zilongwang/ReadingBank huggingface dataset:
Someday they’d get what they deserve. Some months before, they’d explained to us all, Behaviors to watch for, and the people to call. But I told myself, that it wasn’t that bad, He was just spouting off, because he was mad. His boss wasn’t there, when he came that day, But she was there, and in his way. With his anger and rage, I don’t know why, But he thought that somebody had to die. Now – my life will be the same, For I’ll always know that I’m to blame. That she be alive today, If I hadn’t looked the other way. If you see someone who’s so distraught, That you question if they are safe or not. Talk to someone, place a call, Get help for them, and protect us all. If you hesitate and look away, Then hope you never have to say, I could have saved a life that day, But I chose to look the other way. Don Merrell donmerrell@hotmail.com It’s Up To Me I want a workplace, that’s Injury Free, And if that’s going to happen, then it’s up to me. I can’t take for granted, that anyone, Has done all the things, that I should have done. I must, take the time, with each task I do, To look for the hazards, and think the job through. To check the procedures and follow them all, And reject taking shortcuts, no matter how small. When I walk through the workplace, I must stay alert To watch for those things, that could get people hurt. And should I see a hazard, I won’t rest until, I’ve made the thing safe, or I know someone will. I must question each unsafe behavior I see, And encourage all others, to do that for me. I will always give safety, the best I can do,
drug is very dangerous in that it produces violent behavior in some users. FACT: PCP has a direct effect on the brain’s internal stimuli. Users deal with their environment in a manner that is not characteristic of their normal behavior. More deaths occur from erratic behavior on the users part than on the actual drug use itself. This drug remains in the users body for up to eight days after use. WHERE TO GO FOR HELP Listed below are some numbers and addresses for national sources of help and information. For local assistance please refer to your community phone book. Alcoholics Anonymous (AA) 212-870-3400 Cocaine Anonymous (CA) , Suite C 800-347-8998 Narcotics Anonymous (NA) 818-773-9999 National Association of Alcoholism & Drug Abuse Counselors 703-741-7686 National Council on Alcoholism And Drug Dependence 800-622-2255 National Clearinghouse for Alcohol & Drug Information 800-729-6686 CERTIFICATE OF RECEIPT
Mandatory Program Elements Requiring Communications All of the mandatory program elements require some form of periodic communications with employees and management. The following is intended to provide a quick reference regarding the minimum required annual or periodic communications. The chart indicates the frequency and a recommendation when communications should be sent. New Employees All Employees Designated Employees Managers/ Supervisors Senior Management Frequency of Communication A. Yes* Yes Annual (Jan. or July) B. Yes* Yes Annual or make available to all employees. C. Yes Upon assignment of duties and periodic refreshers. D. Yes Annual (July) E. Yes Yes Based on inspection frequency. F. Yes* Yes At least every two years. G. Yes* Yes Annual or as necessary based on services. H. Yes Yes Yes Yes Training provided upon hire and according to policy / job duties. I. Yes* Yes Yes Annual (November) J. Yes* Yes Annual (Jan. or July) K. Yes Yes Monthly or Quarterly L. Yes* Yes Annual (Jan. or July) M. Yes* Yes Upon hire or assignment of duties. N. Yes* Yes Annual (Jan. or July) O. Yes Annual (July) P.9. Yes* Yes Annual (Jan. or July) *Information provided during new employee orientation training. Safety Policy Statement Designated A&IP Program Coordinator Assignment of Responsibilities for Developing, Implementing, and Evaluating the A&IP Program Program Goals and Objectives Methods for Identifying and Evaluating Hazards and Developing Corrective Actions for Their Mitigation Industrial Hygiene Surveys Industrial Health Services A&IP Orientation and Training Regularly Reviewed and Updated Emergency Action Plan Employee A&IP Suggestion and Communication Programs A&IP Program Employee Involvement Established Safety Rules and Methods for their Enforcement Methods for Accident Investigation, Reporting, and Recordkeeping Availability of First-Aid, CPR, and other Emergency Treatments Method(s) for Determining and Evaluation A&IP Program Effectiveness Substance Awareness & Prevention Policies and Programs
In direct contact with children/vulnerable adults X X Registrar X X X Diocesan Secretary X X X Diocesan Communications Officer X X X Chair of Diocesan Safeguarding Steering Group X X X Diocesan Director of Ordinands X X X HR Adviser/Manager X X X Bishop’s Chaplain X X X Diocesan Warden of Readers X X X Diocesan Safeguarding Adviser X X X Head of Ministry Development X X X Bishop X X
Archdeacon X X Incumbents/Priest-in-Charge X X X Permission to Officiate (PTO) * * X Curates X X X Licensed Lay Minister (LLM in training) X X Licensed Lay Minister (LLM licenced) if not completed in training if not completed in training if not completed in training X X Ordinands/Independent students (prior to Placement) (prior to leaving TEI) X X Spiritual Directors X X X Pastoral Visitors X X X Lay Pastoral Assistant X X Authorised Listeners X X X
