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Acer Aspire 3515 (Manual PDF User Guides eBook) provided by manualonpdf.com This Manual Instructions PDF Files hosted in http://userguides.manualonpdf.com/ebook_Acer_Aspire/acer_aspire_3515.pdf Acer Worldwide Select Your Local Country Or Region. acer explore beyond limits tm america brasil continue reading  Acer Aspire Battery Compare Prices Reviews And Buy At Nextag. acer aspire battery 7 720 results like acer replacement battery 6 cell for acer laptop 3690 series bt 00804 012 acer replacement battery 8 cell for acer laptop continue reading  Replacing The Cmos Battery In An Acer Aspire Ehow. replacing the cmos battery in an acer aspire all laptops have a cmos complementary metal oxide semiconductor battery the main purpose for the cmos continue reading  Amazon Com Acer Aspire 1400 1600 3000 5000 Keyboard. nsk h3m1d customers who bought this item also bought page of start over back acer aspire 1415 1693 1680 3000 3003lci 5000 4 4 out of 5 stars 30 23 41 continue reading  Acer Aspire 5315 Wireless Driver Software Driver Download. description for acer aspire 5315 notebook there are two types of wireless lan chipsets used inside atheros and broadcom anyway i have included the drivers for continue reading  Scribd Acer S Aspire Series User S Guide. acer s aspire series user s guide free download as text file txt pdf file pdf or read online for free for the 5110 5100 and 3100 series continue reading  Review Acer Aspire V3 772g 747a321 Notebook. in depth review of the acer aspire v3 772g 747a321 intel core i7 4702mq nvidia geforce gtx 760m 1000 gb ssd 256 gb 32 gb ram 17 3 quot fhd 3 2 kg with continue reading  Acer Aspire 5315 2326 Overview Amp Specs Laptops Cnet Reviews. quick specs processor intel celeron 550 2 0 ghz ram installed size 1 0 gb hard drive 160 0 gb serial ata 150 5400 0 rpm weight 6 2 lbs continue reading  Peve S Blog Acer Aspire One Won T Boot Bios Corrupted. jan 20 2009 nbsp 0183 32 after switching off the aa1 when trying to turn it on again it just shows blinking leds and the fan is turning but the screen remains black continue reading  Desktop Computers All In One Desktop Pcs Ebuyer Com. if you re seeking a new desktop pc for an affordable price then visit ebuyer com check out our selection of desktop computers and all in one pcs continue reading 
Stem cell therapies in MS There is a great deal of scientific and media interest in stem cells as a possible treatment for multiple sclerosis (MS). Some scientific reports do reveal encouraging clinical findings, but a lot of work still needs to be done to prove their effectiveness and safety for people with MS. Stem cells in MS are still experimental. There is no proven stem cell therapy available for MS anywhere in the world. About this booklet This booklet has been written for and with people affected by MS. In it, we aim to explain the key issues around stem cells and MS. We look at what benefits someone might expect from a stem cell therapy and the different types of stem cells which are being researched for MS. We highlight why it is important to have properly controlled trials in this area also emphasising that we strongly discourage people with MS from approaching ‘stem cell clinics’ that are offering ‘stem cell therapies’ outside of an official clinical trial. The role of MS charities in stem cell research In May 2009, the MS societies of the UK and US held an international meeting in London to reach a consensus on stem cell therapies in MS. 2 The event was supported by the national MS societies of Italy, France, Canada and Australia, and the MS International Federation (MSIF). Twenty-seven experts in stem cells and MS, as well as 17 charity representatives, attended. This included many people affected by MS. As a result of this meeting we now have: • An agreed statement (‘consensus statement’) and guidelines for researchers and clinicians. These should encourage consistency between studies and speed up the development of potential therapies. • This information booklet, for people affected by MS....
