zilongwang/ReadingBank huggingface dataset:
HEALTH SCIENCE Career Planner Guidelines - Paper should be typed in Times New Roman 12” black font. Title page to include name and career choice centered in middle of page and double space between Name and Career Choice. Body of paper should include headers for each topic area. Be sure to include the content for topic area as described below and follow the guidelines for length. No plagiarism. Include references for each topic area. Last page of paper will be the reference page. APA format should be used. For additional information regarding APA guidelines visit www.owl.english.purdue.edu/ The Career Planner will serve as part one of your Career Portfolio. Topic Area Content Length/Rubric Grading Rubric Guidelines/APA As described above 5pts Student Name Place on title page 2 pts Career Choice Place on title page 2 pts Type of Work and Earnings Describe the type of work and describe monthly/yearly salary; fringe benefits 6-10 sentences/18 pts History of Occupation Provide history of occupation; when did the career begin; how has the occupation evolved 6-10 sentences/12 pts Working Conditions Describe the working conditions; hours of work; ability required; temperament required 6-8 sentences/8 pts Education and Training; Certification Describe the required educational training for this type of work; Certification or License required 6-10 sentences/18 pts Future Outlook Advantages of this career; Disadvantages of this career; advancement opportunities 6-8 sentences/10 pts Plans After High School Graduation List one Universities/Colleges/Technical Schools that you will consider attending; Contact the school and provide the following information: application, scholarship information, cost of in-state tuition and out-of tuition; required SAT/ACT Scores, required prerequisites, length of selected program area College contact information is available online. Describe short-term and long-term goals. Educational information can be provided by attaching the information that you receive from the University/College. Be sure to attach the application and scholarship information. To address all other areas you may highlight the information on printed material that you receive or develop your own list./ 25 pts References Include a reference page as the last page of paper. Each topic area should have the references documented where the information was obtained.
Career Readiness Skill: Communication Health Science Module Title/Topic: Communication / What did you say? Overview/Annotation: In this lesson you will learn how to communicate effectively both verbally and non – verbally. You will understand the importance of clear communication in the healthcare field. Essential Question(s): How does communication affect patient care in the healthcare environment? Learning Objective(s): You will: Differentiate between various forms of communication. Observe and evaluate professional and social communication. Demonstrate effective verbal, non-verbal and written communication. Materials, Equipment, and Technology Resources: Computer, printer, Internet access, dictionary, worksheets, rubrics, telephone, Diversified Health Occupations textbook, camera, ear plugs, blindfold, and handouts Procedures/Activities: You will Define the following words: communication, communication barrier, verbal, non-verbal, response, listen, cue, expression, gesture, message, and interpreter. Write the word and definition. Read the Communication chapter in the Diversified Health Occupations textbook and review the Professional Telephone Techniques page. Watch the following videos: , , , and Observe social communication techniques using Worksheet #1. Critique professional communication techniques using Worksheet #2. Experiment with communication barriers during one complete class period by wearing earplugs or a blindfold for the day, or by omitting all verbal communication. Write a one page paper (12 font, single space, one inch margins) based on what you have learned through observation, critiquing and experimenting. Describe your experiences. In your opinion, is verbal or non-verbal communication more important? Support your opinion with examples and thoroughly explain your conclusion. Research verbal versus non-verbal communication. Is your opinion supported by other researchers? In your opinion, explain why or why not. Include what you learned by doing this project. Practice answering the telephone professionally. Partner with a classmate and have the classmate simulate calling you at a doctor’s office. You should simulate being the receptionist and assist them with making an appointment, addressing a question about their bill, an inquiry about lab results, or an emergency health concern. The classmate can select to be polite or angry with their mannerism. The situations may be adjusted as needed. Using Worksheet #3, practice answering the telephone until you feel confident that you can handle most situations. Punctuate the sentence on Worksheet #4 and complete the activity. Develop your own business card using Microsoft Word or Publisher. Assume you are working in your
WB 2.03: Students will be flexible in work assignments and methods including chemical, cellular, tissue and organ systems. Extend medical terminology to real-world applications. Evaluate and apply anatomical terminology to describe location of parts/areas of the body and will describe the relation of one part to another. Interpret correct medical terminology including roots, prefixes and suffixes to indicate anatomical structures and functions. Discuss the chemical processes that maintain life, including homeostasis, cellular respiration, and enzymes and chemical catalysts. Teacher showed the class exemplary student work from yesterday’s assignment We went over the Organelle labeling activity that we worked on during the previous school week Students were given more time to work on yesterday’s assignment Objective/Lesson Re-orientation day/ clarification of classroom values. Students will apply their knowledge of body tissue categories to analyze a novel situation. Agenda Class will talk about classroom rules and consequences: Charge electronic devices at home- you will feel unprepared, not ready to
Tissue Category Assessment activity in assigned work pairs/buddies. Accommodations E1, E4, E18, E22, E24, T1, T2 on the Accommodations list Ticket Out Email the assessment to Ms. Niles Homework Email the assessment to Ms. Niles Thursday 9/21/17 Subject Health Science 1 (Anatomy and Physiology) 04.01, 04.03, 04.04, 05.0, 05.01, 05.02, 05.03, WB 2.03: Students will be flexible in work assignments and methods Evaluate interrelationships of the basic structural and functional organization of the human body including chemical, cellular, tissue and organ systems. Extend medical terminology to real-world applications. Evaluate and apply anatomical terminology to describe location of parts/areas of the body and will describe the relation of one part to another. Agenda Direct Instruction on basic molecular structures of the body, including protein, nucleic acid, lipids, and carbohydrates. Teacher related it back to the cells, organelles, body tissues, body systems- all topics from previous weeks
8. Details of Experience (Please list positions held, commencing with most recent employer, continuing on extra sheet if necessary). Please state for each position held if the role is Temporary, Permanent or Acting Date (DD/MM/YYYY) From To Name & Address of Employer and Nature of Business Job Title and Description of Duties with special emphasis on experience relevant to the post. Please include reason for leaving.
