Collaborative Environment Clause Samples

Collaborative Environment. In our research group, we see each other as a team and we take care of each other. Every lab member is required to uphold the highest humility and solidarity standards. We work together by appreciating our differences and by recognizing the need to leverage fresh perspectives and that there are limits with a single way to think. This means we do not always agree with each other. Should you be having some troubles, please reach out to Dr. ▇▇▇▇▇ as early as possible. We aim to solve conflicts when they are small. Although you will be the principal investigator on your respective project, the project objectives of each team member are coupled. Please make your best to benefit from the different experiences and fresh perspectives other team members bring. Remember that, whether you are an intern, a master’s or a doctoral student, a couple of months, 2 years or 4 years pass by very quickly. Being part of a team where solidarity between members is fundamental and can save a lot of time. The collaborative training environment is fostered by bi-weekly concise meetings where each member shares their work status, plans and impediments. Each member gets a couple of minutes to update others; should a matter require more time to be addressed, we will have a separate meeting with the identified key persons. Moreover, once a week, someone is scheduled to demo the advancement of their project. Should you not feel comfortable presenting your progress just yet, you can instead present on another topic. For example, you may report on training you attended or on a webinar from the ‘National Center for Faculty Development & Diversity’ (NCFDD). Indeed, Ryerson is a member of the NCFDD, and you have access to almost all their resources. Our schedule for lab meetings is as follows: • Tuesdays: 12-1 pm (status update 30 min and demo 30 min) • Fridays: 12-12:30 pm (status update 30 min) Please be on time. Should you be running late, it is expected that you will inform Dr. ▇▇▇▇▇ ahead of time (30 minutes) by email.
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Collaborative Environment. Dames Collective strives to create a safe, uplifting, equal opportunity environment for small business owners to connect, collaborate and inspire one another and we expect all members to abide by the member conduct expressed in this Membership Agreement.
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Collaborative Environment. Everyone is not only supportive of each other, but excited to see one another grow. We share the same trails, rivers and slopes and ultimately share a similar vision to help Bend succeed.” —▇▇▇▇▇ ▇▇▇▇▇, GM, Hydro Flask Central Oregon Profile Courtesy of EDCO
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Related to Collaborative Environment

  • Working Environment The parties agree that a safe and clean working environment is essential in order to carry out work assignments in a satisfactory manner. The Employer commits to investigate the use of environmentally friendly products. It will be the Employer's responsibility to ensure that all working areas and employer-owned vehicles are maintained in a safe and clean condition.

  • Work Environment It is mutually agreed that the prevention of accidents and injuries to state employees will result in greater efficiency of operations of state government. Toward this end, the Employer shall make every reasonable effort to provide and maintain safe and healthy working conditions and the Union shall fully cooperate by encouraging all employees to perform their assigned tasks in a safe manner.

  • LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT CONTRACTOR and ▇▇▇ shall follow all LEA policies and procedures that support Least Restrictive Environment (“LRE”) options and/or dual enrollment options if available and appropriate, for students to have access to the general curriculum and to be educated with their nondisabled peers to the maximum extent appropriate. CONTRACTOR and ▇▇▇ shall ensure that LRE placement options are addressed at all IEP team meetings regarding students for whom ISAs have been or may be executed. This shall include IEP team consideration of supplementary aids and services, goals and objectives necessary for placement in the LRE and necessary to enable students to transition to less restrictive settings. When an IEP team has determined that a student should be transitioned into the public school setting, CONTRACTOR shall assist the LEA in implementing the IEP team’s recommended activities to support the transition.

  • Least Restrictive Environment The Board and the Association acknowledge that the policy of least restrictive environment is legally mandated and intended in the best educational interest of the student. Accordingly, the parties who would fit legal requirements which would involve the use of an Individual Educational Planning Team (IEPT) for placement in the regular classroom must be appropriate to the student’s unique needs as determined by an IEP on an individual basis. For the purpose of this section, such students shall be referred to as “mainstreamed students.” 1. Any member who has a reasonable basis to believe that a mainstreamed student assigned to that member has a current IEP report that is not meeting the student’s unique needs as required by law or whose behavior is physically or verbally abusive towards others and disruptive to the learning environment, should promptly notify the administration. 2. The following conditions shall apply to placement of mainstreamed students in general education classrooms: a. Any member who will be providing instructional or other services to a mainstreamed student in a regular education classroom setting shall be invited to participate in the IEPT which may initially place (or continue the placement of) the student in a regular education classroom. When invited to such an IEPT, the member will make a reasonable attempt to attend the IEPT and, when it is requested, will provide written input to the IEP (or the Multi-Disciplinary Evaluation Team Report to be presented to the IEPT). b. In instances where it is not possible to identify in advance of an IEPT general education teachers who ultimately will have mainstreamed student(s) assigned to their classroom(s), meetings will be convened with such general education teachers as soon as possible following the beginning of the school year to explain the conclusion of the IEPT and to provide for the teacher to have input. c. The district shall make every reasonable effort to provide the receiving teacher(s) with necessary support identified in the IEP, including paraprofessionals, materials and other related services. d. The administration shall provide, prior to such placement whenever possible, in-service training and awareness information to the teacher(s) regarding the instruction and behavioral management of such mainstreamed students in the regular education classroom setting, including but not limited to, the differing approaches, problems, and techniques to be utilized with varying physical, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are not possible, the training and/or information will be provided as early as can be arranged after placement has occurred.

  • NON-SEXIST ENVIRONMENT 1. A non-sexist environment is defined as that in which there is no discrimination against females or males by portraying them in gender stereotyped roles or by omitting their contributions. 2. The employer does not condone and will not tolerate any written or verbal expression of sexism. In September of each school year the employer and the local shall jointly notify administrative officers and staff, in writing, of their commitment to a non-sexist environment. 3. The employer and the local shall promote a non-sexist environment through the development, integration, and implementation of non-sexist educational programs, activities, and learning resources for both staff and students.