Non-Technical Success Factors Analysis Sample Clauses

Non-Technical Success Factors Analysis. This analysis will collect lessons learned about non-technical success factors from the Seattle/LWC UPA. These non-technical success factors include outreach, political and community support, and the institutional arrangements used to manage and guide implementation of the UPA projects. Information on the non-technical success factors is of benefit to the U.S. DOT, state departments of transportation, MPOs, transit agencies, and local communities interested in planning and deploying similar projects. Table 4-13 presents the questions, measures of effectiveness and data sources associated with the analysis of the non-technical success factors. The first hypothesis/question focuses on understanding how a wide range of variables influence the success of the Seattle/LWC UPA project deployments. The variables have been grouped into five major categories: (1) people,
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Non-Technical Success Factors Analysis. This analysis will collect lessons learned about non-technical success factors from the San Francisco UPA. These non-technical success factors include outreach, political and community support, and the institutional arrangements used to manage and guide implementation of the San Francisco UPA projects. Information on the non-technical success factors is of benefit to the U.S. DOT, state departments of transportation, MPOs, and local communities interested in planning and deploying similar projects. Table 4-11 presents the questions, measures of effectiveness and data sources associated with the analysis of the non-technical success factors. The first hypothesis/question focuses on understanding how a wide range of variables influence the success of the San Francisco UPA project deployments. The variables have been grouped into five major categories: (1) people,

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  • 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

  • Benchmarks for Measuring Accessibility For the purposes of this Agreement, the accessibility of online content and functionality will be measured according to the W3C’s Web Content Accessibility Guidelines (WCAG) 2.0 Level AA and the Web Accessibility Initiative Accessible Rich Internet Applications Suite (WAI-ARIA) 1.0 for web content, which are incorporated by reference. Adherence to these accessible technology standards is one way to ensure compliance with the College’s underlying legal obligations to ensure that people with disabilities are able to acquire the same information, engage in the same interactions, and enjoy the same benefits and services within the same timeframe as their nondisabled peers, with substantially equivalent ease of use; that they are not excluded from participation in, denied the benefits of, or otherwise subjected to discrimination in any College programs, services, and activities delivered online, as required by Section 504 and the ADA and their implementing regulations; and that they receive effective communication of the College’s programs, services, and activities delivered online.

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  • Protocols Each party hereby agrees that the inclusion of additional protocols may be required to make this Agreement specific. All such protocols shall be negotiated, determined and agreed upon by both parties hereto.

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