This document provides instructions for completing the Financial Status and Program Performance Final Report for GEAR UP State and Partnership grants. The report consists of a cover sheet and six sections. It requires information on project implementation, outcomes, successes, concerns, barriers encountered, progress toward objectives, lessons learned, impact on participants, and sustainability plans. The final report allows the Department of Education to evaluate the project's fiscal operations and determine if expected outcomes were achieved.
This presentation provides an overview of Datum Corporation's financial performance including highlights on income, revenue, balance sheet, assets and stock performance from 2002 to 2003. It shows that the company had increases in net revenues, net income, earnings per share, total assets, cash and short-term investments, and shareholder equity over the two year period while total liabilities remained steady. Revenue by division and breakdowns of assets and the balance sheet are also presented.
Techtude offers three versions of the ProTee Golf Simulator in South Africa: 1) a sensorpack kit to build your own simulator, 2) a full-size turnkey system for professionals, and 3) an indoor driving range version. The ProTee simulator uses advanced sensors and graphics to provide users with an immersive indoor golfing experience where they can play virtual rounds on multiple courses while analyzing their swing data. Techtude has experience installing simulators and identifies the ProTee as one of the most widely used and advanced professional systems available.
This presentation provides an overview of Datum Corporation's financial performance, including highlights of income, revenue, balance sheet, and assets. It discusses net revenues, net income, earnings per share, revenue by division, balance sheet items like shareholder equity and total liabilities, assets like cash and short-term investments, and stock performance for 2003 and 2002.
Techtude offers three interactive experiential activities:
1. ChatScreen, which allows audiences to have live conversations with digital avatars through voice actors.
2. Racing cockpit simulators that replicate the experience of driving racing cars at speeds over 280 km/h on famous circuits.
3. The BATAK Pro, an interactive device for improving hand-eye coordination through hitting lit targets.
Techtude has provided these activities for many corporate and sporting events.
Techtude is a South African company founded in 2005 that provides technical event solutions and production services. They have experience in the broadcast, events, and Formula 1 hospitality industries. Their services include operating a virtual racing center with simulators at the Kyalami racetrack, renting out simulators and other interactive technology, and producing bespoke events using these technologies. Their team has over 30 years of combined experience in related fields.
This document summarizes the services of an equipment rental company that has 19 years of experience hosting events. They provide lighting, sound, video, and stage equipment as well as technical support for events of all sizes. Their team of over 30 people has experience hosting large events for celebrities and officials. They aim to properly set up, operate, and dismantle event equipment while meeting client needs and site requirements. Regular clients include large corporations and event venues in both Moscow and St. Petersburg.
This presentation provides an overview of Datum Corporation's financial performance including highlights on income, revenue, balance sheet, assets and stock performance from 2002 to 2003. It shows that the company had increases in net revenues, net income, earnings per share, total assets, cash and short-term investments, and shareholder equity over the two year period while total liabilities remained steady. Revenue by division and breakdowns of assets and the balance sheet are also presented.
Techtude offers three versions of the ProTee Golf Simulator in South Africa: 1) a sensorpack kit to build your own simulator, 2) a full-size turnkey system for professionals, and 3) an indoor driving range version. The ProTee simulator uses advanced sensors and graphics to provide users with an immersive indoor golfing experience where they can play virtual rounds on multiple courses while analyzing their swing data. Techtude has experience installing simulators and identifies the ProTee as one of the most widely used and advanced professional systems available.
This presentation provides an overview of Datum Corporation's financial performance, including highlights of income, revenue, balance sheet, and assets. It discusses net revenues, net income, earnings per share, revenue by division, balance sheet items like shareholder equity and total liabilities, assets like cash and short-term investments, and stock performance for 2003 and 2002.
Techtude offers three interactive experiential activities:
1. ChatScreen, which allows audiences to have live conversations with digital avatars through voice actors.
2. Racing cockpit simulators that replicate the experience of driving racing cars at speeds over 280 km/h on famous circuits.
3. The BATAK Pro, an interactive device for improving hand-eye coordination through hitting lit targets.
Techtude has provided these activities for many corporate and sporting events.
Techtude is a South African company founded in 2005 that provides technical event solutions and production services. They have experience in the broadcast, events, and Formula 1 hospitality industries. Their services include operating a virtual racing center with simulators at the Kyalami racetrack, renting out simulators and other interactive technology, and producing bespoke events using these technologies. Their team has over 30 years of combined experience in related fields.
This document summarizes the services of an equipment rental company that has 19 years of experience hosting events. They provide lighting, sound, video, and stage equipment as well as technical support for events of all sizes. Their team of over 30 people has experience hosting large events for celebrities and officials. They aim to properly set up, operate, and dismantle event equipment while meeting client needs and site requirements. Regular clients include large corporations and event venues in both Moscow and St. Petersburg.
Techtude offers team building programs at their 800 square meter Virtual Race Centre located at the old Kyalami Grand Prix Circuit pit complex in South Africa. Their programs utilize six networked racing simulators and authentic Formula 1 equipment and decor. They provide three main programs: Pit 4 Real focuses on pit crew teamwork; Racing4Real simulates a Formula 1 team's race day operations; and Formula 1 Wheel Change allows participants to change wheels like professional pit crews. Techtude has hosted numerous corporate clients and product launches at their facility.
La presentación promociona la película "Chubaka Culitos I" y pide a los espectadores que compartan el PowerPoint con amigos si les gustó la película. También incluye enlaces para descargar más presentaciones gratuitas o suscribirse a un boletín de correo electrónico con presentaciones futuras.
The document describes several interactive experiential activities provided by Techtude, including a soccer simulator, hand-eye coordination device, racing cockpit simulators, and a motion simulator. It also describes an interactive digital avatar system called ChatScreen that allows audiences to have live conversations with animated characters. Examples are given of companies and events where these technologies have been used.