Quarter 1 2015 Chart Messages by stakeholders: Quarter 1 2015 Table Leading spokespeople: Quarter 1 2015 This table shows the most frequently cited spokespeople in Quarter 1 2015, the volume of reports in which they were cited, and the average favourability of this coverage. Jane Martin, Obesity Policy Coalition 14 62.9 Kara Landau, Dietician 10 64.0 Tom Godfrey, CHOICE 10 58.5 Rob McGavin, Cobram Estate & Boundary Bend 9 67.8 Catherine Saxelby, Nutritionist & Food Commentator 9 67.8
Summary of Standards and Assessments Standard The teacher of HEALTH Assessment 1 Praxis 1a) Content 1b) Sub-scores 1c) PLT 1d) PLT sub-scores Assessment 2 Plan Instruction [Assessment title] Assessment 3 Clinicals [Assessment title] Assessment 4 Student learning [Assessment title] Assessment 5 OR Course Grades-Based [Assessment title] Assessment 6 [Assessment title] Assessment 7 [Assessment title] Assessment 8 [Assessment title] The teacher of health education understands health education content, disciplinary concepts, and applies these concepts to the content knowledge development of a healthy educated person. The teacher of health education understands the need to foster relationships with colleagues, parents/guardians and other professionals in the learning community and seeks opportunities to grow professionally. The teacher of health education uses knowledge of effective verbal, nonverbal and media communication techniques to foster inquiry, collaboration and engagement in various health education settings and understands how individuals differ in their approaches to learning. The teacher of health education uses an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Skin is the human body's biggest organ. It protects our internal organs. Skin helps keep our bodies at a healthy temperature. It provides our sense of touch. The body has two main layers of skin.The outer layer is called the epidermis. The cells on its surface are dead.They flake off about every two weeks. New skin cells continually rise through the epidermis to replace the dead ones. Beneath the epidermis is the thicker dermis.The dermis contains sweat sebaceous glands, nerves, hair follicles, and blood vessels. Skin Changes Sebaceous glands produce sebum. Sebum is an oily Di d You Know? A human body loses 40 million dead skin cells each day. 20 substance that helps to keep hairs and skin soft and waterproof.The body may produce too much sebum.This happens as the body enters puberty and begins to release hormones.This excess sebum can block hair follicles and cause pimples or acne. Sun and Skin The body needs sunlight to remain healthy. But too much sun can be dangerous. Sunburns can permanently damage the skin.They increase the chances of skin cancer.The only cure for a sunburn is slow healing.lt can be easily avoided by using sunscreen, wearing protective clothing,and staying out of the sun in the middle of the day.
Sharecroft Gymnastics Club are fully commited to safeguarding and promoting the well being of all our members. The club believes it is important that members, coaches, administrators and parents associated with the club should show respect and understanding for the safety and welfare of others. The club has Gymmark status which shows that B.G recommend us as a child friendly club. ACCIDENT AND SAFETY PROCEDURES In the event of a serious accident or injury only qualified persons are to carry out emergency First Aid. The emergency services must be contacted and medical help sought from qualified medical personnel. However, the following minimum procedure should be adopted in the event of any accident that occurs: - Stop the class and direct other members of the class not immediately involved in the accident, away from the injured person, and contact the First Aider and/or the emergency services. Do not move someone with suspected major injuries. Ensure that the remainder of the group is adequately supervised. Complete an appropriate Accident Report Form describing the accident and the actions taken. Once this has been done pass to the head coach to send off to British Gymnastics & Perkins Slade INSURANCES All Members of Sharecroft Gymnastics Club including coaches and volunteers are required to be members of British Gymnastics and access the accompanying British Gymnastics Insurance Scheme. Additionally Sharecroft Gymnastics Club carries Employers Liability Insurance, Accident Insurance and Third Party Civil Liability Insurance. Michelle Price trading under Sharecroft Gymnastics Club also carries Property Insurance which insures all the clubs equipment up to a certain amount. Certificates are shown on the gym club notice board. EQUIPMENT CHECKLISTS Sharecroft Gymnastics Club recognizes its responsibility to provide and maintain a safe facility. The head coach and the appointed health & safety officer Charlotte Kemble are responsible to conduct regular safety checks on the equipment and any defects will be reported immediately. The defective equipment will immediately be taken out of commission and will not be used, under any circumstance, until the deficiencies are rectified, and a satisfactory safety check confirmed in writing by the responsible person conducting the check. Safety checks must be conducted and the check list completed every six months. Check lists are in the pink/blue folder with the first aid kits. It is also required that all staff and/or coaches shall take a day-to-day responsibility with regard to equipment or facility defects and report these to the Health & Safety Officer or Head Coach.
