Transcript: PHC services Number of clients tested HIV positive facility facility Number of clients died before starting ART Number of clients tested for HIV % clients remaining in care % clients viral load done data QUALITY checks Verify list of HIV positive clients with those that accessed care and refer those that have not accessed care for home visit ARV treatment % clients started of those tested by facility data QUALITY checks data QUALITY checks Number of clients referred to AD Number of clients remaining in care Draw a list of all HIV positive clients with CD4<500 but not started ART by the end of the month Testing Linked to Care M&E Cascade Pre-ART refer defaulters Does all clients have viral load done in the last year? % clients viral load suppressed Number of clients tested positive with CD4<500 but not started ART Number of clients tested HIV positive Have all the defaulter reports been drawn and verified? Number of clients tested for HIV Reporting period: ___________ % Remaining in Care How many clients started ART? Facility:___________________ Have all outcomes been recorded on TIER.Net? Does TIER.Net match antenatal and HCT register? refer defaulters pmtct services Number of clients tested for HIV What is the average time between testing positive and starting ART? Alternative distribution Have all clients on the missed appointment and defaulter lists been followed up? HIV testing Number of clients tested HIV positive data QUALITY checks % clients viral load suppressed % clients viral load done refer defaulters Number of clients LTF before starting ART TB services Referral % of clients tested positive that accessed ART care Defaulter Tracing Number of clients received home visit % of clients visited that returned to the facility
Transcript: text box Sheet title Sheet title Sheet title images & text images & text Project title here Project title here PROJECT TITLE Sheet title text box add logos here text box Project title here Project title here Project title here Project title text box Project title here text box Sheet title Project title here Project title here Assignment text box Sheet title images & text add logos here xx/xx/xxxx text box Project title here text box CHAPTER II "Quote relevant to project" text box images & text text box images & text Project title here Project title here images & text text box "Quote relevant to project" images & text Project title here CHAPTER III text box text box text box IDEAS & AMBITION Sheet title Project phase images & text add logos here images & text text box xx/xx/xxxx text box images & text text box text box Project title here DESIGN PRINCIPLES Project title here images & text Sheet title Project phase text box Sheet title images & text images & text images & text Sheet title Sheet title text box Sheet title Project title here images & text text box text box Sheet title images & text text box images & text text box PROJECT TITLE Project title Project title Sheet title Sheet title Project phase images & text images & text "Quote relevant to project" Sheet title images & text images & text Project title here Sheet title Sheet title images & text text box text box text box text box text box CHAPTER 1 Sheet title text box text box Project phase DESIGN images & text images & text Sheet title Sheet title Sheet title Project title here Project title here Project title here Sheet title text box Sheet title Sheet title PROJECT TITLE Project title here add logos here Sheet title Sheet title Project title here text box Project title here Project title here Sheet title Project title here images & text Project title here text box xx/xx/xxxx Sheet title Project title here Project title here images & text images & text images & text ANALYSIS Sheet title Project title here "Quote relevant to project" RISKS & OPPORTUNITIES Project title images & text PHILOSOPHY PROJECT TITLE Quote & cover image Sheet title images & text images & text IDEAS & AMBITION images & text images & text "Quote relevant to project" Sheet title Project title here AULa Design Bert Tjhie Tao Wang Postbus 1993 | 1000 BZ Amsterdam Cruquiusweg 111A | 1019 AG Amsterdam T +31 (0)20 624 5904 E firstname.lastname@example.org www.aula-design.com © AULa Design 2013 Project title here cover image here Project title here Sheet title Project title here Sheet title Project title here text box Project title here CHAPTER IV Project title here Sheet title Project title here TABLE OF CONTENTS Project title here Project title here text box Write assignment here text box text box text box Project title here Project title here images & text Project title here Project title here Sheet title text box Sheet title Sheet title Project title here PROJECT NAME text box Quote & cover image Sheet title xx/xx/xxxx Sheet title text box Quote & cover image Sheet title Sheet title images & text text box Sheet title