Material del taller "Cómo publicar trabajos de investigación", organizado por la editorial Springer y la Biblioteca de la Universidad de Navarra, y celebrado el 26 de noviembre de 2012
The document describes an interactive game called the Batak Pro that tests hand-eye coordination. It has been used by several sports teams, universities, and companies. The Batak Pro lights up targets that players must hit, tracking speed and accuracy. It improves reaction time, coordination, stamina, and fitness for users of all ages. Contact information is provided for the company that produces the Batak Pro.
Este documento proporciona instrucciones para importar publicaciones de varias bases de datos (Web of Science, Scopus, PubMed, Dialnet y Unika) al editor CVN de FECYT. Explica cómo buscar, seleccionar y descargar los registros en formato compatible para su importación a FECYT, y luego cómo exportar el CVN de FECYT a la plataforma científicacvn de la Universidad de Navarra para su gestión y seguimiento.
Final Project PresentationMentoring ProgramGroup Number AB.docxlmelaine
Final Project Presentation
Mentoring Program
Group Number A/B/C etc
20 minutes per team.
Project Team
Names of all teams
Business Case & Charter Statement (2-3 slides)
A good business case is credible and compelling. It provides qualitative and quantitative cost-benefit analysis information.
Charter launches the project
Why the Program?
What are the benefits?
Program Life Cycle (details 2 slides)
Structure of the Program
5
Program Oversight and Governance
6
Program Oversight
Management Review
Financial Review
Senior Management
Program Steering
Committee
Program
Management Team
Project Stage Gate Reviews
Major Program Review
Program Management Plan Review
Project Stage Gate Reviews
Monthly Program Review
Describe the Key points from Report
Risks (3 risks max)
Budget – Estimated (or show that from MeisterPlan)
Communication etc
Project Overview
Role of projects
Milestones – MeisterPlan Reports
Boston University
MET AD 646 Program Management
Summer II 2019
YOUR LO
Program Plan Elements:
No One Goes Hungry
Alan Brou
Suhui Liu
Linrui Liu
Qizhen Li
07/24/2019
Final Version
Executive Summary
This report outlines our program on the topic about a charitable activity. As graduate students, our team members are also thinking about what we can do for the society. Fortunately, one of our team members was involved in a public welfare project several years ago, which was about collecting food and daily supplies for the poor. The serious phenomenon of poor community intrigued our program management team due to our connection with the concept.
To address this issue, our team decided to develop and launch a website that is designed to make our task easier. In order to operate and promote the website to be well known in the country or even in the world, we need to do some projects include fundraising, recruitment of volunteers, community service and marketing. This report will also take into consideration all risks that we may encounter during the program. We are confident that all those risks will be hedged using appropriate strategies.
Introduction to the Program Plan
In this report, you will find our initial summary of the following using the Smartsheet Templates:
Business Case
A good business case is credible and compelling. It provides qualitative and quantitative cost-benefit analysis information.
Program Master Calendar
Easily communicate milestones and important meetings across multiple projects. With the Program Master Calendar, it is easy to keep items up to date, share the latest schedule with stakeholders
Program Management Charter
A good charter not only establishes the scope, goals, and budget of the PMO, but also stimulates discussion.
Program Governance Structure
Documenting a program’s governance structure helps stakeholders understand the program's methodologies, frameworks and context for how decisions are made.
Program Milestones
This template can be used t ...
This document outlines the proposal form and instructions for applying for financial support from the Pakistan Innovation Fund (PIF). Applicants must complete the proposal form in English using Arial 11 font size and include all requested documents. Eligible proposals must focus on innovation in areas like governance, health, education, agriculture, tech startups, or women's entrepreneurship. Successful proposals will demonstrate a clear problem statement, goals, benefits, impact, timeline, budget, and team experience. Proposals will be evaluated on criteria such as format compliance, quality, impact, implementation and monitoring frameworks, experience, and organizational financial contribution. The deadline to submit hard copies of proposals not exceeding 10 pages to the PIF Secretariat in Islamabad is within
Kena activity summary
Kena is a capacity-building service product of the Ethiopian Youth Entrepreneurs Association, with an objective to provide training, mentorship, access to finance, and market exposure to youth-founded or run businesses. It also aims to encourage youth entrepreneurship through hosting innovation competitions. The association is partnering with a diverse set of stakeholders like private and government-owned financial institutions, policymakers as well development partners, to provide such enabling services in four primary categories. The service provides: -
Training and mentorship: Through the support of development partners and policy makers the association targets to provide technical and soft skill training for young entrepreneurs who are members of the association, The training includes subjects of finance management, business development, and scaling. Furthermore includes soft skill training like time and resource management for business owners. These services will be provided through service providers both in online and offline delivery formats and will be digitally tracked to measure/evaluate the success of the trainees. Kena platform will avail such digital capital to members of the association.
Access to finance: Kena will be one of the means by which youth entrepreneurs will gain possibilities to access grant and credit forms of financing as per the service mandate of the association. Financing will be offered in three models: -,
Grant processing and mediation based on criteria set by the donors working with the association and standard information qualifications set by the association,
Investment matching through standardized members' business profiling and investor targeting
Digital credit facilitation and due diligence processing of members' businesses in partnership with private and public finance and financing institutions
Market exposure: Through stakeholder engagement and ecosystem actors Kena will host various types of business expos, networking events, and conferences, in addition, This category of engagement will also enable member exposure to attend and be part of international business expos and conferences to further their market reach as well as professional exposure.
This document provides an overview and guidance on completing the ED 524B Grant Performance Report. It discusses the purpose and structure of the ED 524B, including the cover sheet, executive summary, project status chart, and financial reporting requirements. Key points include reporting on performance measures and evaluation results, aligning project objectives with measures, ensuring data quality, and having the business office complete financial sections. The presenter's contact information is provided for any questions.
The document discusses proposed legislation called the Gainful Employment (GE) program. The GE program aims to increase information available to students on costs and earnings of educational programs. It would determine program eligibility for federal student aid based on debt-to-earnings ratios and cohort default rates calculated at the program level. The proposal outlines how these measures would be calculated and defines thresholds for "failing", "zone", and "passing" programs. The document expresses concerns that the implementation timeline is rushed and may have unintended consequences.
