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Federal Efforts on Bullying in Schools
FEDERAL EFFORTS ON BULLYING IN SCHOOLS By Bethany D. Williams A capstone project submitted to Johns Hopkins University in conformity with the requirements for the degree of Master of Arts in Public Management Baltimore, Maryland January, 2014 ©2014 Bethany D. Williams All Rights Reserved Acknowledgements I would like to extend a heartfelt thanks to my lord and savior Jesus Christ, my family, and friends. Jesus Christ has been the source of direction throughout my life and I owe all of my success to him. My family has always encouraged me to reach for the stars. And my friends have been there to remind me that it is sometimes okay to relax and have fun. Through this collective unit of love, support, and guidance, I have found the necessary work-school-life balance needed to successfully complete my academic career while attending Johns Hopkins University. All of the thoughts and prayers along the way have been very much appreciated. ii Table of Contents Action-Forcing Event………………………………………………………………….1 Statement of the Problem……………………………………………………………...2 History…………………………………………………………………………………3 Background……………………………………………………………………………7 Key Players…………………………………………………………………………..14 Policy Proposal………………………………………………………………………15 Policy Analysis………………………………………………………………………16 Political Analysis…………………………………………………………………….23 Recommendation…………………………………………………………………….30 Bibliography…………………………………………………………………………36 List of Charts Examples of Varying State Definitions for the Concept of Bullying………………..20 Curriculum Vitae Brief Biographical Sketch……………………………………………………………41 iii MEMORANDUM FOR: Rep. Linda Sanchez FROM: Bethany Williams SUBJECT: Federal Efforts on Bullying in Schools Action - Forcing Event On February 20, 2013, Duke University released a new study regarding the effects of bullying.1 This study suggests that the effects of childhood and adolescence bullying are long term and those who are victims and bullies are at a higher risk for psychological disorders such as anxiety, depression, and suicide. -
Curriculum Vitae Marilyn O'mallon, Ph.D., RN Associate Professor
Curriculum Vitae Marilyn O’Mallon, Ph.D., RN Associate Professor & Director School of Nursing (RN-BS, AGNP, DNP) Boise State University 1910 University Drive Boise, Idaho 83725-1840 (208) 426-4032 [email protected] Education Ph.D. (May, 2011) Nursing- Family Focused Research Hampton University Hampton Virginia 23668 Master of Science (December, 2003) Nursing- Clinical Nurse Specialist Armstrong Atlantic State University Savannah, Georgia 31419 Bachelor of Science (December, 2000) Nursing Armstrong Atlantic State University Savannah, Georgia 31419 Associate Degree (May 1997) Nursing Armstrong Atlantic State University Savannah, Georgia 31419 Professional Experience Associate Director & Professor Boise State University 06/2016-Present Associate Professor (Tenured) Armstrong State Univ. 08/2003-08/2016 Adjunct Online Faculty Boise State University 08/2011-Present Charge Nurse/Patient Advocate HAAF/Ft. Stewart, GA 02/1999-08/2003 Registered Nurse St Joseph’s SAV, GA 07/1997-02/1999 Registered Nurse Hospice Savannah, Inc. 07/1997-02/1999 Oral Surgery Tech Ft. Stewart, GA 02/1992-1995 OR Tech/Oral Surgery Tech Nurnberg, Germany 10/1991-10/1992 Nursing Assistant OB/GYN Nurnberg, Germany 08/1989-10/1990 Note: Sixteen (16) plus year’s civil service experience in a variety of U.S. Army health care facilities in Germany and the U.S., with 10 point spousal veterans preference due to spouse’s premature service related death during the first Gulf War (1991). RN licensure in GA, VA, and ID. Award Notable Alum October 2016 Armstrong State -
Position/Job Description Payroll Clerk (Part-Time)