5314H Applied Bayesian Methods in Clinical Epidemiology and Health Care 5315H Advanced Topics in HAD 5316H Biostatistics II: Advanced Techniques in Applied Regression Methods (prerequisite: HAD5307H Introduction to Applied Biostatistics or CHL 5201H Introductory Biostatistics for Students in Biological Sciences 6360H0 Required Research Practicum in Clinical Epidemiology (Credit/No 6361H0 Research Practicum in Clinical Epidemiology (Credit/No Credit) 7002H Reading Course Other IHPME courses or extradepartmental courses may be considered as elective courses and are subject to approval of the institute. Concentration: Health Services Research 3010H Fundamentals of Improvement 3020H Quality Improvement 3030H Concepts and Strategies in Patient 3040Y+ Project 3050H and Managing Change 3060H Quality Improvement in Health 3070H and Regulatory Environment and Risk Management 3080H External 3090H Application of Lean in Healthcare 5011H Canada's Health Care System and Health Policy (Doctoral 5021H Canada's Health System and Health Policy Part 2 (Doctoral 5726H Design and Evaluation in eHealth Innovation and 5727H Knowledge Transfer and 5728H Performance in Health Care: Theory and 5729H Conceptual and Methodological Issues in Knowledge Translation 5730H Economic Evaluation Methods for Health Service 5734H Organizational Learning and Knowledge 5737H Tools for Implementation of Best 5738H Methods in Economic Evaluation 5739H and Arguments in Health Care Policy 5740H Intermediate-Level Qualitative Research for Health Services and Policy 5742H Methods for Health Services Research 5743H Evaluation Design for Complex 5744H Introduction to Health 5745H Health Economics Hits the Road: Practical Applications of Economics to Real Health Care Problems 5755Y Economics Graduate Seminar Series (CR/NCR) 5760H Advanced Health Economics and Policy HAD 5763H Advanced Methods in Health Services Research 5768H International Perspectives on Health Services 5771H Resource Allocation 5772H Intermediate Statistics for Health Services 5773H Introduction to Theories of Organizational Behaviour and Applications to the Health Care 5776H Issues in Qualitative Health Services Research Methodologies and 5780H Planning and Evaluation for Health Services and Policy Research Analysis Information HAD Systems
3 The learner will know how to prevent common accidents at work The learner must know: Assessment Requirements Evidence Location 3.a Potential causes of an accident in the workplace Learners should assess the possible causes of an accident in the workplace The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 3.b Action to prevent further injury Learners should describe action to prevent further injury 3.c Measures to prevent further accidents Learners should identify measures to prevent further accidents
4 The learner will know how to respond to first aid incidents The learner must know: Assessment Requirements Evidence Location 4.a Basic first aid treatments Learners should describe a minimum of three basic first aid treatments suitable for a range of situations The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 4.b How to call for emergency assistance Learners should describe how to call for emergency assistance
Steroids Week 4 Nutrition and Lifestyle Habits 6 Essential Nutrients Food Additives Eating disorders Dangers of fast food Serving sizes Lifestyle choices Week 5 Tobacco Cigarettes Chewing Tobacco E-Cigs/ Vapors Long-term dangers Financial cost Legality Week 6 Alcohol & Other Drugs Short term/long term effects Drinking and Driving (DWI/ DUI) Media influences Addiction & Alcoholism Week 7 Unintentional Injury Prevention and First Aid Good Samaritan Law Wounds Sprain, Strains & Fractures Heat Stroke Babysitting & Emergencies CPR Week 8 Family Life/ Sexual Health and Reproduction Male and female anatomy review Week 9 HIV/AIDS and Sexually Transmitted Disease HIV/AIDS STD’s Prevention Abstinence
Medicare rebates are available for psychological treatment by registered psychologists under the Australian Government’s Better Access to Mental Health Care initiative. This scheme provides considerable assistance to people living with mental heath problems, allowing them greater access to psychologists and providing more affordable mental healthcare. What is a psychologist? Psychologists study the way people feel, think, act and interact. Through a range of strategies and therapies they aim to reduce distress and to enhance and promote emotional wellbeing. Psychologists are experts in human behaviour, and have studied the brain, memory, learning and human development. Psychologists can assist people who are having difficulty controlling their emotions, thinking and behaviour, including those with mental health problems such as anxiety and depression, serious and enduring mental illness, addictive behaviours and childhood behaviour disorders. All psychologists are legally required to be registered with the national registration board, the Psychology Board of Australia, in the same way medical practitioners must be registered. This means that they must be competent and follow a strict Code of Conduct. Not all counsellors or therapists are registered psychologists. Seeing someone