S1 Safer Recruitment S2 Pastoral Relationships, Confidentiality and Confession S3 Responding to Domestic Abuse S4 Grooming, sexual abuse, responding to survivors S5 Assessing and Managing Risk S6 Spiritual Abuse S7 Authorised Listeners/ Link Persons = Essential = Desirable X = not required R- Relevant: roles not mentioned may access training where relevant to the role. Explores the scope of Safer Recruitment procedures in the Church context for all paid staff and volunteers with children and adults Explores the practical and other implications of pastoral care, confidentiality and confession on safeguarding policies and practice. Examines issues relating to domestic especially for vulnerable groups and children in the context of adult abuse, and how the church can respond to this. Examines issues relating to grooming and sexual abuse, and how the church can respond well to survivors. Explains the way in the church will respond to assess and manage risk in serious safeguarding situations. Examines issues relating to spiritual abuse and how the church can respond well to this. Explores the responsibilities of Authorised Listeners and Link persons DBS recruiters X X X X X Anyone interested in undertaking the role of an Authorised Listener or Link Person Clergy Licensed Lay Minister Permission to Officiate Ordinands R X X LLM in Training X X X X Spiritual Directors X Pastoral Visitors X
Authorised Listeners X X X Leaders of Children’s/ Vulnerable Adults Activities * Designated member of PCC * X X X X X Senior staff (teams)** * Church Wardens * R Youth Workers * R R R Diocesan/Parish/ Cathedral Safeguarding Officers PCC safeguarding Lead * X X X R TEI safeguarding Lead * R R X R
ELEVATED WORK SURFACES NOTE TO DISCUSSION LEADER: For this safety discussion to be effective, before you begin, find out what types of man-lifts and platform lifts your company uses. The purpose of this safety topic is to familiarize the group with the safe use of your man-lifts and platform lifts. Question: Does anyone in the know which brands of lifts our company uses? Answer: JLG, Sky Reach, Grove. Question: Why is it most important to be qualified or trained to operate this piece of equipment? Answer: 1. Each of these pieces of equipment has different controls. 2. Each has its own set of actions or reactions. 3. Safety standards require it. Question: What does our company’s certification program consist of? Answer: Factory-supervised, trained or in-house use of a Train-the-Trainer Program. NOTE TO DISCUSSION LEADER: Introduce the written company program to the discussion. If your company have a program for the safe uses of this equipment, your discussion group can help develop one. The company that leases or sells these units to your facility can help. A hands-on approach using actual equipment is effective. Question: List some safe steps to ensure the safe care and use of this equipment. Answer: 1. Walk around the piece of equipment and evaluate it. Then start by checking the oil and fuel supply. Turn on the fuel supply if it is LPG. Otherwise check battery source, or if electric, check energy source. 2. Check out the ground panel. Set to ground control, turn on key and start unit. Make sure all ground controls work. 3. Shift to basket or platform control. Move to basket or platform. 4. Climb aboard and test all controls. NOTE TO DISCUSSION LEADER: Stop and discuss required fall protection and attachment points. For instance, a full body harness is recommended. Note fail-safe of most with a “dead man’s” foot pedal/hydraulics. Review safety features. We must all be aware of the uniqueness and maneuverability of these pieces of equipment. It’s always a good policy to use a ground guide person to get the equipment to its “use” location. Don’t travel in an extended or raised platform position. Question: What are some factors in location assessment? Answer: 1. Firm, level footing overhead areas Maintaining appropriate clearance from power lines and sources, overhead sprinklers and cables
Anoka County Community Health and Environmental Services Safety for babies and children = Sigurnost za bebe i djecu = Nabadgalyada ilmaha iyo caruurta HV675.5 .S35 (MULTILINGUAL) Safety for babies and children = Kev Ceev faj rau cov mos liab thiab cov me nyuam = Ṣư an toán cho trẻ sơ sinh và các trẻ em HV675.5 .S34 (MULTILINGUAL) Bergen, S. Safe and sound : safety and risk management LB1140.5 .B47 2013 (CD-ROM) De Becker, G. Protecting the gift : keeping children & teenagers safe (and parents sane) HQ770.7 .D4 1999 Grace, C. Preparing for disaster: what every early childhood director needs to know LB1139.23 .G727 2010 Hendricks, C. M. Red Leaf quick guide : disaster planning and preparedness in early childhood and school-age care settings LB2864.5 .H46 2015 Iannotta, J. G. Nontechnical strategies to reduce children's exposure to inappropriate material on the internet : summary of a workshop / Committee to Study Tools and Strategies for Protecting Kids from Pornography and Their Applicability to other Inappropriate Internet Content, Board on Children, Youth, and Families, and Computer Science and Telecommunications Board, Division of Behavioral and Social Sciences and Education, and Division on Engineering and Physical Sciences, National Research Council, and Institute of Medicine HQ784.I58 N66 2001 Karnopp, J. Family care basics: advice, activities, and information to create a professional program HQ778.5 .K37 2011 Marotz, L. R. Health, safety, and nutrition for the young child .M347 2012 Martin, J. Preschool health and safety matters RJ101 .M3476 2011 Olsen, H. M. Safe and fun playgrounds : a handbook GV424 .O47 2015 Robertson, C. Safety, nutrition, & health in early education LB3409.U5 R63 2007 Safety, nutrition, and health in child care RJ101 .R63 2002
REV. No. / REPL. SDS Generated 20th January 2012 SDS No. C2/419 Safety Data Sheet Status Approved. 20th January 2012 Signature Risk Phrases in Full R22 – Harmful if swallowed R31 – Contact with acids liberates toxic gasses R36 – Irritating to eyes R36/37 – Irritating to eyes and reparatory system R50/53 – very toxic to aquatic organisms, may cause long-term adverse effects to the aquatic environment. Notes This information relates only to the specific material designed and may not be valid for such material used in combination with any other materials or in any process. Such information is to the best of the company’s knowledge and belief, accurate and reliable as of date indicated. However, no warranty, guarantee or representation is made as to its accuracy, reliability or completeness. It is the user’s responsibility to satisfy himself as to the suitability of such information for his own particular use.
