zilongwang/ReadingBank huggingface dataset:
Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner’s work fully meets all the assessment requirements listed above at the correct level and that any specified evidence requirements have been addressed. Assessor: Learner: Date:
Can demonstrate the ability to use a broad range of products from the Microsoft Office suite and have the ability to learn new systems and software. Application/Interview Have graduated from University within the last two years. Application/Interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development Application/Interview Have experience of project working within either an educational or professional context Application/Interview Can demonstrate understanding of student induction, transition and engagement Application/Interview Has significant knowledge and experience of working with online mediums to facilitate information exchange, for example in the development of induction packages etc Application/Interview Has experience of developing innovative approaches to delivering information to a range of individuals Application/Interview Communication (Oral) Can demonstrate the ability to exchange basic information promptly and in a courteous and effective manner to students, colleagues, line managers and external contacts. Application/Interview Communication (Written) Can demonstrate the ability to provide information in a suitable format so that the others’ needs are met and adjusts the level of content to help others understand. Application/Test Teamwork and Motivation Can demonstrate the ability to delegate work to others and/or help to build co-operation to deliver team results. Application/Interview Liaison and Networking Can demonstrate the ability to work with others outside the immediate area to ensure that accurate information is passed on promptly to the most appropriate people to improve working practices. Application/Interview Service Delivery Has knowledge and understanding of services available to users of this and related areas of work and ensures that the experience of each customer is positive and satisfactory. Application/Interview Planning and Organisation Can demonstrate the ability to create realistic plans to achieve own deadlines and objectives. Monitors progress of self and/or others and can prioritise tasks/activities effectively. Suggests ways of improving working practices and use of resources. Application/Interview Initiative and Problem Solving Can demonstrate the ability to use initiative to recognise problems and offer solutions. Application/Interview
Departmental Resources APPENDIX 3b Working with non-GM Biological Agents in Animal and Plant Sciences: The definition of Biological in the CoSHH regulations includes microorganisms such as bacteria and fungi, provided they can cause a hazard to human health. All work with biological agents, even if it does not involve dangerous pathogens, may cause disease in susceptible persons, or of causing contamination if released into the general environment. Principal hazards: Inhalation of microorganisms Ingestion of microorganisms Inoculation of microorganisms Anyone working in a laboratory handling Biological Agents must first be trained in safe working practices, inexperienced workers must be under the supervision of an experienced laboratory worker. Risk assessments the Control of Substances to Health (CoSHH) Regulations 2002, all work involving biological agents must be satisfactorily assessed for risk BEFORE work commences. This must consider the nature of the agent, the hazards associated with it (them), minimum containment level and any control measures required to minimise the risk. CoSHH assessments should be documented and reviewed regularly, preferably annually, to monitor control of risk. (Review also if procedure is amended) Facilities Work with Biological Agents may only be carried out in laboratories specifically designated as suitable for this work, and with appropriate containment facilities. The laboratories are under the supervision of the designated Departmental Biological Safety Officer, currently Professor Julie Scholes. (contact: ) General Good Laboratory Practice No personal items should be brought into the laboratory. Suitable protective clothing (as identified by the CoSHH) assessment) must be worn. Scrupulous personal hygiene must be observed at all times. There must be absolutely no eating or drinking, chewing gum or application of cosmetics! Hands must be washed before and after removal of gloves.
4 Plan and teach well structured lessons - impart knowledge and develop understanding through effective use of lesson time - promote a love of learning and children’s intellectual curiosity - set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired - reflect systematically on the effectiveness of lessons and approaches to teaching - contribute to the design and provision of an engaging curriculum within the relevant subject area(s). Development need met with date Needs Analysis (what are your professional development needs?) In relation to this standard, looking at your identified development needs following the completion of your Initial Teacher Training and classroom practice, in discussion with your Induction Tutor, identify areas for development. Development Plan (how will you meet your development needs) In discussion with your Induction Tutor, use this part of the Development Profile to record how you will meet your identified development needs. Needs Analysis and Development Plan
Hand washing technique using current national and international guidelines. Job Description - Personal Assistants or approved adult placement / shared lives carers and foster carers may not have a job description, they will however have a contract, placement agreement or agreement that sets out how they are expected to undertake their role. Lone working - Lone workers are those who work by themselves without close or direct supervision for example: People who work from home People working alone for long periods People who work outside of normal working hours Health and social care workers visiting other premises. Others would include colleagues, other workers or professionals and families or carers that you may come into contact with when caring for and supporting an individual. Personal care routines would include personal hygiene, bathing, cleaning teeth, menstruation. Personal plans set out how the care of a child or young person will be provided. They are based on assessment information and care and support plans and will cover the personal wishes, aspirations and care and support needs of the individual. Personal will provide: Information for individuals and representatives of the agreed care and support and the manner in which this will be provided A clear and constructive guide for staff about the individual, their care and support needs and the outcomes they would like to achieve A basis for ongoing review A means for individuals, their representatives and staff to measure progress and whether their personal outcomes are met. Planning process would include identifying goals or outcomes and enabling participation in activities; monitoring, reviewing and evaluating plans. Policies and procedures are formally agreed and binding ways of working that in many settings. Where policies and procedures do not exist, the term includes other agreed ways of working. Range of agencies would include those from the statutory sector, voluntary sector and schools and education provision in providing advice and support. .
