zilongwang/ReadingBank huggingface dataset:
These lessons will provide you with background information and worked examples relevant to the assignment. Identifying resources Whether you’re involved in manufacturing, warehousing, sales, or on-site installation, you will use a wide range of resources at work. Let’s take a typical example of a flooring installation, and look at the resources used in the process of laying a tongue and groove solid timber floor onto a concrete subfloor. Timber strip flooring – materials and energy requirements is a breakdown of the materials and energy requirements of a typical strip flooring installation. Materials used in the installation: strip flooring – as specified by the client timber battens – to fix to the concrete subfloor plastic sheeting and duct tape – to install the vapour barrier flooring and concrete nails – for fixing the strip flooring and battens construction adhesive – for gluing the flooring to the battens. ‘consumable’ items used: saw blade – used to cut the timber cartridges for the actuated nail gun – used to fire concrete nails through the battens and into the concrete subfloor. ‘Process’ energy used directly in the installation process: electricity – to power the saw and vacuum cleaner compressed air – to the nail gun used to fix the flooring to the battens. ‘Non-process’ energy used to support the installation process: electricity to power lighting, appliances and other facilities fuel for the truck to take the products from the warehouse to the jobsite. You can see from these lists that we are already getting a very big collection of materials and energy sources, and we haven’t even started on the resources involved in manufacturing the products.
were at level 1 with all their classes, they could see that things could be worse…’ (Assistant Head) Developing teachers’ and pre-service teachers’ understanding of the importance of classroom climate Where student teachers or teachers had experienced ‘level 10’ lessons, which are characterised on the scale by the teacher being in relaxed control of the class, and all pupils being keen to learn and work together with the teacher towards the learning objectives for the lesson (see Appendix 1), several interviewees remarked on the impact it had on student learning, the quality of their teaching, and perhaps most strikingly, the effect it had in terms of job satisfaction, even in comparison to lessons where behaviour was not a major problem. Four examples of respondent testimony are given, as being representative of feedback on what it was like, teaching ‘at level 10’: ‘I cannot stress how wonderful it is to a well behaved class. It actually enables you to lower your guard and completely relax. Even though I was teaching them about a religious pilgrimage, I really enjoyed the lesson and the children did too… I could tell.’ (Student teacher) ‘In a funny sort of way, it puts a bit of pressure on you when you’ve got a great class which you get on really well with... you keep thinking what you are going to do to give them a great lesson… to keep it up… it keeps you on your toes. But the lessons are great. You come out feeling great. You know that you have their respect, they rate you, they think you are a good teacher.’ (Newly Qualified Teacher)
Find Working Well Tender – Navigate “The Chest” First, register for free on The Chest to gain access to the portal. Then to find the Working Well tender and all related resources: Step One: Select “Current Opportunities” from the portal homepage. Step Two: Use the search options on the left-hand side of the page to refine your search by region. Click “Add new region”. Step Three: Enter “Greater Manchester” in the search box OR expand region points. UK – United Kingdom UKD North West (England) UKD3 Greater Manchester. Then “Select Regions”
POSTMODERNIST (LATE C20TH) Foucault argued that all historical sources are biased, incomplete and that the language has no fixed meaning. He therefore suggested that the past was unknowable. A belief that all interpretations of history are equally valid… Sources cannot be used in reconstructing the past. PHILOLOGY The study of language is used to pull apart texts to highlight ambiguities – no lessons NEGATIVISM Rejects human agency in historical affairs. Rejects all sources. Rejects the possibility of empathetic understanding of the past.
women. Results revealed that women had greater flourishing but lower work-life balance. The specific enablers of flourishing and work-life balance also varied by gender, and these findings are discussed in the context of workplace wellbeing programs. Table 2. The Five Items that Explain the Greatest Amount of Variance in Flourishing Scale Scores for Each Gender Group. Gender Factor Beta Sig. 95% CI Women Meaning and purpose Self-esteem Friendship satisfaction Work satisfaction Strengths use .230 .181 .102 .097 .094 .00 .00 .00 .00 .00 [1.77, 2.44] [1.13, 1.73] [0.23, 0.50] [0.17, 0.48] [0.59, 1.31] Men Self-esteem Meaning and purpose Feeling respected Strengths use Spirituality .238 .230 .107 .086 .081 .00 .00 .00 .00 .00 [1.79, 2.43] [1.83, 2.53] [0.47, 0.90] [0.56, 1.33] [0.09, 0.37] Table 3. The Five Items that Explain the Greatest Amount of Variance in Work-Life Balance Scores for Each Gender Group. Gender Factor Beta Sig. 95% CI Women Job satisfaction Leisure time Time on own Take notice Community involvement .425 .264 .085 .060 .059 .00 .00 .00 .01 .01 [0.37, 0.48] [0.22, 0.32] [0.04, 0.12] [0.02, 0.11] [0.01, 0.10] Men Job satisfaction Leisure time Receive help and support Take notice Physical activity (on own) .490 .272 .095 .062 .056 .00 .00 .00 .01 .01 [0.43, 0.53] [0.23, 0.34] [0.08, 0.21] [0.02, 0.11] [0.06, 0.12]
Academic Center Training Schedule Monday: 9:00 am – 4:30 pm* Wednesday: 9:00 am – 4:30 pm* Friday: 9:00 am – 11:30 am* Wednesday: Microsoft Classes: 8:30 am – 11:30 am* *Closed during lunch (12 – 12:30 pm) WorkKeys and CASAS Assessment Schedule Tuesday: CASAS: 8:00 am & 10:00 am WorkKeys: 12:15 pm – 4:00 pm** Thursday: WorkKeys: 8:15 am – 12:00 pm** CASAS: 1:00 pm & 2:30 pm Friday: CASAS: 12:15 pm or WorkKeys (as needed): 12:15 pm – 4:00 pm** **Tests available are Applied Math, Graphic Literacy, Workplace Documents, and Applied Technology.
