Better health for rural America; plans of action for farm communities.

Mode of access: Internet.

COST Action TU1406: eBook of the 1st Workshop Meeting

COST Action TU1406 aims to address the European economic and societal needs by standardizing the condition assessment and maintenance level of roadway bridges. Currently, bridge quality control plans vary from country to country and, in some cases, within the same country. This therefore urges the establishment of a European guideline to surpass the lack of a standard methodology to assess bridge condition and to define quality control plans for roadway bridges. Such a guideline will comprise specific recommendations for assessing performance indicators as well as for the definition of performance goals, bringing together different stakeholders (e.g. universities, institutes, operators, consultants and owners) from various scientific disciplines (e.g. on-site testing, visual inspection, structural engineering, sustainability, etc.) in order to establish a common transnational language. COST Action TU1406 Workshops aim to facilitate the exchange of ideas and experiences between active researchers and practitioners as well as to stimulate discussions on new and emerging issues in line with the conference topics. This first Workshop essentially focuses on WG1 issues, namely, intends to address performance indicators, how these are assessed (e.g. visual inspection, nondestructive tests and monitoring systems), with what frequency and what values are generally obtained. The main outcomes, given in this eBook, were really important, not only for WG1 developments, but also for all the other WGs and for the Action itself.

Priorities For Action 2003/04 (PDF 136 KB)

Priorities For Action 2003/04

Comprehensive tobacco action plan for Andalusia 2005-2010 [Recurso electrónico] : Andalusian Public Health System

Es versión en inglés del Plan Integral de Tabaquismo de Andalucía. Publicado en la página web de la Consejería de Salud: www.juntadeandalucia.es/salud (Consejería de Salud / Ciudadanía / Quiénes somos / Planes y Estrategias)

Comprehensive heart disease action plan for Andalusia 2005-2009 : Andalusian Public Health System

The Comprehensive Heart Disease Action Plan for Andalusia 2005-2009 has been prepared within the framework of the presentations made both in the 3rd Andalusian Health Action Plan and in the Quality Plan of the Public Health System. Consequently, as with these two referral instruments, the improvement in the health results for the citizens of Andalusia continues to be sought without wavering, specifically with regard to meeting the needs and expectations of the population affected by health problems in this area.

Diversity and Affirmative Action in Iowa, October 5, 2009

This report documents the progress of the executive branch of Iowa state government in the areas of diversity and affirmative action in employment. While the State has had an affirmative action program since 1986, the focus is shifting toward a more comprehensive view of diversity in order to create a richer and more welcoming workplace. To that end, Governor Chester J. Culver initiated Executive Order Four (EO4) in October of 2007. The goal of EO4 is to achieve and maintain a diverse workforce in state government. In FY 2009, EO4 remained an important driving force for diversity related issues. New this year, each department‘s diversity and affirmative action information contained in this report was also required for the State‘s workforce planning process. Because of the change in the reporting process, some departments submitted full workforce plans and others submitted the required excerpts from the workforce planning template for diversity and affirmative action. We expect full workforce plans from all departments in FY 2010.

Diversity and Affirmative Action in Iowa, November 23, 2010

In this report, changes to the overall diversity and progress we have made to balance our workforce in FY2010m and provide updates on our diversity-related plans, initiatives, and program changes for FY2011.

Perceptions et attentes d’enseignants du primaire et de parents d’élèves à risque à l’égard de la collaboration école-famille dans l’élaboration des plans d’intervention