Passive Airbags Front airbags are designed to stop your head hitting the dashboard, steering wheel and windshield. Front airbags can lower the chance of life threatening head injuries when used with seat belts. Essential Side curtain airbags are usually found in the roof rails above the doors. They deploy downwards, creating a ‘curtain’ that covers the side windows. Side curtain airbags protect your head from hitting the side of the car. They can stop you being injured if your car rolls over. Crash testing shows that side curtain airbags can reduce the risk of injury or death by up to 45%. Essential (where available) Cargo barrier A cargo barrier separates the passenger area from the back storage area/boot. In a crash, even light objects can become deadly missiles if they are not properly secured. Essential(if appropriate) Daytime running lights and/or automatic headlamps Daytime running lights turn on automatically when you start your car. Using lights during the day makes you more visible to other road users. Automatic headlamps turn on automatically in response to changing lighting conditions. Research shows that daytime running lights can reduce the chances of a daytime crash. Optional Head restraints Head restraints are extensions of the car's seats. They limit head movement during a crash. Head restraints reduce the probability of neck injury in the event of a rear-impact crash. Essential Seatbelts and seatbelt warning system In the event of a crash, seatbelts are designed to keep you inside the car. Lap sash seatbelts are the most effective. Seatbelt warning devices help you and your passengers remember to buckle up. Seatbelts are the single most effective way to protect yourself in a They also reduce the risk that you or your passengers will collide with parts of the car (eg. the steering wheel, dashboard, windshield, or even other occupants). Essential
15mns Activity 2p117. * The comparative & superlative of quantifiers - P.ps are asked to fill in the blanks with the appropriate giving quantifiers. - Correction. Key: (1) too much, (2) too much, (3) too few, (4) too much, (5) too many, (6) too little, (7) too few, (8) too few. To provide practice of quantifiers. 15mns 15mns 15mns Grammar Explorer III Activity 1p117 Activity 2p118 - T. asks p.ps to read the text then, pick out the sentences containing the link given. - P.ps answer the QQs. Key: A - The link words indicate a relationship of cause or reason. B- P.ps provide examples. C. When we put these link words at the beginning of the sentence, we usually put a comma after the cause. NB: T must draw p.ps’ attention to the difference between the use of because & since. The use of cause/ effect link words: *To express cause: because (of) – since – as – owing to – due to. * To express effect: as a consequence – therefore – as a result – so - P.ps are asked to fill in the blanks with the link words listed in grammar explorer III. - Correction on BB To familiarize p.ps with the notion of cause and the different ways of expressing it. - To provide practice of link words.
Equipment shall comply with the applicable machinery directive (§ 3.1.2 of EDMS1218317) To inspect non-CE marked equipment (contact ) and it shall be inspected by the HSE SIS and brought into conformity according to the inspection report Was the equipment brought into conformity? (in case the equipment is not CE marked) Equipment shall be inspected after installation and before first being put into service Was the equipment inspected before its use? To verify that machinery was installed as indicated in the instructions manual Equipment exposed to conditions causing deterioration shall be periodically inspected To inspect equipment as defined by the manufacturer or whenever deemed necessary by the Organic Unit Work equipment involving specific risks shall be restricted to assigned workers Were any workers identified to use equipment involving specific risks? To make available in the workshop a list of users per machine Workers shall be informed and where appropriate, provided with written instructions on the work equipment used at work Did workers receive Safety information on the use and foreseeable abnormal situations of the work equipment? To display workstation task sheet (EDMS 1218315) Workers using work equipment receive training including the risks associated with use. Training on the use of machinery; Workshop tooling authorization (EDMS 1218317) Consultation and participation of workers Are workers involved in the implementation of the risk control measures? To involve workers on the development of the workstation task sheet
- Numéro ID CERN: Numéro EDMS: Date: – (EPI) Gants de sécurité Protection des yeux Avant démarrage de la machine-outil Pendant le fonctionnement de la machine-outil Après utilisation de la machine-outil Protection auditive Combinaison de sécurité CERN 74 444 – –
YES NO/NA Level of Risk Recommended action Target date Date completed Person responsible 72. Are all tractors fitted with approved rollover protection structures (ROPS)? 73. Are all guards (protecting moving parts, PTO, auger, belts, pullies and chains) including manufacturer’s guards in place and in good condition? 74. Are passengers kept off tractors, quads and attachments? 75. Are routine checks and maintenance completed and records kept for all tractors, vehicles, machinery and quads? 76 Is PPE supplied and used for workshop equipment, chainsaw use and materials handling?
