Psychology

Questions:

I need one pagesummary of of the article and what you like most and dislike about the article?

Psychology’s colorful characters

Four members are honored for the trails they blazed on behalf of minority psychologists.

By TORI DeANGELIS

April 2001, Vol 32, No. 4

Print version: page 32

Culture and ethnicity may never receive the place they deserve in academe. But for four senior male psychologists of color, they’re worth fighting for.

In varying ways, Arthur L. McDonald, PhD, K. Patrick Okura, Amado M. Padilla, PhD, and Joseph L. White, PhD, all experienced the hard knocks of racism as they worked to become mental health professionals. And each–sometimes accidentally and sometimes deliberately–came to view ethnic concerns as central to his work.

“People of color know that our worth is derived from the collective relationship we have with all people, that we are people of emotions, intuitions and spirituality,” said Derald Wing Sue, PhD, the conference representative from Div. 45 (Society for the Psychological Study of Ethnic Minority Issues), who introduced the four men at the January multicultural summit.

“Your work and lives remind us that a psychology that fails to recognize this aspect of the human condition is a discipline that is spiritually and emotionally bankrupt,” he said.

With humor, passion and a dose of earthy language, the four renowned mental health professionals discussed their journeys in a special presentation honoring them at the National Multicultural Summit II.

They also shared how they’d like to see psychology and society progress.

‘Do just a little bit better’

For Arthur L. McDonald, an early incident with racism fueled a passionto succeed despite the odds: The city fathers of Martin, S.D., were treating him and fellow members of hishigh school football team to a victory dinner. The event was celebratingan impressive record–four straight years of wins and only one loss. Among those at the dinner were five all-state selections, including himself, who had all earned college scholarships. Four of the five were Native Americans.

“We were listening to all of these accolades about us,” McDonald recalls, “when one of the city fathers, who happened to be the mayor, said, ‘So and so are all Indian, and it will show. They will not make it through college and through their football scholarship.'”

In fact, none did–at least not right away.

“It wasn’t because we were Indian and it wasn’t because we were football players,” McDonald said. “It was because of the stereotype that because we were Indian and from the reservation, we wouldn’t make it.”

Eventually, the group proved the mayor wrong. One became a state senator, another the owner of a major cattle ranch, and a third did well in the trucking business.

As for McDonald, a psychology professor at several universities, he quipped, “I’m still looking for my first honest job.”

Meanwhile, he offers this advice: Take your anger and use it “to create the drive and push to be the best you can be and do just a little bit better. Don’t do it just to ‘show them,’ but to show yourself. Counteracting negative stereotypes is so very important to later peace of mind.”

A career well-lived

After experiencing racism throughout college, K. Patrick Okura had just received his master’s degree in psychology when the Japanese bombed Pearl Harbor in 1941.

He was immediately interned in San Anita, Calif., along with 19,000 other Japanese-Americans. “I was about to start my career, and I ended up working in the horse stables,” the 89-year-old Okura said.

While the experience could have left him embittered, something happened that changed his life. A man his wife worked for at the camp heard he was a mental health professional and introduced him to Father Flanagan of Boy’s Town, the renowned home for orphaned boys. Flanagan needed a mental health expert to test the 400 youngsters living there. The experience helped cement a life’s value for Okura.

“It’s not how smart you are or how knowledgeable you are–you have to depend on other people to help you,” Okura said. “In that way you’re able to succeed.”

His work with the youngsters at Boy’s Town turned out to be immensely gratifying.

“I felt like this is what life’s all about,” he said. “Since then, my whole philosophy has been to help others.”

From Boy’s Town, Okura went on to a number of high-level mental health positions in the state and federal governments, including as assistant director for International Mental Health Programs at the National Institute of Mental Health (NIMH).

In 1988, Okura and his wife Lilly Okura founded the Okura Mental Health Leadership Foundation Inc., an organization that grants mental health fellowships to promising Asian-American students. The two funded the project with money they received from former President Bush as an apology for the internment experience. So far they’ve funded 90 fellows.

“I hope to hit (age) 100, and by then the foundation will be able to fund another 100 people,” Okurasaid. “By the time I leave this earth, there will hopefully be 200 Okura fellows to carry on my work.”

Forging a field

Despite the fact that he has shone in academia, Stanford University professor Amado Padilla said his time as a Latino at various prestigious universities has been intellectually and emotionally isolating.

