zilongwang/ReadingBank huggingface dataset:
Purpose /4 The collage communicates relevant and detailed information effectively to the target audience. The collage communicates relevant information to the target audience. The collage communicates limited information to the target audience. The collage communicates inaccurate or no information to the target audience. Organization /4 The collage is titled and organized in an exceptionally logical and coherent manner. The collage is titled and organized in a logical and manner. The collage is titled and appears to be partially organized. The collage may or may not be titled. It appears to be a series of random images, pictures or labels. Creativity /4 The collage has a wide assortment of items collected from different sources and extreme creativity is apparent. The collage has a variety of items from different sources and is creative in its appearance. The collage shows some variety of images but little creativity is evident. The collage does not show varied images and shows little or no creativity. Attention to Theme /4 The collage clearly shows the theme. All items are relevant, none are questionable. Most items on the collage are relevant to the theme; a few may be questionable. Most items on the collage are not relevant to the theme; most are questionable. Few items on the collage are relevant to the theme; items are all questionable.
Credentialing/Documentation Benefits: Pre- Authorizations, Re-authorizations Billing Processes Collections & Denials Person/s Responsible Person/s Responsible Person/s Responsible Person/s Responsible Goals Goals Goals Goals Metric: Baseline: Benchmarks: Metric: Baseline: Benchmarks: Metric: Baseline: Benchmarks: Metric: Baseline: Benchmarks:
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ LEVEL ONE ___________ Score! ACTIVITY TWO Download an eBook from our online collection and tell us what you think eBooks available at Name of eBook ______________________________________________________ Review Give a rating by colouring in the stars Star 1, Star 2, Star 3, Star 4, Star 5 LEVEL TWO ___________ Next level! ACTIVITY THREE Tell us in 20 words or less what you like about your library ___________________________________________________________________ ___________________________________________________________________
their chosen teams. A sponsor at no obligation may choose after “five years” to renew their sponsorship commitment. Sponsors will be presented with a team shirt with their printed company / logo as a welcome package from the club. Whitestar FC being a non-profitable charity will offer your company a chance to recoup your donation through obtaining your tax returns from HMRC for sponsoring the teams. Diamond Sponsor - £20,000 Contribution (4years) A Platinum Sponsor’s name / logo will be promoted on Whitestar’s website, the potential sponsor will be acknowledged as a “diamond sponsor” on the club website. The sponsor will be enquired to sponsor the whole team for a period of 4 years. A contract provided by the club will indicate the length of time the sponsor will be contracted to the club. The contract presented will include the sponsorship of all team’s full kits, consisting of team shirt/shorts/socks with their company logo / name printed on the front for promotion purpose. Also the team’s training wear will apply which consist of the team’s training tops/bottoms/socks/ jackets with the company logo on the front of the training gear, along with team bags and education items such as facilities and tools for learning. Sponsor or sponsor’s representative will be invited to all teams’ affairs such as tournaments, games or social events to identify their project with the club and their chosen teams. A sponsor at no obligation may choose after “five years” to renew their sponsorship commitment. Sponsors will be presented with a team shirt with their printed company / logo as a welcome package from the club. Whitestar FC being a non-profitable charity will offer your company a chance to recoup your donation through obtaining your tax returns from HMRC for sponsoring the teams. Gold Sponsor - £10,000 Contribution (3years) A Platinum Sponsor’s name / logo will be promoted on Whitestar’s website, the potential sponsor will be acknowledged as a “diamond sponsor” on the club website. The sponsor will be enquired to sponsor the whole team for a period of 4 years. A contract provided by the club will indicate the length of time the sponsor will be contracted to the club.
Glasgow City Education Authority Glasgow Clyde College Glasgow Colleges’ Regional Board Glasgow Kelvin College Glasgow School of Art Grampian Valuation Joint Board Harmeny School Healthcare Improvement Scotland Heriot-Watt University Highland Council Highland Education Authority Highland Licensing Board Highlands and Islands Enterprise Highlands and Islands Transport Partnership (HITRANS) Highlands and Western Isles Valuation Joint Board Historic Environment Scotland Independent Living Fund Scotland (ILF Scotland) Inverclyde Council Inverclyde Health and Social Care Partnership Inverclyde Education Authority Inverclyde Council Licensing Board Inverness College Jordanhill School The Keeper of the Records of Scotland The Keeper of the Registers of Scotland Lanarkshire Valuation Joint Board Lews Castle College Loch Lomond and the Trossachs National Park Lothian Valuation Joint Board The Mental Welfare Commission for Scotland Midlothian Council Midlothian Health and Social Care Partnership Midlothian Education Authority Midlothian Licensing Board Moray College
