The memorandum proposes implementing mandatory lockdown drills at Monroe Community College's Brighton Campus twice per semester. A survey found that most students are unaware of lockdown procedures. The proposal details a 15-minute drill plan with campus notifications and secure room procedures to better prepare students and faculty for an emergency. It argues that regular drills could help save lives at minimal cost.
I have worked on the project and the organizing of humanitarian actions for help kids.
Children awards with smiles of their happy faces.Our small actions doing right and great work for the future generation,let us be part of their present and future.
Unidad de aprendizaje n°03 4° SEÑOR DE LOS MILAGROS 2015ZIPERTZ S.R.L
Este documento presenta la unidad de aprendizaje No. 03 de la Institución Educativa Privada “Señor de los Milagros” en Cusco, Perú. La unidad se enfoca en las "Rarezas de la reproducción" y se desarrollará en 12 sesiones durante 6 semanas. Los aprendizajes esperados incluyen explicar los sistemas nervioso, endocrino y reproductor en seres vivos, así como tomar una posición crítica sobre cuestiones sociocientíficas relacionadas a la salud sexual. Las actividades invol
Unidad de aprendizaje 4° C.T.A. SEÑOR DE LOS MILAGROS CUSCOZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre cómo se nutren los seres vivos para estudiantes de 4to grado. La unidad abarca temas como la nutrición, la respiración, la circulación y la excreción en seres vivos. Se espera que los estudiantes comprendan estos procesos a través de actividades como debates, elaboración de trípticos y mapas conceptuales. La unidad concluye con una evaluación que mide la capacidad de los estudiantes para explicar estos procesos biológicos de manera c
Este documento presenta una unidad de aprendizaje sobre cómo se nutren los seres vivos para estudiantes de 4° grado. La unidad abarca 7 sesiones que cubren temas como la nutrición, la respiración, la circulación y la excreción. Los estudiantes aprenderán conceptos científicos clave a través de lecturas, videos, experimentos y actividades grupales. La unidad evaluará la comprensión de los estudiantes mediante la elaboración de trípticos, mapas mentales y debates.
Unidad de aprendizaje nº 02 3° SEÑOR DE LOS MILAGROS 2015ZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre la diversidad de seres vivos microscópicos. La unidad se llevará a cabo en una escuela primaria en Cusco y durará 6 sesiones, en las cuales los estudiantes aprenderán sobre los reinos monera, protista y hongos. Los estudiantes clasificarán seres vivos, investigarán la importancia de las bacterias y protistas, y comunicarán sus hallazgos a través de maquetas y presentaciones. El objetivo es que comprendan mejor la diversidad microscó
Unidad de aprendizaje n°03 2° SEÑOR DE LOS MILAGROSZIPERTZ S.R.L
La unidad de aprendizaje se enfoca en las funciones de nutrición y cómo los nutrientes llegan a las células. Cubre temas como la alimentación, el proceso digestivo, el sistema cardiovascular y linfático, y estilos de vida saludables. La unidad consta de 8 sesiones que examinan estos temas a través de discusiones, demostraciones y proyectos con el objetivo de que los estudiantes comprendan la importancia de una dieta balanceada.
Unidad de aprendizaje nº 02 1° sr de los milagros (1) copia - copiaZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre la diversidad de seres vivos microscópicos. La unidad se llevará a cabo en una escuela primaria en Cusco y durará 6 sesiones, en las cuales los estudiantes aprenderán sobre los reinos monera, protista y hongos. Los estudiantes clasificarán seres vivos, investigarán la importancia de las bacterias y protistas, y comunicarán sus hallazgos a través de maquetas y presentaciones. El objetivo es que comprendan mejor la diversidad microscó
I have worked on the project and the organizing of humanitarian actions for help kids.
Children awards with smiles of their happy faces.Our small actions doing right and great work for the future generation,let us be part of their present and future.
Unidad de aprendizaje n°03 4° SEÑOR DE LOS MILAGROS 2015ZIPERTZ S.R.L
Este documento presenta la unidad de aprendizaje No. 03 de la Institución Educativa Privada “Señor de los Milagros” en Cusco, Perú. La unidad se enfoca en las "Rarezas de la reproducción" y se desarrollará en 12 sesiones durante 6 semanas. Los aprendizajes esperados incluyen explicar los sistemas nervioso, endocrino y reproductor en seres vivos, así como tomar una posición crítica sobre cuestiones sociocientíficas relacionadas a la salud sexual. Las actividades invol
Unidad de aprendizaje 4° C.T.A. SEÑOR DE LOS MILAGROS CUSCOZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre cómo se nutren los seres vivos para estudiantes de 4to grado. La unidad abarca temas como la nutrición, la respiración, la circulación y la excreción en seres vivos. Se espera que los estudiantes comprendan estos procesos a través de actividades como debates, elaboración de trípticos y mapas conceptuales. La unidad concluye con una evaluación que mide la capacidad de los estudiantes para explicar estos procesos biológicos de manera c
Este documento presenta una unidad de aprendizaje sobre cómo se nutren los seres vivos para estudiantes de 4° grado. La unidad abarca 7 sesiones que cubren temas como la nutrición, la respiración, la circulación y la excreción. Los estudiantes aprenderán conceptos científicos clave a través de lecturas, videos, experimentos y actividades grupales. La unidad evaluará la comprensión de los estudiantes mediante la elaboración de trípticos, mapas mentales y debates.
