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The COLLABORATIVE WORK PLAN shall be updated by mutual agreement of OREXIGEN and CYPRESS within thirty (30) days of the date of this AGREEMENT. CYPRESS shall have final decision-making authority with regard to development and commercialization of LICENSED PRODUCTS, including, without limitation, whether to develop any LICENSED PRODUCTS for depression. OREXIGEN shall make all PRE-COLLABORATION OREXIGEN INTELLECTUAL PROPERTY and COLLABORATION OREXIGEN INTELLECTUAL PROPERTY available for review by CYPRESS. *** Certain information on this page has been omitted and filed separately with the Commission. 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networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective Higher Education Institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, and Oxford. The University has developed a very positive partnership with the Universities of Bristol and Exeter with regard to summer school provision. A decision was made at an early stage for all three institutions to commit to joint summer schools ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions is collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements include summer school \u2018reunions\u2019 and mutual campus visits. Bath continues its collaborative activities with the University of Oxford, with reciprocal visits to Oxford for participants on our pre-16 outreach programme and visits to Bath for Oxford \u2018Young Ambassadors\u2019. As plans evolve for increased collaboration, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. Working with the universities of Cardiff, Oxford, Reading and Southampton, Bath continues to lead the recently formed UNet (Universities Network) which aims to improve access to selective universities. Through collaborative outreach UNet encourages post-16 students to consider higher education opportunities at leading universities in the region, supporting them in making an informed decision about the degree which is most appropriate for them. Students have the opportunity to participate in activities organised by partner universities and benefit from our jointly organised \u2018Choices\u2019 conference which provides in-depth information about our respective undergraduate offers. Students are encouraged to include UNet activities in their UCAS personal statements to provide further context to their applications. UNet\u2019s development focus for 2015-16 will be professional development for university admissions teams and for staff in schools and colleges advising post-16 students about progression to higher education. We are increasing the scope of our activity by working collaboratively with selected third sector organisations. We will continue to support the Villiers Park Educational Trust through its Swindon Scholars Programme which is designed to support schools and colleges in targeted areas of disadvantage providing an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. In 2014-15 the universities of Bath, Bristol and Exeter agreed to jointly sponsor the establishment of an INTO University centre in South Bristol. The universities will work in partnership with INTO University to provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression of children from deprived areas into higher education. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will continue in collaboration with Bath Spa University. This initiative focusses on supporting schools in raising attainment at GCSE in the core subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 2015-16 we intend to offer this programme to ten schools and estimate it will reach approximately 1000 students. We will maintain our collaboration with Bath Spa University in 2015-16 to offer awareness and aspiration-raising outreach programme to primary schools that feed into the seven B&NES schools in our pre-16 programme. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from five partner schools access to a wide range of courses and enrichment activities including access to On Track to Bath and our enhanced IAG offer for target groups. The University of Bath will collaborate with eleven universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot engaging and supporting mature and part-time students (\u2587\u2587\u2587.\u2587\u2587\u2587\u2587-\u2587\u2587\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587) and Careerpilot providing pathway and progression information for 13-19 year olds (\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587.