Presenters Sample Clauses

Presenters. Each unit member who acts as a presenter for District or building sponsored professional development will be paid $50.00/presentation hour. This money is to cover the preparation time. They will also be paid at per diem rate for attending the presentation. The total amount paid per hour will be limited to $100. If there are more than two presenters the $100 per hour may be split proportionately.
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Presenters. (a) Persons supplied by the Broadcaster as part of the Production Services will be used to present the Reports and the Links. Should ATN wish to supply any person to present Reports it shall notify Broadcaster of that desire and supply to the Broadcaster the identity and background of the person and provide the Broadcaster with opportunity to evaluate the work of the proposed presenter. The Broadcaster will provide ATN with a response to that request as soon as practicable but in any event within 14 days of receipt of all relevant information. The Broadcaster has the right to accept or refuse the request in its entire discretion.
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Presenters. The Producer agrees to include the following language in all contractual agreements with Producer's Presenter(s): "The Presenter recognizes that the Producer is a party to a collective bargaining agreement between the Producers of Theatre for Young Audiences and Actors' Equity Association, known as the Agreement and Rules Governing Employment in Theatre for Young Audiences, and therefore he must comply with said Agreement and Rules which includes the below-listed terms.
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Presenters. Our panel will be comprised of representatives from the Navajo Nation Department of Justice and the Arizona Department of Public Safety: Xxxxxx Xxxxxx, X.X., Ph.D., is an enrolled member of the Navajo Nation and currently a Principal Attorney with the Navajo Nation Department of Justice (NNDOJ) in Window Rock, Arizona. She has drafted cross commission agreements for Navajo Police Department with the Arizona Department of Public Safety; the New Mexico Department of Public Safety; Navajo County, Arizona and San Xxxx County, Utah. Major Xxxxx Xxxxxxx, Arizona Department of Public Safety (DPS), is currently the Southern Highway Patrol Bureau commander in Tucson, Arizona. He is a member of the Arizona Indian Country Intelligence Network and secretary of the Indian Country Law Enforcement Section of the International Association of Chiefs of Police. In addition to his Southern bureau duties, Xxxxxxx serves as the Tribal Liaison for DPS. Also Available for Question and Answer: Xxxx Xxxxxxx is Assistant Attorney General for Human Services and Government at the Navajo Nation Department of Justice in Window Rock, Arizona. He has several Indian law articles published in law reviews, including A Legal History of Blood Quantum in Federal Indian Law to 1935, 51 South Dakota Law Review 1 (2006). WEBINAR March 26, 2013 3:00-4:30 pm (ET) Register Online This webinar is supported by Grant No. 2010-IC-BX-K054 awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, the Office for Victims of Crime, the Community Capacity Development Office, and the Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking. Points of view or opinions in this document are those of the speakers and do not necessarily represent the official position or policies of the U.S. Department
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Presenters. It is the common practice, when appropriate, for the District to video record presentations to show at a later date to new staff and other District personnel. In addition, when appropriate such video recordings may be broadcast over the School District channels of the local cable television service providers. I give my permission for my presentation to be video recorded by the FNSB School District: YES NO I give my permission for the presentation to be broadcast in district and locally on cable television: YES NO
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Presenters. 2 Creating a leading southern hemisphere retailer 3 xxxxx Xxxxx, an iconic australian department store 4 Compelling strategic rationale 5 the combined group 6 salient features of the offer 7 indicative timetable Q&a 1 PResenTeRs PResenTeRs Xxx XxXX Group Ceo Woolworths Holdings (“WHl”) Joined WHl in 2010 Xxxxx Xxxxxx Group Finance director WHl Joined WHl in 2013 as Group Finance director XxxXx xxxxxx Head Corporate Finance WHl Joined WHl in 2001 cReaTIng a leadIng souTheRn heMIsPheRe ReTaIleR changIng dYnaMIcs In souTheRn heMIsPheRe ReTaIl n WHL continues to pursue aggressive growth plans across Africa (including south Africa) to benefit from forecast sub-saharan GDP growth of ~5% WHl HiSTOriC rEVENUE AND NpAT (r'M) § opening new stores § expanding existing stores § launching Country road Group brands across south africa and africa § expanding online offering n WHL’s southern hemisphere focused strategy has been very effective, with sales and profit in food and clothing growing materially over recent years n WHL recognises the market is changing § More northern hemisphere retailers are entering the southern hemisphere (such as Zara, H&M, top shop and Walmart through Massmart) § this and online retail will change the face of southern hemisphere retailing over the next 5 years 45 000 30 000 3 000 FY09A-FY13A CAGR:20.3% FY09A-FY13A CAGR: 12.7% 2 000 n WHL believes the answer to this is to § Compete from a position of southern hemisphere strength § Build a large scale, highly efficient south african - headquartered business § Capitalise on the low cost, fast fashion design capability already established within WHl § take WHl products and brands into other markets, exploiting the scale benefits of an enlarged group 15 000 FYO9A FY10A FY11A FY12A FY13A 1 000 REvENUE (LHs) NPAT (RHs)
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Presenters. The ISMA will provide the Joint Provider with Disclosure of Financial Interest and Content Validation forms. The ISMA will assist the Joint Provider in reviewing the forms and the proper disclosure policies.
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Presenters. The ISMA will provide the Joint Provider with Disclosure of Financial Interest and Content Validation forms. The ISMA will assist the Joint Provider in reviewing the forms and the proper disclosure policies. Commercial Support – The ISMA will review and approve the Commercial Support agreements for compliance with ACCME guidelines and authorize the Joint Provider to receive funds from the commercial supporters. Exhibitors/Advertisers – The ISMA will review and approve the exhibitor information including company name, contact name, fee amount, terms, and copy of payment made to the Joint Provider. Presenter Honoraria and Expenses – The ISMA will authorize the Joint Provider to directly pay the presenter honoraria and expenses in accordance with the ISMA’s Honoraria and Travel Reimbursement Policy. Staffing – If requested and possible, the ISMA will provide the assigned staff person to be on-site during the Educational Activity to assist with registration and with other matters concerning the CME-related activities that arise during the course of the Educational Activity. However, because the steps necessary to accredit the Educational Activity primarily occur before the event, the ISMA does not have to attend the event in order to provide accreditation. Certificate of Attendance – The ISMA will provide the Joint Provider with an electronic template of the certificate of attendance for the Joint Provider’s completion. Evaluations – The ISMA will provide the Joint Provider with required CME language in the form of a sample form template and review the final evaluation form adopted by the Joint Provider. File – The ISMA will complete and retain a CME activity file for the Educational Activity that contains the following information: Joint Providership Intake Form; Planning worksheet; Marketing materials (both print and electronic form); Conflict of interest information; Commercial support information; Exhibitor information; Program budget; Program syllabus; Program presentations or slide sets; Attendance sheet; Program evaluation; and Sample copy of a certificate of attendance. Assurances by the ISMA. The ISMA assures the Joint Provider as follows: The ISMA will treat the Joint Provider and the Educational Activity presenters and attendees respectfully and professionally. The ISMA will provide the Joint Provider with all necessary information and materials in a timely fashion in order for both parties to fulfill the obligations of this Agreement. The ISMA is, ...
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Related to Presenters

