zilongwang/ReadingBank huggingface dataset:
18. Unintended collapse of: any building or structure under construction, alteration or demolition where over five tonnes of material falls; a wall or floor in a place of work; any false-work; 19. Explosion or fire causing suspension of normal work for over 24 hours; 20. Sudden, uncontrolled release in a building of: 100 kg or more of flammable liquid; 10 kg of flammable liquid above its boiling point; 10 kg or more of flammable gas; or of 500 kg of these substances if the release is in the open air; 21. Accidental release of any substance which may damage health. 22. All occurrences should be reported on line using forms (on line) at within 10 days. OIR9B – Report of an Injury Offshore / OIR9B Report of a Dangerous Occurrence Offshore. Reportable Occupational Diseases include: Carpal tunnel syndrome Severe cramp of the hand or forearm Occupational dermatitis Hand-arm vibration syndrome Occupational asthma Tendonitis or tenosynovitis of the hand or forearm Occupational cancer Any disease attributed to occupational exposure to a biological agent. Person responsible for reporting the reportable injury is the safety officer
3.3 Caretaker/Cleaner The responsibilities of the Caretaker/Gardener/Cleaners are: • To read and understand the Safety Statement and carry out their work in accordance with its requirements. • To carry out routine inspection of the building and grounds ensuring that all floor areas are free from spillage and any obstructions that might lead to accidents. • To make every effort to maintain the security of the building and grounds. • To carry out regular inspections of all fire escape routes, fire points and alarms etc and report any defects immediately to the Principal. • To ensure that the manufacturers / suppliers instructions are followed when using chemicals and equipment on floor/wall cleaning, gardening etc. • Store gardening equipment etc. safely and out of reach of students, teachers etc. • Store a minimum amount of petrol on site for the strimmer / mower (petrol should only be stored in approved containers out of reach of students, teachers etc.) • Not to allow “horseplay” or practical jokes and report those who consistently fail to consider their own safety or that of others around them. • To report immediately any defects of plant or equipment. • To report any accident, however minor, to supervision immediately. • To set a personal example by wearing protective clothing and by carrying out their own work in a safe manner. • To look for and suggest ways of eliminating hazards and to bring to the attention of supervision any improvements or additions to the safety statement which they feel should be made. 3.4 Staff Staff have the following legal duties under Section 13 and 14 of the Safety, Health and Welfare at Work Act 2005: • Take reasonable care of their own safety, health and welfare and that of others.
- - - - - C. Resources you used (APA Format - min. two different): - - - Assessment: 1 – Not Meeting Expectations (<55%) 2 – Meeting Minimum Requirements (~56-74%) 3 – Proficient (~75-84%) 4 – Exemplary (+85%) Components (Anatomy) Incomplete Visual provided but minimal descriptions of structures. A referenced visual with accurate labelling details structures of system. Function (Physiology) Incomplete Function is summarized but not in the student’s own words. Function is relatable, yet detailed in its summary. References (APA) Includes no reference. Includes a reference or two but not in APA format. Includes several references in APA format. Includes three APA references and includes a brief sentence justifying the site’s credibility.
Planning & Information - preparing your project (Pre-Planning Booklet [this] and Curriculum Sheet – Was it Student-Driven?) /10 No apparent research was completed, information was simply written. Minimal research was completed, and some work was submitted beyond due dates. Most work is completed on time, some research was completed and had submitted a mostly clear plan. All work is completed on time, work shows evidence of extensive research on the topic, group has submitted evidence of planning. Products - what you have created (Journal, Report, Information Booklet, Care Schedule and Needs) /50 (/40) Most tasks are incomplete. The final product does not exist. Some tasks were completed. There is a final product but has no plan for continued maintenance. Most tasks are completed somewhat neatly, plan for continued growth isn’t detailed, but project is mostly complete. All required tasks are completed neatly, visual presentation has appeal, project has a plan for continued growth or maintenance. information. Project is complete. Peer Evaluation - this is a mark that will adjust an individual’s final mark – if you feel your partner did well it is okay to give them 100%. /10 (this will be multiplied by their final project mark) Group member did not contribute, attend meetings Group member contributed minimally and may have been difficult to work with. Group member completed most tasks given to them but may have not contributed to the final product as readily as others. Group member completed tasks given to them, contributed in discussion and planning enthusiastically. Group member provided support to other members when needed. Reflection - after completing your project. (Reflection - Connections to semester content and your project) /10 No reflection submitted. Reflection is answered briefly and vaguely in written format. Reflection questions are answered somewhat detailed but don’t ask questions to extend beyond what they learned. Have submitted a typed/electronic copy of a group reflection detailing explicitly what they can do better/struggled with, the most interesting thing they learned from the project and why, how that enhanced their understanding of course, and asks questions going beyond the project.