2.11 Reflection How own beliefs, values and life experiences can affect attitude and behaviour towards children and young people 2.11a Core knowledge learning outcomes for all workers Evidence used Assessed by who and when Signatures The impact of own attitude and behaviour on individuals and carers 2.11b Additional AWIFHSC Learning Outcomes: You are able to work in ways that: Evidence used Assessed by who and when Signatures Reflect on how your attitude and behaviour impact on the children and young people you support
Making the Learning activity Talk to your manager the links between health and well-being and: safeguarding the Mental Capacity Act Make some of your discussion in the space below Workbook notes Support for personal care and continence Learning activity Good personal hygiene is an important part of maintaining dignity. If support is required with personal care it should be provided in the way a person wants it. Answer the questions below: Workbook notes What is meant by the term ‘personal care’ Read the case study about Mrs Desai in workbook 1 – Principle and Values (heading 1:3) a. How could the nurse and home carers have established how Mrs Desai would prefer to be supported with her personal care? b. Describe the ways in which Mrs Desai’s privacy and dignity could have been protected when being supported with personal care.
Ask your manager to give you some feedback on how you are using reflection in your supervision to help you develop your practice. If you are not yet employed, leave this space blank and come back to it later. Workbook notes Manager’s notes Learning activity The case study below helps to show you how the relationship between taking responsibility for your own learning + supervision + reflection = better outcomes for the individuals and carers we work with. Adam works as a support worker in a Learning Disability Community Team. He has completed his level 2 diploma qualification in health and social care. A growing number of people supported by the service have sensory loss and he would like to develop his knowledge in this area. He talks this through with his team leader in supervision and they agree a plan for his learning. Adam undertakes a course, arranges to and spend time with the Sensory Impairment Specialist Team in his local area and does some research on his own on the internet, looking at the websites recommended by the team. In supervision, he discusses with his team leader what he has learnt. He is able to reflect on the difference it has made to his practice, the ways he is able to provide better support to the people he works with and improve their independence. Learning activity Whatever your role in health and social care, it is important you have the right level of literacy, numeracy and digital competency skills to support your professional practice. In the space below outline how you will need to use these skills in your job.
‘The Apprenticeship programme, led by the Welsh Government, is supported by the European Social Fund’ Purpose of Induction The purpose of this Induction is: to introduce you to Swansea ITeC to inform you of the terms and conditions of your learning programme to inform you of rules, regulations, policies and procedures to make you aware of legal and contractual responsibilities to provide you with information necessary for your health and safety to introduce you to your apprenticeship framework and training programme Aim of Induction The aim of this induction is: to provide you with full and accurate information regarding what is expected of you during your apprenticeship to ensure you have a clear understanding of who is involved in the organisation, what their roles are and how to access advice and support Induction Content Introduction Swansea ITeC, Staff Organisation Chart and Skills Academy Wales consortium Learning Agreement Programme Information Apprenticeships (Work Based Learning) – Welsh Government and DfES Apprenticeships (Work Based Learning) – Swansea ITeC Policies and Procedures Equality, Diversity & Inclusion Safeguarding (including Prevent Duty) Bullying and Harassment Policy Disciplinary and Grievance Procedure Sustained Absence, Suspension and Return to Learning Complaints Procedure Internet Acceptable Use Policy Housekeeping & Safety - Working Practices HEALTH & SAFETY Tour of the Premises Health & Safety Legislation, including Safety Policy Health & Safety at Work Act RIDDOR COSHH Display Screen Equipment Protective Clothing & Equipment Manual Handling Rights & Responsibilities Training Provider and Learner Emergency Procedures: Fire & Evacuation Hazard Reporting Accident Reporting First Aid Provision General Health & Safety Checklist Questionnaire Complete during Induction ADDITIONAL INFORMATION WEST (Wales Essential Skills Toolkit)
87 00:07:47,412 --> 00:07:52,732 mobile devices. Your copy of office 365 will remain active 88 00:07:52,732 --> 00:07:57,888 until you graduate. The Microsoft imagine academy 89 00:07:57,888 --> 00:08:02,948 provides free access to online training for Microsoft software whilst you're 90 00:08:02,948 --> 00:08:08,108 a student at De Montfort University. are over fifteen hundred courses available 91 00:08:08,108 --> 00:08:13,648 in many different languages. You can enroll on up to courses at one time and 92 00:08:13,648 --> 00:08:19,088 have 150 days to complete the course once it's started. For more information 93 00:08:19,088 --> 00:08:24,608
Relationship with manager(s), colleagues and students (where applicable) Yes / No Attendance, punctuality and overall conduct Yes / No Has the probationer met their objectives? Yes / No Any training/development opportunities undertaken Manager’s overall assessment (tick one box only): Probation completed satisfactorily □ Probation period to be extended □ Probation not completed and employment ended □ Probation completed satisfactorily Please pass this form to the probationer so they may add any comments and then ensure it is signed by all parties. A copy of the completed form must be provided to the probationer and to HR ECA team, so a formal probation completion letter can be sent out. Probation period to be extended Probation is to be extended by months, until . Reasons for the extension Areas in which improved performance is required:
Booths Card: Give the new starter a Booths card leaflet. Using the current Booths card leaflet, discuss what the benefits of having a Booths card are. Health and Safety at work Read; It is essential that Booths operates a place of work that is safe for you and our customers. As an employer and an employee, we all have responsibilities to help ensure that we achieve this. You will be completing a Health & Safety tour as part of your training and can find further notes to support your H&S training in your workbook (pgs 23-31). You can read these in your own time. In this section (and during your site tour), we will discuss Booth’s responsibilities and yours as a colleague Risk Assessments and our Standard Operating Procedures (SOPs – we will Read what these are later) Fire Safety (Site tour) Manual Handling (Site tour) How we Control Substances Hazardous to Health (CoSHH) e.g. cleaning fluids Slips, Trips and Falls Awareness / Housekeeping (Site tour) Read; Booths and you as a colleague have a very important part to play to maintain a safe working environment as per the H&S at Work Act 1974 Refer the colleague to the list in the handbook of Booths responsibilities Read; A signed copy of the health and safety policy statement is available to view on health and safety boards at all stores. Your manager / supervisor at Store or the store health and safety rep will identify where this board is located during your store tour. 23-25 23-31 10 mins Risk Assessments and SOPs Risk Assessments: Explain; What is a risk assessment and why we do them Read; 25
Training 9.1 List here any health, safety or environmental training needs identified (including timescales for attendance) or use the template: NB Details of H&S training courses are on the of the H&SS website. Date completed: Identify here any other information requirements, or any other comments. Declaration I certify that the above health, safety & environmental induction subjects have been explained: Induction conducted by: (please include job title) Date: Employee / student signature: Date:
International Fashion Branding Level 1 Monday 12 Sep Tuesday 13 Sep Wednesday 14 Sep Thursday 15 Sep Programme introduction W115 1 Hamish Wood Building Year Tutor: Programme Leader: *A break will be included as part of the session ICT M139 Level 1 George Moore Building Students should bring their Usernames and Passwords with them to the session Fun/social activities on campus Starting 10.30 – 12.00 GSBS core induction C001 Level 0 Charles Oakley Building Learning strategies with Academic Development Tutor W308 Level 3 Hamish Wood Building Fun/social activities on campus Students Association – ‘Freshers’ Fayre 1-2 Principal’s Fresher address (GSBS) Saltire Centre – Level 0 Marketing Game (All programmes/levels) A005 2-3 Seminar – W119 1 Hamish Wood Building Year Tutor: 3-4 Seminar group – W119 Level 1 Hamish Wood Building Year Tutor: Student Association - M705 Level 7 George Moore Building 4-5
our fellow members from around the globe and is a symbol equated to the selfless contribution we Lions make each and every day. In its design, our emblem, consists of a gold letter "L" on a circular area. Bordering this is a circular area with two Lion profiles facing away from the center representing our glorious past and our constant outlook to a greater future. The word "Lions" appears at the top and "International" at the bottom. Our emblem, we so proudly wear, is identified worldwide as a symbol of our unwavering commitment to service and of our fellowship in the greatest service organization in the world. Darkness In the beginning was darkness. We are born in darkness, and we die in darkness. Sadly, there are millions of us on this less-than-perfect planet who spend their days and years in this darkness. In these moments we have together, let us try to understand their loss, that we might dedicate ourselves to their care, and their cure. Let us take a walk in the long, dark corridor they travel every day. Try to erase from your mind’s eye the vision they cannot share. Try to erase from your mind’s eye, the faces of your children, the view from your window, the words printed on a page. One by one, erase from your mind’s eye, each flower, each bird, each sunset, you have ever seen. Erase every work of art ever created every panorama from nature’s infinite palette.
Sixth Form Induction Day: 2018 Time Activity and other details 8.15 – 8.45 Registration – Outside or in theatre foyer (weather permitting) JOR/MDO/SKG Teerna – has 6 captains to support 8.45 – 9.25 Talk in theatre: Led by RBE, JTE & Sixth Form Team. All the Captains are there 9.30 – 9.55 The role of the form tutor (In form rooms) 6 groups and student Captains 10-11 Subject Taster 1 11-11:15 Break in the common room 11.15 – 12.15 Subject Taster 2 12.15 – 1.10 Subject Taster 3 1.10 – 2.15 Lunch – collect from main canteen – then on field (weather permitting) 2.15 Meet in Theatre 2.20pm to 3.10pm Team Challenge 3:10pm Meet back in the Theatre
Car parking Eating facilities Locker and change rooms calls and message collecting system Washing and toilet facilities Work station, tools, machinery and equipment used for job Procedures for the workplace buildings Explain your training: First aid, fire safety and emergency procedures training Hazard-specific training (for example, manual handling, hazardous substances) On the job training in safe work procedures Job-specific training (for example, if a license or permit is required) Conduct a follow-up review: Repeat any training required or provide additional training if needed Review work practices and procedures with the worker Ask and answer questions Comments/follow up action . . . . . . . . Induction Acknowledgment Conducted by (Name): Date: Signature: Date: Position/Job: Worker’s Signature: . Induction review date: Review comments: Conducted by (Name): Date: Signature: Date: Position/Job: Worker’s Signature: Notes: .