who is registered ensures you receive high quality ethical treatment. If I have a mental health problem, how can a psychologist help me? Psychologists specialise in providing therapies for mental health problems. These therapies are effective at treating common mental health conditions including anxiety and depression and most childhood problems. Can I go directly to a psychologist to receive treatment through Medicare? You must be referred by your GP, your psychiatrist or paediatrician. Your GP will need to complete a detailed mental health assessment and prepare a Mental Health Treatment Plan before referring you to a psychologist. You should book a longer session with your GP to enable time for this. What mental health problems can be treated under the Better Access initiative? ‘Mental disorder’ is a term used to describe a range of clinically diagnosable disorders that significantly impact on a person’s emotions, thoughts, social skills and decision-making. The Better Access initiative covers people with mental disorders arising from: Alcohol use disorder Anxiety disorders Adjustment disorder Attention deficit disorder Bereavement disorder Bipolar disorder Conduct disorder Co-occurring anxiety and depression Depression Drug use disorder Eating disorders Obsessive compulsive disorder Panic disorder Phobic disorder Posttraumatic stress disorder Psychotic disorders Schizophrenia Sexual disorders Sleep problems Can I access any psychologist? Under the scheme you can only see a registered psychologist with a Medicare Provider Number who you have been referred to by your GP, psychiatrist or paediatrician. Continued → 1
At this point then I’d recommend you develop your own system. The main reason to do this is that in designing a system, you need to be talking to your employee – which is the very thing you are trying to design. It seems crazy to me that a system to get employee participation should be forced onto employees without first talking to them! The other reason is that the default system can be quite restrictive, as we shall see. Electing H&S Reps In either case you will need to have a H&S rep within your workplace. Obviously if you are self-employed, that will be you! Work with your employees and, if applicable, their union(s) to decide how to elect H&S reps. If you are using the Act’s default employee participation system, your employees must either: • Together with their union(s), hold the election themselves for the number of reps needed; or • Ask you to hold the election. If you are responsible for holding the election, you must do so within two months. The election must: • Involve candidates who work regularly enough to perform the job effectively and who are willing to be health and safety representatives • Be held by secret ballot • Give all affected employees a reasonable opportunity to vote • Be determined by majority vote (whoever has the most votes). The only time you don’t need an election is when: • there is only one candidate – they automatically fill the position • there are no candidates – the position is vacant. If you are following the default Act system, and trying to get a participation scheme in place and no one is nominated, then it’s time to take some leadership in your business. Appoint someone, and right the role of a rep into their Job Description. The health and safety representative’s role Health and safety representatives help their fellow employees by representing their views in their workplace with employers on health and safety matters. If you are using the default employee participation system, the health and safety representative’s duties include: • Fostering positive health and safety management practices in the workplace • Identifying hazards and informing you about them • Discussing with you ways to manage any hazards (covered how to do this in the hazard management chapters) • Consulting inspectors on health and safety
A light bulb wasn’t working on the stairway up to the office. I left the fridge door open. I had some gravy left in a jug - it was still hot but I put it straight in the fridge. I used my finger to taste the soup I was heating it up for a resident. I could barely see over the pile of towels and bed linen I was carrying. The fumes from the photocopier in the office give me a headache. The box fell when I tried to lift it down from the shelf. My hands felt all itchy after I used the bathroom cleaner. The label was so stained I couldn’t read it, but as it smelt like bleach, I used it. I left the can of air freshener on the window sill in the sun. We didn't bother with the glide sheet - we just drag lifted her. The staples on the box cut my hand when I put it in the cupboard. The carpet in the residents’ lounge was torn. We don’t have enough space for our clothes when we change into our uniforms. We were short of toilet cleaner so I mixed in some bleach to top it up. The tea cup had a tiny chip in it but it had just been washed so I used it. I scratched someone with my ring as I helped them up from the chair. The flex on the vacuum cleaner was split. The sun is so bright you can't read the print on the computer screen. I put the raw chicken breast on a plate at the top of the fridge.
