General History Sample Clauses

General History. Has your child had previous child care experiences? If yes, please list location(s) of previous child care experience:  Yes  No
General History. Has your child had previous child care experiences? If yes, please list location(s) of previous child care experience:  Yes  No ____________________________________________________________________________________________________________________________________ What is your child’s favorite toy? _________________________________________________________________________________________________________ What is your child’s favorite activity? ______________________________________________________________________________________________________ How do you comfort your child? (i.e. pacifier, blanket, hugs, toy) ________________________________________________________________________________ Does your child seem healthy most of the time?  Yes  No Is your child taking any medication now? If yes, what? ________________________________ why? ________________  Yes  No In the past year, has your child had any ear infections?  Yes  No In the past year, has your child had any colds or sore throat infections with a fever?  Yes  No Has your child had trouble with his/her eyes or vision?  Yes  No What arrangements have you made for the care of your child should he/she become ill at the center? ___________________________________________________________ Does your child have any special needs that the staff should be aware of? Please attach a copy of your child IEP, if applicable.  Yes  No Is yes, explain: ________________________________________________________________________________________________________________ Does your child have, or ever had, other illnesses or diseases the staff should be aware of? If yes, list type, when and how treated.  Yes  No ____________________________________________________________________________________________________________________________________ Has your child ever been hospitalized? If yes, for what?  Yes  No __________________________________________________________________________ Has your child ever had any serious accidents or poisonings? If yes, list type, when and how treated.  Yes  No ____________________________________________________________________________________________________________________________________ Does your child have any food/environmental allergies, asthma or special food accommodations as determined by a physician  Yes  No OR preferences (such as personal preference or religious preference)  Yes  No If yes, please explain. ____________________________________________________________...
General History. The development of this area had its origin in the fur trade during the early history of French and British Canada. The lines of communication were by water from the Ottawa River drainage using the Montreal and ▇▇▇▇▇▇▇ ▇▇▇▇▇▇ to reach northward into the ▇▇▇▇▇▇ and ▇▇▇▇▇ ▇▇▇ by way of the Black and Fredrickhouse Rivers. Serious settlement of the Clay Belt began following the construction of the Temiskaming and Northern Ontario Railway from North Bay to Cochrane. The industrial and commercial development of this part of Ontario has resulted from two main sources: mining and forestry. Coincident with the beginning of settlement in this area, the discovery of gold in 1907 established the ▇▇▇▇▇▇▇▇ Lake area as one of the major gold producing areas of the world. Actual logging history within the former Crown Management Unit (within which the landbase for this plan is located) began in 1907 with what was referred to as the Montreal River Concession. Sawlog material from the planning land base was also supplied to two other ▇▇▇▇▇ – Kokotow Lumber Company Ltd. and the C.T. ▇▇▇▇▇▇▇▇ mill, both of which were located in Kenogami, on ▇▇▇▇▇▇▇ ▇▇ ▇▇▇▇ ▇▇ ▇▇▇▇▇▇▇▇ ▇▇▇▇.
General History. Why are you surrendering this cat? Please be as detailed as possible! How long have you had this cat? Including yours, how many homes has this cat had? Did this cat come from another rescue group or shelter? If yes, please name organization here: Yes No Would you describe this cat as loud / talkative? Yes No Does this cat enjoy being held? Yes No Describe this cat’s personality on the scales below:
General History. Why are you surrendering this dog? Please be as detailed as possible! How long have you had this dog? Including yours, how many homes has this dog had? Did this dog come from another rescue group or shelter? If yes, please name organization here: Yes No Describe this dog’s personality on the scales below:

Related to General History

  • Criminal History Applicants who have criminal convictions may be denied. Any crimes associated with drugs, violence, sex, property damage, and/or weapons may be grounds for automatic disqualification. Eligibility is dependent upon the level, disposition, and time since the crime occurred. Open cases for similar crimes may be grounds for denial. Credit. A credit check will be performed, and the following may be grounds for denial: past due or dishonored debt, the absence of a credit history, unpaid housing accounts, unpaid utility accounts.

  • 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. 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. 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: 1. The Chief Academic Officer (CAO) of any subscribing institution submits a written request for a change in course status to the CAO of the respective system. The request should include the rationale for the revised status. 2. The system CAO then submits the request to the Director of Transfer Articulation at UNC General Administration. 3. The Director of Transfer Articulation will send the request to the Chief Academic Officers of the universities. If all the universities approve of the addition, the recommendation will be sent to the TAC and the CAOs of the two systems. 4. If all universities do not approve the request, the Director of Transfer Articulation may assemble a discipline team comprised of university and community college faculty to see if the course can be revised in a manner that will be acceptable for inclusion in the UGETC. If so, the revised course will be sent to the university CAOs for consideration.

  • 1General Nothing in this Agreement shall prevent a Party from utilizing the services of any subcontractor as it deems appropriate to perform its obligations under this Agreement; provided, however, that each Party shall require its subcontractors to comply with all applicable terms and conditions of this Agreement in providing such services and each Party shall remain primarily liable to the other Parties for the performance of such subcontractor.

  • PROCEDURAL HISTORY On May 16, 2008, pursuant to 83 Illinois Administrative Code Part 763, Illinois Bell Telephone Company (“AT&T Illinois”) and Vertex Broadband, Corp. d/b/a AthenaTel d/b/a Reason to Switch d/b/a TownLink Communications d/b/a INT Connections (“Vertex”), filed a joint petition for approval of the Interconnection Agreement dated May 7, 2008 under Section 252 of the Telecommunications Act of 1996 (47 U.S.C. §§ 151 et seq.) (“the Act”). The Agreement was submitted with the petition. A statement in support of the petition was filed along with verifications sworn to by ▇▇▇▇▇ ▇. ▇▇▇▇, ▇▇. on behalf of AT&T Illinois and by ▇▇▇▇▇▇ ▇. ▇▇▇▇▇ on behalf of Vertex, stating that the facts contained in the petition are true and correct to the best of their knowledge, information, and belief. Pursuant to notice as required by law and the rules and regulations of the Commission, this matter came on for hearing by the duly authorized Administrative Law Judge of the Commission at its offices in Chicago, Illinois, on June 9, 2008. Staff filed the Verified Statement of A. ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇ of the Commission’s Telecommunications Division on June 6, 2008. At the hearing on June 9, 2008, AT&T Illinois, Vertex and Staff appeared and agreed that there were no unresolved issues in this proceeding. ▇▇. ▇▇▇▇▇▇▇’▇ Verified Statement was admitted into evidence and the record was marked “Heard and Taken.”

  • Outreach and Education The agencies agree to coordinate, conduct joint outreach presentations, and prepare and distribute publications, when appropriate, for the regulated community of common concern. • The agencies agree to work with each other to provide a side-by-side comparison of laws with overlapping provisions and jurisdiction. • The agencies agree to provide a hyperlink on each agency’s website linking users directly to the outreach materials in areas of mutual jurisdiction and concern. • The agencies agree to jointly disseminate outreach materials to the regulated community, when appropriate. • All materials bearing the DOL or DOL/WHD name, logo, or seal must be approved in advance by DOL. • All materials bearing the OEAS name, logo, or seal must be approved in advance by OEAS.