Brij Singhs Ideas
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One paragraph identifies the applicant as Brij B. Singh and their expertise in grant writing. A second paragraph establishes their credibility through experience providing defensive driving training programs. A third paragraph describes the problem of unsafe driving among youth in the local community. A fourth paragraph outlines the objective to address this issue by providing defensive driving courses to 25 high school students per month. A fifth paragraph explains the methodology as developing and presenting the training to improve driving skills and assess students over time.
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The document describes the typical application development lifecycle from initial requirements through long-term usage, including what the business needs, what they can afford, compromises made during design, how the specification changes over time, different perspectives of those involved, user testing, rollout, initial performance, user reactions, changes over the first five years of use, and critics' hypothetical alternatives.
I sette peccati capitali dell'albergatore (in tema di reputation) #tourismreload
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The Yubikey
The document discusses authentication and identity theft. It describes OpenID as a centralized identity management system but notes it does not prevent identity theft. The document then introduces the YubiKey, a small hardware device that generates a unique user ID and one-time password for multi-factor authentication. The YubiKey works by encrypting authentication information using an AES key and generates a new code each time the button is pressed, making it resistant to replay attacks. The document recommends the YubiKey for securely authenticating users.
Facilitated Trans-Border Trade Flows within the Broader Regional Context
This document discusses facilitated cross-border trade within a regional context. It touches on topics like international integration, harmonization, and regional integration in the context of complex global and regional markets. It also mentions international regulatory frameworks, economic agreements, and organizations as well as African regional economic communities.
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Facilitated Trans-Border Trade Flows within the Broader Regional Context
Facilitated Trans-Border Trade Flows within the Broader Regional Context
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Program Evaluation In the Non-Profit Sector
3 Session presetnation to students at Rhode Island College in the Non-Profit Certificate Program; specifically regarding program evaluation.
Grant Writing: Summary Concepts 1 4
The document provides an overview and guidance on writing key sections of a funding proposal, including the problem statement, objectives, program plan, and evaluation. It discusses the purpose and components of each section, and provides tips and examples for writing them clearly and persuasively. Participants will work in small groups to review these concepts, with the instructor answering questions to help clarify understanding of writing successful proposals.
M%20and%20 E Milan
The document discusses monitoring and evaluation (M&E) of programs, defining M&E, the differences between monitoring and evaluation, and types of evaluation. It describes M&E as a systems approach using a logical framework. Key aspects of developing an M&E process are outlined, including defining the purpose and scope, developing indicators, determining data sources and methods, and implementing and utilizing results. Principles of M&E include being bias-free, logical, educational, non-threatening, and considering diversity of views.
Learning focused Evaluation
The document discusses the importance of strategic learning for nonprofit effectiveness and leadership. It argues that evaluation should focus on learning what works, for whom, and why rather than just accountability. The key aspects of strategic learning are: creating data gathering processes to leverage evaluation findings; infusing learning into planning; and taking immediate action based on evaluations. However, only about 25% of nonprofits are effective learners. The document outlines a seven step strategic learning process involving gathering data, analyzing results, making meaning from findings, and using decisions to improve programs.
Monitoring & Evaluating projects & programs: A stakeholder perspective
Jacques Myburgh is an existential coach who has a science degree in information systems and geology, an MBA from Oxford Brookes University, and experience in organizational change management, project management, and business coaching. He is currently researching the monitoring and evaluation of strategies to professionalize the coaching industry in South Africa for his MPhil in Management Coaching. The workshop he is presenting introduces a results-based evaluation framework for determining the efficiency and effectiveness of projects using stakeholder perspectives and mapping activities to intended results and impacts.
Assignment 2 Designing a Training ProgramDue Week 8 and worth 3.docx
Assignment 2: Designing a Training Program
Due Week 8 and worth 300 points
Create a written proposal in which you detail the complete design of an employee training program.
Write a six to eight (6-8) page paper in which you:
1. Design a two (2) day training program for a group of twenty (20) employees.
2. Identify two to three (2-3) training needs though a Training Needs Analysis (TNA) and justify an
approach for this training.
3. Develop the training objective for this program based on an analysis of the business.
4. Determine the training cost for the training program you are proposing. Include a detailed
breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the
project as a whole.
5. Select key training method (s) to deliver the program to employees, such as an e-Learning
module or a one-day face-to-face training program.
6. Create an agenda of activities for the training program.
7. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other
Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all
sides; citations and references must follow APA or school-specific format. Check with your
professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s
name, the course title, and the date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Identify when to conduct a Training Needs Analysis (TNA).
Analyze the various approaches to performing a Training Needs Analysis.
Develop strategies for training design.
Use technology and information resources to research issues in training and development.
Write clearly and concisely about training and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and
You are part of a behavior consulting team providing consultation to local service agencies in your area.
Choose one of the following scenarios and write a comprehensive plan for program design and evaluation You are being asked to apply what you have learned about how Evidence-Based Program Planning applies to organization-wide behavior interventions.
· Just Like Home nursing home wants to assess the possible need for a new behavior management program to prevent Alzheimer’s patients from wandering unsupervised and endangering themselves.