The document outlines the key steps in managing a program evaluation for a housing ministry, including defining evaluation topics, determining methodology, overseeing contractor work, and ensuring policy impact. It provides two examples: an evaluation of a program moving families to middle-class neighborhoods found no significant education impacts after 5 years; and an evaluation of economic development loan programs found they achieved most job goals but with higher default rates than typical loans.
The document provides guidance on conducting income generating projects (IGPs) in schools. It outlines the required components of an IGP proposal, including an endorsement letter, letter of intent, project title, proponent information, location, duration, rationale, objectives, description, beneficiaries, action plan, budget, and foreseeable problems. It also describes the components of the final IGP paper, such as an accomplishment report, financial report, problems encountered and solutions, and a sustainability plan. Schools are instructed to follow guidelines on allowed IGPs and activity frequencies, and evaluations will assess compliance with proposal and report requirements, skill transfer to beneficiaries, monitoring, and solutions to challenges.
This document outlines the components and process for writing an effective grant proposal. It discusses gathering background information about the organization, program, expenses, and need. The main components of a proposal include an executive summary, needs statement, program description, evaluation plan, budget, organizational experience, and appendices. The program description explains objectives, methods, staffing, and sustainability. An effective evaluation plan measures outcomes, collects and analyzes data, and reports results. The budget identifies expenses and revenue sources. The conclusion and appendices complete the proposal.
The document summarizes four procurement notices:
1. USAID is seeking proposals for an evaluation of a trade hub project in East Africa with a budget between $160,000-$300,000.
2. AGRA is seeking an Evaluation Management Unit to conduct mid-term and final evaluations of the $200 million Africa Enterprise Challenge Fund supporting agribusiness in Africa. Proposals are due January 6th, 2014.
3. The Uruguayan Ministry of Industry, Energy and Mining is seeking proposals for a study on the liquid fuel value chain excluding liquefied gas.
4. INADEB Health in the Mountains Program in the Dominican Republic is seeking proposals for a final evaluation covering 2010-
The document summarizes four procurement notices:
1. USAID is seeking proposals for an evaluation of its COMPETE Trade Hub project in East Africa with a budget between $160,000-$300,000.
2. AGRA is seeking an Evaluation Management Unit to conduct mid-term and final evaluations of the $200 million Africa Enterprise Challenge Fund. Proposals are due January 6th, 2014.
3. The Uruguayan Ministry of Industry, Energy and Mining is seeking proposals to conduct a diagnostic study and value chain analysis of liquid fuels excluding liquefied gas.
4. INADEB Health in the Mountains Program seeks proposals for a final evaluation, impact measurement, and analysis of institutional capacities
The document provides an overview and agenda for a project leaders training course on grants management. It discusses the goals of developing grants management knowledge and skills. The course objectives are to increase participants' understanding of compliance requirements, writing project statements and reports, communication, and grants management processes. An overview is given of the grants process including pre-award, award, post-award, and closeout stages while ensuring compliance.
Bus30104 intro to biz final project aug 2015Leon Lim
The document outlines the objectives, tasks, and assessment criteria for a final group project for an Introduction to Business course. Students will form groups to plan and run a charity drive event, where they will sell products and donate 100% of profits to a charity of their choice. They will be assessed on the content of a charity drive report, the financial goals and control of the event, and individual self-reflections. The project aims to provide practical business experience in areas like marketing, finance, and social responsibility.
This document provides an overview of the Workforce Innovation and Opportunity Act (WIOA) performance accountability system. It discusses the six primary indicators of performance that states and local areas must report on which measure employment rates, median earnings, credential attainment, measurable skill gains, and effectiveness in serving employers. It also outlines the key terms, definitions, reporting requirements, and methodologies used to calculate each indicator. States must negotiate performance goals with the Departments of Labor and Education and begin reporting performance outcomes on July 1, 2020.
This document provides details for an assessment task for a Diploma of Travel and Tourism subject called Finance II. The assessment includes three parts:
1. A written report explaining why tourism businesses need budgets, the types of budgets, how budgets are informed, how different departments contribute, how budgets are selected and finalized, who budgets are communicated to, and how often they should be reviewed.
2. Completing a budget table for a small travel agency by filling in budgeted, actual, variance, and variance percentage figures.
3. A short summary analyzing the finances of the agency and recommendations for positive changes based on the budget review.
1) Main steps you plan to take to pursue the objectives and find tMartineMccracken314
This document outlines a marketing plan proposal for a cleaning company called Jetsudz Cleaning Inc. The proposal discusses:
1) Recommendations for building the company's brand through tactics like designing a new logo, developing a website and social media presence, and search engine optimization.
2) Segmenting and targeting different customer groups to develop effective marketing strategies.
3) Using various marketing communication tools like advertising, email marketing, content creation, and distributing flyers to promote the company and its services.
4) Creating a professional website and optimizing it with search engine optimization tools to boost sales and market value.
The proposal provides a structured plan to enhance brand awareness, attract new customers, and
Techtude offers team building programs at their 800 square meter Virtual Race Centre located at the old Kyalami Grand Prix Circuit pit complex in South Africa. Their programs utilize six networked racing simulators and authentic Formula 1 equipment and decor. They provide three main programs: Pit 4 Real focuses on pit crew teamwork; Racing4Real simulates a Formula 1 team's race day operations; and Formula 1 Wheel Change allows participants to change wheels like professional pit crews. Techtude has hosted numerous corporate clients and product launches at their facility.
La presentación promociona la película "Chubaka Culitos I" y pide a los espectadores que compartan el PowerPoint con amigos si les gustó la película. También incluye enlaces para descargar más presentaciones gratuitas o suscribirse a un boletín de correo electrónico con presentaciones futuras.
The document describes several interactive experiential activities provided by Techtude, including a soccer simulator, hand-eye coordination device, racing cockpit simulators, and a motion simulator. It also describes an interactive digital avatar system called ChatScreen that allows audiences to have live conversations with animated characters. Examples are given of companies and events where these technologies have been used.