Bus routes provided by Bensons for Y7 / Y12 Induction Day: Tuesday 4th September 2018 Coach 1 Location Picking up at Dropping off at DEARHAM Commercial Corner; junction with A594 Cockermouth to Maryport Rd 8.00 am 4.00 pm PROSPECT/ OUGHTERSIDE Junction with A596 8.15 am 3.45 pm BOTHEL A595/A591 junction 8.25 am 3.35 pm Coach 2 Location Picking up at Dropping off at WORKINGTON Jane Street (near the Washington Central, opposite Graham’s Travel Service and Paisleys Solicitors) 8.00 am 4.00 pm COCKERMOUTH Mitchells Auction Mart 8.25 am 3.35 pm Coach 3 Location Picking up at Dropping off at WHITEHAVEN Sunny Hill Public House Car Park - Loop Road 7.40 am 4.15 pm HENSINGHAM Whitehaven Swimming Baths Car Park 7.50 am 4.05 pm CLEATOR MOOR Cleator Moor Square 8.00 am 3.55 pm ROWRAH Opposite J Edgar Car Showroom 8.10 am 3.45 pm DEANSCALES Posting House Pub Car Park 8.15 am 3.40 pm COCKERMOUTH Mitchells Auction Mart 8.20 am 3.35 pm
A volunteer who undertakes high risk construction work activities would require a construction card. 12. Personal Protective Equipment The school is not responsible to supply protective clothing. However, it is advisable for volunteer workers to wear suitable working attire including sun safe clothing. Should a volunteer worker use tools or equipment that needs safety equipment e.g. eye protection, ear muffs, helmets, safety harness then it is the responsibility of the school to supply this equipment and/or to ensure it is worn. 13. Safety Protocols Regarding Equipment and Manual Lifting Only complete tasks within your competency level Only use machinery supplies by the school (following instruction) or brought along personally. Do not use machinery supplied by another parent. Only use tools and equipment for their designed purpose. Follow manufacturer’s guidelines for the use of all equipment. Use the recommended Personal Protection Equipment for all machinery and equipment. Follow recommended manual handling procedures. Wear appropriate footwear at all times. Report accidents and injuries to the Principal. Essential Behaviours for All Volunteers Report any perceived breaches of professional conduct to the Principal Avoid any behaviour that could be reasonably interpreted as harassment, inappropriate or harmful, Ensure, where never reasonably possible, that another adult is present or close by when working in a one-to-one situation with a student and avoiding providing pastoral care or individual tuition in situations where students are or may feel isolated. Avoid, whenever reasonably possible, being alone with a student or students in sleeping, dressing or bathroom areas. Personal space e.g. when supervising the sleeping quarter of students. Never supply or serve alcohol or any prohibited substances to a student. Never supply or serve any controlled substances to a student without the express permission of parent or guardian. Never administer corporal punishment to students. Ensure that language or actions cannot be interpreted as sexualising pastoral relationship. Seek professional advice and review of pastoral relationships when there is any sense the relationship is uncomfortable dysfunctional or unproductive. Never ridicule, demean or intimidate a student or threaten their sense of personal safety. TRAINING RECORD Name of School/College:
Week: 3 Note: This Schedule can be amended as required, except for on-line training Monday Tuesday Wednesday Thursday Friday 9:00am Sustainability training modules continued (on-line) 10:00am Buddy & New employee Coffee time Reflection Catch up 11:00am ilearn training (Programs to equip teaching staff with skills. Will assist with updating your course unit on line) Introduction to IRIS Buddy to assist (System where your publications are entered and can be checked) 12:00pm Lunch Lunch Lunch Lunch Lunch 1:00pm 2:00pm Introduction to the Executive Dean of the Faculty and Faculty General Manager/ Director of Office (as required) Units training Buddy to assist (System that put your unit outline online) 3:00pm 4:00pm 5:00pm Week: 4 Note: This Schedule can be amended as required,
Monday Tuesday Wednesday Thursday Friday 9:00am 10:00am Buddy & New employee Coffee time Reflection Catch up 11:00am 12:00pm Lunch Lunch Lunch Lunch Lunch 1:00pm 2:00pm ARIS training Buddy to assist (ERA reporting module, used to all your publications are in the system) ilearn training (Programs to equip teaching staff with skills. Will assist with updating your course unit on 3:00pm 4:00pm 5:00pm
Week: 4 Note: This Schedule can be amended as required, Monday Tuesday Wednesday Thursday Friday 9:00am 10:00am & New employee Coffee time Reflection Catch up 11:00am 12:00pm Lunch Lunch Lunch Lunch Lunch 1:00pm 2:00pm 3:00pm 4:00pm 5:00pm