Dans le contexte actuel de l’éducation, l’enfant est davantage placé au cœur des relations entre la famille, l’école et la communauté, et les parents sont invités à accompagner leur enfant tout au long de son parcours scolaire. Quant aux enseignants, ils sont conviés à collaborer de façon systématique avec les familles. La collaboration entre les enseignants et les parents devient donc une condition essentielle à la réussite scolaire des élèves, notamment avec ceux qui éprouvent des difficultés d’apprentissage. Actuellement, dans nos écoles, la collaboration se situe principalement au niveau des communications obligatoires de base prescrites par le Régime pédagogique. En ce sens, Kalubi et Lesieux (2006) soulignent que le partenariat tant souhaité dans les documents officiels des ministères concernés ne transparaît pas toujours dans les pratiques quotidiennes. D’ailleurs, la littérature scientifique montre qu’il existe de nombreux obstacles liés à la collaboration école-famille-communauté, tout particulièrement lorsqu’il s’agit d’entretenir des relations harmonieuses avec les parents d’élèves à risque. À cet égard, une plus grande participation parentale est sollicitée en vue d’intensifier la collaboration entre l’école et la famille. Effectivement, les enseignants désirent que les parents s’impliquent davantage auprès de leur enfant dans les travaux et les devoirs à la maison et, du côté des parents, ils se demandent souvent comment agir pour aider encore mieux leurs enfants dans leur apprentissage (Gouvernement du Québec, 2000). Le plan d’intervention est un outil reconnu par les milieux scolaires pour aider l’élève à risque dans son cheminement scolaire puisqu’il sollicite la participation des parents et encourage la collaboration école-famille-communauté. De fait, il s’inscrit dans une démarche dynamique et prend appui sur une vision systémique de la situation de l’élève, ce qui permet de mieux identifier les besoins de l’élève à risque et d’y répondre adéquatement (Gouvernement du Québec, 2004). En prolongement à ce que l’on connaît déjà sur la participation parentale et la collaboration école-famille-communauté, nous orientons cette recherche sur les perceptions et les attentes d’enseignants au primaire en classe ordinaire et de parents d’élèves à risque à l’égard de la participation parentale et de la collaboration école-famille dans le cadre de l’élaboration et du suivi du plan d’intervention. Cette étude emprunte une approche de recherche qualitative de type exploratoire et elle est menée auprès de huit enseignants au primaire et de sept parents d’élèves à risque. Les participants ont délibérément été choisis pour leur représentativité par rapport à l’objet d’étude (Mongeau, 2009). Une procédure d’échantillonnage par volontariat a été appliquée et les données ont été recueillies par le biais d’entrevues semi-dirigées. L’analyse des entrevues révèle que les parents participent au plan d’intervention parce qu’ils veulent soutenir et aider leur enfant dans leur cheminement scolaire. Il existe cependant de multiples façons pour les parents de participer à la réussite scolaire de leur enfant, celles-ci variant particulièrement selon leurs intérêts, leurs compétences et leurs disponibilités. En ce qui concerne les enseignants, les entrevues nous dévoilent qu’ils ont globalement des perceptions positives à l’égard des parents, ce qui favorise grandement l’établissement de relations harmonieuses. Par contre, ils s’attendent à une plus grande participation parentale dans le suivi scolaire de l’enfant à la maison. Tant d’un côté que de l’autre, les résultats indiquent qu’il faut favoriser davantage la participation des parents à l’élaboration et au suivi du plan d’intervention de l’élève à risque. Idéalement, les enseignants et les parents devraient s’enrichir mutuellement de leurs ressources et de leurs expertises complémentaires en créant des relations collaboratives plutôt que hiérarchiques. Ce niveau de collaboration est sans aucun doute celui qui favoriserait avantageusement la réussite scolaire des élèves à risque.

Adapting to climate change impacts on water resources in England - an assessment of draft Water Resources Management Plans

Climate change is expected to produce reductions in water availability in England, potentially necessitating adaptive action by the water industry to maintain supplies. As part of Ofwat's fifth Periodic Review (PR09), water companies recently released their draft Water Resources Management Plans, setting out how each company intends to maintain the balance between the supply and demand for water over the next 25 years, following Environment Agency guidelines. This paper reviews these plans to determine company estimates of the impact of climate change on water supply relative to other resource pressures. The approaches adopted for incorporating the impact in the plans and the proposed management solutions are also identified. Climate change impacts for individual resource zones range from no reductions in deployable output to greater than 50% over the planning period. The estimated national aggregated loss of deployable output under a “core” climate scenario is ~520 Ml/d (3% of deployable output) by 2034/35, the equivalent of the supply of one entire water company (South West Water). Climate change is the largest single driver of change in water supplies over the planning period. Over half of the climate change impact is concentrated in southern England. In extreme cases, climate change uncertainty is of the same magnitude as the change under the core scenario (up to a loss of ~475 Ml/d). 44 of the 68 resource zones with available data are estimated to have a climate change impact. In 35 of these climate change has the greatest impact although in 10 zones sustainability reductions have a greater impact. Of the overall change in downward pressure on the supply-demand balance over the planning period, ~56% is accounted for by increased demand (620 Ml/d) and supply side climate change accounts for ~37% (407 Ml/d). Climate change impacts have a cumulative impact in concert with other changing supply side reducing components increasing the national pressure on the supply-demand balance. Whilst the magnitude of climate change appears to justify its explicit consideration, it is rare that adaptation options are planned solely in response to climate change but as a suite of options to provide a resilient supply to a range of pressures (including significant demand side pressures). Supply-side measures still tend to be considered by water companies to be more reliable than demand-side measures.

Appraisal and conclusions from the 1994-2009 review of the implementation of the Cairo Programme of Action in the Caribbean

Incluye Bibliografía

The Importance of Affirmative Action in the 21st Century: Building Transformational Alliances with Constituencies Across the Power Structure for Scholars, Students and Staff of Color at Predominantly European American Institutions.

The purpose of this session is to reject the notion that proactive Affirmative Action strategic plans are no longer needed at predominantly European American Institutions. Data reveal an inverse relationship between creating successful strategic plans for inclusion and negative reactions from the power structure.