Unidad de aprendizaje nº 02 3° SEÑOR DE LOS MILAGROS 2015ZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre la diversidad de seres vivos microscópicos. La unidad se llevará a cabo en una escuela primaria en Cusco y durará 6 sesiones, en las cuales los estudiantes aprenderán sobre los reinos monera, protista y hongos. Los estudiantes clasificarán seres vivos, investigarán la importancia de las bacterias y protistas, y comunicarán sus hallazgos a través de maquetas y presentaciones. El objetivo es que comprendan mejor la diversidad microscó
Unidad de aprendizaje n°03 2° SEÑOR DE LOS MILAGROSZIPERTZ S.R.L
La unidad de aprendizaje se enfoca en las funciones de nutrición y cómo los nutrientes llegan a las células. Cubre temas como la alimentación, el proceso digestivo, el sistema cardiovascular y linfático, y estilos de vida saludables. La unidad consta de 8 sesiones que examinan estos temas a través de discusiones, demostraciones y proyectos con el objetivo de que los estudiantes comprendan la importancia de una dieta balanceada.
Unidad de aprendizaje nº 02 1° sr de los milagros (1) copia - copiaZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre la diversidad de seres vivos microscópicos. La unidad se llevará a cabo en una escuela primaria en Cusco y durará 6 sesiones, en las cuales los estudiantes aprenderán sobre los reinos monera, protista y hongos. Los estudiantes clasificarán seres vivos, investigarán la importancia de las bacterias y protistas, y comunicarán sus hallazgos a través de maquetas y presentaciones. El objetivo es que comprendan mejor la diversidad microscó
Unidad de aprendizaje n°03 1° sm CTA 2015ZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre la diversidad de flora y fauna en la comunidad. La unidad se llevará a cabo durante 6 semanas en el primer grado y cubrirá los reinos biológicos, la clasificación, características y importancia de plantas y animales. Los estudiantes aprenderán sobre fotosíntesis, reproducción vegetal y diversidad biológica a través de lecturas, videos y actividades prácticas como observaciones de muestras.
Unidad de aprendizaje n°03 3°sm CTA 2015ZIPERTZ S.R.L
Este documento presenta la unidad de aprendizaje número 03 de la asignatura Ciencia, Tecnología y Ambiente del tercer grado. La unidad se centra en los enlaces químicos y las fuerzas moleculares. Consta de 6 sesiones que abordan conceptos como enlaces iónicos, covalentes y metálicos, así como fuerzas intermoleculares. El objetivo es que los estudiantes comprendan cómo estas fuerzas mantienen unidos los compuestos químicos.
Unidad de aprendizaje n°03 2° sm CTA 2015ZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje de 6 semanas sobre la coordinación nerviosa y endocrina para estudiantes de 2do grado. La unidad cubre temas como el sistema nervioso central y periférico, los órganos receptores y efectores, y las enfermedades del sistema nervioso. Los estudiantes aprenderán a justificar el funcionamiento de estos sistemas a través de actividades como esquemas, cuadros comparativos y ensayos. La unidad evaluará la capacidad de los estudiantes para comprender y aplicar conoc
The document provides a name - Esteban Sánchez. No other details are given about this person in the single line of text. The name Esteban Sánchez is the only piece of information contained within the document.
The document discusses various styles and topics related to fashion, including headwear fashion, fashion for disabilities, seasonal fashions, piercings as fashion, simple fashion, lonely fashion, youth fashion, styles for men and makeup, hairstyles, vintage fashions, punk fashion, fashion cultures, rejuvenated fashion, military fashion, foreign family fashion, street fashion, sexy fashion, country fashion, 1970s fashion, wedding styles, and Hindu fashion. It also includes various citations and links to images relating to these different fashion genres and topics.
This document provides biographical and professional details about Ahmad Hazwan Bin Abdul Muaais. It includes his contact information, personal particulars, educational background, skills and proficiencies, achievements, work experience, and current job scope working as a Pipeline Engineer for Petronas Carigali. Some of his current projects include the Angsi Chemical Enhanced Oil Recovery project and Dulang East Development project, where he is involved in conceptual studies, frontend engineering design, and technical evaluation of engineering bids.