Email: Phone: 1300 891 848 South Australia Equal Opportunity Commission Website: www.eoc.sa.gov.au Email: eoc@agd.sa.gov.au (08) 8207 1977 or 1800 188 163 (Toll free for regional SA) TTY: (08) 8207 1911 Tasmania Office of the Anti-Discrimination Commissioner Website: www.antidiscrimination.tas.gov.au Email: antidiscrimination@justice.tas.gov.au Phone: (03) 6165 7515 or 1300 305 062 (Statewide local call) Web SMS: 0409 401 083 Australian Capital Territory Human Rights Commission Website: www.hrc.act.gov.au/ Email: human.rights@act.gov.au (02) 6205 2222 SMS: 0466 169997 TTY: (02) 6205 1666 New South Wales Anti-Discrimination Board Website: Email: Phone: (02) 9268 5555 or 1800 670 812 (Toll free for regional NSW) TTY: (02) 9268 5522 Queensland Anti-Discrimination Commission Website: www.adcq.qld.gov.au/ Email: Phone: 1300 130 670 TTY: 1300 130 680 Western Australia Equal Opportunity Commission Website: www.eoc.wa.gov.au Email: Phone: (08) 9216 3900 Northern Territory Anti-Discrimination Commission Website: www.adc.nt.gov.au/ Email: Phone : (08) 8999 1444 or 1800 813 846 (Freecall) Lifeline 13 11 14 Beyond Blue 1300 224 636
Number of residents requiring feeding Number of residents requiring toileting / mobilising By 1 nurse Number of residents requiring toileting / mobilising by 2 nurses Number of residents With challenging behaviours’ Number of residents requiring complex care e.g peg, palliative care Number of dressing changes (simple) Number of dressing changes (complex) Number of residents requiring S8 medications NON-CLINICAL WORK Communication with relatives/clinicians: □10mins □30 mins □1 hour □more Supervision of trainees: □10mins □30 mins □1 hour □more Answering phones / clerical / other: □10mins □30 mins □1 hour □more Number of ACFI records for today: ____
Permanency Assessments Needed Annually = 3198 homes RAU Initial Assessments Completed County Home Studies Reassessments 2370 108 720 Permanency Assessment Workers Needed Annually = 53 Working Hrs./month # hrs. per HS # HS completed monthly per worker # HS completed annually per worker # of workers needed to complete 3198 HS annually 122 26 5 60 3198/60 = 53 Physical Home & Background Check Workers Needed Annually = 18 workers Monthly Caseload Annual Caseload Total Number of Home Assessments Annually # of workers needed 15 180 3198 3198/180 = 17 Written Assessment (WA) Workers Needed Annually = 13 workers Working hrs./month # hrs. per WA # WA completed monthly per worker # WA completed annually per worker # of workers needed to complete 3198 WA annually 122 6 20 244 3198/244 = 13 Investigation workers needed = 10 workers (in addition to what we have currently) LPA caseload # of licensed FFH per CCL # of relatives Total # of homes to monitor annually # of workers needed 177 homes 765 1071 1836 1836/177 = 10 Due Process workers needed = 11 workers Exemptions Completed Annually # hrs. per Exemption # exemptions completed monthly per worker # exemptions completed annually per worker # of workers needed 766 22 6 72 766/72 = 11 Training workers needed = 2 workers # of adults requiring training annually # of adults per training group # of groups needed annually Total hrs training per adult annual training hrs. # of workers needed 4936 25 197 12 2364 2364/1464 = 2 Centralized Placement Unit workers needed = 10 Search Type Group homes Teens Sib sets Under 12 NMD/THP Med Frag Total # search requests 491 1013 866 1329 466 168
Please list the total number of workers projected to work on the project per construction trade. This number will include existing workers and new dispatch requests. Please be mindful of the requirement to employ apprentices at an appropriate ratio as defined in CA Labor Code 1777.5 (g). Construction Trades Total Hours Total # of Workers at Mobilization Total # of New Dispatch Requests at Mobilization Total # of Workers at Peak Total # of New Dispatch Requests at Peak J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. J-level App. App. J-level App. J-level App. J-level App. J-level App. Table 3: List your employees projected to work on the project Please provide information on your existing employees that will perform work on the jobsite.
