ANTICIPATED Sample Clauses

ANTICIPATED. TAKE‌ Take is defined as actions or attempted actions to harass, harm, pursue, xxxx, shoot, wound, kill, trap, capture, or collect such species. Harm is further defined to include significant habitat modification or degradation that results in death or injury to listed species by significantly impairing behavioral patterns such as breeding, feeding, or sheltering. Harass is further defined as actions that create the likelihood of injury to listed species to such an extent as to significantly disrupt normal behavior patterns including, but not limited to, breeding, feeding or sheltering. Incidental take is any take of federally-listed wildlife or state- listed wildlife and plants that is incidental to, but not the purpose of, otherwise lawful activities. For AEPCO to agree to ensure the long-term conservation of the Sonoran desert tortoise, AEPCO requires the ability to conduct routine maintenance and operation activities. The likelihood of causing injury or death of Sonoran desert tortoises through permitted activities is unequal between size classes of tortoises. For example, the crushing of eggs within an earthen xxxxxx, hatchlings, or small juveniles may go unnoticed during permitted activities because of their small size and cryptic appearance; whereas tortoises of reproductive size (≥8.7 in midline carapace length (Xxxxxxx-Xxxxxx and Xxxx 2000); adult size class) are more conspicuous, especially while on a road, whether dirt or paved. Between adult Sonoran desert tortoises, females are expected to contribute the most to any given populations’ persistence over time and are therefore the most valuable to any given population. The odds of any given female tortoise reaching reproductive age range from 7-13 percent (Xxxxxxxx et al. 2014), but when they reach adult status, their odds of survival are quite high with average adult survivorship at 92 percent (Xxxxxxx et al. 2013). Adult females can have numerous clutches of eggs over their long life span, while a single male can fertilize numerous females in his territory over a single season. If an adult female is killed, the opportunity to produce progeny in the future over numerous decades is lost. While conducting these activities, AEPCO estimates that a maximum of five (5) eggs, hatchlings, or juveniles and three (3) adult Sonoran desert tortoise lethal/injury takes may occur in one year, but no more than 75 total (regardless of sex or age class) over the 25 year duration of this agreement. If more than t...
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ANTICIPATED. It is recognized, per guidance from OSPI, that this work “will require 47 flexibility and may necessitate paid staff to perform different duties than they are 1 normally assigned.” The District and Association will collaborate in good faith to 2 address any concerns about the impacts of these changes.
Sample 1
ANTICIPATED. Two-Year Guide at Lorain County Community College Associate of Arts Program Key: Bold courses = count toward AU Core or major requirements 1st Year: Fall Semester Spring Semester SDEV 101 College 101 1 ENGL 161 AU Core 1 College Composition I 3 ENGL 162 AU Core 4 College Composition II 3 MUSC 101, 102, 103, 111 or 165 Civic Chorale, Civic Concert Band, Civic Orchestra, Collegiate Chorale or Vocal Ensemble 1 MUSC 101, 102, 103, 111 or 165 Civic Chorale, Civic Concert Band, Civic Orchestra, Collegiate Chorale or Vocal Ensemble 1 MUSA 16X Principal Applied Music: Instrument TBD 1 MUSA 16X Applied Music: Instrument TBD 1 MUSC 155 Class Piano I 2 MUSC 156 Class Piano II 2 MUSC 171 Music Theory I 3 MUSC 172 Music Theory II 3 MUSC 181 Sight Singing and Ear Training I 1 MUSC 182 Sight Singing and Ear Training II 1 MTHM 168 AU Core 2 Statistics 3 EDCT 181 Introduction to the Education Profession 3 PSYH 151 AU Core 3 Introduction to Psychology 3 PSYH 254 AU Core 5 Adolescent Development 3 Semester Total 18 17 2nd Year: Fall Semester Spring Semester MUSC 101, 102, Civic Chorale, Civic Concert 1 MUSC 101, Civic Chorale, Civic Concert 1 103, 111 or 165 Band, Civic Orchestra or 102, 103, 111 or Band, Civic Orchestra or Collegiate Chorale or Vocal 165 Collegiate Chorale or Vocal Ensemble Ensemble MUSA 26X AU Core 6 Applied Music: Instrument TBD 1-2 MUSC 26X Applied Music: Instrument TBD 1-2 MUSC 271 Music Theory III 3 MUSC 272 Music Theory IV 3 MUSC 281 Sight Singing and Ear Training III 1 MUSC 282 Sight Singing and Ear Training IV 1 HUMS 151G AU Core 7 Introduction to Humanities 3 Social Science Elective Social Science Elective* 3 AU Core 8 Science Requirement w/ Lab (see Core Equivalencies page) 3 AU Core 10 Science Requirement (see Core Equivalencies page) 3 CMMC 151 AU Core 9 Oral Communication 3 PHLY 161 or AU Core 11 HUMS 264G AU Core 11 Introduction to Ethics Introduction to Asian Cultures and Literature 3 (3) EDCT 254 Individuals with Exceptions 3 RELG 251G or Exploring the Bible 3 RELG 181G AU Core 12 World Religions (3) Semester Total 18-19 18-19 Total minimum credits earned at LCCC 71-73 Associate of Arts Awarded at LCCC. *Required to complete LCCC Associate Degree, not needed for AU core. Students, including those transferring from other institutions, wishing to pursue a major in Music Education or Music must meet proficiency requirements as established by the music department. These requirements include:
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ANTICIPATED. NUMBER OF CHILDREN THAT WILL BE SERVED WITH AWARDED FUNDS: • 39 children will be served with the award.
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Related to ANTICIPATED