copy of current Instructor Card for First Aid, CPR and AED noted in file NO List plan for completion. II. Teacher Qualifications B. Operational Criteria (continued) 4. 5. GEORGIA STANDARD Provide documentation (list) of Professional Development attended during the last 2 years (including educational programs and industry / skills updates, Mastery Teacher Institute; webinars, independent study programs (PLUs, CE, CME programs, Contact Hours). INDUSTRY CERTIFICATION REVIEW 4. YES, list noted in file NO 5. COMMENTS
And: Both sites can be used with your students also –get a certificate at the end. Be sure to look at the Resources available. GEORGIA STANDARD INDUSTRY CERTIFICATION REVIEW 7. COMMENTS 7. Professional Association memberships ACTE membership includes GACTE, Health Science Education (includes Georgia HSTEA) SkillsUSA (Affiliation) Other professional memberships (list) If none, list plan for memberships YES ACTE SkillsUSA (highlight teacher name(s) on affiliation / membership roster) Other Professional memberships noted NONE , but plans listed
2. Classrooms, Lab, and storage areas are adequate in design, suitability, and quantity to enable students to meet the specified standards of the Pathway/Courses, through practice of skills, and safely move around room. Efficient, organized layout. Adhere to appropriate safety requirements Adherence to industry standards and guidelines according to the Pathway. (i.e., adequate sinks, eye wash station, handwashing signs, other safety signs or posters) If Nurse Aide (CNA) program in place and this facility (classroom and lab) is used, it must meet those regulations. YES (Determined by Layout and observation of classroom, storage and clinical lab areas) NO 3. Each teacher is assigned a conveniently located, furnished, and equipped area (office) for planning, confidential record keeping, private consultation, and administration. YES (Determined by Layout and observation of office space and location.)
school teacher or middle school counselor, parent with healthcare background, and students. 1.c. Identify the officers, including the Chair and Secretary on Advisory Committee list. Identify and list sub-committees and members to accomplish goals with their strengths and interests. 1.c. YES (Chair, Secretary and committees listed) NO V. Advisory Committee Operational Criteria 2. Active Advisory Committee & Record Keeping for minimum of two years. 2. 2.a. Maintain records of Advisory Committee for the Health Science Program and the school/CTAE Program. Provide Agendas and accompanying Minutes (to include date, members present, and committee recommendations) for each meeting (2 per year) for each year, keeping a minimum of two years. 2.b. Provide a list /calendar of community and student organization activities provided to the members, and encourage members to attend. Assign students to partner with members for activities. 2.c. Invite members to be speakers throughout the year. 2.a. YES Agenda and Minutes noted for 2 times a year for at least 2 years. NO 2.b. YES List/calendar of activities promoted during the year and committee members involved. Pictures of activities. NO 2.c. YES
Approved Secondary Industry-Recognized Credentials Health Sciences Cluster Credential Name Abbreviated Name (Code) Sample Occupations Link Health Sciences Oregon State Board of Nursing – CNA Oregon CNA (CREDHE001) Mental Health Counselors Dentists Pharmacists Physicians Therapists Veterinarians Registered Nurses Nurse Practitioners Laboratory Technicians Dental Hygienists Fitness Trainers Licensed Practical Nurses Oregon Certified Pharmacy Technician Oregon Pharmacy Tech (CREDHE002) Oregon EMS Provider License Oregon EMS License (CREDHE003)
Course Name Course Number Instructor(s) Medical Readiness Management Course L3OZR4XXX 00BA Maj Micaela Lewis TSgt Tracey Rickert Resource Manager Orientation L3OZR41A3 08BA Capt Greg Kirkwood Health Plan Manager Orientation L3OZR41A3 08CA Capt Osantowski Medical Logistics Manager Orientation L3OZR41A3 08DA Maj Jocelyn Whalen Medical Information Services Orientation L3OZR41A3 08EA Capt Amanda Weber Group Practice Management L3OZR41A3 08AA Maj Brenda Roberts Medical Readiness Management Course Course Description: The MRMC is an 80-hour introductory course for newly assigned Medical Readiness (MR) personnel and is available to Active Duty, Air Reserve Component, Air National Guard and Civilian Personnel. The MRMC introduces new medical readiness professionals to the Air Force Medical Service Readiness Mission and provides in-depth discussion and instruction of medical readiness program management. The curriculum includes, but is not limited to, the roles and responsibilities of the Medical Readiness Office, the Medical Readiness Committee, medical readiness planning, medical readiness training, base level exercises, medical readiness reporting, and management of the Medical Counter-Chemical, Biological, Radiological, Chemical, Nuclear (MC-CBRN) Program. Course Dates: 10-21 Nov 14 1-12 Dec 14 9-20 Feb 15 2-13 Mar 15 4-15 May 15 18-29 May 15 6-17 Jul 15 3-14 Aug 15 14-25 Sep 15