Position/Job Description Payroll Clerk (Part-Time) APPLICATION AND HIRING TIMELINE INFORMATION To apply for this position you should submit an application KWU application, a cover letter, and a resume/curriculum vitae. Please email your application materials to ([email protected]). In your cover letter please pay special attention to matching your actual qualifications to the required qualifications listed in this Position/Job Description. Make sure you reference the position title on the subject line of your email. No phone calls please. The timeline for filling this job is: • Applications will be taken until the job is filled. • Interviews will begin as soon as qualified applications are received. • The position begins December 1, 2020. We will not check references or past employers without first notifying you of our intent to do so. ADMINISTRATIVE INFORMATION POSITION TITLE: Payroll Clerk POSITION’S OPERATING GROUP: Finance and Operations GROUP’S PURPOSE AND MAJOR RESPONSIBILITIES: The purpose of the Finance and Operations group is to provide and manage the financial and supporting operational services of the university. Major responsibilities include: 1) oversight of the recording all financial transactions in an accurate and timely manner, 2) producing the university’s financial statements and management reports in an accurate and timely manner, 3) providing financial budgeting, analysis, and compliance reports and services, 4) managing university assets and liability accounts POSITION’S DIRECT SUPERVISOR: Annetta Flax DATE POSITION LAST REVIEWS OR ANALYZED: October 2020 POSITION’S EMPLOYMENT STATUS: Full-Time, Non-Exempt, Staff, At-Will POSITION INFORMATION POSITION’S SUMMARY: This position is responsible payroll, benefit billing, and general office duties. -
Clinical Update
Summer 2016 Clinical Update We are pleased to offer this archive of our award-winning newsletter Clinical Update. There are 75 issues in this document. Each issue has a feature article, summaries of articles in the nursing literature, and Web sites of interest. By downloading and using this archive, you agree that older medical articles may no longer describe appropriate practice. The issues are organized in date order from most recent to oldest. The following pages offer tips on how to navigate the issues and search the archive in Adobe Acrobat Reader. In 2006, we were honored to receive the Will Solimine Award of Excellence in Medical Writing from the American Medical Writers Association, New England Chapter. Issues that received the most positive response over the years include: • Nurses Removing Chest Tubes, a discussion of state boards of nursing’s approaches to this extended practice for registered nurses • Medical Adhesive Safety, a review of guidelines published by the Wound, Ostomy and Continence Nurses Society, complete with original tables identifying characteristics of each type of medical tape and how tape components contribute to medical adhesive- related skin injury (MARSI) • Autotransfusion for Jehovah’s Witness Patients, an explanation of the Biblical origins of the reasons for refusing blood transfusion and how continuous autotransfusion may offer an option that is acceptable to members of the faith • Air Transport for Patients with Chest Tubes and Pneumothorax and Chest Drainage and Hyperbaric Medicine, in which each issue provides a thorough analysis of how pressure changes with altitude and with increased atmospheric pressure affect chest drainage and untreated pneumothorax • Age Appropriate Competencies: Caring for Children that describes developmental stages and strategies to deal with a child’s fears at each stage Creative Commons License This work is licensed under a Creative Author: Patricia Carroll RN-BC, RRT, MS Commons Attribution-NonCommercial- ShareAlike 4.0 International License. -
Hearing Conservation Program
HEARING CONSERVATION PROGRAM Program Element R2-10-207(11)(c) Each agency shall develop, implement, and monitor a Hearing Conservation Program element when applicable. Harmful sound, or noise, must be identified and evaluated with sound pressure level (SPL) monitoring devices when it is present in the workplace. Employers must protect employee hearing via engineering controls, administrative controls, or hearing protection devices (HPDs) when the OSHA Action Limit is met or exceeded in the workplace. Definition: A hearing conservation program is a written program that is designed to prevent hearing loss in employees that work in environments where noise levels above 85 dBA or a daily noise dose of 50% over an 8-hour time- weighted average (TWA) are present. Why do I need this This program is needed to ensure employers have program? assessed noise levels which may result in hearing damage, and to ensure that employees exposed to noise are protected and monitored to prevent hearing loss. How do I know if this Employers must establish and implement a Hearing program applies to my Conservation