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• EXTRADITION Treaty on extradition. Signed at Buenos Aires June 10, 1997; entered into force June 15, 2000. TIAS ; 2159 UNTS 129. FINANCE Agreement relating to investment guaranties under section 413(b)(4) of the Mutual Security Act of 1954, as amended. Signed at Buenos Aires December 22, 1959; entered into force provisionally December 22, 1959; definitively May 5, 1961. 12 UST 955; TIAS 4799; 411 UNTS 41. Agreement regarding the consolidation and re- scheduling of certain debts owed to, xxxxxx- xxxx by or insured by the United States Gov- ernment and its agencies, with annexes. Signed at Buenos Aires April 8, 1986; entered into force May 19, 1986. NP Swap agreement between the United States Treasury and the Central Bank of the Argen- tine Republic/Government of the Argentine Republic, with related letter and amendment. Signed at Washington and Buenos Aires Feb- ruary 23, 1988; entered into force February 23, 1988. TIAS Swap agreement between the United States Treasury, the Central Bank of the Argentine Republic/Government of the Argentine Repub- lic, with memorandum of understanding. Signed at Washington and Buenos Aires Octo- ber 19, 1988; entered into force October 19, 1988. TIAS Agreement regarding the consolidation and re- scheduling or refinancing of certain debts owed to, guaranteed by, or insured by the United States Government and its agencies, with annexes. Signed at Buenos Aires Decem- ber 14, 1989; entered into force January 22, 1990. NP Agreement regarding the consolidation and re- scheduling of certain debts owed to, xxxxxx- xxxx by, or insured by the United States Gov- ernment and its agencies, with annexes. Signed at Buenos Aires December 5, 1990; entered into force January 16, 1991. NP Agreement regarding the consolidation and re- scheduling or refinancing of certain debts owed to, guaranteed by or insured by the United States Government and its agencies, with annexes. Signed at Washington December 6, 1991; entered into force February 10, 1992. NP Agreement regarding the consolidation and re- scheduling of certain debts owed to, xxxxxx- xxxx by or insured by the United States Gov- ernment and its agencies, with annexes. Signed at Washington January 13, 1993; entered into force March 8, 1993. NP Agreement regarding the reduction of certain debts related to foreign assistance owed to the Government of the United States and its agen- cies, with appendices. Signed at Washington and Buenos Aires January 13 and 15, 1993; entered into force February 14, 1993. NP

• 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:

• Outputs 11. The objectives and outcomes of this Agreement will be achieved by:

• Measurement Should the State terminate this contract as herein provided, no fees other than fees due and payable at the time of termination shall thereafter be paid to the Engineer. In determining the value of the work performed by the Engineer prior to termination, the State shall be the sole judge. Compensation for work at termination will be based on a percentage of the work completed at that time. Should the State terminate this contract under paragraph (4) or (5) above, the Engineer shall not incur costs during the thirty-day notice period in excess of the amount incurred during the preceding thirty days.

• Shift Rotation Routine shift rotation is not an approach to staffing endorsed by the Employer. Except for emergency situations where it may be necessary to provide safe patient care, shift rotation will not be utilized without mutual consent. If such an occasion should ever occur, volunteers will be sought first. If no one volunteers, the Employer will rotate shifts on an inverse seniority basis until the staff vacancies are filled.

• Check Meters Developer, at its option and expense, may install and operate, on its premises and on its side of the Point of Interconnection, one or more check meters to check Connecting Transmission Owner’s meters. Such check meters shall be for check purposes only and shall not be used for the measurement of power flows for purposes of this Agreement, except as provided in Article 7.4 below. The check meters shall be subject at all reasonable times to inspection and examination by Connecting Transmission Owner or its designee. The installation, operation and maintenance thereof shall be performed entirely by Developer in accordance with Good Utility Practice.

• System Logging The system must maintain an automated audit trail which can 20 identify the user or system process which initiates a request for PHI COUNTY discloses to 21 CONTRACTOR or CONTRACTOR creates, receives, maintains, or transmits on behalf of COUNTY, 22 or which alters such PHI. The audit trail must be date and time stamped, must log both successful and 23 failed accesses, must be read only, and must be restricted to authorized users. If such PHI is stored in a 24 database, database logging functionality must be enabled. Audit trail data must be archived for at least 3 25 years after occurrence.

• Mileage Measurement Where required, the mileage measurement for LIS rate elements is determined in the same manner as the mileage measurement for V&H methodology as outlined in NECA Tariff No. 4.

• THRIVING In this evaluation, Rancho del Niño San Xxxxxxxx FAILED in this category. One of the strongest concerns of the nuns in charge is that they have experience in child care, yet they have never been trained in positive discipline techniques. They are very clear that corporal punishment is not an alternative to discipline, and the techniques they use sometimes do not bring about the change or improvement in behavior that they would hope for. Their resources become limited. They also have not received any training to deal with crisis or trauma situations, and not having a therapist on site makes their work even more challenging. As for policies to prevent any form of abuse or mistreatment of children by a caregiver, no strategy has been implemented. However, the nuns are completely confident that this does not happen because their training as religious and the vocation to the service of the children of the only three caregivers that they are, gives them the peace of mind that this is not a practice among them. Regarding the security of the place, there is a significant degree of concern because the home’s facilities do not have a perimeter fence to protect those who live there in relation to the surrounding community. On numerous occasions, intruders have entered their property and on occasion have used it as a hiding place from the authorities. For the people who visit the home, there is no written code of conduct in which they can be informed of what is expected of them during their visit, in terms of their behavior. In order for Rancho del Niño San Xxxxxxxx to improve in this category, a perimeter wall construction project needs to be created on the property. A code of conduct for visitors also needs to be written and a therapeutic work plan needs to be in place. Build a surrounding fence around the perimeter of the property Create a written code of conduct for visitors When the psychologist is hired, she/he will have to create a work plan Right to Dignity & Freedom SURVIVING SUSTAINING

• Performance Expectations The Charter School’s performance in relation to the indicators, measures, metrics and targets set forth in the CPF shall provide the basis upon which the SCSC will decide whether to renew the Charter School’s Charter Contract at the end of the charter term. This section shall not preclude the SCSC from considering other relevant factors in making renewal decisions.