Injury Prevention Program Resource Manual
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Recognizing When a Child's Injury Or Illness Is Caused by Abuse
U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Recognizing When a Child’s Injury or Illness Is Caused by Abuse PORTABLE GUIDE TO INVESTIGATING CHILD ABUSE U.S. Department of Justice Office of Justice Programs 810 Seventh Street NW. Washington, DC 20531 Eric H. Holder, Jr. Attorney General Karol V. Mason Assistant Attorney General Robert L. Listenbee Administrator Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs Innovation • Partnerships • Safer Neighborhoods www.ojp.usdoj.gov Office of Juvenile Justice and Delinquency Prevention www.ojjdp.gov The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of Justice Programs, which also includes the Bureau of Justice Assistance; the Bureau of Justice Statistics; the National Institute of Justice; the Office for Victims of Crime; and the Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking. Recognizing When a Child’s Injury or Illness Is Caused by Abuse PORTABLE GUIDE TO INVESTIGATING CHILD ABUSE NCJ 243908 JULY 2014 Contents Could This Be Child Abuse? ..............................................................................................1 Caretaker Assessment ......................................................................................................2 Injury Assessment ............................................................................................................4 Ruling Out a Natural Phenomenon or Medical Conditions -
Injury Surveillance Guidelines
WHO/NMH/VIP/01.02 DISTR.: GENERAL ORIGINAL: ENGLISH INJURY SURVEILLANCE GUIDELINES Edited by: Y Holder, M Peden, E Krug, J Lund, G Gururaj, O Kobusingye Designed by: Health & Development Networks http://www.hdnet.org Published in conjunction with the Centers for Disease Control and Prevention, Atlanta, USA, by the World Health Organization 2001 Copies of this document are available from: Injuries and Violence Prevention Department Non-communicable Diseases and Mental Health Cluster World Health Organization 20 Avenue Appia 1211 Geneva 27 Switzerland Fax: 0041 22 791 4332 Email: [email protected] The content of this document is available on the Internet at: http://www.who.int/violence_injury_prevention/index.html Suggested citation: Holder Y, Peden M, Krug E et al (Eds). Injury surveillance guidelines. Geneva, World Health Organization, 2001. WHO/NMH/VIP/01.02 © World Health Organization 2001 This document is not a formal publication of the World Health Organization (WHO). All rights are reserved by the Organization. The document may be freely reviewed, abstracted, reproduced or translated, in part or in whole, but may not be sold or used for commercial purposes. The views expressed in documents by named authors are the responsibility of those authors. ii Contents Acronyms .......................................................................................................................... vii Foreword .......................................................................................................................... viii Editorial -
Of School Medical Packet
START OF SCHOOL PACKET Dear Parents/Guardians, Please make sure the school office has all updated contact information for the next school year. If your contact information changes during the school year please notify the main office and school nurse of the change immediately. It is imperative that we be able to reach you in the event of an emergency. Please complete the Health Screenings form, it must be returned for all students. We encourage all students to have a physical each year, fill out the physical form attached to this, and return to the nurse, so she has the most up to date information for all students. Middle school students need to fill out the Sports Physical form to participate in any and all sports at HT, it can be found on the school website. Enclosed is a copy of our Health Bulletin to Parents. Please familiarize yourself with this information so that you are aware of the health policies and programs offered at our school. Note that if your child is to receive ANY medication in school (prescription or over the counter), you must complete the Authorization to Administer Medication in School form and have it signed by your child’s physician. The school nurse, substitute nurse or parent/guardian are the only people permitted to administer medication in school. Thank you for your help and cooperation. If you have any questions, please let me know. Email: [email protected] Sincerely, Kathryn Malec RN, BSN Celebrating 100 Years of Catholic School Education 1916-2016 Health Screening Consent Form During the school year, the children at Holy Trinity School will be asked to visit the Nurse’s Office for the following: 1. -
M530.2 Amended
