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Professional Development During Your Doctoral Education
Professional Development During Your Doctoral Education Edward Schiappa, Ph.D. The University of Minnesota 1 Professional Development During Your Doctoral Education by Edward Schiappa, Ph.D. Communication Studies Department The University of Minnesota NCA Edition © 2009 Published by the National Communication Association i © Copyright 2009, by the National Communication Association. All rights reserved. Brief portions of material in this publication may be copied and quoted without further permission with the understanding that appropriate citation of the source of the excerpt will be included in such copying. A limited number of copies of brief portions of material in this publication may be made for scholarly or classroom use if 1) the material is distributed without charge or no fees above the actual duplicating costs are charged; 2) the materials are reproductions, photocopies or copies made by similar processes and not reprints or republications; 3) the copies are used within a reasonable time after reproduction; 4) the material includes the full bibliographic citation; and 5) the following statement be clearly displayed on all copies: “Copyright by the National Communication Association. Reproduced by permission of the publisher.” A copy of this statement serves as the National Communication Association’s official permission for using material for scholarly or educational purposes under the above conditions. This permission does not extend to situations in which 1) extensive amounts of material are reproduced or stored in an electronic or similar data retrieval system; 2) a fee above actual duplicating costs is charged or if there exists a reasonable expectation of profit; or 3) the material is reproduced or reprinted for other than scholarly or educational purposes. -
The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting
University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 2009 The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting Colette Clarke University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Clarke, Colette, "The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting" (2009). Electronic Theses and Dissertations. 372. https://scholar.uwindsor.ca/etd/372 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. THE EFFECTS OF BULLYING BEHAVIOURS ON STUDENT NURSES IN THE CLINICAL SETTING by Colette Clarke A Thesis Submitted to the Faculty of Graduate Studies through Nursing in Partial Fulfillment of the Requirements for the Degree of Master of Science at the University of Windsor Windsor, Ontario, Canada 2009 © 2009 Colette Clarke iii AUTHOR’S DECLARATION OF ORIGINALITY I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication. -
Stress: Professional Development Needs of Extension Faculty
STRESS: PROFESSIONAL DEVELOPMENT NEEDS OF EXTENSION FACULTY Nick T. Place, Assistant Professor Steve Jacob, Assistant Professor University of Florida Abstract This study was designed to identify workplace and individual factors that cause stress in the lives of Extension professionals and to determine baseline needs assessment data for professional development in the area of balancing work and family. A census-survey questionnaire (74% response rate) was utilized to explore balancing work and personal life issues among the population of University of Florida Extension faculty. It was found that some faculty have stress under control while others are experiencing high levels of stress; county faculty perceived slightly higher stress than state faculty but this difference was not significant. Respondents reporting greater use of formal planning, planning for meetings, and “to do” lists tended to have lower stress scores. For Extension faculty, spending more time with family served as a coping mechanism for minimizing stress. Any stress inducing situations disclosed in this study can be improved upon through proactive professional development. Professional development programs and inservice training focusing on workday planning may help faculty cope with the stress and pressure of an Extension career. Greater organizational effectiveness can be achieved through employees being able to manage stress and work pressure via positive workplace skills. Introduction and Theoretical Framework The dilemma was recognized nationally Job stress, time management, and by United States Department of Agriculture- balancing work and personal life are issues Cooperative State Research, Education and that educators in the field of Cooperative Extension Service (USDA-CSREES) as Extension constantly struggle with. An early as 1981. -
Professional Development 101: the Basics Full Course Content
Professional Development 101: The Basics Full Course Content Contents CHAPTER 1 – INTRODUCTION ................................................................................................................... 3 WELCOME ............................................................................................................................................. 3 WHAT IS PROFESSIONAL DEVELOPMENT? ........................................................................................... 3 CHAPTER 2 – PROFESSIONAL DEVELOPMENT OFFERINGS ....................................................................... 4 OFFERINGS ............................................................................................................................................ 4 TYPES OF OFFERINGS ............................................................................................................................ 4 TECHNICAL ASSISTANCE ........................................................................................................................ 5 DISTANCE LEARNING ............................................................................................................................. 6 ACTIVITY 1: PROFESSIONAL DEVELOPMENT OFFERINGS.......................................................................... 6 QUESTIONS ........................................................................................................................................... 6 ANSWERS ............................................................................................................................................. -
