File management

File management Developing a File Management System A filing system is developed by a good plan. Planning establishes direction and control it also ensures that everyone involved has a common understanding of purpose, goals and provides guidelines. Plan files in logical order- Assign responsibility Obtain support Collect information Analyze records Develop a filing system Implement system Train users Monitor implementation, follow up and revise system Assign Responsibility One person should be assigned the task for developing and coordinating a new filing system. This task usually falls to the person that is responsible for the documents. This may include Administration, Payroll/Financial Managers or Human Resource Manager. However there must be a Gatekeeper to control access to the information contained in the files. The Gatekeeper may implement the system or may supervise others in its implementation. The first step in developing or improving a filing system is to gain the support of the staff that will use the system. The support will legitimize the system and ensure the cooperation of all the office staff. Every member of the office must understand the purpose and scope of the project. Everyone should be involved in the process. The creator of a file may provide important insight useful during the analysis of the records. Office members can help determine which features or aspects of the present system work well and should be retained. Office members can also help identify specific problems within the present system that must be changed. Most importantly, involving others in the process makes them more amenable to using the system once it is implemented. Analyze Files Once files have been inventoried, they can be analyzed. Before a filing system can be designed, a thorough understanding of WHAT files are created, WHY they are created and HOW they are used is a necessity. An analysis begins with a careful consideration of the following questions: who creates the records who uses the records how often are various types of files used how long do files remain current how many people need access to the files which files are confidential are there legal requirements for retaining the files There are no set answers to these questions. Effective analysis requires that a common-sense approach be taken. The goal is to make a new system work, not just look good on paper. Analysis is the process of reviewing all information which has been collected, manipulating that information within the functional and operational requirements of the office, and then drawing conclusions. The most efficient and economical filing system is one that works well for the office and is easily understood by its users. Very often the simplest method is best. Final factors to bear in mind when establishing a filing system: ready identification and retrieval of individual files. Tools of File Analysis Classification is a tool of analysis. It is a method of sorting information into like groups. Identifying classification within the office and sorting files identified is the first step in the development of a filing system. The file classifications that are found in most offices are: Administrative files-document the internal administration and operation of an office Organizational files -document the relationship of an office with other offices and departments within Hogg Fuels Retention of Files A major consideration in the development of a filing system is the retention of the files. Retention schedules clearly state how long a file must legally be kept and whether the file is archival. Retention schedules also provide guidelines for moving files to inactive storage and for purging obsolete files. Managing correspondence and email Although correspondence may comprise only a small percentage of the total volume of files, it poses the most problems for many offices. Correspondence consists of unique documents which are often difficult to classify. Correspondence may consist of incoming and/or outgoing letters and memoranda. Classically, correspondence has been filed in chronological order. Retrieval depended on remembering the date of receipt or of transmittal. For many people this is very difficult. Information is rarely retrieved on the basis of occurrence. Email is similar to correspondence in many ways. Emails are sent or received based on date and time, not on content. This is one of the characteristics that make email so difficult to manage. Each email is different than the one sent before and will be different than the email sent after. Managing emails by date is rarely effective. Like correspondence, it is much easier to manage emails based on content or creator. Information is most commonly retrieved on the basis of content or creator. It is, therefore, most logical to file correspondence or email either by subject (with related information); by creator; by department from which it is received; or by department to which it is directed. It must be kept in mind that each office function is different, and it is necessary to tailor the management of correspondence files and email to respond to individual requirements. Completing the analysis Once the analysis is complete, a filing system can be developed. A filing system should be developed on paper before it is physically implemented. Folders should be sorted, on paper, into the appropriate classification. Within each classification files are sorted. Information without a specific retention period can be destroyed or should be managed separately. Unsolicited material can be destroyed. Arrangement Within each individual file they are arranged in an order best suited for rapid retrieval and disposition. The most common