  • School Any public elementary or secondary school including a charter school, universal pre- kindergarten program authorized pursuant to Education Law § 3602-e, an approved provider of preschool special education, any other publicly funded pre-kindergarten program, a school serving children in a special act school district as defined in Education Law § 4001, an approved private school for the education of students with disabilities, a State-supported school subject to the provisions of Article 85 of the Education Law, or a State-operated school subject to the provisions of Articles 87 or 88 of the Education Law.

  • Conferences At the request of the State or the Engineer, conferences shall be provided at the Engineer's office, the office of the State, or at other locations designated by the State. These conferences shall also include evaluation of the Engineer's services and work when requested by the State.

  • Tickets Each Ticket represents a limited, revocable license to enter the Venue to attend the specific Event listed on the applicable Ticket. No person, except for attendees under the age of three, may enter the Venue without a Ticket, and re-entry is prohibited. Failure to comply with this Agreement shall result in forfeiture of this license and all rights arising hereunder without refund or credit and shall entitle KSE to pursue all legal remedies available.

  • SBC-13STATE shall provide to CLEC Interconnection of the Parties’ facilities and equipment for the transmission and routing of Telephone Exchange Service traffic and Exchange Access traffic pursuant to the applicable Appendix ITR, which is/are attached hereto and incorporated herein by reference. Methods for Interconnection and Physical Architecture shall be as defined in the applicable Appendix NIM, which is/are attached hereto and incorporated herein by reference.

  • Coaching Informal discussion or instruction between employee and their immediate supervisor. Supervisor may follow up in writing which may include a simple action plan. This is not a form of corrective action.

  • Host A host where SSH server is activated. Note: The host name in the General tab should be set relatively to the SSH server which provided by your database hosting company. Port A port where SSH server is activated, by default it is 22. User Name

  • Schools The Applicant, its successors and assigns, will comply with applicable provisions of Section 163.3180(6), Florida Statutes, in providing any required school proportionate share mitigation and will pay any applicable school impact fees for the Development in the timing and manner required by law.

  • Lockers Where working conditions or weather requires regular employees to have additional clothing available at their regular point of assembly, the Employer shall provide appropriate secure individual lockers within the assembly room building.

  • SBC-12STATE 47.1.1 The terms contained in this Agreement and any Appendices, Attachments, Exhibits, Schedules, and Addenda constitute the entire agreement between the Parties with respect to the subject matter hereof, superseding all prior understandings, proposals and other communications, oral or written between the Parties during the negotiations of this Agreement and through the execution and/or Effective Date of this Agreement. This Agreement shall not operate as or constitute a novation of any agreement or contract between the Parties that predates the execution and/or Effective Date of this Agreement.

  • 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:

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