Schedule of timescales when specific duties apply to particular authorities Authorities with Authorities with All other Authorities Report on mainstreaming the equality duty; Publish equality outcomes or report progress; Publish employee information April 2016 April 2018 then every 2 years April 2016 April 2018 then every 2 years April 2017 April 2019 then every 2 years Publish pay gap information - for authorities with 20 or more staff April 2018 April 2020 then every 2 years April 2016 April 2018 then every 2 years April 2017 April 2019 then every 2 years Publish statement on equal pay – for authorities having 150 or more staff Not applicable April 2016 in relation to sex only April 2020 in relation to sex, race & disability then every 4 years April 2017 in relation to sex, race & disability then every 4 years Publish statement on equal pay – for authorities having between 150 & 20 staff April 2018 in relation to sex only April 2022 in relation to sex, race & disability then every 4 years Not applicable April 2017 in relation to sex only April 2021 in relation to sex, race & disability then every 4 years
Rare May occur only in exceptional circumstances Very unlikely Level of Consequence Examples Insignificant/Acceptable No consequence – so minor that the consequence is manageable Minor First aid treatment only; manageable and contained. Moderate Medical treatment; manageable with 3rd party assistance. Major Serious injuries; Down time and loss of productivity Catastrophic Death; Very serious consequences Step 3 Determine the risk score Step 4 Record risk score (Note – Risk scores are only estimated and should not be Solely relied upon) CONSEQUENCE Minor Moderate Major Almost certain 3 High 3 High 4 Acute 4 Acute 4 Acute Likely 2 Medium 3 High 3 High 4 Acute 4 Acute Possible 1 Low 2 Medium 3 High 4 Acute 4 Acute Unlikely 1 Low 1 Low 2 Medium 3 High 4 Acute Rare 1 Low 1 Low 2 Medium 3 High 3 High Score Action 4 A: Acute URGENT – Act on and lower the risks immediately. Demands immediate attention. 3 H: High Decisions required urgently by Management. 2 M: Moderate Follow instructions given by management. 1 L: Low Manageable. Review regularly, and if any conditions of work change. DISCLAIMER
Step 1 Determine Likelihood – What is the possibility that the effect will occur? Step 2 Determine Consequence – Expected Consequences Likelihood Definition Almost certain Expected to happen in most circumstances. A common and very possible result Likely Will probably occur in most circumstances. Known to have occurred and has happened before Possible Might occur at some time Could occur and is likely it has happened before Unlikely Could occur at some time Not likely to occur Rare May occur only in exceptional circumstances Very unlikely Level of Consequence Examples Insignificant/Acceptable No consequence – so minor that the consequence is manageable Minor First aid treatment only; manageable and contained. Moderate Medical treatment; manageable with 3rd party assistance. Major Serious injuries; Down time and loss of productivity Catastrophic Death; Very serious consequences Step 3 Determine the risk score Step 4 Record risk score (Note – Risk scores are only estimated and should not be Solely relied upon)
PERSONAL PROTECTIVE EQUIPMENT Personal Protective Equipment Requirements PPE Notes: The above PPE Requirements are the minimum requirements for all personnel involved in this task. Be sure to conduct a Risk Assessment for other factors that may influence the work environment such as Temperatures – Hot/Cold, Working in the Sun, Night Work etc. Be sure that all PPE used is approved by Australian Standards. References: Code of Practice Factsheet AS 1657-1992 AS/NZS 1892.5:2000 AS/NZS 1892.1:1996 AS 1892.2-1992 AS/NZS 1892.3:1996 AS/NZS 2210.1:2010 Managing the Risk Falls at Workplace Falling objects Fixed platforms, walkways, stairways and ladders–Design, construction and installation Portable ladders–Selection, safe use and care Portable ladders–Metal Portable ladders–Timber Portable ladders–Reinforced plastic Safety, protective and occupational footwear– Guide to selection, care and use
RISK ASSESSMENT References: Risk Management Code of Practice 2007, AS/NZS 31000 -2009 Risk Management Principles and guidelines Step 1 Determine Likelihood – What is the possibility that the effect will occur? Step 2 Determine Consequence – Expected Consequences Likelihood Definition Almost certain Expected to happen in most circumstances. A common and very possible result Likely Will probably occur in most circumstances. Known to have occurred and has happened before Possible Might occur at some time Could occur and is likely it has happened before Unlikely Could occur at some time Not likely to occur Rare May occur only in exceptional circumstances Very unlikely Level of Consequence Examples Insignificant/Acceptable No consequence – so minor that the consequence is manageable Minor First aid treatment only; manageable and contained. Moderate Medical treatment; manageable with 3rd party assistance. Major Serious injuries; Down time and loss of productivity Catastrophic Death; Very serious consequences Step 3 Determine the risk score Step 4 Record risk score (Note – Risk scores are only estimated and should not be Solely relied upon)
PERSONAL PROTECTIVE EQUIPMENT Personal Protective Equipment Requirements PPE Notes: The above PPE Requirements are the minimum requirements for all personnel involved in this task. Be sure to conduct a Risk Assessment for other factors that may influence the work environment such as Temperatures – Hot/Cold, Working in the Sun, Night Work etc. Be sure that all PPE used is approved by Australian Standards. References: WorkCover NSW Codes of Practice Codes of Practice AS/NZS 1418.10:2011 Safe Working at Heights Guide Managing the Risks of Falls at Workplaces Managing the Risks of Plant in the Workplace Cranes, Hoists and Winches – Safe Use – Mobile Elevating Work Platforms
