Praise for the Corporate Whistleblower's Survival Guide
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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. -
Physician Wellness the Problem(S)
Disclosure • I have no relevant financial relationships with Physician Wellness the manufacturers(s) of any commercial products(s) and/or provider of commercial services discussed in this CME activity Elizabeth Ablah, PhD, MPH • I do not intend to discuss an unapproved/investigative use of a University of Kansas School of Medicine commercial product/device in my presentation. Intent of Initiative WorkWell KS Goal To create healthier worksites in Kansas So the healthy behavior is easy through worksite implementation of policies, systems, and environmental best practices to sustainably promote: 1) integration of worksite wellness into the worksite's infrastructure 2) physical activity 3) access to and consumption of healthy foods 4) tobacco prevention and cessation 5) well-being The Problem The Problem(s) WorkWellKS ? 1 WorkWellKS Stress The Problem “A non-specific response of the body to any demand placed upon it… arises when there is an imbalance between demands in life, such as those related to work, and the coping resources available to an individual.” Stress Bjornstad et al., 2014 Pressure vs. Stress Stress 66% of Americans: work is main source of stress Pressure can stimulate motivation, alertness (APA, 2007) “Extreme, persistent, and unrelieved Approximately 30% of workers report pressure can lead to stress…” “extreme” stress levels (APA, 2008) Giga, Cooper, Faragher, 2003 Causes of Stress Causes of Stress Unclear job expectations High work demands (Bjornstad et al., 2014) Work/non-work balance Low decision/job control (Trousselard -
Perspectives on Minority Business Development
Perspectives on Minority Business Development Tuesday, April 20, 4:00-8:45 p.m. EDT Session 5: Perspectives of Venture Capitalists 6:25 - 6:55 p.m. EDT Discussion Leader: Sabrina Conyers, Partner at Nelson Mullins Riley & Scarborough, Charlotte, North Carolina Presenters: Ollen Douglass, Managing Director at Motley Fool Ventures; Ayana Parsons, Senior Partner, Board and CEO Inclusion at Korn Ferry and Co- Founder, Fearless Fund; and Sabastian V. Niles, Partner at Wachtell, Lipton, Rosen & Katz Event Co-Chairs: Samuel C. Thompson Jr. Sabrina Conyers Professor and Arthur Weiss Partner at Nelson Mullins Distinguished Faculty Scholar Riley & Scarborough at Penn State Law pennstatelaw.psu.edu/events/mbd-perspectives PENN STATE LAW, MINORITY BUSINESS DEVELOPMENT COURSE PERSPECTIVES ON MINORITY BUSINESS DEVELOPMENT, APRIL 20, 2021 MATERIALS FOR: SESSION 5: PERSPECTIVES OF VENTURE CAPITALISTS DISCUSSION LEADER: SABRINA CONYERS, PARTNER AT NELSON MULLINS, CHARLOTTE, NORTH CAROLINA PRESENTERS: OLLEN DOUGLASS, MANAGING DIRECTOR AT MOTLEY FOOL VENTURES; AYANA PARSONS, SENIOR PARTNER, BOARD AND CEO INCLUSION AT KORN FERRY AND CO-FOUNDER, FEARLESS FUND; AND SABASTIAN V. NILES, PARTNER AT WACHTELL, LIPTON, ROSEN & KATZ, NEW YORK CITY ARTICLE PAGE NUMBERS DOC. 01A, HARVARD LAW SCHOOL LIBRARY, PRIVATE EQUITY, 5-1 through 5-20 VENTURE CAPITAL AND HEDGE FUNDS (OCT. 9, 2020) DOC. 01B GENERAL DESCRIPTION OF VC AND PE INVESTING, STRUCTURING 5-21 through 5-36 VENTURE CAPITAL, PRIVATE EQUITY, AND ENTREPRENEURIAL TRANSACTIONS, LEVIN AND ROCAP (2020) [WITH PERMISSION] DOC. 01C FEARLESS FUND, APRIL 16, 2020 5-37 through 5-42 SESSION 5: BIOGRAPHIES 5-i through 5-iii HARVARD LAW SCHOOL LIBRARY, PRIVATE EQUITY, VENTURE CAPITAL AND HEDGE FUNDS (OCT. -
Corporate Social Responsibility and Business Sustainability: HR’S Leadership Role SHRM-Morris County Chapter – Brian J
Corporate Social Responsibility and Business Sustainability: HR’s Leadership Role SHRM-Morris County Chapter – Brian J. Glade, SPHR, GPHR – February 11, 2009 ©SHRM 2009 CSR and Business Sustainability: Defining the Terms CSR • Used since the 1970s to denote ethical and socially responsible business behavior Sustainability/Business Sustainability • Dates back to 1987 World Commission on Environment and Development • Combines traditional CSR concept with longer-term renewable approach to business practices CSR-Business Sustainability • Today, the two terms are used interchangeably and are defined by World Council for Sustainable Business as: “Contributing to sustainable development by working to improve the quality of life for employees, their families, the local community and stakeholders up and down the supply chain” ©SHRM 2009 2 CSR and Business Sustainability: HR’s Leadership Role Today’s Agenda • Evolution of CSR/Business Sustainability • Triple Bottom Line • SHRM’s 2007 CSR Pilot Study • HR’s Leadership Role in CSR/Business Sustainability • Barack Obama: our “Green” President ©SHRM 2009 3 CSR/Sustainability Evolution: Early Pioneers Founded in 1978 with a social purpose Shares rewards with its employees and the community Sources ingredients from socially conscious suppliers. In 1992, first U.S. public company to sign onto the CERES Principles to protect the environment. ©SHRM 2009 4 CSR/Sustainability Evolution: Early Pioneers UK cosmetics company founded in 1976 with a commitment to sell products not tested on animals. Company went on to support environmental causes, HIV/AIDS awareness, human and animal rights, and campaigns against domestic violence. In the early 1990s, sponsored employee trips to work in orphanages in Romania, raising international awareness of the poor conditions of the facilities and the children’s health. -
