The document provides an overview of health and safety policies and procedures for staff at a school. It covers workers' rights and responsibilities, hazards in the workplace, reporting injuries, emergency procedures including fire drills and lockdowns, working alone, building security including alarm codes, and the roles of the joint health and safety committee. Staff are expected to follow safety protocols, report any incidents or injuries, and receive training on emergency response.
Voor een project met tijdsdruk en een vast budget hebben we met dit voorstel een to the point projectaanpak gepresenteerd. We tonen onze motivatie & enthousiasme, en wekken tegelijkertijd vertrouwen–ondanks een niet concreet gedefinieerde uitkomst–voor een robuust eindresultaat.
Zie ook: http://www.2nk.nl/items/view/1073/agile-projectaanpak
Voor een project met tijdsdruk en een vast budget hebben we met dit voorstel een to the point projectaanpak gepresenteerd. We tonen onze motivatie & enthousiasme, en wekken tegelijkertijd vertrouwen–ondanks een niet concreet gedefinieerde uitkomst–voor een robuust eindresultaat.
Zie ook: http://www.2nk.nl/items/view/1073/agile-projectaanpak
Watch the Webinar Here! https://compliatric.com/how-to-tackle-the-crucial-task-of-training-for-an-active-shooter-event/
Active shooter events are on the rise, and leaders are increasingly tasked with ways to effectively and safely train hospital and healthcare workers on how to respond. Join us for this informative session in which Paul Sarnese will discuss the methodology of how to tackle the crucial task of training staff members and conducting active shooter exercises.
SITXWHS003 – Assessment
SITXWHS003 Implement and monitor work health and safety practices
Assessment
Instructions to Students:
Complete the cover sheet and ensure you accept, sign and date the student declaration on the Student Learning Management System (LMS).
Read through and follow all instructions provided.
Complete each assessment task/activity.
Submit your assessment to the Student Learning Management System (LMS) by the due date.
Ensure your submission identifies your name, unit code and title.
You are required to:
Plagiarism is ‘a practice that involves the using of another person’s intellectual output and presenting it as one’s own’. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students’ work, published books or periodicals, the Internet, unpublished works or unauthorised collaboration with other persons), without due acknowledgement.
PLAGIARISM AND COLLUSION
A student found to have plagiarised material will be instantly graded Not Yet Competent (NYC) and may be subject to one or all of the following:
Referral of the matter to the Academic Coordinator for: an intervention meeting, issuing of written warning, clarification regarding assessment re-submission requirements and allocation of additional assessment tasks.
Referral of the matter to the Director for: official disciplinary action by Frontier Education and/or suspension from the course.
CONSEQUENCES OF PLAGIARISM AND COLLUSION
Student name:
Sandhya Singh Khatri
Unit description
This unit describes the performance outcomes, skills and knowledge required to implement predetermined work health and safety practices designed, at management level, to ensure a safe workplace. It requires the ability to monitor safe work practices and coordinate consultative arrangements, risk assessments, work health and safety training, and the maintenance of records.
The unit applies to all tourism, travel, hospitality and event sectors and to any small, medium or large organisation.
For a student’s performance to be deemed satisfactory for the whole unit of competence, they must demonstrate satisfactory performance in this assessment.
If part of a task is not satisfactorily completed the assessor will arrange for the student to complete further assessment to demonstrate competence. Students are permitted three (3) attempts to demonstrate competency.
Overall student performance in the unit is to be recorded as either Competent or Not Yet Competent.
Assessment tasks
In this assessment task students are required to read the questions and either select the one correct answer from a number of alternatives or write a response in the space provided.
This assessment contains a series of questions designed to allow students to demonstrate competence in the unit.
To complete the written assessment, students must successfully complete the following:
Task A – Short answer
Task B – Project
Written asses.
The TWI Job Safety (JS) Poster describes the four steps of Job Safety based on the tried and tested Training Within Industry (TWI) methodology. The TWI JS program creates a simple and logical framework by which supervisors can prevent accidents from happening--by learning how to analyze the causes of accidents and eliminating them before they happen.
The poster comes in two themes: color and monochrome. Formatted in PDF and in editable PPTX, the poster can be easily printed on an A3 or A4-sized paper from an office copier machine and displayed on employee workstations, or distributed together with your workshop handouts.
The TWI JS Poster complements the 'TWI Program: Job Safety (JS) Training' presentation materials and the TWI JS Pocket Cards. It serves as a takeaway and summary of your occupational health and safety presentation.
