Part Two. Section 10 of the Employment Agreement, pertaining to Employee’s severance benefits on certain terminations of his employment, is hereby amended by deleting the existing section in its entirety and inserting the following in lieu thereof:
Part Two. This territory comprises part of the Duquet Township and some non-organized territory. "Commencing at the point of intersection of the east exterior line of the Duquet Township with a line situated towards the hinterland, two hundred feet (200 ft.) away from the high-water mark of the north shore of the baie du Poste, approximately five thousand feet (5 000 ft.) away from the prolongation towards the east of the south exterior line of the Duquet Township; in a general direction north and northwest, a line up to a point one mile (1 mi.) southeast of the center of the village of Mistassini; southwest, a distance of two hundred feet (200 ft.) to the high water mark of baie du Poste; the said high water mark of baie du Poste and its continuation northwards to a point one mile (1 mi.) north of the village of Mistassini; southeast, a distance of two hundred feet (200 ft.) to the point of intersection with a line parallel to and distant inland two hundred feet (200 ft.) from the high water mark of baie du Poste and of Abatagouche Bay; in a general direction northeast, the said line to latitude 50' 28' north approximately; in a general direction south and southeast, a line parallel to the high-water mark of Abatagouche Bay and of its prolongation towards the south, and two hundred feet (200 ft.)away from the latter towards the hinterland, up to the point of intersection of the east exterior line of the Duquet Township; in a direction south, the said east exterior line of the Duquet Township up to the point of commencement."
Part Two. A territory situated southeast of Lake Aibanel and comprising all the land delimited by the geometrical segments, topographical features and other boundaries, as follows: "Commencing at a point of latitude 50'41'30' north, on a line parallel to the Chibougamau - Lake Albanel Road, five hundred feet (500 ft.) away from the latter towards the northwest; in a direction north 67' 00' west, a distance of approximately thirty-five thousand feet (35 OO Gft.), namely, up to the intersection of the high-water mark of Lake Aibanel; in a general direction northeast, the high-water mark of Lake Aibanel up to the point of intersection of the east exterior line of Saint-Simon Township; in a direction due north 66' 45' east, a distance of approximately forty-two thousand feet (42 000 ft.), namely, up to the point of intersection of a line parallel to the Chibougamau - Lake Aibanel Road and five hundred feet (500 ft.) away from the latter towards the west; in a general direction south and southwest, the said line parallel to the Chibougamau - Lake Aibanel Road and five hundred feet (500 ft.) away from the latter towards the west, up to the point of commencement."
Part Two. A list of potential Screening Products identified or reduced to practice during the last [***] period. LICENSEE agrees to provide any additional data reasonably required by OHSU to evaluate LICENSEE’s performance under this Agreement.
Part Two. In addition to the Part One payment a teacher with more than seven hundred (700) hours of accrued accumulative leave, upon retirement, will be eligible to receive a Retirement Incentive payment in an amount obtained by multiplying the balance of the teacher's unused accumulative leave days in excess of seven hundred (700) at the time of retirement times the teacher's base daily rate of pay ÷ 7 hours times 30%.
Part Two. Current Risk Management In all cases describe risk management plans that are currently in place Further Risk Management If the risk rating is between 1 and 4 this means there is minimal risk and there is no need for changes to the risk management. If the rating is 5 and over, further risk management needs to be put in place to ensure the risk is reduced. As the rating rises, so does the risk so it is important to consider if there is a better way of managing the risk. Responsible Person Document on the form who is responsible for monitoring or implementing the risk management plan. This can include the service user. Dates Document the date when the Risk Assessment form was completed. Provide a time scale for when the further risk management will be implemented by. Provide a date when the form will be reviewed. Storage On completion, keep a copy of this assessment on the customers file..
Part Two. Experience and Personnel Proposal 1
Part Two. General Provisions • Good employer/Equal Employment Opportunities (2.1) Alter this clause to be numbered (clause 2.2) • Responsibilities of the Board (clause 2.3) Alter this clause to be renumbered (clause 2.1) Two new sub clauses (2.1.1 and 2.1.2) are to be introduced into this clause. See draft collective agreement • Responsibilities of the Principal (clause 2.3) Alter this clause to be renumbered (clause 2.2) • Appointments (clause 2.1.2) Alter this clause to be renumbered (clause 2.4)
Part Two. The new method The Chair undertook the mission of producing a series of guiding books for teachers and students thereby using the new method that was compiled by its experts. These books possess heuristic and pedagogical characteristics, thus translating complicated ethical dilemmas and conveying their messages in an easy and clear manner. The editors of this series of books have collected and chosen vignettes as the tool to teach ethical concepts. While as a teaching tool the use of cases may have its detractors, they are commonly used to convey in a few paragraphs the central elements of a case and to demonstrate in practice the application of concepts. The cases are collected from many countries worldwide and reflect a universal perception. The problems that the vignettes depict are similar everywhere, and doctors have to grapple with them no matter where they practice. The cases in this series of books cover large segments of issues and topics that most often bedevil the medical practice, and on occasions become a matter of public debate about the appropriateness of medical interventions. Contributors were asked to mask much as possible any identifying elements in each case, in order to protect the patients' rights of confidentiality and privacy. Some cases describe behaviors that are blatantly unethical and even border in legal wrongdoing. They have been kept as an indication that, at times, the dividing line between unethical behavior and criminal lawbreaking is blurred, and that unethical behavior may carry legal consequences when that line trespassed. Following the presentation of each case a binary approach has been used to indicate the possibilities of at least two opposite answers to the problem. Of course, students are invited to develop their own favored ethical choices for the resolutions of these case studies. While this approach may be considered too simplistic, the idea is to provide students with alternatives in thinking ethically, without encumbering them with deep ethical concepts for which texts and other books have been specifically written. The cases are drawn from real-life experiences. They are based on simple fact situations, so that the students can address their ethics elements, rather than evade ethical engagements by resort to technical means or development of additional facts. The use of case studies for medical ethics teaching stimulates ethical debates by calling for a combination of concrete problem solving and abstract pr...
