Structure and content. 4.1. The project participants should seek to ensure that the collaboration agreement has a logical structure and that the language is as easy as possible to understand.
Structure and content. 5. For each Master’s programme a Danish and a Chinese Head of Educational Programme (HEP) coordinate the educational activities and oversee the development of lesson plans and curricula. All educational programmes must be based on the latest knowledge in relevant scientific fields and employ teaching methodologies that encourage creative thinking, interdisciplinary approaches, and innovation.
Structure and content. 6. For each PhD student a Chinese and a Danish supervisor shall be appointed, one of which has the role of principle supervisor. The principal supervisor shall be a recognised researcher within the relevant field and affiliated with the SDC. It is possible to appoint additional supervisors, who are qualified within the relevant field.
Structure and content. Chapter II provides background information regarding Chesapeake Bay tidal-water quality problems caused by excess nutrients and sediments. Chapter III demon- strates that two factors–natural conditions and irremediable, human-generated conditions–provide sufficient evidence that the current designated uses cannot be met in certain portions of the Chesapeake Bay and its tidal tributaries. Chapter IV provides information that jurisdictions may use in adopting refined tidal- water designated uses based on the habitat quality needs of the plants and animals that inhabit the different Chesapeake Bay tidal-water habitats and the Bay and its tidal rivers’ natural physical processes and features. The refined designated uses are subcategories of current aquatic life protection uses, protected by new Chesapeake Bay regional criteria for dissolved oxygen and, where appropriate, chlorophyll a and water clarity (U.S. EPA 2003a). This chapter also presents the scientific basis under- lying the geographic and temporal extent (‘boundaries’) of the refined designated uses and documents that the refined designated uses protect uses existing since November 1975, as required by the EPA Water Quality Standards regulation. Assessments of the technological attainability of the refined designated uses— migratory spawning and nursery habitat, open-water habitat, deep-water habitat and deep-channel habitat—were conducted by comparing model-simulated water quality responses (measured as dissolved oxygen criteria attainment) of four level-of-effort scenarios (or tiers) to the nutrient and sediment reductions accomplished at each level. The water quality responses are summarized in Chapter V in a series of ‘attain- ability tables,’ that show which Chesapeake Bay tidal waters achieve attainment for dissolved oxygen for each of the recommended refined designated uses. Attainability of the shallow-water habitat designated use is assessed by examining the historical and recent distributions of underwater bay grasses. Chapter VI provides an overview of the estimated costs for each set of tiered levels of implementation scenarios. This information is used also to conduct economic impact analyses, which also are described in Chapter VI. The objective is to provide the jurisdictions with preliminary estimates of the types of potential impacts that could occur as a result of implementing the tier scenarios throughout the watershed. However, it may be necessary for states to perform more compre...
Structure and content. The central issues that should determine the structure and content of professional development opportunities are what teachers, mentors, and evaluators identify as needs and as the most effective, efficient way to meet those needs. Fhe range of possibilities for structure and content of teacher professional development might include such items as: > granting teachers a sabbatical to pursue an advanced degree program at a university or college > providing staff support and resources for a teacher-designed, school-based workshop held ort a single afternoon > zone-sponsored mini-sabbaticals spread over several months > exchange programs for math, science, and computer teachers with business, industry, and government > courses or ^emman designed and tailored to respond to needs identified by Boston teachers and offered at school sites around the city > courses, seminars, and workshops available over educational television. > in-school collaboration for a period of weeks or months with a specialized professional
