zilongwang/ReadingBank huggingface dataset:
Bell Ringer Activities For Business Management and Administration Cluster Instructional Area: Communication Skills Explain the components of an analytical report. The purpose of an analytical report is to scrutinize the different components of the subject being studied. Analytical reports can take different focuses such as: statistical, comparative, explanative or evaluative. In doing so, the researcher may seek to answer questions regarding which product is better or offer an explanation for why something happened or whether something is a good proposal. An analytical report should contain a preview or overview of the contents that will follow in the document. The body of the report should provide a detailed itemization of the topic being discussed, so that a reader that is unfamiliar with the topic will have a full understanding of the topic after reading the text. Source: Analytical Reports. Retrieved September 7, 2010 from http://wps.ablongman.com/long_lannon_techcomm_9/6/1620/414762.cw/index.html What is the purpose of a research report? A research report intends to provide the reader with the results of study while also incorporating the writer’s own interpretation, argument and thoughts. One key point, finding or relationship should be the main focus of the paper and should be summed into one sentence—the thesis. The researcher should research and analyze the knowledge garnered from the scholarly journals, books and peer-reviewed articles and used the information to structure a report in affirmation or negation of the thesis. The different sections of the paper should provide adequate detail about the research topic so that the reader has an understanding of the topic and the point that the researcher is wishing to argue or supplement. Source: How to Write a Scholarly Research Report. (1999) Retrieved September 7, 2010 from http://pareonline.net/getvn.asp?v=6&n=13
References Adler, A. (1956). The individual psychology of Alfred Adler. New York: Basic Books. Carlson, J., Glasser, W. (2004). Adler and Glasser: A demonstration and dialogue. Journal of Individual Psychology, 6 0(3), 308-324. Carlson, J., Watts, R., & Maniacci, M. (2006). Adlerian therapy: Theory & practice. Washington DC: APA Books. Dreikurs, R. (1967). Psychodynamics, psychotherapy, and counseling. Collected papers. Chicago: Alfred Adler Institute. Glasser, W. (1965). Reality therapy: A new approach to psychiatry. New York. Harper and Row. Glasser, W. (1994). Control theory. New York: Harper and Row. Glasser, W. (2000). Reality therapy in action. NY: Harper Collins. Glasser, W. (2011). Take charge of your life. Bloomington, IN: iUniverse. Manaster, G. J., Corsini, R. J. (1982). Individual psychology: Theory and practice. Chicago: Adler School of Professional Psychology Maniacci, M., Carlson, J., & Sackett-Maniacci, L. (in press). Neo-Adlerian approaches to psychotherapy, Journal of Individual Psychology, In Press. Mosak, H. H., Maniacci, M. P. (1999). A primer of Adlerian psychology. New York: Routledge. Peterson, S. (2005). Reality therapy and individual or Adlerian psychology a comparison. International Journal of Reality Therapy, 24(2), 11-14. Wubbolding, R. E. (2011) Reality therapy. Washington, DC: American Psychological Association. Wubbolding, R. E. (2015). The voice of William Glasser: Accessing and continuing evolution of reality therapy. Journal of Mental Health Counseling, 37(3), 189-205.
*Options Management Decision Making STX4200 X X X X X X X X X X Managing Projects MGT4550 X X X X X X X X X Global Supply Chain Management MGT4510 X X X X X X X X X Developing New Products and Services MGT4560 X X X X X X X X X Management Consultancy Models MGT4570 X X X X X X X X X X MGT4200 and MGT4250 Plus two *options.required Post Graduate Certificate Module Title Module Code by Level Programme outcomes A1 A2 A3 A4 A5 B1 B2 B3 B4 C1 C2 C3 C4 C5 Contemporary Management MGT4200 X X X X X X X X X X Financial and Strategic Management MGT4250 X X X X X X X X X X
Procedure that requires prior approval Application form: - Management of asymptomatic gallstones Name of Referring Clinician GP Name and Surgery Patient NHS Number Is the patient/guardian aware of the proposed treatment and have they consented to you raising this request on their behalf? Yes No Has the patient/guardian consented for their personal and clinical information to be provided to the IFR service via all means, including electronic and automated approvals, to enable full consideration of this funding request? Yes No Is this a patient/guardian led application? Yes No Most Urgent: Decision needed within a week as the patient’s life may be in danger. Immediate: Decision needed within 3 weeks as delay will not be clinically appropriate. Routine: Decision needed in 4 to 6 weeks. Thames Valley Priorities Committee supports cholecystectomy as per NICE Clinical Guideline CG188 Gallstone disease: diagnosis and management: Please complete this form clearly detailing how the patient meets the criteria and email the completed form to the IFR service: for consideration. The policy statements are available at . Please complete the following sections in full. Incomplete applications will not be considered and will be returned. Clinical Criteria required for consideration for treatment Please tick or delete as appropriate Has the patient stones that were found incidentally, as a result of imaging investigations unrelated to gallstone disease and have been completely symptom free for at least 12 months before diagnosis? YES NO Has the patient symptomatic stones found on gallbladder imaging, regardless of whether symptoms are being experienced currently or whether they occurred sometime in the 12 months before diagnosis? YES NO If an adult, the patient’s Body Mass Index: Is the patient a non-smoker? If No, has the patient been referred to smoking cessation service? Yes No YES NO SIGNATURE OF CLINICIAN ……………………………………………………………. DATE: …………………………………………………..
