the First International Summer School in Agriculture Held in Cooperation with W. K. Kellogg Foundation. Elsevier Science Publishing Company, 1985.

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Gallagher, E. J. Cereal Production: Proceedings of the Second International Summer School in Agriculture Held by the Royal Dublin Society in Cooperation with W K Kellogg Foundation. Elsevier Science & Technology Books, 2013.

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Book chapters on the topic "W. K. Kellogg"

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Petrea, Robert E. "Lessons Learned and Hypotheses Generated from the W. K. Kellogg Agricultural Safety and Health Initiative Cluster Evaluation." In Agricultural Health and Safety: Recent Advances, 11–18. New York: CRC Press, 2021. http://dx.doi.org/10.1201/9781003248958-4.

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Steier, Christina Marie. "The Use of Objectives and Feedback in a Competency-Based Curriculum." In Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure, 142–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6762-3.ch009.

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The chapter will synthesize concepts of human performance improvement/human performance technology (HPI/HPT) in the development of curricula that are competency-based. HPT-related curriculum elements are traced backwards from impact to input using the W. K. Kellogg foundation logic model to ensure alignment with the goals of the educational program. The use of learning and performance objectives along with timely and corrective feedback will be instrumental in the design and delivery of the competency-based curriculum. The competency-based curriculum is discussed in reference to principles of andragogy and aligned to accepted learning theories. Evaluation of the curriculum or educational program is instrumental to aligning for student success and is discussed in detail.
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"Section IIPropelling the School-Based Health Care Movement: The W. K. Kellogg Foundation School-Based Health Care Policy Program." In School-Based Health Care: Advancing Educational Success and Public Health. American Public Health Association, 2012. http://dx.doi.org/10.2105/9780875530062pt02.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Welcoming Younger Students." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0011.

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There has been a growing movement over the past decade or more to make a child’s entrance into kindergarten less of an abrupt experience. Transition programs and prekindergarten-to-3rd grade efforts across the country focus on bridging the gaps between what children experience before kindergarten and the routines and expectations of elementary school. These initiatives range from bringing greater alignment between preschool curriculum, teaching practices, and assessment to giving young children ample opportunities to visit kindergarten classrooms and experience the learn­ing environment before school starts. Even if a child has attended preschool, moving into an elementary school can feel intimidating for a 5-year-old. The hallways are bigger, the other children in the school are bigger, and there are many more adults involved in the whole process (Figure 6.1). Relationships among schools and the child care centers, preschools, and other community organizations that interact with parents who have young children can lead to more opportunities for young children to feel less anxiety about starting school. Several organizations, including the National Association of Elementary School Principals and the Massachusetts-based Community Advocates for Young Children, provide training and guidance to principals on adapting their schools to serve younger children. The W. K. Kellogg Foundation has also made large investments across the country aimed at creating stronger links between schools and the early-childhood community. Many of these efforts also target families whose children have not been in any formal early learning program because these children often lack the early academic and social-emotional skills needed to do well in today’s more academically focused kinder­garten classrooms. Schools of education can better prepare future teachers and administrators by including training on young children’s development and on strategies for supporting their transition into school. Children with disabilities and their parents may experience additional stress in transitioning into school. Rules and regulations regarding eligibility requirements, services provided, and community resources can be confusing and are not always readily available to parents.
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Reports on the topic "W. K. Kellogg"

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PARSONS ENGINEERING SCIENCE INC DENVER CO. Treatability Study in Support of Intrinsic Remediation for the Fire Training Area (Site 3). Michigan Air National Guard at W. K. Kellogg Memorial Airport, Battle Creek Michigan. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada381424.

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