“Throughout my academic training as an experimental psychologist at the University of New Mexico, I never met another Latino or ethnic-minority psychologist,” Padilla said.

And it didn’t get better from there: At his next three teaching jobs–at the University of California at Santa Barbara from 1971­74, the University of California at Los Angeles from 1974­88 and Stanford University from 1988 to the present–it hasn’t been easy finding people of like mind and culture, he said.

A notable exception was his relationship with Rene “Art” Ruiz, PhD, a clinical professor at the University of Missouri who became Padilla’s mentor from 1971 until Ruiz died 10 years later.

“He taught me about everything from fine wines, brandy and savoring foods to income tax deductions to how to spend my discretionary income,” Padilla joked.

More important, Ruiz helped Padilla value multiculturalism, which has become a central part of his work and passion. His observations have led him to champion mentoring for ethnic-minority students, Padilla said.

“All of us need role models or mentors in our life, regardless of how old we are,” he said.

Although he was trained in experimental psychology and is well known for his work in that area, Latino psychology has become a major track for him, Padilla added. In the 1970s he received an NIMH grant to systematize the literature on Latino mental health, and has since written several definitive books on the subject.

Unfortunately, multiculturalism is wrongly seen as the weak sister by many academicians, Padilla said.

“Multiculturalism is going to be continuously challenged for whether it’s important,” he warned. “Yet multiculturalism and diversity exist everywhere. It’s important to consider culture and race in all that we do.”

A father of black psychology

In 1965, Joseph L. White was well on his way to becoming what he calls “a black Anglo-Saxon” psychologist, when he was accidentally thrust into a new identity.

The Civil Rights movement was going full steam and blacks in the Watts section of Los Angeles were torching their community in protest. Meanwhile, White was quietly teaching Piaget and Carl Rogers at Long Beach State College, when the media called him–as one of the only black psychologists they could find in the area–to comment. Their only previous interviews had been with white ‘experts’ who weren’t getting to the heart of the matter.

White didn’t have much time to think.

“Why are these Negroes burning down their community?” the interviewers asked.

“Because they’re goddamned angry!” White burst out. With that statement, “overnight, I became the blackest dude around!” the jocular University of California at Irvine psychologist said.

Indeed, given the newness of the concept, becoming an authentic black psychologist was both an emerging passion and a seat-of-the-pants endeavor, White confessed. In the late summer of 1968, he and several other black psychologists stormed APA’s Annual Convention to state their demands, but weren’t sure what to tell journalists when asked to define what they were angrily calling “black psychology.”

The group was supposed to meet over the weekend, but no one showed up, White said. Alone in his hotel room, White tackled the project himself.

“What I scribbled down became ‘Toward a Black Psychology,'” White said.

The text became a defining article in Ebony magazine in 1970. White received plenty of flak from fellow psychologists for his about-face. One colleague from Michigan State, where White received his doctoral degree, accused White of “bringing racism into psychology,” White said.

He advises following your conscience anyway. During Michigan State’s 50th anniversary celebration of its clinical psychology program in 1996, “they gave one award in clinical psychology,” he said, “and they gave it to me.”

week 4-Discussion

 

I need initial Post and two replies on other students post. I attached the reply document too. Need by morning tomorrow 

A brief roleplay can teach us a lot about ourselves—as individuals and as members of a team.  This discussion question has you assume the role of a team member facing a slightly dysfunctional team.  After reading the following story, assume the role of the team member and offer your advice using the concepts learned while taking this course.

Here’s the story:

You have just landed your dream job as an insurer at Kaiser Permanente’s claims department. As part of your position, you work in a team of four other insurers and have weekly meetings to discuss updates, strategies, and workload. One of the team members, Helen, has been with the company for over a decade and has extensive experience and knowledge. She has also been quite helpful in assisting you during your orientation, so you are grateful for her continuous support and friendship. However, after six months in your job, you have realized that Helen dominates most of the meetings and becomes a bit aggressive when her suggestions are not accepted by other team members. This has started to affect your team’s performance as you haven’t been able to present an effective strategy to your supervisor lately. While you value Helen as a colleague and team member, you are also aware that you need to prevent further damage to the team. Using some of the strategies mentioned in your Week 4’s resources, explain how you would resolve this situation and still maintain a positive relationship with Helen.

So, what’s your advice? 

Provide a posting of your advice using at least 150 words and the concepts learned while taking this course.  You should post by Wednesday at 11:59 PM, PST and post substantive responses (50 words) to at least two class members by Sunday at 11:59 PM, PST.