REQUISITION WORK SHEET Sheet Of Sheets CONTRACTOR: ___________________________________________________________ REQUISITION NO. _________________ DATE ENDING _____________ PROJECT NO. TITLE: LOCATION: ________________________ No. 1 Description 2 Quantity 3 Unit 4 Unit Price 5 Total Price 6 % Compl. Last Request 7 Amt Compl. Last Request 8 % Compl. to Date 9 Total Amt Complete to Date 10 Amt Added to This Request 11 Amt Left to Complete 12
SUCF NO. CONTRACT NO. PROJECT TITLE SUBCONTRACTOR OR LAST DAY OF WORK DATE OF LATEST WAGE RATE CERTIFICATION The foregoing is a true and accurate listing of all subcontractors and sub-subcontractors employed on this Contract to date of completion. ______________________________________________ By ______________________________________________ Legal name of person, partnership or corporation Signature _______________________________________________ Name, Title _______________________________________________ Address (Street, City) (State, Zip Code) CF-C7A
Quick Reference Guide Useful Links SUNY Construction Fund Website: SUNY Contractor and Consultant Log In: Contractor Payment Training Demo: Management of Construction Manual SUCF Construction Forms List: Forms Detailed Contract Breakdown Form (Requisition Worksheet): Verification of Subcontractor Payment Form (when requested by project coordinator) Wage Rate Certification – Prime Contractor Wage Rate Certification – Subcontractors Wage Rate Certification – Sub-Subcontractors Summary of Wage Rate Certifications Release Form
Analysing the role of the client and the other main parties with regards to health and safety requirements Stakeholder assessment The application of quality management techniques The use of risk assessment and programming tools, including a number of different software tools, in the project planning and programming process Influence of sustainability drivers on construction projects Information management in construction, including BIM. TEACHING AND LEARNING STRATEGY (INDICATIVE) The module is delivered through the use of lectures and group working sessions. Lecturers, who include visiting lecturers from the industry, draw extensively on their practical experience in these fields. Lecture notes, tutorial material and case studies will be made available on StudySpace. The ‘applied’ focus of the module and the learning about a number of different software tools have direct usefulness as employability skills when suitably developed. BREAKDOWN OF TEACHING AND LEARNING HOURS DEFINITIVE KIS CATEGORY INDICATIVE DESCRIPTION HOURS Scheduled learning and teaching 20 two hour, In Class Work, Lectures 20 one hour tutorials 40 20 Guided independent study Student independent study 240 Study abroad / placement Total (number of credits x 10) 300 ASSESSMENT STRATEGY (INDICATIVE) Summative assessment is through individual coursework and the use of on-line tests (100%). Summative assessment feedback will be provided by feedback on submitted coursework. Formative assessment feedback will be provided in the form of feedback sessions and tests during the delivery of the module. MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY 1) Make general evaluations of risks through some understanding of the basis of such risks. Coursework 2) Understand and contrast the roles of various parties in the successful, collaborative management of health and safety during both the design and the construction phases of a construction project. Coursework 3) Evaluate the likelihood and impact of risk occurrence, and procedures to Coursework
Part F - Supporting information checklist Please indicate in the boxes provided how, if any, the relevant documents have been submitted: Document Up-to-date documents held by the department Document attached Information detailed this management plan Not Applicable Policies including procedures and guidelines . Pictures, diagrams and plans of proposed regular enclosure. Pictures, diagrams and plans of other proposed enclosures and controlled areas.
