these slides gives an insight to hotel safety and security, staff responsibilities, handling emergency situations, fire fighting,accidents and hazards, first aid procedure, to be followed.
Atlantic Training's Personal Protective Equipment PowerPoint covers all the OSHA standards relative to PPE. Feel free to download and upload to your LMS.
The observation of safety guidelines are essential to the well being of any worker and the productivity of the said workers. this presentation will offer a clear guideline for those within the building industry.
Comprehensive fire safety guidelines for everyoneA
Have you ever wondered why fire drills take place in your office or school? It’s because of the fire safety regulations in the UK. The employers need to ensure the safety of the employees in the business premises. However, fire safety precautions are mandatory for all. In this article, we tried to compile comprehensive fire safety guidelines for everyone.
If you are interested in fire safety for your workplace, you can explore our blog that covers all aspects of workplace safety. Here, you’ll get necessary information on carrying out risk assessment for fire protection.
Learn more about the classes of fire, fire safety equipment, usage of fire extinguishers, fire evacuation plans and fire safety laws in the UK. Finally, download a fire safety maintenance checklist that you can use for your organization.
these slides gives an insight to hotel safety and security, staff responsibilities, handling emergency situations, fire fighting,accidents and hazards, first aid procedure, to be followed.
Atlantic Training's Personal Protective Equipment PowerPoint covers all the OSHA standards relative to PPE. Feel free to download and upload to your LMS.
The observation of safety guidelines are essential to the well being of any worker and the productivity of the said workers. this presentation will offer a clear guideline for those within the building industry.
Comprehensive fire safety guidelines for everyoneA
Have you ever wondered why fire drills take place in your office or school? It’s because of the fire safety regulations in the UK. The employers need to ensure the safety of the employees in the business premises. However, fire safety precautions are mandatory for all. In this article, we tried to compile comprehensive fire safety guidelines for everyone.
If you are interested in fire safety for your workplace, you can explore our blog that covers all aspects of workplace safety. Here, you’ll get necessary information on carrying out risk assessment for fire protection.
Learn more about the classes of fire, fire safety equipment, usage of fire extinguishers, fire evacuation plans and fire safety laws in the UK. Finally, download a fire safety maintenance checklist that you can use for your organization.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Level 1 Diploma in Carpentry and Joinery
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Fire and fire emergency procedures
9.1 9.2 9.3 9.4
Unit 201/601: Health, Safety and Welfare
in Construction
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Objectives
To be able to:
9.1 State elements essential to creating a fire
9.2 Identify methods of fire prevention
9.3 State actions to be taken on discovering a fire
9.4 State types of fire extinguishers and their uses
3. Level 1 Diploma in Carpentry and Joinery
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The elements of fire: the Fire Triangle
Oxygen
Heat
Fuel
For a fire to occur, 3 ingredients are
needed in sufficient quantities:
• Oxygen
• Heat
• Fuel
The risk of fire can be minimised if
any of these three ingredients are
controlled or eliminated.
4. Level 1 Diploma in Carpentry and Joinery
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The Fire Triangle explained
The risk of fire can be minimised if any of
these three ingredients are controlled or
eliminated.
Any one of 3 actions will prevent this
lighter from starting a fire:
1. No fuel: the lighter is empty of gas…
there will be no fire
2. No heat: the lighter has no flint to
make a spark… there will be no fire
3. No oxygen: put your thumb over the
hole at the top… there will be no fire
5. Level 1 Diploma in Carpentry and Joinery
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Fire Prevention at work
Cooling
Eliminating sources of heat can prevent fires from starting:
Never leave sources of heat unattended.
Ignition: take the necessary precautions to ensure control of
sparks from grinding wheels and electrical equipment.
Smothering
Without oxygen, the fire will be extinguished:
Keeping fire doors and windows closed will restrict the
supply of oxygen to the fire and slow down its progress.
Starvation
Timber, sawdust, chemicals are all combustibles (fuel) for a
fire.
Keep all combustibles away from any source of ignition.
6. Level 1 Diploma in Carpentry and Joinery
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Keep all combustibles away from sources of ignition!
7. Level 1 Diploma in Carpentry and Joinery
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Fire Prevention
Untidy workplaces make it easy for fires to get started and spread.
Good HOUSEKEEPING can prevent most fires from occurring:
• Switch off and unplug any unnecessary electrical appliances when not in
use, especially at the end of the day or beginning of a weekend/holiday.
• Make clearing waste a priority for all trades.
• Control the amount of waste materials on site by having regular skip and
refuse collections.
• Keep combustibles out of reach from any would-be arsonist's access by
avoiding storing large quantities of combustibles in easily accessible areas.