Mental Model

Assume you work in Human Resources as a part of the management team for AAA Transportation in Waukegan, WI, which has recently been acquired. AAA Transportation is an interstate trucking company that specializes in transporting wholesale produce in refrigerated trailers throughout the Midwest. The new owners want to make some sweeping changes in the services offered. One of the things that they would like to do is add delivery of nonperishable products, such as canned foods, to their delivery routes, allowing AAA to expand the area they cover and to provide expanded service to their existing customers. They think that, because many of the routes do not require a full load on the trucks, there is room to add the nonperishable goods and provide delivery at a lower rate than the customers are now paying.

 

Two of your coworkers, Vernon and Bud, are resistant to the changes proposed by the new owners. Vernon supervises the company’s drivers and Bud works in the corporate offices. Vernon does not think that it is a good idea to expand out of their core business, while Bud thinks that AAA is not strong enough to compete with existing companies that service the nonperishable foods market (several of whom AAA has had a long history of mutually respecting each others’ customers and routes); they risk alienating long-term customers; and transporting nonperishable goods in refrigerated trailers is inefficient. Both employees have been with the company for more than 20 years and have much influence among the rest of the employees. Management does not want to terminate such long-term and influential employees but need for Vernon and Bud to join the effort to make the company successful.

 

Write a 1,050- to 1,400-word paper in which you define and discuss mental model/mindsets and their impact on you and your two coworkers.

 

Identify the four steps to changing mental models/mind sets and how you could use them to bring Vernon and Bud onto the team.

 

Identify the five forces that influence those mental model/mindsets of your coworkers and discuss how those forces might affect your coworkers’ mindsets.

 

Include examples of what mental models/mindsets are possibly affecting Vernon and Bud’s decision-making processes and affecting their relationship with the company.

 

Analyze your most commonly used mental models/mindsets that guide your decision making in the workplace. How do these models influence your decision making?

2 discussion responses 150 words each

Respond to two students ado conversation do not grade or critique work.

First response to Timothy

Cultural distance is a fascinating concept, which outlines how differences in culture, both in standards and applicability, can influence how groups act, interact, and succeed or fail. The idea of cultural distance is simple: cultures have values, beliefs, standards, and approaches to the world which are standardized by the culture’s adherence to, and valuation of, these components. When different cultures become intertwined, typically by sharing a society or community, there may be clashes or differences which undercut the ability to act, and interact, in a cohesive and mutually beneficial manner. To this end, cultural distance is a term used to describe not only the gaps between the various components which define communities in relation to one another, but equally, how these gaps influence how these groups act, interact, and mesh together (or not). To address this, I found an article entitled, ‘The Relevance of Cultural Distance between Patients and Physicians to Racial Disparities in Health Care’ (Somnath, 2006). Specifically, this article addresses how healthcare disparities exist between white and minority communities, even when accounting for equal access across racial lines; the research found that because many minority groups, as well as the white group, typically lives and interacts within themselves, and only interact with members of other groups sparsely, that there is limited trust between said parties (Somnath, 2006). At the same time, this limited exposure means that abilities to communicate effectively and build relationships are minimal, meaning that these communities get lesser health care, because they do not trust medical professionals and the professionals have trouble wading through this distrust and conveying messages or instructions (Somnath, 2006). The real-world implications of this outcome are devastating, with minority groups then suffering worse conditions, more often, and also having manageable conditions become unmanageable due to lack of care or help. The researchers concluded their work by noting that more research was needed, but also stating that their work served as a platform for acknowledging the role of cultural distance in creating health disparities, thereby outlining the need to close these gaps and engender better outcomes.

Somnath, S. (2006). The Relevance of Cultural Distance between Patients and Physicians to Racial Disparities in Health Care. Journal of General Internal Medicine. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1484660/ (Links to an external site.)Links to an external site.

Second Response to Katrina

Topic 3: Review the Meriden Public Schools: Courageous Leadership and Innovation in Action. Please examine this case from a change leadership perspective. How did the superintendent approach this change? How did he gain buy-in and support? Can this approach be replicated nationwide? Why or why not?

The superintendent suggests in the case video that running public schools traditionally does not lead to any innovation or change. Moreover, he states that any innovation which does not lead to a successful change should be ceased so that another option can be attempted (Edutopia, 2017).