Immediately report any accidents, incidents, and near misses to the supervisor. Occupational and Environmental Health and Safety Office (OEHS) The Occupational and Environmental Health and Safety Office () is responsible for control, review, disposal, monitoring, and advice with respect to work with chemicals and biological agents used in research and teaching. They are responsible for fire extinguisher training, aid the department in chemical hygiene training, and also offer more advanced safety training as needed. They can be reached for advice or assistance, particularly as it involves exposure to chemicals, fire, or other accidents. Key OEHS Personnel (2016) OEHS Office 801.581.6590 8am-5 pm Monday-Friday 801-585-2677 Non-emergencies after hours questions@OEHS.utah.edu James Stubbs, Associate Director 801-585-5788 james.stubbs@ehs.utah.edu Matt Lundquist, Dept. of Chem Contact 801-585-9413 matt.lundquist@ehs.utah.edu Haymond, Fire Marshall 801-585-9122 Clint.Haymond@ehs.utah.edu Information and Training Initial Training Prior to commencing work in any lab, all personnel must complete the following safety training: 1. Graduate students, Postdocs, and long-term (6+ month) visitors: a) Attendance and participation in the Chemistry Department Safety Course (includes fire extinguisher training and OEHS Chemical Hygiene Training). This training is held annually in August. If attendance is not possible, one must view the online safety videos available on Canvas. b) Reading the entire Department of Chemistry Chemical Hygiene Plan. c) Lab-specific training indicated by the supervisor including review of the lab specific chemical hygiene plan and relevant standard operating procedures (SOPs). 2. Undergraduate Researchers and Short-term visitors (< 6 months):
notify the campus emergency service, at 4911. Absolutely ensure all lab occupants are evacuated, and that all entrances to the lab are closed off. Appendix A: Departmental Chemical Hygiene Plan Completion Form I, ________________________________________ (print full first and last name) have read and agree to follow all of the safety rules described in the Department of Chemistry Chemical Hygiene Plan. I realize that I must obey these rules to insure my own safety, and the safety of those around me. I realize that I must also complete the lab specific training outlined by my supervisor before beginning work in my laboratory. I am aware that any violation of this contract that results in unsafe conduct in the laboratory or irresponsible behavior on my part, may result in dismissal from the laboratory and more serious consequences may result. Signature:_________________________________ Date: _____________________________ PI Signature:_________________________________ Date: _____________________________ a copy of this form, sign it, scan it, then upload the pdf into the Departmental Chemical Hygiene Plan Completion Form assignment on the Department of Chemistry Safety Canvas site. If you do not have access to a scanner you may try using using a smartphone app such as Genius Scan or Tiny Scanner.
HSO Student Guide Change: Facts and Measurement 6 Describe the systems-based approach for occupational safety and health Describe the basics of investigations for incidents involving fatalities, injuries, department vehicle crashes and health exposures HSO Student Guide “Meadowood Video Review” Review the Meadowood video Complete the Incident Action Plan Form for Structure Fires Meadowood video IAP- Structure Fires All content can be found at Course Review 7 Review major topics covered in the HSO program State Safety Officer Skill Evaluation Review power point presentation Complete the needed forms for skill evaluation Final practical skill power point Incident Safety Plan All content can be found at State Safety Officer Written Exam #2 pencil PSID Number Test answer sheet
SECTION D: SAFETY, HEALTH, ENVIRONMENTAL AND QUALITY MANAGEMENT SYSTEM (“SHEQ MANAGEMENT SYSTEM”) REQUIREMENTS In addition to your statutory responsibilities, you are required to comply with the SHEQ Management System within your area of responsibility. You are to make yourself familiar with all mine Standards, Procedures, Codes of Practice, Mandatory Codes of Practice and Policies as they relate to the Safety, Health, Environmental and Quality Management Systems, and ensure compliance, within your scope of authority, therewith. Should you be unable to comply, you will immediately bring this to my attention. These responsibilities are consistent with, and supplementary to your legal duties. GENERAL Your attention is drawn to the fact that amendments occur from time to time both to the applicable legislation and the Regulations. It is your responsibility to ensure that you are up to date and, where appropriate, advise management on relevant changes to the legislation and Regulations. You should note that your rights and powers are only in respect of the designated working area for which you have been appointed. By attaching your signature at the bottom of this addendum you confirm that you have read and understood the requirements and accept the responsibilities set out in the contents. Signed _______________________ Date ____________ Mr. ___________________ __________