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Project Charter template (contains Scope Section) project nameExe.docx
Project Charter template (contains Scope Section): project name:Executive Summary
Where did this project come from?
Why is it being done?
What impact will the project create (internally, externally)?
What strategic plan does it contribute to?
What does the customer receive/not receive by project end?
What key assumptions are driving this project?
What risks could challenge project success?Goals
What business/organization goal(s) does this project support?
What business need is being satisfied by this project?Objectives
What, specifically, needs to be done to meet project/customer requirements/expectations/goal?
What is the target of the project?
Note: Ensure each objective contributes to the goal. Check to satisfy the "SMART" criteriaScope:
What does the work of the project to meet goal include/not include?Work IncludesWork does not IncludePhases ⁄ Deliverables:
What are the major components of work to meet the goals/objectives/scope?
What are the customer, process, and project deliverables within each phase?
Phase
Description of Phase
Deliverables
Internal
External
Assumptions:
What unknowns are being made known in this project?
What uncertainties are considered true, real, or certain for planning purposes?
What trial balloons are being floated to verify information?
Assumption
Rationale
Probability of Assumption being True
Impact to Project if Assumption is not True
Risks:
What events could jeopardize this project's success?
Risk
Supporting Detail (Analysis to be continued in Risk Management Plan/ Register)
Constraints:
What is restricting this project?
What standards, regulations, technologies, resource availability impact this project?
Constraint
Supporting Detail
Initial Project SizingBudget:
What are the estimated costs to complete this project (document variability, range, precision at this point)
What is the financial justification for this project?
(i.e. Benefit Cost Analysis, Return on Investment, NPV . . .)
What financial gains are there to doing/not doing this project?High Level Schedule:
When are the phases/deliverables planned to begin/end?
Phase/Deliverable
Time
Milestones:
What major points are important to communicate/measure against?
When should/will they occur?Resource Requirements:
What specialized resources are necessary to complete this project?
Team Member
Role
Responsibility
Sponsor
Project Manager
Management Approaches:
How will status be taken?
How will project be communicated?
How will change be managed?
How will issues be escalated?
How will the risk be managed?
Communication Type
Stakeholders
Frequency
Agenda/ Content
Responsible
Distribution Media
Note: These may be separate plans within the context of the integrated project planSign-offs/Reviews:
At what points will management/customer/team/peer reviews be conducted? For what ...
Evaluation And Futureof Driver Ed
The document provides guidelines for evaluating driver education programs. It discusses the need to systematically evaluate whether such programs are effective in improving driving skills and safety. A key goal is to identify program strengths and weaknesses so they can be improved to maximize safety impacts. The guidelines outline a 5-step process for evaluations, including focusing the scope, selecting methods, developing a data collection plan, gathering and analyzing results, and interpreting findings to guide improvements. Comprehensive and ongoing evaluation is important for progressing evidence-based driver education.
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docx
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
In Search of a Common Evaluation framework for Mentoring - Cloud Chamber
The document discusses developing a common evaluation framework for mentoring schemes. While mentoring schemes differ in their context, sector, target group, and delivery, they are similar in areas like recruitment, mentor training, management, and intended personal development outcomes. A common evaluation approach using a logic model could provide benefits like sharing best practices, validated research instruments, cost savings, and better communication of impacts. The logic model would standardize elements like the program's rationale, objectives, inputs, activities, outputs, outcomes, and impacts.
Measuring impact
This document discusses the importance of evidencing the benefits of staff development programs in higher education. It highlights challenges in the sector like reduced funding that require demonstrating efficiency, effectiveness, and impact. While many institutions identify potential benefits, only 42% successfully measure them. Barriers to measurement include a lack of clarity on what and how to measure, data availability, and concerns about negative results. The presentation provides tools to help plan and evidence benefits, including exploring benefits from strategic, behavioral, stakeholder, and measurable perspectives. It emphasizes capturing baseline data before and improvement data after to quantify changes. Examples demonstrate calculating benefits like time or cost savings. Communicating evidenced benefits helps create value by showing how investments in staff development impact individuals and institutions.
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Felix DiCamillo, Director of Business Development, The Rochester Group
Maureen Klovers, President and CEO, Lyon Park AssociatesICFAI Projects and Operations Management - Solved assignments and case study ...
Dear students, get latest Solved assignments and case study help by professionals. Mail us at : help.mbaassignments@gmail.com Call us at : 08263069601
Full Program Design
The document provides an overview of program design, monitoring and evaluation. It discusses conducting needs assessments to understand community needs and priorities. It also covers developing a causal pathway framework to link program activities, outputs, and outcomes. Monitoring and evaluation are presented as important parts of the process to determine what is working and how programs can be improved.
Pinterest Book Activity Template Once you have filled in these t.docx
Pinterest Book Activity Template
Once you have filled in these two sections and the Lesson Plan Template section, delete the Lesson Plan Template – Example Overview and the References sections before submitting.
Pinterest Board Link:
Book Citations
Title / Author
Book Summary
2-3 sentence summary that includes how the book relates to teaching self-regulation.