\u2587\u2587). Partners will support the development of the websites; develop further strategies to embed the websites into outreach and IAG activities, set and monitor milestones for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to HE. Through the WVPC, and the associated activities of the Western Access Progression Agreement, the universities of Bath, Bath Spa, Bristol and University of West of England will work together to increase progression to higher education of mature students in the Bath/Bristol area. Building on a collaborative research project planned for 2014-15 to explore the barriers to participation, universities will identify practical strategies to encourage adults to return to study. HEIs in the South West are committed to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful progression to HE. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As joint lead for the HEIs in the South West Disability Strand we will continue to co-ordinate a programme of awareness-raising activities for staff and students in schools and colleges. The University has taken a strategic decision to discontinue provision for Initial Teacher Training through the Post Graduate Certificate in Education (PGCE) and will therefore not report to OFFA on outreach activity associated with ITT. The University has a strong retention record, however, it has been shown that students from non-traditional backgrounds, for example with vocational qualifications, describe the transition into HE as complex and difficult, and need to be able to draw on support to overcome the difficulties they perceive in the HE context8, as well as to ensure they gain maximum benefit from their student experience. The University\u2019s Student Services continues to extend to all students from non-traditional backgrounds a proactive offer of support throughout their student experience. Our success in recruiting and retaining students with disabilities along with more effective promotion of support systems has led to a substantial increase in the numbers of students accessing our services. In response to this we are strengthening our student support provision in this area aiming to maintain and enhance services for students with disabilities and increase access to student Health and Wellbeing services and respond positively to the planned changes in Disabled Students\u2019 Allowance. As part of our strategy to raise pre-entry attainment, and support student retention and success, we are developing a new initiative to facilitate smooth and successful transition to HE. To this end, we have identified members of academic staff in each department to act as Transition Mentors. They work closely with the students and support them once they arrive at the University. These Mentors link with the extensive peer mentoring schemes in the University, facilitated by the recently appointed Student Experience Officers (SEOs). Drawing on research with current students strategies are being developed to enhance and extend the concept of induction from pre-arrival through to the first year student experience, to better support the transition and inclusion of all students, including those from non- traditional backgrounds. Additional support will be provided by departmental Transition Mentors, Faculty-based SEOs working with Student Services, the WPO, and the Students' Union. They will proactively work with students from non-traditional backgrounds, helping them to identify and meet their academic learning, personal development and employment- related goals, as well as ensuring they understand how to access and benefit from the full range of support and facilities available at the University. Consultations with staff and students have clearly shown the need for additional learning support for those from under-represented groups. In 2014-15 we restructured our provision for academic and study skill support, including creation of a new post in our Academic Skills Centre to provide a comprehensive and inclusive offer that will support the needs of a diverse student body. Peer-assisted learning (PAL) and peer mentoring (PM) have been established through the Students\u2019 Union, developed in close partnership with academic departments. Both PAL and PM are regarded as playing an important role in helping students\u2019 social and academic integration into university. According to \u2587\u2587\u2587\u2587\u2587 (2006)9 students will withdraw from HE if they are not successfully integrated, both socially and academically. Research at Stirling University has found that students who participate in PM schemes show lower levels of transitional stress than those who do not: \u201cThose within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave\u201d10 8 TLRP, op cit. 9 \u2587\u2587\u2587\u2587\u2587, \u2587., 2006, Taking Student Retention Seriously \u2587\u2587\u2587.