Conclusion and Recommendations D. Evaluations for Offenders without a sex offense conviction shall answer the following additional referral questions in the evaluations:
TRANSITION COMMITTEE 8.1.0 A transition committee comprised of the employee representatives and the employer representatives, including the Crown, will be established by January 31, 2016 to address all matters that may arise in the creation of the Trust.
Conclusions and Recommendations The demonstration and evaluation process provided an opportunity to test community specific tools with a range of end users from the memory institution domain and to gain greater insight into both the current and future evolution of the SHAMAN prototypes for preservation, access and re-use. Xxxx et al. (2000) in their user evaluation study of the Alexandria Digital Library which incorporated the evaluation of a Web prototype by earth scientists, information specialists and educators raised four key questions in relation to their findings that SHAMAN may be well advised to consider, they are paraphrased here with our conclusions from the investigations. What have we learned about our target organizations and potential users? Memory institutions are most definitely not a homogenised group; their needs and requirements differ greatly across the domain. Representatives of the archives community are agreed on the benefits of SHAMAN‟s authenticity validation function. The representatives of government information services remained unconvinced as to the need or benefit of grid technologies or distributed ingest while librarians saw the value of grid access as an asset of the framework. What have we learned about the evaluation approach for digital preservation? Within the limits of the exercise, in terms of time-frame and resources, the approach adopted has generated useful information for the further development of demonstrators and for the development of the SHAMAN framework overall. What have we learned about the SHAMAN ISP1 demonstrator? Respondents to the evaluation questionnaires and the focus groups indicate that, overall, the presentation of the demonstrator worked effectively and that, in general, participants in the demonstration and evaluation events were able to understand the intentions of the demonstration and to apply the ideas presented to their own context. What have we learned about the applicability of the SHAMAN framework to memory institutions? Respondents to the questionnaires and participants in the focus groups readily identified the value of the SHAMAN framework to their own operations. The majority had not yet established a long-term digital preservation policy, but recognized the need. Generally, the concepts of distributed ingest and grid operations found favour. Virtually all practitioners in the focus groups, however, drew attention to need of a lower level demonstration that would be closer to their everyday preservation troubles, especially for digital preservation to be applied to non-textual materials, such as film, photographs and sound archives. In addition to the criteria suggested by Xxxx et al., we can add a further project-related question: What have we learned that has implications for the training and dissemination phase of the Project? It was not part of the remit of the demonstration and evaluation specifically to discover information of relevance to the training and dissemination function. However, a number of factors will affect the efficacy of any training programme in particular. o First, no common understanding of digital preservation can be assumed of the potential target audiences for training. Consequently, it is likely that self-paced learning materials will be most effective in presenting the SHAMAN framework. o Secondly, the aims of SHAMAN as a project must be conveyed clearly: specifically, that it is a kind of „proof-of-concept‟ project and is not intended to deliver a package of programs capable of being implemented by institutions. o Thirdly, it needs to be emphasised that the SHAMAN framework is not limited to text documents; it can be applied to materials of all kinds. However, the demonstrations relate to bodies of material that were actually available for use. o Fourthly, the existing presentation materials are capable of being adapted for use in training activities. o Finally, the target audiences will appreciate the possibility of online access to the demonstrator, which will need to have very great ease of access in order that people with diverse backgrounds are able to use it with equal facility. We believe that, overall, WP14 has met its aims and objectives in this demonstration and evaluation of ISP1. Valuable lessons have been learnt by all parties involved, which will be transferred to the evaluation of ISP2 in the coming months.
INDEPENDENT BOARD COMMITTEE AND INDEPENDENT FINANCIAL ADVISER The Independent Board Committee, comprising all the independent non-executive Directors, has been established to advise and give recommendation to the Independent Shareholders on the Loan Agreement and the transactions contemplated thereunder. An independent financial adviser will be appointed to advise the Independent Board Committee and the Independent Shareholders on, among other matters, the fairness and reasonableness of the Loan Agreement and the transactions contemplated thereunder.
Audit Committee (A) The Audit Committee shall be composed of five members who shall be selected by the Board of Directors from its own members, none of whom shall be an officer of the Company, and shall hold office at the pleasure of the Board.
Determinations and Actions by the Board of Directors All actions, calculations and determinations (including all omissions with respect to the foregoing) which are done or made by the Board of Directors in good faith pursuant to this Agreement, shall not subject the Board of Directors to any liability to the holders of the Rights.
Employee Relations Committee The parties agree to an Employee Relations Committee (E.R.C.) to address issues of concern to both employees and the Employer. The meetings will be held as needed at the request of either party at the store or at an otherwise mutually agreed location. The Union Representative and up to two (2) bargaining unit employees or their designates. Subjects addressed may include health and safety, housekeeping and maintenance. Issues that arise between meetings may be presented in writing to management or the Union. The Employer will reply in writing or determine that an additional
Professional Growth Plan A written plan, self-directed or jointly developed between the teacher and evaluator, designed for the sole purpose of continuing teacher growth focused on areas identified in the teacher’s observations and/or evaluation. The approved form for the Professional Growth Plan is found at Ohio ES.
Joint Consultation Committee a) A committee known as the Joint Consultation Committee shall be established by the parties.
Teacher Professional Growth Plan 9.1.1 Teacher Professional Growth Plans will consider but will not be required to include the School Division’s goals.