As outlined in recent case law, this matter may be addressed by the management plan containing clear objectives as to the purpose of the plan and the methods to be employed to meet the performance standards set by the relevant conditions of the consent. Rather than the plans being submitted for the approval of a council officer, the inclusion of clear objectives enables the plans to be certified by a council officer by measurement against the objectives. The decision maker thus determines the objectives of the management plan and the bottom line conditions and the certifier has the ability to direct changes to the management other than the objectives and conditions. The key elements for management plans include: clear objectives for the council officer to measure the plan against; ability of the certifier to withhold certification until he or she is satisfied the plan will achieve the objectives; ability of the council to be able to require changes to management plans and if necessary to halt works until the changes are made minimum environmental standards (expressed in the conditions of consent) so that if these are breached the council can request or require changes to the management plan and/or take enforcement action. Liability: The certification of management plans may in some circumstances raise liability issues for the council. For example management plans that include matters that are not relevant under the RMA such as a Health and Safety Plan or transport controls covered under other legislation applicable to NZTA or Auckland Transport. In these cases the following advice note should be added immediately after the relevant management plan condition. Example of a Management Plan condition wording: Condition XX: YYYY Management Plan to be provided Prior to the commencement of yyyy activity on the site the consent holder shall submit a YYYY Management Plan (YYYYMP) to the Team Leader [specify area] Monitoring for certification, to confirm that the activities undertaken in accordance with the YYYYMP will achieve the objectives of the plan and compliance with the relevant consent conditions. Any subsequent review of the YYYYMP shall also be submitted to the Team Leader Monitoring for certification. The consent holder shall meet the costs of the production, certification, monitoring and review of the YYYYMP. The overall objective of the YYYYMP shall be to set out the practices and procedures to be adopted to ensure compliance with consent conditions and also to meet the following objectives: (List the relevant objectives of the particular management plan.)
PNG Government and the resources available. 10. It is recommended that DFAT (post) in future extend humanitarian investments in time expressly to enable partners to conduct field visits to test and report recovery and resilience outcomes. Agreed The DFAT Humanitarian Response team at PNG Post will ensure this is possible where time, security conditions and budget permits. As required. 11. DFAT (post) made a substantial investment in response to the 2015 drought by providing water tanks to health centres, but the vast majority of these are dependent on roof runoff and are likely to run dry in a drought. It is recommended that DFAT (post) now consider providing a more secure water supply for these tanks e.g. gravity fed systems. Partially Agree DFAT recognises the importance of appropriate interventions however this recommendation is not costed and does not take account of competing budget priorities. Post will ensure more robust design standards in any future targeted water supply investments. But we will not seek to retrofit supply systems given the considerable cost involved and competing demands on the development budget. As required. 12. It is recommended that DFAT (post) determine how the funds were utilised and reconcile all expenses. Agree DFAT auditing and risk management policies require regular auditing and assessment of programs. At PNG Post, fraud and risk management systems are in place to ensure PNG Health team will undertake a more detailed review of the fund for the water tanks. Q1 2018
11. Programme outcomes A. Knowledge and understanding On completion of this programme the successful student will have knowledge and understanding of : key concepts, techniques and tools in management science, operational research and operations management current theory and practice of key analytical methods in managerial and problem solving the capabilities and limitations of statistical, operational research and simulation techniques the role of management science and operational research in business and industry methods, techniques and theoretical perspectives deployed in management science research and scholarship Teaching/learning methods Students develop knowledge and understanding towards the specified outcomes through a combination of lectures, directed reading, independent study, case studies, group work, coursework, electronic and online learning methods, facilitated discussion, guest speakers and individual and group research. Assessment methods Students’ knowledge and understanding is assessed by a combination of individual and group coursework, presentations, examinations and individual project work. B. Cognitive (thinking) skills On completion of this programme the successful student will be able to: critically evaluate management science, operational research and operations management concepts, theories, models and techniques select and apply appropriate operational research models and tools for real world problems and critically evaluate their impact for business and industry synthesise information from multiple sources, evaluate options and reach justifiable conclusions in relation to managerial problem solving and analyse and develop analytical techniques and tools for organisational and operational problem solving Teaching/learning methods Students develop their cognitive skills through a combination of lecturers, directed reading, independent study, case studies, group work, coursework, electronic and online learning methods, facilitated discussion, guest speakers and individual and group research. Analyses and critical thinking are strengthened through seminar participation and independent study. Formative and feedback is provided on all assessed coursework. Assessment Students’ cognitive skills are assessed by a combination of individual and group coursework, presentations, examinations and dissertation. C. Practical skills On completion of the programme the successful student will be able to: formulate, analyse and solve practical organisational and operational problems Teaching/learning methods Students learn practical skills through participation in workshops, seminars, guided discussions, individual and group coursework, independent study and research methods training. assessment