Transcript: *The END* http://news.bbc.co.uk/sport2/hi/football/world_cup_2006/4991652.stm http://en.wikipedia.org/wiki/Violence_in_sports http://www.fifa.com/worldcup/archive/edition=9741/photo/523/580/picture.html#33325 http://en.wikipedia.org/wiki/2006_FIFA_World_Cup_Final http://sportscorner-pak.blogspot.com/2011/04/zinedine-zidane-headbutt.html http://soccerlens.com/what-did-materazzi-say-to-zidane/287/ http://news.bbc.co.uk/sport2/hi/football/world_cup_2006/teams/france/5164616.stm Before the headbutt there was a fight happening between the two players. Materazzi kept on insulting Zidane, his mother and sister. After the insults Zidane started walking away but suddenly turned back and the rest... you know!! I think this type of behaviour shouldn’t be allowed in any sport, because it causes many things. One affect these fights have are that they can hurt the player’s emotion leading into lack of focus. Also, these fights usually get physical which leads the player into an injury. Although, sometimes you just can’t handle it and you do something which you don’t realise you are doing!! Usually the players in the argument get sent out of the game which means the team can lose! This is exactly what happened to Zidane, and since he was the best player the team lost because he wasn’t there. It is really hard to ignore insults but if you are in the FINALS you should try harder, which Zidane failed to do. There are ways how you can stop this type of behaviour (physiologically), and some of them are: 1. If a player is insulting/ pushing, they should just ignore them as much as they can. They should believe what ever the other is saying/ doing is nothing. 2. All sports event are important, and the players know any violence or fighting can result into them losing. So, they should always finish the game and then do what ever they want after! 3. If the players are getting into a fight, they should think about the children who look up to them. Later, they will (maybe) realise what they are doing. 4. All players should take an oath to not fight during the match, other wise the whole team will be disqualified. 5. The opposing team members should not talk or interact with each other, so there is no way they can fight. Also, points 1, 2, 3 and 5 should be followed in our community (clubs, kids playing for fun), as people do anything which is done on T.V. If the professional players think violence isn't the answer to anything, so will the people who are playing it for FUN! The incident happened on the 9 July 2006. Who did it involve? REPORTING PROJECT Zinedine Zidane headbutted Marco Materazzi on the chest! Where did it happen? What is the incedent? Why did it happen? ******************************************** When did it happen? How did it happen? BIBLIOGRAPHY: Reflection The fight was between French captain Zinedine Zidane and Italian player Marco Materazzi th This happened in the 2006 FIFA World Cup final in a stadium in Berlin, called Olympiastadion. Zinedine Zidane and Marco Materazzi The incident happened because, Zidane was angry and fed up. And as all of you would do if you were insulted, you would fight back. Although, that wasn't what he wanted to do, because before he tried to walk away. However, I think he couldn't take it anymore and did the act! By: Evangel
Transcript: Global Operations Reporting Tool Consolidate Performance Indicator MS Excel and Visual Basic Lean Six Sigma ITIL and Project Management Data Warehousing GO Reporting Tool PROBLEM GO Reporting Tool Enhanced KPI Reporting production Decrease time alloted for report creation Alignment of metrics and congruency of goals at all levels of organization A comprehensive reporting tool containing annual statistics monitoring: Key organizational metrics Service Delivery Status (Timeliness and Quality) Attendance (incl. credit balances) Utilization Team Administration (Attrition, Bench analysis, Static Data) A tool that produces reports at all relevant level of organization (team, department, company-wide) for better management decisions. GO Reporting Tool TOP MANAGEMENT Inability to produce timely reports for informed decision making (KPI Reporting) No reliable source for risk assessment and mitigation TEAM MANAGEMENT Need for real-time template to monitor operational metrics Capacity Planning Utilisation Analysis Service Delivery Management Technical Skills KEY TAKE AWAY IMPLEMENTATION MEET THE TEAM GO Reporting Tool Proper communication channel Feedback assessment and monitoring SOLUTION 1. Project Charter Approval (T+0) 2. Development of Prototype (T+40) 3. Presentation to Managers (T+50) 4. User Training (T+55) 5. User Acceptance Testing (T+60) 6. Go-Live (T+80) 7. Support and Monitoring Project Lifecycle: 5 months Risk Assessment MILESTONES Project Timeline Two Necessary Templates 1. GO Reporting Tool Template (Team Level) 2. GO Reporting Tool Consolidation Template (Multi Level) Value Proposition Jesper Ong UNDER THE HOOD Forward Looking Mentality Enterprise Risk Management GO Reporting Tool Business Process Review & Innovation Group GO Reporting Tool Team Head - Lean Six Sigma Master Black Belt Project Sponsor - Service Delivery Overall Manager Developer - Jesper Ong Admin Support and Communication - BPII Member Compete Contact List User Training and Documentation Error Handling Technical Support Periodic Point-of-Contact Meetings Feedback and Continuous Improvement PROCESS MODEL Candidate - Collections Analyst Lead Communication
Transcript: Christchurch Incident Week 4 Background via telegraph.co.uk Background Facts and Speculation Facts and Speculation Agenda Setting Agenda Setting Ethical Considerations Ethical Considerations NAME REMOVED Discussion Discussion How do you ethically and accurately report a mass shooting?