prior to each use with appropriate antiseptics (chlorhexidine, povidone iodine, or 70% alcohol), and perform dressing changes under aseptic technique (CDC, 2011). Capping all un-used ports with curos (alcohol disinfectant caps), have been proven to also help decrease the potential for infections. These EBP methods are effective in managing central lines. My hospital follows these guidelines as well. Leadership Assumes a leadership role within one’s scope of practice as a designer, manager, and coordinator of health care to meet the special needs of vulnerable populations in a variety of practice settings As a team project, we each took on a leadership role as we completed our chosen sections, then reported back to the group. This role continued as we each took ownership for the flow and context of the paper. We identified the vulnerable population as the patients with central lines due to the inherent risk of infection and death these lines pose to those that have them. Our group then designed a plan to implement the education necessary to prevent infections. Through leadership, education and coordination of care, we were able to achieve this goal throughout the multiple units within the hospital. Initiates community partnerships to establish health promotion goals and implements strategies to meet those goals The ultimate goal in our paper was to prevent CLABSI’s through education of proper techniques in central line care. Through the multi step process we proposed to educate the staff, we felt confident that a positive outcome was realistic. Community partnerships in this setting can be identified as the many different units within the hosptial, as well as outpatient clinics that come into contact with central lines. Organizes, manages, and evaluates the development of strategies to promote healthy communities The information within our paper was to provide nurses with updated and current central line care in order to decrease the CLABSI incidence and improve overall health in the community of those with central lines. On the oncology unit, central lines are used more as a long-term device, but throughout the hospital they may be placed for temporary use. When the patient no longer needs their central lines, the nurse should question the MD if the line is still medically necessary or if the line can be removed. Through the process of organizing, managing and evaluating the patient’s needs, a nurse can
Risk Assessment Low Medium High CONTROL MEASURES FOR THE PROPOSED HAZARDOUS ACTIVITY Elimination or substitution of hazard e.g. 1- Can the carcinogens be eliminated completely? If not can less hazardous or substances/conditions be used etc. 2- Can the species be collected from populated areas, imported or posted etc. 3- Can soft wood instead of hardwood be used. Can hand tools instead of power tools be used etc? Possible specific managerial control measures to prevent or keep exposure to hazards to acceptable levels:- Written control measures produced and implemented Exposure levels and amounts kept to a minimum Exposure persons and routes kept to minimum Information and training given prior to activity. Monitoring of activity by supervisor carried out Previous accident history taken into account Health Surveillance implemented Area barriered off and access restricted by warning Late working diary introduced Periodic review of assessment information Quantitative monitoring of substances involved systems put in prior to activity of individuals involved assessed prior to activity Machinery guards in place prior to use Emergency procedures considered prior to incident Solo working procedures outlined Departmental Safety Officer or Fire Warden consulted College Safety specialists of College Safety Officer consulted Warning signs displayed Specific control measures (Specify)
Examples of specific personal protective and exposure control equipment. can be considered after the above control measures cannot reduce risks to acceptable levels:- Fume cupboard Biological safety cabinet Glove box captor hoods or spot ventilation Explosion or Radiation shields Self-contained breathing apparatus Respiratory protective equipment Positive pressure masks Appropriate mechanical guards used,circuit breakers etc. Cut out/slam shut valves or devices Protective clothing e.g. lab coat Safety goggles spectacles, visors or gloves Ear defenders Safety Shoes Scaffolding Reflective clothing Lifting equipment Safety gloves Safety harness The activity is prohibited
Special Disposal Requirements Chemical waste produced (amount) Clinical waste produced (amount) Radiological waste produced (amount) Storage facilities available Accidental spill procedures in place Emergency Procedures Fire extinguishers available Emergency gas cut off available Emergency cut off available Emergency electrical cut off available Telephone available Specialist advice source during and after working hours hours call out procedure for specialist staff Late working diary availability Overnight experiments notified and identified Emergency rescue services availability aid kit and first aider available Experiment shut down procedure considered Persons capable of using fire extinguishers Persons capable of raising fire or rescue alarm Head of Dept. Informed ASAP of incidents Signature of Supervisor/ Head of Department stating activity experiment or procedure can go or requires modification prior to proceeding. Signed........................................................................................... Dated............................................................................................
