Institutional Support Sample Clauses

Institutional Support. The appendix includes a letter from the which commits $130,000 in startup funding as matching funds to the proposed faculty development grant application.

Institutional Support. The District will provide the support necessary for Faculty to meet the following requirements, and offer training sessions in distance education course design, the college’s course management system, and accessibility.

Institutional Support. Cerritos College will provide the support necessary for Faculty to meet the following requirements. (a) Offer training sessions in distance education course design, the college’s course management system, and accessibility.‌

Institutional Support a. Data management and business analysis. On a mutually agreed upon frequency, manner and basis specified in the Annual Statement of Work, Provider will provide data and business analytics and intelligence services to support the business operations of Client.

Institutional Support. This area includes many administrative functions such as the Business Office, Alumni/Advancement, Public Relations, President’s Office and other support areas. The combined operations and equipment total for this category is almost $2.4 million, which includes funds transferred from the Foundation to support advancement and fundraising efforts.

Institutional Support. Strengthening the institutional capacity for implementation of the Project and the Program, including:

Institutional Support. As early as 1030 CE—the beginning of the Ghaznavid era—Persian was the official language in parts of North India (Rahman 2002, 42). It remained the official language of the Muslim empires through the early 19th century, although medieval Persian rulers incorporated Hindustani into their informal language. Toward the end of the Mughal rule in the late 19th century, Urdu replaced Persian in “law courts, administration and education” (Xxxxxx 2011, 185). One significant consideration in the switch from Persian to Urdu was finance. As Xxxxxx explains, the high Persian used in official correspondence “made the British so dependent upon their [Persian teachers] that it was more profitable” to either use English or Urdu, a language of lower status but also lower tutoring fees (Xxxxxx 2011, 169). Such matters of practicality may influence official decisions concerning Xxxxxxxx as well, if a system of one official language (of the central government) instead of two were to be more efficient. This is possible given the current constitution mandates translations in Hindi for many state acts and official communications written in English (“Official Languages (Use),” “Official Language Act”). Government-mandated translations are costly in terms of both money and time, for the task often requires a special translation staff (and their salaries), and can create “a bottleneck, and considerable delay, in the disposal of matters” (Xxxxxx 2015). This slow shift from Persian, the language of government, to Urdu, the language more closely representing the spoken language of its people, can also be described as a government bending its practices to the preferences of the people. Xxxxx Xxxxxx notes that “before the actual change of the official language [from Persian], it had started losing out to both Urdu and English in importance” (Xxxxxx 2011, 192). This is exemplified by the Prime Minister of Hyderabad‘s decision to use Urdu in the courts in 1884, putting his frustration at the “linguistic confusion” of using both Persian and Urdu to rest by selecting “the most easily understood” of the two (195). The British continued to replace the use of Persian in the government with indigenous Indian languages throughout the 19th century (80, 214). Hindi, on the other hand, seemed to develop in reverse: it only entered widespread acceptance and the political arena after the British government’s decision to begin using it as a language of instruction in schools (King 1994, 102). However,...

Institutional Support. The college, district or both shall provide support for the probationary faculty member during the Tenure Review process. Support shall include, but not be limited to, the following areas: (1) an orientation to the Tenure Review process at the beginning of the first contract; (2) a limit of four preparations per year during the first year; (3) orientation to department/subarea/division/area/college guidelines and procedures; (4) an appropriate and adequate professional development alternatives for probationary faculty if recommended by Tenure Review Committee. Support may also include a peer advisor. Once this is complete, and once the student evaluation scores have been compiled and student comments transcribed by the Division Office staff, the evaluator(s) complete the Summary Report and then hold a post- evaluation conference with the evaluatee to discuss all aspects of the evaluation including the Summary Report and the development of an Improvement Plan, if necessary. The Summary Report shall be signed and placed in the Evaluation portfolio, which will then be forwarded to the appropriate xxxx for sign off to acknowledge receipt and placement in the personnel file of the evaluatee.

Institutional Support. Institutional support and leadership must be adequate to ensure the quality and continuity of the program. Resources including institutional services, financial support, and staff (both administrative and technical) provided to the program must be adequate to meet program needs. The resources available to the program must be sufficient to attract, retain, and provide for the continued professional development of a qualified faculty. The resources available to the program must be sufficient to acquire, maintain, and operate infrastructures, facilities, and equipment appropriate for the program, and to provide an environment in which student outcomes can be attained.