Kimberly Cartoski seeks a position that utilizes her experience in education, customer service, and office administration. She has over 30 years of experience in various roles for Spotsylvania County Public Schools, including as a teacher, MIS support assistant, and customer service representative. Her skills include time management, multitasking, record keeping, communication, and the ability to work independently and as part of a team.
The document provides details of a training course on the Bulldog Alert system for responding to active shooter situations at The Citadel. The 45-minute course aims to teach employees how to identify procedures for an active shooter and react appropriately upon hearing alerts. It covers notification methods, individual response protocols, practicing responses, and signing up for alerts to stay safe.
The document provides an overview of health and safety policies and procedures for staff at a school. It covers workers' rights and responsibilities, hazards in the workplace, reporting injuries, emergency procedures including fire drills and lockdowns, working alone, building security including alarm codes, and the roles of the joint health and safety committee. Staff are expected to follow safety protocols, report any incidents or injuries, and receive training on emergency response.
The document outlines various safety procedures and rules at The Howard School. It discusses visitor procedures, missing children procedures, student identification, fire drills, security lockdown procedures, building rules, activity rules, and risk assessment procedures. It provides details on how risk assessments are conducted, including the format, content, identified hazards, and best practices. Recommendations are made to improve safety in the hall, sixth form canteen, business room, and ELC based on risk assessments of those locations.
The role of equipment warning labels in the Industrial WorkplaceMuhammad Mubeen
The document discusses a study on the role of equipment warning labels in the industrial workplace. The study involved students (workers) using industrial woodworking equipment. The workers received safety training but were not told about warning labels. A survey later found that experienced workers were more likely to notice and remember warning labels than inexperienced workers. While warning labels provided a safety reminder, face-to-face training was considered the most effective method of safety information compared to other methods like manuals and videos.
This document summarizes Cape Breton University's experience with a lockdown situation in October 2015 that was prompted by an anonymous social media post, and the lessons they learned. It describes the events of the lockdown, pre-incident preparedness, differences from their plan, areas for improvement, and steps taken since such as training, guidance documents, and exercises.
This document summarizes a report on student vandalism at Ferrum College. Surveys of students and staff found that while staff encounter vandalism more often, both groups feel the college has not done enough to prevent it. Interviews revealed that vandalism costs maintenance hundreds of dollars weekly and impacts their budget. To reduce vandalism, the report recommends installing more security cameras, increasing student accountability, and raising awareness of surveillance measures.
The document discusses establishing safe and secure learning environments through consistent implementation of policies, guidelines, and procedures. It emphasizes developing understanding of policies around safety and security, and identifying facts and misconceptions related to establishing safe environments for learners. Key aspects include securing the learning space, facilitating safe student activities, and encouraging respectful participation.
Operation Phoenix Rising outlines a plan for successfully transitioning from military service to college. The document details the "enemy forces" one may encounter as a student including traditional students, instructors, and faculty. It also describes the typical weather patterns each academic quarter and the campus terrain. Execution of the plan involves attending all classes, completing coursework, and utilizing campus resources and support systems to achieve the goal of degree or certificate completion.
The business world is changing and the need to keep workers and leaders informed is ever more important. However, the time constraints to deliver the message must be provided in short sound bites so that it can be managed with the myriad of other daily responsibilities. The answer is to provide training when workers and leaders can attend online. Lessons need to be short and deliver meaningful information. The lessons need to build upon each other so the entire message is complete at the end of the training. By reimaging how we can deliver information in a timely fashion will improve our capacity to protect workers, public and the environment in the future.
This document provides information about Campbell County Health's EMS University conference being held from April 7-9, 2016 in Gillette, Wyoming. It includes details about skills stations being offered each morning, a competition called "The Game of Tones" where teams will test their skills in emergency scenarios, and information about continuing education credits and documentation. The document also includes a map of the venue and descriptions of courses being offered covering topics like airway management, cardiac care, trauma, and case studies.
Copyright of Comunicar is the property of Grupo Comunicar and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
CM 1010, Business Communication 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
5. Utilize communication concepts to enhance professional development skills.
5.1 Research career/professional development concepts from a credible source.
5.2 Create an organized essay that applies relevant career/professional development concepts to
the student’s role.
Reading Assignment
In order to access the following resource(s), click the link(s) below:
This article provides information about interviewing and being prepared for employment.
Crosby, O. (2016, April). Employment interviewing: Seizing the opportunity and the job. Career Outlook.
Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=114924637&site=ehost-live&scope=site
Click here for an overview of the Career Services department at CSU.