Key Features of the Course: Equivalent to one A Level. External assessment (exam) (58%). Internal assessment (coursework) (42%) A broad basis of study for the health and social care sector. This qualification is designed to support progression to higher education when taken as part of a programme of study that includes other appropriate vocational courses or A Levels. Typical activities • Case studies • Essay completion • Role play • Discussion in small groups • Peer presentations • Research units • Composing essays • Producing posters • Looking at reports in newspapers • Analysing local and national statistics Entry Requirements: General profile of A*-C or 5 to 9 grades Minimum 6 grade in English Minimum 6 grade in Biology/Science Willingness to commit to work placement in free lessons for one term. Level 2 Health and Social care is NOT required but will help. What could this course lead on to? Professions where direct care is the focus • e.g. nursing, physiotherapist, social worker • Professions where indirect care is then focus e.g. health scientists, technicians, support staff, supervisors and managers. • When working in health and social care job opportunities exist in the statutory, private and voluntary provision of care services. • The BTEC Level 3 can provide a springboard to a university degree or Foundation Degree in an appropriate vocational discipline, to BTEC HNCs and HNDs, or to employment. • Check UCAS course requirements if you have a particular career goal...... Unit Assessment Weighting Building positive relationships in health and social care Internally assessed 16.66% Equality, diversity and rights in health and social care Exam 16.66% Health, safety and security in health and social care Exam 16.66% Anatomy and physiology for health and social care Exam 25% Sexual health, reproduction and early development stages Internally assessed 16.66% Public health Internally assessed 16.66%
Key Features of the Course: Equivalent in size to one A Level. External assessment (exam) (58%). Internal assessment (coursework) (42%) A broad basis of study for the health and social care sector. This qualification is designed to support progression to higher education when taken as part of a programme of study that includes other appropriate vocational courses or A Levels. Typical activities • Case studies • Essay completion • Role play • Discussion in small groups • Peer presentations • Research units • Composing essays • Producing posters • Looking at reports in newspapers • Analysing local and national statistics Entry Requirements: General profile of A*-C or 5 to 9 grades Minimum 6 grade in English Minimum 6 grade in Biology/Science Willingness to commit to work placement in free lessons for one term. Level 2 Health and Social care is NOT required but will help. What could this course lead on to? Professions where direct care is the focus • e.g. nursing, physiotherapist, social worker • Professions where indirect care is then focus e.g. health scientists, technicians, support staff, supervisors and managers. • When working in health and social care job opportunities exist in the statutory, private and voluntary provision of care services. • The BTEC Level 3 can provide a springboard to a university degree or Foundation Degree in an appropriate vocational discipline, to BTEC HNCs and HNDs, or to employment. • Check UCAS course requirements if you have a particular career goal...... Unit Assessment Weighting Building positive relationships in health and social care Internally assessed 16.66% Equality, diversity and rights in health and social care Exam 16.66% Health, safety and security in health and social care Exam 16.66% Anatomy and physiology for health and social care Exam 25% Sexual health, reproduction and early development stages Internally assessed 16.66% Public health Internally assessed 16.66%
Sample assessment outline Health Studies – ATAR Year 11 Unit 1 and Unit 2 Assessment type Assessment type weighting (from syllabus) Assessment task weighting Submission date Assessment task Inquiry 20% 10% Term 2 Week 4 Task 2: Investigation of a drug-related issue – principles, frameworks, models and theories; actions and strategies 10% Term 3 Week 10 Task 7: Application of a health inquiry process – health inquiry Project 30% 15% Term 1 Week 10 Task 1: Situations for the applications of the Health Belief Model – Health Belief Model 15% Term 2 Week 10 Task 5: Community resource booklet – principles, frameworks, models and theories Response 20% 10% Term 2 Week 9 Task 4: Topic test – actions and strategies 10% Term 3 Week 4 Task 6: Topic test – leadership styles Examination 30% 10% Examination week Task 3: Semester 1 examination 20% Examination week Task 8: Semester 2 examination Total 100% 100%
