Identified Barriers Sample Clauses

The 'Identified Barriers' clause defines and addresses specific obstacles or impediments that may affect the performance or completion of contractual obligations. In practice, this clause typically requires the parties to list known barriers at the outset of the agreement, such as regulatory hurdles, resource limitations, or site access issues, and may outline procedures for managing or mitigating these barriers as the project progresses. Its core function is to ensure transparency and proactive management of foreseeable challenges, thereby reducing the risk of disputes and delays by clarifying responsibilities and expectations regarding known obstacles.
Identified Barriers. The Dutch case study, conducted in the context of the task 6.4, focused on the identification of contextual factors that influenced the development of smart grids in the 5 The Dutch DSOs created a company called Energy Data Service Netherlands (EDSN) in 2002 that had initially been working with external IT partners to provide standardized bilateral communication between market entities. 6 The regulation is technology-neutral. It supports efficient investments, not considering their nature. “System network operators are currently expected to make the investments that are necessary to contribute to a more sustainable and renewable energy chain, for example, infrastructure for solar panels or wind farms. The method of regulation enables system operators to make an appropriate return on these investments”. (Autoriteit Consumert & Markt 2017) Netherlands. Relevant stakeholders expressed their perceptions on the main factors influencing smart grid deployment. As stated in the original analysis, “market and regulatory reform was the most important contextual factor for implementing Smart Grids” in the Netherlands (Fujiwara, Williges and ▇▇▇▇▇ 2017). Below we present and discuss the individual barriers, structured around the three categories presented in section 2, namely: (i) institutions and governance, (ii)innovation and investment-related issues and (iii) attitudes, behaviour and lifestyle. Concerns have been voiced for the current market and regulatory framework prescribing an unbundled energy market model that was characterized by Dutch stakeholders as a blocking factor since reportedly it limits free communication and collaboration among market entities, which is a prerequisite for the successful deployment of smart grids. The unbundling of the energy system made the adoption of smart grids a complex issue with many actors involved. The fact that grid operators are regulated public entities with limits to their cooperation with energy supplying companies, was especially considered to be in contrast to the mandate of smart grid technologies for close cooperation of these entities (Fujiwara, Williges and ▇▇▇▇▇ 2017). Dutch experts also highlighted that due to this limitation, DSOs are not allowed to provide smart devices to consumers as this would interfere with the competition of energy supplying companies, and they cannot exchange data with retailers. Furthermore, DSOs are not allowed to own, develop, manage or operate storage assets (eurelectric 2017). Suc...
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Identified Barriers i. Individuals who are unable to use a mouse due to mobility impairments will be unable to access certain content on the Diversity page (▇▇▇▇▇://▇▇▇.▇▇▇. edu/diversity/), as the visual focus indicator was not consistently apparent. ii. Individuals with low vision or who have difficulty distinguishing between different colors will be unable to access content on the My WKU page (▇▇▇▇▇://▇▇.▇▇▇.▇▇▇/), as color contrast was insufficient.
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Identified Barriers i. The following PDF documents lacked sufficient structure to communicate some content effectively to individuals who use assistive technology: Enrollment Form page (▇▇▇▇▇://▇▇▇▇- ▇▇▇▇.▇▇.▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇/▇▇▇▇▇▇▇▇_▇▇▇▇/▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇ /Open_Enrollment-Renewal_2023-2024.pdf); the Student Handbook (▇▇▇▇▇://▇▇▇▇- ▇▇▇▇.▇▇.▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇/▇▇▇▇▇▇▇▇_▇▇▇▇/▇▇▇▇/▇▇▇▇▇/▇▇▇▇▇▇ 7/NWHS_Student_Handbook_23-24.pdf); the Board Minutes page (▇▇▇▇▇://▇▇▇▇- ▇▇▇▇.▇▇.▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇/▇▇▇▇▇▇▇▇_▇▇▇▇/▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇ /2023_07_20_Minutes.pdf); and the Lunch Menu page (▇▇▇▇▇://▇▇▇▇- ▇▇▇▇.▇▇.▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇/▇▇▇▇▇▇▇▇_▇▇▇▇/▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇ /Elementary_Lunch_Menu.pdf). ii. The color contrast was insufficient for some text on the Food Service page (▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇.▇▇/page/food-service).