He gained buy-in and support by including the students in the decision making process by process of collaboration (Edutopia, 2017). This approach can definitely be replicated nationwide, if not should be implemented world-wide. Bringing students into the process of innovation and change will make them more willing to comply with any new rules, regulations or procedures. Being listened to and knowing that teachers are taking your view into account makes for a more respectful classroom atmosphere. This is a situation which should be encouraged across the globe.

One other change which the superintendent talks about is the extension of the students’ days while shortening, or making more flexible, the teachers’ days (Edutopia, 2017). It is important that children have a fully-rounded education and that school days do not finish earlier than they should because teachers are mentally exhausted. Allowing teachers to have shorter days so that another can take over is something which should be considered nationwide. Although the children’s days end at the school bell, the teachers have hours more of work to complete. This type of change is sure to gain the support of teachers and parents alike.

References

Edutopia (2017). Meriden Public Schools: Courageous Leadership and Innovation in Action. Retrieved from http://fod.infobase.com.portal.lib.fit.edu/p_ViewVideo.aspx?contentID=2K6194mhOds&channel=Edutopia&chnID=9 (Links to an external site.)Links to an external site.

maven_tutor

Analyzing Speech Introductions and Conclusions

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The purpose of this lab is to understand the important role of introductions and conclusions in public speaking. First, watch one of the following speeches listed below:

Barack Obama: Presidential Inaugural Address

Delivered 20 January 2009
Video:
http://www.youtube.com/watch?v=VjnygQ02aW4
Transcript: http://www.americanrhetoric.com/speeches/barackobama/barackobamainauguraladdres s.htm

Hillary Clinton: Democratic National Convention Keynote Address

Delivered 26 August 2008
Video:
http://www.youtube.com/watch?v=MeFMZ7fpGHY
Transcript: http://www.americanrhetoric.com/speeches/convention2008/hillaryclinton2008dnc.htm

Steve Jobs: Stanford Commencement Address

Delivered 12 June 2005
Video & Transcript:
http://news.stanford.edu/news/2005/june15/jobs-061505.html

JK Rowling: Harvard Commencement Address

Video: http://www.youtube.com/watch?v=wHGqp8lz36c
Trancript: http://news.harvard.edu/gazette/story/2008/06/text-of-j-k-rowling-speech/

Sam Berns: TEDTalk, My philosophy for a happy life

Video & Subtitles: http://www.youtube.com/watch?v=36m1o-tM05g

Cameron Russell: TEDTalk, Looks Aren’t Everything. Believe Me, I’m A Model.

Video: http://www.youtube.com/watch?v=KM4Xe6Dlp0Y
Transcript: http://www.ted.com/talks/cameron_russell_looks_aren_t_everything_believe_me_i_m_a_m odel/transcript?language=en

page1image9880 page1image10040 page1image10200 page1image10360 page1image10520 page1image10680 page1image10840 page1image11000 page1image11160 page1image11320 page1image11480 page1image11640

 

Analyzing Speech Introductions and Conclusions

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After watching the speech, write a 1-2 page paper explaining how the speaker effectively used the introduction and the conclusion. Your paper should answer the following questions:

1. What was the speech topic and who was the speaker?

2. What was the objective of the speech? (For example, informative, persuasive, special occasion, etc.)

3. Did the speaker use the introduction to tie the entire theme of the speech together? If so, how? If not, what suggestions do you have to accomplish this?

4. Did the speaker use the introduction to get people’s attention in some way? If so, how? If not, what are some ideas for getting the audience’s attention in this speech?

5. Did the speaker use the conclusion to educate the audience on the significance of her/his topic? If so, how? If not, what suggestions do you have for accomplishing this?

6. Was the speaker effective in using her/his introduction and conclusion? If so, why? If not, why and how could she/he improve her/his speech in terms of the introduction and the conclusion?

NOTE: In order to effectively answer these questions, you should be connecting them back to course concepts and the textbook (Ch. 8).

Times New Roman, 12pt. font, 1 in. margins, double spaced

Turn in on Turnitin and bring in a hardcopy to class on due date.

 

 

go to this link to read chapter 8:

 

http://login.cengagebrain.com/cb/entitlement.htm?code=MTPN-CC1P-PH4S

user name: lama.almusaad.563@my.csun.edu

passowrd:lama1325

 

 

respond 3 to 5 sentences

Response Guidelines

Read the posts of your peers and respond to at least two. What common themes did you find in terms of the impact of group membership as it relates to mental health and addictions.