Requesting Department Service Request Coordinator Phone # Work Order # (IT Only) Email Address Centrex Account (xx-xxxxxx-xxxxx) Building # and Name Mail Stop Service Requested Service Requested ☐ Add New Line ☐ Add New Extension ☐ Move Existing Line ☐ Disconnect Line ☐ Add Voicemail ☐ Stutter-Tone ☐ Message Waiting Light ☐ Remove Voicemail ☐ Change ☐ Repair Equipment Type ☐ Need New Equipment ☐ Single-Line Phone ☐ Single-Line Speaker Phone ☐ 2-Line Speaker Phone ☐ Customer Owned Equipment (CPE) ☐ Other __________________________ (For Comdial, Norstar or VoIP please visit it.tamu.edu for correct form) Calling Access ☐ International (ARS1) ☐ U.S. Long Distance (ARS2) ☐ Local + 800 (AR14) ☐ Local Only (AR10) ☐ Require Auth Code (AR13) ☐ New Auth Code Needed ☐ Other Additional Services ☐ Wall-Mount Phone ☐ Estimate Needed ☐ New voice drop (RJ11) needed ☐ Auto-Attendant ☐ Order Conference Phone ☐ Order Headset (Please note additional services may incur additional costs) Existing Phone # (if applicable): Existing Bldg/ Room # : Move to Bldg/Room # (if applicable): End User Name: Receive Voicemails via Email (provide email): Only receive in Email (cannot check on phone) ☐ Remarks:
Requesting Department Service Request Coordinator Phone # Work Order # (IT Use Only) Email Address Centrex Account Mail Stop Site Location (Address, City) Building Number (if known) New Location ☐ YES ☐ NO Service Requested Voice ☐ Add New Line ☐ Add New Extension ☐ Move Existing Line ☐ Disconnect Line ☐ Add Voicemail ☐ Remove Voicemail ☐ Programming Change ☐ Data/Internet ☐ Add New Internet ☐ Increase Internet Speed ☐ Disconnect Internet ☐ Other __________________________ (If ordering high-speed data circuit with TTVN connectivity, please reference the Circuit WO form at ) Cable TV ☐ Add New TV ☐ Change Existing Cable TV ☐ Disconnect Existing Cable TV ☐ Other Additional Services ☐ Estimate Needed ☐ Order new VoIP Phone System ☐ Order Conference Phone ☐ Order Headset (Please note additional services may incur additional costs) Existing Telephone/Service Number(s) (if applicable): ___________________________________________________________________ Room Number: ______________ Move to: _______________ Remarks: Onsite Contact Name: __________________________ Number: __________________ Email: _______________________________________ Date Work Order Prepared Departmental Approval Signature Date Service Date Desired
Workout nutrition explained. What to eat before, during, and after exercise. By Brian St. Pierre We all know that what you eat is important. But what about when you eat? Especially if you’re active? In this article, we’ll review the evidence on workout nutrition and give you practical recommendations for what to eat before, during, and after exercise. [Bonus: We even created a cool infographic that summarizes this article. Click here for: .] Quick summary By eating a healthy, well-considered meal 1-2 hours before exercise, and another healthy, well-considered meal within 1-2 hours after exercise, most people can meet their workout nutrition needs without anything else. In other words: If you’re a healthy person who exercises regularly, you probably don’t need special workout nutrition strategies. Athletes have special needs Of course, if you’re… An endurance athlete. You for high-level competition. You log a lot of high intensity miles each week. For you, carbohydrate and calorie needs are likely higher. You could add a protein + carbohydrate (P+C) drink during your training. Training as a bodybuilder. You lift weights with serious muscle growth in mind. You want to gain weight. Your protein and calorie needs are likely higher. You could also add a protein + carbohydrate (P+C) drink during your training. Getting ready for a fitness competition. You accumulate a lot of exercise hours. You’re trying to drop to a single-digit body fat percentage. For you, carb intake should be lower. You’d benefit from the performance-enhancing, muscle-preserving acids (BCAA) during your training. Here’s a handy table that outlines our recommendations by goal and by body type. amino
use the Insert key to insert characters while Narrator is running, press Insert+I and then the characters you want to add. Keyboard Shortcut Action Performed Ctrl+Shift+Enter Get information about the current item Ctrl+Shift+Spacebar Read the entire selected window Ctrl+Alt+Spacebar Read the items that are selected in the current window Insert+Ctrl+G Read a description of the items that appear next to the currently selected element Ctrl Stop Narrator from reading text Insert+Q Move the cursor backward to the beginning of any preceding text that has different formatting. For example, the cursor moves from a bold word to the beginning of a non-bold word that precedes it. Insert+W Move the cursor to the beginning of any text that follows it that has different formatting. For example, the cursor moves from a bold word to the beginning of a non-bold word that follows it. Insert+E Move the cursor back to the beginning of any text that has the same formatting. For example, the cursor moves from the middle of a bold word to the beginning of that word. Insert+R Move the cursor to the end of any text that has the same formatting. For example, the cursor moves from the middle of a bold word to the end of that word. Insert+F2 Select all of the text that has the same formatting as the character at the cursor Insert+F3 Read the current character Insert+F4 Read the current word Insert+F5 Read the current line