Contents in the TWI JS poster include:
1. What Is The TWI Job Safety Program
2. The Four Steps of Job Safety
3. How To Spot & Avoid Safety Hazards
4. Supervisor's Major Safety Responsibilities
Watch the Webinar Here! https://compliatric.com/how-to-tackle-the-crucial-task-of-training-for-an-active-shooter-event/
Active shooter events are on the rise, and leaders are increasingly tasked with ways to effectively and safely train hospital and healthcare workers on how to respond. Join us for this informative session in which Paul Sarnese will discuss the methodology of how to tackle the crucial task of training staff members and conducting active shooter exercises.
SITXWHS003 – Assessment
SITXWHS003 Implement and monitor work health and safety practices
Assessment
Instructions to Students:
Complete the cover sheet and ensure you accept, sign and date the student declaration on the Student Learning Management System (LMS).
Read through and follow all instructions provided.
Complete each assessment task/activity.
Submit your assessment to the Student Learning Management System (LMS) by the due date.
Ensure your submission identifies your name, unit code and title.
You are required to:
Plagiarism is ‘a practice that involves the using of another person’s intellectual output and presenting it as one’s own’. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students’ work, published books or periodicals, the Internet, unpublished works or unauthorised collaboration with other persons), without due acknowledgement.
PLAGIARISM AND COLLUSION
A student found to have plagiarised material will be instantly graded Not Yet Competent (NYC) and may be subject to one or all of the following:
Referral of the matter to the Academic Coordinator for: an intervention meeting, issuing of written warning, clarification regarding assessment re-submission requirements and allocation of additional assessment tasks.
Referral of the matter to the Director for: official disciplinary action by Frontier Education and/or suspension from the course.
CONSEQUENCES OF PLAGIARISM AND COLLUSION
Student name:
Sandhya Singh Khatri
Unit description
This unit describes the performance outcomes, skills and knowledge required to implement predetermined work health and safety practices designed, at management level, to ensure a safe workplace. It requires the ability to monitor safe work practices and coordinate consultative arrangements, risk assessments, work health and safety training, and the maintenance of records.
The unit applies to all tourism, travel, hospitality and event sectors and to any small, medium or large organisation.
For a student’s performance to be deemed satisfactory for the whole unit of competence, they must demonstrate satisfactory performance in this assessment.
If part of a task is not satisfactorily completed the assessor will arrange for the student to complete further assessment to demonstrate competence. Students are permitted three (3) attempts to demonstrate competency.
Overall student performance in the unit is to be recorded as either Competent or Not Yet Competent.
Assessment tasks
In this assessment task students are required to read the questions and either select the one correct answer from a number of alternatives or write a response in the space provided.
This assessment contains a series of questions designed to allow students to demonstrate competence in the unit.
To complete the written assessment, students must successfully complete the following:
Task A – Short answer
Task B – Project
Written asses.
The TWI Job Safety (JS) Poster describes the four steps of Job Safety based on the tried and tested Training Within Industry (TWI) methodology. The TWI JS program creates a simple and logical framework by which supervisors can prevent accidents from happening--by learning how to analyze the causes of accidents and eliminating them before they happen.
The poster comes in two themes: color and monochrome. Formatted in PDF and in editable PPTX, the poster can be easily printed on an A3 or A4-sized paper from an office copier machine and displayed on employee workstations, or distributed together with your workshop handouts.
The TWI JS Poster complements the 'TWI Program: Job Safety (JS) Training' presentation materials and the TWI JS Pocket Cards. It serves as a takeaway and summary of your occupational health and safety presentation.
Contents in the TWI JS poster include:
1. What Is The TWI Job Safety Program
2. The Four Steps of Job Safety
3. How To Spot & Avoid Safety Hazards
4. Supervisor's Major Safety Responsibilities
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Presented by the JHSC
Murray Shunter, Carla DeBiasio, Marcello Piro, Tamara Malloff
2. Table of Contents
1. Workers’ Rights & Responsibilities
2. Hazards in the Workplace
3. Working Alone or in Isolation
4. Alarm Codes & Building Security
5. Personal Protective Equipment
6. First Aid
7. Emergency Procedures
8. Fire Stations
9. Worker’s Rights
10. Reporting Incidents or injuries
11. Joint Health & Safety Committee (JHSC)
12. Health and Safety Information
3. Worker’s Rights & Responsibilities
The Worker’s Compensation Act provides four basic rights
1. The right to know
2. The right to participate
3. The right to refuse unsafe work
4. The right to no discrimination
“Health and Safety is Everyone’s Responsibility”
4.