Material del taller "Cómo publicar trabajos de investigación", organizado por la editorial Springer y la Biblioteca de la Universidad de Navarra, y celebrado el 26 de noviembre de 2012
The document describes an interactive game called the Batak Pro that tests hand-eye coordination. It has been used by several sports teams, universities, and companies. The Batak Pro lights up targets that players must hit, tracking speed and accuracy. It improves reaction time, coordination, stamina, and fitness for users of all ages. Contact information is provided for the company that produces the Batak Pro.
Este documento proporciona instrucciones para importar publicaciones de varias bases de datos (Web of Science, Scopus, PubMed, Dialnet y Unika) al editor CVN de FECYT. Explica cómo buscar, seleccionar y descargar los registros en formato compatible para su importación a FECYT, y luego cómo exportar el CVN de FECYT a la plataforma científicacvn de la Universidad de Navarra para su gestión y seguimiento.
Final Project PresentationMentoring ProgramGroup Number AB.docxlmelaine
Final Project Presentation
Mentoring Program
Group Number A/B/C etc
20 minutes per team.
Project Team
Names of all teams
Business Case & Charter Statement (2-3 slides)
A good business case is credible and compelling. It provides qualitative and quantitative cost-benefit analysis information.
Charter launches the project
Why the Program?
What are the benefits?
Program Life Cycle (details 2 slides)
Structure of the Program
5
Program Oversight and Governance
6
Program Oversight
Management Review
Financial Review
Senior Management
Program Steering
Committee
Program
Management Team
Project Stage Gate Reviews
Major Program Review
Program Management Plan Review
Project Stage Gate Reviews
Monthly Program Review
Describe the Key points from Report
Risks (3 risks max)
Budget – Estimated (or show that from MeisterPlan)
Communication etc
Project Overview
Role of projects
Milestones – MeisterPlan Reports
Boston University
MET AD 646 Program Management
Summer II 2019
YOUR LO
Program Plan Elements:
No One Goes Hungry
Alan Brou
Suhui Liu
Linrui Liu
Qizhen Li
07/24/2019
Final Version
Executive Summary
This report outlines our program on the topic about a charitable activity. As graduate students, our team members are also thinking about what we can do for the society. Fortunately, one of our team members was involved in a public welfare project several years ago, which was about collecting food and daily supplies for the poor. The serious phenomenon of poor community intrigued our program management team due to our connection with the concept.
To address this issue, our team decided to develop and launch a website that is designed to make our task easier. In order to operate and promote the website to be well known in the country or even in the world, we need to do some projects include fundraising, recruitment of volunteers, community service and marketing. This report will also take into consideration all risks that we may encounter during the program. We are confident that all those risks will be hedged using appropriate strategies.
Introduction to the Program Plan
In this report, you will find our initial summary of the following using the Smartsheet Templates:
Business Case
A good business case is credible and compelling. It provides qualitative and quantitative cost-benefit analysis information.
Program Master Calendar
Easily communicate milestones and important meetings across multiple projects. With the Program Master Calendar, it is easy to keep items up to date, share the latest schedule with stakeholders
Program Management Charter
A good charter not only establishes the scope, goals, and budget of the PMO, but also stimulates discussion.
Program Governance Structure
Documenting a program’s governance structure helps stakeholders understand the program's methodologies, frameworks and context for how decisions are made.
Program Milestones
This template can be used t ...
This document outlines the proposal form and instructions for applying for financial support from the Pakistan Innovation Fund (PIF). Applicants must complete the proposal form in English using Arial 11 font size and include all requested documents. Eligible proposals must focus on innovation in areas like governance, health, education, agriculture, tech startups, or women's entrepreneurship. Successful proposals will demonstrate a clear problem statement, goals, benefits, impact, timeline, budget, and team experience. Proposals will be evaluated on criteria such as format compliance, quality, impact, implementation and monitoring frameworks, experience, and organizational financial contribution. The deadline to submit hard copies of proposals not exceeding 10 pages to the PIF Secretariat in Islamabad is within
Kena activity summary
Kena is a capacity-building service product of the Ethiopian Youth Entrepreneurs Association, with an objective to provide training, mentorship, access to finance, and market exposure to youth-founded or run businesses. It also aims to encourage youth entrepreneurship through hosting innovation competitions. The association is partnering with a diverse set of stakeholders like private and government-owned financial institutions, policymakers as well development partners, to provide such enabling services in four primary categories. The service provides: -
Training and mentorship: Through the support of development partners and policy makers the association targets to provide technical and soft skill training for young entrepreneurs who are members of the association, The training includes subjects of finance management, business development, and scaling. Furthermore includes soft skill training like time and resource management for business owners. These services will be provided through service providers both in online and offline delivery formats and will be digitally tracked to measure/evaluate the success of the trainees. Kena platform will avail such digital capital to members of the association.
Access to finance: Kena will be one of the means by which youth entrepreneurs will gain possibilities to access grant and credit forms of financing as per the service mandate of the association. Financing will be offered in three models: -,
Grant processing and mediation based on criteria set by the donors working with the association and standard information qualifications set by the association,
Investment matching through standardized members' business profiling and investor targeting
Digital credit facilitation and due diligence processing of members' businesses in partnership with private and public finance and financing institutions
Market exposure: Through stakeholder engagement and ecosystem actors Kena will host various types of business expos, networking events, and conferences, in addition, This category of engagement will also enable member exposure to attend and be part of international business expos and conferences to further their market reach as well as professional exposure.
This document provides an overview and guidance on completing the ED 524B Grant Performance Report. It discusses the purpose and structure of the ED 524B, including the cover sheet, executive summary, project status chart, and financial reporting requirements. Key points include reporting on performance measures and evaluation results, aligning project objectives with measures, ensuring data quality, and having the business office complete financial sections. The presenter's contact information is provided for any questions.