The Director must establish the Entrainment BTA requirement for your facility on a site-specific basis in accordance with § 125.98(f)(2). If you withdraw greater than 125 mgd AIF, you must develop and submit an Entrainment Characterization Study (§ 122.21(r)(9)), as well as provide other information required in § 122.21(r)(7) and (10), (11), (12) and (13) that must include specified data pertinent to consideration of several of the factors identified in § 125.98(f). Please include your Entrainment Characterization Study as well as the other required information referenced above with your application. I certify under penalty of law that this document and all attachments were prepared under my direction or supervision in accordance with a system designed to assure that qualified personnel properly gather and evaluate the information submitted. Based on my inquiry of the person or persons who manage the system or those persons directly responsible for gathering the information, the information submitted is, to the best of my knowledge and belief, true, accurate, and complete. I am aware that there are significant penalties for submitting false information, including the possibility of fine and imprisonment for knowing violations. Name: Date: Signature of Applicant:
Making a Poster: Community Timeline Poster ___________________________________________________________________ Teacher Name: Student Name: ________________________________________ CATEGORY 4 3 2 1 Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Content Accuracy At least 3 accurate roles are displayed on the poster. 2 accurate are displayed on the poster. 1 accurate role is displayed on the poster. 0 accurate roles are displayed on the poster. Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the poster. Student can accurately answer most questions related to in the poster and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the poster.
Industrial Technology: Timber Products And Furniture Technologies Course Outline: Year 12 A guide for parents and outline is linked to the Course Assessment Schedule. Term Weeks Topic/Unit 4 1 Major project: planning Application of communication and management skills Research and design Timber technology: Fittings and allied materials Materials applied to timber and related products Preparation of timber Common timber joints Finishing 2 3 4 5 6 7 8 9 10 1 1 Major Project: production Industry study Legislative requirements in industry Structural considerations 2 3 4 5 6 7 8 9 10 2 1 Major Project: production Industry study Technical considerations 2 3 4 5 6 7 8 9 10 3 1 Major Project: finishing Major Project: submission Industry study Environmental and societal considerations Location Personnel issues OHS/WHS Historical developments 2 3 4 5 6 7 8 9 10
8. Are any significant (+- 20 %) changes in production that will affect wastewater discharge expected in the next 5 If yes, please describe. Yes No 9. List all current waste haulers. Give name, address, phone numbers, volume and materials hauled off. 10. Attach a copy of laboratory analyses performed in the last year on the wastewater discharge(s) from your facilities. Summarize data on the attached Data Summary Form. 11. Attach sketch or schematic showing sampling points and all connections to the sewer. 12. Complete the Wastewater Pollutants Checklist attached to this Survey. 13. Do you have, or have you ever applied for, been issued, or been denied an permit to discharge to the surface waters or storm sewers of North Carolina? If yes, list all other NPDES permits, permit numbers, dates, and names used to apply for them, or reason denied. If yes: Permit , #, date, applicant name Yes
If yes: Permit , #, date, applicant name No 14. Do you have, or have you ever applied for or been issued an Industrial User Pretreatment Permit (IUP) to discharge wastewater to the sewer collection system. If yes, list all other IUP permits, permit numbers, dates, and names used to apply for them. If yes: Permit , #, date, applicant name Yes If yes: Permit , #, date, applicant name No 15. Do you have, or have you ever applied for or been issued any other Environmental Permits (for example; air, RCRA, groundwater, stormwater, general, Non-Discharge, septic tank, etc.). If yes, list all other permits, permit numbers, dates, and names used to apply for them. If yes: Permit type, #, date, applicant name Yes If yes: Permit type, #, date, applicant name No If yes: Permit type, #, date, applicant name 16. Is a Prevention Control and Countermeasure (SPCC) Plan prepared for this facility? Yes No 17. Is a Spill /Slug Control Plan required by the POTW, prepared for this facility? Yes No 18. Do you have any underground storage tanks at your facility? If yes, list contents and volume of each tank. Yes No
Data Summary Form <= Receiving POTW <= Receiving # <= Specific Sample Location! i.e., Give IU Name, IUP#, and/or pipe # Other Other Other Other Lab => MDL => Notes => Sample ID or Count Date Sample Collected Conc. Results from Lab Conc. Results from Lab Conc. Results from Lab Conc. Results from Lab Conc. Results from Lab Conc. Results from Lab <? mg/l <? mg/l <? mg/l <? mg/l <? mg/l <? mg/l 1 2 3 4 5 6 7 8 9 10 11 12 etc TNS => Max. Value => Avg. (use1/2 BDL) =>