  • Expected Outcomes Each Faculty member as a result of the five- year TEC process will: • Gather and review feedback from student evaluations in a minimum of 3 different classes during the five-year cycle. • Gather data on courses and/or program to determine trends and opportunities to improve student success. • Gather and review feedback from cohort member classroom observations. Each member of the TEC will visit the classroom at least once within the 5 year cycle and provide written and oral feedback to the TEC member. • Complete a self-evaluation based upon student evaluations, data trends, peer feedback and learning insights to fulfill the professional development goals. This is done at the conclusion of the five-year cycle. • Meet with their division xxxx at the conclusion of the five-year cycle to review their completed self-evaluation based upon peer feedback, data, student evaluations, and professional development goals; and discuss the administrative evaluation which must include at least one classroom observation.

  • Expectations Faculty members participating in the annuitant employment program are expected to perform the full range of faculty duties, on a pro rata basis. They are subject to the professional development plans required under Article 22.

  • Downtime Each of Zero Hash and ZHLS uses commercially reasonable efforts to provide the Services in a reliable and secure manner. From time to time, interruptions, errors, delays, or other deficiencies in providing the Services may occur due to a variety of factors, some of which are outside of Zero Hash’s and/or ZHLS’ control, and some which may require or result in scheduled maintenance or unscheduled downtime of the Services (collectively, “Downtime”). You understand and acknowledge that part or all of the Services may be unavailable during any such period of Downtime, and you acknowledge that Zero Hash and ZHLS are not liable or responsible to you for any inconvenience or losses to you as a result of Downtime. Following Downtime, you further understand and acknowledge that the prevailing market prices of cryptocurrency may differ significantly from the prices prior to such Downtime.

