Science and Engineering Clause Samples
The 'Science and Engineering' clause defines the responsibilities and standards related to scientific and engineering work within an agreement. It typically outlines the expectations for technical accuracy, compliance with relevant laws and regulations, and the use of qualified personnel or methods in performing scientific or engineering tasks. This clause ensures that all work conducted under the contract meets professional and legal standards, thereby reducing the risk of errors, non-compliance, or substandard results.
Science and Engineering. Provides a body of knowledge and subject matter expertise for the development of technologies in support of human systems integration (HSI). Provides science, technology, and systems engineering expertise in human systems integration to define policy, processes and enterprise solutions for Navy acquisition programs with the exception of submarines, stressing optimization of manpower, decision support, and knowledge superiority in an effort to enhance the capabilities of our warfighters and improve total system performance and affordability over the entire life cycle cost of a platform or system. Addresses surface Navy definition requirements for knowledge superiority; decision support; effective communications; human-computer interaction; ▇▇▇▇▇▇▇ optimization; training; usability testing of new warfighter-centered designs; design of work environments, workstation/consoles, and command spaces; measurement of workload and performance across individual, team, systems, and organizational domains; and is instrumental in identifying issues regarding a new way of thinking about afloat and ashore command and control.
Science and Engineering. Big Engineering Project: hands-on activities for KS4 and post-16 students where students tackle real-world problems using engineering laboratories; The ▇▇▇▇▇▇▇ Club: supports teachers in the delivery of computer science in schools and colleges specifically targeting WP schools and colleges; Nuclear Physics Headstart Summer School: aims to reduce the gender imbalance in the take-up of Physics at university; Girls in Physics: visit day for KS3 female pupils aimed at addressing preconceptions and stereotypes about physics. Cryptography Competition: our School of Maths actively works to increase the number of WP schools participating in this national competition. Pre University courses: courses ranging from 5 to 8 weeks for Year 13 students in Economics and Social Sciences, Social Anthropology and Politics; Mature Student Interview Support: interview support sessions for mature students; Read with SEED: using PGT students to support Greater Manchester primary schools in reading practice to increase literacy levels; Languages XP : training current final year students to deliver beginners language/culture sessions in local schools Emergency Room: this event focuses on how doctors and nurses work together delivered through interactive workshops for year 9 pupils; Discover Medicine: event for year 12 students from WP backgrounds; Fastbleep Pharmacy: introducing pharmacy as a career, through activities relevant to KS3&4 curriculum.
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Science and Engineering. Within the Faculty there are a number of external accreditation organisations involved in Faculty courses. These organisations act as an external reference group for all these courses. There is also an Engineering Advisory Board that meets regularly to review the performance of the Engineering Program. There is also a requirement within JCU’s Course Approval Process to incorporate the following: • Supporting evidence around customer demand from preliminary research and consultation with industry, potential employers, professional bodies, relevant peers and interested community members; and • Details on how groups and bodies have influenced the curriculum design process. Significant work has been undertaken through the University’s Commonwealth funded Curriculum Refresh project – Australia’s University for the Tropics (2009-2012) – in relation to work-integrated learning (WIL) including curriculum design, the provision of practice-based learning opportunities for students and the development of relationships with industry and community. This work has included the ongoing support of a WIL@JCU community of practice of academic and professional staff who receive regular communication, updates and professional development on key WIL related areas of practice. At this juncture this group is in the process of transitioning to a special interest group of the University’s Teaching & Learning Academy. From 2009-2011 the University worked in collaboration with other Innovative Research Universities and the Australian Chamber of Commerce and Industry to develop a suite of case studies that highlight critical aspects of WIL from an employer perspective. The project was extended and during 2012 work was undertaken by the IRU to develop a suite of resources and guides for employers providing WIL opportunities. These materials are used by staff across JCU to promote work-integrated learning with industry and employers. The University has been a member of the Australian Collaborative Education Network (ACEN) for several years. ACEN is the national body for the promotion of work-integrated learning. It has state-based chapters that meet regularly and JCU participates in ACEN activities both at a national and state level. A comprehensive WIL@JCU website was developed and enhanced. This site seeks to provide information for staff, students and employers/industry. Into the future, the University’s Teaching & Learning Development Office will offer academic development in relati...
Science and Engineering. 4.2.1 We expect to maintain a buoyant population in science and engineering and will continue with recruitment initiatives and programmes such as our flexible science programme with local schools (see above) in support of STEM more generally. Since 2008/09 we have seen an increase of 36% in applications from Scotland for science and engineering programmes. In 2010/11, we had around 230 fee-only students in the former “Science” SFC funding subject group; and around 165 fees-only students in the former “Engineering” funding subject group.
4.2.2 In order to allow us to support priority areas and contribute to the oil and gas industry, a major contributor to the local economy, we would ask that SFC consider allocating us 50 further funded student places for Engineering, and 50 for Geosciences.