Commonwealth of Pennsylvania Governor's Office Subject: Number: Injury Leave Manual M530.2 Amended Date: By Direction of: February 2, 2016 Sharon P. Minnich, Secretary of Administration Contact Agency: Office of Administration, Office for Human Resources and Management, Bureau of Employee Absences and Safety, Telephone 717.346.4667, or email to: [email protected] This manual has been designed to assist all employees who have responsibilities for ensuring that injured employees receive the benefits and leave they are entitled to receive under the Workers' Compensation Act and the commonwealth’s Work-Related Injury Program. Marginal dots are excluded due to major changes. Definitions for terms used throughout this manual may have different meanings than those of other policies. Refer to Appendix A, Definitions, for a list of terms and definitions used in this manual. In some cases, the definition includes the Pennsylvania Workers’ Compensation Act’s definition as well as translation information. In addition to this manual, resources are available on the workers’ compensation website page. Refer to Workers' Compensation: When the provisions of a collective bargaining agreement, a memorandum of understanding, or an arbitration award adopted by the Executive Board are inconsistent with this manual, those provisions take precedence. This manual replaces, in its entirety, Manual 530.2, dated November 29, 2001, and Revision No. 1, dated May 1, 2002. Table of Contents PART ONE - WORKERS’ COMPENSATION ACT AND ITS BENEFITS ................................. 1 Section One - Background Information About Workers’ Compensation .................... 1 Section Two - Application of the Workers’ Compensation Act ................................... 3 Section Three - Workers’ Compensation Benefits ..................................................... 8 Section Four - Workers’ Compensation Expenses .................................................. -
Deaths: Final Data for 2017 by Kenneth D
National Vital Statistics Reports Volume 68, Number 9 June 24, 2019 Deaths: Final Data for 2017 by Kenneth D. Kochanek, M.A., Sherry L. Murphy, B.S., Jiaquan Xu, M.D., and Elizabeth Arias, Ph.D., Division of Vital Statistics Abstract Highlights Objectives—This report presents final 2017 data on U.S. deaths, death rates, life expectancy, infant mortality, and trends, Mortality experience in 2017 by selected characteristics such as age, sex, Hispanic origin and • In 2017, a total of 2,813,503 resident deaths were registered race, state of residence, and cause of death. in the United States, yielding a crude death rate of 863.8 per Methods—Information reported on death certificates is 100,000 population. presented in descriptive tabulations. The original records are filed • The age-adjusted death rate, which accounts for the aging of in state registration offices. Statistical information is compiled the population, was 731.9 deaths per 100,000 U.S. standard in a national database through the Vital Statistics Cooperative population. Program of the National Center for Health Statistics. Causes • Life expectancy at birth was 78.6 years. of death are processed in accordance with the International • The 15 leading causes of death in 2017 were: Classification of Diseases, 10th Revision. Results—In 2017, a total of 2,813,503 deaths were reported 1. Diseases of heart (heart disease) in the United States. The age-adjusted death rate was 731.9 2. Malignant neoplasms (cancer) deaths per 100,000 U.S. standard population, an increase of 3. Accidents (unintentional injuries) 0.4% from the 2016 rate. -
Health Services and Procedures A
Faculty Handbook Section XI: Health Services and Procedures A. Health Services 1. Physical Exam 2. Immunizations 3. Allergy Policy B. Universal Precautions C. Medical Care 1. Addressing Minor Injuries a. Minor Scrapes and Cuts b. Head Injuries c. Emergency Medical Attention d. Accident Report Procedures 2. School Nurse D. Administration of Medicines in School 1. Responsibility of the School Nurse 2. Responsibility of the Family 3. Responsibility of St,. Thomas’s Day School E. Infectious Diseases F. Health Recommendations for Exclusion from School G. Head Lice H. Concussion I. HIV, AIDS, and Other Infectious Diseases J. Appendix for Section IX Section XI: Health Services and Procedures 1 Faculty Handbook Section XI: Health Services and Procedures A. Health Services St. Thomas’s Day School does not employ a nurse or a doctor on staff. However, a school nurse from the New Haven Public Schools visits St. Thomas’s Day School one day a week to check records and provide care for students who are sick or injured. On days when the nurse is not available, the Administrative Assistant in the Front Office will assist children who are sick or hurt. Teachers should be mindful that the Administrative Assistant has many responsibilities and can therefore only address emergencies. Minor scrapes and bumps should be addressed in the classroom by Head Teachers. 1. Physical Exam All children must have a completed health form with an immunization records on file in the school office prior to the first day of school. Students without a health form will not be allowed to attend classes. After admittance, students in Kindergarten, third and sixth grades are required to have new physical exams which are kept on file in the main office. -