skills and knowledge. Approach to others Relates well to and is comfortable in a work environment. Interacts with and clients in a confident and friendly manner. Communicates effectively with seeks other’s opinions and begins to cultivate networks. Can be relied on to complete allocated tasks. Can be relied on to complete allocated tasks and follow the job through when faced with difficulties. Is totally reliable and shows determination in resolving difficult tasks. Initiative Completes routine or familiar tasks without direct or repeated instruction. Thinks and often completes tasks without prompting. Works independently and collaboratively, solves problems and is resourceful. Response to advice Listens to advice and acts on it. Acts on advice and seeks feedback to improve work performance. Actively seeks feedback to improve work performance and applies advice to different situations. Quality of work Completes given tasks to required standard. All work is of a high standard and are made for quality. Work is always of a high quality. Pays attention to detail and takes pride in completing tasks to a very high standard. CONTACTS WPL Teacher: Phone: Mobile: Other Contacts: Esperance Senior High School Office 9071 9555 Fax 9071 9556 VET Co-ordinator ESHS 9071 9540
and carries out work duties in a safe manner. and standards and acts to minimise risks to self. and standards and acts to minimise risks to self and others. Enthusiasm Observes and listens, follows instructions and performs most tasks enthusiastically. Maintains an enthusiastic approach to all tasks. Extremely motivated and keen. Prioritises tasks and takes responsibility for own workload. Initiative Completes routine or familiar tasks without direct or repeated instruction. Thinks ahead and often completes tasks without prompting. Works independently and collaboratively, solves problems and is resourceful. Reliability Can be relied on to complete allocated tasks. Can be relied on to complete allocated tasks and follow the job through when faced with difficulties. Is totally reliable and determination in resolving difficult tasks. Response to advice Listens to advice and acts on it. Acts on advice and feedback to improve work performance. Actively seeks feedback to improve work performance and applies advice to different situations. Quality of work Completes given tasks to required standard. All work is of a high standard and are made for quality. Work is always of a high quality. Pays attention to detail and takes pride in completing tasks to a very high standard. CONTACTS WPL Teacher: Phone: Mobile: Contacts: Esperance Senior High School Office 9071 9555 Fax 9071 9556 VET Co-ordinator ESHS 9071 9540 Esperance SHS Farm Training Centre Office 9078 2064 Fax 9078 2063 Program Coordinator ESHS Farm Training Centre Daniel Pollard 0423 466 596
Workplace Safety Inspection Procedures Table of Contents Governing Policy Work Health and Safety Policy Purpose procedures describe the requirements for workplace safety inspections. Scope These procedures apply to all workplaces under the management or control of Flinders University. Definitions Hazard A situation or thing which has the potential to harm a person. Workplace safety inspection A planned and systematic physical inspection of the workplace to identify and monitor workplace hazards; identify changes to work areas which may pose new risks; monitor effectiveness of previous corrective actions; and monitor that safety standards are being maintained.
Ensure the student has a current and relevant Disclosure and Barring Service (DBS) check for the setting and inform the University if this is not the case Inform Bishop Grosseteste University immediately if there are any safeguarding issues related to the student/employee. Please contact Stephanie Gilluly (Registrar) on 01522 585910 or Stephanie.Gilluly@bishopg.ac.uk Inform Bishop Grosseteste University should there be any prolonged absence of the student from the work setting (e.g. sickness, maternity or compassionate leave) Be mindful that the student will be using their workplace experience as a source of learning, and that this might involve for example, observations and reflective accounts being used in their University assessments Ensure that parents and other stakeholders at the setting are aware of the nature of the student’s studies which are bound by the usual confidentiality policy of the setting Signed by (work setting): Print name and role: Setting name: Setting Address: E-mail address: Date: Disclosure Barring Service Number for the Applicant: Date of DBS: The Student will: Understand that they are an employee/volunteer at the setting as well as a representative of Bishop Grosseteste University and adhere to the policies of the setting and the University Demonstrate a professional attitude and an understanding of appropriate confidentiality
In preparation for the hazardous substances audit, obtain a copy of the area chemical stock holdings and an incompatibilities report from Not all sections of the audit form will be applicable to all areas. If not applicable, please answer “N/A”. Answering “No” to any questions indicates a need for corrective action to be identified and implemented. ECU is migrating to the . An overview of GHS is available . It is recommended that where action arising from this audit requires a new / updated SDS, labelling or placarding that this information meets . GHS compliant SDS can be printed from . Ensure that the sign off at the end of the audit form is completed and signed by all required parties. For further assistance or guidance please contact the Safety and Employment Relations team on extension 2302 or or HAZARDOUS SUBSTANCES AUDIT FORM Hazardous Substances Audit Details Workplace Location/s( i.e. JO 23.101, 23.106( Motorsports W/S, 23.106 Yard Cylinder Cage): Date of Audit: Audited By Name: Audited By Signature: ACTION FOR COMPLIANCE YES NO N/A ACTION REQUIRED/COMMENT AND APPLICABLE RELATED LOCATION i.e. JO 23.101 PERSON RESPONSIBLE TARGET COMPLETION DATE DATE COMPLETED
FLAMMABLE LIQUIDS AUDIT CHECKLIST Must be completed an area has flammable liquids Storage of flammable chemicals must comply with Australian Standard AS1940 The Storage and Handling of Flammable and Combustible Liquids. ACTION FOR COMPLIANCE YES NO ACTION REQUIRED/COMMENT PERSON RESPONSIBLE DATE TO BE COMPLETED Storage of amounts than those classified as minor storage 11 Are cabinet doors self-closing, close-fitting and held shut at all times? 12 Are cabinets marked legibly with the maximum capacity of the cabinet, a label and words “no smoking, no ignition sources”? 13 Are appropriate types of fire extinguishers available in the area that are suitable for the range of substances being used?