In recent years, research advancement in stem cell therapy has been rapid. Accordingly, general clinical, scientific, and public attention to the application of stem cell therapy has been substantial. Promises are great, most notably with regard to the application of stem cell therapy for diseases that are currently difficult to treat or incurable such as Parkinson disease or diabetes mellitus. It is in the best interest of patient care for diagnostic and interventional radiologists to be actively involved in the development of these therapies, both at the bench and at the bedside in clinical studies. Specifically, the diagnostic radiologist can become an expert in imaging, tracking, and monitoring of stem cells and in the assessment of engraftment efficiency, whereas the interventionalist is a natural expert in targeted stem cell delivery by means of different routes (percutaneous, selective intravenous, or intraarterial). In addition, there is a potential role for the interventionalist to create engraftment territory and increase engraftment bed fertility with controlled intentional tissue destruction (eg, by means of thermal ablation) that might precede stem cell administration. J Vasc Interv Radiol 2009; 20:999 –1012 Abbreviations: MS ϭ multiple sclerosis, RF ϭ radiofrequency, SPIO ϭ superparamagnetic iron oxide RESULTS of recent stem cell research have received much clinical, scientific, and public attention, and clinical applications of stem cell therapy will undoubtedly continue to expand in the future. The interventional and diagnostic radiologist should be familiar with the basic principles of stem cell From the Department of Radiology, Beth Israel Deaconess Medical Center–Harvard Medical School, One Deaconess Rd, West CC Bldg, 3rd Fl, Boston, MA 02215 (B.N., S.F., S.N.G.); Department of Radiology, UCSD Medical Center School of Medicine, San Diego, California (M.D.K.); and System Radiology, Geisinger Health System, Danville, Pennsylvania (J.F.C.). Received April 16, 2009; final revision received April 24, 2009; accepted April 28, 2009. Address correspondence to B.N.; E-mail: boris.nikolic@ uphs.upenn.edu *Current affiliation and corresponding author contact: Boris Nikolic, MD, MBA, Hospital of the University of Pennsylvania, University of Pennsylvania School of Medicine, Department of Radiology, Section of Interventional Radiology, 3400 Spruce Street, 1 Silverstein, Philadelphia, PA, 19104; E-mail: firstname.lastname@example.org None of the authors have identified a conflict of interest. © SIR, 2009 DOI: 10.1016/j.jvir.2009.04.075
Balsamic Flank Steak on Focaccia Grilled Balsamic Flank Steak Slices on Warm Focaccia Last Update: 5/8/2009 Portion Size: 1 Sandwich Yields: 24 Sandwiches 48 Sandwiches 96 Sandwiches Portions: 24 1 Sandwich Ingredients: 48 1 Sandwich 96 1 Sandwich 9 Pound 18 Pound 2 Full Sheet 4 Full Sheet Balsamic Grilled Flank Steak RECIPE, 4 Pound + 8 Ounce HOT (see below) SLICED THIN Focaccia RECIPE, Warm (see below) CUT 1 Full Sheet 4 x 6, SPLIT LENGTHWISE Procedure: 1. Prepare Balsamic Grilled Flank Steak and Focaccia according to recipes. 