5. Hazards in the Workplace
The following are covered under Worksafe BC:
1. Coaching, Band, Field Trips
2. Schoolwide activities that take place during the day
The following are not covered under Worksafe BC:
1. Intramurals with non-PE staff
2. Activities that take place at lunch or afterschool that are not part of the
items covered above
Be Proactive:
• When on a curricular field trip, ensure you have a checklist of the
students, including those with medical issues (eg./ epipen)
• Ensure you have adequate supervision and a cellphone on hand
• Permission forms are not required for curricular trips during the day,
unless it’s an organization that is sponsoring the activity
• Extra-curricular field trips require a permission form (can have a blanket
permission form with dates)
• Ensure you have your current Driver’s Abstract and submit to Office
before driving students
6.
7. Reporting an Injury
If an injury to yourself takes place either at the workplace, or off-site during the
course of your normal duties, then do the following:
1. Report to the first aid attendant (Marie-Michele Gagnon or Rick Boutilier)
2. Report to your site administrator as soon as possible to complete a claim
3. Report to the Health and Safety Rep (Murray Shunter)
4. Complete a WCB 6A Form to report to your employer
5. See your doctor
6. Call WorksafeBC Teleclaim 1-888-WORKERS
Be Proactive:
• Ensure you take safety measures when working in areas where physical
(slips, falls, machinery/equipment) or chemical (cleaning, fluids) hazards
may exist
• Know the right lifting techniques and avoid ergonomic hazards
• When in doubt, call or ask for help beforehand
Student Injuries:
• Report to Office—depending on severity, a phone call home is made
• If a trip to emergency is warranted, Tina will print a BCESIS medical
printout
• Injuries need to be reported to SPS through Tina as soon as possible
8. 1.
2.
3.
4.
5.
6.
7.
8.
Do any of your students have a Safety Plan?
Do any of your students have a Behaviour Plan?
Know and follow the protocols in your students’ Plans.
Have a proactive, progressive discipline plan and set of classroom
routines/expectations posted, visible, and taught/communicated to
students
When a student is acting out or is posing a threat in class, have
everyone in class quietly and quickly exit the class. Call your
Administrator immediately, and complete a Violent Threat Report.
Do not escalate any oppositionally defiant behaviour through
shouting, yelling, or verbal threats.
Report any violent incidents to your Administration.
Be proactive and attend MANDT training if you are part of the
Student Services Team (counsellors, Case Managers, LATs, EAs)
9.
10. OH&S Regulation, Section 3.12
The Right to Refusal of Unsafe Work
“A person must not carry out or cause to be carried out
any work process or operate or cause to be operated
any tool, appliance, or equipment if that person has
reasonable cause to believe that to do so would create
and undue hazard to the health and
safety of any person”
11.
12. Alarm Codes and Building Security
1. There are four alarm stations in our building.
2. Make sure you have been trained in how to set the alarm by Administration or
by our Custodian.
3. A four digit personal passcode should be provided to you
4. Ensure you sign in when coming in after hours into the building
5. Before leaving, put on an announcement on the Office PA, and wait for a
couple of minutes before arming the system.
6. If you accidentally set off the alarm, call the Nelson Fire Dept and provide your
name and personal code
7. On PROD days, and any time when you are on your own, the building exits
must be secured.
8. All visitors are required to report to the Office—parents may wait until break to
see their child, unless it’s an emergency, and a staff member accompanies
them to the class
13.
14. Working Alone
Assistance that is readily available
A worker is considered to be working alone or in isolation when he or she does
not have assistance that is readily available in case of emergency, injury, or ill
health. In order to determine whether or not assistance is readily available, the
following conditions should be considered:
1. Presence of others: Are other people in the vicinity?
2. Awareness: Will other persons capable of providing assistance be aware of the
worker's need?
3. Willingness: Is it reasonable to expect those other persons will provide
assistance?
4. Timeliness: Will assistance be provided within a reasonable period of time?
If you are working alone, you must:
15.
16. Emergency Procedures
Fire Drills
• There are Fire Drill Handbooks hanging in every room—grab yours on the way out
• The school is required to conduct one scheduled and one unscheduled fire drill
• Make sure you understand and follow the fire drill protocols and train your
students to do the same
Evacuations
• Evacuations are similar to Fire Drill exits
• In the case of danger, students will be evacuated to South Nelson School
Lock Downs
• Lock down training is provided annually for staff and students
• A practice lock down takes place once during the year with the support of the
NCP
• No cell phones or school contact via phone is permitted during a lock down
• A special announcement will be made over the PA for lock downs
*In the event of a school wide emergency during off hours, the Staff Phone Tree will
take effect.