provide a means for resolving any disputes that may arise among Family members with respect to the management of Family assets so as to preserve harmony among Family members and avoid costs associated with litigation;
provide a means to enable Providers to identify Enrollees in a manner that will not result in discrimination against Enrollees;
provide a means of access to a human operator; Provide a recovery route from error; Provide different audio feedback for valid and invalid key presses; Provide a consistent and predictable user interface; Avoid compressed speech; Use consistent terminology; Keep user IDs to no more than 8 digits; Do not require that the same information is entered more than once; Provide users with the facility to repeat the audio output; Place the most commonly requested menu items first; Provide context-sensitive help.
Examples of provide a in a sentence
Provide a spreadsheet to show the activities of each personnel and the time allocated for his/her involvement.
Provide a current copy of the plan to the engineer and post in each of the contractor’s laboratories as changes are adopted.
Provide a spreadsheet to show the activities of each personnel and the time allocated for his/her involvement.3.2 Provide CVs for key personnel that will be provided to support the implementation of this project using the format below.
Provide a list of the name, address and shareholdings or the percentage of shares owned by all persons beneficially owning more than ten percent (10%) of any class of the issuer’s equity securities.
Provide a list of at least three (3) three customer references, (Attachment C) which you have sold or are currently selling similar items/services.
More Definitions of provide a
provide a means of integrating with the Appeals services. Integration with a number of external systems to manage payments for asylum support as well as temporary accommodation for asylum claimants. Build upon the search capability. Provide the capability for the onward processing of cases e.g. referral of Failed Asylum Seekers (FAS) for enforcement action. Provide an online application facility and account management. Create cases. Provide the capability to arrange appropriate accommodation and maintenance for an applicant: Interface to 3rd party accommodation and transport providers. Payment mechanism through Sodexo and Post Office. Invoicing and reconciliation. Continue to build upon the biometric Identity Management and Identity Resolution capability. Continue to build upon the electronic records management capability to ensure that caseworkers have ready access to all available information which supports an asylum support claim, as well as preparation of electronic bundles for appeal support hearings. Continue to build upon the capability for workflow to provide a configurable framework to enable allocation of activities to the appropriate user, based on priority, availability and skills. Provide policy based, structured decision making services based upon business rules. Continue to build upon the fulfilment framework to support alternative mechanisms. Provide and integrate with appeals services. Continue to build upon the search capability.
provide a means whereby the ecosystems upon which endangered and threatened species depend may be conserved..."
provide a means for Distance Learning students to sign up for Review Sessions online, and will provide Boston/NJ with a system to view such registration list. Enrollment for Review Sessions will close two business days prior to the Review Session date. All Distance Learning students whose billing address is within 25 miles of a Boston/NJ course location will have the right to attend two Review Sessions free of charge. Distance Learning students may attend any number of additional Review Sessions if the student pays Boston/NJ no less than the Student Review Session Fee (defined below) for each Review Session in excess of two. Boston/NJ will be responsible for tracking the attendance of Distance Learning students at Review Courses, using an online system provided by TPR. Boston/NJ may market additional The Princeton Review(R) services to students whose names TPR provides to Boston/NJ under 4 Section 7.e below.
provide a means for taxpayers to confirm payment transaction, via the interactive voice response system, up to 10 days after the end of the filing period.
provide a means to prevent concrete dusts and fines from contaminating the crack or ports when
provide a means for Distance Learning students to sign up for Review Sessions online, and will provide SxSW with a system to view such registration list. Enrollment for Review Sessions will close two business days prior to the Review Session date. All Distance Learning students whose billing address is within 25 miles of a SxSW course location will have the right to attend two Review Sessions free of charge. Distance Learning students may attend any number of additional Review Sessions if the student pays SxSW no less than the Student Review Session Fee (defined below) for each Review Session in excess of two. SxSW will be responsible for tracking the attendance of Distance Learning students at Review Courses, using an online system provided by TPR. SxSW may market additional The Princeton Review(R) services to students whose names TPR provides to SxSW under Section 7.f below.
provide a means of conveying the uniqueness and integrity of individual lives, while at the same time broadening the research base upon which our understanding of general patterns is predicated.”41 With a particular focus on southern history, historian Xxxxxxxxx Xxxx Xxxx asserted that oral history can illuminate the “affirmation that Southern culture is, most profoundly, a joint creation of black and white.”42 Oral histories also provide unique insight for considering civil rights history. In “Historians and the Civil Rights Movement,” historian Xxxx Xxxxxxxxxx noted the growing popularity of oral history by pointing to their relevance and usefulness, “for rescuing local struggles from comparative obscurity and exploring the role of ‘grass roots’ activists who left little in the way of written documents.”43 Additionally, educational historian Xxxx Xxxxxxxxx has discussed the growth of interdisciplinary insights in conducting oral histories for educational history fields such as segregated black schooling and the working lives of women teachers.44 As documented by Xxxxxxx Xxx, oral histories reveal: “daily life at home and work … the informal, unwritten rules of relating to others that characterize any group … ramifications of personal relationships that do not get told in official documents … and a psychological reality that is the basis for ideals that the individual holds and for the things he or she does.”45 The study of school desegregation also utilizes and warrants the incorporation of oral histories. Oral history interviews conducted for this dissertation include those with 41 Xxxxxxxxx Xxxx Xxxx, “Documenting Diversity: The Southern Experience,” The Oral History Review 4 (1976): 19. 42 Hall, “Documenting Diversity,” 22. 43 Xxxx Xxxxxxxxxx, “Historians and the Civil Rights Movement,” Journal of American Studies 24, no. 3 (December 1990): 394. 44 Xxxx Xxxxxxxxx, “From Anecdote to Analysis: Oral Interviews and New Scholarship in Educational History,” The Journal of American History 86, no. 2 (September 1999): 712–23.