Transcript: Initiation Planning Execution companies & cities SWOT- Analysis Instruments Theoretical: Regular status reporting & outcome reviews Weekly meeting on: -> Planned-actual-comparison -> Quality 1. Phase Gaining all necessary information, instruments, contexts and characteristics about brand, market, locals and benefits -> Final research can be transformed into brand concept and marketing and communication plan HAW Hamburg Dealing with challenges "Monochronic" / "Polychronic" -> no severe causes on the project Working environment formal (university) informal (home) Roles Roles for each team member Working style Time budget project work students Monitoring & controlling Emotional Engagement I. Project Research Plan II. Product and brand analysis III. Country analysis IV. Market and competitor analysis V. SWOT-analysis VI. Questionnaire evaluation VII. Brand strategy VIII. Communication strategy IX. Marketing & communication plan Individual Porter's Five Forces Roles for each team member Methods + Instruments Ebretti: Role of culture : "individualistic" "Silent rules" Being aware of the time schedule Target Group Way : direct Channel : "whatsapp" Balance of focused work and fun Reciprocity Team roles and expertise were assigned based on... ... level of comfortableness with taking responsibilities ... former job and project work experiences ... first and general evaluation of the group ... interests Question Literature Internet Company webpage Questionnaire Ebretti information Laws Project Work 3. Phase Goal: Do they fit? Cooperations Problem: Cross-cultural Project reporting 2. Phase Methods Quinn Test Decision making process Group dynamics and teamwork Questionnaire provides tendency of target group 66% of the population lives in urban areas Scooter sharing is a growing and expandable market -> first customer contacts B2B might be better for a start Exporting products from the Netherlands, only retailing structure in Austria Teamwork Desk research Qualitative research Milestones Communication Utrecht students -> Men and women between 25 and 45 -> Well educated, trendy and aware of changes -> Townsmen -> Very social -> Involved in business market -> Consciousness of the environment -> The desire of mobility "Top-down" decisions Open expression of opinions By means of which marketing and communication plan can Ebretti effectively enter the Austrian market to sustainably assure local company establishment? Team development & Rules and agreements Problem & Goal other group members Unfamiliar conditions Communication between the team members individually and in the group Communication Teamwork Compromises & Flexibility Risk mitigation Budget (week 5): 55 h per person - 15 h teamwork = 40 h / 10 -> 4 hours per person per week Prof. van Dijk Ebretti Project management Results of Quinn test approving our allocation of roles Intermediate results & outlook Time management Well prepared research to provide a marketing and communication plan for a successful market entry in Austria -> expand internationally Strengths & Weaknesses Stakeholder Outlook 5 ects à 30 hours x 5 = 750 hours -> 150 hours per person Class: 45 h / 15 = 3 h Team meetings: 30 h / 15 = 2 h Communication: 20 h / 15 = 1.34 h Positive experience Same level of knowledge Initial starting problems Different motivation Prior identification and assessment of possible risks: -> Missed deadlines -> Insufficiency of literature -> Lack of interview participants Plan vs. realisation Project Research Plan Friendly and helpful Independent work
Transcript: Responsible for the "G" Super-duper responsible for raising a poor "G" rate The Supporting Documentation The official student record Good for getting raw data Terrible for interpreting data Good for interpreting that raw data Still (unfortunately) requires user input Key Concepts 1 Student Affairs Annual Reporting Total Number of Graduates who are Available to be Employed Run a Student Status Changes report to identify your successful starts within the Reporting period 4 The Cohort Sheets Where all annual reporting data comes from Used in conjunction with student groups Results are exported to Excel 1) The G&E Chart 2) Month one start cohort sheet 3) Supporting documents for starts 4) Month one graduates cohort sheet 5) Supporting documents for those graduates 6) Month two starts cohort sheet 7) Supporting documents for those starts 8) Month two graduates cohort sheet 9) Supporting documents for those graduates 10) Keep going until month ten Some General Rules: Determines whether dropped students or unemployed graduates count against our rates Four things can make a dropped student unavailable for graduation Six things can make an unemployed graduate unavailable for employment Save those results