DEMONSTRATED EXPERIENCE Sample Clauses

DEMONSTRATED EXPERIENCE. Tenderers shall detail the demonstrated experience of the Company and Principal individuals relevant to the nature of works for which it is tendering. Details shall include the experience and qualifications and area of specialisation of the principal individuals and any other key personnel. How many years’ experience has the Company had in the nature of works for which it is tendering? Pavement construction Years, Concrete works Years, Chain mesh Fencing Years, What is the relevant experience and qualifications of the principal individuals and key personnel of the nature of works for which it is tendering? Name Position Experience and Qualifications Role and Responsibility for this Project ……………………………………………………… Name Position Experience and Qualifications Role and Responsibility for this Project ……………………………………………………… Name Position Experience and Qualifications Role and Responsibility for this Project ……………………………………………………… Tenderer’s Name: Tenderers are required to provide information of nominated customer organisations to which they are currently providing services of similar scope and complexity. Demonstrated Experience – Current Contract Commitments Organisation and Facility or Site Brief Description of Services Estimated Commencement Date Estimated Completion Date Approx. Value ($AUD) QA To Be Used Yes/No Client Contact Name and Phone Number
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DEMONSTRATED EXPERIENCE. Rating Scale: - =/> 10 years experience - 10 points - 5 to 9 years experience - 8 points - 3 to 4 years experience - 4 points 10 R2. Education Additional points will be allocated for certifications such as: -diplomat of American Board of Toxicology -European Registered Toxicologist (5 points each up to a maximum of 10 points) 10
Sample 1
DEMONSTRATED EXPERIENCE. Texas Woman's University (TWU) successfully hosted two STEM camps in 2022 with support from the TWC-GSMP. CyberCamp served 24 students and STEMM (STEM+Medicine) Camp served 20 students on the TWU Denton campus, serving a total of 44 students. Of these students, 45% were female, 20% were underrepresented minorities, 20% were from low income families, and 14% had disabilities (see table below). In a separate project funded by the Communities Foundation of Texas in 2022, TWU faculty (Dr. Jian Zhang and Dr. Chad Smith) also hosted Camp CoDE (Computing in Deaf Education) for 4 female hearing-impaired students. Prior to COVID-19, TWU hosted six consecutive CyberCamps from 2014-2019. The goal of TWU CyberCamp was to broaden the cybersecurity awareness in youth and increase the female participation in STEM education. With a total enrollment of 137 high school students from 2014-2019, of which 58 were female, TWU CyberCamp achieved a high impact on high school students, especially female students by providing them hands-on experience in computing and cybersecurity, and a glimpse of the career outlook in the highest paid jobs in the future. Our TWU department also hosted a one- day event, Expanding Your Horizons in Math and Science in 2019, that served 122 middle school girls, exposing them to hands-on learning activities and careers in STEM fields. The table below includes the available data from past offerings of CyberCamp. We are highly experienced with hosting summer STEM camps. In 2022, CyberCamp was run in the same fashion as previous years, using the program designed by the Air Force Association CyberPatriot program. Our students did well in the national CyberDefense competition, placing in the top 20% of all teams across the country with more than 100 teams participating in the competition nationwide. For the inaugural year of STEMM camp, we developed daily case study programs in biology, chemistry, environmental science, and physiology activities, which were tied into themes leading to a specific disease diagnosis. On the last day, STEMM campers had a "Grand Rounds" competition between student teams, which allowed campers to use their newly acquired knowledge of the scientific method & specific STEM areas. Students in both camps received instruction from experts in STEM fields and engaged in active learning through laboratory or coding activities. They also Total Students Who Participated 44 16 9 36 42 Total Students with disabilities who participated 6 NR ...
Sample 1
DEMONSTRATED EXPERIENCE. WFS has extensive experience in carrying out events of this type. WFS has assisted or lead Small Business Forums, Education and Workforce Summits, and prior to COVID-19, assisted with the Texas Workforce Commission Business Forums. From 2020 to 2021, WFS administered, and coordinated several Youth Career Expos which were attended collectively by over 6,000 students, educators, and parents. WFS outsourced translation services to provide material in Spanish and presented several conference tracks in Spanish. In addition, WFS utilized a sign language interpreter to ensure accessibility to conference content. With over 30 years of experience the UTRGV SBDC conducts quarterly trainings at its small business incubator specifically for entrepreneurs and small businesses across the Rio Grande Valley (RGV). All four partners will assist in the identification of trainers/speakers or utilize and leverage internal qualified speakers and trainers who are considered subject matter experts on a variety of topics and programs. WFS is well versed in hosting in-person and virtual events utilizing a plethora of online platforms such as ZOOM, Google Meets, Microsoft Teams, and CISCO Webex. WFS will create an online pre- and post-training assessment to measure program effectiveness. This assessment will be also available as a hard-copy version and will be available in Spanish as well as English.
Sample 1