Sample assessment outline Health Studies – General Year 11 Unit 1 and Unit 2 Assessment type Assessment type weighting (from syllabus) Assessment task weighting Submission date Assessment task Inquiry 20% 10% Week 15 Task 4: risk factor investigation – health inquiry 10% Week 28 Task 7: investigation into the use of the Health Promoting School Model – principles, frameworks, models and theories Project 50% 25% Week 6 Task 2: research local health facilities and services – consumer health 25% Week 21 Task 6: health care research – consumer health Response 30% 10% Week 4 Task 1: topic test – holistic health; Beliefs, attitudes and values 5% Week 9 Task 3: health promotion review – principles, frameworks, models and theories 5% Week 17 Task 5: Media review – holistic health 10% Week 15 Task 4: risk factor investigation – health inquiry Total 100% 100%
The learner must know: Assessment Requirements Evidence Location 4.a Common firefighting equipment Learners should outline a minimum of three different pieces of common firefighting equipment. 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 Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 4.b Items of personal protective equipment Learners should outline a minimum of three different items of personal protective equipment. 4.c Where first aid equipment is usually located in the workplace Learners should state where first aid equipment is usually located in the workplace. 4.d Fire and emergency procedures Learners should outline fire and emergency procedures in the workplace. 4.e Why it is important to report accidents, ill health and other incidents Learners should outline why it is important to report accidents, ill health and other incidents. Final Tutor Feedback (Strengths and Areas for Improvement):
Rationale The Health Studies ATAR course focuses on the study of health as a dynamic quality of human life. Students undertaking this course develop the knowledge, understanding and skills necessary to promote an understanding of the importance of personal and community action in promoting health. The influence of social, environmental, economic and biomedical determinants of health is a key focus of the course. Other course content includes the influence of beliefs, attitudes and values on health behaviour, and the importance of self-management and interpersonal skills in making healthy decisions. Using an inquiry process, students draw on their knowledge and understandings of health concepts and investigate health issues of interest. Through this process, they develop research skills that can be applied to a range of health issues or concerns. This course will prepare students for career and employment pathways in a range of health and community service industries. Students will have the opportunity to develop key employability and life skills, including communication, leadership, initiative and enterprise. Inquiry skills will equip students to adapt to current and future studies and work environments. Course outcomes The Health Studies ATAR course is designed to facilitate achievement of the following outcomes. Outcome 1 – Knowledge and understandings Students understand factors and actions that influence health. In achieving this outcome, students: understand the determinants of health understand actions and strategies that influence health understand and apply frameworks, models and theories to explain health concepts. Outcome 2 – Beliefs, attitudes and values Students understand the influence of beliefs, attitudes, values and norms on health behaviour. In achieving this outcome, students: understand the relationship between beliefs, attitudes, values and health behaviour understand the influence of attitudes and values on health behaviour understand the range of factors influencing beliefs, attitudes, values and norms. Outcome 3 – Self-management and interpersonal skills Students use self-management and interpersonal skills to promote health. In achieving this outcome, students:
Name of applicant: Programme of study: Title of study: The checklist below helps you to ensure that you have all the supporting documents submitted with your ethics application form. This information is necessary for the committee to be able to review and approve your application. Please complete the relevant boxes indicating whether a document is enclosed and where appropriate identifying the date and version number allocated to the specific document (in the header/footer). Additional documents can be recorded in the boxes provided or extra boxes added to the list if necessary. Enclosed? (circle appropriate response) Date Version No Office Use Document Yes No Application Form Mandatory Risk Assessment Form Mandatory Participant Invitation Letter Yes No Participant Information Sheet Yes No Participant Consent Form Yes No Participant Recruitment Material - e.g. copies of Posters, newspaper adverts, website, emails Yes No Organisation Management Consent/Agreement Letter Yes No Research instrument, validated questionnaire Yes No Research instrument, non-validated questionnaire Yes No Draft Interview guide/ Topic guides for participants Yes No National Research Ethics Committee application (LREC form) Yes No NOTE: If the appropriate documents are not submitted with the application form then the application will be returned directly to the applicant and will need to be re-submitted at a later date thus delaying the approval process.