as a student group Data that gets used in a binder Staff Members A Few Things to Know Excel Program Coordinators and Instructors often know a lot about their students and may have availability and employment information Crystal Reports CampusVue Interspersed with the cohort sheets, depending on what "side" they are for Provides the proof of our positive claims MUST BE uploaded into CampusVue as well as in the hard copy binder The Goal: A Few Things to Know: divided by Bursars are great sources for updated contact information Student Services Coordinators Employment Some General Rules: Responsible for the "E" Super-duper responsible for raising a poor "E" rate Graduation We focus on annual reporting for our accrediting body, ACCSC. They use the terms "Graduation" and "Employment" and so therefore their report is called the G&E Report. Availability 2 3 All of this goes into... A BINDER! Run that group through the Master Student Listing Summary to get those students' "G" outcomes and save those as a group. Then run that group through the Student Status Changes report (again). Save all of that into Excel. We submit our report at the end of the year (October) We work to have a full draft much earlier in the year We include students that are no longer active We cover one 12 month period in each report 5 We prove it with paper documentation that we collect to support the claim we are making about the student (whether they graduate, are unavailable or get a job in-field) Export your outcomes to Excel Timeline: What Is Success? Graduation Run that group through the Student Placement Details Report to get the "E" outcomes. Always means the G&E chart Always the first item in the section Provides the numbers The Binder order: Others further education return to home country 6 Come after the chart Provide the names and outcomes behind the numbers on the chart Tracks program starts and statuses for both graduation and employment Total Number of Students who are Available to Graduate from the Program Data that gets exported from CampusVue Why? Longer programs have lower graduation rates The longer the program, the more chance there is for life to get in the way of studies Employment Registrars can often help clarify a messy enrollment situation and may recall details of the drop, since they are the ones to process the drop At Its Simplest Form, it's also just a fraction. A Super Brief Look into the Process Itself Graduates Who Become Employed in Field Analyze the heck out of your exported data to determine final G&E statuses and rates for each program And How Do We Prove It? Career Services Coordinators divided by The Chart To Prove Our Students are Succeeding At Its Simplest Form, it's just a fraction. Students who Graduate from the Program Success is Graduation and Employment In-Field Resources Employment rate requirements are the same for every program 68% Unlike the academic curriculum, the employment search process follows no set pattern medical situation active-duty military death incarceration
Transcript: E.g. Create eqity in women's health services access and outcomes in disadvantaged groups Actions E.g. We engaged with more than 50 intersectorial stakeholders such as a,b,c... which aligns to our core goal of: Engagement - Create strong engagement with our key stakeholders, including members, partners, the community and government What's the Campaign? What's the problem? In order to solve this problem, we... e.g. NWHS...A one day event with top 100 influencers that opens the conversation about this issues Outcomes vs. Objectives Building partnerships allows us to be seen as a figure of authority, which brings us closer to our vision: To be the leading authority in women’s health in Australia and New Zealand. If we are the leading authority in women's health, we can now solve the initial problem. E.g. If we want to increase awareness, we need more people to hear our message, so we'll track that with reach, followers, media presence.... Campaign Objectives Social media campaign Social media cross-promotion with partners Press room Press release Journo co-chairs What's the solution? Outcomes How does this relate to the College's goals? Insert tickbox table: Reach 1000 Followers +200 Media presence 5000 reach = Tick Raise Awareness goals. We reached 1000 people with our NWHS thanks to partnering re-tweets that augmented our reach. This is 500 more than our average, which means we doubled the reach of our message E.g. To increase awareness on women's health pressing challenges in different specialist streams How does this relate to our Mission and Vision? E.g. Inequity in women's health services access and outcomes in disadvantaged groups Marketing Metrics
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