Year of Service An Employee must complete at least Hours of Service during a Vesting Computation Period to receive credit for a Year of Service under Article V. [Note: The number may not exceed 1,000. If left blank, the requirement is 1,000.]
Period of Enrolment 6.1 The enrolment of the student, once approved by the Principal of the School, commences in the Entry Year and continues until the completion of last year at the School or until the Student's enrolment is otherwise withdrawn or terminated.
Multi-Year Planning The CAPS will be in a form acceptable to the LHIN and may be required to incorporate (1) prudent multi-year financial forecasts; (2) plans for the achievement of performance targets; and (3) realistic risk management strategies. It will be aligned with the LHIN’s then current Integrated Health Service Plan and will reflect local LHIN priorities and initiatives. If the LHIN has provided multi-year planning targets for the HSP, the CAPS will reflect the planning targets.
Safety Boot Allowance Effective January 1, 2022, except for temporary and probationary employees, the Employer agrees to pay one hundred and eighty-five dollars ($185.00) in January of each year towards the cost of safety boots for each full time employee requiring them and one hundred ($100.00) dollars for each part time employee requiring them under the Occupational Health and Safety Act and/or by the Employer, provided the Employee is not eligible for safety footwear through the Workplace Safety and Insurance Board.
Overtime Meal Allowance An employee who works two and one-half hours of overtime immediately before or following his/her scheduled hours of work shall receive a meal allowance of seven dollars. One-half hour with pay shall be allowed the employee in order that he/she may take a meal break either at or adjacent to his/her place of work.
Yeah Xxxxxx: And then I remember Xxxx Xxxxx Childs being in one of those. Zavella: Oh, yeah, Comparative Ethnicities. Xxxxxx: So do you want to speak about the Chicana Feminisms Cluster and the producing of that amazing edited collection? Zavella: It took a long time. And it started off—Xxxx had a course on Chicana feminisms and she organized a colloquium series. The cluster cosponsored that and we had all these speakers come in. And we decided to ask people to write 19 Chicana Feminisms: A Critical Reader, Edited by Xxxxxxxx X. Xxxxxxxxx, Xxxx Xxxxxxx, Xxxxx Xxxxx, Xxxx Xxxxxx-Xxxxxxx, and Xxxxxxxx Xxxxxxx. Xxxx University, 2003. chapters based on their talks and that we would edit the book. And we were just at the point where, I think we had drafts of the papers when we hired Xxxxxxxx Xxxxxxxxx. So she came in and we asked her to join the cluster. So it was a long process of reading the papers and editing them, giving feedback, and having people revise their papers, and brainstorming what would go into the introduction. I wrote the first draft and then passed it on to one of the coeditors and they added something, and so it went around and around. All the logistical details: Xxxx was the contact with Duke University Press and worked on getting us a contract; doing presentations once the book was out. The format was that we would give talks and we would have somebody write a written response to the talk, which sort of paralleled what happened when people literally gave talks—we would have somebody respond. That turned out to be a really fun part because we tried to be very creative in inviting someone to comment on the work, choose someone from a different discipline. So we had dialogues built into the book itself. And the book has done well. Xxxxxx: So going back and continuing our conversation around the Chicano Latino Research Center at UC Santa Xxxx, what would you say, Pat, was the central focus of the CLRC? From your perspective, what was the glue there? Zavella: The glue was the framework of cross-border perspectives linking the Americas and the sense that we wanted to be very interdisciplinary. I remember one of the tensions with CLRC was that the systemwide funding was supposed to be related to policy. So periodically we would have these discussions—how does transnational popular culture relate to policy? Or, how does Chicano literature relate to policy? We had some really good conversations about the way in which policy is about institutions that regulate culture, such as the Federal Communications Commission. Or, it’s about policies around language use—who gets to be bilingual and how languages are valued. We were so strong in the humanities and cultural studies at UCSC and we felt it was important to keep in mind that policy relates to culture as well. Some of the other centers at other universities were very social science-y, very policy-oriented, which is fine. I think that cross-border perspectives, the interdisciplinarity, the valuing of humanities and cultural studies with social sciences, the valuing of creating a culture that was about appreciating scholarship and mentoring graduate students and creating a sense of community that was good for faculty as well as graduate students. I think all of those were central to how CLRC worked. Eventually, when I was director, we designed the Undergraduate Research Apprenticeship Program. And in part, that developed out of a critique of the Faculty Mentorship Program. A bunch of us weren’t happy with how it was running at the time. So we had several Steering Committee meetings where we brainstormed—well, what do we want this to look like? And we had resources and we applied for more resources on campus. So we ran a URAP for a number of years. I think it’s been a really good program. Part of what’s great about it, is it directs mentoring toward undergraduates, and identifies underrepresented students who, maybe are not the stars who you know are going to graduate school, but who have potential. And so, learning how to do the research, and doing the work, and being mentored, and taking them through the process of applying to graduate school can give them a little boost. I think it’s been very successful. We’ve had a number of URAP students actually go on to higher education. So that sense of intellectual community—I think that was the glue that held CLRC together.
Basic Work Year The regular work year shall be prescribed by the School District each year for regular employees.
