The Professional Sample Clauses

The Professional. The Professional, for this Project shall be set forth in the SOW provided to Contractor. The Professional will be the Owner’s representative in dealing with the Contractor on all design and technical matters, and will administer the Contract Documents. Unless otherwise directed by Owner, the Owner and Contractor shall communicate with each other through the designated Professional. The Owner’s instructions to the Contractor will be issued through the designated Professional. If there is no professional consultant retained by the Owner for a project, the Professional will be the Owner’s Project manager.
The Professional. Leave Committee shall keep a public and written record of its deliberations and shall provide the applicant, the College President, and the Union its written recommendations by the day two (2) weeks before the March Board of Trustees meeting.
The Professional e.g. Demonstrate a commitment to their patients, profession, and society through ethical practice) FY1 Literature Review ReferencesBurch, V. C., Nash, R. C., Zabow, T., Gibbs, T., Aubin, L., Jacobs, B., & Hift, R. J. (2005). A structured assessment of newly qualified medical graduates. Medical Education, 39, 723‐731. Bogg, J., Gibbs, T., & Bundred, P. (2001). Training, job demands and mental health of pre‐ registration house officers. Medical Education, 35, 590‐595. Brennan, N., Corrigan, O., Allard, J., Archer, J., Barnes, R., Bleakley, A., Collett, T., & Regan de Bere, S. (2010). The transition from medical student to junior doctor: today’s experiences of Tomorrow’s Doctors. Medical Education, 44, 449‐458. Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. JAMA, 287, 226‐235. Fox, R.A., Ingham Clark, C.L., Scotland, A.D., & Dacre, J.E. (2000). A study of pre‐registration house officers’ clinical skills. Medical Education, 34, 1007‐1012. General Medical Council (2006). Good medical practice. Retrieved 18 September 2009, from http://www.gmc‐ General Medical Council (2009). The New Doctor. Retrieved 13 May 2010, from http://www.gmc‐ General Medical Council (2009). Tomorrow’s doctors. Retrieved 13 May 2010, from http://www.gmc‐ Goodfellow, P.B., Claydon, P. (2001). Students sitting finals: ready to be house officers? Journal of the Royal Society of Medicine, 94, 516‐20 Hannon, F. B. (2000). A national medical education needs’ assessment of interns and the development of an intern education and training programme. Medical Education, 34, 275‐284. Hesketh, E. A., Allan, M. S., Harden, R. M., & Macpherson, S. G. (2003). New doctors’ perceptions of their educational development during their first year of postgraduate training. Medical Teacher, 25, 67‐76. Hoffman, K., Hosokawa, M., & Donaldson, J. (2009). What criteria do faculty use when rating students as potential house officers? Medical Teachers, 31, e412‐e417. Lempp, H., Cochrane, M., Seabrook, M., & Rees, J. (2003). Impact of educational preparation on medical students in transition from final year PRHO year: a qualitative evaluation of first year training following the introduction of a new year 5 curriculum in a London medical school. Medical Teacher, 26, 276‐ 278. Moss, F. (1997). The pre‐registration year. Medical Educati...
The Professional. Utilis shall provide reports notating areas containing potential leaks (i.e., areas containing soil moisture of treated water underground) using a proprietary satellite imaging algorithm across the NBU water system. Utilis shall provide a primary contact person for technical and administrative purposes who will interact with NBU. The Professional’s responsibilities include the following:
The Professional. Engineer in responsible charge of preparing the Technical Specifications for the Project will sign and seal the cover sheet of the final construction specifications for the Project. The Final Construction Plans will be signed and sealed by the Professional Engineer or Surveyor, as appropriate, in responsible charge of the design of the Project.
The Professional. Fourth and finally, the professional framework for both scholarship and teaching multiples the synergies. It is important to recall that as legal academics, both our legal writing and scholarship relate to the profession. This triangulation means that both our scholarship and teaching address matters that we generally believe have some relevance to the practice of law; matters we believe practicing attorneys, jurists, legislators, and policy makers do—or should—consider. Certainly, a dysfunctional psychological triangulation or a cynical political triangulation can occur: we might exploit or manipulate a pair of these aspects in order to elevate or diminish the third. But at its best, triangulation allows for a mutually reinforcing synergy between legal education, scholarship, and practice.In our teaching and writing, we ask similar questions about legal practice, although many times these queries are implicit. Whether we are addressing doctrinal, theoretical, methodological (skills) matters—or some combination— we ask why do attorneys care and why they should; how our concerns would surface in legal practice; how a jurist should handle this problem; how law or policy might be changed for the better. In class we ask our students to role-play as attorneys representing the clients in the case we are reading or in the hypothetical we have presented. In scholarship we tacitly ask attorneys, judges, and policy-makers to follow our arguments and adopt them.We might enhance this triangulated synergy by being more explicit and specific in our references to the profession of law. Nonetheless, this is not to suggest that all of our pedagogy and scholarship be fixated on litigation and any resultant judicial decision. The legal profession is much more diverse than that. Highlighting the multiplicity of ways of “practicing law” can be a stimulating topic of conversation between our pedagogical and scholarly practices. The professional, like the methodological, theoretical, and doctrinal, is a fertile ground for cultivating reciprocal synergies between our teaching and scholarship. Some of this happens “naturally,” we will be able to reap the rewards if we pay attention. But there are also a few habits we might establish in order to further promote the reciprocal synergies between teaching and scholarship.

Related to The Professional

  • 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.

  • Design Professional The Design Professional is retained in accordance with the Design Professional Contract (i) for the design and preparation of Construction Documents that are necessary to implement the Program governing the construction of the Project or Components thereof, and the design and preparation of any necessary documents antecedent to preparation of such Construction Documents, or (ii) for construction contract administration of the Work under Contract Documents, or (iii) for both. The Contractor acknowledges and agrees that the Contract Documents are addressed to skilled tradesmen in the construction profession who shall be required to use their special skills and experience, through submittals and shop drawings, to translate the Design Professional’s design intent as expressed in the Contract Documents into a completed structure. The Contract Documents shall specify when shop drawings or submittals require the seal of a specialty consultant.

  • Professional Dues The District shall pay the Association dues of the Superintendent for the American Association of School Administrators, the Michigan Association of School Administrators and M.A.S.A. Region in which the School District is located as well as other appropriate affiliations as approved.

  • PROFESSIONAL BEHAVIOR A. Teachers are expected to comply with reasonable rules, regulations, and directions adopted by the Board, or its representatives, which are not inconsistent with the provisions of this Agreement, provided that a teacher may reasonably refuse to carry out an order which threatens physical safety or well being or is professionally demeaning.

  • Professional Services HP will deliver any ordered IT consulting, training or other services as described in the applicable Supporting Material.

  • Professional Conduct Resident shall participate in Medical Center's institutional programs and activities involving the pharmacy staff and follow all practices, procedures and policies of Medical Center. Resident agrees to abide by all rules and regulations of Medical Center and its affiliated institutions to which Resident may be assigned from time to time, and Resident agrees to render all services under the direction of the Program Director and/or the director or coordinator of the service to which the resident is assigned.