This document discusses legal aspects of stress among teachers and outlines some landmark legal cases. It begins by defining occupational stress and its physical, psychological, and behavioral effects. It notes that employers have a legal duty to protect employees' health and safety. The document then examines the stakeholders in stress-related litigation - the courts, employees, and employers. It provides an overview of some successful stress lawsuits brought by teachers in the UK, where compensation was awarded. The document aims to increase awareness of legal protections and remedies available to stressed teachers seeking damages from negligent employers.
2012 01 24 Report of the Acting General Counsel concerning social media casesKrishna De
For further information go to:
http://www.nlrb.gov/news/acting-general-counsel-issues-second-social-media-report
For a curated summary relating to the NLRB Costco ruling visit:
http://storify.com/krishnade/costco-national-labor-relations-board-ruling-affec
http://bgn.bz/costco
Courts and government agencies have been busy this year in the area of employment law. This presentation addresses the key new developments and cases from the last year and covers a wide variety of topics to keep you up-to-date on what is new in employment law and how to make sure your workplace is compliant.
2012 01 24 Report of the Acting General Counsel concerning social media casesKrishna De
For further information go to:
http://www.nlrb.gov/news/acting-general-counsel-issues-second-social-media-report
For a curated summary relating to the NLRB Costco ruling visit:
http://storify.com/krishnade/costco-national-labor-relations-board-ruling-affec
http://bgn.bz/costco
Courts and government agencies have been busy this year in the area of employment law. This presentation addresses the key new developments and cases from the last year and covers a wide variety of topics to keep you up-to-date on what is new in employment law and how to make sure your workplace is compliant.
Employee Privacy from the point of view of the employer:
-What employers can and cannot monitor, review, and access in regards to their employees
-Workplace searches
-Electronic monitoring
Employee Privacy from the point of view of the employee:
-What employers should be doing to protect the privacy of their employees
-Proper recordkeeping
-Prevention of ID theft in the workplace
After the presentation, Brittany will take questions from webinar attendees during a Q&A session.
This webinar was posted on December 1, 2011 and presented by Brittany Cullison.
Presentation for the Osgoode Hall Law School "HR Law for HR Professionals" course, centered on the topic of the pitfalls and opportunities of social media use in the workplace.
This session, delivered on March 13, 2014 by the Employment and Industrial Law Section of the Maurice Blackburn Brisbane office, covered the new anti-bullying laws which came into operation on January 1, 2014. It covered various elements including elements required to make an application to the FWC, orders that can be made, and the relationship to existing workers' compensation legislation.
Purdue University CalumetCollege of TechnologyDepartment of Construc.docxamrit47
Purdue University CalumetCollege of TechnologyDepartment of Construction Science and Organizational LeadershipOrganizational Leadership and Supervision (OLS)OLS 30000: Safety and Health in Engineering Technologies
Assignment 2 – Mil-Tech – Ethics in Safety
This assignment has two parts: Part 1: Your responses to two questions and Part 2: One page report.
Missing ANY component will lead to “0” point for an entire assignment. Therefore, please read instructions carefully.
PART 1:
TASK: Read "Mil-Tech" case study found in your textbook within the ethic chapter. Upon completion of reading, each student is to submit a paper answering the following questions in a CONSTRUCTIVE manner.
QUESTION 1) Discuss what it is you think might happen with each of the following actions that Garcia attempts. (Provide your response in a paragraph format for each action):
1) Garcia goes to his boss and explains that he has become aware of the company's intentions to use the more toxic paint. He expresses his concerns on three points (a) the potential impact on exposed employees; (b) the potential liability beyond Workers' Comp and; (c) the fact that he was not included in the discussions about this material. (Be sure to support your thoughts.)
2) Garcia gets rebuffed when he takes this information to his boss, so he decides to go to the union and tip them off as to the company's plans. (Be sure to support your thoughts.)
3) Garcia decides to go to OSHA and inform them of the company's intentions to use the more toxic paint without properly training the employees and informing them of the potential hazards. (Be sure to support your thoughts.)
QUESTIONS 2) If you were Garcia, what would you do or what kind of approach would you take? Be sure to apply information you obtain from the lecture/textbook to support your approach. In other words, describe HOW and WHY you would approach as you indicated in your document.
PART 2:
Based on our lecture, each student will need to prepare one page report of what you have done/identified under Part 1 above. First, select a type of one page report (Refer to One Page Report lecture). Second develop one page report.
SUBMISSION of Part 1 and Part 2: Once you complete both Part 1 and Part 2, please submit both documents as one document (See below) through appropriate assignment link (Where you obtain this instruction) in the Blackboard as an attachment.
One Document. Each student should have two document (Part 1 and Part 2). When you ATTACH your document (or submit through the Blackboard), please combine them as one document. If Part 2 is in horizontal format, you must learn how to make Part 1 being vertical and Part 2 being horizontal.(You can do so using Page Break function within MS Word.)
NOTES:
· Make sure your document has proper file name.
· Sending your assignment as an email attachment is NOT accepted.
· Not following the format will lead to 0.
· Not including requested item(s) will lead to 0.
· Going ...
he basic rights of engineers include the right to live freely and pursue their legitimate interests as any human being, along with the right to be against racial or sexual discrimination, receiving one's salary according to the work, choosing of political activities, etc., as other employees.
