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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. 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.
Longevity Steps STEP 19 = 11 years of, full-time service in the Murrieta Valley Unified School District with the exception of broken service caused by an allowable necessity in accordance with the definition of “Allowable Necessity” contained in Appendix F “Definition of Terms.” STEP 22 = 14 years of, full-time service in the Murrieta Valley Unified School District with the exception of broken service caused by an allowable necessity in accordance with the definition of “Allowable Necessity” contained in Appendix F “Definition of Terms.” STEP 25 = 17 years of, full-time service in the Murrieta Valley Unified School District with the exception of broken service caused by an allowable necessity in accordance with the definition of “Allowable Necessity” contained in Appendix F “Definition of Terms.” STEP 28 = 20 years of, full-time service in the Murrieta Valley Unified School District with the exception of broken service caused by an allowable necessity in accordance with the definition of “Allowable Necessity” contained in Appendix F “Definition of Terms.”
Further steps Each Party must promptly do whatever any other Party reasonably requires of it to give effect to the Agreement and to perform its obligations under it.
No Pending Proceedings That there are no lawsuits or proceedings pending or threatened which affect its ability to perform the terms of this Agreement.
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.
Grievance Procedure Steps Step 1: (a) Any employee who feels aggrieved must discuss the grievance with the employee's immediate supervisor within fourteen (14) days of the date on which the employee or the Union first learned or may reasonably have been expected to have learned of its cause unless the parties agree in writing to extend the fourteen (14) day period. The employee, if he or she so desires, may be accompanied and represented by the employee's stew- ard or a Union representative. The Union also may initiate a grievance at Step 1 within 14 days of the date the Union first became aware of (or rea- sonably should have become aware of) the facts giving rise to the griev- ance. In such case the participation of an individual grievant is not re- quired. A Step 1 Union grievance may involve a complaint affecting more than one employee in the office. Whenever the facts giving rise to a grievance relate to an incident/issue occurring or arising on a specific date and in- volve more than one employee in the office, a Step 1 or Step 2 grievance may only be initiated by the Union as a Union grievance on behalf of all involved employees within a specific work location in an installation as provided in Article 17.2A or as defined by local practice. Should any grievances concerning the same incident/issue be filed at Step 1 by indi- vidual employees, the Union will consolidate all such grievances and se- lect a representative grievance which may be appealed to Step 2. Should multiple grievances concerning the same incident/issue be improperly filed/initiated at Step 1 by the Union, management shall notify the Union, and if so notified, the Union shall consolidate all such grievances and select a representative grievance which may be heard at Step 1.
Omitting Steps a. Nothing in this Collective Agreement shall prevent the parties from mutually agreeing to refer a grievance to a higher step in the grievance procedure. b. Grievances of general application may be referred by the local, BCTF, the employer or BCPSEA directly to Step Three of the grievance procedure.
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.
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 + + Ene Conve SS - U1’ R0 Traction System REE rgy rsion tem 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’