The document discusses proposed legislation called the Gainful Employment (GE) program. The GE program aims to increase information available to students on costs and earnings of educational programs. It would determine program eligibility for federal student aid based on debt-to-earnings ratios and cohort default rates calculated at the program level. The proposal outlines how these measures would be calculated and defines thresholds for "failing", "zone", and "passing" programs. The document expresses concerns that the implementation timeline is rushed and may have unintended consequences.
The document outlines the key steps in managing a program evaluation for a housing ministry, including defining evaluation topics, determining methodology, overseeing contractor work, and ensuring policy impact. It provides two examples: an evaluation of a program moving families to middle-class neighborhoods found no significant education impacts after 5 years; and an evaluation of economic development loan programs found they achieved most job goals but with higher default rates than typical loans.
The document provides guidance on conducting income generating projects (IGPs) in schools. It outlines the required components of an IGP proposal, including an endorsement letter, letter of intent, project title, proponent information, location, duration, rationale, objectives, description, beneficiaries, action plan, budget, and foreseeable problems. It also describes the components of the final IGP paper, such as an accomplishment report, financial report, problems encountered and solutions, and a sustainability plan. Schools are instructed to follow guidelines on allowed IGPs and activity frequencies, and evaluations will assess compliance with proposal and report requirements, skill transfer to beneficiaries, monitoring, and solutions to challenges.
This document outlines the components and process for writing an effective grant proposal. It discusses gathering background information about the organization, program, expenses, and need. The main components of a proposal include an executive summary, needs statement, program description, evaluation plan, budget, organizational experience, and appendices. The program description explains objectives, methods, staffing, and sustainability. An effective evaluation plan measures outcomes, collects and analyzes data, and reports results. The budget identifies expenses and revenue sources. The conclusion and appendices complete the proposal.
The document summarizes four procurement notices:
1. USAID is seeking proposals for an evaluation of a trade hub project in East Africa with a budget between $160,000-$300,000.
2. AGRA is seeking an Evaluation Management Unit to conduct mid-term and final evaluations of the $200 million Africa Enterprise Challenge Fund supporting agribusiness in Africa. Proposals are due January 6th, 2014.
3. The Uruguayan Ministry of Industry, Energy and Mining is seeking proposals for a study on the liquid fuel value chain excluding liquefied gas.
4. INADEB Health in the Mountains Program in the Dominican Republic is seeking proposals for a final evaluation covering 2010-
The document summarizes four procurement notices:
1. USAID is seeking proposals for an evaluation of its COMPETE Trade Hub project in East Africa with a budget between $160,000-$300,000.
2. AGRA is seeking an Evaluation Management Unit to conduct mid-term and final evaluations of the $200 million Africa Enterprise Challenge Fund. Proposals are due January 6th, 2014.
3. The Uruguayan Ministry of Industry, Energy and Mining is seeking proposals to conduct a diagnostic study and value chain analysis of liquid fuels excluding liquefied gas.
4. INADEB Health in the Mountains Program seeks proposals for a final evaluation, impact measurement, and analysis of institutional capacities
The document provides an overview and agenda for a project leaders training course on grants management. It discusses the goals of developing grants management knowledge and skills. The course objectives are to increase participants' understanding of compliance requirements, writing project statements and reports, communication, and grants management processes. An overview is given of the grants process including pre-award, award, post-award, and closeout stages while ensuring compliance.
Bus30104 intro to biz final project aug 2015Leon Lim
The document outlines the objectives, tasks, and assessment criteria for a final group project for an Introduction to Business course. Students will form groups to plan and run a charity drive event, where they will sell products and donate 100% of profits to a charity of their choice. They will be assessed on the content of a charity drive report, the financial goals and control of the event, and individual self-reflections. The project aims to provide practical business experience in areas like marketing, finance, and social responsibility.
This document provides an overview of the Workforce Innovation and Opportunity Act (WIOA) performance accountability system. It discusses the six primary indicators of performance that states and local areas must report on which measure employment rates, median earnings, credential attainment, measurable skill gains, and effectiveness in serving employers. It also outlines the key terms, definitions, reporting requirements, and methodologies used to calculate each indicator. States must negotiate performance goals with the Departments of Labor and Education and begin reporting performance outcomes on July 1, 2020.
This document provides details for an assessment task for a Diploma of Travel and Tourism subject called Finance II. The assessment includes three parts:
1. A written report explaining why tourism businesses need budgets, the types of budgets, how budgets are informed, how different departments contribute, how budgets are selected and finalized, who budgets are communicated to, and how often they should be reviewed.
2. Completing a budget table for a small travel agency by filling in budgeted, actual, variance, and variance percentage figures.
3. A short summary analyzing the finances of the agency and recommendations for positive changes based on the budget review.
1) Main steps you plan to take to pursue the objectives and find tMartineMccracken314
This document outlines a marketing plan proposal for a cleaning company called Jetsudz Cleaning Inc. The proposal discusses:
1) Recommendations for building the company's brand through tactics like designing a new logo, developing a website and social media presence, and search engine optimization.
2) Segmenting and targeting different customer groups to develop effective marketing strategies.
3) Using various marketing communication tools like advertising, email marketing, content creation, and distributing flyers to promote the company and its services.
4) Creating a professional website and optimizing it with search engine optimization tools to boost sales and market value.
The proposal provides a structured plan to enhance brand awareness, attract new customers, and
1) Main steps you plan to take to pursue the objectives and find tAbbyWhyte974
1) Main steps you plan to take to pursue the objectives and find the solution within the clear and structured timeline
Objectives
This proposal outlines the right marketing plan for strong your company’s brand awareness along with the detailed descriptions of our recommendations and steps.
· Design a new logo for smart the brand recognition.
· Develop a website and order booking system.
· Spread your brand with Social Media marketing
Monitoring brand reputation by using social media marketing platform and using influencer’s positive effect to promote brand.
· Provide the SEO tools to optimize the website’s traffic.