Group membership creates a collective unit from which individuals can engage each other in subjective experiences and support each other in the recovery process. The treatment of addiction is not an easy task, and so, it requires an individual to identify himself or herself to a particular group, creating a social identity that one relies on during and even after recovery from the addiction. According to Buckingham, Frings & Albery (2013), the reason for group membership is substantial, in that it creates a support center from which individuals understand each other’s feelings and are ready to work with each other to recover from the addiction problem. besides, group membership promotes the concept of self-efficacy within an individual, enabling one to build confidence and remain optimistic throughout the recovery process. It takes an individual to confide in a group and reveal the inner battles affecting the recovery process. 

Mawson, Best & Lubman (2016) note that social identity is a significant aspect generated through group membership. In psychology, social identity is used to describe the circumstances under which certain people view themselves as belonging to a certain group through the common practices and norms they uphold. Subscribing to a group membership means that one is ready to work with the group members, follow the code of conduct and identify oneself with the practices of the group (Buckingham, Frings & Albery, 2013). In addiction recovery, the creation of a social identity is a sufficient aspect that ensures the addict is able to find comfort in relating to individuals battling with similar issues.  It creates the cycle of self-categorization, thus ensuring that the identity of the group will promote efficacy and enhance the process of behavior change. Even during a relapse, the support from the group will help one get back on track and recover together. 

 

References

Buckingham, S. A., Frings, D., & Albery, I. P. (2013). Group membership and social identity in addiction recovery. Psychology of Addictive Behaviors, 27(4), 1132.

Mawson, E., Best, D., & Lubman, D. I. (2016). Associations between social identity diversity, compatibility, and recovery capital amongst young people in substance use treatment. Addictive Behaviors Reports, 4, 70-77.

Opportunity cost with computations

Economics Help

How can we measure the opportunity cost of leisure?  

Why is the supply curve for labor usually upward sloping?

 

2.In the graph below, assume that the market demand curve for labor is initially D1.  Answer the following questions.

 

 

a. What are the equilibrium wage rate and employment level?

 

 

b. What area represents economic rent?

 

 

 

 

c. Assume that the price of a substitute resource decreases, other things constant. What happens to demand for labor?

 

 

 

What are the new equilibrium wage rate and employment level?

 

What happens to economic rent?

 

 d. Suppose instead that demand for the final product increases, other things constant. Using labor demand curve D1 as your starting point, what happens to the demand for labor?

 

 

What are the new equilibrium wage rate and employment level?

 

 

What happens to economic rent?

 

 

Use the following data to answer the questions below. Assume a perfectly competitive product market.

 

 

 

b. If the wage rate is $15 per hour, how much labor will be hired?

 

c. What is the firm’s total revenue and total amount paid for labor at the level of labor input you determined in (b)? 

Ethics in Conditioning Research

Complete Parts 1 and 2 for this assignment.

Part 1

Watch “Pavlov’s Experiments on Dogs” and “Pavlov’s Experiments on Children” in the Week Two Electronic Reserve Readings.

Part 2

Prepare a research proposal for one of Pavlov’s research experiments involving children, adjusting it for current principles of ethical guidelines

  • Read the article ““The General Ethical Principles of Psychologists” 
  • Identify one of the ethical violations and propose an alternative approach that would meet current ethical standards.

Format your paper consistent with APA guidelines.

 

“The biggest ethical violation that stands out to me is the invasive surgery that Pavlov performed on children and dogs to obtain saliva that permanently damages them for life not only physically but psychologically.”

 

 

 

A-plus Writer

 

 

 

 

 

Accident Prevention Plan

 

 

 

 

 

 

 

 

 

 

 

 

(Shatha Aldahban)

TECH 462 –Industrial Safety Engineering

March 16, 2015

 

Table of Contents

 

Introduction

               Goal & Intentions                                                                 Page 5

          Company Presidents Statement                                                        Page 6

Management Responsibilities                             

Manager Responsibilities                                                                  Page 8

Supervisors Responsibilities                                                   Page 8-9

Employee Orientation

How and When                                                                       Page 11

Emergency Action Plan                                                           Page 12-24

Emergency Shutdown Procedures                                           Page 25

Injury and Illness Procedures

Procedures                                                                               Page 27

Record Keeping                                                                       Page 27

Supervisor Responsibilities                                                     Page 28

Report Form                                                                           Page 29