GENERATING PLANS IN CONCURRENT, PROBABILISTIC, OVER-SUBSCRIBED DOMAINS

Planning in realistic domains typically involves reasoning under uncertainty, operating under time and resource constraints, and finding the optimal subset of goals to work on. Creating optimal plans that consider all of these features is a computationally complex, challenging problem. This dissertation develops an AO* search based planner named CPOAO* (Concurrent, Probabilistic, Over-subscription AO*) which incorporates durative actions, time and resource constraints, concurrent execution, over-subscribed goals, and probabilistic actions. To handle concurrent actions, action combinations rather than individual actions are taken as plan steps. Plan optimization is explored by adding two novel aspects to plans. First, parallel steps that serve the same goal are used to increase the plan’s probability of success. Traditionally, only parallel steps that serve different goals are used to reduce plan execution time. Second, actions that are executing but are no longer useful can be terminated to save resources and time. Conventional planners assume that all actions that were started will be carried out to completion. To reduce the size of the search space, several domain independent heuristic functions and pruning techniques were developed. The key ideas are to exploit dominance relations for candidate action sets and to develop relaxed planning graphs to estimate the expected rewards of states. This thesis contributes (1) an AO* based planner to generate parallel plans, (2) domain independent heuristics to increase planner efficiency, and (3) the ability to execute redundant actions and to terminate useless actions to increase plan efficiency.

Emergency care systems demonstration projects. Volume 3: operational plans. Final report.

National Highway Safety Bureau, Washington, D.C.

Modern heliographic processes : a manual of instruction in the art of reproducing drawings, engravings, manuscripts, etc., by the action of light : for the use of engineers, architects, draughtsmen, artists, and scientists.

Mode of access: Internet.

Professional Practice in Learning and Development: How to Design and Deliver Plans for the Workplace

Introduction The world is changing! It is volatile, uncertain, complex and ambiguous. As cliché as it may sound the evidence of such dynamism in the external environment is growing. Business-as-usual is more of the exception than the norm. Organizational change is the rule; be it to accommodate and adapt to change, or instigate and lead change. A constantly changing environment is a situation that all organizations have to live with. What makes some organizations however, able to thrive better than others? Many scholars and practitioners believe that this is due to the ability to learn. Therefore, this book on developing Learning and Development (L&D) professionals is timely as it explores and discusses trends and practices that impact organizations, the workforce and L&D professionals. Being able to learn and develop effectively is the cornerstone of motivation as it helps to address people’s need to be competent and to be autonomous (Deci & Ryan, 2002; Loon & Casimir, 2008; Ryan & Deci, 2000). L&D stimulates and empowers people to perform. Organizations that are better at learning at all levels; the individual, group and organizational level, will always have a better chance of surviving and performing. Given the new reality of a dynamic external environment and constant change, L&D professionals now play an even more important role in their organizations than ever before. However, L&D professionals themselves are not immune to the turbulent changes as their practices are also impacted. Therefore, the challenges that L&D professionals face are two-pronged. Firstly, in relation to helping and supporting their organization and its workforce in adapting to the change, whilst, secondly developing themselves effectively and efficiently so that they are able to be one-step ahead of the workforce that they are meant to help develop. These challenges are recognised by the CIPD, as they recently launched their new L&D qualification that has served as an inspiration for this book. L&D plays a crucial role at both strategic (e.g. organizational capability) and operational (e.g. delivery of training) levels. L&D professionals have moved from being reactive (e.g. following up action after performance appraisals) to being more proactive (e.g. shaping capability). L&D is increasingly viewed as a driver for organizational performance. The CIPD (2014) suggest that L&D is increasingly expected to not only take more responsibility but also accountability for building both individual and organizational knowledge and capability, and to nurture an organizational culture that prizes learning and development. This book is for L&D professionals. Nonetheless, it is also suited for those studying Human Resource Development HRD at intermediate level. The term ‘Human Resource Development’ (HRD) is more common in academia, and is largely synonymous with L&D (Stewart & Sambrook, 2012) Stewart (1998) defined HRD as ‘the practice of HRD is constituted by the deliberate, purposive and active interventions in the natural learning process. Such interventions can take many forms, most capable of categorising as education or training or development’ (p. 9). In fact, many parts of this book (e.g. Chapters 5 and 7) are appropriate for anyone who is involved in training and development. This may include a variety of individuals within the L&D community, such as line managers, professional trainers, training solutions vendors, instructional designers, external consultants and mentors (Mayo, 2004). The CIPD (2014) goes further as they argue that the role of L&D is broad and plays a significant role in Organizational Development (OD) and Talent Management (TM), as well as in Human Resource Management (HRM) in general. OD, TM, HRM and L&D are symbiotic in enabling the ‘people management function’ to provide organizations with the capabilities that they need.