· Invest in PPC Advertising
· Email Marketing
· Pose contents about the company’s background and share the tips for cleaning to inspire customers
· Distribute flyers include service, description, discount, availability and sells directly to customers
· “Word of Mouth” Encourage a referral program to meet up with potential customers in person.
· Maintain the reputation, listen and fulfill customer’s needs
Mission
Enhance the brand awareness and attract customers, showing respect to the customers are the powerful sustainable advantages for the organizations. Provide the professional highest standard cleaning technology to meet the customer’s requirement and keep the good relationship with them.
Description of Potential
Solution
s
Organizational Branding
Creating a corporate brand is an important task; identifying the mission, values, vision, slogan, and logo provides an entity for "Jetsudz Cleaning Inc." and effectively promotes the business to the potential client (Ajike, 2015).
Market segmentation and market boundaries
The segmentation and delimitation of the customers of Jetsudz Cleaning Inc. company is a critical element in determining where the company is targeting its customers. Creating a list of potential customers and classifying them into diverse groups allows companies to develop strategies for the right audiences (Dolnicar et al., 2018).
Marketing Communication Tools
In promoting Jetsudz Cleaning Inc., it is necessary to use marketing tools effectively. The idea is to massively reach the public by advertising the trade name and highlighting the professional work that the company does and the mission of the organization. A clear marketing strategy is a primary tool to reach customers and create trade bonds (Nikunen et al.,2017).
Create a professional Website and Provide SEO tools
When a business has a website, it raises its prestige while allowing customers to increase their confidence level in the product or service. A website will help boost the sales, productivity, and market value of Jetsudz Cleaning Inc. (Ntui, 2021).
This proposal will give the main recommendations for creating and managing the company website.
Student Pack What is the purpose of this document?
The StudentPack is the document you, the student, needs to complete to demonstrate competency. This document incl ...
coordinate better to learn PPT IT DEPT-Tier II SAR.pptxbmit1
The document provides guidelines for submitting a Self Assessment Report (SAR) for undergraduate engineering programs seeking accreditation from the National Board of Accreditation. It outlines the format and content required in the SAR, including:
1. Institutional and program information in Part A.
2. Program-specific criteria in Part B, including vision, mission, outcomes, curriculum, teaching-learning processes, course and program outcomes, student performance, faculty, facilities, and continuous improvement.
3. Criteria are assigned marks and the SAR requires correlation tables to map courses and outcomes, in addition to reporting attainment levels for course and program outcomes.
The document provides details about the Stick to the Mitten project, which aims to decrease student debt in Michigan by connecting students and businesses through internship opportunities. Key points:
- The project will offer tax incentives to businesses that provide internships and tuition credit to students as part of their compensation to help lower student debt.
- It will launch initially at Michigan's 15 state universities for junior and senior students and expand to community colleges after the first year.
- A project charter, scope, budget, timeline, and other documents are included that outline the goals, deliverables, acceptance criteria, stakeholders, and plans for implementing and measuring the success of the Stick to the Mitten program.
This document provides information and instructions for Round 9 of the California Technology Assistance Project (CTAP) Region 8 grant. Key details include:
- The grant serves grades 4-8 and prioritizes districts with high poverty rates and schools identified for improvement.
- Funding amounts range from $25,000 to $300,000 per district.
- At least 25% of funds must go to teacher professional development.
- Applications will be scored on a 100 point scale across categories like program design, technology access, and sustainability.
- Funded districts will report performance data annually and may receive funding in 3 installments.
This document provides information about Round 9 of the California Department of Education's EETT Competitive grant program. Key details include:
- The grant is for districts or charter schools serving grades 4-8 that meet poverty and technology access criteria.
- Funding amounts range from $25,000 to $300,000 depending on student population and prior funding levels have been significantly reduced.
- Applications will be scored on a 100 point scale across criteria including programs for students and teachers, access, evaluation, and sustainability. A minimum 50 point score is required.
1. OMB Approval No: 1840-0782
Expiration Date: 5/31/2011
U.S. DEPARTMENT OF EDUCATION
Gaining Early Awareness And Readiness for Undergraduate Programs
(GEAR UP)
Financial Status and Program Performance Final Report
For State and Partnership GEAR UP Grants
COVER SHEET
1. PR/Award Number: _________________________________________________________
(Located in block 5 of your grant award notification)
2. Name of Grantee: ___________________________________________________________
3. Address: __________________________________________________________________
4. Name of Project Director/Contact Person: ________________________________________
Phone Number: ______________________ Fax: ______________________________
E-mail Address: _____________________________________________________________
5. Name of Certifying Official: ___________________________________________________
Phone Number: _______________________ E-mail Address: ______________________
6. Report Period: (e.g., Sept. 1, 2002 to Aug. 31, 2008)
We certify that to the best of our knowledge, the information reported herein is accurate and complete.
_____________________________________ ______________________________________
Name of Project Director (Print) Name of Certifying Official (Print)
_____________________________________ ______________________________________
Signature and Date Signature and Date
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control
number. The valid OMB control number for this information collection is 1840-0782. The time required to complete this information collection is estimated to
average 35 hours per response, including the time to review instructions, search existing data sources, gather the data needed, and complete and review the
information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to:
U.S. Department of Education, Washington, DC 20202-4651. If you have comments or concerns regarding the status of your individual submission of the
form, write directly to: The GEAR UP Program, U.S. Department of Education, 1990 K Street, N.W., Suite 6097, Washington, DC 20006-8524.
2. 2
INSTRUCTIONS:
In accordance with 34 CFR Section 75.590 (§75.590) of the Education Department General Administrative
Regulations (EDGAR), all grant recipients are required to submit a final performance report. Before we can
officially close out your grant, you must submit a final performance report to us by no later than 90 days
after the grant expires.
This set of forms is the Financial Status and Program Performance Final Report for GEAR UP State and
Partnership projects (hereafter cited as Final Report). A Final Report is used by the Department of
Education to determine whether recipients of discretionary grants have made substantial progress towards
meeting the objectives of their respective projects, as outlined in their grant applications and/or subsequent
work plans. In addition, the final report allows the Department of Education to evaluate each grant project’s
fiscal operations for the entire grant performance period, and compare total expenditures relative to federal
funds awarded, and actual cost-share/matching relative to the total amount in the approved grant application.