Illustration: Kah Yangni Design: Cary Design Group
Illustration: Kah Yangni Design: Cary Design Group Dear friend, What a year it’s been. I hope this report finds you thriving, growing, and staying well. As I spoke with members like you over this turbulent year, I was struck by how different all our circumstances and experiences have been—and yet how most of us were grappling with similar, big emotions: grief, rage, and hope. Sometimes all three emotions in a single day, or even a single hour. Which, to me, is a clear sign of our shared humanity. I’ve also been struck by how many members like you, as well as our staff, board, and allies, have approached this season of change in visionary ways. Both the COVID-19 pandemic and the uprising for Black liberation have made it clear that all of us who hope and work for a better world must recognize the ways in which all of our struggles and issues are connected. This moment requires us to truly understand and challenge the roots of the economic and social systems we live within: anti-Blackness and systemic racism, which are inseparable from brutal, extractive capitalism. And it requires action and solutions that are larger and more encompassing than any single organization and any single issue. Corporate Accountability has always seen our work of stopping life-threatening abuses by corporations as integral to creating the systemic change we need. But we are called in this moment to be more explicit about how this work is specifically connected to ending systemic racism. For example, our campaigning to make Big Polluters pay is not just about taking fossil fuel corporations to court. -
Workplace Bullying; 3
Sticks, stones and intimidation: How to manage bullying and promote resilience Ellen Fink-Samnick Charlotte Sortedahl Principal Associate Professor, Univ. of Wis. Eau Claire EFS Supervision Strategies, LLC Chair, CCMC Board of Commissioners Proprietary to CCMC® 1 Agenda • Welcome and Introductions • Learning Outcomes • Presentation: • Charlotte Sortedahl, DNP, MPH, MS, RN, CCM Chair, CCMC Board of Commissioners • Ellen Fink-Samnick, MSW, ACSW, LCSW, CCM, CRP Principal, EFS Strategies, LLC • Question and Answer Session 2 Audience Notes • There is no call-in number for today’s event. Audio is by streaming only. Please use your computer speakers, or you may prefer to use headphones. There is a troubleshooting guide in the tab to the left of your screen. Please refresh your screen if slides don’t appear to advance. 3 How to submit a question To submit a question, click on Ask Question to display the Ask Question box. Type your question in the Ask Question box and submit. We will answer as many questions as time permits. 4 Audience Notes • A recording of today’s session will be posted within one week to the Commission’s website, www.ccmcertification.org • One continuing education credit is available for today’s webinar only to those who registered in advance and are participating today. 5 Learning Outcomes Overview After the webinar, participants will be able to: 1. Define common types of bullying across the health care workplace; 2. Explore the incidence and scope of workplace bullying; 3. Discuss the implications for case management practice; and 4. Provide strategies to manage bullying and empower workplace resilience. -
WHISTLE BLOWING and WHISTLE BLOWER PROTECTION in the SOUTH AFRICAN PUBLIC SECTOR by NATASJA HOLTZHAUSEN Submitted in Accordance
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Unisa Institutional Repository WHISTLE BLOWING AND WHISTLE BLOWER PROTECTION IN THE SOUTH AFRICAN PUBLIC SECTOR by NATASJA HOLTZHAUSEN Submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject PUBLIC ADMINISTRATION at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROF CJ AURIACOMBE JOINT PROMOTER: PROF EC STRÖH JUNE 2007 DECLARATION Student number: 3511-240-9 I declare that WHISTLE BLOWING AND WHISTLE BLOWER PROTECTION IN THE SOUTH AFRICAN PUBLIC SECTOR is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ……………………………………… ………………………….. SIGNATURE DATE MS NATASJA HOLTZHAUSEN ii ACKNOWLEDGEMENTS When one starts with this process, nothing can prepare one for the magnitude of completing a thesis. The never ending hours and sifting through countless sources and interviews are only made bearable by the knowledge that this time will come to an end. I would be ungrateful if I were not to express my appreciation to the various individuals who were part of this journey: • Professor Christelle Auriacombe for her dedication, constant support and specialist knowledge on whistle blowing and research. I could not have asked for a better promoter and mentor. • Professor Eddie Ströh for his technical excellence, kindness and patience. • Mrs H Napaai (subject librarian) for the innumerable searches and the gathering of material. • Ms Leona Labuschagne for the outstanding language editing. • The Research Committee of the Faculty of Humanities, Tshwane University of Technology for financial support. -
