...Grant Writing FOR DUMmIES 3RD ‰ EDITION by Dr. Beverly A. Browning, MPA, DBA Grant Writing For Dummies® 3rd Edition , Published by Wiley Publishing, Inc. 111 River St. Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2009 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600. Requests to the Publisher for permission should e addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201)748-6008, or online at http:// www.wiley.com/go/permissions. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, Making Everything Easier, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc. and/ or its affiliates in the United States and other countries, and...
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...Leadership in Action: Leading Effectively in Humanitarian Operations A CK N O W L E D G E M E N TS First and foremost, we would like to thank the individuals who allowed their leadership to be placed in the spotlight as one of our case-study examples of effective operational humanitarian leadership. Their generosity and openness in doing so and in answering our many questions are greatly appreciated. We also thank the many other interviewees who spoke to us frankly and shared their insights on what they valued in terms of operational humanitarian leadership. David Peppiatt played an important role in identifying and facilitating a number of the case studies. Isobel McConnan carried out interviews and provided helpful comments on earlier drafts. Georgia Armitage helped with the literature review. The Advisory Group provided invaluable input, words of advice and comments on the draft report, they are: Tim Cross, Wendy Fenton, Randolph Kent, Ky Luu, and Claire Messina. Paul Knox Clarke’s inputs undoubtedly raised the quality of the analysis. Deborah Eade provided excellent editorial services and comments. Sara Swords also commented on an earlier draft. Ben Ramalingam played a key role in getting the study off the ground and in its design. Finally, thanks to John Mitchell for his ongoing and valuable support to this work. The project was undertaken as part of the joint initiative on leadership in the humanitarian sector in partnership with People In Aid, Humanitarian...
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...Literature Review PRN 18219 July 2008 Erebus International Australian Catholic University Table of Contents Appendix 1: Literature Review 1 Table of Contents 2 Executive Summary 4 Section 1: Project Overview 4 Section 2: What is Student Wellbeing? 5 Section 3: The Outcomes of Student Wellbeing and its Pathways 6 1. Physical and Emotional Safety 6 2. Pro-social values 7 3. A supportive and caring school community 7 4. Social and Emotional Learning 7 5. A Strengths-based Approach 8 6. A sense of Meaning and Purpose 8 7. A Healthy Lifestyle 9 Section 4: International Focus on Student Wellbeing 9 Section 5: Student Wellbeing in the Australian Educational Context 9 5.1: Australian Government National Frameworks in Education 9 5.2 Report on the of the Responses of State and territory and non-government education authorities to the Concept of a National Student Wellbeing Framework 11 5.3 Student Wellbeing in State and Territory Curriculum and Policy Documents 11 Section 6: Whole School Approaches to Student Wellbeing: Issues of School Leadership, Implementation and Sustainability of Student Wellbeing Initiatives 12 Section 1: Project Overview 13 1.1 Introduction 13 1.2 Project Objectives 13 1.3 Methodology 14 Section 2: Student Wellbeing and its Pathways 16 2.1 What is Student Wellbeing? 16 The Definition of Student Wellbeing Used in this Report 21 Explanations of Key Terms in this Definition 21 The Assumptions Underpinning this Definition...
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...A STUDY ON DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP <<青年濫藥與家庭關係的研究 青年濫藥與家庭關係的研究>> 青年濫藥與家庭關係的研究 THE FINAL REPORT (FINAL version) February 2011 1 PREFACE The project on the study on “DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP” (“the Study”) is being undertaken by the Centre for Suicide Research and Prevention and the Department of Social Work and Social Administration at the University of Hong Kong (“the Consultant”). The research team comprises the principal investigator (PI), Professor Paul YIP, Director of the Centre for Suicide Research and Prevention and Professor of the Department of Social Work and Social Administration at the University of Hong Kong, and eight co-investigators (Co-Is), Dr. CHEUNG Siu Lan Karen (Demographer), Dr. Sandra Tsang (Social and Family Worker), Dr. Samson Tse (Focus group expert on mental health and drug abuse), Dr. Wong Oi Ling (Family therapist, Family Institute), Prof. Karen Laidler (Sociologist, expertise on assessing drug abuse problem), Dr. Paul Wong (Clinical psychologist), Ms. Frances Law (Social Worker), and Dr. Lilian Wong (Associate Consultant, Department of Pediatrics and Adolescent Medicine, Tseung Kwan O Hospital, Hospital Authority). We would like to thank Mr. Gary Ip, the research assistant of the Department of Social Work and Social Administration, Ms. Garlum Lau, the senior research officer 2 of the Department of Sociology, the participants and NGOs for focus groups and case studies for their kind and valuable...