Employee Privacy from the point of view of the employer:
-What employers can and cannot monitor, review, and access in regards to their employees
-Workplace searches
-Electronic monitoring
Employee Privacy from the point of view of the employee:
-What employers should be doing to protect the privacy of their employees
-Proper recordkeeping
-Prevention of ID theft in the workplace
After the presentation, Brittany will take questions from webinar attendees during a Q&A session.
This webinar was posted on December 1, 2011 and presented by Brittany Cullison.
Presentation for the Osgoode Hall Law School "HR Law for HR Professionals" course, centered on the topic of the pitfalls and opportunities of social media use in the workplace.
This session, delivered on March 13, 2014 by the Employment and Industrial Law Section of the Maurice Blackburn Brisbane office, covered the new anti-bullying laws which came into operation on January 1, 2014. It covered various elements including elements required to make an application to the FWC, orders that can be made, and the relationship to existing workers' compensation legislation.
Purdue University CalumetCollege of TechnologyDepartment of Construc.docxamrit47
Purdue University CalumetCollege of TechnologyDepartment of Construction Science and Organizational LeadershipOrganizational Leadership and Supervision (OLS)OLS 30000: Safety and Health in Engineering Technologies
Assignment 2 – Mil-Tech – Ethics in Safety
This assignment has two parts: Part 1: Your responses to two questions and Part 2: One page report.
Missing ANY component will lead to “0” point for an entire assignment. Therefore, please read instructions carefully.
PART 1:
TASK: Read "Mil-Tech" case study found in your textbook within the ethic chapter. Upon completion of reading, each student is to submit a paper answering the following questions in a CONSTRUCTIVE manner.
QUESTION 1) Discuss what it is you think might happen with each of the following actions that Garcia attempts. (Provide your response in a paragraph format for each action):
1) Garcia goes to his boss and explains that he has become aware of the company's intentions to use the more toxic paint. He expresses his concerns on three points (a) the potential impact on exposed employees; (b) the potential liability beyond Workers' Comp and; (c) the fact that he was not included in the discussions about this material. (Be sure to support your thoughts.)
2) Garcia gets rebuffed when he takes this information to his boss, so he decides to go to the union and tip them off as to the company's plans. (Be sure to support your thoughts.)
3) Garcia decides to go to OSHA and inform them of the company's intentions to use the more toxic paint without properly training the employees and informing them of the potential hazards. (Be sure to support your thoughts.)
QUESTIONS 2) If you were Garcia, what would you do or what kind of approach would you take? Be sure to apply information you obtain from the lecture/textbook to support your approach. In other words, describe HOW and WHY you would approach as you indicated in your document.
PART 2:
Based on our lecture, each student will need to prepare one page report of what you have done/identified under Part 1 above. First, select a type of one page report (Refer to One Page Report lecture). Second develop one page report.
SUBMISSION of Part 1 and Part 2: Once you complete both Part 1 and Part 2, please submit both documents as one document (See below) through appropriate assignment link (Where you obtain this instruction) in the Blackboard as an attachment.
One Document. Each student should have two document (Part 1 and Part 2). When you ATTACH your document (or submit through the Blackboard), please combine them as one document. If Part 2 is in horizontal format, you must learn how to make Part 1 being vertical and Part 2 being horizontal.(You can do so using Page Break function within MS Word.)
NOTES:
· Make sure your document has proper file name.
· Sending your assignment as an email attachment is NOT accepted.
· Not following the format will lead to 0.
· Not including requested item(s) will lead to 0.
· Going ...
he basic rights of engineers include the right to live freely and pursue their legitimate interests as any human being, along with the right to be against racial or sexual discrimination, receiving one's salary according to the work, choosing of political activities, etc., as other employees.
HRM 311 – WEEK 5
Risk Management
Involves responsibilities to consider physical, human, and financial factors to protect:
Organizational interests
Individual interests
Risk management involves responsibilities to consider factors to protect both organizational and individual interests.
Even though risk management often is a distinct business function, there are specific and separate risks associated with the supervision of employees. In the United States and other developed nations, HR departments are included in the prevention, minimization, and elimination of workplace risks.
There are a variety of risk management issues linked to HR, including the prevention of accidents and health problems at work, the protection of employees from workplace violence, and HR data security. Other issues can involve preparing for natural disasters, terrorist attacks, and global disease outbreaks.
2
Snapshot of Health, Safety, and Security
Specific rates vary depending on the industry, type of job, and other factors. For instance, illnesses and injuries in the private industry were down, but the agriculture, forestry, and fishing and hunting industry and the accommodation and food services industry experienced an increase in cases. Unfortunately, there is reason to believe that many organizations misrepresent how often injuries and illnesses occur in the workplace. Nearly half of employees investigated by OSHA for documentation problems failed to report accurate information about worker illnesses and injuries.