arrangements are: Alphabetic arranging records in alphabetical order is most helpful when records are retrieved by name or topic. However, it must be remembered that even the simplest alphabetic system requires establishing consistent and uniform filing standards. Chronological a chronological system is most useful for records that are created and monitored on a daily basis. Folders are arranged by sequential date order. It is, however, recommended that chronological filing be avoided. Retrieval can be slow and difficult as few people tend to remember dates accurately. The date of occurrence is rarely the basis for retrieval of information. Implement System There is no easy way to implement a new filing system. It is a very labor intensive task. If at all possible, it is recommended that the filing system be implemented in stages, by classificationone file at a time. Steps in the implementation process include: sorting paper files into classification assigning a physical location within the filing system to each classification re-labeling folders or creating folders to reflect the new file system if necessary, the purchase of new filing supplies/equipment Monitor implementation, follow-up and revise system After a test period meet with users to identify problems. Work with users to resolve inconsistencies and formulate implementable solutions. Written filing policies and procedures are useful tools which help ensure the success of the new system. Written policies should include: a brief statement describing the chosen system and its arrangement detailed procedures for the creation, maintenance, and purging of files procedures for the retrieval and re-filing of paper folders staff duties and responsibilities Written policies help ensure that the new system will be understood by all and will succeed. Filing Policy and Procedures Although many of the files we currently create may be electronic, we will always have to cope with paper files. This section includes basic information regarding the maintenance of active files. Processing information for filing check to see that the material is complete file the item in the front of folder if a folder does not exist, create a label for a new folder integrate the file into the system Sign-out Rules users check out folders, never individual documents Sign-out sheets are used to monitor the removal of the file Information on the sign-out sheet should include: file folder name borrower name date signed out date returned For convenience keep several sign out sheets in the front of each file drawer or on top of each file cabinet. For greater convenience, sign out sheets can be personalized for individual users. Sign out sheets personalized for an individual need only contain file folder title, date charged out, and date returned. (Appendix~1.0 Sample Sign-Out Sheet) Filing Supplies After determining a filing system for managing your paper records, it is important to choose appropriate supplies. Hanging folders Hanging folders are used to bring order to a drawer. They are effective only when used in the right circumstance. As hanging folders take up 1/3 of the available drawer space, they should be used only for files with high retrieval activity. Labels are used to facilitate identification of a folder and its contents. Visibility on the folder and use as a visual retrieval aid should be major considerations when choosing labels. Color coding is a method of identifying file folders within a filing system. Color, when used appropriately, can make misfiles visible at a glance, facilitate retrieval, and facilitate weeding and purging. Color is used as a visual aid to highlight a record series or the date. It can also be used to highlight a specific folder. Naming and Labeling Files For files, identification and labeling allows an office to maintain physical control over current files as well as manage growth of new files. When working with files two levels of file identification and labeling help simplify and facilitate filing and retrieval: drawer or shelf labels file folder labels

Bullying and Its Effects on Individual’s Education

The purpose of the research in this work is to answer the question, â€Å"Does bullying effect an individual's education? First bullying will be defined in the perimeter of the educational environment. The author of this work takes the stance that bullying does most positively affect an individual in terms of their quality of education and in fact does continue to affect the individual who receives and even the one who perpetrates the bullying behavior. Inclusive in the research will be the stated ‘signs' of bullying behavior taking place, preventative measures that are stated to be effective, types of bullying behavior, and common myths surrounding those who are bullies. Some important facts about violence in schools are stated to be that first, that 1/3 of all injury death that occurs in the United States are due to intentional school violence. Interestingly, as violence has risen quite sharply in society it has also rise in schools and in areas surrounding and related to school. During the school years from September 1992 through May 2000 the National School Safety Center in their Report on School Associated Violence† (Education World, nd) Unhealthy relationships in the family and school personnel's' exposure to ‘violent television, films as well as games containing some of the elements that seem to contribute to violence in-school behavior. Bullying can take place both directly and indirectly. Bullying is defined as the repeated exposure to negative actions on the part of a student or even on the part of a group of students toward another individual. Stated as being inclusive in this behavior are the factors of aggressive behavior, intentional harm doing, it is done on a repetitious basis and occurs in a relationship on an interpersonal level â€Å"characterized by an imbalance of power.