2. Place 3 oz steak on heel of each focaccia square. Close sandwich with crown of focaccia. Cut in half diagonally. Serve immediately. Portion: Serve 1 sandwich. Serving Suggestions: Offer seasoned mayonnaise, specialty mustard or other appropriate dressing for self-service. Shelf Life: If left over, do not reuse. Balsamic Grilled Flank Steak Grilled Balsamic Vinaigrette Marinated Flank Steak Last Update: 6/30/2009 Portion Size: 3 oz Yields: 4.5 Pound Ingredients: 9 Pound 18 Pound 48 3 oz 96 3 oz 1 Pint + 1/4 Cup 1 Quart + 1/2 Cup 2 1/4 Quart 6 Pound 12 Pound + 4 Ounce 24 Pound + 8 Ounce Portions: 24 3 oz Lite Olive Oil Balsamic VINAIGR (CONV) Flank Steak, Raw TRIMMED Procedure: 1. Pour vinaigrette over beef, turning to evenly coat. CCP-- Hold refrigerated at internal temperature of 40 degrees F. or below for at least 24 hours to marinate. Drain and discard Confidential property of St. Luke’s Hospital & Health Network excess marinade. 2. CCP-- Grill beef over medium-high heat for 4 to 5 minutes on each side or until minimum internal temperature is 145 degrees F. (for 15 seconds). CCP-- Hold hot (140 degrees F. or above) for service or cool quickly (per HACCP) to internal temperature of 40 degrees F. or below. As needed for service, slice thin across the grain. Portion: Serve 3 oz or as directed in recipes. Shelf Life: Use cold within 24 to 48 hours. Focaccia French Bread Dough Brushed with Olive Oil and Topped with Onions then Baked to Golden Brown Last Update: 10/30/2002 Portion Size: 1 Cut-6x8 FS Yields: 1 Full Sheet 4 Full Sheet 96 1 Cut-6x8 FS 192 1 Cut-6x8 FS 2 Teaspoon 1 Tablespoon + 1 Teaspoon 2 Tablespoon + 2 Teaspoon 5 Pound 10 Pound 20 Pound 1/2 Cup Ingredients: 2 Full Sheet 1 Cup 1 Pint 12 Ounce 1 Pound + 8 Ounce Portions: 48 1 Cut-6x8 FS Vegetable Salad Oil French Bread Dough, Frozen, 19.5 oz THAWED (OR BULK FRENCH BREAD) Olive Oil Yellow Onions, Fresh HALVED, SLICED 1/8" 6 Ounce (HALF SLICES) Procedure: 1. Oil sheet pans with vegetable oil. 2. Spread out 5 lb dough per sheet pan to all edges. With fingers, indent dough at 1" intervals. 3. Spread 1/2 cup olive oil over each sheet pan of dough. 4. Sprinkle 6 oz onions over each sheet pan of dough. Bake in a 350 degree F. standard oven for 15 to 20 minutes or until done. Portion: Cut sheet pan 6 x 8. Shelf Life: Use within 24 hours. Confidential property of St. Luke’s Hospital & Health Network
STATE OF TENNESSEE TENNESSEE COMMISSION ON CHILDREN AND YOUTH Andrew Johnson Tower, Ninth Floor 710 James Robertson Parkway Nashville, Tennessee 37243-0800 (615) 741-2633 (FAX) 741-5956 1-800-264-0904 TO: FROM: DATE: RE: Members of the Tennessee General Assembly and Other Readers Linda O’Neal, Executive Director January 28, 2011 Resource Mapping 2010 Report Revised As required by TCA 3703-116, on April 15, 2010, the Tennessee Commission on Children and Youth transmitted the first Resource Mapping Report to the General Assembly. We have continued to review and discuss the resource mapping information with a variety of stakeholders across Tennessee. There has been great interest in this report and the information it reveals. As a result of the diligence and persistence of Melissa Staley, TCCY resource mapping director, in January 2011, we discovered there was a major omission from the report. The Department of Education was extremely diligent in reporting its expenditures for the many programs and services it provides to Tennessee schools and Tennessee children. In fact, it provided the highest level of detail in reporting expenditures of any department. However, in the focus on programs and services, submission of the most substantial part of DOE