8. Level 1 Diploma in Carpentry and Joinery
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Legislation
“Legislation” is just the fancy term for the
law.
As you will know already, failure to follow
the law of the land can result in fines or
imprisonment – whether that is robbing a
house, reckless driving or possessing a
dangerous dog.
In this unit on health and safety, we will
look at a number of laws and regulations
that apply to the workplace:
• regulations around controlling noise
• regulations on hazardous substances
• regulations on working at height
9. Level 1 Diploma in Carpentry and Joinery
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The Health and Safety at Work Act
1974
The Health and Safety at Work Act (HASWA) is
a law that enforces general regulations on
conduct in all workplaces whether it’s a
workshop, a construction site, an office, shop or
train station.
HASWA put requirements on both employers
and employees:
• Employers: the boss and his representatives
such as managers and supervisors
• Employees: you and your work mates.
10. Level 1 Diploma in Carpentry and Joinery
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Employers: the employer has a legal responsibility to
safeguard their employees and any other people entering
their premises.
Employees: it is your legal responsibility to abide by your
employer's policies and procedures in relation to fire
precautions:
• If you see a potential hazard (a situation that could
result in a fire), you must report it
• DO NOT obstruct or interfere with fire alarm call points,
fire extinguishers, emergency lights, fire doors and fire
signage. They are all there for your protection.
The Health and Safety at Work Act
…and Fire Prevention
11. Level 1 Diploma in Carpentry and Joinery
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Actions to take on discovering a fire
• On discovering a fire in progress, the first and most important action is to
raise the alarm (by operating the break glass alarm if there is one, and
calling out, “Fire!”)
• Encourage prompt evacuation using the nearest safe exit route
• Do not take any personal risks: DO NOT try to fight a fire.
• Meet at the assembly point for roll call and inform the Fire Marshall of
any missing people and their possible location
• Await the arrival of the Fire Brigade
• The Fire Marshall will liaise with the Fire Brigade
• DO NOT re-enter the building until told it is safe to do so by the Fire Brigade
12. Level 1 Diploma in Carpentry and Joinery
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What do these
extinguisher
information
signs
tell us?
13. Level 1 Diploma in Carpentry and Joinery
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What the extinguisher contains:
Extinguishers are colour coded for
contents (for quick recognition, for
those who cannot read, for those who
cannot read the language written)
How the extinguisher CAN be used:
There are different types (classes) of
fire, depending on what is burning.
Each type of extinguisher is only safe to
use on particular types of fire
How the extinguisher MUST NOT be
used:
Use the wrong type of extinguisher on a
fire and the situation will get drastically
worse very quickly. Oh yes.
14. Level 1 Diploma in Carpentry and Joinery
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Types of fire
Solids Paper, timber, textiles
Liquids Spirits, solvents, petrol
Gasses Propane, butane
Metals
Cooking Oils F is for Fat
Electrical NOT a class of its own since it is not the electricity that is
burning but materials set alight by the electric current
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RED label
Organic solids:
Paper, wood
etc
Types of extinguishers and their uses
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TAN/CREAM label
Organic solids:
Paper, wood
etc
Flammable
liquids: oils,
spirits, petrol
17. Level 1 Diploma in Carpentry and Joinery
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Blue label
Organic solids:
Paper, wood
etc
Flammable
liquids: oils,
spiritis, petrol
Flammable
gasses:
propane,
butane
Live electrical
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Black label
Flammable
liquids: oils,
spirits, petrol
Live electrical
Editor's Notes
• Carefully light a match and put it out by dropping it in a cup of water.
• Ask how the flame has gone out (heat gone.)
• Light a candle on a saucer put a cup over it and then lifts the cup up after one minute.
• Ask how the flame has gone out (oxygen gone.)
• Pass an empty box of matches out and ask a learner to light one (no fuel.)
• Carefully heat a small piece of metal up. Holding it carefully put some of it in cold water making it steam.
• Ask the learners what is happening to the heat (the heat is taken away in the steam.)
____________________
• Walk around your centre and list all fire extinguishers.
• Why are they chosen and positioned where they are?
• Carefully light a match and put it out by dropping it in a cup of water.
• Ask how the flame has gone out (heat gone.)
• Light a candle on a saucer put a cup over it and then lifts the cup up after one minute.
• Ask how the flame has gone out (oxygen gone.)
• Pass an empty box of matches out and ask a learner to light one (no fuel.)
• Carefully heat a small piece of metal up. Holding it carefully put some of it in cold water making it steam.
• Ask the learners what is happening to the heat (the heat is taken away in the steam.)
____________________
• Walk around your centre and list all fire extinguishers.
• Why are they chosen and positioned where they are?