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...Life Cycle Management Pharmaceuticals 360 Degree Feedback Human Development Third Party Audit H R Processes Global H R Mission Performance Management Processes Upward Feedback Clasroom Learning On-the-Job Development Superordination Leadership Pipeline * The contribution of these authors have appeared in Part I of the Colloquium in the July-September, 2011 issue of Vikalpa. The names of authors appear in alphabetical order. Neharika Vohra and Deepti Bhatnagar T he Colloquium on Leadership Development was planned to put together the experiences of various companies and practitioners in companies located in India. In trying to be inclusive and extensive, the final Colloquium turned out to be a diverse and rich collection of 17 different perspectives. Limitations of the journal (in terms of page length and inclusion of other features) did not allow us to carry all the perspectives in one issue. Thus, in the previous volume, we...
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...Cultural diversity in Britain A toolkit for cross-cultural co-operation Phil Wood, Charles Landry and Jude Bloomfield With the current debate about ‘multiculturalism’, this study sets out a new approach to cultural diversity. It explores ways of unlocking the potential in diversity and identifies strategies to aid greater exchange between different cultural groups. The authors examine the connections between cultural diversity, innovation and thriving, prosperous urban communities, in relation to the economic, social and cultural mix of Britain’s population. They developed tools to harness the potential of diverse communities, and their powers of innovation, for use by policymakers, planners and practitioners. These include a set of indicators of openness to check the readiness of a city to take advantage of diversity, and the intercultural lens through which professionals can examine the familiar in a new light. The study evaluated six aspects of local activity: public consultation and engagement urban planning and development business and entrepreneurship schools the arts and creative industries sport. The project went further by helping participating cities to develop specific economic, social, cultural and planning policies and so to become role models for others. The study draws on local case studies and in-depth interviews with 33 intercultural innovators in seven UK cities, with comparative analysis also conducted in Europe, North America and Australasia. It is aimed...
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...Chapter 1: Strategic Role of HRM Strategic Role of Human Resources Management Human Resources Management (HRM): management of people in organizations to drive successful organizational performance and achievement of organization's strategic goals - Attract, retain, engage diverse talent - Hire best, develop talent, create productive work environment ** HR Strategy align with Company Strategy Better HR practices = Better Organizational performance Which practices? ○ Profit Sharing Result? Positive Relationship with turnover, productivity, corporate performance ○ Results Oriented Performance Appraisal ○ Employment Security Human Resource Management Responsibilities 1) Traditional: Operational (Administrative) Category - Hire/maintain employees - Offer advice - Plan future workforce requirements - Appraising performance - Disciplining/counselling - Health and safety - Complaints Handling Outsourcing: using outside vendors to handle specified functions on permanent basis Employee counselling, recruitment, payroll, training, benefits administration 2) Strategic Category - Strategic partner ○ Help achieve strategic objectives Strategy: company's plan on how it will balance internal strengths and weaknesses with external opportunities and threats to maintain competitive advantage • HR Challenge: building leadership pipeline (manage talent shortage) Role in Formulating Strategy - HR professionals + line managers do environmental scanning: identify and analyze...