If documentation is provided – Contractor is registered in Council’s Pre-Qualified Contractors Register, and undertakes a compulsory WHS Contractor Induction facilitated by Council. Review This WHS Contractor Management Procedure shall be reviewed by the Rural City of Murray Bridge WHS Committee at minimum within (12) twelve months of issued date. References The fundamentals of Local Government Procurement WHS Contractor Management – Selection, Induction and Monitoring AS/NZS 4801 - WHS Management Systems Legislation Work Health and Safety Act 2012 Work Health and Safety Regulations 2012 SIGNED: …………………………………… ………………………………………………. Responsible Officer Chairperson, OHS&W Committee Date: _____/_____/_____ Date: _____/_____/_____
Attachment 6 – Monitoring Monitoring Hazards identified for this contract The checklist below should be completed by transferring the identified hazards for this contract to the first column. Monitoring of compliance with agreed terms of addressing these safety matters shall be recorded by marking items not complying in the columns 1st Check, 2nd Check, 3rd Check and 4th Check. Corrective action to be taken should be recorded and the Date Completed being registered once the actions have been completed. HAZARDS IDENTIFIED RE THIS CONTRACT Identified for this contract X Action Requ’d 1st Check X Action Requ’d 2nd Check X Action Requ’d 3rd Check X Action Requ’d 4th Check CORRECTIVE ACTION TO BE TAKEN DATE COMPLETED SIGNED Traffic Confined Space Working in Isolation Restricted Access Electrical Fire / Explosion Mobile Plant Pressure / Vacuum Heat Source Working At Heights Working Over Pit / Hole Overhead hazard
shot) – Expression conveys a message. It gets the viewer emotionally involved in what is happening. Camera angles: Shooting up at someone/something makes it appear powerful and imposing. Shooting down makes them weak or less significant. Point of view: If shooting separate shots of the two people in conversation make sure the camera is placed just as if you were a person watching from one side. Don’t switch sides as the speaker changes – an observer doesn’t run to the other side when watching people talk! Transitions have messages: Slow fades or pans to the next scene imply the passage of time or distance. Fast transitions imply a quick change of place or time. Zooming and fancy scene transitions (such as found in computer editing systems) tend to distract from the action. Are you telling a story or showing off your editing skills? Filming for captioning: When adding captions to the video, you will need to film a lot of short shots and/or plan to cut longer scenes into shorter pieces so that the video and captions will match. Creating captions: Some computer editing programs show more screen than a television will during video playback. Keep your captions well in from all edges of the screen so they don’t disappear. Go for a wide audience: Would a stranger to your school find the video entertaining? Would you be embarrassed if your parents/siblings watched it? Be cautious in the use of “insider” jokes/humor. Also, a mild “dig” can seem like a major insult to someone else. Outtakes (bloopers): Don’t make the ending longer than the video – it’s probably not as funny to others as it was to you when you were filming. A few really good ones can work well underneath final credits. First Law of Video Making: It will take you at least three times as long as you think it will both to film AND to edit a video. Guaranteed! Second Law of Video Making: Unexpected problems will arise. If you follow the First Law and allow LOTS of time, you will find ways to work around the problems. Third Law of Video Making: You will have a lot of fun in the creation process. You may not have Spielberg’s equipment, but you can still create great entertainment.
• Any guest not approved by administration will receive a refund. COURSE CHALLENGE POLICY Some students may feel they do not need to take a pre-requisite class in a particular area of strength. By following a prescribed process they need to demonstrate a high level of understanding. A minimum mark of 80% must be attained through the rigorous and comprehensive challenge process in order to receive the challenged credit. Only Grade 10 and 11 courses may be challenged. For more information see our Career Educational Counsellor or the Wolseley High School principal. COURSE CHALLENGE PROCESS POLICY This policy recognizes that some students are able to demonstrate a high level of achievement of the learning objectives of a particular course without spending the required hours enrolled in the course. The intention is to allow students to challenge a course and to demonstrate the course requirements through a rigorous and comprehensive challenge process, in order to move on to further learning. To accommodate this, Ministry of Education has developed a process for challenging courses for credit. Using this process, a maximum of two course challenge credits may be attained at the 10 or 20 levels. GUIDELINES The school will administer the course challenge process within provincial guidelines and school division policy. To challenge a course, the student must be enrolled in the school division. Provincially developed courses may be challenged at the 10 or 20 level. A teacher who has previously taught the course at least twice is qualified to administer the course challenge process. Within a school division, a teacher at a neighbouring school may administer the challenge process for a course where a particular school does not have a teacher who has taught the course at least twice. The course challenge process should include a variety of assessment techniques that measure the level of student attainment of course objectives. The student must attain a minimum of 80% through the course challenge process in order to be granted credit. The percentage mark attained will be recorded on the student’s transcript. Students who are not successful in the course challenge process shall not be allowed to challenge the same course a second time.