expenditures, and indeed the most substantial overall expenditure Tennessee makes for children, funds for the Basic Education Program (BEP), were not submitted. BEP funds in FY 2007 and FY 2008 were more than $3 billion each year. Upon discovering this omission, the Department of Education immediately submitted the BEP expenditure data, and TCCY staff revised the 2010 Report to include the information. The inclusion of BEP dollars results in changes in many of the charts and graphs that are now included in this report. To the best of our knowledge, the Resource Mapping 2010 Report Revised now includes all state and federal expenditures for children in the Tennessee state budget. Collection of such a massive amount of data continues to be a very challenging process. We are grateful for the collaborative support from staff in the 25 state agencies that submit data for these reports. Data submission for the 2011 report is well underway. We look forward to providing a report in April 2011 that includes expenditures for FY 2009 and FY2010. We continue to stand ready to answer questions and appreciate feedback regarding ways we can improve this report. STATE OF TENNESSEE TENNESSEE COMMISSION ON CHILDREN AND YOUTH Andrew Johnson Tower, Ninth Floor 710 James Robertson Parkway Nashville, Tennessee 37243-0800 (615) 741-2633 (FAX) 741-5956 1-800-264-0904
The Psychological Effects of Global Warming on the United States: And Why the U.S. Mental Health Care System Is Not Adequately Prepared ©Perrush / Fotolia.com National Forum and Research Report February 2012 Kevin J. Coyle, JD and Lise Van Susteren, MD, National Wildlife Federation Climate Education Program With Support from the Robert Wood Johnson Foundation Copyright © 2011 National Wildlife Federation Preface Dear Friends and Colleagues, Having the reality of the destructive forces presented by climate change fully register with people, so they will to act with the needed urgency, is indeed a challenge. And, while the physical and environmental effects of global warming are studied and described, what has rarely been addressed, and is as compelling a topic as any, are the psychological impacts. This report aims both to fill in the gap in our awareness of the psychological impacts of climate change, and by exposing the emotional side of the issue, to find the place in our hearts that mobilizes us to fly into action, forewarned, determined, relentless. It also is a call for professionals in the mental health fields to focus on this, the social justice issue of all times, with their capacity to work through denial and apathy, to bring insight and commitment before it is too late. The language of science is, admittedly, not a stirring call to action. Scientists are by nature cautious, and restrained. While this report does not aim to present the forum participants as flame throwers, for this work to accomplish a primary goal, the reader will need to feel something in reading it. The language used here, and some of the questions asked, may feel uncomfortably probing, as they pierce our armor. After all, most of us want to be patriotic, to be optimist about the future. But we need to fully confront certain realities. If we continue the adolescent-like disregard for the dangers we are being warned of, driving green house gasses up with only casual concern, there will be consequences. As our world