\u2587\u2587\u2587\u2587.\u2587\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587/\u2587\u2587\u2587/\u2587\u2587\u2587\u2587\u2587/\u2587\u2587\u2587\u2587/\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587 10 \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587, R., Research to Investigate Peer Mentoring in UK Higher Education \u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587/\u2587\u2587\u2587\u2587\u2587\u2587/\u2587\u2587\u2587\u2587/\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587/\u2587\u2587\u2587\u2587_\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587/\u2587\u2587\u2587\u2587_\u2587\u2587.\u2587\u2587\u2587", "hash": "d8237c8b99a28d0aa07cc59a429c87bc", "id": 1}, {"samples": [{"hash": "kRaZbPwYhOu", "uri": "/contracts/kRaZbPwYhOu#collaborative-work", "label": "Research Collaboration and Technology Transfer Agreement (Exelixis Inc)", "score": 18.0, "published": true}, {"hash": "eATcaEe2gEZ", "uri": "/contracts/eATcaEe2gEZ#collaborative-work", "label": "Research Collaboration and Technology Transfer Agreement (Exelixis Inc)", "score": 18.0, "published": true}, {"hash": "9cBr0xLNZ9V", "uri": "/contracts/9cBr0xLNZ9V#collaborative-work", "label": "Research Collaboration and Technology Transfer Agreement (Exelixis Inc)", "score": 18.0, "published": true}], "size": 3, "snippet_links": [{"key": "agreement-between-the-parties", "type": "clause", "offset": [12, 41]}, {"key": "collaborate-with", "type": "clause", "offset": [51, 67]}, {"key": "stage-iii", "type": "definition", "offset": [102, 111]}, {"key": "with-respect-to", "type": "clause", "offset": [123, 138]}, {"key": "bms-compound", "type": "definition", "offset": [152, 164]}, {"key": "work-on", "type": "definition", "offset": [225, 232]}, {"key": "an-event", "type": "clause", "offset": [260, 268]}, {"key": "research-results", "type": "definition", "offset": [274, 290]}, {"key": "by-bms", "type": "clause", "offset": [301, 307]}, {"key": "pursuant-to-such", "type": "clause", "offset": [308, 324]}, {"key": "for-purposes-of", "type": "clause", "offset": [406, 421]}, {"key": "target-identification", "type": "clause", "offset": [432, 453]}], "snippet": "Upon mutual agreement between the Parties, BMS may collaborate with Exelixis on Stage I, Stage II and Stage III activities with respect to a particular BMS Compound, wherein BMS may perform some of the Mode of Action Program work on such BMS Compound. In such an event, any research results generated by BMS pursuant to such collaborative work shall be deemed the confidential Research Results of Exelixis for purposes of Candidate Target identification and identification mammalian orthologues thereof.", "hash": "2306bb64b169883dc021821b9318aba1", "id": 2}, {"samples": [{"hash": "kRaZbPwYhOu", "uri": "/contracts/kRaZbPwYhOu#collaborative-work", "label": "Research Collaboration and Technology Transfer Agreement (Exelixis Inc)", "score": 18.0, "published": true}, {"hash": "eATcaEe2gEZ", "uri": "/contracts/eATcaEe2gEZ#collaborative-work", "label": "Research Collaboration and Technology Transfer Agreement (Exelixis Inc)", "score": 18.0, "published": true}, {"hash": "9cBr0xLNZ9V", "uri": "/contracts/9cBr0xLNZ9V#collaborative-work", "label": "Research Collaboration and Technology Transfer Agreement (Exelixis Inc)", "score": 18.0, "published": true}], "size": 3, "snippet_links": [{"key": "limitation-on", "type": "clause", "offset": [7, 20]}], "snippet": "23 4.7 Limitation on Exelixis Collaborative Work.................................... 23", "hash": "c17adc50be47a637f50f47de310c0f35", "id": 3}, {"samples": [{"hash": "bvN73L2d7Vm", "uri": "/contracts/bvN73L2d7Vm#collaborative-work", "label": "Access Agreement", "score": 25.5130405426, "published": true}], "size": 1, "snippet_links": [{"key": "single-point-of-contact", "type": "clause", "offset": [23, 46]}, {"key": "national-network", "type": "definition", "offset": [77, 93]}, {"key": "collaborative-outreach", "type": "clause", "offset": [98, 120]}, {"key": "delivery-of", "type": "clause", "offset": [180, 191]}, {"key": "outreach-activity", "type": "clause", "offset": [195, 212]}, {"key": "partner-institutions", "type": "definition", "offset": [225, 245]}, {"key": "provision-of", "type": "clause", "offset": [261, 273]}, {"key": "aimed-at", "type": "definition", "offset": [294, 302]}, {"key": "school-events", "type": "clause", "offset": [382, 395]}, {"key": "to-university", "type": "clause", "offset": [428, 441]}, {"key": "the-partnership", "type": "clause", "offset": [470, 485]}, {"key": "summer-school", "type": "clause", "offset": [541, 554]}, {"key": "july-2016", "type": "clause", "offset": [679, 688]}], "snippet": "HEART has acted as the Single Point of Contact (SPoC) for the West Yorkshire National Network for Collaborative Outreach (NNCO). 