RQ4. Searched content is found fast and in an organised manner. I. Relevant results for searching tests: • Near-complete search options and features perform as expected, but more salient distinction between record types was recommended. • External search is also integrated and operates as expected, but additional features for customising are recommended. • Advanced search included a wide range of metadata options some of which were considered irrelevant. • The evaluation demonstrates that the system performs well with regards to searching and users’ ability to interpret the results. • The repository is capable of handling a large number of simultaneous searches. II. Relevant results for access tests: • Some issues related to access to the blog records and representation of dissemination copies of the content were identified. • The system captures the layout and overall look of blogs as expected. • The bookmarking, export function and the use of UTF to enable multilingual content operate as expected. However, the translation features perform inconsistently. • Presented content is harmonised in the repository and is consistently displayed across many different browser types. • Extraction of content into MARC XML and DC XML performs as expected, but recommendations for including METS/METS XML for import and export are made. • Extraction as PDF or Image does not perform as expected. • Support for OpenURL does not perform as expected. • Navigation of blogs by topics does not perform as expected. • Improvements are needed for the readability of the statistics graphs.

RQ4. What are the expected macroeconomic, social, and environmental impacts of circularity interventions at national and global level?

RQ4. Structural model that best represents the effect of class climate factors on student academic performance‌ In the structural model, all ten class climate factors were modelled as independent variables and the three forms of academic performance were modelled as dependent variables. Analysis suggested that eight class climate factors, namely, Anti-bullying attitude, Experience of bullying, Student competition, Teacher enthusiasm, Disruptive Student Academic Behavior, Lack of sense of belonging at school, Parental involvement in school activities, and Teacher’s support and teaching practices were significant for all three subjects of interests. The other two factors, namely, Teacher behavior and student learning and Student co-operation were found to be insignificant for all three subjects except for Student co-operation on PVMMATH (see Figure 4). According to the results, students’ Anti-bullying attitude had the most positive impact on student achievement in all three subjects with the following effects, (b = 0.221, p < .001), (b=0.313, p < .001), (b=0.324, p < .001) for Maths, Science, and Reading, respectively. The second highest overall effect appeared to be student Experience of bullying but this category, expectedly, had a negative impact at (b=-0.184, p < .001), (b=-0.212, p < .001), and (b=-0.253, p > .001), respectively.

RQ4. The major drivers of student academic outcomes‌ The Structural model identifies the major drivers of student academic outcomes. Specifically, the role of school climate-related factors will be discussed in the general order with which they explain variance in the academic outcomes of interest. This research finds students’ anti- bullying attitude as the school-climate related predictor for student performance. It supports findings of the OECD (2019a). This finding supports the notion that education alone is not sufficient for improving students’ behavior. In this regard, the importance of positive thinking and pro-social behavior appears to buttress student learning. Therefore, it can be concluded that positive thinking and the disapproval of violence may not only support students socially but also enable them to achieve more positive academic results. To conclude, it means all education stakeholders in Kazakhstani high schools should actively participate in building an anti-bullying attitude among students. Overall, the second most important factor for student performance for all subjects pertained to student Experience of Bullying. The results also support findings presented in various other investigations (OECD, 2019a; Eccles, 2008; Xxxxxxxxxx et al., 2015; Xxxxxx et al., 2001). This theory can be applied to Xxxxxx’x Hierarchy of Needs, as safety holds a fundamental position in the hierarchy. The findings also support Eccles (2008) who rated safety as an important factor of student development and studiousness. Therefore, we can observe that both the literature review and the findings of this research indicate that the experience of bullying is an important driver of (negative) student academic outcomes. Student competition can be considered as the third most important factor for PISA academic performance. However, the effect only applies to Kazakhstani student math performance, since its influence on reading and science was low and cannot be categorized as a driver factor (b < .10). The same rule applies to the remaining factors, the influence of Teacher enthusiasm, Disruptive academic behavior, Lack of Sense of belonging, Parental involvement, and Teacher support and practices were discovered as statistically significant. However, the results can not be generalized due to the low beta value. As for the other two factors, ‘Teacher Behavior and Student Learning’ and ‘Student Cooperation’, both were insignificant for all student academic subjects except ...

RQ4. The chapter proposes a new algorithm based on a Pipeline Pattern for Parallel MCTS. Chapter 7 answers the first part of RQ5. The chapter shows that balancing between the exploitation-exploration parameter and the tree size can be useful in Ensemble UCT to improve its performance. Chapter 8 answers the second part of RQ5. The chapter evaluates the benefit of us- ing the virtual loss in lock-free (instead of locked-based) Tree Parallelization. Hence, it addresses the trade-off between search overhead and efficiency.