Brain Injury in Children and Youth: a Manual
Brain Injury in Children and Youth A Manual for Educators Revised 2018 ACKNOWLEDGMENTS In 2001, the Traumatic Brain injury (TBI) Manual was written as a joint effort between the Colorado Depart- ment of Education, the New Start Project within the Center for Community Participation at Colorado State University in Fort Collins, Colorado, and the Children’s Hospital Colorado. Since 2001, brain injury research and practice has changed significantly. In 2012, the Colorado Brain Injury Steering Committee, led by Karen McAvoy and Judy Dettmer, was instrumental in updating the TBI Manual and creating the stand alone spe- cial education eligibility category and criteria for TBI, which was formally adopted into the Colorado Rules for the Exceptional Children’s Educational Act (ECEA). The newest version of this manual was revised in 2018 by: Judy Dettmer, B.S.W., Director, MINDSOURCE Brain Injury Network, Colorado Department of Human Services Jeanne E. Dise-Lewis (†), Ph.D., Psychologist, Rehabilitative Medicine, Children’s Hospital Colorado, Died September 18, 2014 † Deceased. Patricia W. Colella, M.A., C.A.G.S., School Psychologist Nicole Crawford, Ph.D., Psychologist, Brain Injury Specialist, Colorado Department of Education Heather Hotchkiss, M.S.W., Principal Brain Injury Specialist, Exceptional Student Services Unit, Colorado Department of Education Karen McAvoy, Psy.D., Psychologist, Brain Injury Specialist, Colorado Department of Education Peter Thompson, Ph.D., School Psychologist, Douglas County School District Janet Tyler, Ph.D., Senior -
Halloween on State Street: Problem Solving with SARA for Continuous Improvement
Halloween on State Street: Problem Solving with SARA for Continuous Improvement Submitted to the Center for Problem Oriented Policing Noble Wray, Chief of Police Madison, WI Police Department June 1, 2008 For consideration in the 2008 Herman Goldstein Award for Excellence in Problem-Oriented Policing Table of Contents Halloween on State Street, Madison, WI: Problem Solving with SARA for Continuous Improvement Nomination Letter...............................................................................................................................................iii Summary...............................................................................................................................................................1 Description.......................................................................................................................................................2-11 Agency Information and Contact........................................................................................................................12 Appendices..........................................................................................................................................................13 Photos 2002 (Scanning).....................................................................................................................14-15 Table 1: Summary of Responses and Assessment 2003-2007..........................................................16-17 Example: Collaborative Goal Setting: Success Indicators Worksheet -
Cornell Article
NICOLAS CORNELL Competition Wrongs abstract. In both philosophical and legal circles, it is typically assumed that wrongs depend upon having one’s rights violated. But within any market-based economy, market participants may be wronged by the conduct of other actors in the marketplace. Due to my illicit business tactics, you may lose profits, customers, employees, reputation, access to capital, or any number of other sources of value. This Article argues that such competition wrongs are an example of wrongs that arise without an underlying right, contrary to the typical philosophical and legal assumption. The Article thus draws upon various forms of business law to illustrate what is a conceptual point: that we can and do wrong one another in ways that do not involve violating our private entitlements but rather violating only public norms. author. Assistant Professor, University of Michigan Law School. This Article has benefitted from comments and suggestions from many others. Specifically, I would like to thank Mitch Ber- man, Dan Crane, Ryan Doerfler, Chris Essert, Rich Friedman, John Goldberg, Don Herzog, Wa- heed Hussain, Julian Jonker, Greg Keating, Greg Klass, George Letsas, Gabe Mendlow, Sanjukta Paul, Tony Reeves, Arthur Ripstein, Amy Sepinwall, Henry Smith, Sabine Tsuruda, David Wad- dilove, and Gary Watson. I am also grateful to audiences at Binghamton, Bowdoin, Harvard, IN- SEED, Michigan, Oxford, Penn, and Virginia, as well as the Bechtel Workshop in Moral and Po- litical Philosophy, the Legal Philosophy Workshop, and the North American Workshop on Private Law Theory. 2030 competition wrongs article contents introduction 2032 i. the standing claim 2037 A. -