DEMONSTRATED EXPERIENCE. Xxxxxx State University (ASU) previously hosted three TWC funded coding and robotics camps, one each in 2019, 2021, and 2022. We were also funded for three camps in 2020, but because of Covid-19, these camps were canceled and funds were not allocated from TWC for them. Our first funded grant was Camp Code for Girls, grant number 1219TAN002, which concluded in summer 2019. A total of 67 middle school girls enrolled in three weeklong, non-residential camps in June 2019. During the camps, ASU faculty/staff and staff from the Xxx Xxxxx County Library led activities to promote beginning coding skills and teamwork. These activities led into introducing basic coding skills and the students were then asked to code small robots to do several different movements. The last three days of the camp were spent introducing the Lego EV3 robots, during which the students had to first build the robot and then use coding to make it move and do different sets of tasks. Performance targets for this project were to host three 5-day, non-residential camps for 72 female students with at least 80% attendance, and with 90 total hours of instruction. All of these targets were met, and we achieved a 93% participant attendance rate. The second funded grant in 2021 was Camp Code, grant number 2921TAN002, which concluded in summer 2021. A total of 67 middle school level students, both boys and girls, enrolled in three weeklong, non- residential camps in June 2021. Performance targets for this project were to host three 5-day, non-residential camps for 68 students with at least 80% attendance, and with 90 total hours of instruction. All of these targets were met, and we achieved a 98.5% participant attendance rate. The third funded grant in 2022 was Camp Code, grant number 2922TAN001, which concluded in summer 2022. A total of 60 male and female middle school level students enrolled in three weeklong, non- residential camps in June 2022. Performance targets for this project were to host three 5-day, non-residential camps for 64 students with at least 80% attendance, and with 90 total hours of instruction. All of these targets were met, and we achieved a 94% participant attendance rate. For the 2021 and 2022 Camp Code events, the first two week-long camps were for students with beginning coding and robotic skills. Students in these camps completed activities to promote beginning coding skills and teamwork. These activities then led into introducing basic coding skills and the students were...
Sample 1
DEMONSTRATED EXPERIENCE. As a firm, SEH has designed hundreds of miles of trails and has encountered challenges unique to each project and, more importantly overcome those challenges with innovative, collaborative ideas. From safe routes to school and Creekside trails throughout the Denver- metro area, to TAP trails at Pueblo West to the Animas River trail in Durango, we bring extensive experience. Our project manager, Xxxxx Xxxxx has been an integral team member on a number of these trail projects as well as her supporting staff members. We have included some of these projects as well as resumes in our proposal to demonstrate that experience. We have an established process for managing and delivering projects which has kept our projects on schedule and budget. This process includes quality review on designs as well as regular check ins. In addition, through our previous work with the Town of Castle have a good understanding of your various submittal requirements and preferences. The approach in the proposal discusses how we will complete the design for the trail. Our trails are some of Colorado’s and Castle Rock’s most treasured assets. As hikers and riders we know how important trails are, providing access to our natural environment. We also understand that every project is a learning experience. We welcome this opportunity to share our ideas and be a part of this important project for Castle Rock and the State of Colorado. Should you have any questions about our proposal please don’t hesitate to contact Project Manager Xxxxx Xxxxx at 303.586.5828 or eolsen@sehinc. com or Project Principal Xxxx Xxxxxxxx at 720.540.6806 or xxxxxxxxx@xxxxxx.xxx. Sincerely, and environmental scientists. Together, the Rock—from fire stations to roundabouts—we Short Xxxxxxx Xxxxxxxxxxx Inc., 0000 Xxxxx Xxxxxxxx Xxxxxxxxx, Xxxxx 0000, Xxxxxxxx Xxxxxx Xxxxx Xxx, Xxxxxx, XX 00000-0000 SEH is 100% employee-owned | xxxxxx.xxx | 720.540.6800 | 800.490.4966 | 000.000.0000 fax SECTION Project Team Qualifications and Related Experience Town of Castle Rock Xxxx Xxxxx | Trail Planner After reviewing the Request for Proposals (RFP), we selected the following individuals and firms based on their qualifications. The following page highlights key team members and their associated roles for serving the Town. These team members will be fully committed to your project when called upon. We’ve also provided condensed one-page resumes of these key staff in the Appendix of this submittal. Principal SEH SEH Project Manager...
Sample 1
DEMONSTRATED EXPERIENCE. In 2021 and 2022, Del Mar College was awarded the TWC Camp Code grant and hosted the #Code_IT Camp for thirty-five (35) middle school boys and girls. In 2018 and 2019, Del Mar College held a non-TWC sponsored Summer Coding Camp for GIRLZ for thirty (30) middle school girls from the surrounding area for each camp funded by a combination of national, state and private funding sources. Out of the sixty-five (65) students enrolled, there were no reported campers with disabilities nor in xxxxxx care and forty- six (46) reported minority campers; low-income family demographics were assessed in the 2021 and 2022 camp with thirty-one (31) campers in that demographic but not assessed in the 2018/2019 camps. This age group of students were targeted specifically because studies show that is the age range when students start to lose interest in STEM learning. The camp was five days from 8:30a-4:30p at no cost in addition to free before and after care available for the convenience of their parent / guardian. Campers received a pre and post survey. Pre-surveys were collected prior to start of camp to gauge level of interest and their coding / programming skill level. Based on visual evaluation and skill assessment after first day of instructional and hands-on coding, campers were grouped into teams of three (3), each team had an equal balance of beginner, intermediate, and advanced coding skill sets. The camp offered several levels of coding curricula focusing on spatial reasoning and computer programming, logic- based programming with robotics, and text-based coding for drones. Xxxxxxx worked in their same group throughout the week towards final project on last day, the Ultimate Team Challenge; a competition that included all three (3) coding projects. As a result the campers gained troubleshooting and critical thinking skills while working together in a diverse and competitive environment. In addition to the coding and programming activities listed the campers also explored Geocaching, a digital treasure xxxx utilizing Geospatial technology and GPS to locate treasures throughout a pre-set course on the college campus. Since camp started in 2018, many of the campers and/or parents / guardians have reached out to share their continued learning experiences using what they learned in camp and also volunteered to participate in our STEM Night that focused on exploring careers opportunities in the world of unmanned systems. The camp was a huge success achieving a primary ob...
Sample 1
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Related to DEMONSTRATED EXPERIENCE

