RECOGNISING Sample Clauses

RECOGNISING. The high rate of urbanisation in African countries and its impact on urban infrastructures; The urban planning difficulties faced by the authorities in the sub-region, particularly for the management of waste; The rapid increase of motor vehicle traffic with most countries having limited or non-existent standards for vehicle import and emissions and poor fuel quality resulting in the importation of old second hand vehicles using fuels with high sulphur levels and, consequently increasing air pollutant emissions; National fuel standards often do not match improvements in the quality of fuel produced and/or sold in the sub-region thus allowing for importation of lower grade fuels; The high number of two-stroke motorcycle engines in the sub-region, combined with poor fuel –oil mix leading to increased emissions; The limited transport planning and management in urban areas resulting in inadequate provision of public transport, inadequate investment in infrastructure for motorised transport, non-motorised transport and pedestrian traffic thus reducing urban mobility options, increasing traffic congestion, and increasing air pollutant emissions; The increasing emissions from the industrial and mining sector including manufacturing and processing industries, mineral extraction, and power generation using fossil fuel; The limited information on air quality in all the countries making it difficult to track trends and hindering coordinated approaches to air quality management and the introduction of programmes that would contribute to better air quality; The linkage between air pollution and climate change, associated with greenhouse gases (carbon dioxide, methane, ozone), and the co-benefits of reducing air pollution in all sectors of the economy for greenhouse gas reduction; The effects of uncontrolled xxxx burning and open air waste burning activities on local and regional air quality; The high number of people working in the informal sector in African countries, contributing significantly to increasing air pollution. That Africa is often used as a dumping ground for redundant technologies from other parts of the world that are causing air pollution through their use and disposal. .
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RECOGNISING. (g) a persistent under-representation of women in physics in universities ;
RECOGNISING. 1 That the current IALA Maritime Buoyage System has been adopted by almost all marine aids to navigation authorities worldwide.

Related to RECOGNISING

  • RECOGNITION OF THE UNION 1. The BCPSEA recognizes the BCTF as the sole and exclusive bargaining agent for the negotiation and administration of all terms and conditions of employment of all employees within the bargaining unit for which the BCTF is established as the bargaining agent pursuant to PELRA and subject to the provisions of this Collective Agreement.

  • Beëindiging Deze licentie is xxx xxxxxx totdat deze wordt beëindigd. Uw rechten ingevolge deze licentie vervallen automatisch, zonder aankondiging van Apple, als u niet voldoet aan een of meer van de voorwaarden van deze licentie. Nadat de geldigheid van deze licentie is verlopen, dient u elk gebruik van de Apple software xx xxxxxx en alle volledige of gedeeltelijke kopieën van de Apple software die in uw bezit zijn, te vernietigen.

  • RECOGNITION 1. For the purposes of the fulfillment, in whole or in part, of its standards or criteria for the authorization, licensing or certification of services suppliers, and subject to the requirements of paragraph 3, a Party may recognize the education or experience obtained, requirements met, or licences or certifications granted in the other Party or a non-Party. Such recognition, which may be achieved through harmonization or otherwise, may be based upon an agreement or arrangement with the other Party or a non-Party concerned or may be accorded autonomously. 2. A Party that is a party to an agreement or arrangement of the type referred to in paragraph 1, whether existing or future, shall afford adequate opportunity for the other Party, if the other Party is interested, to negotiate its accession to such an agreement or arrangement or to negotiate comparable ones with it. Where a Party accords recognition autonomously, it shall afford adequate opportunity for the other Party to demonstrate that education, experience, licences or certifications obtained or requirements met in that other Party's territory should be recognized. 3. A Party shall not accord recognition in a manner which would constitute a means of discrimination between countries in the application of its standards or criteria for the authorization, licensing or certification of services suppliers, or a disguised restriction on trade in services. 4. Each Party should encourage the relevant bodies in its respective territory to conduct future negotiations for developing mutually acceptable standards and criteria for licensing, temporary licensing and certification of professional services suppliers.

  • Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment.

  • Recognition of the Association The County recognizes the Government Supervisors Association of Florida, OPEIU, Local 100, ("Association") which has been certified, by the Florida Public Employee Relations Commission, Certification Number 1289, as the sole and exclusive representative of the employees within the Bargaining Unit, as described pursuant to PERC Case No. EL-2000-013, and as amended by mutual agreement of the parties for the purpose of collective bargaining with respect to wages, hours of employment, and other terms and conditions of employment. References to “Supervisory” in this Agreement will include all Bargaining Unit members.

  • Cooperation of the Parties Each Party agrees to cooperate fully in the preparation, filing, and prosecution of any Patent Rights under this Agreement. Such cooperation includes, but is not limited to:

  • Enterprise Clarify specific needs of client/other employees; provide information and advice; follow-up on client/employee needs; clarify the nature of a verbal message; identify options for resolution and act accordingly.

  • CONSIDERING That at the Santa Xxxx Summit of the Americas meeting of Heads of State in 1996, the Inter-American Biodiversity Information Network (hereinafter “IABIN”) was created with the objective of providing a networking information infrastructure (such as standards and protocols) and biodiversity information content required by the countries of the Americas to improve decision-making, particularly for issues at the interface of human development and biodiversity conservation; That through IABIN, access will be made available to scientific information currently scattered throughout the world in different institutions, such as government organizations, museums, botanical gardens, universities, and nongovernmental organizations (NGOs); That in order to fund the building of IABIN, GS/OAS and the International Bank for Reconstruction and Development (hereinafter the Bank) acting as an Implementing Agency of the Global Environment Facility (hereinafter the GEF) Trust Fund, approved the GEF Trust Fund Grant Agreement effective on October 4, 2004, as amended on February 10, 2006, June 26 2006, and December 19 2008 with GS/OAS (Annex 1 hereto) in an amount equal to US$6,000,000 (”Master Agreement”); That Article III of the Master Agreement provides that GS/OAS shall enter into sub-project agreements with “Eligible Institutions” to carry out certain project tasks and functions , and the Institution has been designated an “Eligible Institution” under the terms of that Agreement; and That GS/OAS is the central and permanent organ of the Organization of American States and is authorized to carry out relations of cooperation in accordance with Article 112(h) of the Charter and OAS General Assembly Resolution AG/RES. 57 (I- O/71); HAVE AGREED to sign this Project Agreement (hereinafter “Agreement”), based on the following provisions: ARTICLE I OBJECTIVE

  • Professional Liability insurance shall be written with limits no less than $1,000,000 per claim and $1,000,000 policy aggregate limit, as applicable.

  • 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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