Critical Incidents A critical incident is an event that creates significant stress or injury, or potential for injury. Examples could include: Death in the service Serious injury to a worker, volunteer, client, visitor or management Incidents which attract a lot of media attention relating to the service Violence in the workplace, eg. Hold up or assault Emergency evacuation of the service i. Major Critical / Violent Incidents Following a major violent incident where physical harm has occurred it is important to: Ensure that the potential for violence no longer exists Provide First Aid Give comfort and treatment to those traumatized Call the police and if necessary the ambulance service. (Have numbers on display or on automatic dial function of telephone). Leave the scene undisturbed for the police. Ask witnesses to remain until the police arrive. If this is not possible, write down their names, addresses and contact phone numbers. Contact the family of those traumatized – before they find out through the media. (Keep an accessible file with all staff contacts.) Remove workers / volunteers from their duties Arrange a critical incident stress debriefing Ensure that only an authorized person speaks to the media. Notify the appropriate workers compensation insurance company within 48 hours. Ask the workers / volunteers to give a full report on what has occurred. It is important that they are not made to feel any way responsible until all the facts are known by management and the police, and until they have been fully debriefed and counselled. If a worker or client is wrongly blamed for the incident, it may increase the effects of post-traumatic stress. ii. Minor Violent Incidents Following a minor violent incident such as verbal or phone threats: Ensure that workers / volunteers know to notify the Co-ordinator or Committee immediately Complete a written report on the incident – detailing the time, who was involved, the nature of the threats, the reasons behind the treats and the “triggers” for the treats Interview the parties involved Discuss with the workers whether they wish to involve the police If the offender is a staff member, commence a discipline process or refer them to counseling (whatever is appropriate) Check with your employer association or union for industrial advice. iii. Legal rights Victims of violence may be entitled to: Workers compensation
Activity / Event: ……………………………………. Date: ……………….. Time: …………… Program: …………………………………… Detail of Activity Event: ……………………………………………………………………………. Location: …………………………………... Activity / Hazard Risk Factors Likelihood Consequences Risk Rating Control Measures (Actions taken for prevention) Person Responsible for Control Control Measures Implemented? Yes No All staff to be in uniform with Staff Identification and Blue Cards visible. Signed: ……………………………………….. Activity Leader Signed: ………………………………………… Signed: ………………………………………… Dated: ……………. Manager Workplace Health and Safety Adviser All incidents to be reported on Doc0012 Incident Report form.
For each identified risk factor determine and rate the likelihood of the identified risk occurring (using the risk Likelihood table). Risk Likelihood Table Risk Consequence Table A Almost Certain Expected to occur in most circumstances 1 Severe B Likely Will probably occur in most 2 Major C Possible Could occur at some time 3 Moderate D Unlikely Is not likely to occur in normal circumstances 4 Minor E Rare May only occur in exceptional circumstances 5 Insignificant Risk Matrix Table Likelihood Consequences Insignificant 5 Minor 4 Moderate 3 Major 2 Severe 1 Almost Certain A Medium High High Extreme Extreme Likely B Medium Medium High High Extreme Possible C Low Medium Medium High High Unlikely D Low Low Medium Medium Medium Rare E Low Low Medium Medium Medium *In the event of an incident occurring, this will be reported in the form of Doc0012 Incident Report to be notified to the Human Resources Manager, Workplace Health and Safety Advisor and senior levels of management in Wuchopperen Health Service.
Westbury High School is charged with the responsibility of maintaining a safe atmosphere conducive to learning. WHS has a uniform dress code and a uniform policy. WHS STANDARD DRESS ITEM REQUIREMENTS SOLID COLORS Shirts Uniform Polo shirt 9th Grade - White 10th, 11th, 12th - Royal blue, gray or navy blue Pants Khaki Slacks/Blue Jeans (ONLY) (No holes where skin can be seen. Leggings or tights under torn pants not allowed.) Khaki (Tan) or blue jeans Jackets (traditional zip) Polo shirts must be visible. Light gray, navy blue, white, or royal blue Jackets (pullover) WHS, Plain, hood off Uniform shirts must be worn underneath. Light gray, white, navy blue, or royal blue Sweatshirts (pullover) Plain, WHS Uniform shirts must be worn underneath. Light gray, white, navy blue, or royal blue Shoes Closed toe and closed heel. No sandals, flip flops, or house shoes. Any color Other Student ID Badges or a Temporary Student ID Badge must be visible at all times. No do-rags, headgear (Hats, sunglasses, etc.) Proper hygiene and grooming applies to all students. Students are expected to follow the dress code. Students in violation of the dress code will be expected to correct the violation. Students refusing to correct the dress code violations will be placed in in-school suspension until parents/guardians can bring the proper clothing. Students are subject to further disciplinary action as outlined in the HISD Code of Student Conduct.