Quiz - required / not required On the Job Assessment – required / not required Re-assessment – not required / annual / 2 years / other (please specify) ASSESSMENT FOR: INCIDENT MANAGEMENT 1.2.4 Trainee Name: Contact Details: 1. Why it is important to report and investigate incidents as soon as possible? C / NYC 2. What does it mean, “to find the root cause?” C/ NYC 3. List four “do’s” when investigating incidents 1. 2. 3. 4. C/ NYC 4. List four “don’ts” when investigating incidents 1. 2. 3. 4. C/ NYC
WRITTEN ASSESSMENT FOR: MANAGING STRESS 1.2.6 Trainee Name: Contact Details: Questions 1. In your own words, explain what stress is C/ NYC 2. List 3 symptoms of stress 1. 2. 3. C/ NYC 3. Explain what Eustress is C/ NYC 4. What is the difference between a “circle of influence” and “circle of concern”? C/ NYC 5. List 5 things that you can do to reduce negative stress in your life 1. 2. 3. 4. 5. C/ NYC Assessor Details Name Signature Date of Assessment
Delivery Director Responsibilities Manager Responsibilities To set a clear expectation that the organisation has a fit for purpose H&S management system To exercise due diligence to ensure that the system is fit for purpose, effectively implemented, regularly reviewed and continuously improved To be sufficiently informed about the generic requirements of a modern, “best practice” H&S system and about their organisation and its risks to know whether its system is fit for purpose and being effectively implemented To ensure sufficient resources are available for the development, implementation and maintenance of the system To lead the implementation of health and safety management systems To identify resource requirements for the development, implementation and maintenance of the H&S system, obtain approval for their provision, and secure and allocate resources accordingly To allocate responsibility and accountability to managers and workers for implementing the system To monitor the effectiveness of the system and implement continuous improvements Minimum Standards Hold CEOs accountable for H&S management including continuous improvement Understand the H&S risks to the PCBU and ensure that sufficient resources are available to eliminate or minimise them Ensure that audits are performed and reviewed Be personally aware of the organisation’s risk and control systems Ensure that management implements procedures for the selection of contractors and monitoring their activities Ensure that the PCBU implements procedures to consult and coordinate activities with other PCBUs that have overlapping H&S responsibilities Ensure that Management set up and drive a worker participation system Plant and equipment must be fit for purpose and workers trained in their safe operation Ensure that H&S is considered during the procurement process of plant and equipment Towards Best Practice Ensure that training is undertaken especially in hazard and risk management Commission periodic external audits and reviews At least every two years obtain independent advice on the adequacy of risk control plans
is responsible for investigating work-related causes of sickness and absences, although the accountability lies with the head teacher. The head teacher is responsible and accountable for acting on investigation findings in order to prevent a reoccurrence. Section C – ARRANGEMENTS C1: School Activities The head teacher will ensure that risk assessments are undertaken. See annex 10 The significant findings of all risk assessments will be reported to the governing body and to all relevant staff, contractors and visitors who may be affected. Any actions that are required to remove or control risks will be approved by the head teacher or their delegated responsible person. The head teacher or delegated responsible person will check that the implemented actions have removed/reduced the risks, and All risk assessments will be reviewed on an annual basis or when the work activity changes, whichever is the soonest. Curriculum Safety Risk Assessments: *delete once read - *this list may include PE, Swimming, Design and Technology and Science. See annex 10 for Risk Assessment Register for Schools. C2: Visitors All visitors shall be directed by clear signage to the reception and must report to the school office, where appropriate arrangements for the signing in and out and identity badges will be provided, *noting registration numbers as appropriate. *Delete as appropriate All visitors shall be made aware of the school’s fire arrangements in the event of a fire. All visitors shall be made aware of the school’s emergency procedures. C3: Fire and Emergency Procedures The head teacher is responsible for ensuring the fire risk assessment is undertaken, controls are implemented and that it is reviewed annually. See annex 7 Emergency exits, assembly points and assembly point instructions are clearly identified by safety signs and notices. Names of fire wardens: *and who is responsible for which zone, if applicable *delete as appropriate
Avoid manual handling operations where possible by redesigning the task or by automation or mechanising the process; Suitable and sufficient assessments are to be conducted by assessors where hazardous manual handling operations cannot be avoided; Reduce the risk of injury by considering mechanical assistance or improve the task, load or working environment. Manual Handling Assessments A manual handling assessment is to be conducted by an assessor when: A risk assessment identifies manual handling operations as one of the hazards for a given task and the task itself is purely a manual handling operation where a significant degree of risk is involved. The assessments are to be conducted using the official company documentation. The factors covered in such an assessment are; task, individual, load and environmental (TILE) consideration and are highlighted on the blank generic forms. Corrective Action When an assessment shows the need for further action then the assessor must enter details on a ‘risk assessment action plan’ and (where the boundaries of accountability apply) forward this to the appropriate manager to plan and implement corrective action. Information and Instruction The hazards and safeguards from all relevant manual handling assessments must be relayed to the appropriate staff and a record must be kept. Kinetic Handling – Manual Handling Training ‘Principles’ Where there is a need for manual handling operations that are potentially hazardous to be carried out, then there is a need for an assessment and basic ‘principles of manual handling’ and kinetic training of the employees. The management must identify the training need and arrange for and conduct appropriate manual handling training. A behavioural management and cognitive approach to the principles of manual handling are to be an integral part of this training. These ‘principles now form part of the company safety related induction training. Employees Responsibilities Every employee is to make full and proper use of any system of work provided for use by the employer and this could include trolleys. The employee must also inform their manager