15. Name two types of thermal conductivity gauges? Pirani gauge Thermocouple 16.What are procedures done in maintenance of a pressure gauge? visual inspection. Blow down and venting. cleaning and lubrication. 17. What is the necessity for the maintenance of a pressure gauge? (a) for proper working and accurate reading. (b) to improve the life and reliability of the instrument. 18. What are the applications of dead weight piston gauge? used for the measurement of higher steady pressure. for checking the elastic diaphragm or bourdon type of it is practically used as a standard of pressure measurement. 19. What fact should be taken care when using a deadweight piston gauge for testing oxygen pressure gauges? No oil must enter the gauge,because the oil vapourtogrther with the oxygen will produce an explosive mixture. 20. What is acquired through blowdown and venting ? The blowdown process removes dirt and foreign materials from an instrument line before it becomes plugged.By venting gas trapped in a liquid filled line, gas build-up can be avoided, which also causes the faulty pressure readings. 21. Name the sources of error in a filled system thermometer? Ans:i) ambient temperature effect ii) barometric effect iii) head or elevation effect iv) immersion effect v) radiation effect
39.Give the condition for the flow to be one dimensional and lossless. For one dimensional flow, the derivative of moment of momentum about the axis of flow is equal to the total moments of all the forces about this axis. For lossless flow, the total moment on the fluid by the first impeller equals the total moments on the shaft of the second impeller. 40.How is equilibrium condition maintained in turboflowmeter? The driven is restrained by a spring or any elastic element. The moment acting on the driven wheel is balanced by the elastic moment of the spring and thus the wheel is brought to equilibrium condition if the flow rate is steady. 41. What are the Advantages of lobed impeller flow meter? It is increasingly accurate at higher flows where leakage or slip is decreased. It can be used for corrosive service. It has good capacity range. 42. What are the limitations of lobed impeller flow meter? i. It cost is relatively high. ii. It requires frequent maintenance of rotating parts.
Student’s Rubric for Assessing Book Group Discussions Note to the teacher: Show your students the rubric. Answer their questions. After a student’s presentation, in a one-to-one conference, use the rubric to point out what the student could do to improve the next presentation. Provide photocopies of the rubric so that students can assess each other’s presentations. Key Elements 3 Excellent 2 Satisfactory 1 Needs Improvement Levels of Participation Group Score __ Each member was equally involved in the discussions. Most were involved. Few were involved. One or two did most of the talking. Listening Skills Group Score __ Each member made eye contact with the speaker. No one distracted the group. Most members paid attention to the speaker. Few paid attention to the speaker. On-task behavior Score __ Discussion was on the topic for the entire time. There was some behavior but members got one another back on task. Much off-task behavior. Teacher had to help. Preparation Group Score __ Each member was prepared for discussion. Most members were fully prepared for discussions. Few members were prepared for discussion. of Book: ______________________________________________________ Date: _____________________________________________________________ of group members: ___________________________________________ __________________________________________________________________ Name of student monitor: _____________________________________________
Career Questions for Professionals Name: _________________________________ Date: ____________________________ What skills are required for this job? Are there many jobs available in our area? What school subjects are important in this What are your interests that helped you decide on this career? Career #1 Career #2 Career #3 Career #4 Career #5 Career #6
Approved Secondary Industry-Recognized Credentials Industrial and Engineering Systems Cluster Credential Name Abbreviated Name (Code) Sample Occupations Link Architecture and Construction American Design Drafting Association (ADDA) Apprentice Architectural Drafter ADDA Apprentice Architectural Drafter (CREDIE001) Construction Managers Architects Carpenters Construction and Related Workers American Design Drafting Association (ADDA) Certified Architectural Drafter ADDA Certified Architectural Drafter (CREDIE002)
Certified SolidWorks Associate – Academic SolidWorks Associate Academic (CREDIE013) Manufacturing American Welding Society (AWS) Certified Welder AWS Certified Welder (CREDIE014) Machinists Welders CNC Programmers Metal Fabricators
using a meter in accordance with the relevant requirements of the National Measurement Institute for electricity metering, set out in the document titled NMI M 6 Electricity Meters as in force from time to time; or using an inverter that: satisfies the requirements of Australian Standard AS 4777 as in from time to time; or is on the list of approved inverters maintained by the Clean Energy Council, as it exists from time to time. Monitoring equipment Equipment used for monitoring under section must be: calibrated by an accredited technician in accordance with the manufacturer’s specifications for the equipment; and installed and operated in accordance with the manufacturer’s specifications for the equipment.