There are many other factors that likely lead to the underreporting of illnesses and injuries, including the following:
Lack of procedural knowledge on the part of employees and managers
Safety policies that provide a reason not to report cases
Belief that the company won’t get inspected
Concerns about workers’ compensation claims
Loss of needed contracts
3
Workers’ Compensation
Workers’ compensation
Require payments be made to an employee for:
Time away from work because of an injury
Payments to cover medical bills
Retraining if a new job is required as a result of the incident
Under workers’ compensation laws, employers contribute to an insurance fund to compensate employees for injuries received while on the job. Premiums paid reflect the accident rates of the employers, with employers that have higher incident rates being assessed higher premiums. Depending on the amount of lost time and the wage level in question, these laws often require payments be made to an employee for the time away from work because of an injury, payments to cover medical bills, and for retraining if a new job is required as a result of the incident
Workers’ compensation coverage has been expanded in many states to include emotional impairment that may have resulted from physical injury, as well as job-related strain, stress, anxiety, and pressure. Some cases of suicide have also been ruled to be job related in some s ...
Unit 8 Assessment Collective BargainingHow does an arbitrator .docxmarilucorr
Unit 8 Assessment Collective Bargaining
How does an arbitrator determine that a company had just cause for taking a disciplinary action? What remedy might an arbitrator choose if a company did not have just cause? Will the process be different if the organization does not have union representation? If so how?
Your response should be at least 300 words in length.
By what means can collective bargaining agreements be enforced? Discuss the five principles that govern the arbitration of grievances under collective bargaining. What measures are utilized in non-union environments?
Your response should be at least 300 words in length.
BHR 4350, Collective Bargaining 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
7. Interpret arbitration of statutory rights in union and non-union cases.
Reading Assignment
Chapter 10:
Unfair Labor Practices and Contract Enforcement
Chapter 12:
The Arbitration Process
Chapter 13:
Comparative Global Industrial Relations
Unit Lesson
Working in either union or nonunion environments, employees have made statements about the way the
company operates in regards to how employees are treated and the overall organization employment
practices. Some of the things that occur within many organizations make employees disgruntled and can lead
to low company morale. When this occurs, many employees either seek other employment opportunities or
look to file complaints about the organization.
Chapter 10 in your textbook provides a great overview of unfair labor practices and contract enforcement in
union environments. The National Labor Relations Act (NLRA), as with any law, requires effective
enforcement of the collective bargaining agreement. Certain actions taken by employers or unions that violate
the NLRA are known as unfair labor practices. Such acts may be investigated by the NLRB and may also lead
to grievances being filed, mediation, and arbitration (Carrell & Heavrin, 2013). Unfair labor practices can
include, but is not limited to:
1. companies interfering with organizing a bargaining unit,
2. organizing campaign,
3. discrimination against union members, and
4. refusal to bargain (Carrell & Heavrin, 2013).
There are many guidelines set in place that employers and unions should follow; however, unfair labor
practices have been noted on both sides. Tips From the Expert, on the bottom of page 378 and top of page
379 in the textbook, spark interest. This section discusses the most common unfair labor practices unions and
management should avoid and how they can do so. Please be certain to read this section as it provides a
great overview of unfair labor practices from both sides.
With unfair labor practices, companies try to avoid employee walkouts and strikes. This is always a major
concern. As discussed in the previous unit, many organizations have grievance procedures that employees
should ad ...
Introduction1management has both legal and moral responsibil.docxmariuse18nolet
Introduction
1
management has both legal and moral responsibilities to provide a safe and healthy workplace
work-related accidents, injuries, and illnesses are costly
Approximately 4,500 work-related deaths and approximately 3.1 million injuries and illness are reported each year in the United States
The Occupational Safety and Health Act
2
OSHA
1970 federal legislation
established health and safety standards
authorized inspections and fines for violations
empowered OSH Administration to ensure standards are met
requires employers to keep records of illnesses and injuries, and calculate accident ratios
applies to almost every U.S. business engaged in interstate commerce
The Occupational Safety and Health Act
3
imminent danger: where an accident is about to occur
fatalities and catastrophes accidents that have led to serious injuries or death: Employer must report within 8 hours
employee complaints: employees have right to call OSHA
referrals from other federal, state or local agencies, individuals, or news media
OSHA’s Six Inspection Priorities
The Occupational Safety and Health Act
4
5. Follow-ups
inspection of industries with the highest injury or illness rates
6. Planned or Programmed Investigations
random inspection
Supreme Court ruled (Marshall v. Barlow’s Inc., 1978) that employers are not required to let OSHA inspectors enter without search warrants
most attorneys recommend companies cooperate with inspectors
meat processing
lumber and wood products
roofing and sheet metal
chemical processing
transportation
warehousing
The Occupational Safety and Health Act
5
industries with high incidences of injury (incident rates) must keep records for OSHA
basis for record-keeping is Form 300
must report any work-related illness; report injuries that require medical treatment besides first aid, involve loss of consciousness, restriction of work or motion, or transfer to another job
incidence rate: number of illnesses, injuries or lost workdays as it relates to a common base of full-time employees
OSHA’s Record-Keeping Requirements
The Occupational Safety and Health Act
6
Omnibus Budget Reconciliation Act of 1990 allows fines up to $70,000 if violation is severe, willful and repetitive
fines can be for safety violations or failure to keep adequate records
courts have backed criminal charges against executives when they have willfully violated health and safety laws
OSHA Punitive Actions
OSHA: A Resource for Employers
7
The National Institute for Occupational Safety and Health (NIOSH)
is a government agency that researches, sets OSHA standards and makes
recommendations to prevent work-related illness and injury.