take all necessary steps to establish the causes of accidents and risks to health which may occur and to ensure that reasonable measures are taken to prevent recurrence Specific Provisions Detailed arrangements for safe working practices in relation to the Companies operations are listed as separate appendices to this company statement and notified to employees as appropriate. Notification of Accidents and Dangerous Occurrence Regulations 1995 (RIDDOR) In accordance with the 1995 Regulations, the Company Health & Safety Officer will notify the Health & Safety Executive (HSE) using the following link in the event of: fatal or mar injury/ accident – immediately accident resulting in 3 days or more loss of work – within 7 days notifiable dangerous occurrence - immediately Safety Training Company managers are responsible for identifying any safety training for employees necessary to ensure compliance with statutory obligations and Company procedures and ensuring its implementation. Contract Workers A copy of this policy statement will be made available to any contractor or sub-contractor carrying out work for or on behalf of the Company to enable him to comply with its provisions and arrangements. Specific Responsibilities Overall and final responsibility for health and safety is that of The Director Paul Sanders Day-to-day responsibility for ensuring the policy is put into practice is delegated to Company Health & Safety Officer Paul Sanders To ensure health and safety standards are maintained/improved, the following people have responsibility in the following areas Names Lee Redfern Sandra Webster Abdul Salim Craig Franklin Gilly Whitehouse Tara Neal Sarah Horton Ali Sapharainpour Jill Howard Michelle Elsom Title Operations Manager Operations Development Manager Supervisor Supervisor Supervisor Supervisor Supervisor Supervisor Supervisor Supervisor All employees have to: Co-operate with supervisors and managers on health and safety matters;
appropriateness of expressed wants and preferences. patient’s needs, preferences, and values. values. Negotiates, manages, and clarifies differences. HEALTH ADVOCATE: Works with patient (and their family). 1 2 3 4 5 Does not inform patient/family of plans. Does not elicit patient/family wishes. Provides misinformation. Elicits patient/family perspectives. Respectful. Establishes rapport. Able to effectively communicate with patient/family. Skilled at sharing decision-making. Provides clear patient information. Confidently negotiates differences. HEALTH ADVOCATE: Balances health advocacy with stewardship of health care resources. 1 2 3 4 5 Loses perspective and does not achieve best solution(s). Doesn't work to find solutions that balance competing issues. Recognizes the need for balanced approach to stewardship and health advocacy. Seeks advice and input. Generates effective solutions to balance competing issues, perspectives, and priorities so parties come to a consensus and/or accept solutions. OVERALL PERFORMANCE IN THIS SCENARIO 1 Needs significant improvement 2 Below expectations 3 Solid, competent performance 4 Exceeds expectations 5 Sophisticated, expert performance PGY LEVEL OF PERFORMANCE – At what level of training was this performance? B Below PGY1 1 Mid-PGY1 2 Mid-PGY2 3 Mid-PGY3 4 Mid-PGY4 5+ Mid-PGY5 or above Areas of strength Areas for improvement 1. 2.
responsive to requests for information. Integrates views of others. views and the contribution of others. Negotiates and manages and differences. HEALTH ADVOCATE: Balances health advocacy with stewardship of health care resources. 1 2 3 4 5 Only focuses on one role or the other, losing perspective and not achieving best solution(s). Doesn't work to find solutions that balance competing issues. Approach seems to recognize the need for balance. Seeks advice and assistance. Demonstrates understanding of competing issues. Able to efficiently and collaboratively balance competing issues, perspectives, and priorities so parties come to consensus and/or accept solutions. OVERALL PERFORMANCE IN THIS SCENARIO 1 Needs significant improvement 2 Below expectations 3 Solid, competent performance 4 Exceeds expectations 5 Sophisticated, expert performance PGY LEVEL OF PERFORMANCE – At what level of training was this performance? B Below PGY1 1 Mid-PGY1 2 Mid-PGY2 3 Mid-PGY3 4 Mid-PGY4 5+ Mid-PGY5 or above Areas of strength Areas for improvement 1. 2. 3. Comments:
& 1 This requirement describes the health and safety obligations for: identification and compliance of relevant legal requirements; inclusion of relevant legal requirements into the Health and Safety Management System; evaluation and review of relevant legal requirements; and access to relevant legal requirements and information. This requirement also describes the health and safety responsibilities and accountabilities of all staff, students, contractors and other personnel. 2 This requirement applies to all staff, students, contractors and other personnel at workplaces under the management or control of the University of Melbourne. 3 Contractors An organisation (or individual) engaged by the University of Melbourne by way of a contract to provide a service in accordance with the contract terms and defined scope of contract schedule(s). For the purpose of this requirement it includes labour-hire employees. Divisional senior (executive) officer A person who makes, or participates in making, decisions that affect a substantial part of the organisation (e.g. Head of division, Head of a non-faculty department, CEO of wholly owned subsidiary, executive director, head of department/school). Emergency response personnel Personnel who have been assigned responsibility for emergency response, including: first aid officer, chief warden, deputy chief warden, floor warden or emergency response team member. Employee representatives Representatives of employees, including: employee health and safety committee member, elected employee health and safety representative (HSR) or deputy health and safety representative (DHSR). Health and safety advisory/support personnel Personnel who have been assigned responsibility for providing health and safety advice and support, including: This may include Finance and Employee Services, Health & Safety specialists, local Health and Safety Business Partners, health and safety coordinators and administrators, biosafety officers.