begins to unravel and our role is undeniable, all eyes will be on us. Questions beg to be asked: • What will the rest of the world think of us? • Where will we be safe? • How will we feel about ourselves? The interplay between the climate realities we likely face and the potential psychological fallout from them was the subject of a conference convened in Washington D.C., in March 2009. A highly respected group of experts offered insights. Their thoughts, recommendations and supporting evidence are presented in this report. We extend our heartfelt thanks to the RWJ Foundation and to our forum participants. We also note the sad death of forum participant and friend Dr. Jerilyn Ross. She added her characteristic straight talk, practical knowledge, and bright intellect to the discussion. Sincerely, Lise van Susteren, MD, Forensic Psychiatrist Kevin J. Coyle, JD Vice President for Education The Psychological Effects of Global Warming on the United States The Psychological Effects of Global Warming
Soal-Soal dan Pembahasan Matematika IPA SNMPTN 2012 Tanggal Ujian: 13 Juni 2012 1. Lingkaran (x + 6)2 + (y + 1)2 = 25 menyinggung garis y = 4 di titik... A. ( -6, 4 ) B. ( 6 , 4) C. ( -1, 4 ) D. ( 1, 4 ) E. ( 5 , 4 ) Jawab: BAB XI Lingkaran Masukkan nilai y=4 pada persamaan (x + 6)2 + (4 + 1)2 = 25 (x + 6)2 = 25 – 25 = 0 x = -6 Didapat titik x = -6 dan y = 4 (-6,4) Jawabannya A 2. Jika 2x3 – 5x2 – kx + 18 dibagi x - 1 mempunyai sisa 5, maka nilai k adalah... A. -15 B. -10 C. 0 D. 5 E. 10 Jawab: BAB XII Suku Banyak Metoda Horner x3 x= 1 2 x2 x -k 18 2 2 -5 -3 -3 - k -3 ( -3- k) + = kalikan dengan x =1 (15 – k) sisa =5 15 – k = 5 k = 15 – 5 = 10 Jawabannya E www.belajar-matematika.com 1 3. Luas daerah yang dibatasi oleh kurva y = x2, y = 1, dan x = 2 adalah... A. ∫ (1 − B. ∫ ( ) C. ∫ ( − 1) − 1) D. ∫ (1 − Jawab BAB XVI Integral E. ∫ ( ) − 1) Buat sketsa gambar untuk mengetahui batas luas: terlihat bahwa bidang luasnya (arsiran) bagian atasnya adalah y = x 2 dan bagian bawahnya y = 1 dengan dibatasi oleh batas atas x = 2 dan batas bawah x =1. Dalam notasi integralnya : b ∫ ( b b a a a L = y2 dx - y1 dx = ( y 2 y1) dx − 1) Jawabannya C 4. ( ( A. B. ) ) = .... C. E. D. www.belajar-matematika.com 2 Jawab: BAB VII Trigonometri ( ( + 2 sin cos ) ) = = = =1 = 2 Jawabannya E 5. Lingkaran (x - 3)2 + (y - 4)2 = 25 memotong sumbu –x di titik A dan B. Jika P adalah titik pusat lingkaran tersebut, maka cos ∠APB = ... A. C. B. E. D. Jawab: BAB XI Lingkaran dan BAB VII Trigonometri Sketsa gambar: Lingkaran dengan pusat (3,4) APB merupakan segitiga. www.belajar-matematika.com 3 Untuk menjawab soal ini digunakan teorema di bawah ini: Aturan sinus dan cosinus C b a A c B Aturan cosinus 1. a 2 = b 2 + c 2 - 2bc cos 2. b 2 = a 2 + c 2 - 2ac cos 3. c 2 = a 2 + b 2 - 2ab cos Kita pakai rumus (3) c = AB = 6 a = b = AP = PB = √3 + 4 = √25 = 5 c 2 = a 2 + b 2 - 2ab cos P 2ab cos P = + − cos P = = = = . . . Jawabannya A 6. Grafik fungsi f(x) = ax3 – bx2 + cx + 12 naik jika.... A. b2 – 4ac < 0 dan a > 0 B. b2 – 4ac < 0 dan a < 0 C. b2 – 3ac > 0 dan a < 0 D. b2 – 3ac < 0 dan a > 0 E. b2 – 3ac < 0 dan a < 0 Jawab: BAB XV Differensial www.belajar-matematika.com 4 Syarat fungsi naik ( )>0 3ax2 - 2bx + c > 0 fungsi naik ( - , 0, + ) * variabel x2 > 0 3a > 0 a>0 *D<0 ( ) > 0 , maka tidak ada titik potong dan singgung di sb x sehingga D < 0 karena (-2b)2 – 4.3a.c < 0 4b2 – 12.a.c < 0 b2 – 3 ac < 0 didapat a > 0 dan b2 – 3 ac < 0 Jawabannya D 7. →0 = .... E. √3 √ A. -1 C. 1 B. -0 D. Jawab: XIV Limit Fungsi →0 = →0 = = = →0 →0 1 . 1. = = =1 Jawabannya C www.belajar-matematika.com