Click here for instructions on how to access and use the CareerQuest database through the myCSU Student
Portal.
Unit Lesson
Please be sure to maximize your Internet browser so that you can view each individual lesson on a full
screen, ensuring that all content is made visible.
Click here to access Unit VII Lesson 1.
Click here to access the Lesson 1 transcript.
Click here to access The Interview video.
Click here to access The Interview video transcript.
UNIT VII STUDY GUIDE
Employment and Interviewing
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114924637&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114924637&site=ehost-live&scope=site
https://online.columbiasouthern.edu/bbcswebdav/xid-76108312_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76108311_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76102642_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76098222_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76252798_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76078356_1
CM 1010, Business Communication 2
UNIT x STUDY GUIDE
Title
Click here to access Unit VII Lesson 2.
Click here to access the Lesson 2 transcript.
Click here to access Unit VII Lesson 3.
Click here to access the Lesson 3 transcript.
Click here to access Unit VII Lesson 4.
Click here to access the Lesson 4 transcript.
Suggested Reading
In order to access the following resource(s), click the link(s) below:
Ryder, M. (2016). Preparing for your next leadership position.
What you can get from first aid trainingSkwelaHoot
First aid training provides important benefits. It can help save lives by teaching basic procedures to respond in emergencies until emergency services arrive. First aid training is useful for everyone, not just medical professionals, as accidents and injuries can happen anytime. Those with first aid knowledge are better equipped to handle situations calmly until help arrives. The training also improves observation skills to avoid hazardous situations and reduces risks. Individuals can get certified in first aid by taking online or in-person courses.
A MOOC is a massive open online course that is accessible to unlimited participants worldwide via the internet. MOOCs allow for open sharing of videos, readings, and online activities between participants. The first MOOC was created in 2008 and used various online platforms to engage students in discussions about its topic from around the world. There are two main types of MOOCs: xMOOCs which are led by a single instructor and focus on sharing ideas, and cMOOCs where learners control their own learning goals and progress without formal assessment.
The Preparedness Committee oversees crisis planning at the school. It has 6 members from various roles to provide different perspectives. The committee develops emergency procedures, conducts training, and enhances safety and security through initiatives. It encourages community involvement to foster a safe environment. The goals are to raise safety awareness, update procedures, and provide reasonable protection. Accomplishments include training, evaluations, improved procedures, and safety enhancements. Continued work involves lockdown practices, incident command training, and plan improvements.
Unidad de aprendizaje n°03 1° sm CTA 2015ZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje sobre la diversidad de flora y fauna en la comunidad. La unidad se llevará a cabo durante 6 semanas en el primer grado y cubrirá los reinos biológicos, la clasificación, características y importancia de plantas y animales. Los estudiantes aprenderán sobre fotosíntesis, reproducción vegetal y diversidad biológica a través de lecturas, videos y actividades prácticas como observaciones de muestras.
Unidad de aprendizaje n°03 3°sm CTA 2015ZIPERTZ S.R.L
Este documento presenta la unidad de aprendizaje número 03 de la asignatura Ciencia, Tecnología y Ambiente del tercer grado. La unidad se centra en los enlaces químicos y las fuerzas moleculares. Consta de 6 sesiones que abordan conceptos como enlaces iónicos, covalentes y metálicos, así como fuerzas intermoleculares. El objetivo es que los estudiantes comprendan cómo estas fuerzas mantienen unidos los compuestos químicos.
Unidad de aprendizaje n°03 2° sm CTA 2015ZIPERTZ S.R.L
Este documento presenta una unidad de aprendizaje de 6 semanas sobre la coordinación nerviosa y endocrina para estudiantes de 2do grado. La unidad cubre temas como el sistema nervioso central y periférico, los órganos receptores y efectores, y las enfermedades del sistema nervioso. Los estudiantes aprenderán a justificar el funcionamiento de estos sistemas a través de actividades como esquemas, cuadros comparativos y ensayos. La unidad evaluará la capacidad de los estudiantes para comprender y aplicar conoc
The document provides a name - Esteban Sánchez. No other details are given about this person in the single line of text. The name Esteban Sánchez is the only piece of information contained within the document.
The document discusses various styles and topics related to fashion, including headwear fashion, fashion for disabilities, seasonal fashions, piercings as fashion, simple fashion, lonely fashion, youth fashion, styles for men and makeup, hairstyles, vintage fashions, punk fashion, fashion cultures, rejuvenated fashion, military fashion, foreign family fashion, street fashion, sexy fashion, country fashion, 1970s fashion, wedding styles, and Hindu fashion. It also includes various citations and links to images relating to these different fashion genres and topics.