The GEAR UP Final Report is also used to collect data addressing the performance of the program on a
national level and thereby includes information for the Department to use when reporting outcome data
regarding the GEAR UP performance indicators under the Government Performance and Results Act of
1993 (GPRA).
The Final Report consists of a cover sheet and six sections. The cover sheet must be completed and signed
by the Project Director (or designated representative, if need be) and the certifying official and returned to
the Department of Education along with the six sections on or before the due date. A copy of these forms
and instructions will be mailed to each recipient of a GEAR UP grant that is in its final year of its
performance period and will no longer be receiving federal funding for its GEAR UP program at the end of
the current project year. Grantees are expected to complete all questions in the report. Please write “Not
Applicable” or “N/A” if a question does not pertain to your project.
Unless otherwise noted, please provide information for the Final Report that is in accordance with the
duration of your GEAR UP grant performance period.
The final program performance and financial status reports are reviewed by the GEAR UP staff to ensure
that grant recipients have achieved the goals of the GEAR UP grant program, are reporting information that
demonstrates successful achievement of expected outcomes, and are in compliance with applicable
Department regulations. Thus, please note: the final program performance and financial report review will
determine if the GEAR UP grant is ready to be closed in “good standing” or needs to remain open for further
departmental postaward action. If the report has not been received or the information in the report does not
demonstrate successful achievement of expected outcomes, the Department of Education issues a
noncompliance letter to the particular grant recipient.
We strongly encourage you to draw down on funds necessary to cover costs incurred while implementing the
grant and meet the cost share/matching on approved budgets by no later than 90 days after the grant expires.
Once we have determined that all of the close-out requirements and all other terms/conditions of your grant
award have been met, we will send an official closeout notification to you.
3. 3
SECTION I: EXECUTIVE SUMMARY
Please describe the extent to which you have implemented all program activities and components planned for
your grant. Highlight your major outcomes, successes, and concerns.
4. 4
SECTION II: NARRATIVE INFORMATION
Please address the following questions:
1) What aspects of your program do you think are most successful (have the greatest impact)? Why?
2) What barriers or problems have you encountered in administering your grant, and how have you
addressed these problems?
3) Please describe the progress your project has made towards accomplishing the proposed objectives of
your project as outlined in your grant application or subsequent workplans (i.e., describe the extent of
making “substantial progress” towards meeting the project objectives and achieving the goals of the
GEAR UP program).
In the table below, please list your Year 1 – Year 6 objectives, and indicate what activities took place with
respect to each of these objectives, as well as the results of those activities.
Objectives: List the approved Activities: List the activities that have been Results: Has the objective
objectives from your grant application conducted to meet the objective. been met? If not, why not
or work plan. Where applicable, and what progress have you
provide baseline data. made in reaching the
objective?
Example: 1. Enrollment in 7th grade Example: Instructional support services, Example: Enrollment
pre-algebra, 8th grade algebra, and 8th staff development to improve instruction, changes from 2002/03 to
grade advanced science classes will and articulation with elementary schools 2003/04: 1) 7th grade pre-
increase by 5% each project year. algebra: +65%
year. 2) 8th grade algebra: +5%
Baseline: 3) 8th grade advanced
Pre-algebra 7th grade -- 10% science: -6% (due to
Algebra 8th grade -- 5% increased standards for
Advanced. Science. 8th grade -- 20% enrollment).
1.
2.
3.
4.
5.
5. 5
4) What are some of the “lessons learned” from operating your GEAR UP project? That is, if GEAR UP
was now in Year 1, what would you do differently?
5) What is the effect of your GEAR UP project on participants’ academic achievement/performance and
preparation for postsecondary education (i.e., the impact of your project on those served)?
6) Describe how your project’s activities and outcomes are likely to be sustained over time. Describe the
systemic changes that have occurred in your school(s).
7) Please explain any other matter that you need to address or just want to share with the U.S. Department of
Education, that would be helpful to the Department in evaluating your performance or understanding the
contents of your closeout report.
6. 6
SECTION III: GRANT ADMINISTRATION INFORMATION
1) Please describe any significant changes in your project design since the approval of your grant
application (e.g., changing from individual tutoring to group tutoring or placing more emphasis on
enrichment activities rather than remediation). How did these changes affect your budget, federal
expenditures, or matching contributions?
2) Please describe any changes to the roles of your partners during the six years of your project. Describe
any partners who have been added to your grant since the onset. Did the role of any of your partners in your
final project year change significantly since they initially served your project? Did any partner(s)
discontinue their participation in your grant?
3) If your project has a scholarship component for postsecondary education, please provide: a) information
about the amount of scholarship money (federal and/or matching funds) that has been obligated; b)
information regarding where scholarship funds are held pending distribution to former GEAR UP students
(e.g., are the funds in a trust account?); and c) how the funds will be disbursed and to whom. If you have
already disbursed scholarship money to students, please indicate the amount of money disbursed, the number
of students who received scholarships, and the average amount of the scholarships awarded.
7. 7
SECTION IV: DEMOGRAPHIC DATA
Demographic Data: Please complete the following tables requesting demographic data on GEAR UP
students.
A. Students Served: Please complete the following table indicating the number of students
served by your project.
Number of Students
Number of students you proposed to serve during the
grant period (total years 1-6)
Actual number of students in your cohort(s) during
the first year of your GEAR UP project
Actual number of students in your cohort(s) during the
second year of your GEAR UP project
Actual number of students in your cohort(s) during the
third year of your GEAR UP project
Actual number of students in your cohort(s) during the
fourth year of your GEAR UP project
Actual number of students in your cohort(s) during the
fifth year of your GEAR UP project
Actual number of students in your cohort(s) during the
sixth year of your GEAR UP project
B. Participant Distribution by Ethnic Background: The following table regarding the ethnic
background of GEAR UP students is not mandatory, but is extremely helpful to the
Department of Education in reporting on the ethnic characteristics of students served by the
program. The race/ethnicity categories used in this section are consistent with the Department
of Education’s policy on the collection of racial and ethnic information. These categories are
defined as follows:
American Indian or Alaska Native – A person having origins in any of the original peoples of North
America, and who maintains cultural identification through tribal affiliations or community recognition.
