GENERAL EXPECTATIONS FOR Sample Clauses

GENERAL EXPECTATIONS FOR. 1. CLEANING AND DISINFECTION A wholesome water supply of no less than 300 l/min will be available within 75m of the reservoir access hatch. A wholesome water supply is deemed to be potable water that has passed or will pass bacteriological testing. This water supply could be gained from one of the following sources: • A fire hydrant. • A potable water retaining structure on site. • The inlet pipework within the cell being cleaned. • Potable water tankers (provided by the client at no cost to Panton XxXxxx). That an approved discharge route be available for the de-chlorinated and pH neutralised waste waters within 75m of the compartment. That the client has a discharge consent in place, if required Panton XxXxxx will request to review this consent. That the compartment to be cleaned is already drained upon arrival and available for immediate entry. That a maximum of 50mm of sludge, or less than 250kg of sand / granular material per million litres of stored water is situated in the compartment. That no other person working within the compartment would prevent cleaning or would enter any areas after cleaning have been completed. That no persons would enter the space after cleaning and disinfection has been completed.
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GENERAL EXPECTATIONS FOR. 1. PIPEWORK PRESSURE TESTING Accurate general layout drawings would be made available prior to Panton XxXxxx arriving onsite. A water supply of no less than 300 l/min will be available within 75m of filling point, where the volumes required to fill the pipework are large a flow rate greater than 300 l/min may be specified during the quotation process. A water supply is deemed to be potable water that has passed or will pass bacteriological testing or in the case of non-potable water contracts then the water supply should not adversely affect any future use of the pipework. This water supply could be gained from one of the following sources: • A fire hydrant. • A water retaining structure on site. • An adjacent section of pipework with suitable fittings. • A potable water tanker (provided by the customer at no cost). That an approved discharge route would be available for the de-chlorinated and pH neutralised waste waters within 75m of the end point of the pipework. It is expected that the client has a discharge consent in place, if required Panton XxXxxx will request to review this consent. The pipework to be pressure tested is expected to have been installed in such a manner that no leakage will be found, the purpose of the pressure testing is to verify that the pipework has been installed correctly not to replace the client’s supervision of the pipework installation. The pipework to be pressure tested would be drained upon arrival and available for immediate filling, unless requested to be left in a full state. All test plates and bracing required for allow safe completion of the work will be provided by the client. Where test plates and temporary fittings are provided then all associated costs will be passed on to the customer Note bracing of the pipework remains the responsibility of the client. It is expected that new pipework would not have been prior filled with any water other than potable water. For MDPE the pipework must not be under pressure upon arrival and have been suitably rested ahead of works straining. That no other person working in the vicinity would prevent the progress of the pressure test, the client is assumed to have considered all other sites activities and hazards when allocating a segregated working area for the pressure testing. After pressure testing has been completed no persons will work on the pipework in such a way that could affect the future results, if such work is completed then Panton XxXxxx would not be responsible f...
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GENERAL EXPECTATIONS FOR. 1. ROBOTIC INSPECTION Accurate general layout drawings would be made available prior to Panton XxXxxx arriving onsite. The asset to be inspected would be available immediately upon arrival on site. That the flow rate through the asset has been assessed and is not expected to be so great that it would prevent safe surveying of the structure. The position of the valves within the asset will be known, and any changes to the valve position will be notified to the inspection team before they take place. It is expected that the asset will be live during the inspection for risk assessment purposes, where possible the asset can be valved out of service but remain full if required. Safe and easy access to the reservoir entry point is expected, the inspection ROV weighs around 10kg and therefore can be lifted using ropes where necessary if safe to do so. It is expected that a suitable position for the petrol generator can be found within 50m of the work area, generator will be positioned on a drip tray or plant nappy.
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GENERAL EXPECTATIONS FOR 
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Related to GENERAL EXPECTATIONS FOR

  • Service Level Expectations Without limiting any other requirements of the Agreement, the Service Provider shall meet or exceed the following standards, policies, and guidelines:

  • Required Coverages For Generation Resources Of 20 Megawatts Or Less Each Constructing Entity shall maintain the types of insurance as described in section 11.1 paragraphs (a) through (e) above in an amount sufficient to insure against all reasonably foreseeable direct liabilities given the size and nature of the generating equipment being interconnected, the interconnection itself, and the characteristics of the system to which the interconnection is made. Additional insurance may be required by the Interconnection Customer, as a function of owning and operating a Generating Facility. All insurance shall be procured from insurance companies rated “A-,” VII or better by AM Best and authorized to do business in a state or states in which the Interconnection Facilities are located. Failure to maintain required insurance shall be a Breach of the Interconnection Construction Service Agreement.

  • Performance Expectations The Charter School’s performance in relation to the indicators, measures, metrics and targets set forth in the CPF shall provide the basis upon which the SCSC will decide whether to renew the Charter School’s Charter Contract at the end of the charter term. This section shall not preclude the SCSC from considering other relevant factors in making renewal decisions.

  • Innovative/Flexible Scheduling Where the Hospital and the Union agree, arrangements regarding Innovative Scheduling/Flexible Scheduling may be entered into between the parties on a local level. The model agreement with respect to such scheduling arrangements is set out below: MODEL AGREEMENT WITH RESPECT TO INNOVATIVE SCHEDULING/FLEXIBLE SCHEDULING MEMORANDUM OF AGREEMENT Between: The Hospital - And: The Ontario Public Service Employees Union (and its Local ) This Model Agreement shall be part of the Collective Agreement between the parties herein, and shall apply to the employees described in Article 1 of the Model Agreement.