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...SECOND 21ST CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD MARCH 8 - 10, 2015 MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age CONFERENCE PROCEEDING VOL. 5, NO.1 ISSN: 2330-1236 Table of Contents Authors Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...Title (Summer Internship Project Report) Submitted in the Partial fulfillment of the requirement for the award of POST GRADUATION DIPLOMA IN MANAGEMENT (PGDM) Submitted to SIES COLLEGE OF MANAGEMENT STUDIES Nerul, Navi Mumbai Submitted By Sunil Kumar Bose 111 Marketing 2014-16 Declaration I, Sunil Kumar Bose, studying in the second year of POST GRADUATION DIPLOMA IN MANAGEMENT (PGDM) at SIES College of Management Studies, Nerul, Navi Mumbai, hereby declare that I have completed the Summer Internship Project titled “Driving Kinley Water NDs at Medical Channels and at WD outlets” as a part of the course requirements for the POST GRADUATION DIPLOMA IN MANAGEMENT (PGDM) Program. I also declare that the work undertaken by me is original and has not been copied from any sources. I further declare that the information presented in this project is true and original knowledge and has not been submitted to SIESCOMS or any other institute for any other examination. Signature of the Student: Date: 5th July 2015 Name of the Student: Sunil Kumar Bose Roll No.: 111 Acknowledgement I take this opportunity to express my profound gratitude and deep regards to my corporate project guide Mr. Gurjot Singh Bedi, Area Sales Manager (ASM) and Mr. Alok Chand, Sale Manager (SM), HCCBPL Varanasi for his exemplary guidance, monitoring and continuous encouragement throughout...
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...2011/2012 GRI Report A companion to the 2011/2012 Sustainability Report This report was released on October 7, 2012 | v1 . 8 About This Report The Global Reporting Initiative (GRI) is “a network-based organization that produces a comprehensive sustainability reporting framework that is widely used around the world.” This year, in 2012, The Coca-Cola Company has set out to report against the Key Performance Indicators (KPIs) that measure economic, environmental and social performance. We have done so within the scope of our Company’s wholly owned operations. Where we have reported information on behalf of the Coca-Cola system (The Coca-Cola Company and our bottling partners), we have flagged this information within the body of the text. For 2012, and the 2011/2012 Sustainability Report specifically, our Company has self-declared a grade B against the GRI G3.1 Guidelines. This year’s Sustainability Report has also received verification by a third-party external verification agency, FIRA Sustainability BV. Their verification is evidenced by a “+” sign next to our grade B, which reflects their verification and approval of our tracking systems. Throughout this report, you will find the KPIs that we have addressed, along with additional information regarding our most critical initiatives and programs. While we strive to continuously increase our transparency, some of the information requested in response to additional KPIs could put at risk our ability to compete and therefore...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...VIEW Strategic Human Resource Management Taken from: Strategic Human Resource Management, Second Edition by Charles R. Greer Copyright © 2001, 1995 by Prentice-Hall, Inc. A Pearson Education Company Upper Saddle River, New Jersey 07458 Compilation Copyright © 2003 by Pearson Custom Publishing All rights reserved. This copyright covers material written expressly for this volume by the editor/s as well as the compilation itself. It does not cover the individual selections herein that first appeared elsewhere. ii Permission to reprint these has been obtained by Pearson Custom Publishing for this edition only. Further reproduction by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, must be arranged with the individual copyright holders noted. This special edition published in cooperation with Pearson Custom Publishing. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Please visit our web site at www.pearsoncustom.com ISBN 0–536–72690–6 BA 996748 PEARSON CUSTOM PUBLISHING 75 Arlington Street, Suite 300 Boston, MA 02116 A Pearson Education Company iii iv Table of Contents SECTION ONE ................................................................. 1 An Investment Perspective and Human Resources .... 2 HUMAN RESOURCE INVESTMENT CONSIDERATIONS ...6 INVESTMENTS IN TRAINING AND DEVELOPMENT ..... 14 INVESTMENT PRACTICES FOR IMPROVED RETENTION ..................
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