Program for those employees who are agency and my specific exposed to a sound level greater than the “Action job hazards? Level” of 85 dBA TWA and/or 50% of the Daily Noise Dose. Impulsive noise levels shall not exceed 140 dBC. The key elements of an effective Hearing Conservation Program are: a) Noise exposure monitoring and analysis b) Use of engineering controls c) Use of administrative controls d) Use and selection of proper hearing protection devices (HPDs) e) Initial and annual audiometric testing f) Initial and annual employee training g) Recordkeeping; and h) Annual program evaluation Hearing Conservation Program, R2-10-207(11)(c) Page 1 of 4 January 2015 What are the minimum There are five OSHA required Hearing Conservation required elements and/ Program elements: or best practices for a Hearing Conservation 1. -
Curriculum Vitae (Cv) Guide
CURRICULUM VITAE (CV) GUIDE cur●ric●u●lum vi●tae: Latin, course of (one’s) life A curriculum vitae is your first point of contact between you and your future colleagues. The role of a CV is to grab the interest of the reader and encourage him/her to look over your other application materials. For this reason, it is important to think about how you describe and format your experiences. What will your audience be looking for? What do you have that other applicants may not? Your job is to make it easy for your reader to find the strengths and achievements that you can bring to the position. Comparing the Curriculum Vitae and Resume: A curriculum vitae and a resume are similar in that both highlight one’s education and relevant experience. However, a CV tends to be longer and is used more widely when candidates have published works like scientific evidence or journals. Common for graduate students, a CV tends to include any research experience, teaching experience, and publications. CVs are more comprehensive as they are used when applying to positions where specific field knowledge or expertise is required. Like a resume, there is no one correct format for a CV- the key is formatting and organization! Curriculum Vitae Resume Goal: Obtain an academic position, research position, Goal: Obtain a nonacademic job or grant Audience: Potential nonacademic employers Audience: Fellow academic/researcher of similar field Structure: Minimal text, concise, achievement Structure: Text-heavy oriented bullet points Length: (Flexible) as long as necessary Length: Typically 1 page; limited to 2 page -Doctoral CVs typically 3-4 pages maximum -Master’s CVs typically 1-3 pages Content: Summary of most relevant skills and Content: Complete history of academic pursuits experiences tailored to ability to fit with specific (including teaching, research, awards, and service) job/company Tailored to highlight ability to conduct research/teach OR tailored to highlight ability to fit with specific job/field FORMATTING Typically, a CV should begin with contact information and education. -
Board of Directors Chosen Valley Care Center & Apartments
Views From The Valley Fall and Winter, 2019 2019 Walk N Roll Charlie and his granddaughter Page 2 Board of Directors Chosen Valley Care Center & Apartments Mary Patten Mike Thieke Dan Hollermann Amy Vreeman Gary Bren Pam Holte Angie Bicknese Sheryl Bennett Mary L. Allen Maureen Ruskell Views from the Valley Contributing Writers: Craig Backen, Administrator [email protected] Lisa Vickerman, Director of Clinical & Resident Services [email protected] Ellen Strande, Director of Human Resources [email protected] Carrie Colbenson, Director of Nursing [email protected] Melissa Fenske, Director of Social Services [email protected] Gerry Gathje, Director of Environmental Services [email protected] Kate Glor, Director of the Dept. of Life Enrichment [email protected] Jody Lawstuen, Environmental Services Supervisor [email protected] Barb Weiss, Director of Food and Nutrition Services [email protected] Erin Amdahl, Business Office Manager [email protected] Robert (Bob) Schrupp, Physical Therapist [email protected] Spotlight Writer: Mimi Seamens, MRP Page 3 From The Administrator’s Desk Hi Everyone, We are just weeks away from the Care Center building addition and renovation project. Project planning has been very successful, and we will soon be breaking ground! The project is scheduled to begin in October and be completed in October 2021. The project will begin with an addition between the end of E Wing and D Wing. Next, a new therapy addition and private rooms (suites) on A Wing will be completed. Then, renovations will occur throughout D Wing and E Wing. As noted in my previous article, there are numerous project priorities for what we want to accomplish in the Care Center. -