2019-2020 Professional Development Catalog
Professional Development Catalog 2019/2020 Fiscal Year EEO/Diversity and Professional Development Office (559) 243-7172 SCCCD 2019/2020 PROFESSIONAL DEVELOPMENT CATALOG TABLE OF CONTENTS TOPIC PAGE STRAND ONE Equal Employment Opportunity (EEO) & Sensitivity/Diversity Training Equal Employment Opportunity for Hiring Committees ……………………………………………. 5 Diversity/Cultural Awareness/Sensitivity Series…………………………………………………………… 5 STRAND TWO Classified Professionals Classified Professional Steering Committee ……………………………………………………………… 6 Leadership State Center Academy ……………………………………………………………………………. 6 Mega Conference …………………………………………………………………………………………………….. 6 Classified Professional of the Year ……………………………………………………………………………. 7 Achievement Recognition Award ………………………………………………………………………………. 7 STRAND THREE District Ops, IS, and Public Safety…………………………………………..……………………………………………. 7 STRAND FOUR SCCCD Management & Leadership Development Management Development Academy (MDA) …………………………………………………………… 8 LEAD (Leadership, Exploration, and Development) Program ……………………………………… 8 District-wide Management Meeting …………………………………..……………………………………… 9 STRAND FIVE Orientation Programs New Employee Orientation ………………………………………………………………………………………. 9 STRAND SIX Liebert Cassidy Whitmore (LCW) LCW Workshop………………………………………………………………………………………………………….. 9 SCCCD 2019/2020 PROFESSIONAL DEVELOPMENT CATALOG TABLE OF CONTENTS CONTINUED TOPIC PAGE STRAND SEVEN Compliance and Safety – Required Training Sexual Harassment & Discrimination for Management………………………………………………10 Sexual Harassment & Discrimination -
Professional Development Dk (Legal)
Tyler Junior College 212501 PROFESSIONAL DEVELOPMENT DK (LEGAL) Training Programs A state agency, including a college district, may use public funds to provide training and education for its administrators and employ- ees. The training or education must be related to the duties or pro- spective duties of the administrator or employee. Gov’t Code 656.044 Required Training A state agency, including a college district, may require an adminis- trator or employee of the agency to attend, as all or part of the ad- ministrator's or employee's duties, a training or education program if the training or education is related to the administrator's or em- ployee's duties or prospective duties. Gov’t Code 656.045 Program Content A state agency's training and educational program may include: 1. Preparing for technological and legal developments; 2. Increasing work capabilities; 3. Increasing the number of qualified employees in areas desig- nated by institutions of higher education as having an acute faculty shortage; and 4. Increasing the competence of state employees. Gov’t Code 656.046 Employment Each state agency, including each college district, shall provide to Discrimination employees of the agency an employment discrimination training Training program. The training program must provide the employee with in- formation regarding the agency's policies and procedures relating to employment discrimination, including employment discrimination involving sexual harassment. Labor Code 21.010(a)–(b) Standard Each state agency shall provide its employees with standard em- Training ployment discrimination training no later than the 30th day after the date the employee is hired by the agency, with supplemental train- ing every two years thereafter. -
A Resource Guide for Improving School Climate and Discipline
UNDER REVIEW. This document and the underlying issues are under review by the U.S. Department of Education and the U.S. Department of Justice (as of August 30, 2021). The December 21, 2018 Dear Colleague Letter that rescinded this document is also under review. The Department of Education’s Office for Civil Rights published a Request for Information soliciting written comments from the public regarding the administration of school discipline in schools serving students in pre- K through grade 12. OCR and the Civil Rights Division of the Department of Justice are committed to ensuring that all students are able to learn and thrive in a safe and non-discriminatory environment. Please note that this notation does not have the effect of reinstating this guidance. Guiding Principles A Resource Guide for Improving School Climate and Discipline U.S. Department of Education U.S. Department of Education Guiding Principles UNDER REVIEW. This document and the underlying issues are under review by the U.S. Department of Education and the U.S. Department of Justice (as of August 30, 2021). The December 21, 2018 Dear Colleague Letter that rescinded this document is also under review. The Department of Education’s Office for Civil Rights published a Request for Information soliciting written comments from the public regarding the administration of school discipline in schools serving students in pre-K through grade 12. OCR and the Civil Rights Division of the Department of Justice are committed to ensuring that all students are able to learn and thrive in a safe and non- discriminatory environment. -
A Researcher Speaks to Ombudsmen About Workplace Bullying LORALE IGH KEASHLY
