National Strategic Projects Fund Guide For Applicants

[Previous] [Table of Contents]

8. Appendix A

Determinants of Health
Determinants of health is the generic term given to the factors and conditions that have an influence on health.These determinants do not act in isolation from one another; their complex interactions with each other have an even more important impact on health.

Income and Social Status
Health status improves at each step up the income and social hierarchy.Higher income levels affect living conditions such as safe housing and the ability to buy sufficient good food.

Social Support Networks
Support from families, friends and communities is associated with better health. The health effect of the support of family and friends who provide a caring and supportive relationship may be as important as risk factors such as smoking, physical activity, obesity and high blood pressure.

Education
Health status improves with level of education. Education increases opportunities for income and job security and gives people a sense of control over their lives - key factors that influence health.

Employment/Working Conditions
Unemployment, under-employment and stressful work are associated with poorer health.Those with more control over their work and fewer stress-related demands on the job are healthier.

Social Environments
The values and rules of a society affect the health and well-being of individuals and populations. Social stability, recognition of diversity, safety, good relationships and cohesive communities provide a supportive society, which reduces or removes many risks to good health.

Physical Environment
Physical factors in the natural environment (e.g. air, water quality) are key influences on health. Factors in the human-built environment such as housing, workplace safety, community and road design are also important influences.

Personal Health Practices and Coping Skills
Social environments that enable and support healthy choices and lifestyles, as well as people's knowledge, behaviours and coping skills for dealing with life in healthy ways are key influences on health.

Healthy Child Development
The effect of prenatal and early childhood experiences on subsequent health, well-being, coping skills and competence is very powerful. For example, a low weight at birth links with health and social problems throughout a person's life.

Culture
Culture and ethnicity come from both personal history and wider situational, social, political, geographic and economic factors. Multicultural health issues demonstrate how necessary it is to consider the interrelationships of physical,mental, spiritual, social and economic well-being at the same time.

Health Services
Health services, particularly those that maintain and promote health, prevent disease and restore health, contribute to population health.

Gender
Gender refers to the many different roles, personality traits, attitudes, behaviours, values, relative powers and influences that society assigns to the two sexes. Each gender has specific health issues or may be affected in different ways by the same issues.

Biology and Genetic Endowment
The basic biology and organic make-up of the human body are fundamental determinants of health. Inherited predispositions influence the ways in which individuals are affected by particular diseases or health problems.

9. Appendix B
Guidelines for letters from partners

The letters are not included in the 15 pages of the detailed project description.

Applicants must provide signed original letters from partners that have agreed to participate in the project, provide funding, and/or in-kind contributions.

Each letter must contain the following information:

• name of partnering organization;
  
• sector (i.e. health, social services, education);
  
• how the partner will participate in the project;
  
• role in decision making;
  
• funding offered;
  
• the value of in-kind contributions offered.

10. Appendix C

STEP 1. Complete the following template to plan your OUTCOME evaluation.

In this template, we ask that you list the ACTIVITIES you plan to pursue; describe the products you plan to produce (OUTPUTS); link these to the things you expect your project to accomplish (OUTCOMES); indicate how you will know when it has been successful (SUCCESS INDICATORS); and list the approaches you will use to measure that success (MEASUREMENT TOOLS).

EVALUATION PLAN GUIDE

ACTIVITIES	OUTPUTS	IMMEDIATE & INTERMEDIATE OUTCOMES	SUCCESS INDICATORS	MEASUREMENT TOOLS
List each activity in the order in which it links to immediate- and intermediate-term outcomes.Activities could include: formation of networks and/or partnerships; development of websites, posters, publications or pamphlets; and/or delivery of information campaigns or training sessions through workshops or conferences. List the specific measurable products (deliverables) resulting from your activities such as number of meetings, posters, toolkits, conference calls, training sessions, etc.	List the specific measurable products (deliverables) resulting from your activities such as number of meetings, posters, toolkits, conference calls, training sessions, etc. Provide descriptions of the products and of the collaborators; Advisory Committee(s), etc. Provide a Summary of Costs related to the products. Note: Outputs should logically contribute to achieving the desired outcome.	List the specific outcomes you hope to achieve through your project, such as: Increased collaboration and mutual support among ____________ Increased knowledge and skills among ____________ for addressing ____________ (aspect of FASD). Increased awareness and use of ____________ (resource material) by ____________ to address ____________ (aspect of FASD).	Create at least one indicator per outcome. In the OUTCOME evaluation, success indicators are linked to results/impacts of the project. Specify what information will indicate whether desired outcomes have been achieved. Success indicator answers:How are you going to know that you have achieved your outcome? We will know we have been successful when... Indicators should be realistic, measurable and specific to each outcome.	Specify how information will be collected to provide evidence for success indicators. Provide information on the administration of the tools (e.g. how often? by whom? when?).The tools should be directly linked to the indicators. Data may be collected through: Focus groups with program participants, written questionnaires, reaction sheets, interviews, participant/stakehol der surveys, participant feedback, feedback from projects, etc.

STEP 2. Analyze progress on OUTCOMES. Did you achieve what you set out to do?

• Design your outcome evaluation tools;
  
• Collect the data;
  
• Analyze the data;
  
• Measure your success in achieving your planned outcomes against your success indicators;
  
• Identify learnings, recommendations and actions.

STEP 3. Include reflections on PROCESS in the evaluation. Process questions might include:

• Were activities implemented as planned?
  
• What changes were made?
  
• Describe activity settings and players involved.
  
• What are the roles and responsibilities of the Advisory Committee?
  
• What feedback might be expected from participation in the Advisory Committee?
  
• What were the barriers/challenges/glitches/breakdown in implementation?
  
• What were the strengths and weaknesses of the approach taken?

STEP 4. Use the evaluation results:

• Complete an evaluation report;
  
• Share the results;
  
• Provide evidence or examples of how your evaluation informed program planning and/or improvement.

11. Appendix D

Application for Funding

For more information on completing your application for funding, please go to: http://www.publichealth.gc.ca/fasd

[Previous] [Table of Contents]