AISWA MANAGEMENT WORKSHOP For school leaders, Heads of Learning Areas 9.00 – 3.30, 9/10 Nov 2009 9.00 – 10.00 Keynote Speaker: Dr Marie Martin Dr Marie Martin is a teacher by birth, archetype, training and experience. Marie has taught is a wide variety of settings and currently works with teachers and schools to focus on learning - whether that learning is by students, teachers, families or communities. Generations of Teachers The teaching workforce is changing. Baby Boomer teachers are idealists with a strong work ethic that revolves around taking responsibility and achieving financial security. Generation X teachers thrive on change, need to feel a sense of achievement and are seeking opportunities for career progression in a flexible work environment. Generation Y teachers are confident and optimistic, need to be involved in decisions and seek job variety and creativity. What does this mean for us as colleagues in a staff and what does it mean for schools as we seek participation in developing school plans, committees and after hours activities? This session will explore differences between generations and provoke thinking about ways in which teachers can work more effectively together. 10.00 – 3.30 Management workshop: Facilitator Nick Norris Nick Norris is a specialist in management and leadership. He works extensively with organizations, communities and large systems, helping people to navigate the complex issues associated with leading and managing in modern organizations. He is a former principal. Nick’s particular interests are in planning, leading and managing complex changes that cross traditional boundaries. His experience in this area spans thirty years, including involvement in mining, education, government administration and manufacturing, and assignments in both Europe and Australia. He is a highly skilled facilitator, who conducts advanced facilitator training to suit different contexts. Aims Participants will have the opportunity to: identify issues that are impacting on the performance of their role in their school explore a model that shows the relationship of leadership and management roles to school culture generate alternative strategies to solve an issue of concern by harnessing the collective knowledge and experience of the group plan to apply the new learning back at school Workshop Process:
as facilitator during meetings or planning sessions. This module is designed to review the meeting process and explore: the stages of team development, the types of meetings and their purposes, sources of team conflict, how to structure a team meeting and how to facilitate transitions leading to change. Performance Evaluation Workshop The performance appraisal is an important tool for helping employees grow and succeed in an organization. The performance appraisal isn’t just another meeting. Rather, it’s an ongoing commitment to continuous employee development. This workshop provides tips and tools for identifying critical skills/behaviors for a specific job role using the Competency Assessment Guide, crafting objective performance feedback and building employee development plans.
REQUISITION WORK SHEET Sheet Of Sheets CONTRACTOR: ___________________________________________________________ REQUISITION NO. _________________ DATE ENDING _____________ PROJECT NO. TITLE: LOCATION: ________________________ No. 1 Description 2 Quantity 3 Unit 4 Unit Price 5 Total Price 6 % Compl. Last Request 7 Amt Compl. Last Request 8 % Compl. to Date 9 Total Amt Complete to Date 10 Amt Added to This Request 11 Amt Left to Complete 12
population demographics compared to terrestrial mammals and this further complicates the predictive power of crude modeling. Until accurate population models can be developed, basic population demographics should be monitored for significant deviations and these events should direct management actions. In the long term the above mentioned management data will necessarily provide the information necessary to parameterize useful population models with time and area specific management applications. Monitoring and research outputs should be assessed periodically in terms of maintaining precision and accuracy to adequately monitor demographic trends. Where modification of scientific protocol is required, this should be discussed and ratified by a panel of scientists. Zoning NB RELOOK AT ZONING ESP KUNENE, ZAMBESI AND KWANDO Zoning provides an effective means of managing a species with multiple values in a human wildlife landscape. Zoning involves varying levels of management intensity loosely based on the spatial patterns of conservation and socio-economic objectives. These criteria parameterize a function which determines management actions. Zones will be based on: Protected area category (according to IUCN Protected Area Category) or comparative conservation status. This will include both banks of a river, irrespective of political boundaries Estimated crocodile population densities Expected levels of human encroachment on the crocodile habitat and the resulting conflicts between humans and crocodile Synergy with other forms of natural resource management. In particular fisheries and associated conservation measures for freshwater fish stocks.
Management Trainee Programme 2016 Manufacturing Commercial HR SCM Finance (Please cross (x) the box of the stream that you are applying for) PERSONAL DETAILS First Name Surname PHOTO NIC No Date of Birth D D M M Y Y Y Y Age Y Y M M Mobile No Residence Tel No Address E-mail School Religion WORKING EXPERIENCE/ TRAINING EXPOSURE Designation Company Service Period EDUCATIONAL QUALIFICATIONS - Advanced Level Qualification Stream Year Completed Results Subject 1 Grade Subject 2 Grade Subject 3 Grade Degree Qualification Area of Specialization Achievement/ Grade (e.g.: 1st class, etc) Year Completed No. of Years University/ Institution
PROFESSIONAL QUALIFICATIONS (Please cross (x) the box of the level you have completed) Charted Accountancy CAB I CAB II Strategic I Strategic II Post Strategic CIMA (UK) Operational Level Management Level Strategic Level Passed Finalist Membership CIM (UK) Introductory Level Certificate Level Diploma Level Post Graduate Level SLIM Professional Certificate Diploma Graduate Diploma Postgraduate Diploma ACCA Foundation Level Professional Level Membership IPM (SL) Foundation Level Certificate Level PQHRM CMA Foundation Level Operational Level Managerial Level Strategic Level Case Study OTHER QUALIFICATION Qualification Institute/ Body Year Completed Rating / Achievement EXTRA-CURRICULAR ACTIVITIES Designation / Position College Level/ University Level / National Level / International Level Year Held I hereby confirm all the information given above is true and valid. Name Date:
Rate Current Minimum Wage Rate Increase on Actuals and Scheduled Wage Rates Increase on Scheduled Wage Rates New Minimum Wage Rates R c % R c R c 5 56,08 8,00 4,49 60,57 4 48,29 8,00 3,86 52,15 3 41,58 8,00 3,33 44,91 2 35,81 8,00 2,87 38,67 1 30,85 8,00 2,47 33,32 Whichever is the greater personal increase VEHICLE DRIVERS Rate Main Agreement Symbol Current Minimum Wage Rate Increase on Actuals and Scheduled Wage Rates Increase on Scheduled Wage Rates New Minimum Wage Rates R c % R c R c Forklift drivers F 33,94 10,00 3,39 37,33 Code 08 E 35,62 9,76 3,48 39,10 Codes 10 & 11 DD 39,41 9,29 3,66 43,07 Codes 13 & 14 C 43,85 8,82 3,87 47,72 Whichever is the greater personal increase GATE AND FENCE MANUFACTURING (Division D/7)
Spreadsheets and use of spreadsheets in the process of Management Decision Making SEMINAR FOR WEEK 01 Class Discussion: How does spreadsheet help in Management Decision Making? How does the various functions in Ms-Excel help in the process of Management Decision Making? What is decision modelling? READINGS FOR WEEK 01 Tennent, John & Friend, Graham (2010), Guide to Business Modelling, First South Asian Edition 2010, Chapter 1& 2 Mayes, Timothy R., & Shank Todd M.(2012), Financial Analysis with Microsoft Excel, South Western, Cengage Learning, Chapter 1& 2 Whigham, David (2011), Business Data Analysis using Excel, Indian Edition, Oxford University Press, Chapter 1& 2 Winston, Wayne L. (2010), Excel-Data Analysis and Business Modeling, Microsoft Press, Chapter 1& 2 WEEK 2: Business Modelling and Business Plans – Decisions Using Ms-Excel - Business Data Analysis Using Excel Learning Outcome Having attended this lecture, students should be able to understand How Ms-Excel functions help in the various Decision Making processes What are the various types of functions in Ms-Excel How the Ms-Excel Functions are applied in real world problems What are the applications and uses of Ms-Excel Functions in Business Modeling What are the various tools and techniques in MS-Excel which help us in Management Decision Making and Business Modeling What are the various key factors and variables which must be reflected in business plan How Ms-Excel can help us in preparing projected financial statements so as to produce future projections of finance
Identifying and agreeing objectives and assessing performance against them. Understand how to deal with under achievement and the links between appraisal and formally managing poor performance Feedback and questioning skills to carry out effective review meetings. Honey & Mumford Learning styles and different types of learning opportunities Assessing training and development needs Personal developing planning AC2.3 CIPD factsheet on Performance Appraisal Honey & Mumford Learning Styles questionnaire Day 6 – Performance Management & Handling Performance Issues Indicative Content Links to ILM Unit Duration Resources Understand the term performance management and its importance in achieving high standards of organisational performance. Understand processes to set standards of performance. Recognise performance issues and know how to handle these informally. Understand legal considerations and strategies for dealing with persistent problems. Manager’s role and responsibilities for handling performance issues. Evaluate your own approach to managing performance and identify key actions for improvement. 8607-505 AC1.1 AC2.1 AC2.2 AC2.3 7 hours SSSFT Disciplinary Policy SSSFT Handling Poor Performance Policy CIPD factsheet on Performance Management Day 7 – Recruitment & Selection Indicative Content Links to ILM Unit Duration Resources Principles of equality in employment. The recruitment cycle. Stages in systematic recruitment processes and management role at each stage of the process. Meaningful questions and questioning techniques for interview. Management responsibilities when a new member of staff commences in post. 8607-520 AC2.1 7 hours SSSFT Recruitment & Selection Policy & guidance NHS Jobs wesbite Day 8 – Leading Equality & Diversity and Managing Attendance Indicative Content Links to Duration Resources
explaining how the world works. The letters by Duffield, Farrell, and Price raise four issues about which we do not in fact disagree. One charge is that I regard comparing theories as a “zero-sum game, where there is room for one, and only one, theory that must be declared the ‘best’ and ‘prevail’” (Price, p. 169). However, my argument that cultural theories could supplement realism explicitly acknowledges that both approaches may be of value. A second charge is that I employ a “double standard in assessing the relative merits of cultural and realist approaches” (Duffield, p. 156). In fact, I believe that rival theories should be held to the same standard.3 My preference for realism rests on its ability to outperform cultural theories even in those cases where cultural approaches should be at an advantage. The third charge is that I reject cultural theories because they exhibit various conceptual flaws (e.g., vague definitions of key terms, lack of generalizability, and contradictions within the cultural family of theories) while failing to acknowledge that realist theories display similar weaknesses. I did mention these potential conceptual problems in my article, but I explicitly stated that “they do not present insurmountable obstacles” to the development and testing of cultural theories.4 Moreover, I freely acknowledge that realism too has conceptual problems that I also believe can be surmounted through careful scholarship. A final charge (Farrell, p. 162) is that I advocate single case studies, a position supposedly incompatible with Imre Lakatos’s method of assessing rival research programs through “sophisticated falsiacation.”5 I did not advocate single cases instead of large-n studies but simply argued that when comparing rival theories, scholars must be sure to include cases in which competing theories make distinct predictions. This is a widely accepted principle among methodologists and not at all incompatible with Lakatos’s approach.6 The real issue in this debate is whether culturalism can supplant or merely supplement realism in explaining the real world of international politics. In other words, which approach is most consistent with the typical behavior of states?