Asian – A person having origins in any of the original peoples of the Far East, Southeast Asia, and the
Indian subcontinent. This area includes, for example, China, India, Japan, Korea, and the Philippine
Islands.
Black or African American – A person having origins in any of the black racial groups of Africa.
Hispanic or Latino – A person of Mexican, Puerto Rican, Cuban, Central or South American or other
Spanish culture or origin, regardless of race.
White – A person having origins in any of the original peoples of Europe, North Africa, or the Middle
East.
Native Hawaiian or Other Pacific Islander – A person having origins in any of the original peoples of
Hawaii or other pacific islands such as Samoa and Guam.
8. 8
Please report on the actual number of students in your cohort(s) during the entire performance period
(i.e., number of students served). This number may be different from the number served in the final
year, because some students may have moved or dropped out in earlier years. Please note: If this
number is not available, indicate the number served in the final project year of your project.
Ethnicity: Number of GEAR UP Students
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
White
Native Hawaiian or Other Pacific Islander
Total
9. 9
SECTION V: GEAR UP STUDENT OUTCOMES
This section of the report requests outcome information for the students you served during the entire
performance period of your GEAR UP project. Please base your responses on information that is relevant at
termination date of your GEAR UP project. These student academic achievement data are directly linked to
the performance measures and outcome data that are part of GEAR UP’s GPRA Performance Indicators.
1) Cumulative Course Completion: Please complete the following table indicating the number of GEAR UP
students from the 9th, 10th, 11th, and/or 12th grades in your final project year, who successfully completed the courses
identified
The names for math classes can vary among schools. Classify courses based on the content of the course. “Advanced
Placement” classes are courses designed to prepare students for the Advanced Placement Exams. Optional: If your
cohort has changed significantly over time, and you would like to provide information about your original cohort, you
may (but are not required to) provide information about students in your original cohort in parentheses after or below
the numbers provided for the current cohort.
9th Grade 10th Grade 11th Grade 12th Grade Total
Number of
Students
Number of students in your
final project year
Number of students who
completed Pre-Algebra by
the end of 7th grade
Number of students who
completed Pre-Algebra by
the end of 8th grade (would
include those who completed
Pre-Algebra by the end of
earlier grades as well)
Number of students who
completed Algebra I by the
end of 8th grade
Number of students who
completed Algebra I by the
end of 9th grade (would
include those who completed
Algebra I by the end of
earlier grades as well)
Number of students who
completed Algebra II
Number of students who
completed Geometry
Number of students who
completed any mathematics
course above Geometry, not
including Advanced
Placement courses
Number of students who
completed Calculus
Number of students who
completed Chemistry
10. 10
Number of students who
completed Physics
Total
Example: The data element in Row 2, Column 1 would pertain to the number of the 9th graders in your final
project year who completed Pre-Algebra by the end of their 7th grade. Column 2 would pertain to the
number of 10th graders in your final project year who completed Pre-Algebra by the end of their 7th grade.
2) High School Graduation: What was the number of 12th graders during 2006-07 (students scheduled to
graduate from high school in 2007/“Class of 2007”)? (This number should equal the number of 12th grade
students indicated in Row 1 on the above table.)
Please note: If your oldest group of students served during 2006-07 (i.e., your grant project closeout year)
were in 11th grade or younger, please answer the following questions. (a) What is oldest grade level served
in your “closeout year”? (b) How many students were in that grade level? (This number should equal the
number of students in the oldest grade level for which data was provided on Row 1 on the above table.) (c)
What year are these students scheduled to graduate from high school?
Also note: If the oldest students in your closeout year are in 11th grade or younger, do not respond to
Questions 3 – Question 5.
3) “High School Completion/Graduation rates” for the Class of 2007: What is the number of the 12th
graders during 2006-07 (“Class of 2007”) who received an official high school diploma from any of your
GEAR UP high schools?
4) Immediate postsecondary education institution enrollment rates” for Class of 2007: What is the
number of cohort students from the Class of 2007 who enrolled by the fall immediately following receipt
of high school diploma in a: (a) less than 2-year postsecondary education institution; (b) 2 – 3 year
postsecondary education institution; and (c) 4 or more- year postsecondary education institution?
11. 11
SECTION VI: GRANT BUDGET INFORMATION
Please complete the 6-year Federal Expenditures and Matching Contributions table below.
In the following table, please provide information about your Federal and matching expenditures for previous, completed budget periods. For example,
since your grant began in Fiscal Year 2002, the Year 1 budget period would be September 2002 through August 2003. Fill out information for ALL
completed budget periods, Years 1 - 6.
Actual Federal Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual
Expenditures Matching Federal Matching Federal Matching Federal Matching Federal Matching Federal Matching
Year 1 Contributions Expenditures Contributions Expenditures Contributions Expenditures Contributions Expenditures Contributions Expenditures Contributions
Year 1 Year 2 Year 2 Year 3 Year 3 Year 4 Year 4 Year 5 Year 5 Year 6 Year 6
1. Salaries and
Wages
2. Employee
Benefits
3. Travel
4. Materials &
Supplies
5. Consultants
& Contracts
6. Other
A. Total Direct
Costs:
(Add lines 1 – 6)
B. Total
Indirect Costs
C. Equipment
D. Scholar-
ships/ Tuition
Assistance
E. TOTAL
COSTS
(A+B+C+D)
If you did not expend Federal and/or matching funds as originally budgeted, please provide an explanation for the change(s) that occurred. Discuss any
relevant documents received by the U.S. Department of Education that allowed such change(s).