Soal-Soal dan Pembahasan SNMPTN Matematika IPA Tahun Pelajaran 2010/2011 Tanggal Ujian: 01 Juni 2011 1. Diketahui vektor u = (a, -2, -1) dan v = (a, a, -1). Jika vektor u tegak lurus pada v , maka nilai a adalah ... A. -1 B. 0 C. 1 D. 2 E. 3 Jawab: Vektor: vektor u tegak lurus pada v maka u . v = 0 u = −2 , v = −1 −2 . −1 −1 (a – 1) (a-1) = 0 maka a = 1 −1 = a2 – 2a + 1 = 0 (a - 1)2 = 0 Jawabannya adalah C 2. Pernyataan berikut yang benar adalah ... A. Jika sin x = sin y maka x = y B. Untuk setiap vektor u , v dan w berlaku u . ( v . w ) = ( u . v ). w C. Jika b f ( x) dx = 0, maka a D. Ada fungsi f sehingga E. 1 – cos 2x = 2 cos2 x f ( x )= 0 Lim f(x) ≠ f(c) untuk suatu c xc www.belajar-matematika.com - 1 Jawab: Trigonometri, vektor, integral, limit A. Ambil nilai dimana sin x = sin y sin α = sin (1800 – α ) ambil nilai α = 600 sin 600 = sin 1200 ; tetapi 600 ≠ 1200 Pernyataan SALAH B. Operasi u . ( v . w ) tak terdefinisi karena v . w = skalar, sedangkan u = vektor vektor . skalar = tak terdefinisi Pernyataan SALAH C. Ambil contoh cari cepat hasil dimana b f ( x) dx = 0 ; a 1 Didapat b = 1 dan a = -1 maka f(x)= x x dx = 0 1 terbukti : f(x) = x bukan f(x) = 0 x2 | Pernyataan SALAH D. Ambil contoh f(x) = Lim xc f(x) = Lim x 1 ( ( = ( ( ) ( )( ) = ) ( ) Lim f(x) ≠ f(c) 2 ≠ 1 xc ) ( )( ) = ) ( ) =2 Pernyataan BENAR E. 1 – cos 2x = 1 – ( 2cos2 x – 1) = 1 + 1 - 2cos2 x = 2 - 2cos2 x = 2 ( 1 – cos2 x) Pernyataan SALAH Jawabannya adalah D www.belajar-matematika.com - 2 = (1 – 1) = 0 3. Luas daerah di bawah y = -x2 +8x dan di atas y = 6x - 24 dan terletak di kuadran I adalah.... a. ∫ (− b. ∫ (− c. ∫ (− +8 ) +8 ) +8 ) d. ∫ (6 − 24) e. ∫ (6 − 24) Jawab: Integral: +∫ ( + ∫ (− + ∫ (− + ∫ (− + ∫ (− − 2 − 24) + 2 + 24) + 2 + 24) +8 ) +8 ) kuadran I titik potong kedua persamaan : y1 = y2 -x2 +8x = 6x-24 -x2 +8x - 6x+24 = 0 -x2 +2x + 24 = 0 x2 -2x - 24 = 0 (x - 6) (x+4)0 x = 6 atau x = -4 karena di kuadran I maka yang berlaku adalah x = 6 y = 6.6 – 24= 12 berada di titik (6,12) www.belajar-matematika.com - 3 L = ∫ (− = ∫ (− +8 ) +8 ) + ∫ ((− + ∫ (− Jawabannya adalah B + 8 ) − (6 − 24)) + 2 + 24) 4. sin 350 cos 400 - cos 35 sin 400 = A. cos 50 B. sin 50 C. cos 950 D. cos 750 E. sin 750 Jawab: Trigonometri: Pakai rumus: sin (A - B) = sin A cos B - cos A Sin B A= 350 ; B = 400 = sin (350 - 400) = sin -50 Cos (90 0 - ) = sin rumus Cos (90 0 - (-50) ) = sin -50 = -50 Cos 950 = sin -50 Jawabannya adalah C 5. Diketahui g(x) = ax2 – bx + a – b habis dibagi x – 1. Jika f(x) adalah suku banyak yang bersisa a ketika dibagi x – 1 dan bersisa 3ax + b2 + 1 ketika dibagi g(x), maka nilai a adalah...... A. -1 B. -2 C. 1 D. 2 Jawab: Suku Banyak: g(x) = ax2 – bx + a – b habis dibagi x – 1 g(1) = 0 g(1) = a . 1 – b .1 + a – b = 0 =a–b+a–b=0 2a – 2b = 0 2a = 2b a = b karena a = b maka: g(x) = ax2 – ax + a – a = ax2 – ax www.belajar-matematika.com - 4 E. 3 f(x) dibagi dengan f(x-1) sisa a f(1) = a f(x) dibagi dengan g(x) sisa 3ax + b2 + 1 f(x) dibagi dengan ax2 – ax sisa 3ax + b2 + 1 f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 teorema suku banyak: Jika suatu banyak f(x) dibagi oleh (x- k) akan diperoleh hasil bagi H(x) dan sisa pembagian S f(x) = (x- k) H(x) + S f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 f(x) = ax (x - 1) H(x) + (3ax + b2 + 1) substitusikan nilai nol dari pembagi yaitu x = 0 dan x = 1 dari ax (x - 1) ambil x = 1 untuk x = 1 f(1) = a . 