1. fostering management and employee involvement
2. offering worksite analysis
3. teaching hazard prevention and control
4. training employees, supervisors, managers
OSHA also helps small businesses and entrepreneurs by
Contemporary Safety and Health Issues
8
workplace
violence
in.
Note: If this publication all links are dead, but you need to download files from this publication, please send me a private message and I'll try to help you or emai to info@presslounge.vn for supporting
Disclaimer: We do not encourage illegal activity. References to a content protected by the copyright law, are given exclusively in the fact-finding purposes. If you liked the program, music or the book – buy it.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
1. Journal of Law, Policy and Globalization www.iiste.org
ISSN 2224-3240 (Paper) ISSN 2224-3259 (Online)
Vol.16, 2013
15
Legal Aspects of Teaching Stress
Dr. Safia Bashir Gandapur
Affiliation: Chairprson Commerce Department Gomal University, D.I.Khan
Email; safia_gandapur@yahoo.com Cell No 0313914844
Mohammand Ehsan Qureshi
Affiliation: Assistant Professor,Law College, Gomal University, D.I.Khan
Email; meq_law.gu@yahoo.com Cell No 03339958531
Mohammand Imran Qureshi
Affiliation: Lecturer Dept. of Commerce Gomal University D.I.Khan& Ph.D scholar
Email; imrancba77@yahoo.com Cell. 0345 983 4454
Mrs Wagma Khan
Affiliation: Student of M.Ed in Gomal University, D.I.Khan
Email; wagma_khan78@hotmail.com Cell No 03219613673
Corresponding Author: Dr. Mrs. Safia Bashir Gandapur
Affiliation: Chairperson Commerce Department Gomal University, D.I.Khan
Email and cell # safia_gandapur@yahoo.com
Abstract
This paper aims to highlight the legal remedies available for stressed teachers. To create awareness between the
administration and the teachers about the possibility of litigation in the court is discussed in detail. An
understanding about the consequences of stress may enable the administration to estimate the foreseeable stress
of teaching profession and thus avoid unnecessary cost of litigation in the court. Giving examples of a few
successful cases of teachers, who suffered stress, filed lawsuits and received a compensation of lump sum
amount as stress damages. The landmark victory cases may help the stress victims to develop the stable and
strong footing of their cases. On the other hand the administration can minimize their losses by paying an in time
attention to the teachers suffering from occupational stress.
Keywords: Teaching stress, mental anguish, and legal aspects, legal remedies, assessment of award for damages,
litigations in the courts.
1. Introduction
Jex, (1998) explained that the terms strain and distress are often used to refer to a wide range of negative
outcomes which the employees may experience while facing the psychosocial stressors at work i.e. the excessive
job demands or difficult work relationships. Quick, et al., (1997),Lazarus & Folkman, (1984) classified such
strains in to the following broad categories;
a) Physical outcomes may result in tensions, headaches and migraines, muscular and joint pains,
high or low blood pressures and tremors.
b) Psychological outcomes may include an inferiority complex, distress, anxiety, depression,
lack of concentration and motivation to work, withdrawal and a job burnout.
c) Behavioral disorders may include a general lack of interest in teaching, absenteeism, verbal abuse,
marital conflict, drug addiction etc.
Van Dick & Wagner, (2001) expressed that the employers are bound by a contractual liability of
the well being and care of their employees. The contract of employment can be express in contents or may
include it as an implied term of binding the employer to be responsible for the health and safety of the employees.
An employer is bound both morally and legally to take all possible steps to provide the required facilities to
minimize the risk of any type of physical or psychological harm to an employee.
The employees are the real assets of an organization and their mental relaxation, team work with mutual
cooperation, trust and respect can lead to a successful achievement in the organizational goals. It is a moral as
well as a legal obligation of employers to give consideration to the type of work assigned and the volume and
load of work the employees have to perform their role in providing a conducive work environment enabling and
allowing the employees to be devoted and committed in performance of their routine duties.
In case of failure to comply with the contractual liability may result in a resignation or a forceful retirement of an
employee saving the entitlements of a subsequent claim of damages in the court or filing a lawsuit seeking
redress in the employment tribunal for his/her constructive dismissal from the job. The employers can defend
their position by showing and proving that they have taken all the practicable steps and measures to provide a
suitable environment for the employees.
The gist of action in such cases lies on the point that there was every possibility of the happening of situations
which the employers could reasonably foresee and therefore could take measures in anticipation to protect their
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employees suffering from a mental anguish. The approach taken by the courts is bold and robust and clarifies the
fact up to what extent the employers are accountable for the mental anguish and well being of their employees.
NUT (2000) reported that the teaching stress was no doubt a matter of serious concern. It was proved by the
teacher’s help line keeping a confidential telephone records. The number of calls by the stressed teachers
exceeded 200,000 in two months until 2001. Stress had become a commonplace during the twenty first century
in professional life and certain professions were hit hard during this stressful era.
2. Problem Statement
This study is based to find out the fact that does the law provides protection to the teaching community working
under constant stress and pressure. What is the appropriate procedure to seek the legal redress? How to make a
successful claim for getting the damages for mental anguish?