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Identified Barriers i. School Locator page (▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇.▇▇▇▇▇▇▇▇▇.k12.de.us/planareasearch/): Individuals who are blind or have low vision and use assistive technology cannot access the information, because the form’s input fields are not associated with labels nor do they have accessible names. ii. Emergency Contact Card (▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/cms/lib/DE50000539/Centricity/Domain/3086/ Student-Emergency-Information-Card-English-2020-Fillable.pdf): Individuals who are blind or have low vision and use assistive technology cannot access the information within the PDF fillable form, because the document lacks sufficient structure to communicate some content effectively, including that form fields are not labeled.
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Identified Barriers. Individuals who are blind or have low vision and use assistive technology cannot access the information provided in the following documents because the PDFs lack sufficient structure to communicate content effectively: i. The Lunch Menu PDFs on the Child Nutrition page (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/Page/18577), ii. The Board Meeting Minutes page (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/Page/24531), iii. The TCSS Policy Manual PDF page on the Board Policies page (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/site/Default.aspx?PageID=18505), and iv. The TCSS 2023-2024 Middle School Handbook PDF page found at the Students Parents Resources page (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/domain/7551), under the Policies & Procedures heading.
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Identified Barriers i. On the District's Homepage (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/), the page layout, when enlarged by low vision users to the point of reflow, lost content or functionality. ii. On the High School Forms and Resources page (▇▇▇▇▇://▇▇▇▇.▇▇▇▇.▇▇▇/resources/parents/forms-and-resources), and the IRSD Strategic Plan 2023-2028 page (▇▇▇▇▇://▇▇▇▇▇▇▇.▇▇▇▇▇▇▇▇▇.▇▇▇/fs/resource- manager/view/4fcb2821-53e9-4c3c-83f8-72421d3227b8), accessed from the District's Homepage, individuals who are blind or have low vision and use assistive technology cannot access all information within these documents, because they lack sufficient structure to communicate some content effectively. iii. One the Board of Education Meeting Audio Recording page (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/board-of-education/meeting-audio-recordings), audio recordings have no transcripts, posing a barrier for individuals who are deaf or hard of hearing.
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Identified Barriers i. PDF documents such as the Strategic Plan (▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇.▇▇▇// cms/lib/MS01910488/Centricity/Domain/32/FINAL_CMSD+Strategic+Plan+ 2022-2027.pdf), the Lunch Menu (▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/site/handlers/ filedownload.ashx?moduleinstanceid=1736&dataid=3569&FileName=August %20Menus%202021.pdf), and the Student Handbook (▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇ ▇▇▇▇.▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇/▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇▇?▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇=▇▇▇▇&▇▇▇▇▇▇=▇▇ 31&FileName=2023-2024%20New%20%20High%20School%20Handbook- Final.pdf) lack sufficient structure to communicate some content effectively to people who are blind and use screen readers. ii. Individuals who are blind or have low vision and use assistive technology cannot access information such as the High School Football Schedule (▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/site/handlers/filedownload.ashx?moduleinstanc eid=3674&dataid=3731&FileName=2023-2024%20New%20%20High%20 School%20Handbook-Final.pdf), because the image lacked meaningful alternative text. iii. Color contrast is insufficient on the Board Policy Portal (▇▇▇▇▇://▇▇▇▇▇▇▇▇.▇▇▇ /meeting/clarksdale), posing a barrier for individuals with low vision. iv. On the Active Parent login page (▇▇▇▇▇://▇▇▇▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/Login.aspx), the page did not have a logical reading order, posing a barrier for individuals who are unable to use a computer mouse, and form fields lacked meaningful programmatic labels, posing a barrier for individuals who use assistive technology.
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Identified Barriers i. PDF documents such as the High School Student Handbook (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/cms/lib/PA09000083/Centricity/Domain/72/HS Student Handbook 22-23 Final.pdf) and the Principles for Governance and Leadership document (▇▇▇▇▇://▇▇▇.▇▇▇▇.▇▇▇/cms/lib/PA09000083/Centricity/Domain/14 /Principles for Governance and Leadership - 110515.pdf) lack sufficient structure to communicate some content effectively to people who are blind and use screen readers.
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