Organizational Behavior Seventh Edition
PRINT Organizational Behavior Seventh Edition John R. Schermerhorn, Jr. Ohio University James G. Hunt Texas Tech University Richard N. Osborn Wayne State University ORGANIZATIONAL BEHAVIOR 7TH edition Copyright 2002 © John Wiley & Sons, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a data base retrieval system, without prior written permission of the publisher. ISBN 0-471-22819-2 (ebook) 0-471-42063-8 (print version) Brief Contents SECTION ONE 1 Management Challenges of High Performance SECTION FOUR 171 Organizations 81 Organizational Behavior Today 3 Illustrative Case: Creating a High Performance Power 173 Learning About Organizational Behavior 5 Organization 84 Empowerment 181 Organizations as Work Settings 7 Groups in Organizations 87 Organizational Politics 183 Organizational Behavior and Management 9 Stages of Group Development 90 Political Action and the Manager 186 Ethics and Organizational Behavior 12 Input Foundations of Group Effectiveness 92 The Nature of Communication 190 Workforce Diversity 15 Group and Intergroup Dynamics 95 Essentials of Interpersonal Communication Demographic Differences 17 Decision Making in Groups 96 192 Aptitude and Ability 18 High Performance Teams 100 Communication Barriers 195 Personality 19 Team Building 103 Organizational Communication 197 Personality Traits and Classifications 21 Improving Team Processes 105 -
422 PART 227—OCCUPATIONAL NOISE EXPOSURE Subpart A—General
Pt. 227 49 CFR Ch. II (10–1–20 Edition) by the BLS. The wage component is weight- 227.15 Information collection. ed by 40% and the equipment component by 60%. Subpart B—Occupational Noise Exposure 2. For the wage component, the average of for Railroad Operating Employees the data from Form A—STB Wage Statistics for Group No. 300 (Maintenance of Way and 227.101 Scope and applicability. Structures) and Group No. 400 (Maintenance 227.103 Noise monitoring program. of Equipment and Stores) employees is used. 227.105 Protection of employees. 3. For the equipment component, 227.107 Hearing conservation program. LABSTAT Series Report, Producer Price 227.109 Audiometric testing program. Index (PPI) Series WPU 144 for Railroad 227.111 Audiometric test requirements. Equipment is used. 227.113 Noise operational controls. 4. In the month of October, second-quarter 227.115 Hearing protectors. wage data are obtained from the STB. For 227.117 Hearing protector attenuation. equipment costs, the corresponding BLS rail- 227.119 Training program. road equipment indices for the second quar- 227.121 Recordkeeping. ter are obtained. As the equipment index is APPENDIX A TO PART 227—NOISE EXPOSURE reported monthly rather than quarterly, the COMPUTATION average for the months of April, May and APPENDIX B TO PART 227—METHODS FOR ESTI- June is used for the threshold calculation. 5. The wage data are reported in terms of MATING THE ADEQUACY OF HEARING PRO- dollars earned per hour, while the equipment TECTOR ATTENUATION cost data are indexed to a base year of 1982. APPENDIX C TO PART 227—AUDIOMETRIC BASE- 6. -
An Orientation Guide for New Or Transferring IOM Staff Members
ME TO THE CO IO EL M W Orientation Guide IN E D M UC AM TION PROGR An orientation guide for new or transferring IOM staff members This Orientation Guide is designed to be a dynamic and informative document that will be updated at regular intervals. This document provides an overview of the policies and procedures applicable at the International Organization for Migration (IOM) and reflects the IOM statutory texts at the time of writing; however, the Guide is not meant to replace the existing body of IOM regulations, rules and instructions. In case of any conflict between this Guide and the regulations, rules and instructions, the latter prevail. IOM is committed to the principle that humane and orderly migration benefits migrants and society. As an intergovernmental organization, IOM acts with its partners in the international community to assist in meeting the operational challenges of migration, advance understanding of migration issues, encourage social and economic development through migration, and uphold the human dignity and well-being of migrants. Publisher: International Organization for Migration 17 route des Morillons P.O. Box 17 1211 Geneva 19 Switzerland Tel.: +41 22 717 91 11 Fax: +41 22 798 61 50 Email: [email protected] Website: www.iom.int © 2018 International Organization for Migration (IOM) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publisher. 