3. Objectives of the Study
The study aims to achieve the following main objectives
1. To highlight the problem of ever increasing occupational stress in teaching profession.
2. To create a greater understanding and awareness that prevalence of such stress is damaging and
harmful both for the teachers and the administration.
3. To inform the stress sufferers about the possibility of seeking the legal options to help them.
4. To suggest the ways to follow a successful litigation procedure to claim damages of their
mental anguish
5. To make the administration more responsible and increasingly accountable for the physical
well being and mental peace and tranquility of the teaching community.
4. Hypotheses of the Study
The study is based on the following hypotheses.
Ho: There is no legal redress available for the stressed teachers.
H1. The legal redress is available for the stressed teachers.
5. The Stakeholders involved in claiming and deciding the damages for job stress
The different stakeholders have their own interests.
1. The courts have to decide the cases of stress victims and provide an appropriate redress. It is the kind of
documentary proof which validates a successful claim of stress damages. The judges have to reach at the
decision on the basis of some solid points in favor and against the litigating parties’ i.e. the employees vs.
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employers, the teachers vs. the administration.
2. The employees have to prove that their occupational stress could be foreseeable by the employers and they
were unable to give an in time due attention to their problems. Their condition was aggravated due to mere
negligence of their employers.
3. The employers can take the defense on the ground that either the employee was unable to complain and
report properly the case or they have already provided adequate facilities and took a good care of employee
concerned.
Both the parties file and pursue their cases through their counselors. More and more employees are seeking a
court remedy to claim the liquidated damages against their employers whose negligence caused illness resulting
from prolonged, uncured stress. Professionals including the teachers had been successful in winning their cases
and receiving a remarkable amount of compensation for working under constant stress and pressures. An
increasing number of cases are already in the pipeline and pending to be decided. It is true that seeking a remedy
through a court action can be a constant alarm and pressure on the employers to deal seriously with the stress
problem. But seeking a legal remedy through the court is by itself a stress provoking issue.
Annette Wilson, (2004) an expert and solicitor in personal injury cases looked at the new developments which
took place in the law related to workplace stress claims expressed that the option of choosing the legal route was
tough and its implicit cost was too much for an already nervous and tensed teacher. Such claims were already
difficult to be assessed and few succeeded since the courts had tightened up the circumstances in which stress
claims would be contemplated.
Absence of a specific law which governed employees stress was an added difficulty. The Health and Safety Act,
H&SA (1992) at work bounded the companies up to the duty of care and to ensure worker’s illness caused due to
working environment. The Health and Safety Executive (HSE) extended it to cover the ailments resulting from
prolonged stress at work. But the employees were not entitled to use such legislation at their choice. Only HSE
could take action against companies where distress was prevailing.
The stress suits filed till date were under the civil law and the focal point was the negligent role played by the
employer who remained inactive over the employee’s complaints and thus sued for damages through the county
or high courts. Few stress cases were settled in the court while others reached an out of court settlement and
included the cases against the private and public sector employers. The cases decided by the court provided
legal precedents and helped in deciding subsequent claims. The courts took in to account the three major
principles while deciding a stress victim case. For a perfect winning case existence or bearing of work related
stress was not a sufficient reason it rather required certain valid proofs for winning a land mark victory case.
1. An employee had to prove his/her suffering of physical or mental health damage. Certain minimum level of
stress was considered to be just normal and stress lawyers mentioned it was not a solid ground for compensation.
Showing and proving an injury increased the chances of entitlements to claim compensation. In many successful
cases the claimants had suffered at least one nervous breakdown.
2. Successful claimants proved their health was damaged by work and not due to any other factor. The
employers tried to prove that work was not to be blamed and that the employee was already having a hereditary
stress history or was under stress because of a personal problem, i.e. a family clash or breakdown etc. Absence or
denial of appropriate training or support program to face work pressures was an additional point in support of a
successful claim.
3. The employers could better foresee and anticipate the stress injury due to pressures at work. A worker who
had already suffered a nervous breakdown and faced a similar pressurizing situation after he/she returned back to
assume the duty entitled him a successful claim against the employers.
4. The problem had been flagged up by a court ruling in 2000 which clarified the fact that that any employee
experiencing excessive stress should intimate preferably in writing to make their
bosses alert about their situation. This might provide their employers a better chance to tackle it
properly in an amicable way before going to face a lawsuit and tedious court trial. By offering a confidential
counseling and providing a suitable plan of treatment for stress could eliminate the chance of failure against
stress cure.
Stress cases might involve, time, cost and stamina. Unfortunately no legal aid is provided for mental injuries
inflicted and majority of such cases was initiated by the unions representing their interests and a few of cases
were advocated using the win-pay agreement. In such a case the advocate could receive a fee after the plaintiff
received a payment of damages. Mostly the advocates don’t take the risk of pursuing such cases.
6. Literature Review
Vezina et al, (2004) explained that work place stress was associated with a large number of physical and mental
sicknesses among the workers of different categories including the teachers.
Cotton & Hart, (2003) concluded that stress was linked to job dissatisfaction, decrease in productivity and a high
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risk of occupational injuries. Clarke & Cooper (2004) also supported the findings in their study conducted about
stress.