CONSIDERATIONS: Education and Care Services National Regulations National Quality Standard Other Service policies/documentation Other r168 7.3 Parent Handbook Staff Handbook Providing a Child Safe Environment Policy Excursion Policy Authorisations and Refusals Policy Community Services Complaints, Appeals and Monitoring Act, 1994. ENDORSEMENT BY THE SERVICE: Approval date: _______________________________________ Date for Review: ______________________________________
It is incumbent upon the Respondent to ensure that proposal package submittals are received by the Property & Procurement Division on time. Submissions received after the due date and time will not be considered. No verbal interpretations will be made of any documents. Requests for such interpretations shall be made in writing or via email at no later than Wednesday, January 13, 2015. Interpretation will be in the form of an addendum and will be published on the bid section of the City’s website. RFQ packages can be obtained from the Property & Procurement Division, 1460-A Shetter Avenue, 1st Floor, Jacksonville Beach, Florida 32250, telephone 904-247-6229.
FN06 Procurement Travel and Expense Employee Roles ● Report displays employee’s roles within the system. ● Use this report to verify which tasks (by role) are being performed by employee and that they are correct. FN06 Procurement Travel and Expense Approved Expense Reports ● Report displays all approved expense reports. ● Use this report to monitor for proper level of approval. FN06 Procurement Travel and Expense PCard Transaction Personal Expense Adjustments ● Report provides detail on employee PCards transaction when all or part of the transaction is marked personal. ● Use this report to identify PCard transactions that were marked personal, either for meals while traveling or improper use of the PCard. Improper use of the PCard should be addressed. Report Available Upon Request*: Report Detail Instructions For Use Cash Advance Trends ● Report includes late reconciliation; cash advance monies returned and expense types to show how cash advance was used. ● Use this report to monitor for late submission, excessive cash advance requested and proper use of cash advance (ex: not intended for per diem advances). *Please send requests for this report to . Business Objects Access Point*: Report Detail Instructions For Use Missing Default Approver ● This report displays a list of employees who have submitted expense reports but lack a default approver in the employee’s profile. ● Use this report to identify employees that should have a default approver assigned in the employee profile. Per University Audit, it is highly recommended that employees who submit expense reports via the travel and expense system assign a default expense approver. Department Reference Report ● This report displays a list of expense lines with the same department reference. ● Use this report to aggregate expense information (between multiple employees or expense reports) pertaining to the same project. *Found in Unit Maintained under Procurement Services. The Access Point allows the user to enter the department id once for multiple reports.
Thank you for your ongoing support of CareerTrackers. Feedback is an important part of our commitment to the intern’s professional development. Prior to the end of the internship period, we ask you to organise a meeting with your intern to discuss how they have tracked against their Learning Contract goals and to provide feedback that is outlined below. This feedback will give your intern an insight into their strengths and areas for improvement. Your feedback enables us to provide the intern with year round training and support that will assist in the further development of their skills prior to their return for future internships. Name of intern: Employer: Manager / Evaluator’s name: Student Advisor: Please share: 1. Two keys strengths that your intern exhibited throughout their internship 2. Two areas of development for your intern to focus on during Semester Two and future internships 3. Overall comments Please email through this evaluation to the intern’s CareerTrackers Advisor once completed.