  • Related Experience Previous experience related to the duties associated with the position.

  • Work Experience Formula hour equivalents will be given on the basis of the following number of students enrolled at fourth week census: 5-14 students enrolled = 1 (one) formula hour 15-24 students enrolled = 2 (two) formula hours 25-34 students enrolled = 3 (three) formula hours

  • Previous Experience 31.01 New employees will be classified according to previous comparable experience for the purpose of establishing wage rates. The Co-operative shall not be required to recognize previous experience of new employees who have not worked in the same or similar business in the past two (2) years. Recognized credit for previous experience shall be applicable to qualifying employees commencing with the first working day following completion of said employee's probationary period. 31.02 It shall be the responsibility of the employee to supply proof of their previous experience prior to the completion of their probationary period. Otherwise, all claim for credit for previous experience shall be forfeited by the employee. 31.03 In the event of any disagreement as to credit granted for previous experience, such disagreement shall be considered a grievance, and the Grievance Procedure provided in the Agreement shall apply.

  • Teaching Experience Recognized Years of Experience: Uncredited Experience:

  • Root Cause Analysis Upon Vendor's failure to provide the Services in accordance with the applicable Service Levels (for any reason other than a Force Majeure Event) Vendor will promptly (a) perform a root-cause analysis to identify the cause of such failure, (b) provide Prudential with a report detailing the cause of, and procedure for correcting, such failure, (c) obtain Prudential's written approval of the proposed procedure for correcting such failure, (d) correct such failure in accordance with the approved procedure, (e) provide weekly (or more frequent, if appropriate) reports on the status of the correction efforts, and (f) provide Prudential with assurances satisfactory to Prudential that such failure has been corrected and will not recur.

  • Years Experience Company years experience in this category? This is an evaluation criterion worth a maximum of 10 points. See RFP for more information. (If applicable, vendor should download the Reseller/Dealers spreadsheet from the Attachments section, fill out the f orm and submit the document in the ”Response Attachments” RESELLERS section. EXAMPLE: BIGmart is a reseller of ACME brand televisions. If ACME were a TIPS awarded vendor, then ACME woul d list BIGmart as a reseller.

  • Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

  • Job Evaluation The work of the provincial job evaluation steering committee (the JE Committee) will continue during the term of this Framework Agreement. The objectives of the JE Committee are as follows: • Review the results of the phase one and phase two pilots and outcomes of the committee work. Address any anomalies identified with the JE tool, process, or benchmarks. • Rate the provincial benchmarks and create a job hierarchy for the provincial benchmarks. • Gather data from all school districts and match existing job descriptions to the provincial benchmarks. • Identify the job hierarchy for local job descriptions for all school districts. • Compare the local job hierarchy to the benchmark-matched hierarchy. • Develop a methodology to convert points to pay bands - The confirmed method must be supported by current compensation best practices. • Identify training requirements to support implementation of the JE plan and develop training resources as required. Once the objectives outlined above are completed, the JE Committee will mutually determine whether a local, regional or provincial approach to the steps outlined above is appropriate. It is recognized that the work of the committee is technical, complicated, lengthy and onerous. To accomplish the objectives, the parties agree that existing JE funds can be accessed by the JE committee to engage consultant(s) to complete this work. It is further recognized that this process does not impact the established management right of employers to determine local job requirements and job descriptions nor does this process alter any existing collective agreement rights or established practices. When the JE plan is ready to be implemented, and if an amendment to an existing collective agreement is required, the JE Committee will work with the local School District and Local Union to make recommendations for implementation. Any recommendations will also be provided to the Provincial Labour Management Committee (PLMC). As mutually agreed by the provincial parties and the JE Committee, the disbursement of available JE funds shall be retroactive to January 2, 2020. The committee will utilize available funds to provide 50% of the wage differential for the position falling the furthest below the wage rate established by the provincial JE process and will continue this process until all JE fund monies at the time have been disbursed. The committee will follow compensation best practices to avoid problems such as inversion. The committee will report out to the provincial parties regularly during the term of the Framework Agreement. Should any concerns arise during the work of the committee they will be referred to the PLMC. Create a maintenance program to support ongoing implementation of the JE plan at a local, regional or provincial level. The maintenance program will include a process for addressing the wage rates of incumbents in positions which are impacted by implementation of the JE plan. The provincial parties confirm that $4,419,859 of ongoing annual funds will be used to implement the Job Evaluation Plan. Effective July 1, 2022, there will be a one-time pause of the annual $4,419,859 JE funding. This amount has been allocated to the local table bargaining money. The annual funding will recommence July 1, 2023.

  • Random Testing Notwithstanding any provisions of the Collective Agreement or any special agreements appended thereto, section 4.6 of the Canadian Model will not be applied by agreement. If applied to a worker dispatched by the Union, it will be applied or deemed to be applied unilaterally by the Employer. The Union retains the right to grieve the legality of any imposition of random testing in accordance with the Grievance Procedure set out in this Collective Agreement.

  • Loop Testing/Trouble Reporting 2.1.6.1 Telepak Networks will be responsible for testing and isolating troubles on the Loops. Telepak Networks must test and isolate trouble to the BellSouth portion of a designed/non-designed unbundled Loop (e.g., UVL-SL2, UCL-D, UVL-SL1, UCL-ND, etc.) before reporting repair to the UNE Customer Wholesale Interconnection Network Services (CWINS) Center. Upon request from BellSouth at the time of the trouble report, Telepak Networks will be required to provide the results of the Telepak Networks test which indicate a problem on the BellSouth provided Loop. 2.1.6.2 Once Telepak Networks has isolated a trouble to the BellSouth provided Loop, and had issued a trouble report to BellSouth on the Loop, BellSouth will take the actions necessary to repair the Loop if a trouble actually exists. BellSouth will repair these Loops in the same time frames that BellSouth repairs similarly situated Loops to its End Users. 2.1.6.3 If Telepak Networks reports a trouble on a non-designed or designed Loop and no trouble actually exists, BellSouth will charge Telepak Networks for any dispatching and testing (both inside and outside the CO) required by BellSouth in order to confirm the Loop’s working status. 2.1.6.4 In the event BellSouth must dispatch to the end-user’s location more than once due to incorrect or incomplete information provided by Telepak Networks (e.g., incomplete address, incorrect contact name/number, etc.), BellSouth will xxxx Xxxxxxx Networks for each additional dispatch required to repair the circuit due to the incorrect/incomplete information provided. BellSouth will assess the applicable Trouble Determination rates from BellSouth’s FCC or state tariffs.

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