Leka & Cox, (2003) maintained that distress of employees had a negative impact on the
organizational success, its winning edge against the highly competitive markets of today.
According to statistics Canada (2003) one third (30.8%) of total number of employees complained that the work
stress was getting extremely high and the workdays were turning to be the bad days for them. Sroujian, (2003)
conducted a study and the major finding was that most of the short leaves and long absence were due to medical
problems related to mental disturbance which also represented 30% of claims for compensation which amounted
to 70% of the total cost. Such a high scale of the problem and the costs involved were related to stress at the
workplace, most of the organizations would prefer to introduce certain effective training programs to enable the
employees well prepare face any possible stressful situation. It is also advisable to minimize and control the
major stressors at the work place.
Archambault & Gingras, (2003) opined that a large volume of research publications from 1991 to 2002
intensified the stress issue in today’s working environment. Kristensen, (2005) also supported their findings.
Cooper, D. & O’Driscoll, (2001) suggested to seek effective remedial measures to win the stress war. Cox et al.
(2007) emphasized the need to broaden and intensify the research on occupational stress. By introducing
effective stress intervention programs and measures it could be possible to find some amicable solution.
S.E. Smith (2012) wrote that the mental anguish was the psychological distress resulting from some traumatic
events. The legal protection could be availed in cases where people might get award of compensation as
damages for experiencing mental anguish. For this they needed to prove that their aggravated condition of
mental injury was a result of a constant pressure created by the wrongdoer. The spouse or the close family
member of a murder victim were entitled to pursue the murder of their family member as a criminal case and
also sue the murderer for financial suffering, the miseries and mental anguish of deprivation of a precious family
member in a civil case
Stress could result in a number of psychological problems including, tension, anxiety and depression, a general
lack of interest, confidence and concentration. To be considered as a case of mental anguish for legal proceeding,
relevant documentary proof was required to emphasize that the stress victim experienced serious and intense
psychological pressures. It must be proved that their aggravated condition was linked to the actions and
wrongdoing of their employer. A person already suffering depression due to certain other reasons either
hereditary or a prolonged personal health problem before entering the job could not pursue a successful claim of
mental anguish. Cosgrave (2000) mentioned that stress had become a common problem of the twenty first
century workplace and no doubt certain professions were hit hard. Teaching was also one of the severely
affected professions where sick leave due to stress related illness, insurance claims, early retirements and job
burnout rate was alarming. The research developed a linkage between supervisory staff behavior and workers
psychological wellbeing. For example, in a quasi experimental study, Wager, F, & Hussey (2003) investigated
the associations between employees’ perceptions of their supervisors’ interaction styles and increases in blood
pressure.
Sutherland & Cooper (2002) stated that ideally an organization devised the improved supervisory behavior
strategies by introducing;
1. Timely feedback by appreciating dutiful employees.
2. Developing an environment of trust and respect.
3. Consistent and impartial dealing with the staff.
4. adopting a flexible approach by taking care of employee’s individual needs
Teachers' stress had also been recognized in the courts. NASUWT general secretary Nigel de Gruchy remarked
that if work-related stress was not taken more seriously by Government and employers it could become the
education cancer and a true no one killer of the 21st century. C. M. Hargate & A D. Ogilive (2003) found that
teaching stress might cause a severe mental break down. Teachers in the past have won law suits for suffering
professional distress and reaching at the peak of mental anguish. Following are a few of such lawsuits which are
sufficient to divert the attention of the authorities towards the seriousness of the problem. The work place stress
is a real hazard and threat to health and well being of employees and requires a due attention. Introduction of
suitable cooping strategies and curing the stress problem at its root cause level could help to win the stress battle
and safeguard the employers against the risk of possible litigation. The following were the land mark cases of
teaching stress.
7. A Summary of Landmark Cases of Teaching Stress
1. In July 1998 Anthony R. the deputy head teacher case was decided in a settlement from Pembroke shire
county council with a compensation of £100,000. His case was supported on the points of allegations of
humiliation, exclusion, embarrassment and discontinuation of his teaching career due to the negative dealing and
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treatment of the school head Mr. Joan Morris.
2. In 1999 Muriel Benson won her case and received a compensation of £47,000 in compensation for stress. She
was teaching at a secondary school and her case was an exemplary victory against the Wirral local education
authorities who neglected her genuine problems. The amounts of damages were decided in a settlement between
the parties outside the court. After bearing and suffering a pressurizing job due to overwork she was forced to
get an early retirement. This was the first teaching stress case settled. She put the problem of work overload in
writing since 1988 and this was the pivotal and winning point in her case. Whenever she complained they
listened but took no action and provided no practical help. Her chronic stress resulted in anxiety, depression,
anger and shingles. Under such condition it was too difficult for her to pursue a court case. She got justice but
could not remove her sadness. Her advice to the teachers was not to suffer quietly but put everything in writing.
Since then the NUT had initiated and supported hundreds of cases where teachers got large amounts of
compensation for stress.
3. In the same year in June 1999 teacher Fiona Turner case was decided in her favor by the Bedfordshire County
Council. She had filed a lawsuit of constructive dismissal and mentioned the facts that since a long time she was
bullied and harassed by her school staff.
