QUALITATIVE COMPARATIVE IMPACT ASSESSMENT Sample Clauses

QUALITATIVE COMPARATIVE IMPACT ASSESSMENT. As this document describes, there will be different impacts depending on which alternative is chosen. Each alternative is expected to have a negligible impact on the biological and physical environment, thus each alternative is equal in these respects. Alternative 2 offers positive social impacts and Alternative 1 carries with it negative social impacts. In regards to economic impacts, Alternative 2 provides economic benefits to Sector members that may not be realized as compared to Alternative 1. Table 14 summarizes these impacts as well as cumulative impacts of the alternatives. Alternative 1 (No Action) Summary Impacts Trip Limits DAS Cuts Gear Restrictions Closed Areas Biological Impacts Overall Negligible: the same as under Alternative 1 Longliners will likely convert to gillnetters Longliners convert gear, redirect effort, or lease days Longliners convert to gillnetters Longliners convert to gillnetters Target Species Negligible: Longliners will convert to gillnetters with slight impacts A slight possible increase Positive A slight net change in takes is possible No net change in takes Non-target Species Negligible: Gillnets may result in more bycatch with slight impacts A slight possible increase Negligible Negligible No net change in bycatch Protected Species Negligible: Gillnets may result in more interactions A slight possible increase Negligible Negligible No net change in interactions Habitat Impacts Overall Negligible Negligible Regulate gillnet interactions Reduce amount of potential interactions and protects habitat Protect EFH Social Impacts Overall Negative: Longlining fleet will be eliminated Limit revenues and hurts local community Impact longliners, resulting in a less diversified community Result in less local jobs with less longliners Prevent hook fishing and hurt community Chatham / Harwich Negative: Results may be detrimental to shoreside communities Place stress on community by forcing gear conversions Force conversion of longliners to gillnetters, stresses to local communities Force conversion of longliners to gillnetters, adding stress to local communities Negligible Hook Sector Negative: Limited flexibility and no income certainty Forces conversion of hook fishers to gillnetters Forces conversion of hook fishers to gillnetters Forces conversion of hook fishers to gillnetters Forces conversion of hook fishers to gillnetters Economic Impacts Overall Negative: Alternative 1 will have disproportionatey negative impacts on hook fleet...
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Related to QUALITATIVE COMPARATIVE IMPACT ASSESSMENT

  • Impact Assessment If Service Provider desires to make any change, upgrade, replacement or addition that may have an adverse impact or require changes as described in Section 9.6(c) or increase the risk of Service Provider not being able to provide the Services in accordance with this Agreement or violate or be inconsistent with DIR Standards or Strategic Plans, then Service Provider shall prepare a written risk assessment and mitigation plan (1) describing in detail the nature and extent of such adverse impact or risk, (2) describing any benefits, savings or risks to DIR or the DIR Customers associated with such change, and (3) proposing strategies to mitigate any adverse risks or impacts associated with such change and, after consultation and agreement with DIR, implement the plan.

  • Performance Assessment 6.1 The Performance Plan (Annexure A) to this Agreement sets out key performance indicators and competencies that needs to be evaluated in terms of –

  • Evaluation Cycle: Formative Assessment A) A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement. Evaluators are expected to make frequent unannounced visits to classrooms. Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice.

  • Diagnostic Assessment 6.3.1 Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and which is compliant with Ministry of Education PPM (PPM 155: Diagnostic Assessment in Support of Student Learning, date of issue January 7, 2013).

  • Conformity Assessment 1. The Parties recognize that a broad range of mechanisms exists to facilitate the acceptance of conformity assessment procedures and results thereby, including:

  • Risk Assessment An assessment of any risks inherent in the work requirements and actions to mitigate these risks.

  • Conformity Assessment Procedures 1. Each Party shall give positive consideration to accepting the results of conformity assessment procedures of other Parties, even where those procedures differ from its own, provided it is satisfied that those procedures offer an assurance of conformity with applicable technical regulations or standards equivalent to its own procedures.

  • Screening and Assessment Grantee shall:

  • ASSESSMENT REPORT Within 120 days following the general election held on November 2nd 2003, the returning officer of the munici- pality shall forward, in accordance with section 659.3 of the Act respecting elections and referendums in munici- palities (R.S.Q., c. E-2.2), an assessment report to the Chief Electoral Officer and the Minister setting out relevant ways to improve the trial and addressing, in particular, the following points : — the preparations for the election (choice of the new method of voting, communications plan, etc.) ; — the conduct of the advance poll and the poll ; — the cost of using the electronic voting system : – the cost of adapting election procedures ; – non-recurrent costs likely to be amortized ; – a comparison between the actual polling costs and the estimated polling costs using the new methods of voting and the projected cost of holding the general election on November 2nd 2003 using traditional methods ; — the number and duration of incidents during which voting was stopped, if any ; — the advantages and disadvantages of using the new method of voting ; — the results obtained during the addition of the votes and the correspondence between the number of ballot paper cards issued to the deputy returning officers and the number of ballot paper cards returned used and unused ; — the examination of rejected ballot papers, if it has been completed.

  • Specialist Schools Allowance Funding equivalent to that which a maintained school with the Academy's characteristics would receive in respect of their participation in the specialist schools programme. In the year of conversion, this may continue to be paid by the Local Authority;

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