Are emergency stop buttons and cutoff switches visible and operational Are workers trained to use the machinery safely Does machinery have a maintenance schedule Is the appropriate lighting in all work areas Is there appropriate ventilation in all work areas Worker Amenities Toilets and hand basins clean and soap available Staff areas are clean First aid kit Available, well stocked, valid dates and clean Are first aid officers details listed at all first aid kits Daily User Checks Daily checks completed by users and control measures address if hazard identified Health and Safety Noticeboards Is the health and safety noticeboard set up in a prominent area Is the current WHS Policy and RTW Program displayed on the noticeboard Are relevant and in date noticeboards displayed on the noticeboard Additional hazards Observed:
Is the keyboard at the same level as the mouse? Do not use drop down keyboard trays Are your elbows at 90 degrees when using your keyboard/mouse? Move equipment closer or away Are your wrists straight when using your keyboard/mouse? Do not use wrist rests when typing Does the mouse track freely on the monitor? Clean or replace mouse Monitor Yes No n/a Suggested Actions Is the main monitor centred in front of your body? Place monitor 1 in line with the keyboard Is the top of the monitor at eye level or slightly above? Adjust height of monitor Is monitor 2 (if in use) at the same level as monitor 1? Adjust height of monitor 2 Is the monitor approximately at arm’s reach? Adjust so there is no need to lean forward Is your monitor at a right angle or facing away from windows? Reposition to avoid glare Laptops Yes No n/a Suggested Actions Is a stand used to ensure the laptop monitor is at the appropriate height? Obtain a laptop stand for prolonged laptop use (over 2 hours) Is a secondary keyboard and mouse used for prolonged laptop use (over 2 hours)? Obtain equipment Phones Yes No n/a Suggested Actions Do you use the phone for extended periods while simultaneously using the computer? Obtain an ear piece Is the phone on the opposite side to the mouse? Reposition phone Desk Space Yes No n/a Suggested Actions Do you often work from hard copy documents? Obtain a document holder Are all cables and cords managed to avoid trips and/or tangled feet? Utilise space away from feet and work area Is under desk space used for storage? Move all unnecessary items
Hazard Identification and Risk Assessment No: Hazard Description Risks associated with the hazard Risk Rating Level See Step 1 of the Risk Matrix Control Priority What is the priority and when do the controls need to be implemented – see Step 2 Risk Matrix Controls required to be implemented See Step 3 of the Risk Matrix Risk Owner Who is person responsible for the risk - implementing and monitoring controls
To assist Directors and Heads of Schools plan and manage WHS obligations, this template has been developed to provide clarity for tasks required to meet UNE WHS objectives. Objectives are based on AS/NZS 4801 – Occupational (Workplace) Health and Safety Management systems. An explanation of objectives in full is available here: ‘Status’ column legend: C = Complete, WIP = Work in progress, NS = Not started, NA = Not applicable ‘Person Responsible’ column legend: Work Health and Safety Annual Plan Details School/Directorate name: Head of School/Directorate: Annual WHS plan for year: 2018 Date of most recent review: Action 1. WHS Objective [4.4.1.2]: Structure and Responsibility – Responsibility and Accountability Key Action/s Person/s Responsible Date Due Progress Notes/Issues Status 1.1 Heads of Schools/Directorates/senior management to include the ‘‘ at one of their School/Directorate meetings, and to circulate within their business unit/s. April 30 1.2 School/Directorate Resource Managers in consultation WHS or Fire Safety Officer, to ensure that where persons have been April 30
Action 5. WHS Objective [4.4.3.3]: Consultation, Communication and Reporting – Reporting Key Action/s Person/s Responsible Due Date Progress Notes/Issues Status 5.1 HOS/D to ensure workers within their control, report all incidents and near misses on SkyTrust. As required 5.2 Inspection findings and incident summaries within the School/Directorate to be tabled at relevant business unit meetings, and at the relevant Work Group meetings. 5.3 The progress of this Action Plan to be tabled at relevant business unit meetings. As per schedule Action 6. WHS Objective [4.4.4/5 & 4.5.3]: Documentation, Data Control and Records Management 6.1 Ensure that WHS documents are filed under the correct WHS container (as specified in all WHS documents). As required Action 7. WHS Objective [4.4.6]: Hazard Identification, Risk Assessment and Control of Risks – Equipment and Plant 7.1 In 2018, Schools and Directorates are to identify and initiate the development (or revision of existing) lists/databases of plant and equipment assets that could have an impact on people’s health and safety. This list is to be prioritised based on highest risk to lowest risk. 7.2 Dangerous or unsafe equipment found during the above process is to be removed from use and made inactive (e.g. cut the electrical cord and discard plug). Contact FMS or WHS for instruction on disposal if the equipment will not be repaired. Action 8. WHS Objective [4.4.6]: Hazard Identification, Risk Assessment and Control of Risks – Hazardous Chemicals
This plan is enacted when a GAS/FUMES/EXPLOSION/FIRE situation is declared, and the level of risk to personal safety, property or environment is an immediate risk to escalate. This plan relates to the response of staff and students to a critical incident and supports the Emergency Management Plan (EMP) that exists for the individual buildings. There are a number of gas bottles located around the University including large commercial tanks on the corner of Madgwick Drive and Clarks Rd. The most common cause of gas explosions are due to leaking hoses, defective control valves, gas connectors or leaking tanks in the presence of an ignition source. Even if the gas tank isn’t faulty, it can still explode if the gas stored inside is heated up to a point where the pressure from the boiling liquid inside ruptures the gas container. This is commonly referred to as a BLEVE (Boiling Liquid Expanding Vapour Explosion). Recommended evacuation distances from various sized gas containers are listed in a table below. Threat Description LPG Mass/Volume¹ Fireball Diameter² Safe Distance³ Liquid Petroleum Gas (LPG ) Small LPG Tank 9 kg/19 l 12 m 48 m Large LPG Tank 45 kg/95 l 21 m 84 m Commercial LPG Tank 907 kg/1,893 l 56 m 224 m Small LPG Truck 3,630 kg/7,570 l 89 m 356 m Semi tanker LPG 18,144 kg/37,850 l 152 m 608 m ¹ Based on the max amount of material that could reasonably fit into a container or vehicle. Variations possible ² Assuming efficient mixing of the flammable gas with ambient air ³ Determined by U.S. firefighting practices wherein safe distances are approximately four times the flame height.