† (Colorado.edu Website, nd) The definition proposed by Tattum and Tattum (1992) states that â€Å"Bullying is the willful, conscious desire to hurt another and put him/her under stress? Therefore, the individual that desires to hurt another individual is a bully. But, those who are not in actuality bullies are those that think better of committing such actions. Bullying may be physical or it may occur on a psychological level. It is suggested by Olweus that an â€Å"imbalance of power† exists when bullying occurs and in fact contributes to the occurrence. As stated bullying behavior may be ‘direct' bullying or ‘indirect' bullying. Direct bullying is an open attack on the individual. Inclusive are physical attacks such as hitting, kicking, pushing, and choking. Attacking someone verbally or through harassment such as calling of names, threatening behavior, taunting behavior, teasing in a cruel and malicious manner, spreading rumors and slandering are all inclusive. Indirect bullying is often difficult to detect much more so than direct bullying. Indirect bullying is characterized by social isolation and social exclusion on an intentional basis, making faces and obscene gestures as well as manipulation of friendships and relationships. III. Common Myths Surrounding Bullying Myth 1: Insecurity and low self-esteem is suffered by bullies and they in turn pick on others towards the end of making themselves feel more secure. Fact: Self-esteem among bullies are average to above-average however they do have temperaments that are aggressive as well as a ‘lack of empathy and poor parenting.' (Starr, 2000) Myth 2: Bullies are looking for attention however; ignoring the bully will stop the behavior. Fact: control is what the bully seeks and they tend to cease their bullying when ignored however if adults do not address the issue of bullying the bully generally is propelled toward another level of bullying. Myth 3: Boys will act like boys. However bullies general remain bullies and eventually get involved in a life of crime. Fact: Of all those finishing middle school that are bullies sixty percent will have committed at least one crime by the age of 24. Fact: Outgrowing bullying does not actually occur but it is redirected by the individual doing the bullying. 60 percent of bullies will have committed a crime by the age of 24. Myth 5: Standing up for themselves is something that needs to be learned by victims of bullies. Fact: Bullies generally pick those who are younger or weaker to bully and those who don't have the skills on a social level for the development of friendships that are important and are unable to effectively deal with social situations on their own. Fact: Victims are generally chosen to be bullied due to their being â€Å"sensitive, anxious, and not likely or unable to retaliate, not due to differences on a physical level. (Starr, 2000) Myth 6: The environment in large classrooms and large schools are conducive to bullying. Fact: There has been no established link between the size of the educational facility and instances of bullying. In fact there is some research that contains findings that there is less and not more bullying in larger schools. Myth 7: The largest part of bullying occurs somewhere other than school grounds. Fact: Most bullying occurs on school grounds. Myth 8: Only a small number of students are affected by bullying. Fact: In the U.S. 25% of students are victims of bullying and 20% are bullies. It has been estimated by the National Association of School Psychologists that 160,000 children don't attend school each and every day to avoid being bullied. Myth 9: If bullying is a problem in the classroom the teacher is aware of it. Fact: Reports by the victims of bullying instances are done only reluctantly out of fear of being retaliated against, due to embarrassment and because most bullies tend to justify their behavior. Myth 10: Sticks and stones will break your bones but names will never hurt you is an adage that should be followed by victims of bullying. Fact: Problems that affect students for life are low self-esteem and depression as well as suicide and mental health issues. IV. Preventative Measures in Counteracting Bullying in School Four basic principles for prevention of bullying and victim problems are stated as follows: â€Å"Awareness and warm, positive involvement of adults inclusive of teachers, principals, school counselors, and parents.† (Safe Schools Fact Sheet, Colorado.edu) Set and stick to firm limits as to what behavior is unacceptable firmly stating that bullying is not allowed or acceptable in the school. Consistent application of â€Å"non-hostile, nonphysical negative consequences for rule violation and unacceptable behavior; and â€Å"Encourage adults to act as authorities and position role models in students' academic learning and social relationships in school.† (Safe Schools Fact Sheet, Colorado.edu) The Results and Outcomes of Bullying Behavior and Victims It is clearly without question that the victims of bullies have lifelong problems and issues that result from being bullied. Stated long-term effects on victims are that depression exists as well as low self-esteem. Clinical implications are stated to be a â€Å"risk factor for poor psychological health† (Rigby, 2003). The risk is stated to be greater if the â€Å"bullying is severe and prolonged and if the victim lacks adequate social support.