1. Prepare for work Identify types of offhand grinders 1.2 Describe grinding wheel faults 1.3 a wheel correctly on an offhand grinder 2. Set up machines Demonstrate the procedure for the safe starting of an offhand grinder True/dress a wheel Set the work rest correctly Maintain workplace safety standards at all Sharpen a twist drill to specifications 3.1 Identify the main features of a drill 3.2 State the safety precautions relating to drill sharpening 3.3 Identify grinding faults in twist drills 3.4 Sharpen a twist drill to the following specifications: point angle ±2° equal lip lengths ± 0.25mm lip clearance angle ±2° 3.5 Maintain workplace safety standards at all Student Signature Teacher Signature Date Competency Completed Bench Drill - Set Up, Operate and Maintain a Bench Drill Element Performance Criteria Completion Date 1. Prepare for work Drawings, instructions and specifications are interpreted and understood
Table 2.1 Trial activities and evaluation data collection timing 2014 2015 2016 Dec Jan Feb Mar Apr May June Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr Activity Safewards Victorian Trial Central Session 1 & 2 Session 3 Local training & implementation Trial Follow-up Data Sources Training evaluation Pre training survey Post training survey TtT Surveys T & I Process evaluation Readiness checklist Fidelity checklist 1 2 3 Focus groups Outcome evaluation Fidelity checklist 4 5 6 CMI data Staff Survey Consumer survey
Participants reflected on how they might use their skills to see the source of resistance for an individual, work with that: “there's always people that do more than others, and I think that’s with any change there's always people that have an energy and want to bring good to a place, and then there's the same people that need that reminder or prompt. But I think that you’ve got to sometimes put them in a position where the change will be positive for them” Another participant added: “I think people have boundaries up you know, they’ve got this, their protective armour on when they come in to work and you know, and I think that sometimes adding, giving a little bit of yourself with respect to personalising what we do … like showing people how to be more personable”. Others reflected on the value of continuing to model an intervention, such as positive words, rather than confronting staff resistance: “Osmosis, just wear them down, eventually they’ll say something positive [during handover].” They described winning over staff by example. Staff across service types were asked what would be their advice to those who are yet to work with Safewards. Participants gave strong messages about leadership and taking time. An educator’s advice was: “You’ve got to have your manager to be the leader of it, and is committed to it and shows that – then all staff will follow on the unit if you’ve got a leader to it. And then you need to pick out some people you know are really going to be running with it.” Following on, the next person in the group said: “I think definitely the consistency, I think it's something that you know will work if everyone does it, but if there's not consistency there it's not really going to work.” A shift-leader advised: “Mine would be - give it a chance. Give Safewards a chance because it will help you, regardless of whether you do or don’t like certain interventions, there's something about Safewards that will fit your mould if you give it a go. Because safety is the very first issue for everybody concerned.” Chapter 8 Program Reporting against objectives This chapter models the findings back to the program logic that was devised at the project outset. (see the program logic diagram on the following page) Trial:
Safety Leadership Developed by Build it Smart The Building Trades Labor-Management Organization of Washington State. Funded by: SHIP – Safety and Health Investment Projects. A grant program designed to provide funding for safety and health projects for workplaces insured for workers’ compensation through the department’s state fund. The purpose of these projects shall be to: prevent workplace injuries, illnesses, and fatalities; create early return to work programs; and reduce long-term disability through the cooperation of employers and employees or their representatives.
Introduction 15 minutes • Have the participants complete the trainers log Present the introductory slides. • Explain that the information presented in this unit is meant to illustrate a missing component in our safety programs and is meant to spur questions and discussion on the past, present and future of our safety initiatives. • Let them know that questions and comments are encouraged throughout the session as long as everyone’s opinion is respected. Safety Culture 45 minutes • Explain that this session is designed to help the participant understand what a safety culture is, recognize the type of safety culture they are a part of and steps they can take to improve the culture on their site. • Encourage them to ask questions and take part in discussion. Leader 1 hour • This unit is designed to help the individual understand that a leader in safety and health is a person who influences people and leads by example. Hand out the Leader Quiz. Allow the participants time to complete and share individual scores. Encourage discussion of the questions and score description. • Present the slides in the unit • Leadership Behavior activity. Handout individual sheets or conduct in small groups. Allow time for the participants to complete the worksheet. Discuss the results. Leadership Characteristics activity. Divide the in to small groups. Ask the groups to discuss / share stories of their personal experiences. Visualize Leadership styles activity. Ask someone to play the part of the person who arrives late or play the part yourself. Give each group time to perform the role play and for follow-up discussion about each approach. Safety Leadership 8
Name Position and Department Email Address Acasia Depperman Student akdepper@utica.edu Adrianne Arnone Project Manager, Student Affairs & Enrollment Management amarnone@utica.edu Varga (Trainer) Dean for Diversity and Student Development avarga@utica.edu Alexandra Counselor, Counseling Center aakraus@utica.edu Alexis Cooper Assistant Director, Admissions agcooper@utica.edu Alexis Lancaster Student ajlancas@utica.edu Alison Franklin Director, Counseling Center ahfrankl@utica.edu Alyssa Almeida Student, Resident Assistant adalmeid@utica.edu Amanda Stewart Counselor, Student Financial Services alstewar@utica.edu Amarildo Ceka Student amceka@utica.edu Andrew Veloz Student, Resident Assistant aeveloz@utica.edu Andrew W. Beakman Vice President for Legal Affairs & General Counsel awbeakma@utica.edu Angela Malaspina (Trainer) Student, Resident Assistant ammalasp@utica.edu Annmarie Kinsella Assistant Professor, OT askinsel@utica.edu Ausytn Diller Student, Resident Assistant atdiller@utica.edu Bethany Piraino (Trainer) Assistant Director, Student Activities bapirain@utica.edu Brianna Pulcini Student blpulcin@utica.edu
Robert Halliday Senior Associate Provost & Dean for Graduate Studies rhallid@utica.edu Sai Htet Aung Student Saaung@utica.edu Saji Da Student sada@utica.edu Samantha Gleba Success Online Extended Studies sagleba@utica.edu Sandy Shepardson Counselor, Student Financial Services slshepar@utica.edu Sara George Student, Lead Resident Assistant smgeorge@utica.edu Sara Wilson Student scwilson@utica.edu Nonemaker Director, Residence Life Sharon Wise Dean of School of Arts and Sciences swise@utica.edu Svannah Bernardin Student, Lead Resident Assistant srbernar@utica.edu Taylor Bouse (Trainer) Student Kallasy Student Tjkallas@utica.edu Tyler St. Louis Student tdstloui@utica.edu Vijay Sonty Vice President for Technology & Chief Information Officer visonty@utica.edu Zachary Millett Student, Resident Assistant zjmillet@utica.edu
Evidence of link to Regulations (ECSNR): Part 4.2 R77 – 1( a, b) 2(a,b) R78- 1(a, b)2 (a, b) R79- 1(a,b – i, ii) 2(a, b, i, ii) 3 R80 -1(a,b) 2(a,b) 3 Evidence of link to NQS:: QA2, St2.2, E2.1.1, E2.1.3, E2.1.4 Safe Food Handling Policy Version Date Author Change Description Policy Objective To ensure that food handling operations at the centre are conducted in a safe and hygienic manner. Rationale
The SAFE test consent pathway N.B. If patient declines invasive testing despite fetal anomalies and chooses to undertake the SAFE test, please document as follows “Invasive prenatal diagnosis is usually advised to assess not only fetal trisomies but also an extensive genetic array evaluation. The parents understand that the non‐invasive prenatal test (the SAFE test) is very sensitive and specific (both >99%) for fetal Trisomies, but not for other chromosomal or genetic problems.”