inappropriately stored items such as: frequently used items difficult to access heavy items stored at head height and above Being trapped/crushed in compactus Over storage of compactus making it difficult to move Compactus doesn’t glide easily/appropriately Act 2004 (Vic) Occupational Health and Safety Regulations 2017 (Vic) Part 3.1 Hazardous Manual Handling requirements Health & Safety: Hazardous manual handling requirements Health & Safety: Ergonomics requirements Ensure functioning appropriately during workplace inspection Discard and/or remove any unnecessary equipment and storage items System indicating workers are sing compactus Moving and arranging office furniture and equipment Manual handling injuries from lifting, pushing and pulling Unlikely Minor Low Occupational Health and Safety Act 2004 (Vic) Occupational Health and Safety Regulations 2017 (Vic) Part 3.1 Hazardous Manual Handling Health & Safety: Risk management requirements Health & Safety: Hazardous manual handling requirements Health & Safety: Ergonomics requirements Work station self assessments Use of trolleys and other lifting aids Risk assessment Worker training Low Receipt of office supplies such as paper Manual handling injuries from lifting Inappropriate storage areas when first delivered Possible Moderate Medium Occupational Health and Safety Act 2004 (Vic) Occupational Health and Safety Regulations 2017 (Vic) Part 3.1 Hazardous Manual Handling Health & Safety: Risk management requirements Health & Safety: Hazardous manual handling requirements Health & Safety: Ergonomics requirements Risk assessment Ordering appropriate quantities of supplies as required Use of trolley to move supplies Low General office environment Poor housekeeping and storage arrangements (also listed above): accumulation of rubbish tripping of inappropriately place items (eg electrical power cords) damaged power cords blocked emergency exits overloaded shelving bumping/walking into opened cupboards and drawers Unlikely Minor Low Occupational Health and Safety Act 2004 (Vic) OfficeWise (Vic) Health & Safety: Risk management requirements Health & Safety: Hazardous manual handling requirements Health & Safety: Ergonomics requirements Scheduled office workplace inspections Regular rubbish removal Worker training Running electrical power cords away from walkways Testing and tagging of electrical equipment Low Accessing the office Unknown individual enters office: theft Unlikely Minor Low Occupational Health and Safety Act 2004 (Vic) Health & Safety: Risk management requirements Risk assessment Electronic access eg swipe card Low
to for sharing across via care portal 3 Information Sharing: -direct??? (more important) Infrastructure: cyber add in + sharing (??? Office rationalisation) Patient Access: Must be via national authorisation Approach for citizens D.M: - should be everything you need to do to become paperless at point of care - Why 2020? Some areas should do it later (2023) Assistive Technology: -one comms device per household that is not a smart phone. Use TV? One standard that is for messaging and security. One alert and control centre to receive alerts and alarms on behalf of all populations Option to use SMART electricity meters Practical baseline across all domains, digital maturity is quite high level Minimum or specified core standard of Should be a clinician and a patient in tandem GP, nurse, Junior Doctor, Consultant Doctor, Psychologist and AHP Clinical representation – not needed to be specialists, generalised clinical common sense. Assistive tech; decision support tools – reduces variability, standards based Shared use of/collaborative use of form filling, questionnaires filled in from home Procurement; common/shared – system wide approach 7 Too many different routes Reduce Lack of at patient level Patient access Bookings We need to encourage
College Officers. Such an event is rare and restricted to cases where there is very serious risk to one or more individuals. St Hugh’s College’s Governing Body emphasises that the principles of free expression, academic freedom, autonomy, confidentiality, privacy and equality of rights, according to law, provide the overarching context within which any policy of the College is to be implemented; and any duty imposed by regulation must be implemented in a manner that is proportionate and positively secures and protects those rights. The College Welfare Team Medical Issues The College has a dedicated group of medical professionals, who are available to advise and support any member of the College who is injured, ill or in distress or difficulty. The College Nurse, Sarah Dragonetti, is available in the Surgery (MGA Building, First Floor). Email . The College Doctor is Dr Penny Moore. Surgery hours in College during term time, are Monday 8.30 am – 10 am. Dr Moore or one of her partners, can also be consulted by appointment at the Summertown Health Centre, 160 Banbury Road (01865 515552). NHS Direct can be contacted for advice on 111. (registration via ). The College Nurse and College Doctor are available to students who have problems or questions relating to sexual health. If you would prefer to talk to someone outside college, the Oxfordshire Sexual Health Service at the Churchill Hospital, Old Road, Headington, Oxford OX3 7LJ (01865 231231) can be contacted about sexual health. More details can be found at: . The Nurse can authorise the Lodge to order taxis for a student who, through illness or injury, finds it difficult to get to their out-of-College academic commitments or medical appointments. The cost of these journeys will be recharged to the student. The Academic Registrar may deputise for the Nurse in this respect. If the Nurse or the Lodge Porters judge that a student, while not requiring an ambulance, should be seen