26_18 WELCOME TO THE IOM Orientation Guide An orientation guide for new or transferring IOM staff members This document presents an overview of the work of the International Organization for Migration (IOM), for new or transferring staff members. -
Tinnitus Characteristics at High-And Low-Risk Occupations from Occupational Noise Exposure Standpoint
PERSPECTIVE DOI: 10.5935/0946-5448.20210016 International Tinnitus Journal. 2021;25(1):87-93 Tinnitus characteristics at high-and low-risk occupations from occupational noise exposure standpoint Mehdi Asghari ABSTRACT Introduction: The aim of the present study was to compare tinnitus characteristics in high- and low-risk occupations from the occupational noise exposure standpoint, considering demographic data, hearing loss and concomitant diseases. Methods: Demographic data, characteristics of tinnitus, hearing and concomitant diseases were recorded in the questionnaires. Their pure tone air conduction thresholds were determined using a double-channel diagnostic Audiometer and the Bone Conduction was assessed using a B-71 bone vibrator. Results: Totally, 6.3% subjects (6.8% high-risk group and 5.6% low-risk group) had subjective tinnitus, mainly as whistling sound. In the high-risk group, tinnitus was mainly left-sided (41.18%) and hearing loss was mild. Bilateral tinnitus (52.63%) and slight hearing loss were observed predominantly in the low-risk group. Conclusions: The study showed higher incidence of tinnitus in high-risk professions regarding with occupational noise exposure. Keywords: Tinnitus; Loudness; Hearing loss; Noise exposure; High-risk occupations. 1Department of Medical Sciences, Arak University, Iran *Send correspondence to: Mehdi Asghari Department of Medical Sciences, Arak University, Iran. E-mail: [email protected], Phone: +81302040753 Paper submitted on February 07, 2021; and Accepted on April 18, 2021 87 International Tinnitus Journal, Vol. 25, No 1 (2021) www.tinnitusjournal.com INTRODUCTION 20 to 60 years referred to XXX Occupational Medicine Centers in 2018, Arak, Iran. Inclusion criteria included Tinnitus is a sound sensation in the ears or head in the age ≥18, at least a fifth grade education, wok experience absence of an external auditory or electrical source. -
Action Plan on Bullying – Report of the Anti
Action Plan On Bullying Report of the Anti-Bullying Working Group to the Minister for Education and Skills January 2013 Anti-Bullying Action Plan – Design Template Table of Contents Programme for Government Commitment ................................................................ - 5 - Welcome from Minister ................................................................................................ - 6 - Executive Summary ...................................................................................................... - 8 - Introduction and Background .................................................................................... - 11 - What is bullying? ......................................................................................................... - 15 - Impact of bullying ...................................................................................................... - 31 - What do children and young people say about bullying? .................................... - 45 - What are schools already required to do? .............................................................. - 51 - Do we need more legislation? .................................................................................. - 69 - Responses to bullying in schools............................................................................... - 75 - This is not a problem schools can solve alone ........................................................ - 93 - Action Plan on Bullying ...........................................................................................