Sources of Information. First-year students rated the importance of 19 sources of information they may have used when making a decision about whether or not to attend their university. Examining results in the table below shows that no single aspect seems to outweigh others, with several being selected as important by about half of students. These include visits to campus for an open house (52%), their university’s website (50%), and parents (46%). Of interest, parents were an important source of information, but when students rated the importance of choosing their university because it was where their family wanted them to go (as seen in Section 4.2), family was not rated as an important influencer. This seems to indicate that students go to their parents for information, but ultimately where their parents want them to go does not weight heavily on their decision. At the lower end, the university’s Facebook site (14%), university’s social media sites (12%), and contact with university athletic coaches (8%) were not rated as being important relative to other aspects.
Sources of Information. A. Original Architectural Drawings:
B. Early Views:
C. Interviews:
D. Bibliography:
1. Primary and unpublished sources: 2. Secondary and published sources:
E. Likely Sources Not Yet Investigated:
F. Supplemental Material:
A. Research Strategy:
B. Actual Research Process:
C. Archives and Repositories Used:
D. Research Staff:
1. Primary Preparer: Name, Title, Organization
2. Photographer: Name, Title, Organization 3. Delineator: Name, Title, Organization
Sources of Information. In applying for tenure and / or promotion, Members shall prepare a Case File to demonstrate achievements in accordance with three (3) criteria: Teaching (Criterion 1A) / Professional Librarianship (Criterion 1B), Scholarship (Criterion 2), and Service (Criterion 3). Materials submitted as evidence in 21.5 (a) through 21.6, as well as the correspondence referred to in 22.1, shall be evaluated by the RTPC and external assessors.
Sources of Information. Standard evaluation instruments will be used College-wide to gather information from the following sources:
X. Xxxx/Director: The Xxxx/Director will evaluate overall effectiveness and performance of the faculty member’s teaching and other responsibilities based on visitation of classes and day-to-day interaction.
B. Students: Students will be asked to evaluate the basic elements of a course, including tests, course content, method of instruction, materials, etc.
C. Self: Self-evaluation may take the following forms: a rating form, video records, informal feedback or other methods. However, self-evaluation must include a description of progress made toward the achievement of annual objectives and the Professional Development Plan.
D. Peers: Peer observation will review course materials such as outlines, syllabi, examinations, texts, to evaluate organization, methodology, currency of materials, appropriateness of course goals, content and grading procedures. Peer is defined as a faculty counterpart from another campus or as a faculty member in the same campus division. The Xxxx/Director and faculty member will agree upon the selection of a peer.
E. Other: Clinical, practicum, field experience, cooperative education, directed practice and observation sites and reassigned time may also provide evaluation information on the faculty member’s performance at the location. These sources and instruments will be evaluated and updated on an annual basis by the policy-established Permanent Joint Committee on Faculty Evaluations. Although each of the five (5) sources listed above can provide significant information, no one source can be expected to provide accurate and reliable assessments for all of the various kinds of faculty responsibilities. It is important, therefore, to clarify which sources will be used for each faculty role. Examples are displayed in the matrix below. Source Role Students Self Peers Xxxx/Director Other Sources* Teaching X X X X X College Service X X X Student Service X X X X X Public Service X X X X Professional Service X X X *See Section 26.03, E.
Sources of Information. The Buyer acknowledges that it has ---------------------- conducted its own investigation of the business and affairs of the Company and its Subsidiaries. The Buyer has been afforded the opportunity: (i) to ask such questions as it has deemed necessary of, and to receive answers from, representatives of the Company and its Subsidiaries concerning the Company and its Subsidiaries; and (ii) to obtain such additional information that the Company and its Subsidiaries possess or can acquire without unreasonable effort or expense that is reasonably necessary to verify the accuracy and completeness of the information previously furnished to it by the Company and its Subsidiaries; provided that no investigation by the Buyer shall affect the -------- representations and warranties of the Sellers.
Sources of Information. First-year students rated the importance of 19 sources of information they may have used when making a decision about whether or not to attend their university. Examining results in the table below shows that no single aspect outweighs others, with several being selected as important by about half of students, including the university’s website (51%) and visits to campus for an open house (46%). At the lower end, the Globe and Mail Canadian University Report (14%), the university’s Facebook site (12%), and contact with university athletic coaches (8%) were least likely to be selected as important or very important. The university's website (INF2) 51% 52% 50% 51% 54% Visit to campus for an open house (INF6) 46% 48% 47% 42% 48% Parents (INF14) 45% 42% 45% 46% 44% Students attending the university (INF12) 42% 41% 44% 41% 43% Printed university brochure, pamphlet, or viewbook (INF5) 37% 37% 38% 36% 42% Other visit to campus (INF7) 35% 35% 37% 32% 38% High school/CEGEP counsellors or teachers (INF11) 33% 31% 32% 34% 33% Contact with admissions staff on campus (INF8) 32% 39% 30% 31% 31% Friends (INF13) 32% 30% 31% 34% 32% Visit by a university representative to your high school or CEGEP (INF1) 29% 31% 28% 29% 36% Contact with professors (INF9) 25% 32% 24% 23% 22% Xxxxxxx'x university rankings (INF15) 24% 19% 28% 23% 33% QS World University Rankings (INF18) 19% 12% 20% 21% 26% The university's other social media (INF4) 18% 17% 19% 17% 22% The Times Higher Education World University Rankings (INF17) 18% 12% 18% 20% 25% Academic Ranking of World Universities (INF19) 17% 12% 19% 19% 22% Globe and Mail Canadian University Report (INF16) 14% 10% 15% 15% 21% The university's Facebook site (INF3) 12% 11% 13% 12% 17% Contact with university athletic coaches (INF10) 8% 9% 7% 7% 8% Differences by visible minority. Students who self-identify as a member of a visible minority group rated several of the sources of information as important/very important relative to those who did not self-identify. These include Times Higher Education World University Rankings (25% versus 11%), QS World University Rankings (27% versus 11%), and Academic Ranking of World Universities (24% versus 11%).
Sources of Information. One (1) or more of the following sources of information shall be 19 used by employees in developing their PGP.
20 i. Peer review and evaluation 21 ii. Input by parents 22 iii. Input by students 23 iv. Personal and/or professional goals 24 v. District goals 25 vi. Building goals
Sources of Information. Except as otherwise set forth herein, the information concerning Relypsa contained in this Offer to Purchase has been based on publicly available documents and records on file with the SEC, including the Form 10-K, and other public sources. The information concerning Relypsa taken or derived from such documents and records is qualified in its entirety by reference to Relypsa’s public filings with the SEC (which may be obtained and inspected as described above) and should be considered in connection with the more comprehensive financial and other information in such reports and other publicly available information. Although we have no knowledge that any such information contains any material misstatements or omissions, none of Galenica, Purchaser, the Information Agent, the Depositary or any of their respective affiliates or assigns assumes responsibility for the accuracy or completeness of the information concerning Relypsa contained in such documents and records or for any failure by Relypsa to disclose events which may have occurred or may affect the significance or accuracy of any such information.
Sources of Information. Except where market or market share data are otherwise attributed to a specific source, all market and market share data included in this Prospectus reflects the Issuer’s and the Guarantor’s own estimates. These estimates are based upon their experience in the insurance business.
Sources of Information. Except as otherwise set forth herein, the information concerning the Company contained in this Offer to Purchase has been based upon publicly available documents and records on file with the SEC and other public sources.
