...and adopt strategies to ensure that their doors remain open. When an employee injures themselves on the job the potential costs of an injury claim can significantly impact the WCB premiums for a company (Barnetson, 2010). Workers’ Compensation Boards use its experience rating system to adjust an employer’s premiums based on its injury prevention performance compared to the industry average. Performance compared to that average determines if employers are awarded a rebate or presented with a surcharge (Barnetson, 2010). The system is designed to provide an incentive to employers in hopes they will improve safety performance and prevent injuries, but it also can create pressure to minimize claim costs (Barnetson, 2010). Instead of making safety improvements to the operation, employers may attempt to game the system through the adoption of aggressive claim management and adjudication strategies (Barnetson, 2010). These strategies are designed to do three things; get workers back to work as soon as possible; dispute and appeal claims where feasible; and lower premium rates without having to make significant changes to work processes. More and more employers are recognizing that an early return to work program is an effective tool in claims management. In theory these programs are meant to not only minimize WCB claim costs but also address the potential for moral hazard, keep injured workers engaged in the workplace, and support their rehabilitation while gradually returning...
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...therefore, is a matter of great concern. When young people enter and exit the school setting without being given opportunities to advance to a greater level of socio-economic status, our system has failed to deliver its promise of a programme “that supports 21st century learning in all Australian schools” (ACARA, 2009, p. 1). Educational design must respond to the impact of class in Australia. Curriculum, pedagogy and assessment may all be tailored to respond to and reduce the impact of low socio-economic status on academic achievement. The 1966 release of Coleman’s Equality of Educational Opportunity Study clearly showed that a child’s socio-economic background has a dramatic impact on academic achievement. Coleman (1966) found that the single most significant determinant in educational success was the child’s home life, be that influenced by upper or lower class origins. More recent research by Berends, Lara-Cinisomo, Lucas, Maggio, Pebley, and Vaiana (2004) also concluded that the critical factor in influencing educational achievement in students was not “race, ethnicity, or immigrant status” (p. 1) but rather, the impact that comes from socio-economic factors. The question can no longer be whether there is sufficient evidence to support this belief, but instead, how can this knowledge be synthesised to close the achievement gap between socio-economic...
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...Chapter 1—Introduction MULTIPLE CHOICE 1. Which of the following occupational illnesses have been around since ancient Egyptian times? a.|skin diseases | b.|liver diseases | c.|respiratory problems| d.|lung diseases| ANS: c PTS: 1 REF: p. 6 BLM: Remember 2. Which of the following was articulated by the 1974 Royal Commission on Safety in Mines? a.|requirement for mandatory inspections| b.|standards for ventilation| c.|system of compensation for injured workers| d.|rights of workers| ANS: d PTS: 1 REF: p. 7 BLM: Remember 3. Which of the following is an example of an employer’s responsibility under OH&S legislation? a.|providing financial support for injured workers | b.|cleaning up the workplace before an inspection | c.|conducting research on health and safety issues| d.|preparing a written occupational health and safety policy | ANS: d PTS: 1 REF: p. 12 BLM: Remember 4. According to the text, what was the primary reason that supervisors on construction sites underestimated health and safety risks? a.|They could not recognize unsafe conditions. | b.|They believed that risks were unavoidable.| c.|They had not experienced any recent accidents.| d.|They were obsessed with meeting deadlines. | ANS: a PTS: 1 REF: p. 12 BLM: Remember 5. Which of the following is an economic benefit of effective OH&S programs? a.|a reduction in lost-time costs| b.|greater due diligence by employers | c.|workers look out for the safety...
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...| Assignment #8 Participants Manual/Trainee Manual | HN2150 – Managing Performance through Training and Development | | This assignment provides the Participants/Trainee Manual that NL Safety Co. will utilize in the delivery of training to Summit Appliances Inc. | Health & Safety Training Summit Appliances Inc. Developed & Administered by NL Safety Co. www.nlsafety.ca TABLE OF CONTENTS WELCOME3 EXPLANATION OF TRAINING SESSION4 LEARNING OBJECTIVES5 AGENDA6 LEARNING NOTES7 APPENDICES19 BIBLIOGRAPHY30 Welcome We would like to welcome you to our training session on behalf of NL Safety Co. and we would like to thank the management and executives of Summit Appliance Inc. in recognition of the time and resources set aside to facilitate this very important training session. I would like to call upon Mr. Sid Lawrence, your CEO, to say a few words on behalf of Summitt Appliances Inc. Housekeeping Items Identification and review of housekeeping rules/points as follows; * Sign-in sheet is provided at the front of the class. Ensure you have filled out the information and signed-in. Please print clearly as this information will be used to complete your course certificates at the end of the day; * the location of washrooms just outside and to the left of the classroom entrance; * cell phones are to be turned off or placed on silent during training sessions; * Fire exit is to the right of the classroom...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...The Wealth of Networks The Wealth of Networks How Social Production Transforms Markets and Freedom Yochai Benkler Yale University Press New Haven and London Copyright _ 2006 by Yochai Benkler. All rights reserved. Subject to the exception immediately following, this book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publishers. The author has made an online version of the book available under a Creative Commons Noncommercial Sharealike license; it can be accessed through the author’s website at http://www.benkler.org. Printed in the United States of America. Library of Congress Cataloging-in-Publication Data Benkler, Yochai. The wealth of networks : how social production transforms markets and freedom / Yochai Benkler. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-300-11056-2 (alk. paper) ISBN-10: 0-300-11056-1 (alk. paper) 1. Information society. 2. Information networks. 3. Computer networks—Social aspects. 4. Computer networks—Economic aspects. I. Title. HM851.B457 2006 303.48'33—dc22 2005028316 A catalogue record for this book is available from the British Library. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. 10 9 8 7 6 5 4 3 2 1...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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