Technology Research Analyst Job# 1810 General Characteristics Maintains a strong understanding of the enterprise’s IT systems and architectures. Assists in the analysis of the requirements for the enterprise and applying emerging technologies to support long-term business objectives. Responsible for researching, collecting, and disseminating information on emerging technologies and key learnings throughout the enterprise. Researches and recommends changes to foundation architecture. Supports research projects to identify and evaluate emerging technologies. Interfaces with users and staff to evaluate possible implementation of the new technology in the enterprise, consistent with the goal of improving existing systems and technologies and in meeting the needs of the business. Analyzes and researches process of deployment and assists in this process.
Research Support opioid abatement research that may include, but is not limited to, the following:
RESEARCH AND PUBLICATION 34 CONTRACTOR shall not utilize information and/or data received from COUNTY, or arising out 35 of, or developed, as a result of this Agreement for the purpose of personal or professional research, or 36 for publication. 37 //
University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016
TECHNICAL EVALUATION (a) Detailed technical evaluation shall be carried out by Purchase Committee pursuant to conditions in the tender document to determine the substantial responsiveness of each tender. For this clause, the substantially responsive bid is one that conforms to all the eligibility and terms and condition of the tender without any material deviation. The Institute’s determination of bid’s responsiveness is to be based on the contents of the bid itself without recourse to extrinsic evidence. The Institute shall evaluate the technical bids also to determine whether they are complete, whether required sureties have been furnished, whether the documents have been properly signed and whether the bids are in order.
Data Analysis In the meeting, the analysis that has led the College President to conclude that a reduction- in-force in the FSA at that College may be necessary will be shared. The analysis will include but is not limited to the following: ● Relationship of the FSA to the mission, vision, values, and strategic plan of the College and district ● External requirement for the services provided by the FSA such as accreditation or intergovernmental agreements ● Annual instructional load (as applicable) ● Percentage of annual instructional load taught by Residential Faculty (as applicable) ● Fall Full-Time Student Equivalent (FFTE) inclusive of dual enrollment ● Number of Residential Faculty teaching/working in the FSA ● Number of Residential Faculty whose primary FSA is the FSA being analyzed ● Revenue trends over five years for the FSA including but not limited to tuition and fees ● Expenditure trends over five years for the FSA including but not limited to personnel and capital ● Account balances for any fees accounts within the FSA ● Cost/benefit analysis of reducing all non-Residential Faculty plus one Residential Faculty within the FSA ● An explanation of the problem that reducing the number of faculty in the FSA would solve ● The list of potential Residential Faculty that are at risk of layoff as determined by the Vice Chancellor of Human Resources ● Other relevant information, as requested
Research Use Reporting To assure adherence to NIH GDS Policy, the PI agrees to provide annual Progress Updates as part of the annual Project Renewal or Project Close-out processes, prior to the expiration of the one (1) year data access period. The PI who is seeking Renewal or Close-out of a project agree to complete the appropriate online forms and provide specific information such as how the data have been used, including publications or presentations that resulted from the use of the requested dataset(s), a summary of any plans for future research use (if the PI is seeking renewal), any violations of the terms of access described within this Agreement and the implemented remediation, and information on any downstream intellectual property generated from the data. The PI also may include general comments regarding suggestions for improving the data access process in general. Information provided in the progress updates helps NIH evaluate program activities and may be considered by the NIH GDS governance committees as part of NIH’s effort to provide ongoing stewardship of data sharing activities subject to the NIH GDS Policy.
Design Development Phase Services 3.3.1 Based on the Owner’s approval of the Schematic Design Documents, and on the Owner’s authorization of any adjustments in the Project requirements and the budget for the Cost of the Work, the Architect shall prepare Design Development Documents for the Owner’s approval. The Design Development Documents shall illustrate and describe the development of the approved Schematic Design Documents and shall consist of drawings and other documents including plans, sections, elevations, typical construction details, and diagrammatic layouts of building systems to fix and describe the size and character of the Project as to architectural, structural, mechanical and electrical systems, and other appropriate elements. The Design Development Documents shall also include outline specifications that identify major materials and systems and establish, in general, their quality levels.
Research Use The Requester agrees that if access is approved, (1) the PI named in the DAR and (2) those named in the “Senior/Key Person Profile” section of the DAR, including the Information Technology Director and any trainee, employee, or contractor1 working on the proposed research project under the direct oversight of these individuals, shall become Approved Users of the requested dataset(s). Research use will occur solely in connection with the approved research project described in the DAR, which includes a 1-2 paragraph description of the proposed research (i.e., a Research Use Statement). Investigators interested in using Cloud Computing for data storage and analysis must request permission to use Cloud Computing in the DAR and identify the Cloud Service Provider (CSP) or providers and/or Private Cloud System (PCS) that they propose to use. They must also submit a Cloud Computing Use Statement as part of the DAR that describes the type of service and how it will be used to carry out the proposed research as described in the Research Use Statement. If the Approved Users plan to collaborate with investigators outside the Requester, the investigators at each external site must submit an independent DAR using the same project title and Research Use Statement, and if using the cloud, Cloud Computing Use Statement. New uses of these data outside those described in the DAR will require submission of a new DAR; modifications to the research project will require submission of an amendment to this application (e.g., adding or deleting Requester Collaborators from the Requester, adding datasets to an approved project). Access to the requested dataset(s) is granted for a period of one (1) year, with the option to renew access or close-out a project at the end of that year. Submitting Investigator(s), or their collaborators, who provided the data or samples used to generate controlled-access datasets subject to the NIH GDS Policy and who have Institutional Review Board (IRB) approval and who meet any other study specific terms of access, are exempt from the limitation on the scope of the research use as defined in the DAR.
Industrial Operations Analyst (IOA The IOA is a GSA Government official who audits Contractor records and conducts Contractor Assistance Visits (CAVs) to the Contractor’s place of business to assist the Contractor with task order reporting, Contract Access Fee (CAF) management, and other general contract administration functions deemed necessary by the Government.