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NASS and the Participant shall coordinate their efforts to promptly resolve any operational problems and conflicts that may arise during the term of this Agreement. Participant will use its best efforts to address any data, or related, deficiencies identified by \u2587\u2587\u2587\u2587, and agrees to cooperate with and assist NASS and its designees with the performance of any independent audit as described more fully in Section 2.2.", "hash": "568fdb8d3253857dccbce0bbf0e55cea", "id": 7}, {"samples": [{"hash": "5L8ua2ae5kl", "uri": "/contracts/5L8ua2ae5kl#collaborative-work", "label": "Cooperative Agreement", "score": 25.0136890411, "published": true}], "size": 1, "snippet_links": [{"key": "your-plan", "type": "definition", "offset": [9, 18]}, {"key": "relates-to", "type": "definition", "offset": [43, 53]}, {"key": "the-project", "type": "clause", "offset": [54, 65]}, {"key": "emergency-response", "type": "definition", "offset": [91, 109]}, {"key": "project-plan", "type": "clause", "offset": [110, 122]}], "snippet": "Describe your plan for collaboration as it relates to the project outlined in the COVID-19 Emergency Response Project Plan. 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"offset": [3271, 3278]}, {"key": "other-institutions", "type": "clause", "offset": [3336, 3354]}, {"key": "peer-support", "type": "definition", "offset": [3513, 3525]}, {"key": "plans-and", "type": "clause", "offset": [3557, 3566]}, {"key": "the-association", "type": "clause", "offset": [3688, 3703]}, {"key": "for-teachers", "type": "clause", "offset": [3786, 3798]}, {"key": "realising-opportunities", "type": "clause", "offset": [3938, 3961]}, {"key": "collaborative-partnership", "type": "clause", "offset": [4071, 4096]}, {"key": "for-more-information", "type": "clause", "offset": [4191, 4211]}, {"key": "fair-access", "type": "clause", "offset": [4249, 4260]}, {"key": "for-students", "type": "clause", "offset": [4314, 4326]}, {"key": "evaluation-framework", "type": "clause", "offset": [4395, 4415]}, {"key": "contextual-data", "type": "clause", "offset": [4435, 4450]}, {"key": "shared-best-practice", "type": "clause", "offset": [4580, 4600]}, {"key": "completion-of", "type": "clause", "offset": [4805, 4818]}, {"key": "additional-consideration", "type": "definition", "offset": [4837, 4861]}, {"key": "alternative-offer", "type": "definition", "offset": [4953, 4970]}, {"key": "or-equivalent", "type": "definition", "offset": [4998, 5011]}, {"key": "collaborative-relationships", "type": "clause", "offset": [5073, 5100]}, {"key": "college-and-school", "type": "clause", "offset": [5124, 5142]}, {"key": "participating-universities", "type": "clause", "offset": [5164, 5190]}, {"key": "future-funds", "type": "definition", "offset": [5205, 5217]}, {"key": "the-central", "type": "clause", "offset": [5221, 5232]}, {"key": "operating-budget", "type": "clause", "offset": [5233, 5249]}, {"key": "to-ensure", "type": "clause", "offset": [5250, 5259]}, {"key": "development-of", "type": "clause", "offset": [5286, 5300]}, {"key": "july-2017", "type": "clause", "offset": [5310, 5319]}, {"key": "the-brilliant-club", "type": "clause", "offset": [5578, 5596]}, {"key": "university-funds", "type": "definition", "offset": [5636, 5652]}, {"key": "each-year", "type": "definition", "offset": [5675, 5684]}, {"key": "aimed-at", "type": "definition", "offset": [5689, 5697]}, {"key": "first-year", "type": "definition", "offset": [5798, 5808]}], "snippet": "The University is committed to working in partnership to increase access to higher education, delivering joint programmes with other HEIs and organisations. Through collaboration the University has been able to increase the reach and impact of its widening participation work. 12 \u2587\u2587\u2587\u2587://\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587/display.aspx?DocID=18122 13 See also \u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587/undergraduate/schoolsandcolleges/post-16/ 14 See \u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587/ \uf0b7 Manchester Higher We continue to develop and invest in our pioneering collaborative outreach programme: Manchester Higher with our neighbour, Manchester Metropolitan University. This programme targets under-represented learners, schools/colleges and key influencers from across Greater Manchester. Following a successful pilot in 2011/12 Manchester Higher has continued to expand to engage with an increased number of target schools and learners year on year through activities on-campus and in schools. During 2013/14 over 900 learners attended a campus visit and the programme had interactions with over 7000 learners and parents through outreach activities off campus. Impact data from 2013/14 shows that 94% of pupils knew more about the benefits of going to university and 97% of pupils better understood the differences between school and university following their campus visit. Manchester Higher also provides pre-entry support for disabled learners through collaborative campus visits for both pre and post 16 learners. The two Universities also collaborate, along with a number of other North West universities through the Routes into Languages North West consortium. \uf0b7 Outside of Greater Manchester we coordinate aspects of our pre-16 outreach advice focusing on selective universities with our \u2587\u2587\u2587\u2587\u2587\u2587\u2587 Group neighbour, The University of Liverpool. As two premier research institutions in the North West, we are working together to share the efficient deployment of peripatetic staff across each of the five areas of the North West in a way that minimises geographical \u2018cold-spots\u2019 across the non-urban parts of the region. The \u2587\u2587\u2587\u2587\u2587\u2587\u2587 Group\u2019s \u2018Informed Choices\u201915 guidance on post-16 choices has been utilised in delivering effective IAG on subject choices and higher aspirations to pre-16 learners. Together we have developed an information guide for pupils which sets out some of the key decisions learners are faced with at specific transition stages. This is used alongside presentations delivered by staff and students from both Universities. \uf0b7 National Networks for Collaborative Outreach (NNCO) Manchester Higher provided the foundation for the successful application for Greater Manchester Higher to HEFCE as part of the National Networks for Collaborative Outreach (NNCO) project. Through this partnership we will provide a range of awareness-raising programmes for schools in Greater Manchester, as well as working collaboratively to maximise the impact of our respective outreach programmes and minimise duplication. In addition to the regional Greater Manchester Network, the University is also a member of the HEFCE funded National Network for the Education of Care Leavers. This will enable the University to further develop its support for young people who have experienced time in care by sharing best practice and evidence with colleagues in other institutions. The \u2587\u2587\u2587\u2587\u2587\u2587\u2587 Group WP Association has provided a forum for collaborative work across these highly selective institutions for many years. As well as providing peer support for senior WP staff, the group plans and delivers collaborative activity including the biennial Teachers\u2019 Conference and practitioner networks. Through the NNCO, the Association has recently been awarded some HEFCE funding to develop and deliver CPD materials for teachers to support the progression into selective universities. If successful, this may be extended to include selective courses more generally. \uf0b7 Realising Opportunities (RO) Since its inception in 2009, the University has been a member of Realising Opportunities (RO), a unique collaborative partnership of research intensive universities 15 See \u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587/informed-choices.aspx for more information developing and delivering a national fair access scheme which promotes social and geographic mobility for students from under-represented groups. Realising Opportunities has a robust evaluation framework which incorporates contextual data, student aspirations and the tracking of students through the HEAT database and UCAS. Realising Opportunities, developed through shared best practice, provides support for students through interventions designed to raise aspirations, develop skills and