University Any notice may be served upon the University by delivering it, in writing, to the University at the address set forth on the last page of this Agreement, by depositing it in a United States Postal Service deposit box with the postage fully prepaid and with the notice addressed to the University at the aforementioned address, or by sending a facsimile of it to the University facsimile number set forth on the last page of this Agreement.
Washtenaw Community College Eastern Michigan University Xxxxxx Xxxxxxxxxx College of Engineering & Technology Student Services BE 214 xxx_xxxxxxxx@xxxxx.xxx; 734.487.8659 734.973.3398
Xxxxx, Haldimand, Norfolk (a) An employee shall be granted five working days bereavement leave with pay upon the death of the employee’s spouse, child, stepchild, parent, stepparent, legal guardian, grandchild or step-grandchild.
Technology Research Analyst Job# 1810 General Characteristics Maintains a strong understanding of the enterprise’s IT systems and architectures. Assists in the analysis of the requirements for the enterprise and applying emerging technologies to support long-term business objectives. Responsible for researching, collecting, and disseminating information on emerging technologies and key learnings throughout the enterprise. Researches and recommends changes to foundation architecture. Supports research projects to identify and evaluate emerging technologies. Interfaces with users and staff to evaluate possible implementation of the new technology in the enterprise, consistent with the goal of improving existing systems and technologies and in meeting the needs of the business. Analyzes and researches process of deployment and assists in this process.
meminta nasihat daripada Pihak Xxxxxx dalam semua perkara berkenaan dengan jualan lelongan, termasuk Syarat-syarat Jualan (iii) membuat carian Hakmilik Xxxxx xxxxxx rasmi di Pejabat Tanah xxx/atau xxxx-xxxx Pihak-pihak Berkuasa yang berkenaan xxx (iv) membuat pertanyaan dengan Pihak Berkuasa yang berkenaan samada jualan ini terbuka kepada semua bangsa atau kaum Bumiputra Warganegara Malaysia sahaja atau melayu sahaja xxx juga mengenai persetujuan untuk jualan ini sebelum jualan lelong.Penawar yang berjaya (“Pembeli”) dikehendaki dengan segera memohon xxx mendapatkan kebenaran pindahmilik (jika ada) daripada Pihak Pemaju xxx/atau Pihak Tuanpunya xxx/atau Pihak Berkuasa Negeri atau badan-badan berkenaan (v) memeriksa xxx memastikan samada jualan ini dikenakan cukai. BUTIR-BUTIR HARTANAH : HAKMILIK : Hakmilik strata bagi hartanah ini masih belum dikeluarkan oleh pihak berkuasa. NO. HAKMILIK INDUK / NO. LOT : Geran 203771, Lot 106 Seksyen 3 PEKAN/DAERAH/NEGERI : Pekan Batu Tiga / Petaling / Selangor Darul Ehsan PEGANGAN : Selama-lamanya KELUASAN LANTAI : 93.65 meter persegi (1,008 kaki persegi) PEMAJU : Shanghai Realty (M) Sdn Bhd (350799-U) XXXXXXXX XXX : Xxxxxxxx Xxxxx Bin Xxxxxx BEBANAN : Diserahhak kepada RHB Islamic Bank Berhad (200501003283/680329-V) LOKASI XXX PERIHAL HARTANAH Hartanah tersebut terletak di Pangsapuri Indahria, Xx. 0, Xxxxx Xxxx Xxxx-Xxxxxx Xxxxx, Xxxxx Xxxxxxx, Xxxxxxx 00, 00000 Xxxx Xxxx, Xxxxxxxx Xxxxx Xxxxx. Hartanah tersebut adalah sebuah unit pangsapuri dikenali sebagai Xxxxx Pemaju No. P5-2-11, Tingkat No. 2, Bangunan No. P5, berserta dengan Xxxxx Aksesori No. GRD-07, Pangsapuri Indahria xxx mempunyai alamat surat-menyurat di Unit No. P5-02-11, Pangsapuri Indahria, Xx. 0, Xxxxx Xxxx Xxxx-Xxxxxx Xxxxx, Xxxxx Xxxxxxx, Xxxxxxx 00, 00000 Xxxx Xxxx, Xxxxxxxx Xxxxx Xxxxx. HARGA RIZAB: Harta ini dijual “keadaan seperti mana sediada” dengan harga rizab sebanyak RM 270,000.00 (RINGGIT MALAYSIA: DUA RATUS XXX TUJUH PULUH RIBU SAHAJA) xxx tertakluk kepada syarat-syarat Jualan xxx melalui penyerahan hakkan dari Pemegang Serahak, tertakluk kepada kelulusan di perolehi oleh pihak Pembeli daripada pihak berkuasa, jika ada, termasuk semua terma, syarat xxx perjanjian yang dikenakan xxx mungkin dikenakan oleh Pihak Berkuasa yang berkenaan. Pembeli bertanggungjawab sepenuhnya untuk memperolehi xxx mematuhi syarat- syarat berkenaan