SAFETY COMMUNICATION PLACE SUBJECT TITLE HERE PURPOSE RESPONSIBILITIES INSTRUCTIONS ON HOW TO COMPLETE SAFETY COMMUNICATIONS Objective Safety Communications are issued to provide immediate notification regarding a hazardous workplace condition. Format Safety Communications are in a standard format and sequentially numbered starting at 01 for each new year and the next number in sequence, (e.g., 5th Safety Communication in the year 2000 would be Safety Communication 2000-05) Approval Process Completed Safety Communication drafts are forwarded to the Department Safety Officer in electronic format (including scanned diagrams and maps, if possible). Distribution The Region Chief distributes the Safety Communication to affected employees by email. Managers/Supervisors distribute hard copies to all facilities for posting. Field Title What to Include Subject Title If the information has a specific audience it is reflected in the title. Example: High Winds: Twin Cities
Poison Control Center……………….……………………….……...……......................1-800-222-1222
Gas Leak……………………………………………………………………….…………….................9-1-1
Date: __________________________________________________
Whereas, unstructured, unplanned, spontaneous, and self-motivated play is on the decline, and Whereas, fewer children spend time outside at parks and playgrounds, and Whereas, recess is being shortened or removed from school curriculums, and Whereas, children who play are healthier and suffer less obesity and obesity-related health problems such as diabetes and heart disease, and Whereas, children who play do better in school and develop cognitive skills that are linked to learning and academic performance, and Whereas, children who play learn the social skills that help them become happy and well-adjusted adults, and Whereas, parents, schools, child care centers, nonprofit organizations, businesses, churches, synagogues, mosques, and all interested parties wish to raise this community’s children to become healthy, happy, and successful adults, Now, Therefore, I, NAME OF Mayor of the City/Town of CITY, STATE, do hereby proclaim MONTH DAY, YEAR as: “Play Day” in the CITY/TOWN of CITY, STATE, and I urge all citizens to celebrate Play Day and support efforts to build and maintain playspaces and playgrounds in their communities and neighborhoods. Further, I urge all citizens to continue to support and maintain playspaces and playgrounds for the of this and future generations. Dated this _________ day of ________________________________________________ Mayor _________________________________________________________________ Health Resources and Services Administration: Child Health Day WHEREAS the protection and development of the health of children today are fundamental necessities to the future progress and welfare of [your community or State]; WHEREAS the conservation and promotion of child health places upon us a grave responsibility;
Join Our Upcoming Safe Sleep Social Media Storm Join the Tennessee Department of Health as we prepare to celebrate Child Health Week 2017! Child Health Week occurs from October 1 - 7 and helps raise awareness about the many ways to help children lead healthy and productive lives. Every parent wants to keep their children safe, but did you know a recent study showed only 43.7% of U.S. mothers that intend to have their babies sleep in a safe place actually do so all of the time? It is essential that infants are always placed in a safe sleep environment: Alone, on their Backs and in a Crib! We’re kicking off Health Week 2017 with a social media storm to promote safe sleep. We want to flood social media platforms on Sunday, Oct. 1 with pictures of babies in safe sleep positions! Get involved and help us spread the word: Share safe sleep pictures on Facebook, Twitter and/or Instagram on October 1 with the hashtag #safesleepTN Visit TDH’s Safe Sleep Website at Read TDH feature story Need help finding a crib? Go to Remember; always put infants to sleep Alone, on their Back and in a Crib!
