Reduction and Disconnection NYISO or Connecting Transmission Owner may reduce [ ] Interconnection Service or disconnect the Large Generating Facility or the Developer’s Attachment Facilities, when such reduction or disconnection is necessary under Good Utility Practice due to an Emergency State. These rights are separate and distinct from any right of Curtailment of NYISO pursuant to the ISO OATT. When NYISO or Connecting Transmission Owner can schedule the reduction or disconnection in advance, NYISO or Connecting Transmission Owner shall notify Developer of the reasons, timing and expected duration of the reduction or disconnection. NYISO or Connecting Transmission Owner shall coordinate with the Developer using Good Utility Practice to schedule the reduction or disconnection during periods of least impact to the Developer and the New York State Transmission System. Any reduction or disconnection shall continue only for so long as reasonably necessary under Good Utility Practice. The Parties shall cooperate with each other to restore the Large Generating Facility, the Attachment Facilities, and the New York State Transmission System to their normal operating state as soon as practicable consistent with Good Utility Practice.
Effective Date Term Termination and Disconnection 3.1 Effective Date This Agreement shall become effective upon execution by all Parties.
Permitted Uses and Disclosures of PHI and the third party notifies the Business Associate of any instances of which it is aware in which the confidentiality of the information has been breached.
Results and Discussion The evaluation study yielded valuable insights into the effectiveness of the contractual agreement in supporting program assessment and international collaborations within the ICP. Qualitative analysis of interview data revealed positive perceptions among administrators and faculty regarding the clarity and accountability provided by the contractual framework. Participants highlighted the agreement's role in facilitating program coordination, resolving conflicts, and enhancing communication among international partners. Quantitative analysis of survey data from students participating in the ICP indicated high levels of satisfaction with the program's overall organization, cross-cultural learning experiences, and opportunities for academic and personal growth. Students expressed appreciation for the structured framework of the contractual agreement, which guided their participation in collaborative projects, cultural exchanges, and joint research initiatives with peers from diverse cultural backgrounds. Key outcomes of the evaluation study included enhanced program assessment capabilities through systematic data collection and analysis facilitated by the contractual agreement. Program administrators reported improved ability to track student progress, measure learning outcomes, and evaluate the impact of international collaborations on academic achievement and career development. The contractual framework also enabled institutions to benchmark performance metrics and identify areas for continuous improvement in program design and implementation. Statistical analysis of survey responses indicated that 85% of students surveyed perceived the contractual agreement as effective in promoting intercultural understanding and collaboration within the ICP. Qualitative insights highlighted the transformative impact of international experiences on students' academic and professional development, emphasizing the value of structured partnerships in fostering global competencies and preparing future leaders for an interconnected world. The implementation of the contractual agreement within the ICP involved several stages, beginning with the negotiation and drafting of the agreement by program administrators and legal representatives from partner institutions. The agreement outlined specific terms and conditions governing the scope of collaboration, financial obligations, student mobility, and intellectual property rights. Regular meetings and consultations were held among stakeholders to ensure alignment with program goals and address emerging issues or challenges. Despite its benefits, the implementation of the contractual agreement encountered several challenges that affected program coordination and evaluation. Key challenges included differences in administrative procedures and academic calendars among participating institutions, which posed logistical barriers to student mobility and collaborative activities. Cultural and linguistic differences also influenced communication and decision-making processes, requiring proactive measures to promote understanding and collaboration among international partners.