4. In May 2000 Geoff Hetherington, the deputy head won his case unanimously on the basis of an unfair and
unjust dismissal. In Hetherington v. Darlington Borough Council the teacher proved before the employment
tribunal that he had to face a painful experience of prolonged stress after the joining of a new head Mrs. Gill
Wray in 1995. Teacher Hetherington ended his successful career of about 25 years duration after facing a
continuous criticism, constant monitoring and false allegations of poor performance.
5. Again in 2000 Mr. Shropshire a 45 years old teacher received £300,000 compensation for suffering mental
anguish and physical health problems as a result of workplace bullying by the head teacher.
6. In June 2000 a teacher Mrs Pepper was suspended from duty by the new headmistress Lyn Hurst. She
wrongfully accused her of gross misconduct. She suffered strain and was almost close to a nervous break down
by ending her spotless career. The employment tribunal decided the case in her favor and declared Mrs Pepper a
blameless teacher and considered her dismissal as unfair and allowed her to continue her teaching position.
7. In 2004 Mrs Janice Howell, who was a teacher in a primary school in Newport, South Wales received an
award of £250,000 in an out of court settlement. Newport County Borough Council, which administered the
complaint and agreed to pay Mrs Howell £254,362 after admitting liability. The amount was around 12 times
higher than her annual salary and was the highest paid out purely for classroom stress due to disruptive students’
behavior including one who was expelled from two other schools. Due to pressures created by a group of 11 out
of 28 students she suffered two nervous breakdowns and ultimately was forced to retire. 51 years old Mrs
Howell remarked her case would prove an alarm bell for management to listen the complaints of their teachers.
She suffered a nervous breakdown twice and remained on anti-depressants for about 6 years. She constantly
complained her problems but the Head Teacher paid no attention. Mrs Howell's union, the NASUWT reported
that there were about 120 cases of stressed teachers still pending for settlements and similar claims could cross
millions of dollars and pounds if decided in favor of stress victims.
8. The same year another teacher was awarded £300,000, but that case was partly concerned bullying at the work
place and ill-treatment by his woman boss as well as stress caused by teaching. .
9. In 2001 Mrs. Allan Barber suffered severe depression and was forced to get early retirement being declared as
medically unfit due to chronic stress. In Barber vs. Somerset County Council, she received an award worth of
£101,000 in compensation. Allan Barber suffered a nervous breakdown and therefore opted for an early
retirement. She emphasized that her stress was quite visible because she submitted written and verbal complaints
of being stressed due to an unbearable excessive workload. The House of Lords recognized the fact that
although there was no breach of duty on the part of the employers yet they could reduce the work load of Mrs.
Barber who already suffered a nervous breakdown and spent three weeks of sick leave to overcome her mental
suffering.
10. Phil Danielson NATFHE (2001) reported in a press release the case of a former educator at Hull prison Mr.
Phil Danielson. He was put to hostage by the inmate Charles Bronson with some criminal intent. He was
awarded an amount of £65,000 as a compensation for the mental anguish born during his ordeal. The case was
settled by the Home Office. Mr. Phil Danielson was taking a tutorial with the prison students when Charles
Bronson burst in to by pushing him to the floor and took a knife piercing his rips Mr. Phil was tied up and
abused verbally and physically during the hostage which continued for 44 hours.
11. In 2002, Alan Powis a teacher at the age of 53 years, accepted to agree on an award for damages amounting
£230, 000 against the authorities of Neath Council. In 1997, Mr. Powis, was forced to take retirement after
facing the false allegations of misbehavior and misconduct. She suffered a continuous bullying by the head
teacher Sheena Ball.
12. Roger Scruggs (2013) reported the case of Mr. A as a teacher’s unusual phobia leading to lawsuit in Ohio. In
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1969, the teacher immigrated to the United States from Cuba when she was eighteen years old. After completing
her education, she began teaching French and Spanish language classes in the Ohio public school system. In
1997, the teacher was assigned to teach classes of junior students including elementary school students and she
was unable to adjust with them. As a result she suffered extreme anxiety and informed the school authorities.
The school permitted her to stay at the high school level.
In 2009, the school informed the teacher that it was planning to eliminate the French program in the coming year
and the teacher informed some of her students’ parents about this change in the curriculum. The school principal
and superintendent then had a meeting with the teacher about what they considered to be her wrongful disclosure
of that information and the school transferred the teacher to the middle school to start up the Spanish program
there. The teacher stated that she successfully started the Spanish program but working with younger students
with her disability proved adverse to her health. The teacher asked to be transferred back to the high school but
was refused. The teacher alleged of a forceful retirement at the age of 59 in March of 2011 and sued the school
authorities in Ohio alleging discrimination against her. Her claims were included in the Ohio law and were based
on the following points;
(a) Emotional Distress
(b) Promissory estoppels
(c) Discharge from service violating the Public Policy
(d) Breach of Implied
Contract.
Her claim was dismissed by the Court on point of public policy. The court held that her job contract was written
and express contract. She was not an employee at will so she could not base her case on public policy violation
against the school. The Court also dismissed the teacher’s claim for discharge in violation of Ohio public policy.