anyone who has experienced sexual violence; by collecting and retaining evidence, SARCs allow the decision of whether to make a police report to be deferred. Students wishing to use the Solace Centre can call the Lodge, quoting ‘the Solace Fund’ to call for a taxi to and from Slough. The taxi is paid for by the College, and the process is anonymous. There are many useful links on the University’s Student Gateway web pages on health and welfare: . Students Against Depression () is a website with useful resources and links to support. ST HUGH’S: HEALTH AND WELFARE CONTACTS College Nurse Sarah Dragonetti College Counsellor Elizabeth Treasure Chaplain Shaun Henson Tutor for Equality Disability Contact Thea Crapper Senior Tutor Roy Westbrook College Accountant Jeremy Weeks JCR Welfare Rep Ella Heinz Ryan Simpson MCR Welfare Reps Brandon Chye Zhi Han brandon.chyezhihan@st-hughs.ox.ac.uk Greta Galeotti Peer Supporters names and contact details of Peer Supporters are given on posters around the College Harassment Officers Shelagh Vainker Glen Loutzenhiser
Glucagon Administration Glucagon Administration Glucagon is a synthetically prepared hormone that is given by injection for severe hypoglycemia; it allows the liver to release stored glucose. In accordance with my school board’s policy and criteria for glucagon administration, in case of an emergency my child is to receive a glucagon injection by school staff: Yes No If yes, indicate the dose of glucagon to be administered 0.5 mg (0.5 mL/half of the syringe) * if under 20kg (typically for children under 5 years old) 1.0 mg (1.0 mL/full syringe) Location of Glucagon Note: Glucagon teaching must be done in collaboration with a regulated health care professional. Instructions for administration will be provided during the training session and should be attached to this plan. The Nova Scotia Department of Education and Early Childhood Development has developed guidelines that address glucagon administration in school; if you would like staff to be trained in glucagon administration, first refer to your school board’s policy to identify if training is supported, and that your child fits the criteria.
3.1 Table 1: Determining risk categorisation for screening and immunisation Category Risk Examples Recommended Vaccines A Direct contact with blood or body substances This category includes all persons, who have physical contact with, or potential exposure to, blood or body substances. Dentists, medical practitioners, nurses, allied health practitioners, health care students, laboratory staff, maintenance engineers who service equipment, sterilising service staff, cleaners, and staff responsible for the decontamination and disposal of contaminated materials. Hepatitis B x 3 doses followed by serological confirmation of immunity Influenza yearly Pertussis , (dTpa) within last 10 years (and completed primary course DTPa for tetanus component) Measles, mumps, rubella (MMR) x 2 doses Varicella x 2 doses B Indirect contact with blood and body substances Rarely have direct contact with blood or body substances. These employees may be exposed to infections spread by the airborne or droplet routes, but are unlikely to be at occupational risk from blood borne diseases. Catering staff and ward clerks. Influenza yearly Pertussis (dTpa) within 10 years Measles, mumps rubella (MMR) x 2 doses, Varicella x 2 doses Minimal patient contact Occupational groups that have no greater exposure to infectious diseases than do the general public. The exact nature of job responsibilities should be taken into account when deciding immunisation requirements and all staff should be encouraged to be fully vaccinated. Administrative/Office clerical staff, gardening staff and kitchen staff. Influenza yearly Laboratory staff May have additional vaccination requirements if they are working with, or may be exposed to, specific viral or bacterial organisms, e.g. anthrax, Q fever, anthrax, meningococcal C ,poliomyelitis, Japanese encephalitis, typhoid, yellow fever Laboratory staff Laboratory staff should also receive the vaccines noted in category A Health care workers who work with remote Indigenous communities in WA, NT, and SA should receive vaccines that are recommended for all HCW plus hepatitis A vaccine Source: Australian Guidelines for the Prevention and Control of Infection in Healthcare 2010, and the Australian Immunisation Handbook 9th Edition 2008 Health Care Worker Immunisation Protocol 4