The Basics of Saving and Investing: Investor Education 2020 Is a Project of the Investor Protection Trust (IPT) and the Investor Protection Institute (IPI)
INVESTOR THE BASICS OF EDUCATION SAVING + INVESTING 2020 A PRODUCT OF INVESTOR THE BASICS OF EDUCATION SAVING + INVESTING 2020 A Message to Educators The Basics of Saving and Investing: Investor Education 2020 is a project of the Investor Protection Trust (IPT) and the Investor Protection Institute (IPI). This unique teaching tool provides school age and adult learners with non-commercial information that they need to know for sound financial decision-making and investing throughout their lives. You can use The Basics of Saving and Investing: Investor Education 2020 as the framework for an entire course or as part of a semester or year of instruction. The guide is complete with lesson plans, worksheets, overheads/handouts and tests covering each unit. Divided into four self-contained units, Basics focuses on the following learning objectives: Understanding the financial markets Making sound financial and investment decisions Selecting among the various saving and investing options Recognizing and victim-proofing yourself against investment fraud Knowing how regulators help to protect investors The Basics of Saving and Investing: Investor Education 2020 is available for download on the IPT website at www.investorprotection.org/teach-investing along with additional investor education booklets and videos. We hope you will join the thousands of educators using this Investor Protection Trust/Investor Protection Institute teaching guide. We trust that you will find it an enriching experience in many ways. Want to know more about IPT and IPI? The Investor Protection Trust is a nonprofit organization devoted to investor education. Since 1993 the Investor Protection Trust has worked with the states and at the national level to provide the independent, objective investor education needed by all Americans to make informed investment decisions. -
Person of the Year" Covers for Time Magazine
UNLV Theses, Dissertations, Professional Papers, and Capstones 12-1-2012 Where in the World are the Women of Time? Women and the "Person of the Year" Covers for Time Magazine Krystle Lynne Anttonelli University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Gender, Race, Sexuality, and Ethnicity in Communication Commons, Mass Communication Commons, and the Women's Studies Commons Repository Citation Anttonelli, Krystle Lynne, "Where in the World are the Women of Time? Women and the "Person of the Year" Covers for Time Magazine" (2012). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1704. http://dx.doi.org/10.34917/4332685 This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. WHERE ARE THE WOMEN OF TIME? WOMEN AND THE “PERSON OF THE YEAR” COVERS FOR TIME MAGAZINE by Krystle Anttonelli Bachelor -
Extr@ English Programme Summaries
extr@ English Programme Summaries Table of Contents Episode 1: Hector’s Arrival ............................................................................................................... 2 Episode 2: Hector Goes Shopping................................................................................................... 2 Episode 3: Hector Has a Date.......................................................................................................... 2 Episode 4: Hector Looks for a Job ................................................................................................... 2 Episode 5: A Star Is Born ................................................................................................................. 3 Episode 6: Bridget Wins the Lottery................................................................................................. 3 Episode 7: The Twin......................................................................................................................... 3 Episode 8: The Landlady’s Cousin................................................................................................... 3 Episode 9: Jobs for the Boys............................................................................................................ 4 Episode 10: Annie’s Protest ............................................................................................................. 4 Episode 11: Holiday Time ...............................................................................................................