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 5: Developmental Checklists Birth to Five
Ages 3 to 5: Early Learning Guidelines. State by State Early Learning Guidelines
Head Start Framework: Head Start Early Learning Outcomes Framework
K-3: Standards in Your State
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Lesson Plan Template
(Items highlighted in Red are required)
Content Area or Developmental Focus:
Age/Grade of Children:
Len ...
School of ManagementProgram EvaluationMPA 513Week 3.docx
School of Management
Program Evaluation
MPA 513
Week 3
School of Management
Policy in the NewsReview Needs Assessment / StakeholdersProcess EvaluationsExercise:Performance MonitoringExercise: City Stat exampleQuestions and Conclusions
Class Overview and Objectives
*
School of Management
In the News
Public Administration
Evaluation in the News
*
School of Management
Logic Models
Stakeholders
Review
*
School of Management
Involving StakeholdersGain broader perspective, avoid blind spots, try to ensure utilization of resultsKey stakeholders:Those served or affected by activityThose involved in program operationsThose in a position to make decisions about the activityFor a manageable process, the list of stakeholders must be narrowed to primary intended users
School of Management
Evaluating Internal Processes
“Now that this is the law of the land, let’s hope we can get our government to carry it out.” John F. Kennedy
School of Management
What is a Process Evaluation?
Process (formative) evaluations are aimed at enhancing your program by understanding it more fully, and whether it is functioning as intended.
Process evaluations study what is being done, and for whom these services are provided
*
Evaluators often distinguish between process/implementation/formative vs. outcome/impact/summative evaluations.
School of Management
Process vs. Outcome Evaluation
Process (Formative) – program managers, front-line staff, program designers, evaluation professionals and other internal and external entities focused on wanting to know why the program (or class of programs) is or is not working and what sort of program adaptations are appropriate.
Outcome (Summative) measures – legislators, accounting entities, interest groups, other levels of government, and other external entities focused on accountability or accreditation.
Evaluators often distinguish between: process or implementation (formative) vs. outcome or impact (summative):
*
School of Management
Illustration of Process Evaluation
Formative
Evaluation
Research
Examines
Inside The
Program
At “The
Process”
(1)Jablonski, J.R. Total Quality Management. Technical Management Consortium Albuquerque, NM.
*
School of Management
Organization Change and Process EvaluationProcess evaluation supports a program administrator’s desire to correct program deficiencies.Problem-solving orientation is different from evaluations that are more outcome-focused.Process intervention model provides a framework for planned organizational change.
“We are interested not so much in whether X causes Y as in the question , if Y is not happening, what is wrong with X.” –Sylvia et al, p.70
* Sylvia, Sylvia, and Gunn. 1997. Program Planning and Evaluation for the Public Manager. Waveland Press.
*
School of Management
Activities
Inputs
Outputs
Intermediate Effects/ Outcomes
Short-term Effects/ Outcomes
Long-term Effects/
Outcomes
Context
Assumptions
Stage of Develo.
Designing useful evaluations - An online workshop for the Jisc AF programme_I...
This document summarizes a workshop on designing useful evaluations for projects funded by the JISC and Becta Curriculum Delivery Programme. The workshop covered the evaluation cycle, identifying intended outcomes and impact, determining what to evaluate, developing evaluation questions, and methods for undertaking evaluations. Examples of evaluation approaches used by different projects were discussed, including action research, external evaluators, and using both qualitative and quantitative data sources. Participants were guided in developing evaluation plans for their own projects by considering stakeholders, measures, sources of evidence, and refining evaluation questions.
Street Jibe Evaluation
The document discusses different types of program evaluation including needs assessment, process evaluation, outcome evaluation, and efficiency evaluation. It provides details on each type, including the purpose and steps involved. Process evaluation looks at how a program's services are delivered and administered, while outcome evaluation aims to describe the effects of a program and determine if desired changes occurred in participants.
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Monitoring & Evaluating projects & programs: A stakeholder perspective
Monitoring & Evaluating projects & programs: A stakeholder perspective
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Project Charter template (contains Scope Section) project nameExe.docx
Project Charter template (contains Scope Section) project nameExe.docx
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Pinterest Book Activity Template Once you have filled in these t.docx
Pinterest Book Activity Template Once you have filled in these t.docx
School of ManagementProgram EvaluationMPA 513Week 3.docx
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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www.StokeNewingtonHistory.com
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Brij Singhs Ideas
- 1. Simple Grant Writing – An Example By Brij B. Singh October 2006
- 4. Principle – Sell your strengths “… without this funding, this program regardless of all the good that it does, will have to close its doors…”
- 15. The Conceptual Chain Long-term Outcome Current Situation Interim Outcomes Goals (Why) (Problem =Current Situation Vs Goal) Initial Outcomes Objectives (What) Outputs Strategies (How) Activities Inputs
- 17. Five Measurable aspects of Performance Inputs Dollars Staff Technology Capital Activities Tasks Administrative Outputs Products/Services Outputs from activity Outcomes Client benefits Program consequences Impact Net impact from the Program