Incident/Accident Investigation Procedures

Procedure Steps                                                                      Page 31

Worksheet Form                                                                     Page 32

Incident/accident Table                                                            Page 33

Safety Guidelines

General Guidelines                                                                  Page 35-36

Equipment Specific                                                                 Page 37

Individual Specific                                                                   Page 38

Safety Disciplinary Policy

Safety Disciplinary Policy                                                       Page 40

Safety Awareness Program

Safety Committee                                                                             Page 42

Safety Meetings                                                                       Page 43

Safety Training Forms                                                             Page 43-44

Safety Award Program                                                            Page 45

Appendix A: Material Safety Data Sheet

(ACETOPHENONE) MSDS                                                   Page 47

(CALCIUM CARBONATE) MSDS                                        Page 48

Appendix B: State and Federal Posters

(Job and Safety It’s the Law)                                                  Page 50

(In Case of Injury at Work)                                                     Page 51

(Fire Safety)                                                                                      Page 52

(Health and Safety at Work)                                                   Page 53

(Speak Up For Safety)                                                             Page 54

(Please Use Your Safety Gear)                                                          Page 55

Appendix C: OSHA Forms and Instructions

OSHA Form Instructions                                                                  Page 57

OSHA Form 300                                                                     Page 58

OSHA Form 300A                                                                  Page 59

OSHA Form 301                                                                     Page 60

          ADDITIONAL FORMS                                                              Page 61-73

 

 

 

 

 

 

 

Introduction

 

 

 

 

 

 

 

 

 

 

 

 

 

           

            SAFETY AND HEALTH POLICY FOR XYZ COMPANY

XYZ COMPANY places a high value on the safety of its employees. XYZ COMPANY is committed to providing a safe workplace for all employees and has developed this program for injury prevention to involve management, supervisors, and employees in identifying and eliminating hazards that may develop during our work process.

It is the basic safety policy of this company that no task is so important that an employee must violate a safety rule or take a risk of injury or illness in order to get the job done. The time during which employees are participating in training and education activities shall be considered as hours worked for purposes of wages, benefits, and other terms and conditions of employment.  The training and education shall be provided at no cost to the employees.  Members of the Safety/Health Committee will be allowed reasonable time to exercise the rights of the committee without any loss of pay or benefits.

Employees are required to comply with all company safety rules and are encouraged to actively participate in identifying ways to make our company a safer place to work.  Supervisors are responsible for the safety of their employees and as a part of their daily duties must check the workplace for unsafe conditions, watch employees for unsafe actions and take prompt action to eliminate any hazards.

Management will do its part by devoting the resources necessary to form a safety committee composed of management and elected employees.  We will develop a system for identifying and correcting hazards.  We will plan for foreseeable emergencies. We will provide initial and ongoing training for employees and supervisors.  And, we will establish a disciplinary policy to insure that company safety policies are followed.

 

 

Letter From The President

 

The purpose of this policy is to create a high criterion of safety all the way through operations of XYZ Company,and to make certain that no employee is expected to work under any conditions, which are risky or unhygienic.

 

We know that each employee has the right to obtain personal satisfaction from their job and the prevention of occupational injury and illness is of such significance to this belief that it will be given top priority at all times.

 

It is our goal here at ZYX Company to begin and maintain complete accident prevention and safety training programs.  Each distinct individual from upper management to the working person is accountable for the safety and health of those persons that are in charge and their coworkers around them, our employee’s.

 

Signed,

                        The Company President

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Management Responsibilities

 

 

 

 

 

 

 

 

 

Responsibilities for safety and health include the establishment and maintenance of an effective communication system among workers, supervisors and management officials.  To this end, all personnel are responsible to assure that their messages are received and understood by the intended receiver.  Specific safety and health responsibilities for company personnel are as follows:

 

A.     Management Officials

 

Active participation in and support of safety and health programs is essential.  Management officials will display their interest in safety and health matters at every opportunity.  At least one manager (as designated) will participate in the safety and health committee meetings, incident investigations and inspections.  Each manager will establish realistic goals for implementing instructions for meeting the goals.  Goals and implementing instructions shall be within the framework established by this document.  Incentives will be included as part of the instructions. 

 

 

B.     Supervisors

 

The safety and health of the employees they supervise is a primary responsibility of the supervisors.  To accomplish this obligation, supervisors will:

 1.

Assure that all safety and health rules, regulations, policies and procedures are understood and observed.

 2.