(Relevance to Church Events CHOIR During the Service (Physically Involved in Church Services) Saturdays & Other days Uniform PRAYER BAND Before the service, (but not physically involved in the services) Any day of the week As generally required of workers USHERING Before, during & service (fully physically involved in church services.) Any day of the week Uniform SANITATION Before, during & after service (relevant during service, but not physically in the programme.) Any day of the week but in Jackets
(3) TWA Time weighted average Where the words 'peak limitation' appear in this column, the value is the peak limitation exposure standard. ppm Parts of vapour or gas per million parts of contaminated air by volume mg/m³ Milligrams of substance per cubic metre of air. Refer to Section 3.3 for more information on the units for exposure standards. When an entry is in this column only, the value is exact: when listed with a ppm value, it is approximate. f/mL Fibres per millilitre of air as determined by the membrane filter method (4) STEL Short term exposure limit. ppm and mg/m³ (see above) (5) Carcinogen category 1 Established human carcinogen 2 Probable human carcinogen 3 Substances suspected of having carcinogenic potential (6) Notices Indicates whether the contaminant can be absorbed through the skin and/or is a sensitiser. Sk Absorption through the skin may be a significant source of exposure Sen Sensitiser Notes (a) This is for inhalable dust containing no asbestos and < 1% crystalline silica. (b) Fibres longer than 5 m, width less than 3 m and with an aspect ratio of not less than 3:1, as measured by the membrane filter method, at 400-650X magnification phase contrast illumination. (c) Lint free dust as measured by the vertical elutriator for cotton dust sampler described in the Transactions of the National Conference on Cotton Dust and Health 1970, North Carolina University Press, Chapel Hill, pp. 33-43, 1971.
Methyl methacrylate Methacrylic acid, methyl ester 80-62-6 50 208 100 416 - - Methyl n-amyl ketone 2-Heptanone Heptan-2-one 110-43-0 50 233 - - - - Methyl n-butyl ketone 2-Hexanone 591-78-6 5 20 - - - Sk Methyl parathion 298-00-0 - 0.2 - - - Sk Methyl propyl ketone 2-Pentanone 107-87-9 200 705 250 881 - - Methyl silicate Tetramethyl orthosilicate 681-84-5 1 6 - - - - styrene 2-Phenylpropene 98-83-9 50 242 100 483 - - 1-Methyl-2-pyrrolidone 872-50-4 25 103 75 309 - Sk Methylacrylonitrile 126-98-7 1 2.7 - - - Sk Methylal Dimethoxymethane 109-87-5 1000 3110 - - - - Methylamine 74-89-5 10 13 - - - - Methylcyclohexane 108-87-2 400 1610 - - - - Methylcyclohexanol 25639-42-3 50 234 - - - - o-Methylcyclohexanone 583-60-8 50 229 75 344 - Sk Methylcyclopentadienyl manganese tricarbonyl (as Mn) Tricarbonyl 12108-13-3 - 0.2 - - - Sk 4,4’-Methylene MOCA MBOCA 101-14-4 0.02 0.22 - - 2 Sk Methylene 5124-30-1 See Isocyanates, all Methylene bisphenyl isocyanate (MDI) Diphenylmethane diisocyanate MDI 101-68-8 See Isocyanates, all Methylene chloride Dichloromethane 75-09-2 50 174 - - 3 Sk 4,4'-Methylene dianiline DADPM DDM MDA 101-77-9 0.1 0.81 - - 2 Sk
Manganese, dust & compounds (as Mn) - 1 - - - - Manganese, fume (as Mn) Manganese tetroxide 7439-96-5 - 1 - 3 - - Man-Made Vitreous (Silicate) Fibres (MMVF) Synthetic mineral fibres (SMF) Refractory Ceramic Fibres (RCF),(h) Special Purpose Glass Fibres(i) and High Biopersistence MMVF(l) - 0.5 f/mL (respirable) and 2 mg/m3 (inhalable dust)(j) - - Carc. 1B(o) - (h) (i) (j) (l) (o) [Glass wool, rock (stone) wool, slag wool and continuous glass filament](i)(k) and Low Biopersistence MMVF(m) - 2 mg/m3 (inhalable dust)(j) - - Carc. 2(i)(k) or - (i) (j) (k) (m) (n) (o) Mercury, alkyl compounds (as Hg) - 0.01 - 0.03 - Sk Mercury, aryl compounds (as Hg) - 0.1 - - - Sk Mercury, elemental vapour (as Hg) 7439-97-6 0.003 0.025 - - - Mercury, inorganic divalent compounds (as Hg) 0.003 0.025 - - - - Mercury, inorganic monovalent compounds (as Hg) - 0.1 - - - Sk Mesityl oxide 4-Methylpent-3-en-2-one 141-79-7 15 60 25 100 - - Methacrylic acid 79-41-4 20 70 - - - -
If further escalation is required to resolve the matter, it should be referred to the Board. previous consultation has not produced a satisfactory resolution to the issue, one or all parties may refer to Workcover NSW. Any party who requests Workcover NSW to mediate on an issue are required to notify the other parties of their intention either in person or in writing prior to doing so. All parties will be bound by any directions handed down by Workcover NSW Forms: Incident Report Form Responsibilities for Implementing Workplace Health and Safety Executive Director The Executive Director/CEO of the FFFC is responsible for ensuring that: Adequate budgetary provision is made to comply with WHS standards to meet policy objectives; and WHS implications of all new work processes and building alterations are fully assessed prior to implementation. Technical Manager The Technical Manager is responsible to the Executive Director/CEO, for planning, implementing and maintaining workplace health and safety standards and practices in all areas and activities under their control, including activities conducted on sites other than FFFC Headquarters at 605 Hovell Street, Albury NSW. The Technical Managers’ responsibilities include the need consider the welfare of and to provide a healthy and safe environment for staff, students, visitors and contractors and to ensure that the standards and practices adopted conform to statutory requirements and the provisions of FFFC policy. In particular, it is their role to: Consult with to develop, WHS policies and procedures reflecting and extending on the FFFC WHS policy as it pertains to their areas of responsibility. Familiarise themselves with the current New South Wales Workplace Health and Safety Act and in particular with those sections relating to employer responsibilities and the powers and rights of health and safety representatives, by attendance at relevant WHS training courses or by other means. Deal with health and safety issues raised by employees in accordance with the procedures set out in the FFFC WHS Policy – Issue Resolution. Consult with the relevant health and safety representatives, where practicable, on all changes that may affect the workplace health and safety of staff, students, visitors or contractors.