  • History The two Boards approved a "Proposed Plan to Further Simplify and Facilitate Transfer of Credit Between Institutions" at their meetings in February 1996. This plan was submitted as a preliminary report to the Joint Legislative Education Oversight Committee in March 1996. Since that time, significant steps have been taken toward implementation of the transfer plan. At their April 1996 meetings, the Boards appointed their respective sector representatives to the Transfer Advisory Committee to direct, coordinate, and monitor the implementation of the proposed transfer plan. The Transfer Advisory Committee membership is listed in Appendix D. Basic to the work of the Transfer Advisory Committee in refining transfer policies and implementing the transfer plan has been the re-engineering project accomplished by the North Carolina Community College System, especially common course names, numbers, credits, and descriptions. The Community College Combined Course Library includes approximately 3,800 semester-credit courses written for the associate degree, diploma, and certificate programs offered in the system. Colleges select courses from the Combined Course Library to design all curriculum programs. Of approximately 700 arts and sciences courses within the Combined Course Library, the faculty and administrators of the community colleges recommended approximately 170 courses as appropriate for the general education transfer core. The Transfer Advisory Committee then convened a meeting on May 28, 1996, at which six University of North Carolina faculty in each of ten general education discipline areas met with six of their professional counterparts from the community colleges. Through a very useful and collegial dialog, these committees were able to reach consensus on which community college courses in each discipline were acceptable for transfer to University of North Carolina institutions as a part of the general education core. This list of courses was distributed to all University of North Carolina and community college institutions for their review and comments. Considering the recommendations of the general education discipline committees and the comments from the campuses, the Transfer Advisory Committee established the list of courses that constitutes the general education transfer core. This general education core, if completed successfully by a community college student, is portable and transferable as a block across the community college system and to all University of North Carolina institutions. With the establishment of the general education core as a foundation, joint academic disciplinary committees were appointed to draw up guidelines for community college curricula that will prepare students for intended majors at University of North Carolina institutions. Each committee consisted of representatives from each UNC institution offering such major programs and eight to ten representatives from community colleges. The Transfer Advisory Committee distributed the pre- majors recommended by the faculty committees to all University of North Carolina and community college institutions for their review and comments. Considering the faculty committee recommendations and the campus comments, the Transfer Advisory Committee established pre-majors which have significant numbers of transfers from the community colleges to the University of North Carolina institutions. The special circumstances surrounding transfer agreements for associate in applied science programs, which are not designed for transfer, require bilateral rather than statewide articulation. Special circumstances include the different accreditation criteria for faculty in transfer and non-transfer programs, the different general education requirements for transfer and non-transfer programs, and the workforce preparedness mission of the technical/community college AAS programs. A major element in the proposed transfer plan adopted by the two boards in February 1996 is the transfer information system. Simultaneously with the work being done on the general education and professional specialization (major) components of the transfer curriculum, the joint committee on the transfer information system laid out a plan, approved by the Boards of The University of North Carolina and the North Carolina Community College System, "to provide students with accurate and understandable information regarding the transfer of credits...[and] to increase the adequacy and availability of academic counseling for students who are considering a college transfer program." In addition to the printed publications currently being distributed to students, transfer counselors, admissions directors, and others, an electronic information network provides (1) electronic access to the articulation database which will include current transfer policies, guidelines, and on-line catalogs for public post-secondary institutions; (2) computerized common application forms, which can be completed and transmitted electronically along with transcripts and other education records; and (3) an electronic mail network for transfer counselors and prospective transfer students. Access to the e-mail network is available in the transfer counselors' offices and other selected sites on campuses. The final element of the transfer information system is the Transfer Student Academic Performance Report. This report, recently refined with suggestions from community college administrators, is sent annually to each community college and to the State Board of Community Colleges. These data permit the rational analysis of transfer issues and are beneficial to students and to educational and governmental decision-makers. This performance report provides the important assessment component necessary for evaluating and improving the transfer process. Appendix C Transfer Advisory Committee Procedures Articulation between the North Carolina Community College System and The University of North Carolina is a dynamic process. To ensure the currency of the Comprehensive Articulation Agreement (CAA), occasional modifications to the CAA may be necessary. These modifications may include the addition, deletion, and revision of courses on the transfer list, development and/or revision of pre- majors, and changes in course designation (i.e. additions to UGETC list or changing a course from general education to elective). The TAC will receive requests for modification only upon the recommendation of the chief academic officer of the NCCCS or UNC. Additions, deletions, and modifications may be subject to faculty review under the direction of the TAC. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Additions to the Universal General Education Transfer Component Courses currently included on the approved transfer course list may be considered for inclusion as a Universal General Education Transfer Component (UGETC) course through the following procedures:

  • Results The five values obtained shall be arranged in order and the median value taken as a result of the measurement. This value shall be expressed in Newtons per centimeter of width of the tape. Annex 7 Minimum requirements for sampling by an inspector

  • Disruption 41.1 The Contractor shall take reasonable care to ensure that in the performance of its obligations under the Framework Agreement it does not disrupt the operations of the Authority, its employees or any other Contractor employed by the Authority.

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