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... on facility evacuation or fire drill exercises. These exercises are usually performed on a regular basis throughout the school year. Facility evacuation procedures are the appropriate response for fire emergencies and for certain other threats, such as bomb threats and internal hazardous releases. NEW THREATS During the past few years, terrorist attacks and "hostile intruder" situations have emerged as serious threats to schools. These threats require creating "emergency lockdown" or "shelter-in-place" procedures ? the exact opposite of a facility evacuation. Terrorist attacks and hostile intruder situations constitute life-threatening events, and conducting a facility evacuation or failing to respond properly could be a fatal mistake. Note that emergency lockdown procedures are also appropriate for other situations, such as external hazardous releases and, with some modification, tornado emergencies. RESPONSES TO THE NEW THREATS Teachers and staff are frequently the initial responders to an emergency situation. In particular, students view teachers as role models and leaders. In an emergency situation, students will probably follow the advice of their teachers and other adults. Yet very few of these initial responders have any formal training in emergency response. Schools need to train all their employees in proper emergency response procedures. These instructions should be written in a concise manner and address all current threats. In addition, management needs to review these procedures with employees at meetings. Armed with this information, teachers will be in a position to discuss these procedures their students. Most importantly, as with facility evacuation exercises, emergency lockdown procedures need to be practiced. Threats that trigger an emergency lockdown are probably life threatening. Although these exercises might ...

... the story of one of his clients for whom this strategy has been extremely effective.I first met Harry Shor, an agent from Northern Virginia, when I spoke at the annual meeting of the Million Dollar Round Table. He told me he'd purchased my book and that my ideas had transformed his practice. This is a brief story of how Harry has turned his new referral mindset into a thriving referral-based practice: Harry's practice is booming, in part, because of how he thanks people for referrals, a critical step that I've emphasized in previous articles. Harry's main niche is schoolteachers. He helps them maximize their retirement plans. They love his level of service, so he's very referable. Whenever a client gives Harry a referral, he thanks them with a high-quality canvas book bag. The teachers immediately use it to carry their books and papers to and from school. It's a very visible gift and one that attracts the attention of other teachers. When Harry's clients are asked, "Where did you get that great bag?" They're told, "Harry Shor gave it to me, just for introducing him to another teacher." This simple strategy, which has people saying good things about Harry behind his back, keeps on generating referrals. Tap into your creativity. What can you give to your clients who give you referrals to keep those referrals flowing? Bill Cates, "America's Referral Coach," is the author of Get More Referrals Now! and the creator of the Unlimited Referrals ®Marketing System. He can be reached at Referral Coach International, 7901 ...

...les. Harry's main niche is schoolteachers. He helps them maximize their retire...hat attracts the attention of other teachers. When Harry's clients are asked, ...

... world of academia, and fulfill what Max DePree calls the first role of a leader: To define "reality." Maybe you need to observe what's happening (reality), apply a dose of common sense, recognize that the world and your organization don't work from a script, and get the best results you can from the resources you have. Now that's management for reality. In business today, many people have great brainpower and education (formal learning) . The rest of us "dummies" have to get by with common sense and experience. "Brain Tissue" is about academics, sitting on your behind while someone else tells you what they know and think, and what to do or not do, based on their history or experience. It's all about them: The teacher. Scar Tissue is about experience (good or bad), issues of the heart and soul, falling on your rear while trying to do something (getting back up after you fall), and risking life, rather than wondering what life is like. It's all about you: The student. Scar Tissue is the best teacher. What follows are a series of "episodes" that I observed in a single week while visiting my mother-in-law during her recent hospitalization. Each episode concludes with a common sense observation that defines reality. Episode #1 — Common Sense Is Uncommon. Common Sense is a textbook oxymoron. Even though the sign says WET PAINT, we have to touch it — and then we get upset when our finger gets sticky. When my mother-in-law was in the hospital ...

... x No Thanks Loading.. Brain Tissue And Scar Tissue 4/30/2013 by CompleteMarkets Editor , Michael Manes This content has not been rated yet. BRAIN TISSUE AND SCAR TISSUE by Michael Manes A wise friend of mine often talks about brain tissue versus scar tissue. I agree with him that these are the two ways that we learn. Brain tissue is about schooling: academics, textbooks, and issues of the head. It includes the basic principles, standards, facts, and the rules that frame and sometimes limit our lives. During a lot of the time people spend in the world of brain tissue, they're sitting on their backsides listening to a teacher talk about life or reading about someone else's experiences. The teacher then grades (judges) and posts what each student learned. This type of learning opportunity is also limited, and the results are inconsistent — some people never learn to read, and others get a Ph.D. The quality of the results can vary because of the talent and focus of the student, facility, textbook, and/or instructor. All too often, brain tissue learning is about trying to force another person's knowledge to fit into our own skull. Using our brain tissue is a low-risk activity. It's life proposed — a thinking thing. Brain tissue is good. We retain much of what we learn this way or can recall it as it's needed. It's the stuff we try to remember. Scar tissue is about living, trying, failing, and trying again. These are matters of the heart and soul. Much of the ...