Task Home Loan Scenario C Standard B Standard A Standard Criterion 2 Demonstrate mathematical reasoning in problem solving situations Carries out investigation with assistance. Given location, sources data, and no reference. Can see the relevance of tasks to real life. Carries out investigation with some assistance. Sources more than 1 location, attempts to cite references. Can describe the relevance of tasks to real life. Completes investigation independently. Sources more than 1 location, cites references correctly. Can identify and describe differences between data collected and real life. Criterion 3 Plan, organise and complete mathematical tasks Tasks incomplete, to a reasonable standard, handed in late. Needed prompting to complete and hand in. Tasks completed to a good standard and handed in on time. Remains on task, required little prompting to complete. Tasks completed to a high standard and handed in on time. Assists others to complete task, maintained focus at all times. Criterion 4 use numeric calculations to solve real-world problems Answered mainly correct, leaving answers to 3 or more dec places, showing little understanding of what they relate to. Needed high level of assistance. Answers correct, not rounded. Calculated answers to Task 1 with minimal assistance. Answers with a high level of accuracy and rounded. Criterion 7 Calculations involving money Needed assistance to complete tasks or tasks incomplete. Answers to tasks 1 and 3 calculations have errors and/or needed assistance to complete. No attempt to round answers. Displayed a low level of understanding of financial literacy. Needed some assistance to complete tasks, answers for task 1 and 3 calculations have some errors. Attempted to answers. Displayed some understanding of financial literacy. Independently completed tasks with a high degree of accuracy for calculations in Tasks 1 and 3, answers rounded appropriately, and written answers that display a high level of understanding of financial literacy.
labourers has its beginning in the building industry……we are about eliminating the craft system from this industry…..Such far reaching goals will take years to achieve ….. There will be a clause titled “ Award modernisation” which in substance is in these terms : a The parties are committed to modernising the terms of the award so that it provides for more flexible working arrangements , improves the quality of working life , enhances skill and job satisfaction and assists positively in the restructuring process. The parties to this award recognise that in order to increase efficiency , productivity and international competiveness of industry, a greater commitment to training and skill development is required. The introduction of these clauses into the industry awards will convey to employers and all who work in the industry that their union and employer organisations are fully committed to workplace reform. “ 2 September 1991 : Justice Ludeke ( Print 9270 ) Plumbing employees “ I was satisfied from the evidence in earlier proceedings that the parties are participating in the movement for workplace reform in accordance with the guidelines stated by the Full Bench in the National wage Case April 1991.” 24 July 1991 : Commissioner Palmer ( J 8331 ) Chemical employees The Australian Workers Union was a party in these proceedings. “ On the 14 June 1991 the parties reported…… that substantial progress had been made at site level . The Joint Consultative Committee and the Sub- committee and Project Groups which have been formed to guide workplace reform are progressing in the implementation of the restructuring agreement…..and that they would produce changes that would be very significant in terms of increase in efficiency and productivity. “ 26 July 1991 : Justice Ludeke ( J 8710 ) Various employees in the Building , metal and civil construction industries The Australian Workers Union was a party to these proceedings. “I am satisfied that the unions which are applicants in these matters are also participants in the movement for workplace reform and that they too have satisfied the requirements of the Structural Efficiency Principle.” 23 December 1991 : Commissioner Palmer ( Print K 1196 ) Chemical industry
C.2 Scenario 2: Moderate growth in minimum wages In the moderate wage growth scenario, it is assumed that the real growth in wages is one percentage point lower than in scenario 1. This illustrates the possible effects of moderating the growth in award wages on employment, incomes and production. It is assumed that award wages still grow in real terms, thereby improving the living standards of those on award wages, but that the extent of real growth is moderated. In recent years, Australia’s national minimum wage has remained relatively stable as a proportion of the national median wage (figure C.3). This is projected to continue in scenario 1. In the moderate wage growth scenario, it is assumed that the minimum wage declines as a proportion of the median wage for the five years between 201718 and 202122, before returning to the trend projected in scenario 1 from 202122. Figure C.3 Trends in minimum wage as a proportion of median wage, Australiaa a Based on adult national minimum wage to the median of full time adult ordinary weekly cash earnings. Sources: OECD Stat database; Productivity Commission estimates based on the VUMRWR model. The variables shocked and the associated endogenous variable used in the dynamic modelling of the minimum wage scenario is shown in table C.3. In the moderate wage growth scenario, nonaward wages are endogenous throughout the simulation. But in the five years from 201718 to 202122, award wages are assumed to grow in real terms by one percentage point less than in scenario 1. From 202122, it is assumed that the expert panel sets award wage growth equivalent to the growth of nonaward wages. This is achieved in the modelling by allowing award wages to grow in line with average wages.