This document provides biographical and professional details about Ahmad Hazwan Bin Abdul Muaais. It includes his contact information, personal particulars, educational background, skills and proficiencies, achievements, work experience, and current job scope working as a Pipeline Engineer for Petronas Carigali. Some of his current projects include the Angsi Chemical Enhanced Oil Recovery project and Dulang East Development project, where he is involved in conceptual studies, frontend engineering design, and technical evaluation of engineering bids.
Kimberly Cartoski seeks a position that utilizes her experience in education, customer service, and office administration. She has over 30 years of experience in various roles for Spotsylvania County Public Schools, including as a teacher, MIS support assistant, and customer service representative. Her skills include time management, multitasking, record keeping, communication, and the ability to work independently and as part of a team.
The document provides details of a training course on the Bulldog Alert system for responding to active shooter situations at The Citadel. The 45-minute course aims to teach employees how to identify procedures for an active shooter and react appropriately upon hearing alerts. It covers notification methods, individual response protocols, practicing responses, and signing up for alerts to stay safe.
The document provides an overview of health and safety policies and procedures for staff at a school. It covers workers' rights and responsibilities, hazards in the workplace, reporting injuries, emergency procedures including fire drills and lockdowns, working alone, building security including alarm codes, and the roles of the joint health and safety committee. Staff are expected to follow safety protocols, report any incidents or injuries, and receive training on emergency response.
The document outlines various safety procedures and rules at The Howard School. It discusses visitor procedures, missing children procedures, student identification, fire drills, security lockdown procedures, building rules, activity rules, and risk assessment procedures. It provides details on how risk assessments are conducted, including the format, content, identified hazards, and best practices. Recommendations are made to improve safety in the hall, sixth form canteen, business room, and ELC based on risk assessments of those locations.
The role of equipment warning labels in the Industrial WorkplaceMuhammad Mubeen
The document discusses a study on the role of equipment warning labels in the industrial workplace. The study involved students (workers) using industrial woodworking equipment. The workers received safety training but were not told about warning labels. A survey later found that experienced workers were more likely to notice and remember warning labels than inexperienced workers. While warning labels provided a safety reminder, face-to-face training was considered the most effective method of safety information compared to other methods like manuals and videos.
This document summarizes Cape Breton University's experience with a lockdown situation in October 2015 that was prompted by an anonymous social media post, and the lessons they learned. It describes the events of the lockdown, pre-incident preparedness, differences from their plan, areas for improvement, and steps taken since such as training, guidance documents, and exercises.
This document summarizes a report on student vandalism at Ferrum College. Surveys of students and staff found that while staff encounter vandalism more often, both groups feel the college has not done enough to prevent it. Interviews revealed that vandalism costs maintenance hundreds of dollars weekly and impacts their budget. To reduce vandalism, the report recommends installing more security cameras, increasing student accountability, and raising awareness of surveillance measures.
The document discusses establishing safe and secure learning environments through consistent implementation of policies, guidelines, and procedures. It emphasizes developing understanding of policies around safety and security, and identifying facts and misconceptions related to establishing safe environments for learners. Key aspects include securing the learning space, facilitating safe student activities, and encouraging respectful participation.
Operation Phoenix Rising outlines a plan for successfully transitioning from military service to college. The document details the "enemy forces" one may encounter as a student including traditional students, instructors, and faculty. It also describes the typical weather patterns each academic quarter and the campus terrain. Execution of the plan involves attending all classes, completing coursework, and utilizing campus resources and support systems to achieve the goal of degree or certificate completion.
The business world is changing and the need to keep workers and leaders informed is ever more important. However, the time constraints to deliver the message must be provided in short sound bites so that it can be managed with the myriad of other daily responsibilities. The answer is to provide training when workers and leaders can attend online. Lessons need to be short and deliver meaningful information. The lessons need to build upon each other so the entire message is complete at the end of the training. By reimaging how we can deliver information in a timely fashion will improve our capacity to protect workers, public and the environment in the future.
This document provides information about Campbell County Health's EMS University conference being held from April 7-9, 2016 in Gillette, Wyoming. It includes details about skills stations being offered each morning, a competition called "The Game of Tones" where teams will test their skills in emergency scenarios, and information about continuing education credits and documentation. The document also includes a map of the venue and descriptions of courses being offered covering topics like airway management, cardiac care, trauma, and case studies.
Copyright of Comunicar is the property of Grupo Comunicar and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
CM 1010, Business Communication 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
5. Utilize communication concepts to enhance professional development skills.
5.1 Research career/professional development concepts from a credible source.
5.2 Create an organized essay that applies relevant career/professional development concepts to
the student’s role.
Reading Assignment
In order to access the following resource(s), click the link(s) below:
This article provides information about interviewing and being prepared for employment.
Crosby, O. (2016, April). Employment interviewing: Seizing the opportunity and the job. Career Outlook.
Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=114924637&site=ehost-live&scope=site
Click here for an overview of the Career Services department at CSU.
Click here for instructions on how to access and use the CareerQuest database through the myCSU Student
Portal.
Unit Lesson
Please be sure to maximize your Internet browser so that you can view each individual lesson on a full
screen, ensuring that all content is made visible.
Click here to access Unit VII Lesson 1.
Click here to access the Lesson 1 transcript.
Click here to access The Interview video.
Click here to access The Interview video transcript.
UNIT VII STUDY GUIDE
Employment and Interviewing
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114924637&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114924637&site=ehost-live&scope=site
https://online.columbiasouthern.edu/bbcswebdav/xid-76108312_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76108311_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76102642_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76098222_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76252798_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76078356_1
CM 1010, Business Communication 2
UNIT x STUDY GUIDE
Title
Click here to access Unit VII Lesson 2.
Click here to access the Lesson 2 transcript.
Click here to access Unit VII Lesson 3.
Click here to access the Lesson 3 transcript.
Click here to access Unit VII Lesson 4.
Click here to access the Lesson 4 transcript.
Suggested Reading
In order to access the following resource(s), click the link(s) below:
Ryder, M. (2016). Preparing for your next leadership position.
What you can get from first aid trainingSkwelaHoot
First aid training provides important benefits. It can help save lives by teaching basic procedures to respond in emergencies until emergency services arrive. First aid training is useful for everyone, not just medical professionals, as accidents and injuries can happen anytime. Those with first aid knowledge are better equipped to handle situations calmly until help arrives. The training also improves observation skills to avoid hazardous situations and reduces risks. Individuals can get certified in first aid by taking online or in-person courses.
A MOOC is a massive open online course that is accessible to unlimited participants worldwide via the internet. MOOCs allow for open sharing of videos, readings, and online activities between participants. The first MOOC was created in 2008 and used various online platforms to engage students in discussions about its topic from around the world. There are two main types of MOOCs: xMOOCs which are led by a single instructor and focus on sharing ideas, and cMOOCs where learners control their own learning goals and progress without formal assessment.
The Preparedness Committee oversees crisis planning at the school. It has 6 members from various roles to provide different perspectives. The committee develops emergency procedures, conducts training, and enhances safety and security through initiatives. It encourages community involvement to foster a safe environment. The goals are to raise safety awareness, update procedures, and provide reasonable protection. Accomplishments include training, evaluations, improved procedures, and safety enhancements. Continued work involves lockdown practices, incident command training, and plan improvements.
This PowerPoint presentation provides information about health and safety policies and responsibilities at Bridgwater College. It outlines the overall responsibility of the board of governors, principal, managers, staff, and health and safety manager. It details staff responsibilities and provides information on first aid procedures, fire safety, driving policies, and the college's commitment to safeguarding individuals and promoting health and well-being. The presentation is intended to inform college staff about relevant health and safety practices and policies.
Health safety induction training claires version newAndy Epps
This PowerPoint presentation provides information about health and safety policies and responsibilities at Bridgwater College. It outlines the overall responsibility of the board of governors, principal, managers, staff, and health and safety manager. It details staff responsibilities and provides information on first aid procedures, fire safety including evacuation plans and assembly points, occupational health services, safeguarding policies, driving policies, and the role of staff in promoting health and safety with learners.
The document discusses a study that examined how to reduce uncertainty among users of campus alert systems through surveys. The results showed that current alert systems are seen as reliable for general information but not as effective in emergency situations. It was concluded that adding color-coded alert levels could help reduce user uncertainty in emergency situations.
The document provides an overview of a unit on safeguarding and protection in health and social care. It outlines several key learning objectives including describing legislation related to safeguarding children and vulnerable adults. It also discusses the importance of preserving evidence of abuse and appropriate roles and responsibilities of practitioners regarding safeguarding. The document references the Victoria Climbie case and the subsequent Children Act of 2004. It addresses providing support for personal care safely and how practitioners can safeguard themselves.
The document describes an awareness campaign about the importance of first aid knowledge and training. The campaign aims to highlight that the first 3 minutes after an emergency are critical for survival but performing first aid under tension can be difficult without proper training. The campaign challenges people to respond correctly to a simulated emergency situation in 3 minutes and provides a "failure certification" as well as information about first aid courses for those who are unable to do so, to raise awareness of the need for regular training. It aims to leverage social media to spread its message using hashtags, videos, and news stories about the 3-minute challenge.
This document provides suggestions for using technology to improve the student and staff induction process. It recommends spreading induction activities out before, during, and after the main induction day to avoid information overload. Pre-induction activities could include online familiarization activities and FAQs. The induction day could incorporate mobile-based activities and games. Follow-up activities and information could be provided online and signposted via mobile. Using various technologies can help engage learners and staff while providing essential information in a more digestible manner.