Acknowledgement of Receipt of the Notice of Privacy Practices Disorders of the Foot and Ankle I hereby acknowledge that I received a copy of the medical practices Notice of Privacy Practices. I further acknowledge that a copy of the current notice will be posted in the reception area, and that I will be offered a copy of any amended Notice of Privacy Practices at each appointment. Signed: _____________________________________ Date: _________________________ Print Name: _________________________________ Telephone #: ___________________ If not signed by the patient, please indicate: Relationship: parent or guardian of patient guardian or conservator of an incompetent patient beneficiary or personal representative of deceased patient Name of Patient: _________________________________________________
Friedman, G. (2014). Workers without employers: Shadow corporations and the rise of the gig economy. Review of Keynesian Economics, 2, 171-188. Goldin, R. (2004). . STATS.org. Retrieved from Griffin, M. A., & Neal, A. (2000). Perceptions of safety at work: A framework for linking safety climate to safety performance, knowledge, and motivation. Journal of Occupational Health Psychology, 5(3), 347–358. Hackman, J. R. & Oldham, G. R. 1976. Motivation through the design of work. Organizational Behavior and Human Performance, 16, 250-279. Huffcutt, A. I., Conway, J. M., Roth, P. L., & Stone, N. J. (2001). Identification and meta-analytic assessment of psychological constructs measured in employment interviews. Journal of Applied Psychology, 86, 897–913. Jex, S. M. (1998). Stress and job performance: Theory, research, and implications for managerial practice. Thousand Oaks, CA: Sage. Jex, S. M., Swanson, N., & Grubb, P. (2013). Healthy workplaces. In N. W. Schmidt, S. Highhouse, & I. Weiner (Eds.), Handbook of psychology, industrial and organizational psychology (2nd ed., pp. 615–642). Hoboken, NJ: Wiley. Jiang, L., Yu, G., Li, Y., & Li, F. (2010). Perceived colleagues’ safety knowledge/behavior and safety performance: Safety climate as a moderator in a multilevel study. Accident Analysis And Prevention, 42(5), 1468–1476. Kaplan, S., & Tetrick, L. E. (2011). Workplace safety and accidents: An industrial and organizational psychology perspective. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology, Vol 1: Building and developing the organization (pp. 455–472). Washington, DC: American Psychological Association.
Contents Attachment A – General Location Map Attachment B – Site Maps Attachment C – SWPPP Amendment Log Form A – Non-Stormwater Discharge Evaluation Form B – Significant spills, leaks or other releases Form C– Maintenance Form D– Employee Training Sheet Form E – Periodic Inspection Form F – Quarterly Visual Monitoring Form G – Comprehensive Evaluation
SWPPP APPENDICES Attach the following documentation to the SWPPP: Attachment A – General Location Map Attachment B – Site Map Attachment C – SWPPP Amendment Log Form A – Non-Stormwater Discharge Evaluation Form B – Significant spills, or other releases From C – Maintenance Form D – Employee Education Log Form E – Periodic Inspection Form F – Quarterly Visual Monitoring Form G – Comprehensive Site Evaluation
Maintenance for Control Measures, Equipment & Systems Form D Control Measure Maintenance Records (copy information below for each control measure) Control Measure: Regular Maintenance Activities: Regular Maintenance Schedule: Date of Action: Reason for Action: Regular Maintenance Discovery of Problem If Problem, Description of Action Required: Date Control Measure Returned to Full Function: Justification for Extended Schedule, if applicable: Notes: Industrial Equipment and Systems Maintenance Records (copy information for each industrial equipment/system) Industrial Equipment/Systems: Regular Maintenance Activities: Regular Maintenance Schedule: Date of Action: Reason for Action: Regular Maintenance Discovery of Problem If Problem, Description of Action Required: Date Industrial Equipment Returned to Full Function: Justification for Extended Schedule, if applicable: Notes:
Non-Compliance Additional Control Measures Notes CERTIFICATION STATEMENT “I certify under penalty of law that this document and all attachments were prepared under my direction or supervision in accordance with a system designed to assure that qualified personnel properly gathered and evaluated the information submitted. Based on my inquiry of the person or persons who manage the system, or those persons directly responsible for gathering the information, the information submitted is, to the best of my knowledge and belief, true, accurate, and complete. I am aware that there are significant penalties for submitting false information, including the possibility of fine and imprisonment for knowing violations.” Print name and title: Signature:_ Date:
Batch Discharge – means having a wastewater discharge in discrete intervals at which time all or almost all of the wastewater is dumped. Table I Continuous Wet Processes Process Description & SIC Code/ NAICS Code Wastewater Discharge Rate (gal/min) (indicate other units if applicable) Measured Rate Estimated Rate 1. 2. 3. 4. 5. Section C – Continued… Table II Batch Wet Process (Please specify other units that might be applicable) Process Description SIC Code / NAICS Code Average Volume gallons Average Rate gallons/minute Discharge Frequency * time 1. 2. 3. 4. 5. 6. * Note: Please indicate the day(s) if a discharge usually occurs on the same day(s) of the week (including weekends). 2. Complete the following concerning Pollution Control Plans at your facility: a. A Slug Control Plan as defined in City of : [ ] Yes [ ] No Date Submitted: ___________ b. Pollution Prevention Plan: [ ] Yes [ ] No [ ] Unknown If yes, please attach a copy of plan. c. Spill Prevention Control and Countermeasure Plan: [ ] Yes [ ] No [ ] Unknown If yes, please attach a copy of plan.