enable them to demonstrate their potential to succeed at a research intensive university. Successful completion of RO will result in additional consideration given to applications through UCAS from all Partner universities, and the potential for an alternative offer worth up to 40 UCAS points or equivalent. The programme has matured and has established long-standing collaborative relationships across the university, college and school sectors. Each of the participating universities has committed future funds to the central operating budget to ensure the on-going delivery and development of RO to 31 July 2017. For 2016/17 this will be a maximum of \u00a337,000 per Partner. \uf0b7 Collaboration with other organisations The University of Manchester enjoys strong links with a number of 3rd sector organisations and charities, working closely with The Tutor Trust, Teach First, the Brilliant Club and SGOSS \u2013 Governors for Schools. The University funds two \u00a3500 scholarships each year for aimed at supporting University of Manchester graduates from a widening participation background during their first year of Teach First.", "hash": "b76305613672133b162c713c59698e62", "id": 9}, {"samples": [{"hash": "8entxRI7DVk", "uri": "/contracts/8entxRI7DVk#collaborative-work", "label": "Memorandum of Understanding", "score": 29.9549446106, "published": true}], "size": 1, "snippet_links": [{"key": "working-group", "type": "clause", "offset": [44, 57]}, {"key": "agreed-to", "type": "definition", "offset": [178, 187]}, {"key": "work-plan", "type": "definition", "offset": [193, 202]}, {"key": "further-development", "type": "definition", "offset": [219, 238]}, {"key": "policy-framework", "type": "definition", "offset": [288, 304]}, {"key": "first-nation", "type": "definition", "offset": [331, 343]}, {"key": "ownership-of", "type": "clause", "offset": [370, 382]}, {"key": "development-of", "type": "clause", "offset": [431, 445]}, {"key": "economic-development", "type": "clause", "offset": [474, 494]}, {"key": "consistent-with-the", "type": "clause", "offset": [503, 522]}, {"key": "project-assessment", "type": "clause", "offset": [577, 595]}, {"key": "sharing-information", "type": "clause", "offset": [610, 629]}, {"key": "subject-matter-experts", "type": "definition", "offset": [663, 685]}, {"key": "government-agencies", "type": "clause", "offset": [689, 708]}, {"key": "the-development", "type": "clause", "offset": [734, 749]}, {"key": "climate-change", "type": "clause", "offset": [753, 767]}, {"key": "other-matters", "type": "definition", "offset": [837, 850]}, {"key": "from-time-to-time", "type": "clause", "offset": [912, 929]}], "snippet": "The Coalition and the FNCI will establish a working group to support each other in implementing and achieving their respective visions through deliverables that will be mutually agreed to in a work plan, including:\n(a) further development, promotion, and implementation of the FNCI Draft Policy Framework, with a specific focus on First Nation co-development and equity ownership of environmentally responsible infrastructure;\n(b) development of environmentally responsible economic development that is consistent with the FNCI Draft Policy Framework and the Coalition\u2019s Major Project Assessment Standard;\n(c) sharing information obtained through engagement with subject matter experts or government agencies as it may be relevant to the development of climate change mitigation policy or economic development or reconciliation; and\n(d) other matters as may be mutually agreed between the Coalition and the FNCI from time to time.", "hash": "d4732713fc1c4ba05039f234741b0b32", "id": 10}], "next_curs": "ClsSVWoVc35sYXdpbnNpZGVyY29udHJhY3RzcjcLEhZDbGF1c2VTbmlwcGV0R3JvdXBfdjU2Ihtjb2xsYWJvcmF0aXZlLXdvcmsjMDAwMDAwMGEMogECZW4YACAA", "clause": {"title": "Collaborative Work", "children": [], "size": 19, "parents": [["mode-of-action-program", "Mode of Action Program"], ["application-and-submission-information", "Application and Submission Information"], ["definitions", "DEFINITIONS"], ["duke-agreement", "DUKE AGREEMENT"], ["method-of-payment", "METHOD OF PAYMENT"]], "id": "collaborative-work", "related": [["creative-work", "Creative Work", "Creative Work"], ["research-project", "Research Project", "Research Project"], ["research-program", "Research Program", "Research Program"], ["collaboration", "Collaboration", "Collaboration"], ["research-plan", "Research Plan", "Research Plan"]], "related_snippets": [], "updated": "2025-07-17T06:09:22+00:00"}, "json": true, "cursor": ""}}