Position Title: Reports To: Effective Date: Responsible For: Budget: Organisational Context Vicdeaf connects people to the life they want to lead – through ensuring better access, inclusion and equal opportunity. Vicdeaf is a progressive community business and a leader in services to people who are Deaf, hard of hearing or who experience barriers to participation. Established in 1884, our commitment is to ensure that our clients and community are able to enjoy the benefits of being able to participate and contribute across all areas of life, including through economic, cultural, social and civic involvement. Primary Purpose of Role Vicdeaf Values and Vision Respectful We respect our people, culture, community and history We are kind and considerate in our dealings with people We behave in fair and ethical ways Inclusive We welcome and engage with people from all backgrounds We reduce barriers and attitudes that discriminate We are accessible We strive for equality Adaptable We embrace and drive change for our clients and communities We are open and flexible to changing needs We adapt to meet and overcome new challenges Diverse We believe our diversity is our strength Our perspectives drive our organisation We value different perspectives and cultures We are culturally and socially aware Progressive We are forward-thinking We are in touch with the needs – and future needs – of the communities We look for ways to improve the lives of our clients and communities Vision Our clients and our community live in an accessible, inclusive society with equal opportunity in all areas of life”
Core Strategic Requirements (applicable to all roles) Positive Working Relationships Cultural and Linguistic Diversity Personal Accountability Innovation/Quality/Continuous Improvement Support other team members Share knowledge and information Build relationships with other teams Positive approach to conflict resolution Take an active role in creating a safe and healthy work environment Auslan skills/willingness to learn Auslan Flexible and adaptable communication Be aware of and adapt to cultural & linguistic diversity Adherence to policies/standards/procedures Compliance with health, safety and wellbeing requirements Undertake continuing professional development Participate in training and personal development activities Creative and innovative approach to work Suggest & make changes to improve services Evaluate own work to ensure effective service delivery Be proactive in identifying service gaps Be open and responsive to feedback Key Outcomes to be achieved Outcome: Contribute to the achievement of Vicdeaf’s strategic objectives Ensure that role outcomes/results are aligned with organisational strategy, integrated with other services and meet client needs Performance Indicators Work in a flexible and adaptable way to ensure resourceful and efficient service delivery Understand and promote Vicdeaf’s services Consistently provide services that meet client and regulatory requirements
Key internal relationships Who Why Senior Manager Innovation and Capacity Receive guidance and direction Provide expert advice and support Manager Management Solutions, Service Development Consultant Work in a collegial manner to achieve high quality outcomes Collaborate to improve the performance of the unit Member Services Division Collaborate to improve the performance of the Division Support the activities of the Division Key external relationships Who Why LGNSW Learning and Development Network Provide quarterly meetings Maintain and grow relationships Consultants and Contractors Develop and maintain effective relationships Negotiate and maintain delivery of outcomes Key dimensions Decision making Accountable for achieving customer satisfaction and budget targets Oversees team workload allocation to ensure positive team morale and productivity Position is bound by policy guidelines and senior manager approval / levels of delegated authority Reports to Senior Manager Innovation and Capacity Direct reports The position managers a total of three reports - Learning and Development Consultant and two Learning and Development Coordinators Budget (operating and capital expenditure) Projected expenditure for 2017-2018 is $1.2 million Essential requirements Solid experience (minimum 5 years is indicative) in a similar role encompassing business development, L&D, budget oversight and team leadership Experience with a range of methods and processes to identify and understand training and development needs Proven experience in identifying and delivering on new business opportunities Experience working with technologies such as an LMS, e-learning platforms, and a CRM Proven experience in the design and delivery of new training programs Willingness and ability to undertake occasional travel, sometimes involving overnight stays Event management and facilitation experience Ability to focus on the unique needs of the NSW local government sector High level communication skills
Performance Management and Development System Manager’s Guide to Calibration of Evaluations of Performance Also, please refer to this Department’s document ‘Protocol on Calibration of Evaluations of Performance’. Purpose of Calibration to establish fairness and consistency in evaluations of performance to equip Managers to apply similar standards to all Jobholders to enable Managers to use the evaluation of performance scale effectively to ensure that evaluations are based on evidence of goals achieved and competencies demonstrated to measure individual performance in relation to others in the grade to identify high performers and low performers to give Managers the opportunity to use the same language in describing Jobholder performance to assist Managers in explaining the reasoning for their evaluations to their Jobholders How It Works Managers meet to discuss individual Jobholder performance evaluations Managers determine what criteria apply to each Evaluation category, by asking such questions as, for example: ‘What merits an evaluation of ’Exceptional Performance’? What does performance at this standard look like? What does someone who is evaluated as ‘Exceptional’ do differently to someone who is seen as ‘High Standard’? Managers discuss each Jobholder’s performance evaluation and their decision for that evaluation. Other Managers may ask questions and challenge evaluations; each Manager must be prepared to justify their proposed evaluations. Preparing for the Calibration Meeting In advance of the meeting, ask yourself: Do you have the completed PMDS forms for all your Jobholders? Is the evidence of performance provided by the Jobholders sufficiently comprehensive? If not, do you need to meet with the Jobholder in advance of the calibration meeting to address this? Have you considered each Jobholder’s self-assessment and measured it against your own assessment? Have you assigned a provisional evaluation for each Jobholder? Have you familiarised yourself with the guidelines for and the process of calibration? Have you prepared for effective participation in the discussions at the meeting?