daripada Pihak Berkuasa yang berkenaan, jika ada xxx semua xxx xxx perbelanjaan ditanggung xxx dibayar oleh Xxxxx Xxxxxxx.Pembeli atas talian (online) juga tertakluk kepada terma-terma xxx syarat-syarat terkandung dalam xxx.xxxxxxxxxxxxxxxx.xxx Pembeli yang berminat adalah dikehendaki mendeposit kepada Pelelong 10% daripada harga rizab dalam bentuk Bank Draf atau Cashier’s Order di atas nama RHB Islamic Bank Berhad sebelum lelongan awam xxx xxxx xxxx xxxxxx bersama-sama dengan segala cukai jualan xxx perkhidmatan (SST) xxx/atau cukai yang menggantikan SST hendaklah dibayar dalam tempoh sembilan puluh (90) hari dari tarikh lelongan kepada RHB Islamic Bank Berhad melalui XXXXXX. Butir-butir pembayaran melalui XXXXXX, xxxx berhubung dengan Tetuan T. Rajagopalu & Co. Untuk maklumat lanjut, xxxx berhubung dengan TETUAN T. RAJAGOPALU & CO, Solicitors for Assignee herein whose address is at Xxxxx 0-0, Xxxxxxxx Xxxx Xxxxxx Xxxxx Xxxxx, 00000 Xxxxxxxx Xxxxxx Xxxxxxxx. Tel: 00-0000000 / Fax: 00-0000000 [Ruj: RG/RHB/0339/2023/SYAFIQAH(yusof)], peguamcara bagi pihak pemegang xxxxx xxx atau pelelong yang tersebut dibawah. RAJAN AUCTIONEERS SDN. BHD. X. XXXXX Xx.00X,Xxxxxxx Xxxx,Xxxxx Xxxx Xxxxxx, ( Xxxxxxxx Berlesen ) 41000 Klang, Selangor Darul Ehsan. H/P: 000-0000000 Tel: 00-00000000 / Fax : 00-00000000 H/P: 012-2738109 Ruj Kami: RA/RHBI/TRC/NS/4220-24(fz) CONDITIONS OF SALE
University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016
xxx/OpenGovernment/LobbingAtOrangeCounty aspx A lobbying blackout period shall commence upon issuance of the solicitation until the Board selects the Contractor. For procurements that do not require Board approval, the blackout period commences upon solicitation issuance and concludes upon contract award. The County may void any contract where the County Mayor, one or more County Commissioners, or a County staff person has been lobbied in violation of the black-out period restrictions of Ordinance No. 2002-15. • Orange County Protest Procedures xxxx://xxx.xxxxxxxxxxxxxx.xxx/VendorServices/XxxxxxXxxxxxxXxxxxxxxxx.xx px Failure to file a protest with the Manager, Procurement Division by 5:00 PM on the fifth full business day after posting, shall constitute a waiver of bid protest proceedings.
Community Mental Health Center Services Assertive Community Treatment Staffing Full Time Equivalents Community Mental Health Center March 2021 December 2020 Nurse Masters Level Clinician/or Functional Support Worker Peer Specialist Total (Excluding Psychiatry) Psychiatrist/Nurse Practitioner Total (Excluding Psychiatry) Psychiatrist/Nurse Practitioner 01 Northern Human Services - Wolfeboro 1.00 0.00 0.00 0.57 6.81 0.27 8.27 0.25 01 Northern Human Services - Berlin 0.34 0.31 0.00 0.00 3.94 0.14 4.17 0.14 01 Northern Human Services - Littleton 0.00 0.14 0.00 0.00 3.28 0.29 3.31 0.29 02 West Central Behavioral Health 0.60 1.00 0.00 0.00 5.40 0.30 5.90 0.30 03 Lakes Region Mental Health Center 1.00 1.00 0.00 1.00 5.00 0.40 7.00 0.38 04 Riverbend Community Mental Health Center 0.50 1.00 6.90 1.00 10.40 0.50 10.50 0.50 05 Monadnock Family Services 1.91 2.53 0.00 1.12 11.17 0.66 10.32 0.62 06 Greater Nashua Mental Health 1 1.00 1.00 3.00 1.00 7.65 0.15 8.50 0.15 06 Greater Nashua Mental Health 2 1.00 1.00 4.00 1.00 8.65 0.15 8.50 0.15 07 Mental Health Center of Greater Manchester-CTT 1.33 10.64 2.00 0.00 19.95 1.17 21.61 1.21 07 Mental Health Center of Greater Manchester-MCST 1.33 9.31 3.33 1.33 19.95 1.17 25.27 1.21 08 Seacoast Mental Health Center 1.00 1.10 5.00 1.00 10.10 0.60 10.10 0.60 09 Community Partners 0.50 0.00 3.40 0.88 7.28 0.70 7.41 0.70 10 Center for Life Management 1.00 0.00 2.28 1.00 6.71 0.46 6.57 0.46 Total 12.51 29.03 29.91 9.33 126.29 6.96 137.43 6.96 2b. Community Mental Health Center Services: Assertive Community Treatment Staffing Competencies Community Mental Health Center Substance Use Disorder Treatment Housing Assistance Supported Employment March 2021 December 2020 March 2021 December 2020 March 2021 December 2020 01 Northern Human Services - Wolfeboro 1.27 1.27 5.81 6.30 0.00 0.40 01 Northern Human Services - Berlin 0.74 0.74 3.29 3.29 0.00 0.23 01 Northern Human Services - Littleton 1.43 1.29 2.14 2.14 1.00 1.00 02 West Central Behavioral Health 0.20 0.20 4.00 0.40 0.60 0.60 03 Lakes Region Mental Health Center 1.00 3.00 5.00 7.00 2.00 2.00 04 Riverbend Community Mental Health Center 0.50 0.50 9.40 9.50 0.50 0.50 05 Monadnock Family Services 1.69 1.62 4.56 4.48 0.95 1.18 06 Greater Nashua Mental Health 1 6.15 7.15 5.50 6.50 1.50 1.50 06 Greater Nashua Mental Health 2 5.15 5.15 6.50 6.50 0.50 0.50 07 Mental Health Center of Greater Manchester-CCT 14.47 15.84 13.96 15.62 2.66 2.66 07 Mental Health Center of Greater Manchester-MCST 6.49 7.86 15.29 19.28 1.33 2.66 08 Seacoast Mental Health Center 2.00 2.00 5.00 5.00 1.00 1.00 09 Community Partners 1.20 1.20 4.50 4.50 1.00 1.00 10 Center for Life Management 2.14 2.14 5.42 5.28 0.29 0.29 Total 44.43 49.96 90.37 99.39 13.33 15.52 Revisions to Prior Period: None. Data Source: Bureau of Mental Health CMHC ACT Staffing Census Based on CMHC self-report. Notes: Data compiled 04/26/2021. For 2b: the Staff Competency values reflect the sum of FTEs trained to provide each service type. These numbers are not a reflection of the services delivered, but rather the quantity of staff available to provide each service. If staff are trained to provide multiple service types, their entire FTE value is credited to each service type.
Millwright Xxxxx be to assist and work under the direction and instructions I or A. He will work alone at times performing assignments in keeping with his training. During the course of his year, training must become proficient in good practices in the areas of fitting, aligning, lubricating and the operation of all shop tools and machines. In addition to the foregoing, he will be exposed to and the process of learning techniques required in trouble shooting key production machinery, pipe fitting, basic welding and machining but not be expected to display a high degree of proficiency in these areas at this point. Millwright Must be capable of performing the tasks of fittings, aligning, lubricating an able to operate all shop tools and machines. Must under direction become proficient in basic welding and pipe fitting as well as dismantling and reassembly of plant equipment. Under direction,will continueto develop skills in trouble shooting all plant equipment and improve his skills at machining part and be exposed to basic principles of hydraulics and pneumatic. He may work alone frequently, but occasionally will require direction and instructions form Millwright I or A. Millwright 11: be capable, without direction of fitting, aligning and lubrication and taking apart and reassembling plant equipment. In addition, is expected to be able to weld, operate shop tools and do pipe fitting as required. Must under direction, become proficient at effective methods of trouble shooting and repairing hydraulic, pneumatic and mechanical faults in plant machinery. I: Must be capable without direction of performing all practices under Xxxxxxxxxx Must under directionbecomeproficient at reading and understanding blueprints, all phases of installing new equipment, laying out hydraulic and mechanical drives and meet speed and power requirements correctly. Xxxxxxxxxx "A": Must he capable without direction, of performing all under Xxxxxxxxxx X, and Must take full responsibility for work done by himself or his assistant. Must he in possession of a Millwright Certificate or a Machinist Certificate or Welder Certificate. Millwrightspresently employed in this classification will not be required to have a Certificate.
TEACHERS AND RESEARCHERS 1. An individual who is a resident of a Contracting State immediately before making a visit to the other Contracting State, and who, at the invitation of any university, college, school or other similar educational institution, visits that other State for a period not exceeding two years solely for the purpose of teaching or research or both at such educational institution shall be exempt from tax in that other State on any remuneration for such teaching or research.