Talking to Strangers: the Use of a Cameraman in the Office and What
Running Head: TALKING TO STRANGERS 1 Talking to Strangers The Use of a Cameraman in The Office and What It Reveals about Communication Sarah Stockslager A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Fall 2010 TALKING TO STRANGERS 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ Lynnda S. Beavers, Ph.D. Thesis Chair ______________________________ Robert Lyster, Ph.D. Committee Member ______________________________ James A. Borland, Th.D. Committee Member ______________________________ Brenda Ayres, Ph.D. Honors Director ______________________________ Date TALKING TO STRANGERS 3 Abstract In the television mock-documentary The Office, co-workers Jim and Pam tell the cameraman they are dating before they tell their fellow co-workers in the office. The cameraman sees them getting engaged before anyone in the office has a clue. Even the news of their pregnancy is witnessed first by the camera crew. Jim and Pam’s boss, Michael, and other employees, such as Dwight, Angela and others, also share this trend of self-disclosure to the cameraman. They reveal secrets and embarrassing stories to the cameraman, showing a private side of themselves that most of their co-workers never see. First the term “mock-documentary” is explained before specifically discussing the The Office. Next the terms and theories from scholarly sources that relate the topic of self-disclosure to strangers are reviewed. Consequential strangers, weak ties, the stranger- on-a-train phenomenon, and para-social interaction are studied in relation to the development of a new listening stranger theory. -
OBSERVER.COM Jenkins Calls for Increased Faculty Diversity
/ ^ V THE O b s e r v e r The Independent Newspaper Serving Notre Dame and Saint Marys OLUME 43 : ISSUE 17 WEDNESDAY, SEPTEMBER 17, 2008 NDSMCOBSERVER.COM Jenkins calls for increased faculty diversity 17 percent of Notre Dame's faculty are minorities compared to 28 percent at, 25 Yale percent at University of Chicago diverse ethnically, socio-eco- flipped through PowerPoint Research, 28 percent of full faculty, as a percentage of the By KAITLYNN RIELY nomically and by gender is a slides comparing the percent time instructional faculty in whole teaching and research Associate News Editor richer com ages of female and ethnic 2006 at AAU private schools faculty, has increased from 11 munity for minority faculty members were female, compared with percent to 13 percent between University President Fr. John l e a r n i n g , employed at Notre Dame with 23 percent at Notre Dame. 1997 and 2006. Jenkins emphasized Notre discussion those employed at private When the professor numbers Comparing all faculty, 17 Dame’s commitment to diver and inquiry, schools in the Association of are compared by rank, Notre percent of Notre Dame’s facul sity, specifically to recruiting a n d one A m erican Universities (AAU), Dame exceeds the average ty are minorities, com pared to ethnic minorities and women whose an organization of 62 leading percentage of female assistant 28 percent at Yale, 25 percent as faculty members, in his g r a d u a t e s research universities in the professors for AAU private at the University of Chicago, annual address to the faculty are better United States and Canada. -
Occupational Injury and Illness Classification Manual
Occupational Injury and Illness Classification Manual U.S. Department of Labor Bureau of Labor Statistics December 1992 THIS PAGE INTENTIONALLY LEFT BLANK i OCCUPATIONAL INJURY AND ILLNESS CLASSIFICATION MANUAL Table of Contents Section Page 1. Introduction to the Occupational Injury and Illness Classification Manual 1-1 2. Definitions, Rules of Selection, and Titles and Descriptions 2-1 2.1 Nature of Injury or Illness 2.1-1 2.1.1 Definition, Rules of Selection 2.1-2 2.1.2 Titles and Descriptions 2.1-3 2.2 Part of Body Affected 2.2-1 2.2.1 Definition, Rules of Selection 2.2-2 2.2.2 Titles and Descriptions 2.2-3 2.3 Source of Injury or Illness; Secondary Source of Injury or Illness 2.3-1 2.3.1 Source of Injury Definition, Rules of Selection 2.3-2 2.3.2 Secondary Source of Injury Definition, Rules of Selection 2.3-4 2.3.3 Titles and Descriptions 2.3-6 2.4 Event or Exposure 2.4-1 2.4.1 Definition, Rules of Selection 2.4-2 2.4.2 Titles and Descriptions 2.4-3 3. Code Titles 3-1 3.1 Nature of Injury or Illness 3.1-1 3.2 Part of Body Affected 3.2-1 3.3 Source of Injury or Illness; Secondary Source of Injury or Illness 3.3-1 3.4 Event or Exposure 3.4-1 4. Alphabetical Indices 4-1 4.1 Nature of Injury or Illness 4.1-1 4.2 Part of Body Affected 4.2-1 4.3 Source of Injury or Illness; Secondary Source of Injury or Illness 4.3-1 4.4 Event or Exposure 4.4-1 Occupational Injury and Illness Classification Manual 12/92 THIS PAGE INTENTIONALLY LEFT BLANK Occupational Injury and Illness Classification Manual 12/92 1-1 SECTION 1.