Please note that previous seasonal hires must re-apply and have received a favourable re-hire status on the end of season performance evaluation. (Information will be verified at time of consideration). Requirements Upon Hire: To be eligible to work in this position you must meet and fulfill the following criteria prior to the position start date. Please acknowledge that you are aware and agreeable to meet these requirements by answering the questions below. Must be legally entitled to work in Canada. Are you legally entitled to work in Canada? New employees will be required to complete pre-employment medical based on the physical and/or cognitive demands required for a position? Because of the environment this position will be working in, should an offer be extended, prior to the first day on the job, candidates over 18 years will be required to consent to completion of a Criminal Background Check with favourable results. I am aware that successful candidates will be required to complete a criminal background check with favourable results prior to commencement of employment. Have you ever been convicted of a crime for which a pardon has not been granted? Must be in possession of and present an official Social Insurance Number at time of hire. For those positions that require a valid Driver’s Licence, candidates will be required to consent to the running of and favourable results of a Driver’s Abstract in good standing. Yes No New employees will be required to complete Health & Safety and other mandatory training on or before their first day of employment, and that other training (including Health & Safety policies) and job specific training will also be required? Please submit only this application form and your resume. Do not include copies of transcripts, licences, certificates, vulnerable sector checks, criminal background checks, Social Insurance Numbers, references, etc. Yes, I understand that I am only to submit this application and my resume at this time. Where did you first become aware of this job opening? The City of Quinte West website at Through our job subscription (signed up for notification when a job was posted)?
WHAT IS STATISTICS? MULTIPLE CHOICE 1. You take a random sample of 100 students at your university and find that their average GPA is 3.1. If you use this information to help you estimate the average GPA for all students at your university, then you are doing what branch of statistics? a. Descriptive statistics b. Inferential statistics c. Sample statistics d. Population statistics ANS: B 2. A company has developed a new computer sound card whose average lifetime is unknown. In order to estimate this average, 200 sound cards are randomly selected from a large production line and tested; their average lifetime is found to be 5 years. The 200 sound cards represent a: a. parameter. b. statistic. c. sample. d. population. ANS: C 3. A company has developed a new computer sound card whose average lifetime is unknown. In order to estimate this average, 200 sound cards are randomly selected from a large production line and tested; their average lifetime is found to be 5 years. The 5 years represents a: a. parameter. b. statistic. c. sample. d. population. ANS: B 4. A descriptive measure that is computed from a sample is called a: a. parameter. b. statistic. c. population. d. sample. ANS: B 5. A summary measure that is computed from a population is called a: a. sample. b. statistic. c. population. d. parameter. ANS: D 6. Which of the following is a measure of the reliability of a statistical inference? a. A population parameter.
37. Carolina Plating Company reported a cost of goods manufactured of $520,000, with the firm's balance sheet revealing work in process and finished goods of $70,000 and $134,000, respectively. If supplemental information disclosed raw materials used in production of $80,000, direct labor of $140,000, and manufacturing overhead of $240,000, the company's beginning work in process must have been: 38. The accounting records of Bronco Company revealed the following information: Bronco's cost of goods manufactured is: 39. The accounting records of Dolphin Company revealed the following information: Dolphin's cost of goods sold is:
what type of company? A) Manufacturer B) Retailer C) Service D) Wholesaler Answer: C Diff: 1 LO: 2-1 EOC: S2-2 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 12) Jiffy Lube, an automotive maintenance company, is primarily what type of company? A) Manufacturer B) Retailer C) Wholesaler D) Service Answer: D Diff: 1 LO: 2-1 EOC: S2-2 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 13) Among other products, Nabisco makes Oreo cookies. Which type of company is Nabisco? A) Service B) Manufacturer C) Retailer D) Wholesaler Answer: B Diff: 1 LO: 2-1 EOC: S2-2 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 14) Which type of company typically produces its own inventory? A) Manufacturer B) Service company C) Retailer D) Wholesaler Answer: A Diff: 1 LO: 2-1 EOC: S2-2 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 15) What type of company resells tangible products it purchases ready-made from suppliers? A) Merchandiser
effective compared to the red sofa. Diff: 3 LO: 2-6 EOC: P2-45A AACSB: Analytical thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes in costs and volume on a company's profits. 245) Variable costs per unit decrease as production volume increases. Answer: FALSE Diff: 1 LO: 2-7 EOC: S2-15 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 246) Fixed costs vary in total over a wide range of activity levels. Answer: FALSE Diff: 1 LO: 2-7 EOC: S2-15 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 247) All costs contain both a fixed and a variable portion. Answer: FALSE Diff: 2 LO: 2-7 EOC: S2-15 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 248) The total cost of a product equals the total fixed costs plus the total variable costs. Answer: TRUE Diff: 2 LO: 2-7 EOC: S2-15 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 249) A marginal cost is the cost of making one more unit of a product. Answer: TRUE Diff: 2 LO: 2-7 EOC: S2-15 AACSB: Reflective thinking Learning Outcome: Define and use cost-volume-profit analysis to analyze the effects of changes. 250) To forecast total costs at a given level of production, management would use which of the following calculations? A) Average cost × total units predicted