Collaborative Applications Sample Clauses
The Collaborative Applications clause defines the terms under which parties may jointly develop, use, or integrate software or technology for shared purposes. Typically, this clause outlines the scope of collaboration, the rights and responsibilities of each party regarding contributions, and how jointly created intellectual property will be managed. By establishing clear guidelines for cooperation, it helps prevent disputes over ownership, usage rights, and responsibilities, thereby facilitating effective and mutually beneficial collaboration.
Collaborative Applications. Applicants are permitted to submit collaborative applications, with up to all five ports as partners. Collaborative proposals must include a budget breakdown that designates the amount of funding allocated to each port and for which purposes. While the TAC expects individual proposals from each port, ports may share the writing on sections relevant to collaboration. Due to potential necessary approvals by Boards of Harbor Commissioners, the governance of shared projects may take longer to finalize than the allotted proposal development timeline. In this case, ports should provide a template for the ideal and realistic collaborative project structure and a roadmap to achieve it.
Collaborative Applications. The Authority may accept Claims from owners of Properties who wish to collaborate and establish community level measures, for example, where a street of properties would like to work together to establish a more appropriate solution for all provided the total Claim submitted does not exceed the Grant for each Property. 1 The Authority will maintain a record of:
Collaborative Applications. SUPPLIER'S SOLUTION DESCRIPTION:
Collaborative Applications. Soulsbyville School teachers are using various digital tools to enhance & further student learning, to align with the new Common Core State Standards, & to educate students about safe, effective practices when working online. (BP 6161.4 (a)) Students may be using web-based collaborative applications on school & personal devices to create & post their work to the Internet. Examples of these tools include, but are not limited to: GoogleApps, Wikispaces, Animoto, DropBox & Edmodo. Educational web-based collaborative application activities are designed to protect student privacy. Teachers who use these tools establish a semi-closed community, where participants involved in the project can work collaboratively on a project and/or post educational comments to one another. The teacher will constantly monitor student actions & work for appropriateness, but ultimately students must act responsibly. (BP 6161.4 (a)) are to be used in a responsible, efficient, ethical, and legal manner for educational purposes only. (BP 6161.4 (a)) Soulsbyville School District will allow the student identified above to use the District’s computer labs, technology, & personal devices to access the Internet under the following terms & conditions:
Collaborative Applications. For testing purposes two collaborative applications were developed. The first one was mimicking the industrial environment while the second was demonstrating the use of the robot outside the industry. Applications were designed in a way that the robot handled two workspaces simultaneously in parallel with the human operator. Overall four final products were produced with one set of experimental parameters.
3.2.1 Collaborative assembly of small electronic device The product of this application was a finished box with inserted electronics, connected with wires to a pre-mounted power jack on the box, and cables connected to the electronics and directed through the cut on the box. Robotic arm gripped the prepared box with the inserted electronics and transferred it to workspace 1. After that the robot uncovered the box and put the cover to the appropriate intermediate holder. At that point the signal light at workspace 1 turned green indicating to the operator that the workpiece is ready. Operator inserted two wires to the push-in connectors on the board, pushed the ribbon cable through the cut on the box and connected it to the circuit board. At the end the operator checked the power on the board by plugging in 24 V power and inspecting the power lead on the board. If there were no problems, the operator confirmed the finished task by pressing the confirm button. In parallel, the robot prepared the second workspace. When the operator was working on the part on the second workspace, the robot gripped the testing leads with pogo pins and tested the circuit on predefined test points as seen in Figure 3. While testing, the signal light was red which turned green when the test was finished. At that point the operator inserted the QC mark onto the circuit and confirmed the action by pressing the confirm button. In parallel the robot tested the circuit on the workspace 2. While the operator was working on workspace 2, the robot transferred the cover on the box and removed the finished box to the initial position. After that a new box was placed in an empty workspace.