haz com- msds terms & definitions explanation of terms used on material safety data sheets (msds) section i chemical name and synonyms The product identification. The chemical or generic name of single elements and compounds. trade names and synonyms The name which the product is marketed and the common commercial name of the product. chemical family Refers to a grouping of chemicals that behave and react with other chemicals in a similar manner. formula The chemical formula or single elements or compounds. case number The Chemical Abstracts Service number, if applicable. epa The code number assigned by the Environmental Protection Agency, if applicable. dot classification The appropriate classification as determined by the regulations of the Office of Hazard Material, Department of Transportation. section ii hazardous ingredients The major components as well as any minor one(s) having potential for harm that are considered when evaluating the product. tlv Threshold Limit Value (TLV) indicates the permissible exposure concentration, a limit established by a government regulatory agency, or an estimate if none has been established. section iii – physical data boiling point (f) The temperature in degrees Fahrenheit at the substances will boil. vapor pressure The pressure of saturated vapor above the liquid expressed in mm Hg at 20C. vapor density The relative density or weight of a vapor or gas (with no air present) compared with an equal volume of air at ambient temperature. solubility in The solubility of a material by weight in water at room temperature. The terms negligible, less than 0.1 percent, 0.1 to 1 percent; moderate 1 to 10 percent, applicable 10 percent or greater.
_______________________________________ _____________ employee signature date _______________________________________ _____________ manager’s signature date haz com- training attendance form name of company & leader: ___________________________________________________ date of meeting: ________________________________________________ location: _________________________________________________ employee’s name
9. Identification of each device and manner by which energy can be stored in the machine or equipment and identification of the procedure for dissipating or restraining the stored energy (use an additional form, if needed): Contractors Contractors must also be required to honor Lock Out/Tag Outs in place and use standard Lock Out/Tag Out Procedures while servicing or maintaining equipment, machinery or processes.
Only relevant data – one worksite one workbook Integration of relevant information Single point of entry for event based data Live management reporting tools The WHS are simply Excel Workbooks with a number of task dedicated Worksheets. As such the effectiveness of the tools is directly related to the quality of information entered and timeliness of actions recorded. Note: Tools are an aid to management activity not a substitute for management action. Discipline and behaviours necessary to achieve a satisfactory safety performance must be established and maintained within normal workplace culture. To achieve this some attention needs to be focused on behavioural prerequisites: Proactive attitude: identify hazards and treat the threat before an event occurs Accurate and timely reporting: make data relevant and useful Effective Management response: timely action and feedback Risk Management Principles Risk management underpins aspect of the WHS Tool Workbook. How significant a risk is can be determined by establishing 1) how likely it is to happen, and 2) what the consequence is (outcome) if it does occur. People view likelihood and consequence differently depending on own experience, knowledge and point of view e.g. Manager, Worker, or Customer. To help resolve the potential variation in performing a risk assessment there are standard terms and definitions provided in the Workbook. This decision making tool is called the Likelihood and Consequence Model. When determining the likelihood and consequence refer to the Model and then, once you have a justified reason for selecting the likelihood and consequence refer to the Risk Matrix below which is contained in the Workbook. the two parameters you have chosen identify the point they intersect on the matrix, this will provide you with the Risk Rating. Once you have established the Rating you can prioritise and address the risk using the Hierarchy of Controls. To help determine priorities you can use the numbers associated with each parameter and combine them. The higher the total the higher the priority (multiply the numbers). An assessment of Risk is undertaken at two (2) separate times:
or LMP: ____/____/_______ or Gestational age: _______wks Yes No ____/____/______ to ____/____/_______
CONTENTS VERSION CONTROL 3 SECRETARY'S 4 INTRODUCTION 5 5 5 5 LEGAL 6 7 7 ROLES AND RESPONSIBILITIES 8 DVA 8 8 8 8 9 CORPORTATE DOCUMENTS 9 EVALUATION/REVIEW 9 RESOURCES 9 APPENDICES 10 A - - - 2016 - 2020 VERSION CONTROL Date of Change Summary of Changes Reason Approved by October 2016 Updated Policy and Action Plan 2016 – 2020. Previous Policy and Action Plan 2011 – 2015. Winzenberg Assistant Secretary People Services Branch WHY HAVE WORKPLACE DIVERSITY FRAMEWORK OBJECTIVES IMPLEMENTATION AND EMPLOYEE RESPONSIBILITIES: MONITORING, EVALUATION REVIEW WORKPLACE DIVERSITY ACTION PLAN ATTACHMENT
Date: June 26, 2017 Subject: Digital Literacy Essential Question: What are some of the major causes of work-related accidents in office & classroom enviornments. Teacher: C. Lannan Essential Standard: A. Safety 4) Identify major causes of work-related accidents in office and classroom environments. Objective: The student will be able to identify some major causes of work-related accidents in office and classroom settings. Starter: The teacher will have the classroom setup with things in the classroom that can cause major accidents. Hoping to get the students attention and for them to ask questions like ‘why’ & ‘can we put this away’. Learning Target: “I Can” I can name several of the major causes of accidents in a work-related and classroom environment. Instructional Strategies: Teacher will have classroom filled with objects & distractions that can cause accidents. Students will be asked if they think the classroom is safe? If not, why? This will lead to a discussion on other causes of accidents and injuries that can happen in different work environments. The class will then be asked to complete the Alice world quiz in small groups. Students will then complete a PowerPoint on office safety and complete a handout to study for a test. Exit Slip: Students will list some major causes of accidents in the classroom environment. Homework: List the of their home computer systems. Students will try to identify all the parts on their MacBook Air’s.