1 (1 – 1) H(0) + 3a.1 + b2 + 1 a = 0 + 3a + b2 + 1 diketahu a = b, masukkan nilai a = b a = 3a + a2 + 1 a2 + 2a + 1 = 0 (a+1)(a+1) = (a+1)2 = 0 a = -1 Jawabannya adalah A 6. Rotasi sebesar 450 terhadap titik asal diikuti dengan pencerminan terhadap y = -x memetakan titik (3,4) ke .... A. √ B. − Jawab: ,√ √ ,√ C. D. √ √ ,−√ ,−√ E. − Transformasi Geometri: cos Rotasi sebesar 450 terhadap titik asal = sin sin cos 0 1 pencerminan terhadap y = -x 1 0 www.belajar-matematika.com - 5 √ ,√
Jan 24, 2014 ... To determine if the Metro-North Railroad (Metro-North) used American ... Metro- North, a subsidiary of the Metropolitan Transportation Authority ... To determine if the Metro-North Railroad (Metro-North) used American Recovery and Reinvestment Act (Recovery Act) funds efficiently and for authorized purposes, and whether the funds were properly monitored to prevent fraud, waste and abuse. Our audit covered the period April 30, 2009 to June 30, 2012. Background Metro-North, a subsidiary of the Metropolitan Transportation Authority (MTA), has four projects funded by the Recovery Act, namely, Poughkeepsie Station Building-Doors/Window ($4.6 million), Grand Central Terminal Elevators ($7.7 million), Grand Central Terminal Facilities Rehabilitation ($22.7 million), and Tarrytown Station Improvement ($37.3 million). Key Finding • Our review of Metro-North’s monitoring of employees paid with Recovery Act funds found that Metro-North officials could better monitor their employees to ensure that Recovery Act funds are used for authorized purposes and instances of fraud, waste and abuse are mitigated. MetroNorth officials should improve the timekeeping method used for conductors to better ensure they are actually working the hours they are paid for, require that all overtime is pre-approved and justified prior to being worked, and consider whether it is the most efficient practice and whether government funds are being wasted by paying conductors 2 hours and 40 minutes of overtime every day for indirect tasks such as changing their clothes, washing up, and traveling to and from the project site. Also, an unannounced visit to the Tarrytown Station found one conductor was not at his assigned post when a train made a stop. Key Recommendations • Monitor employees’ time and attendance to ensure that they are only paid for actual hours worked. • Establish agency-wide policies and procedures that govern the use, pre-approval and justification of overtime. • Ensure the most efficient practices are in place and government funds are not wasted by paying overtime for indirect tasks such as employees changing their clothes, washing up and traveling to and from the project site. • Monitor conductors to make sure that they are on site and working at their assigned posts to better ensure the safety of passengers, contract workers and other Metro-North employees when trains stop at a station during ongoing track work. Other Related Audit/Report of Interest Metropolitan Transportation Authority/Long Island Rail Road: Overtime and Other Time and Attendance Matters Found in the Use of Certain Federal Funds (2010-S-2) Division of State Government Accountability