Note: The order to evacuate may also come direct from the Local Emergency Operations Controller (LEOCON) and/or District Emergency Operations Controller (DEOCON). Each work area at UNE may have different threat levels depending on the surrounding environment. For example; I work in an area surrounded by bush What to expect: Fires in dense bushland can be very hot, intense and fast moving. Burning embers may be blown from the bush, landing on property and starting spot fires or setting fire to your property. Embers may lay and burn for many hours, even after the main fire front has passed. Smoke and fire may affect roads, making it difficult to leave. The radiant heat from a fire nearby may set fire to your building or surrounds. I work close to grassland or paddocks What to expect: Grass fires can start easily and spread quickly, not only destroying buildings but also crops and endangering livestock. Grass fires are very hot and can produce huge amounts of heat which can kill anyone out in the open. As grass dries out or cures, it can catch fire more easily. Fires in tall grass will have tall flames that may burn across trails, roads or fire breaks. Grass fires can move much faster than a bush fire, catching people off guard. I work in an area where the bush or grasslands meet built-up areas What to expect: Fires can spread quickly from parks and reserves, threatening your office, fences or gardens. Thick smoke from the fire might make it difficult to see or breathe. Even if you work a few streets back from the bush, you are at risk from ember attack. Neighbourhood Safer Places Neighbourhood Safer Places are a place of last resort during a bush fire emergency. They are to be used when all other options in your bush fire survival plan can't be put into action safely.
WHS membership application Steering Committee Please complete in BLOCK CAPITALS Name:……………………………………………………………… Address:…………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… Email:……………………………………………………………… Job title/occupation:…………………………………………. Place of work:…………………………………………………… Signed: ……………………………………………………………… Research Interests: Please attach a list of your most significant or recent publications. Please return to: Ann Kettle Mediaeval History University of St Andrews 71, South Street St Andrews KY16 9QW Email: It would help us if you paid by Banker’s Order. Forms are available on the website or on request from the Membership Secretary. If paying by cheque, please make payable to SWHN. Membership fee is £10 (full rate) £5 (unwaged/student). Subscriptions renewable annually in January. Office Bearers Alison McCall: Convenor Independent Perry Willson: Vice Convenor University of Dundee Linda Fleming: Secretary University of Glasgow Ann Kettle: Treasurer and Membership Sec. University of St Andrews Valerie Wright: Website Management University of Glasgow Rose Pipes: Database Co-ordinator Independent Researcher, Edinburgh Debbi Simonton: International Officer University of Southern Denmark Ordinary members Lynn Abrams: University of Glasgow Esther Breitenbach: University of Edinburgh Rosalind Carr: University of East London Louise Jackson: University of Edinburgh Eilidh Macrae: University of the West of Scotland Amy Murphy: University of East London Elizabeth Ritchie: University of Highlands and Islands Hannah Telling: University of Glasgow Andrea Thomson: University of Oxford Helen MacDonald: Glasgow Women's Library Valerie Wright: University of Glasgow
Table 1: Interview sample by location and business size Location Size of Business N Sydney Small 21 Sydney Medium 2 Melbourne Small 18 Melbourne Medium 13 Total businesses 54 Note: Small businesses are businesses with 1–19 employees and medium businesses are those with employees. Interview guide The interview guide encompassed the following areas of enquiry: How do employers/managers obtain health and safety information? How do employers/managers determine common hazards and risks in their business? What are the main safety problems or issues in their workplace? What are the risk control measures for these safety problems? Do employers/mangers consult their workers in identifying hazards and selecting risk control measures? How are health and safety issues discussed and communicated in the workplace? Do employers/managers consider their risk management practices effective (or not) and why? What are their attitudes towards work health and safety? Are small businesses aware of work health and safety programs designed for them? Are small businesses accessing and using guidance materials provided by work health and safety authorities for their industry? In addition information was collected on the use of bridge and gantry cranes in the structural metal products manufacturing industry including: How common was the use of bridge and gantry cranes with more than three powered operations in the industry? Are these considered more high risk compared to bridge and gantry cranes with three or less powered operations? Are businesses aware of circumstances under which a high-risk license is required to operate bridge and gantry cranes? These supplementary research questions were included as part of this research for two reasons. First, it was expected that some in the industry were likely to use bridge and gantry cranes in a workshop or factory setting. Second, little information was available on the use of bridge and gantry cranes or employers’ understanding of licensing requirements. This study provided an opportunity to obtain this information. Online forum and mobile phone app All interview participants were asked to be involved in a subsequent stage of the study to record examples of risk management strategies used in their workplace using an online forum and a mobile phone app. The ‘Out-there’ app allows participants to upload images, video, audio and text to provide further information on risk management practices and examples of hazards.