1. MEMORANDUM
______________________________________________________________________________
Date: December 5, 2014
To: Elizabeth Pierce, Professor
From: Kyle Bedient, Gustavo Dos Santos, Rich Healey, Kana Ito
Subject: Monroe Community College Lockdown Proposal
Table of Contents
SUMMARY STATEMENT 2
BACKGROUND/ REASON 2
BACKGROUND 2
REASON 2
EXISTING PROCEDURES 4
PROPOSAL DETAILS 5
DESCRIPTION 5
PROBLEMS 5
GAINS 5
COST 6
ACTION STATEMENT 6
ATTACHMENTS 6
2. 2
Summary Statement
We would like to request lockdown drills at Monroe Community College’s Brighton Campus.
Our goal is to provide reasons to perform drills, to emphasize the importance of drills and to
educate faculty members and students to know about the procedures.
Background/ Reason
Background
The problem we are trying to solve is Monroe Community College (MCC) does not have a
lockdown plan in effect. We feel that all students would not know how to perform if MCC
needed to go into a lockdown for any reason. “We are too frequently and too often waking up to
incidences like this around the country.” (Moyer.) MCC does have procedures that all public
safety officers and teachers should know how to perform, but students are not well informed by
the college on what to do in a situation.
The only drill performed at MCC is during the first summer session, running from end of May
until the end of June. Within the approximately fifteen-minute drill, all the professors do is lock
the doors and closing the blinds. The problem with this is that there are not many students on
campus for the drill. We propose to move the drill during the summer semester, to the fall and
spring semesters.
We also encourage all students and faculty to view the procedures video on MCC’s website. It
takes five minutes to watch the video and review the steps on what to do during a lockdown. If a
five-minute video could save your life, would you watch it?
Reason
Since Monroe Community College Brighton Campus is an open campus where anyone,
including faculty, staff, students, and visitors, can come onto the campus buildings at anytime.
Then, we come up with a question if we as students and faculty staff are prepared for any crisis
situations. We say no. Although we do have our own training showing what to do in a situation,
we are not aware of what to do. There is a video on the MCC’s website explaining what to do in
a lockdown. The problem with the video is that very few students know of its existence.
In order to know the statistics of how much people know about MCC’s lockdown procedures, we
created a survey to obtain information from the students about our subject. We learned that
students are not prepared and a lockdown drill is a need.
3. 3
Figure1 Survey Questions #1
As you can see in figure 1, it is clear that a majority of people on the MCC campus is unaware of
the lockdown procedure. We feel it is crucial that all students know what to do during a
lockdown because it could save many lives if a catastrophic event were to take place. The more
people that know the procedures of MCC’s lockdown, the safer we can all stay while at school.
Figure2 Survey Question #2
According to our survey we can note that a lockdown drill is necessary, some of them went into
lockdown drills in high school; however some factors differ depending on institutions. Also, a
majority of people does not know what to do or would need more experiences with drills.
4. 4
Figure3 Survey Question #3
This question of the survey proves that lockdown drills should be a part of mandatory campus
wide trainings since a majority of people would not participate in an optional lockdown drill.
However, question number one clearly shows that people are not prepared for a crisis situation.
Therefore, we strongly recommend that MCC campus wide lockdown drills become mandatory
for everyone to participate on campus.
In case of fire, we know that we are responsible to evacuate from the campus buildings. We
know this because we have a few fire drills on campus every semester. If fire drills prepare us to
react to a fire emergency situation in a specific way, lockdown drills should prepare us to protect
the campus and ourselves.
Existing Procedures
Monroe Community College Public Safety Department’s primary goals are “maintaining a safe
and secure environment.” (“Lockdown—Presented by MCC Public Safety.”) There is a five
minute video clip “Lockdown—presented by MCC Public Safety” on the Public Safety website
introducing our campus lockdown training information. According to the short video clip,
Monroe Community College’s lockdown procedures, when you notice a crisis situation, are
following:
1. Close the door and block the doorway with heavy items such as desks and chairs.
Keep the door always locked before class to save time and life in case of
emergency.
2. Call Public Safety dispatch.
585-292-2911 from personal phones
2911 from campus phones
3. Public Safety activates the emergency alert system.
A public announce advises the situation to the whole campus.
Check the hallway and let passing students in quickly.
4. Make the room look unoccupied by turning lights off and closing blinds.
Silence all personal phones and any communicating devices.
5. 5
5. Hide in an area where you cannot be seen from a hallway or exterior window.
6. Wait for Public Safety officers to clear the situation or for “all clear” announcement.
The specific examples of public announcements during the lockdown are written down on MCC
Emergency Communication Scripts. Please refer to attachment 3.