The jurisdictions for claims of damages suffering emotional distress differ. The three basic theories related to
compensation of damages are provided by the law of torts.
1. Intentional Tort
2. Negligent Tort
3. Aggravated damages when a case of emotional distress along with presence of physical injury is
pursued.
The tort of intentional infliction of emotional distress is a relatively new tort; however, it is recognized in a
number of jurisdictions. A plaintiff may recover damages if he or she can prove that the defendant intentionally
inflicted the emotional distress. The tort is used most often in situations where the plaintiff was threatened with
the use of physical force, but never actually suffered physical injuries. For instance, if the defendant threatened
to assault the plaintiff, yet never actually did, the plaintiff may still have suffered considerable emotional distress
damages as a result of the threat.
In order to receive compensation for any of the emotional distress torts, a plaintiff must first file a lawsuit
against the defendant. Once the lawsuit has been filed, the parties may be able to work out a settlement for
emotional distress damages outside of court. If a settlement is not agreed upon outside of court, then a trial will
be necessary. At trial, the plaintiff will need to present evidence of the fact that he or she suffered an emotional
trauma created by the defendant's conduct. The Witnesses testimony, medical files of treatment, and diary record
are often good sources of evidence to prove emotional distress.
The employers need to show and prove that they have made all the possible efforts to provide a favorable
work environment. Such cases tended to focus on the point of foreseeable stressful encounters which may arise
during the work repeatedly and therefore make the employees aware and alert in anticipation. The courts are
dealing with such cases with an extraordinary bold approach and making the employers more and more
accountable to meet the individual and collective care of their employees.
The onus of proof in cases of negligence lies on the employees who need to prove the fault on part of the
employers. The plaintiff must prove that he/she owed a duty of care on part of the defendant who was clearly in
breach of his duty. In a claim based on negligence links the legal terminology of
1. Causation and
2. Foresee ability
If the plaintiff succeeds in proving that he/she suffered injury because of the defendant failure of the duty of care
who knew in advance its harmful consequences he/she is entitled to receive compensation within a particular
limit in lower court and beyond that limit in the High court. In Walker vs. Northumberland County Council the
plaintiff Mr. Walker received an amount of £200,000 as liquidated damages, later on the amount was decreased
to £175,000 by a mutual settlement between the parties concerned.
The National Union of Teachers NUT (2000) issued a pamphlet about how to tackle stress as one of the major
problems faced by today’s teachers emphasized the need for providing practical help, advice and guideline.
Research studies conducted throughout the world indicate that teaching as compared to other occupations has
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reached alarming levels of everyday stress. The British Educational Research Association, BERA has also
confirmed the existence of effects of stress on the teaching profession.
The duty of care is quite a wide term and the employer need to perform this duty for the individual employee as
a special case and the general employees collectively. An employee files a suit against the employer in the Civil
Court and the High Court if it is a tort of negligence.
In legal analysis negligence covers both intentional and unintentional harm and mental injury caused due to
careless conduct of the employer.
8. Discussion and Conclusion
In the light of the literature review and teacher stress cases discussed in detail it is concluded that H1 is
supported stating that legal redress is available for mentally injured teachers. There is a need to create a greater
awareness to follow and apply an appropriate legal procedure. Amount of reward for damages may vary and
depend upon the nature and extent of psychological stress the harmful consequences, the Judge who ultimately
reaches a conclusion based on the documentary evidence provided, the statement of the stress victim and the law
of the land.
The law system prevailing is different in various countries. The classification of compensation in claims of
damages is dealt differently depending upon the law of the land and legal redress available. In certain countries
pain and suffering covers the ongoing situation including physical injury, disability and disfigurement etc. While
in many countries such cases fall in the category of legal remedy provided in terms of general damages and
accordingly the compensation is awarded. The premises of assessment of general damages need to be proved by
the plaintiff in a lawsuit. If the
Judge hearing the case is satisfied by the proofs provided by the plaintiff he decides the case in favor but as for
as the lump sum amount is concerned it becomes the responsibility and discretion of the Judge whatever amount
deems fit and appropriate depending upon the nature and extent of the physical and mental harm. The legal
counsel for the plaintiff may recommend a figure in the documents filed the ultimate determination and decision
lies with the judge after examining the events deeply and thoroughly.
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Common Law Cases
Alan Powis vs. Neath Port Talbot, South Wales.
Anthony R vs. Pembroke shire county council
Barber vs. Somerset County Council
Carol Hill vs. employment tribunal at Bury St Edmunds, Suffolk,
Fiona Turner vs. Bedfordshire County Council
Hetherington vs. Darlington Borough Council
Howell vs. Newport County Borough Council
Lancaster vs. Birmingham City Council
Mr.A vs. Shropshire County Council
Muriel Benson vs. Wirral Metropolitan Borough Council
Pepper vs. Lyn Hurst
Phil Danielson vs. Home Office
Sutherland vs. Hatton
Walker vs. Northumberland County Council
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world without financial, legal, or technical barriers other than those inseparable from
gaining access to the internet itself. Printed version of the journals is also available
upon request of readers and authors.
MORE RESOURCES
Book publication information: http://www.iiste.org/book/
Recent conferences: http://www.iiste.org/conference/
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische
Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial
Library , NewJour, Google Scholar