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Elementary School At the request of the Superintendent, elementary school teachers that teach all the student contact time on a daily basis will be paid for an additional hour at an hourly rate based upon their contractual daily rate of pay for a maximum of 180 days. Teachers will not be required to spend additional time beyond their regular day. All scheduling options must have been exhausted before an administrator will receive permission for this variance. The appeal process for this variance is defined in the Staffing Plan.
Salary Progression 1. For the purposes of determining annual progression from one step to the next, each teacher’s performance will be assessed annually against the appropriate professional standards. 2. When setting performance expectations and development objective(s) with individual teachers for the coming year, the appropriate professional standards against which the teacher is to be assessed should be confirmed between the teacher and the employer. 3. For each teacher to progress annually to their next salary step they will need to demonstrate that they meet the appropriate professional standards.
Salary Scale The salary scale applicable to Employees shall be set out hereinafter in the Wage Schedule.
Retroactive Pay All employees shall receive full retroactive pay to May 21, 2021 for all hours worked and/or paid. Retroactive pay shall be paid to all employees within thirty (30) calendar days following the date of Union ratification of this Agreement. Retroactive pay will be issued to each employee in the bargaining unit on paycheques that are separate and apart from the employee's normal earnings.
Elementary Schools A. Each classroom shall have one text per child when the subject is being taught. Future textbook adoptions will include appropriate supplementary materials when those materials are recommended by the adoption committee. Any consumables or supplementary materials adopted shall be distributed according to the committee’s recommendation prior to implementing the adoption. When adopted, consumables, such as workbooks, will be distributed to each child before required usage of the materials. The joint Curriculum Committee shall be consulted prior to the discontinuance of such materials. (See Article XXVI). Newly employed teachers and all teachers who transfer to a new teaching assignment will be provided appropriate desk top supplies and Board adopted curriculum materials. If a teacher is transferring into a newly created classroom, appropriate furniture will be provided. The parties have agreed to an inventory (reference Appendix Z) of supplies, materials, and furniture. A teacher who is not provided the core inventory by September 1 or within thirty (30) days of assignment shall be entitled to appeal directly through the Federation to the appropriate Transformational Leader or his/her designee. B. Each child found to be without adequate health care, where immediate medical attention is needed, shall be referred by the Board to the appropriate social agency upon notification by the teacher. The teacher shall receive written confirmation of the referral within ten (10) school days. C. No teacher shall be required to supervise or be present in the dining area during a local, state or federal breakfast or lunch program. Such instructional time used for said programs shall be considered planning time for the teacher, at a place of his/her choice, within the building. D. No elementary teacher shall be assigned to teach in an area outside his/her certification, subject to Article IV, G- 4. E. Cafeteria duty shall be voluntary when service is performed by a teacher. F. No bus or other additional duties shall be assigned to an elementary teacher outside the six hour and fifteen minute duty day. G. Elementary teachers shall not be required to be present when other teachers are responsible for presenting materials to the class. If a demonstration lesson is requested by the teacher, he/she will be required to be present. Such requests shall be initiated by the teacher. H. Teachers in bilingual classes shall be capable of teaching in both languages when those bilingual teachers can be found. Volunteers, paraprofessionals or casual employees shall be prohibited from supplanting a teacher in bilingual or ESL programs. However, a paraprofessional ELDP tutor may be used to work under the direction of a regular teacher in the bargaining unit to assist those students who need reinforcement in English for less than a full class day. Regular contract teachers who will agree to obtain certification for bilingual or ESL classes shall be employed or used when teachers with fluency in two or more languages cannot be found. Consultants in these programs shall not replace or displace a teacher. I. Student test results for each elementary school shall be made available on a timely basis for achievement and other Ohio mandated tests and standardized tests when administered. J. When a teacher transfers, a three (3) day notice shall be given when possible. Two
Starting Salary All bargaining-unit positions will be hired at a starting salary commensurate with their experience. It is expected that those salaries will typically be within 20% of employees within that unit at a similar rank and/or experience level. In exceptional cases, bargaining-unit positions may be hired at a salary above that range contingent on extraordinary experience and extramural funding.
Discretionary Bonus The Executive shall be entitled to participate in an equitable manner with all other senior management employees of the Bank in discretionary bonuses that may be authorized and declared by the Board of Directors to its senior management executives from time to time. No other compensation provided for in this Agreement shall be deemed a substitute for the Executive's right to participate in such discretionary bonuses when and as declared by the Board.