Antimony and compounds 1 hour Health and wellbeing 9 - Arsenic and compounds (as total metal content in PM10) 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.09 - Annual Health and wellbeing 6ng/m³ - Benzene Annual Health and wellbeing 10 0.003 Benzo(a)pyrene (as marker for PAH) Annual Health and wellbeing 0.3ng/m³ - Beryllium and compounds 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.004 - Bromochloromethane 1 hour Health and wellbeing 19,000 3.7 Bromoform (tribromomethane) 1 hour Health and wellbeing 90 0.009 Bromotrifluoromethane 1 hour Health and wellbeing 112,000 18 acrylate 1 hour Odour 100 0.019 Butyl mercaptan 1 hour Odour 7 0.002 Cadmium and compounds (as total metal content in PM10) Annual Health and wellbeing 5ng/m³ - Carbon disulfide 1 hour Odour 183 0.0055 24 hours Health and wellbeing 110 0.032 Chlorine 1 hour Health and wellbeing 50 0.018 Chlorine dioxide 1 hour Health and wellbeing 5.1 0.0018 Chlorobenzene 1 hour Odour 100 0.023 Chloroform 1 hour Health and wellbeing 900 0.18 Chromium III compounds 1 hour Health and wellbeing 9 - Chromium VI compounds 1 hour IARC Group 1 carcinogen (known human carcinogen) 0.09 - Copper dusts and mists 1 hour Health and wellbeing 18 - Copper 1 hour Health and wellbeing 3.7 - Cumene (isopropyl benzene) 1 hour Odour 21 0.004 Cyanide (as CN) 1 hour Health and wellbeing 90 - Cyclohexane 1 hour Health and wellbeing 19,000 5
A small group of people have control and decide what to do for everyone else. If the people not in control don’t like it, they get put in prison or put to death. The people have control and elect a small group of people to represent them and make decisions on the behalf of the people. If the people don’t like their representatives, they elect new representatives. Notes DIRECTIONS: Read through the scenarios below and identify what kind of economy and/or government is being shown and why. Scenario 1: Cordovastan is a nation of 100 million people. Cordovastan is in a war with the neighboring country of Bedellia. The president of Cordovastan needs 500 more tanks in his war against Bedellia and so he orders factories in Cordovastan to cease producing automobiles and begin building tanks. Scenario 2: Cordovia is a country of 55,000 people. Every year they have an election for president, but the president is always a member of the Jerka political party, the only political party allowed in the country. Scenario 3: Cordovastan is a nation of 100 million people. Cordovastan is in a war with the neighboring country of Bedellia. Some college students disagree with the war and proceed to riot through the streets of the capital city, burning, looting, and attacking citizens. The army of Cordovastan moves into the capital city and begins arresting the college students.
Types of Economies Communism Capitalism The government decides how many and what kind of products to make. Everyone is paid the same. The people decide how many and what kind of products to make. People are paid different amounts based on how smart or hard they work. Notes Types of Governments Communism Democracy A group of people have control and decide what to do for everyone else. If the people not in control don’t like it, they get put in prison or put to death. The people have control and elect a small group of people to represent them and make decisions on the behalf of the people. If the people don’t like their representatives, they elect new representatives. Notes
What two decades saw the most immigration? Why do you think there was a dip in immigration during the 1860s? Why do you think there was more immigration during those two decades? (hint: think back to the wars we studied and why people moved) Types of Economies Communism Capitalism The government decides how many and what kind of products to make. Everyone is paid the same. The people decide how many and what kind of products to make. People are paid different amounts based on how smart or hard they work. Notes Types of Governments Communism Democracy A small group of people have control and decide what to do for everyone else. If the people not in control don’t The people have control and elect a small group of people to represent them and make decisions on the behalf of the
Why Britain?: What were the conditions made the Industrial Revolution possible? Natural resources: fossil fuels and iron Transportation: Rivers and canals Population: labor force Capital (money): Strong system of banking, credit and insurance Problem Solution How do you produce more cloth for clothing? Inventor: John Kay Invention: The flying shuttle Purpose: The shuttle helped weavers move the thread across the loom quickly in order to produce twice as much cloth. How do you meet the demand for more thread? Inventor: James Hargreaves Invention: The spinning Purpose: A spinner could spin multiple threads at once increasing the production of thread six-fold. Improvements were made to increase the number of spindles up to 100. How do you further increase production of thread? Inventor: Richard Arkwright Invention: The water frame Purpose: The new spinning machine was developed to work by a water wheel. How do you further increase production of Inventor: Edmund Cartwright Invention: The loom Purpose: The power loom was faster and larger than home looms and therefore could produce more fabric. What was the social impact of these inventions? Spinners and weavers feared these new inventions because they would put them out of job and attempted to destroy these inventions. Unable to compete with machines, people transitioned from their homes—the domestic system—to new working environments—the factory system. Factories that were driven by the capacity of the machines and around a schedule.