WORKPLACE APPROVAL FORM # APPLICANT DETAILS This form must be completed by workplaces that have/ will partner with theoretical training based providers accredited by CHIETA. The form must be completed per learning programme. APPLICATION TYPE (tick the applicable NEW APPLICATION EXTENSION OF SCOPE 1 ORGANISATION NAME 2 SKILLS DEVELOPMENT LEVY NUMBER (if applicable) L TOTAL NUMBER OF EMPLOYEES 3 SETA REGISTERERD WITH 4 LEVY PAYING YES NO 5 REGISTRATION NUMBER 6 CORE BUSINESS 5 NAME OF TRAINING PROVIDER (that you intend partnering with) 6 If no theoretical training provider partner identified yet, please indicate 7 TYPE OF PROVIDER PUBLIC PRIVATE 8 NAME(S) OF OWNER(S) OF YOUR WORKPLACE (if applicable) 9 SITE NAME 10 GPS Latitude DEGREES MINUTES SECONDS Longitude DEGREES MINUTES SECONDS 11 PHYSICAL ADDRESS OF WORKPLACE Street City/ Town Postal Code PROVINCE 12 POSTAL ADDRESS P.O. Box City/ Town Postal Code PROVINCE 13 CONTACT PERSON OF ORGANISATION OR WORKPLACE (delete whichever not applicable) Title Prof Dr Mr Mrs Ms First Names Last Name Position Tel Number Fax Number Cell Number Email WORKPLACE APPROVAL HISTORY Previously Approved as a workplace for Artisan Learning? Approval by which SETA List Range of Approval for Trade Training (Including Artisan Related
20’ Predict and read Copy and cut into cards Students put in two categories - bullying and not bullying - and check by reading the PLA wikibook or booklet Go over any new vocabulary, but encourage students to apply word attack strategies first: Ask for peer support Look at base form of word Guess the meaning from context Look in monolingual dictionaries Identify behaviours that are considered bullying and that are not PLS Worksheet: Predict! PLS or booklet 15’ Vocabulary Students phrases of similar meaning Students enter new words into their vocabulary notebook Teach pronunciation as needed word attack skills and vocabulary building strategies PLS Worksheet: Build your Vocabulary! 15’ Case Studies In pairs, students read and discuss 4 situations and determine if the behavior would be considered bullying Debrief as a whole class Note: The situations can be cut up and posted around the room, for a “circulate and discuss” activity. Think critically Demonstrate understanding of key concepts from the reading PLS Worksheet: it! Time Sample Tasks Expected Outcome Resources 20’ Discussion Give students time to finish the sentence starters independently Coach and support, especially in regards to grammar and meaning Go over how to use the expressions in the “Useful Language” section In pairs, students share their sentences Get to present their answers to the whole class Express feelings and preferences Use conversation management phrases PLS Worksheet: Talk about it! 25’ Dialogue Set the context for the dialogue and practice pronunciation Identify register (level of informality) Use a range of courtesy formulas and some casual PLS Worksheet: Up!
Build your Vocabulary! Match the phrases that have a similar meaning. say they disagree with your opinions scream at you stop you from doing your work well take your personal things or break your equipment make rude jokes about you stop speaking to you for a long time tell people bad things about you that are not true make you work faster than is possible yell at you give you deadlines that are impossible to meet interfere with your personal belongings or work equipment stop you from doing your work properly express differences of opinion make jokes that are clearly offensive refuse to to you spread negative and untrue gossip about you Build your Vocabulary! As you learn English, you will need to build your vocabulary. One way to do this is to record new words in a vocabulary notebook. Choose some of the words or phrases above and write them in your vocabulary notebook.
Students practice the dialogue in pairs until they are comfortable Students identify some of the functional language small talk in short, one-on-one or small group interactions 20’ Read a Notice Students read a workplace notice about an anti-harassment policy and training session Students answer questions about genre, author/audience, and identify actions needed as a result Emphasize that they do not need to understand word to understand the notice Get information from short business or service texts (such as brochures, notices, form letters and flyers) PLS Worksheet: Read a Notice! 30’ Research Support and coach students on how to navigate the WorkSafeBC website (a demonstration might be necessary) Students work independently or in pairs to find the information Go over answers Identify where to get more information about workplace bullying/harassment PLS Worksheet: Find out More! Computer lab 10’ Self-Assessment Allow students to fill out self-assessment form independently Self-assessment PLS Worksheet: What did you learn? Get Ready! Look at the pictures below. What do you see? What is happening? Match the sentences to the picture and fill in the missing word. You may need to change the word to make it fit the grammar of the sentence.
Build your Vocabulary! Match the phrases that have a similar meaning. say they disagree with your opinions scream at you stop you from your work well take your personal things or break your equipment make rude jokes about you stop speaking to you for a long time tell people bad things about you that are not true make you work faster than is possible yell at you give you deadlines that are impossible to meet interfere with your personal belongings or work equipment stop you from doing your work properly express differences of opinion make jokes that are clearly offensive refuse to to you spread negative and untrue gossip about you Build your Vocabulary!
Get Ready! ANSWER KEY My husband’s boss constantly criticizes him. My coworkers often make jokes about me, and laugh at me. Some of the other women at work spread gossip about me. Predict! ANSWER KEY Bullying Not Bullying stop you from your work well give you advice about work-related things scream at you give you work you don’t like to do your equipment give you a warning to do your job better stop speaking to you for a long time say they disagree with your opinions tell people bad things about you that are not true make you work faster than is possible take your personal things make rude jokes about you