Third Step In the event a grievance has not been satisfactorily resolved at the second step, the aggrieved teacher shall file, within five (5) school days of the principal’s written decision at the second step, a copy of the grievance with the Superintendent. Within ten (10) school days after such written grievance is filed, the aggrieved and the Superintendent or his/her designee shall meet to resolve the grievance. The Superintendent or his/her designee shall file an answer within ten (10) school days of the third step grievance meeting and communicate it in writing to the teacher and the principal.
First Step If a dispute cannot be resolved by this method, the Accredited Union Representative may file a formal grievance on the prescribed form with EPSCA/the Employer within fifteen (15) working days of the alleged grievous act. Within ten (10) working days of the filing of the grievance, EPSCA/the Employer shall investigate the grievance and convene a First Step meeting which he or the Accredited Union Representative considers necessary to resolve it. The Management Committee shall be comprised of EPSCA or their designate plus at least one representative of the Employer named in the grievance. The Union Committee shall include at least two persons, one of whom shall be the Accredited Union Representative for the grievor. EPSCA/the Employer shall give his reply on the prescribed form to the Accredited Union Representative within five (5) working days from the date of the First Step meeting. Copies of completed grievance forms signed by the appropriate parties shall be filed by EPSCA/the Employer with the General Manager of EPSCA. The Accredited Union Representative for the grievor will file a copy with the Union. The EPSCA/the Employer will send a copy of any signed first step grievance settlement between the Accredited Union Representative and EPSCA/the Employer to the Union and EPSCA office.
Second Step If the grievance cannot be resolved informally, the aggrieved teacher shall file the grievance in writing and, at a mutually agreeable time, discuss the matter with the principal. The written grievance shall state the nature of the grievance, and shall state the remedy requested. The filing of the formal, written grievance at the second step must be within ten (10) days from the date of the occurrence of the event giving rise to the grievance or within ten (10) days from the time it can be expected that such knowledge would be available. The principal shall make a decision on the grievance and communicate it in writing to the teacher and the Superintendent within ten (10) school days after receipt of the grievance.
Fourth Step If U1 is greater than or equal to U2, a standard known resistance (Ro) is inserted between the negative side of the high voltage bus and the electrical chassis. With Ro installed, the voltage (U1') between the negative side of the high voltage bus and the electrical chassis is measured (see Figure 5). The electrical isolation (Ri) is calculated according to the following formula: Ri = Ro*Ub*(1/U1' – 1/U1) Figure 5 Measurement of U1’ Electrical Chassis Energy Conversion System Assembly REESS High Voltage Bus + + Energy Conversion System - REESS - U1’ R0 Traction System Electrical Chassis If U2 is greater than U1, insert a standard known resistance (Ro) between the positive side of the high voltage bus and the electrical chassis. With Ro installed, measure the voltage (U2’) between the positive side of the high voltage bus and the electrical chassis (see Figure 6 below). The electrical isolation (Ri) is calculated according to the following formula: Ri = Ro*Ub*(1/U2’ – 1/U2) Figure 6 Measurement of U2’ U2’
Ancillary Agreements This Agreement is not intended to address, and should not be interpreted to address, the matters specifically and expressly covered by the Ancillary Agreements.
Transfer Documents In furtherance of the contribution, assignment, transfer, conveyance and delivery of the Assets and the assumption of the Liabilities in accordance with Section 2.1(a), (i) each Party shall execute and deliver, and shall cause the applicable members of its Group to execute and deliver, to the other Party, such bills of sale, quitclaim deeds, stock powers, certificates of title, assignments of contracts and other instruments of transfer, conveyance and assignment as and to the extent necessary to evidence the transfer, conveyance and assignment of all of such Party’s and the applicable members of its Group’s right, title and interest in and to such Assets to the other Party and the applicable members of its Group in accordance with Section 2.1(a), and (ii) each Party shall execute and deliver, and shall cause the applicable members of its Group to execute and deliver, to the other Party, such assumptions of contracts and other instruments of assumption as and to the extent necessary to evidence the valid and effective assumption of the Liabilities by such Party and the applicable members of its Group in accordance with Section 2.1(a). All of the foregoing documents contemplated by this Section 2.1(b) shall be referred to collectively herein as the “Transfer Documents.”
Informal Step As an informal step, the employee is encouraged to make an xxxxxxx effort to resolve the grievance directly with the management person to whom he reports. At his option, the employee may be accompanied by the Shop Xxxxxxx for the department in which the employee works.
Closing Documents The Closing Documents shall consist of the following:
The Seller Subsection 14.01 Additional Indemnification by the Seller; Third Party Claims........................................... Subsection 14.02 Merger or Consolidation of the Seller..................
Action Steps State scope of practice laws can allow for broad, unre- stricted CPAs between pharmacists and other providers. To build and strengthen collaborative practices, phar- macists can use the following strategies, which were proposed by the APhA Foundation’s expert group: Use simple, understandable terms to describe the patient care services that pharmacists can provide. Educate other health care professionals about the value of including pharmacists on health care teams. Encourage other health professional organizations to work together when proposing changes to scope of practice laws. Set up or participate in interprofessional committees to discuss how scope of practice laws can expand the role of pharmacists and other health professionals in team-based care. Talk with local health care providers about entering into CPAs. Talk with payers about using viable business models to support pharmacists’ patient care services. Share appropriate health information with providers through the use of EHRs. Show relevant stakeholders the value of aligning incentives and reimbursement for all health care team members involved in patient care to improve health and decrease costs. Maintain strong, trusting, and mutually beneficial relationships with patients, doctors, and other providers and encourage those individuals to promote pharmacists’ patient care services. Expanding and promoting pharmacists’ patient care services at the local level can help key stakeholders understand the value of CPAs. Patients, doctors, and other health care pro- viders can share their positive experiences with pharmacists to affirm and promote the value that pharmacists bring to the health care system. They can also champion policies that support collaborative practices.