Hazard Register Form WHS1 Item Hazard description Location/ How exposed to hazard Priority or risk level (H/M/L) Risk control measure(s) Extra controls needed Who by/ When Date extra controls in place Note: The Hazard Register template has been unchanged for several years. Workplaces can continue to use and update their local hazard register document from the previous year without needing to transfer into a new template. Controls needed and in place. If existing controls need improvement or new controls introduced, record in next column. Controls that need to be scheduled to take place at various times during the year (eg workplace inspections) should be transferred to the Local Action Plan. Hyperlinks can be inserted to more detailed control measure information kept at other locations (eg SOPs filed in the school SharePoint). Simple controls or fixes should be done immediately and the date recorded. More involved controls requiring investigation or time to implement should be transferred to the Local Action Plan and progress monitored via that document. Further guidance:
TRAINING COURSES METHOD OF DELIVERY (Provider) Head /Assoc. Head of School, Director Research Institute/Unit/Centres, Division Directors School/Business Manager Principal Researcher, Academic Supervisor, Technical Supervisor, Team Leader Academic Staff Professional staff Technical staff/Support Services Staff Research Staff HDR Students MANDATORY FOR ALL STAFF AT INDUCTION (Except Casual/Sessional Staff) Online (e3Learning) MANDATORY FOR ALL STAFF WHO ARE RESPONSIBLE FOR OTHERS (See 2017 requirements – section 1.1) Online (BUPA) PART 1. RECOMMENDED FOR MANAGERIAL/SUPERVISORY STAFF (Based on training needs identified at induction; as part of staff performance management reviews or within position description) Online & Seminar (BUPA) Online (e3Learning) Online (e3Learning) Online (e3Learning)) Online (e3Learning) Learnonline RECOMMENDED FOR STAFF (Based on training needs identified at induction; as part of staff performance management reviews or within position description) Online (BUPA) (Risk identification, assessment, control and review) Online (e3Learning) Online (e3Learning) Online (e3Learning)
WHS FORM WHS23 HEALTH SAFETY & INJURY MANAGEMENT INDUCTION CHECKLIST (To be completed during first week of employment / transfer) Note: This Checklist supports the WHS Induction and Training Procedure Workplace: Location: Date: Name: Commencement/Transfer Date: Position/Work Assignment: Line Manager/Supervisor: Work area Orientation show immediate work area(s) introduce to staff in the work area introduce to Health & Safety Representative (where relevant) show amenities Health Safety & Injury Management explain the Hazard/Incident Reporting & Investigation Procedure and online hazard/incident reporting & investigation system, provide explain the explain show the University explain the online and requirement to complete the mandatory ‘Health & Safety Fundamentals’ module (except sessional/casual staff) explain requirement to complete a workstation using checklist Workstation NOTE: Recommend completing the online ‘Office Ergonomics’ module prior to undertaking a to gain an understanding of ergonomics provide information on the available provide information on the ergonomic software identify further request the employee visit the for details on what to do if injured at work explain the explain the smoke free work environment explain consultation procedures explain the hazards present in work area explain the work practices for particular work explain relevant Standard Operating Procedures Check off the following where risk specific work is performed: advise how to access chemical Safety Data Sheets (SDSs) via Chemwatch or hardcopies provide instruction on SDSs advise of any confined spaces advise Danger & Out of Service Tags/Locks advise the licences/certification requirements for the position Emergency & First Aid Procedures explain the show emergency exit areas arrange a Personal Emergency Evacuation Plan (PEEP) where the inductee has a disability advise name and location of First Aid Officer advise first aid kit location advise names, location and contact details of emergency personnel FOLLOW-UP AFTER ONE WEEK online Health & Safety Fundamentals learning module has been completed workstation self-assessment checklist has been completed and any action required is addressed other identified are incorporated into staff development plans employee’s questions (including work practices/procedures) have been addressed where applicable, a PEEP has been organised RECORD MANAGEMENT - Retain this completed checklist locally (Either in hard copy or filed electronically) Line Manager/Supervisor Signature: Employee Signature: Line Manager/Supervisor Name: Employee Name: Date: Date:
WHS FORM WHS30 Employee Licence and Certificate of Competency Register Workplace: Show the date of expiry or, if not given, then the date of issue EMPLOYEE NAME Motor Vehicle Licence Dangerous Goods Transport Licence Forklift Load Shifting Equipment Crane Operator Boiler Plant Operator Elevating Work Platform Testing of electrical equipment Licensed Radiation Worker Scaffolder
WHS FORM WHS55 UNSEALED RADIOACTIVE SUBSTANCES REGISTER Complete this form and keep a copy in your laboratory folder or SharePoint. Records must be retained for inventory and auditing purposes. Each acquisition of unsealed radioactive material must be recorded on a separate page. ACQUISITION Date: Nuclide: Half-life: Contact Phone No: Activity: Suppliers name: Suppliers contact number: Person responsible: Location used: Location stored: EPA registration number of premises: Intended disposal method*: * Check that the disposal is allowed for in the local EPA-approved Waste Management Plan. Amount used: Date: Person responsible: Waste disposal recorded or where stored: ………………………………………………………………………………………………………………………………… Date commenced current employment with radiation at the University: _____/_____/_____ Employee signature: Date: Employee name:
STUDENT PLACEMENT RISK MANAGEMENT UNIVERSITY RISK MANAGEMENT CHECKLIST WHS75 Item Hazard description How exposed to hazard Level of risk (High/Medium/ Low) Risk control measure(s) Controls Incorporated By whom 1 External worksite Worksite is not under the control of UniSA. Host Organisation (HO) may have a safety management system of variable quality. Medium to Low Schools select the Host and placement worksites based on past experience and suitability following consultation / discussion between Program Director / Course Coordinator and the Host. A suitable host is one who provides a safe and healthy place of work, communicates well, includes staff input into their safety management system and takes prompt action to address any injuries or incidents, typically a government agency or a self-insured employer under the ReturntoWorkSA scheme. Monitoring of suitability is required on an ongoing basis. Arrange placement with government organisations or large self-insured employers where possible. Establish UniSA Placement Agreement with Host. Consult, co-operate and coordinate placement arrangements with the Host (refer to WHS Guideline: or similar). 2 Lack of student knowledge of health and safety Student is unaware of health and safety obligations and expectations. Low Student undertakes WHS awareness online learning module ‘Undertaking a University Placement’ prior to commencing Placement. NOTE: Student access must be arranged via consultation with the . Student is advised of vaccination requirements. Student has completed pre-requisite courses as part of curriculum. Host provides an induction process and relevant training for the student. 3 Workplace hazards at host site Student is unfamiliar with the work site and possible hazards associated with the placement. Medium to Low The Host employer conducts induction to local work site including: Identifying hazards and appropriate control measures (may include training) Highlighting emergency procedures and personnel Explaining incident reporting processes Explaining consultation procedures. Host employer provides supervision of the student during the term of the placement. Student has attained fundamental knowledge of WHS responsibilities by completing the online learning module ‘Undertaking a University Placement’. Student is periodically supervised by a UniSA supervisor on a visiting basis. 4 Heavy or awkward lifting/handling Lifting/handling/pushing/pulling animate or inanimate objects without understanding personal limits or safe methods. Medium Student undertakes manual handling training as part of course curriculum prior to starting placement. Student undertakes online Manual Handling training module prior to starting placement. Host identifies this hazard and provides training and supervision as required.
Director Operations NT WorkSafe Robin Smith Principal Inspector - Electrical NT WorkSafe The Combined Resource and Construction Committee met on one occasion during 2014-15: 14 November 2014 In 2014-15, the Combined Resources and Construction Committee considered: the ongoing requirement for Construction White Card modification and the Vocational and Educational Training Reform (the Australian Government’s overhaul of the skills and training system). Health and Community Services Committee Membership of the Health and Community Services Committee for 2014-15 comprised: John Schofield (Chair) Director Territory Systems Management Pty Ltd Matthew Gardiner Secretary United Voice Louise Fitzmaurice Territory Director Good Start Early Learning Jan Marlborough NT Regional Manager ECH Raelene Burke Senior Director Human Resources Department of Health Belinda Howie Managing Director Consulting Direct Karen Clarke Manager WHS Unit Department of Health Yvonne Falckh NT Branch Secretary Australian Nursing Midwifery Federation Garry Lambert Executive Manager Support Services NT General Practice Education Robyn Simpson Regional Manager Australian Regional and Remote Community Services Mella Martin-Hewitt Workforce and Learning Development Department of Children and Families Rebecca Trimble Principal Workplace Inspector NT WorkSafe The Health and Community Services Committee met on one occasion during 2014-15: 7 November 2014 In 2014-15, the Health and Community Services Committee has addressed or considered:
Rest for 45 seconds. Repeat 6 to 8 times based upon your fitness level Stinkettes Set a marker 40 yards out. Run out and back 6 times (300 yards total) Rest for 1 minute Repeat 3-5 times Stinkers Set a marker 40 yards out Run out and back three times (240 yards total) Go for the best time on each one Rest for 1 minute Repeat 3-5 times 120’S Run hard from one end of the soccer field to the other. Work to jog back to the starting point in 45 seconds or less. Rest and additional 30 seconds Repeat 8-10 times based on fitness Backwards to Forward Sprints Place markers 10, 20, and 30 yards apart Place a cone down as a starter cone. Backpedal to the 10 yard cone and sprint forward to the starter cone. Sprint forward to the 20 yard cone. Backpedal to the starter cone. Sprint forward to the 30 yard cone. Repeat 5 times. Directional Shape Sprints Select any shape you want and represent that shape with cones and give them numbers. Vary the distances between the cones in which you are sprint. For example place four cones in a diamond shape and give them numbers. 1, 2,3 and 4, Start at cone one and sprint to the cones in order. Mix up your order in which you are running to. Hill Sprints Find a hill. Start at the bottom of the hill and sprint up to the top and walk down. This can be done sprinting forward or sprinting backwards.
Measure of Success Administrator evaluations. Teacher evaluations, teacher portfolios, longitudinal student achievement data. Sustainability surveys - teacher implementation of literacy curricula. Long-term student achievement data. Teacher evaluations. Review Date Measure of Success Formation of transition team, meeting agendas and minutes. Consistency and growth from one key transitional level to another (grades in core classes, PSSA and Keystone scores, ITERS, ECERS, DIBELS-Next, kindergarten readiness assessment, etc.) Consistency and growth from one key transitional level to another (grades in core classes, PSSA and Keystone scores, ITERS, ECERS, kindergarten readiness assessment, etc.) Review Date Next,