Require the proper care and use of all required personal protective equipment.

 3.

Identify and eliminate job hazards quickly through job safety analysis procedures.  (See the sample Job Safety Analysis form attached to this document.)

 4.

Inform and train employees on the hazardous chemicals and/or procedures they MAY encounter under normal working conditions or during an emergency situation.  (See the sample hazard communication program.)

 5.

Receive and take initial action on employee suggestions, awards or disciplinary measures.

 6.

Train employees (new and experienced) in the safe and efficient methods of accomplishing each job or task as necessary.

 7.

Review injury trends and establish prevention measures.

 8.

Participate in incident investigations and inspections.

 9.

Promote employee participation in the safety and health program.

10.

Actively follow the progress of injured workers and display an interest in their rapid recovery and return to work.

 

 

 

 

      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Employee Orientation

 

 

 

 

 

 

 

 

 

 

How and When

 

 

Safety is everyone’s job at Small Business Notes. Small Business Notes provides a clean, hazard free, healthy, safe environment in which to work in accordance with the Occupational Safety and Health Act of 1970. As an employee, you are expected to take an active part in maintaining this environment. You should observe all posted safety rules, adhere to all safety instructions provided by your supervisor and use safety equipment where required. Your workspace should be kept neat, clean and orderly.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EMERGENCY ACTION PLAN for: XYZ COMPANY

 

Facility Name: ____________________

Facility Address: ___________________

DATE PREPARED: ___/_____/______

 

EMERGENCY PERSONNEL NAMES AND PHONE NUMBERS

DESIGNATED RESPONSIBLE OFFICIAL (Highest Ranking Manager at

_____________site, such as __________, ___________, or ____________):

Name: Phone: (________________)

EMERGENCY COORDINATOR:

Name: Phone: (______________)

AREA/FLOOR MONITORS (If applicable):

Area/Floor: Name: Phone: (_______________)

Area/Floor: Name: Phone: (_______________)

ASSISTANTS TO PHYSICALLY CHALLENGED (If applicable):

Name: Phone: (_______________)

Name: Phone: (________________)

Date ____/____/____

 

 

 

 

 

EVACUATION ROUTES

Evacuation route maps have been posted in each work area. The

following information is marked on evacuation maps:

1. Emergency exits

2. Primary and secondary evacuation routes

3. Locations of fire extinguishers

4. Fire alarm pull stations’ location

a. Assembly points

• Site personnel should know at least two evacuation routes.

 

EMERGENCY PHONE NUMBERS

FIRE DEPARTMENT: ________________

PARAMEDICS: _______________

AMBULANCE: _______________

POLICE: ________________

FEDERAL PROTECTIVE SERVICE: ________________

SECURITY (If applicable): _________________

BUILDING MANAGER (If applicable): ________________

 

UTILITY COMPANY EMERGENCY CONTACTS

(Specify name of the company, phone number and point of contact)

ELECTRIC: _____________________

WATER: _______________________

GAS (if applicable): __________________________

TELEPHONE COMPANY: _______________________

Date: ___/____/_____

EMERGENCY REPORTING AND EVACUATION PROCEDURES

Types of emergencies to be reported by site personnel are:

• MEDICAL

• FIRE

• SEVERE WEATHER

• BOMB THREAT

• CHEMICAL SPILL

• STRUCTURE CLIMBING/DESCENDING

• EXTENDED POWER LOSS

• OTHER (specify)___________________________________

 

MEDICAL EMERGENCY

• Call medical emergency phone number (check applicable):

Classroom Assessment

Tomlinson (2009) described differentiated assessment as an ongoing process through which teachers gather data before, during, and after instruction from multiple sources to identify learners’ needs and strengths. In a quality class that is built on the foundation of differentiation, the teacher will infuse a constant stream of assessments (before, during, and after) to help identify student’s needs and to help improve learning. 

Use the information in your text and from the following websites and video to explore definitions, explanations and examples of pre-assessments, formative assessments, and summative assessments.

Instructions

After viewing the resources:

  • Explain the role of assessment as it applies to theoretical foundations of differentiated instruction. 
  • Describe how assessment can be created that evaluates a student’s true knowledge without bias towards language barriers, learning differences, or cultural differences. 
  • Choose one differentiated assessment strategy (either pre, formative, or summative) from the course text (or from the recommended websites or video) and present a rationale for using the assessment to meet the needs of diverse learners and how it will be used to drive future instruction.