  • Performance Expectation Provided the conditions are met under 2.1.1 and 2.1.2 proceeding, ALLTEL’s performance expectation is to provide 100% due dates met within reporting month. If service levels fall below 95% of the performance expectation within a reporting month, root cause analysis and joint problem resolution will be implemented within thirty (30) days.

  • Using Student feedback in Educator Evaluation ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

  • History The two Boards approved a "Proposed Plan to Further Simplify and Facilitate Transfer of Credit Between Institutions" at their meetings in February 1996. This plan was submitted as a preliminary report to the Joint Legislative Education Oversight Committee in March 1996. Since that time, significant steps have been taken toward implementation of the transfer plan. At their April 1996 meetings, the Boards appointed their respective sector representatives to the Transfer Advisory Committee to direct, coordinate, and monitor the implementation of the proposed transfer plan. The Transfer Advisory Committee membership is listed in Appendix D. Basic to the work of the Transfer Advisory Committee in refining transfer policies and implementing the transfer plan has been the re-engineering project accomplished by the North Carolina Community College System, especially common course names, numbers, credits, and descriptions. The Community College Combined Course Library includes approximately 3,800 semester-credit courses written for the associate degree, diploma, and certificate programs offered in the system. Colleges select courses from the Combined Course Library to design all curriculum programs. Of approximately 700 arts and sciences courses within the Combined Course Library, the faculty and administrators of the community colleges recommended approximately 170 courses as appropriate for the general education transfer core. The Transfer Advisory Committee then convened a meeting on May 28, 1996, at which six University of North Carolina faculty in each of ten general education discipline areas met with six of their professional counterparts from the community colleges. Through a very useful and collegial dialog, these committees were able to reach consensus on which community college courses in each discipline were acceptable for transfer to University of North Carolina institutions as a part of the general education core. This list of courses was distributed to all University of North Carolina and community college institutions for their review and comments. Considering the recommendations of the general education discipline committees and the comments from the campuses, the Transfer Advisory Committee established the list of courses that constitutes the general education transfer core. This general education core, if completed successfully by a community college student, is portable and transferable as a block across the community college system and to all University of North Carolina institutions. With the establishment of the general education core as a foundation, joint academic disciplinary committees were appointed to draw up guidelines for community college curricula that will prepare students for intended majors at University of North Carolina institutions. Each committee consisted of representatives from each UNC institution offering such major programs and eight to ten representatives from community colleges. The Transfer Advisory Committee distributed the pre- majors recommended by the faculty committees to all University of North Carolina and community college institutions for their review and comments. Considering the faculty committee recommendations and the campus comments, the Transfer Advisory Committee established pre-majors which have significant numbers of transfers from the community colleges to the University of North Carolina institutions. The special circumstances surrounding transfer agreements for associate in applied science programs, which are not designed for transfer, require bilateral rather than statewide articulation. Special circumstances include the different accreditation criteria for faculty in transfer and non-transfer programs, the different general education requirements for transfer and non-transfer programs, and the workforce preparedness mission of the technical/community college AAS programs. A major element in the proposed transfer plan adopted by the two boards in February 1996 is the transfer information system. Simultaneously with the work being done on the general education and professional specialization (major) components of the transfer curriculum, the joint committee on the transfer information system laid out a plan, approved by the Boards of The University of North Carolina and the North Carolina Community College System, "to provide students with accurate and understandable information regarding the transfer of credits...[and] to increase the adequacy and availability of academic counseling for students who are considering a college transfer program." In addition to the printed publications currently being distributed to students, transfer counselors, admissions directors, and others, an electronic information network provides (1) electronic access to the articulation database which will include current transfer policies, guidelines, and on-line catalogs for public post-secondary institutions; (2) computerized common application forms, which can be completed and transmitted electronically along with transcripts and other education records; and (3) an electronic mail network for transfer counselors and prospective transfer students. Access to the e-mail network is available in the transfer counselors' offices and other selected sites on campuses. The final element of the transfer information system is the Transfer Student Academic Performance Report. This report, recently refined with suggestions from community college administrators, is sent annually to each community college and to the State Board of Community Colleges. These data permit the rational analysis of transfer issues and are beneficial to students and to educational and governmental decision-makers. This performance report provides the important assessment component necessary for evaluating and improving the transfer process. Appendix C Transfer Advisory Committee Procedures Articulation between the North Carolina Community College System and The University of North Carolina is a dynamic process. To ensure the currency of the Comprehensive Articulation Agreement (CAA), occasional modifications to the CAA may be necessary. These modifications may include the addition, deletion, and revision of courses on the transfer list, development and/or revision of pre- majors, and changes in course designation (i.e. additions to UGETC list or changing a course from general education to elective). The TAC will receive requests for modification only upon the recommendation of the chief academic officer of the NCCCS or UNC. Additions, deletions, and modifications may be subject to faculty review under the direction of the TAC. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Additions to the Universal General Education Transfer Component Courses currently included on the approved transfer course list may be considered for inclusion as a Universal General Education Transfer Component (UGETC) course through the following procedures:

  • Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

  • Expectations Faculty members participating in the annuitant employment program are expected to perform the full range of faculty duties, on a pro rata basis. They are subject to the professional development plans required under Article 22.

  • Excellent Above Average Satisfactory Needs Improvement Unsatisfactory 5 4 3 2 1 5. The instructor demonstrates knowledge of the subject matter.

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