† (Rigby, 2003) Further stated by Rigby (2003) is that â€Å"Various strategies or treatments may be considered to reduce the changes of a child' further involvement in bullying that may worsen the condition. These include assisting victimized children to develop self-protective assertiveness skills and working therapeutically with bullying children to establish a greater awareness of the consequence of their antisocial behavior.† Other findings are that victims of bullying behavior have higher rates of absenteeism than those who do not experience bullying at school. Long-term adjustment is also affected by being bullied at school as well as the victim of bullies developing an aversion to the environment of school. (Rigby, 2003) In Factsheet Number 18 entitled, â€Å"The Emotional Cost of Bullying† it is stated that bullying can affect the physical and mental health of a child in a serious way. Children who are bullied â€Å"lack confidence, feel bad about themselves, have few friends and spend playtime alone. They may find it hard to face going to school and difficult to concentrate on their work. They may complain of various physical symptoms as a result of their upset. They may worry and try to avoid going to school. Others become very anxious, find it hard to sleep and may feel depressed, or even suicidal. These problems can carry on long after the bullying has stopped.† (Factsheet #18, Mental Health & Growing Up)A large-scale study conducted in England and Wales found that children who suffer from being bullied are more likely to wet the bed and to not sleep well along with feeling irritable, nervous, and panicky after being bullied. Recurring memories of the incidences were stated by 32% of victims in the study and 29% of the victims found concentrating hard for them to do Interestingly the bullies also have long-term effects as well. Stated is that students who bully are also likely to engage in antisocial and delinquent behaviors such as vandalism, shoplifting, drug use, and truancy. This is particularly true of boys that bully. Bullies are also more likely (4 times more likely) to be convicted of crimes by the age of 24. Finally physical bullying is considered to be a risk factor on a moderate level for serious violence acts between the ages of 15 to age 25.

Emergency Preparedness Essay

Role of Public Health Personnel During the Franklin County disaster, there were numerous individuals that participated in the disaster response. Each member had a specific role in the Public Health Team. The Community Health Nurse was crucial in the efforts to assure that the residents of Franklin County were safe and their houses were repaired from the damages caused by the storm. By going door-to-door to asking questions from a prepared survey, the Community Health Nurse was able to better evaluate the needs of the residents and assess the level of coping that was necessary and report back to the team in order to rally support in order to mend the damage of the storm. Later the Community Health Nurse was able to provide support by offering assistance by phone through the disaster hotline, to support the residents and offer guidance of whom to contact for further assistance in matters that need to be attended further by individuals with certain specialties. Chain of Command In the Franklin County crisis, the team put an Emergency Operations Plan in place to establish a clear line of people in the chain of command. At the top of the chain of command was the County Emergency Manager as the Commander, followed by the Operations Chief, Logistics Chief, Financial and Administrative Chief and lastly the Planning and Intelligence Chief. While the Commander has his hands full he delegated responsibility to the Operations Chief to oversee the responsibilities of the Medical and Health Branch Director, the Community Service Branch Director, the Fire Branch Director, the Law Enforcement Director and the Public Works Director. The Public Health Group was supervised by the Medical Health Director. The Planning, Operations, Logistics, and Finance and Administrative Chiefs all reported to the Incident Commander. All tiers worked hard together to communicate the needs that needed to be accomplished in order to keep the residents safe during the Franklin County disaster. Resources During the door-to-door visits that the Community Health Nurse conducted, different scenarios presented that required outside resources the nurse was unable to complete herself. In order to meet the needs of the residents the  Community Health Nurse used her resources of Environmental Health Specialist for the first household she visited, in order to assist in the cleanup of a spill. For the second household the nurse was able to suggest a nearby shelter that could help the family with their needs until a visit from a social service worker could be set up. With the third family who spoke Spanish only, the nurse was able to use her limited communication to provide information for cleanup after the disaster. The nurse can also plan for an interpreter to join her on her next visit to provide more thorough details. And lastly for the fourth resident, the nurse was able to plan for him to evacuate to a shelter in order for him to obtain his blood pressure medication. The Community Health Nurse was able to use resources provided by the community of Franklin County in order to meet the needs of all the residents she visited. Actions of Community Health Nurse Although the Community Health Nurse was able to use appropriate resource to help the residents, she was faced with emergency situations prior to her being able to use those resources. In the first house the nurse encounter a potential chemical spill and had to advise the resident not to attempt to clean it up prior to inspection from a specialist to avoid being expose to toxins. The second