Proposal Details
Description
The table below is the example time frame for what will be done during a lockdown procedure.
The times are given in minutes. Each step is crucial in performing the lockdown drill.
Lockdown Time Frame Procedure
0:00 An emergency comes on warning people that it’s a drill stating what to do. The
message cycles through three times.
0:02 A message is announced that tells people what to do if it’s a lockdown drill.
0:04 Students must find a secure room. Steps to make them secure are in place. Anyone
not in line with the drill is given small cards for procedures.
0:08 Communication takes place to report what took place between the staff.
0:12 A message comes on that states that the drill has been concluded.
Table 1 LockdownTimeFrameProcedure
Public Safety Officer Mr. Richard Schill, who is in charge of lockdowns, mentioned, “The one
hour consists of 10 minutes of the actual drill.” The rest of the time involves a debriefing
session, which includes positives of the drill and the negatives of things to improve on as well.
The implementation of the lockdown would consist of two fifteen-minutes-campus-wide
lockdown drills per semester. We understand that not all students are on campus at the same
time of day. Some are there for the morning, some only afternoon, and some both. We would
propose to do one drill during a morning class at 10am or 11am. The second drill would be in
the afternoon at 3pm or 4pm. The two drills would be performed on different days so we do not
disrupt students and teachers twice in the same day. This way, we can inform as many MCC
students as possible about the specific procedures.
Problems
By implementing the lockdown drills, they will take up whole or partial scheduled class times;
some instructors, therefore, may be required to adjust their curriculum or their time allocation
accordingly. However, through having drills, staff and students will be more knowledgeable on
how to react in case of life threatening emergency to protect our campus and lives.
Gains
Having lockdown drills on campus will enhance emotional and safety gains. According to
Professor Ofsowitz at Monroe Community College, students can be either annoyed or frustrated
with lockdown drills. However, people that like to feel safe, might think a lockdown drill will be
a good idea, since they will feel secure and ready for a real situation. In a safety perspective, the
students and faculty will be ready for a real situation. The lockdown drill will be a form of
training for a situation that can occur.
6. 6
Cost
Cost Breakdown:
Each time MCC practices a drill, it will cost approximately $700 dollars. The cost of $1400
dollars per semester we believe is well worth the money, because it could save many lives. You
can’t put a price on protecting people, and one of MCC’s priorities is to keep all students and
faculty safe.
According to the Assistant Chief of Public Safety Mr. Kevin Hall and the person in charge of
lockdowns Mr. Richard Schill, there are a few costs and procedures in place. Mr. Schill stated,
“The costs are based on man hours, drill staffing, and training materials.” Attached is a list of
staff members working the drill. A sum of $500 will be distributed between all the people listed.
Also, “Emergency: LOCKDOWN PROCEDURES” will be printed. Please refer to attachments
1 and 2. The breakdown of the cost is following:
Cost Detail
Payments for the staff members $500.00
Cost of handouts $200.00
Total $700.00
Table 2 Lockdown Drill Cost Detail
Action Statement
We recommend that Monroe Community College put lockdown drill into effect. The purpose of
implementing the lockdown drills is to reduce expected panic and to save lives on campus. In the
training film. “We have provided you with several suggestions on what you can do when faced
with a lockdown. While situation is different, thinking ahead and using environmental awareness
will truly lead to having a safer community here at the College.” Physically experiencing the
drills will help people on campus to save our lives in case of emergency. May we proceed to
implement the proposal?
Attachments
Attachment 1: Monroe Community College Emergency: Lockdown
Attachment 2: Staffing for Lockdown Drill
Attachment 3: MCC Emergency Communication Scripts
Attachment 4: Steps to Take During “LOCKDOWN”
7. 7
Works Cited
Dorn, Chris. "Campus Safety Magazine." Campus Safety Magazine. N.p., n.d. Web.
Klein, Ezra. "Twelve Facts about Guns and Mass Shootings in the United States."Washington
Post. The Washington Post, 14 Dec. 2012. Web.
Keys, Matthew. "Database: U.S. School Shootings since December 2012." The Desk. N.p., 27
Oct. 2014. Web.
“Lockdown—Presented by MCC Public Safety.” Monroe Community College Public Safety
Department. Monroe Community College Public Safety Department, 15 Nov. 2013. Web.
7 Nov. 2014.
Moyer, Justin, Brian Murphy, and Nick Kirkpatrick. "‘Chaos’ at Florida State University:
Gunman Wounds 3, Killed in Shootout with Police." Washington Post. The Washington
Post, 20 Nov. 2014. Web. <http://www.washingtonpost.com/news/morning-
mix/wp/2014/11/20/report-shooting-at-fsu/>.