... Management Human Resources Selling Legal and E&O Technology Life/Financial Services Glossaries Management Resources & Links Categories Popular Recent All Back Employee Performance: You Get What You Focus On 5/15/2015 12:00:00 AM by Don Phin This content has not been rated yet. Whether children or adults, people will live up to others' expectations of them. What are your employee evaluations telling your employees? How are these appraisals affecting their performance? In this document, Don Phin examines how employees react to performance evaluations, personally and professionally. A famous experiment many years ago involved telling a group of blue-eyed students in front of their class that they were smarter than brown-eyed students. Not surprisingly, the blue-eyed children performed better during the next few months. Then one day the teacher told the class that she'd made a mistake, and in fact brown-eyed students were smarter than blue-eyed ones. Predictably, the scores of the brown-eyed children improved while those of the blue-eyed students deteriorated. The moral: Whether children or adults, people will live up to others' expectations of them. Traditional job performance appraisals can have a negative impact on employees' self esteem. If you rate workers on a traditional 1-5 scale, an employee with a low rating might be motivated to improve out of fear for losing their job. But the long-term effect can be disastrous: Once the fear subsides, the worker will probably end up performing at the low level of the appraisal — p robably because they don't have an affinity for the job they're supposed to be doing. If this employee then ...

... club: Golf Student: Is it spelled p-u-t, or p-u-t-t? Golf Pro: P-u-t-t is correct. Put' means to place something exactly where you want it. Putt' is the vain attempt to do the same thing. Self-promotion is a lot like this joke. You want to convey a particular message, and you've targeted a certain market where you want that message to be effective — so the trick is to place the right message exactly where you want it. Effective self-promotion makes the insurance business fun; ineffectual or no self-promotion can make it more difficult. So you have to come up with effective methods to promote you that you feel good about doing. THE TARGET In his book See You at the Top, ' Zig Ziglar declares himself to be one of the all-time best teachers of archery. That's right. He can help you aim an arrow better more often than the best archer in the world. And he can do it in about five minutes. Very impressive. Zig's method is simple. He'll stand you and the champion archer side by side and give each of you a bow and some arrows. He then equips the champion with one extra item — a blindfold. Zig spins the champion archer around in circles a few times, then tells you both to start shooting. Guaranteed: Your shooting will be better. If that sounds silly, think about this: Do you know exactly where the bull's eye is in your market? For example, is it with people who own homes valued at 150% greater than the median? Is it the Commercial ...

... relative immediacy of e-mail.) Even though you don't want junk mail, you find you must look through all of it because somewhere in that stack of unwanted advertisements and wasted paper could be your monthly water bill. The same principle applies to e-mail. Would you want to search through a mailbox full of advertisements simply to find that all-important message from your boss? Avoid sending an e-mail in all UPPER-CASE. Using upper-case characters is the equivalent of shouting in some one's ear. ONLY use upper-case words when trying to make a point (such as I just did) . Even at that, you should be careful with whom you are exchanging messages. Don't make a comment about the grammar or punctuation in a message you've received. Nobody wants to feel like they are exchanging e-mail with their eighth-grade English teacher. Don't request computer help without providing system-specific information. For example, if I submitted an e-mail that stated "I've got this problem with Word.." . Well is that MS Word for DOS, MS Word for Windows, MS Word for Macs? What version? Version 2.0? Version 6.0? Remember, the computer world is made up of every kind of computer imaginable, from IBM PC's to Macs to UNIX workstations to the one your neighbor assembled in his garage. The correct method would be to list all the system specifics first, then describe the problem or question. For example, if I were seeking answers to questions about Microsoft Word for my computer at home, I would list Gizmo Model SR-32 (Microchannel Clone, 486-66Mhz, 16MB RAM, 400MB SCSI hard disk) ...

...vertising in the Ottawa Carleton teachers bulletin has commenced. Results wil...

...n preferring lower-paid starting teachers. O'Connor v. Consolidated Coin C...