household was in crisis following the disaster; the nurse was able to calm the mother down by providing support to the desperate parents by assuring that social services would make a visit soon in order to find way to reduce the families stress. At the third house, although the nurse was faced with language barriers, she was able to provide knowledge through pamphlets to educate the family about potential exposure due to their poorly ventilated house. And at the last house the nurse was able to assess the resident for hypertension and arrange for him to get his blood pressure medication at a local shelter nearby. Throughout all the home visits, the nurse was able to remain calm in order to provide all the residents reassurance in their time of crisis. Coping with Aftermath In the first house the nurse was able to help the resident cope with his basement flooding and chemical spill in his shed by providing adequate information regarding chemical spills and cleanup techniques. The nurse was also able to reassure the resident by arranging for a visit from the Environmental Health Specialist to evaluate the chemical spill. By doing this the stress and concern was lightened for the resident. In the second house, the stress level was high for the parents. The nurse was able to provide supplies for the infant and suggest evacuation for the family while their power remains to be out. In order to move on from this disaster the nurse arranged a visit from social services to provide support in order to cope with their stressful time. At the third household the nurse was able to keep the residents safe by providing information about keeping water and dietary needs safe. This calmed their fears of keeping their family safe and healthy in their home. For the last house, the nurse was able to assess the man’s blood pressure immediately to assure him good health and alleviate his stress level. She was able to further lessening his stress by getting the man to a safe shelter in order to get his blood pressure medications in order. Techniques To further the support during the door-to-door visits the nurse could have offered to help put together volunteers to help the resident with the basement cleanup in order to move out any heavy object in order to remove the stagnant water. In the second house, the nurse could have also offered to arrange childcare for a few hours in order for the parents to complete necessary tasks or receive a mental break to lessen their stress level. The nurse could have immediately retrieved a translator for the third house to immediately alleviate stress of the residents. An in the last house, the nurse could have arranged for the resident to have daily blood pressure checks for the following week to assure that the blood pressure regiment was successfully in order. Preparation of Nurses Luckily the small community of Franklin County was able to pull their resources together in order to provide adequate care and safety for their residents. Similar steps would need to be taken if this similar situation were to happen in a larger affected area. Similar chain of commands would need to be put into place immediately in order to delegate tasks to those in supportive roles. It would proactive to have these roles in place for the local, state and federal agencies. Preparations can be made with education of preparedness of protocols and training for any given crisis. Having the hospitals and local shelters aware of policies to put into place at the first sign of disaster will make the initial hours of the disaster more manageable. In order to lessen the anxiety of the communities, constant communication about preparation and evacuation plans is necessary in order to be able to work as a team when disaster strikes.

Afro-American Music Essay - 560 Words

In Cornell West reading on Afro-American Music: From Bebop to Rap; West discussed three major points about Afro-American music. West also discuss on how Afro-American music alienated young people. Afro-American music, its rhythmic effects are meaningless with status quo according to West. Afro-American music is a reflection on Afro-American culture since the early times as slavery. According to West â€Å"First, the rise of the United States as a world power focused international attention more pointedly on native U.S. cultural forms and styles.† As the Untied States grew in power, so did Afro-American music came to be with a social freedom and linguistic wealth instead of pecuniary wealth. Example, Jazz with its melody and vocalization†¦show more content†¦Also, songs that influent the Afro-American community as the folk blue in 1900th to the 1950th southern blues and the smooth jazz 1990th change by recording industry. Motown was the main cause, which made Afro-American music boom cross the United States according to West. Motown was a recording companying build by Berry Gordy in 1958, which made black musicians, writers, singers and producers a phenomenal success. Since, Motown was establish, West say that Afro-American lost its music soul touch by artists as James Brown who made â€Å"I wanna know if it’s good to you† and †˜Losse Booty.† Also, the Temptations songs as â€Å"My girl† and â€Å"Since I lost my baby†, which absolutely had no heritage music as previous Afro-American music had for black religious, gospel and its soul. As Afro-American music grew so did Motown records, which became a so call â€Å"sell out† among the black community. Motown made Afro-American music from folk music about the spiritual struggle, personal empowerment, human rights and perseverance about the Afro-American community to a commercially market within the white American audience. 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