Methicillin-Resistant Staphylococcus aureus (MRSA): A type of staph bacteria that is resistant to many antibiotics. The organism is usually spread by direct contact from an infected wound or from contaminated hands (CDC, 2013). Multi-Drug Resistant Organisms (MDRO): Common bacteria that have developed resistance to multiple antibiotics. Examples include MRSA, Vancomycin Resistant Enterococcus, Extended Spectrum Beta Lactamase and Klebsiella Pneumoniae Carbapenemase Producer (Children’s Hospital of Minnesota, n.d). Nosocomial Infection: Originating or taking in a hospital, acquired in a hospital (Medicine Net, 2013). Personal Protective Equipment (PPE): Equipment that is worn to protect workers from specific threats of exposure. PPE includes gown, gloves and masks for HCW (CDC, 2012). Red Box Strategy: Red tape that is placed in a 3 feet square from the door of a patient’s room. In the tapped zone HCW do not have to adhere to contact precautions and can observe and communicate with their patient without having to wear PPE (Franck et al, 2011). Round (Rounding): When a HCW visits a patient for routine or immediate care to address the needs of a patient. Safe Zones: Similar to the Red Box, but a yellow piece of painters tape is placed on the floor 3 feet from the patients bed inside a contact or contact-enteric precaution room. HCWs do not have to don PPE if they do not leave the safe zone area. Assumptions One assumption in the Safe Zone Research Project was that all surveys were answered honestly, and participants did not deviate from the truth. It was also anticipated that HCWs want to observe and communicate with their patients more. Since it is AnMed’s policy it was assumed
Zhang, Y., Zhang, Z., Zhu, Q., and Xu, X. (2009). Experimental study of anaphylaxis caused by Carthamus tinctorious (Safflower) injection in guinea pig model [Article in Chinese]. The Chinese Journal of Clinical Pharmacology 6, 514-517. Zhou, X., Tang, L., Xu, Y., Zhou, G., and Wang, Z. (2014). Towards a better understanding of medicinal uses of Carthamus tinctorius L. in traditional Chinese medicine: A phytochemical and pharmacological review. Journal of Ethnopharmacology 151, 27-43. Zhu, H., Wang, Z., Tian, J., Fu, F., Li, C., Guo, D., Roeder, E., et al. (2003). Neuroprotective effects of hydroxysafflor yellow A: in vivo and in studies. Planta Med 69, 429-433.
Personal Protective Equipment (PPE) Hazard Assessment Survey and Certification Department:_____________________________________ Location: _________________________ Job Classification: _____________________________ Operation/Process: _______________________ Hazard Assessor (print): _____________________________ Title:________________________ Part of Body Hazard Required PPE Notes Hands objects Penetration-animal bites objects Chemical(s) __________ ____________________ Extreme cold Extreme heat Blood Electrical shock Vibration-power tools Other ______________ Leather/cut resistant gloves Leather/cut resistant gloves General purpose work gloves Chemical resistant gloves; Type _________________ Insulated gloves Heat/flame resistant gloves Latex or nitrile gloves Insulated rubber gloves; Type _____________ Cotton, leather or anti-vibration gloves __________________ Eyes and Face Impact-flying objects, chips, sand or dirt Nuisance dust UV light-welding, cutting, torch brazing or soldering Chemical-splashing liquid Chemical-irritating mists Safety glasses w/side shields Glasses/goggles w/face shield Impact goggles Welding goggles Welding helmet/shield w/safety glasses & side shields Chemical goggles/ face shield
* MATERIAL AND FINISH FOR SAFINTRA ROOF SHEETING Select from Coated Steel Grade Thickness Finishes ZINCAL AZ150 Inland / non corrosive conditions G550 G275 0.47mm 0.5mm 0.53mm 0.55mm 0.58mm 0.60mm ZINCAL Mill finish. COLORPLUS colour coated finish to one side with Cool Grey backing coat. COLORPLUS colour coated to two sides (Not standard, by special request only) ZINCAL AZ200 Coastal / corrosive conditions G550 G275 0.47mm 0.5mm 0.53mm 0.55mm 0.58mm 0.60mm ZINCAL Mill finish. COLORPLUS ULTIMA colour coated finish to one side with Cool Grey backing coat. COLORPLUS ULTIMA colour coated to two sides (Not standard, by special request only) ZINCALUME AZ150 G550 G300 0.47mm 0.53mm ZINCALUME Mill finish. COLORBOND colour coated finish to one side with Shadow Grey backing coat. COLORBOND colour coated to two sides (Not standard, by special request only) ZINCALUME AZ200 G550 G300 0.47mm 0.53mm ZINCALUME Mill finish. COLORBOND ULTRA colour coated finish to one side with Shadow Grey backing coat. COLORBOND ULTRA colour coated to two sides (Not standard, by special request only) Aluminium Aluminium 3004 9017 0.7mm 0.8mm MILLTECH Mill finish. COLORTECH G4 colour coated finish to one side with a standard colour backing coat. COLORTECH G4 colour coated to two sides (Not standard, by special request only) Care has been to ensure that the information provided is accurate. SAFINTRA does not assume responsibility for inaccuracies or misinterpretations of this data. SAFINTRA is continuously engaged in product development; please ensure that you have the most recent issue of information from SAFINTRA. Any questions regarding this specification can be directed to Safintra for clarification, or emailed to marketing@safintra.co.za. South Africa: Branches in Johannesburg, Cape Town, Durban, Port Elizabeth, Polokwane and Nelspruit. Sales office in Bloemfontein. See for all branch contact numbers Also in SADC countries and East Africa. See www.safintra.com