The University. This Agreement is entered into by ARCH in its own -------------- private capacity and not on behalf of the University, nor as its contractor or agent. It is understood and agreed that the University is not a party to this Agreement and is not liable for nor assumes any responsibility or obligation under this Agreement, and is not liable for any action or lack thereof by ARCH.
The University. UNAB is a Chilean, private post-secondary education institution, fully autonomous, which is incorporated as a non- for-profit private corporation and is subject to the Law of Education. The following Persons are the active members (the “Active Members”) of UNAB: Luis Cordero Barrera, Ignacio Fernández Doren, Juan Antonio Guzmán Molinari, Andrés Navarro Haeussler, Miguel Angel Poduje Sapiain, Marcelo Ruiz Pérez, Alvaro Saieh Bendeck, Jorge Selume Zaror and Instituto 1. UNAB is managed by a board (the “Directive Board”), which members are Messrs. Miguel Angel Poduje Sapiain, Guillermo Elton Alamos, José Antonio Guzmán Molinari, Jorge Selume Zaror, Luis Cordero Barrera, Máximo Pacheco Gómez, Ignacio Fernández Doren, Andrés Navarro Haeussler, Marcelo Ruiz Pérez y Alvaro Saieh Bendeck. The management structure and current by-laws of UNAB are those included in Exhibit 2.03 hereto.
The University. This Agreement is entered into by ARCH in its own private capacity and not on behalf of the University, nor as its contractor or agent. It is understood and agreed that the University is not a party to this Agreement and is not liable for nor assumes any responsibility or obligation under this Agreement, and is not liable for any action or lack thereof by ARCH. *The asterisk denotes that confidential portions of this exhibit have been omitted in reliance on Rule 24b-2 of the Securities Exchange Act of 1934. The confidential portions have been submitted separately to the Securities and Exchange Commission
The University. 4.24.1 will, and will procure that the other Site RO’s will, contribute to the delivery of the Mission, through the provision of wider and equitable access by Institute ROs and Institute funded scientists to relevant Site RO research related facilities and services, e.g. IT systems, technology platforms and library, as reasonably required to deliver Institute funded research, training and innovation and in accordance with the Award Letter and any Subsequent Award Letter;
The University. The UNIVERSITY is dedicated to educating students for competence, conscience, and compassion. The traditions of Jesuit education—educating the whole person for a life of service—run deep in all of its curricular and co-curricular programs. This is accomplished both through community-based learning requirements for undergraduates and the provision of opportunities for co-curricular community engagement. Community-based learning involves engaging with the community in ways that tie meaningful learning experiences directly to course content. Through reflective activities, service, and course assignments related to the community engagement, students enhance their understanding of course content, sense of civic engagement, awareness of social justice, self-awareness, vocational discernment, and commitment to the community. Name of Agency/Organization (Name) and its mission:
The University. The University is responsible for the overall quality of the initial teacher training programmes and trainee teacher outcomes. In particular the University: • is jointly responsible for interviews, recruitment, selection and admission; • will submit all the relevant documentation to the DFE (Department for Education); • will provide an induction programme and termly meetings for the SBT to support training and professional development; • will provide 20 training days for the trainee across the school year; • ensures that the trainee teacher covers the appropriate range of curriculum matters to underpin the role as a beginning teacher, including training in the use of IT to support learning; • will provide training and support for SBT and the University's own team members; • will provide opportunities for mentor training, both at an introductory level and at a certification level that can be used towards a higher qualification (Master’s level) and opportunities for further mentor or other training as required; • will provide facilities for learning and teaching to take place in a variety of forms – classroom based, distance learning, on-line learning, independent study in its learning centres or elsewhere; • will provide appropriate documentation to support the training programme; • agrees with the lead School Direct school the programmes for the trainee teachers prior to their commencement of the course; • will make an initial visit to support and assist the school in the fulfilment of its agreed responsibilities; • will provide a UBT who will visit the trainee in the school at least once a term to moderate the trainee’s programme and progress; • arranges additional visits to schools when needed, to support schools, e.g. when a trainee teacher has been formally placed at cause for concern; • provide facilities to support trainee teachers on a range of personal and counselling matters; • will communicate the required structure of the trainee’s Portfolio of Evidence and documentation to facilitate its verification; • will set and mark assignments for the trainee; • will take responsibility for the final verification of trainees against the Standards for QTS and conduct/make arrangements for the two-part final verification process; • will make recommendations to the DFE in relation to QTS; • will receive, approve and confirm the completed section of the trainee’s Career Entry and Development Profile (this requirement is not statutory but has been retained by ...