Salary Packaging (1) For the purposes of this Agreement, salary packaging shall mean an arrangement whereby the wage or salary benefit arising under a contract of employment is reduced, with another or other benefits to the value of the replaced salary being substituted and due to the practitioner. (2) A practitioner may, by agreement with the employer, enter into a salary packaging arrangement. (3) The employer shall not unreasonably withhold agreement to salary packaging on request from a practitioner. (4) The employer shall not require a practitioner to enter into a salary packaging arrangement, provided that this clause will not impinge on any additional employer provided benefits. (5) A salary packaging arrangement shall be formulated and operate on the basis that, on balance, there shall be no material disadvantage to the practitioner concerned, and shall be cost neutral in relation to the total employment cost to the employer. (6) A salary packaging arrangement must comply with relevant taxation laws and the employer shall not be liable for additional tax, penalties or other costs payable or which may become payable by the practitioner. (7) In the event of any increase or additional payments of tax or penalties associated with the employment of the practitioner, or the provision of employer benefits under the salary packaging agreement, such tax, penalties and any other costs shall be borne by the practitioner. (8) A practitioner may elect to cancel any salary packaging arrangement by giving a minimum of four weeks notice. (9) The employer may elect to cancel any salary packaging arrangement by giving a minimum of four weeks notice if the employer incurs a liability to pay fringe benefits tax or any other tax in respect of the non-cash benefits provided, provided that the employer cannot retrospectively cancel any salary packaging arrangement. (10) Notwithstanding subclauses (8) and (9) of this clause, the employer and the Practitioner may agree to forgo the notice period. (11) The cancellation of salary packaging will not cancel or otherwise effect the operation of this Agreement. (12) For the purposes of this provision, any penalty rate, loading or other salary related allowances which would ordinarily be calculated on the basis of the salary rates expressed in Schedule 1 Full Time Annual Base Salary Rates shall continue to be so calculated despite an election to participate in any salary packaging arrangement. (13) For the purposes of this provision, statutory 9% employer superannuation contributions shall be made on the basis of pre-packaging salary rates. To avoid doubt, employer contributions shall not be reduced as a result of a practitioner participating in salary packaging pursuant to this provision. (14) The employer may at any time vary the range of benefits provided or the conditions under which benefits are provided however the employer shall not differentiate between different class of practitioners across WA Health in terms or range of benefits or the conditions under which benefits are provided. (15) If a practitioner is found to have committed misconduct in the claiming a salary packaging benefit the employer is entitled to prospectively cease to provide some or all salary packing benefits either indefinitely or for any period determined by the employer.
Base Compensation The Bank agrees to pay the Employee during the ----------------- term of this Agreement a salary at the rate of $76,000 per annum, payable in cash not less frequently than monthly; provided, that the rate of such salary shall be reviewed by the Board of Directors of the Bank not less often than annually, and Employee shall be entitled to receive annually an increase at such percentage or in such an amount as the Board of Directors in its sole discretion may decide.
Annual Discretionary Bonus Effective as of the Effective Date, the Executive will be eligible to earn an annual performance bonus of up to 40% of the Executive’s Base Salary (the “Target Bonus”), based upon the Board’s assessment of the Executive’s performance and the Company’s attainment of targeted goals as set by the Board in its sole discretion. To the extent the Executive’s Base Salary and/or target bonus percentage of Base Salary is changed during the year to which the performance bonus relates, the Target Bonus shall be calculated based on base salary actually paid during such year (and not solely on the Executive’s Base Salary at the end of such year) and shall apply the initial target bonus percentage of Base Salary and the revised target bonus percentage of Base Salary based on the portion of the year during which each was in effect. The Board may determine to provide the bonus in the form of cash, equity award(s), or a combination of cash and equity. Following the close of each calendar year, the Board will determine whether the Executive has earned a performance bonus, and the amount of any performance bonus, based on the set criteria. No amount of the annual bonus is guaranteed, and the Executive must be an employee in good standing on the date of payment in order to be eligible for any annual bonus, except as specifically set forth below. The annual performance bonus, if earned, will be paid by no later than March 15 of the calendar year after the year to which it relates. The Executive’s bonus eligibility will be reviewed on an annual or more frequent basis by the Board and is subject to change in the discretion of the Board.

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