Journal of the International Ombudsman Association Keashly Some Things You Need to Know but may have been Afraid to Ask: A Researcher Speaks to Ombudsmen about Workplace Bullying LORALE IGH KEASHLY ABSTRACT In the early 1990’s, I became interested in understand- ing persistent and enduring hostility at work. That Workplace bullying is repeated and prolonged hostile interest was spurred by a colleague’s experience at mistreatment of one or more people at work. It has the hands of her director. He yelled and screamed tremendous potential to escalate, drawing in others at her (and others), accusing her of not completing beyond the initial actor-target relationship. Its effects assignments, which she actually had. He lied about can be devastating and widespread individually, her and other subordinates. He would deliberately organizationally and beyond. It is fundamentally a avoid when staff needed his input and then berate systemic phenomenon grounded in the organization’s them for not consulting with him. At other times, he culture. In this article, I identify from my perspective was thoughtful, apologetic, and even constructive. My as a researcher and professional in this area current colleague felt like she was walking on eggshells, never thinking and research findings that may be useful for sure how he would be. Her coworkers had similar ombudsmen in their deliberations and investigations experiences and the group developed ways of coping as well as in their intervention and management of and handling it. For example, his secretary would these hostile behaviors and relationships. warn staff when it was not a good idea to speak with him. -
9 Professional Development and Empowerment Of
European Journal of Training and Development Studies Vol.6 No.4, pp.9-19, September 2019 _Published by ECRTD- UK Print ISSN: 2057-5238(Print), Online ISSN: 2057-5246(Online) PROFESSIONAL DEVELOPMENT AND EMPOWERMENT OF PRIMARY SCHOOL TEACHERS Dr. Georgios Panagiotopoulos, Klideris Panagiotis, Dr. Zoe Karanikola University of Patras ABSTRACT: The rapid changes in the socio-economic environment and the consequent pressures for educational reforms make it more than necessary to empower teachers who need to redefine their teaching strategies to meet students' differentiated needs. Related studies suggest that teachers need to feel empowered to be effective and empower students. Therefore, the empowerment of teachers is at the center of the processes for quality improvement and school upgrade. The purpose of this study is to capture the views of primary education teachers on the opportunities for professional empowerment provided in their school environment. A total of 124 primary education teachers in Ilia Prefecture who participated in the quantitative sample survey completed an electronic questionnaire based on the Teacher Empowerment Scale. The presentation and analysis of the findings show that participants in all dimensions of empowerment have moderate to high degree of agreement. Specifically, the highest average dimension is that of decision-making, while the lowest average is that of professional development. KEYWORDS: Empowerment, teachers, professional development, participation, decision making. INTRODUCTION The multiple and widespread changes in the political, economic, social and technological field are creating strong pressures and challenges for the educational community with the main aim of improving the quality of education provided through the effective operation of schools. -
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An Analysis of the Occupational Stress Factors Identified by Certified Eacherst
Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Summer 2011 An Analysis of the Occupational Stress Factors Identified by Certified eachersT Sue Ellen Johannsen Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Johannsen, Sue Ellen, "An Analysis of the Occupational Stress Factors Identified by Certified eachers"T (2011). Electronic Theses and Dissertations. 377. https://digitalcommons.georgiasouthern.edu/etd/377 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. AN ANALYSIS OF THE OCCUPATIONAL STRESS FACTORS IDENTIFIED BY CERTIFIED TEACHERS by SUE ELLEN JOHANNSEN (Under the Direction of Linda M. Arthur) ABSTRACT Teacher attrition is a serious issue facing school administrators today. In order to implement effective educational programs, schools need experienced teachers who are equipped to deal with such challenges. In response to increased work demands, and the challenge of educating a diverse student population, many teachers are leaving the field of education, citing stress as a primary reason for leaving. Stress factors cited most often include inadequate salaries, work overload, curriculum concerns stemming from federal, state and local mandates, lack of shared decision making and unsatisfactory relationships with stakeholders. The researcher sought to compare the stress factors experienced by teachers to determine if there is a link between gender, grade level taught, years of teaching experience and teacher perceptions of the work factors that contribute to stress. -
Professional Development: Learning from the Best
PROFESSIONAL DEVELOPMENT: LEARNING FROM THE BEST A TOOLKIT FOR SCHOOLS AND DISTRICTS BASED ON THE NATIONAL AWARDS PROGRAM FOR MODEL PROFESSIONAL DEVELOPMENT By Emily Hassel North Central Regional Educational Laboratory "Applying Research and Technology to Learning" 1900 Spring Road, Suite 300 Oak Brook, Illinois 60523-1480 (800) 356-2735 or (630) 571-4700 www.ncrel.org Copyright © 1999 by the North Central Regional Educational Laboratory. All rights reserved. This work was produced in whole or in part with funds from the Office of Educational Research and Improvement (OERI), U.S. Department of Education, under contract number RJ96006301. The content does not necessarily reflect the position or policy of OERI or the Department of Education, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the fed- eral government. ISBN 1-929800-07-X CONGRATULATIONS TO ALL MODEL PROFESSIONAL DEVELOPMENT AWARD WINNERS, 1997–1999 1996-97 Lawrence Public Schools, Lawrence, Kansas Samuel W. Mason Elementary School, Roxbury, Massachusetts San Francisco Unified School District, San Francisco, California Wilton Public Schools, Wilton, Connecticut Woodrow Wilson Elementary School, Manhattan, Kansas 1997-98 Ganado Intermediate School, Patagonia, Arizona Geneva City Schools, Geneva, New York H.D. Hilley Elementary School, El Paso, Texas Hungerford School, Staten Island, New York The International High School at LaGuardia Community College, Long Island, NY Lewisville Independent School District, Lewisville,