Student Declaration on Submission
I confirm that all the work in this coursework is my own.
Student Signature.
Date.
03-03-17
General Feedback by Tutor
Fair work, tasks 1 & 2 are fine, update tasks 3 & 4 You can optionally correct the merit tasks 5-7. See feedback comments attached
Please return within 10 working days and remember to attach your corrections to the bottom of this document, and don’t change any of the original work
11/3/17
Sampled by IV: Sign
Date:
03-03-2017
Assessment grading instructions:
Tasks 1 to 4 are required for PASS (P) grade and must be attempted
Tasks 5 to 7 are required for MERIT (M) grade
Tasks 8 is required for DISTINCTION (D) grade.
Work for Merit/Dist grades should also be supported by fully referenced evidence
Tasks for Assessment 2 (2 of 2)
All answers must be your own worK
Note: Copy and paste these cover and task sheets to the front of your written work as you must sign (electronic signature) and date these in order to have your assessment marked and graded
Task 1 [P1]
The Maintenance Manager has asked you to review the planned maintenance (PM) procedure for 2 pieces of equipment in the factory. The 1st piece of equipment is a 50m conveyor used to transport product in a cleanroom between process steps. The conveyor also contains a number of elevators protected by guarding. The 2nd piece of equipment is a mixing tank agitator driven by an induction motor controlled by an inverter. The tank is made of stainless steel and contains acidic chemicals when in use.
As part of the review you will need, for each apparatus, to explain and identify the hazards that exist when a planned maintenance (PM) is being carried out. These are risks posed to anyone in the area, not just the Technicians carrying out the PM. In particular focus on electrical hazards
Task 2 [P2]
From the information in task 1 you must also specifically list the control measures required to eliminate or manage the risks to the Maintenance Technicians and others. In particular give a detailed range of control measures to prevent/reduce the risk of electric hazards
Task 3 [P3]
A quality and safety audit is to be carried out on all the maintenance procedures in the factory. The Maintenance manager has asked you with reference to at least 4 pieces of safety legislation, regulations or standards,and how these might apply to the PM activities described in task 1
Task 4 [P9]
From the audit you have been asked to draw a start/stop/retain relay control circuit that could be used for the safe and emergency operation of a 3-phase drilling machine and lathe in the workshop that must include 2 emergency stop positions.Also explain how the circuit would operate and what types of commercial relays/contactors could you select.
Task 5 [M1]
The production manager also wants your help in deciding the best type of motor system for controlling the speed of a new automatic conveyor line. He has asked y.
This document outlines the skills, knowledge, and behaviors required to install electricity switchgear at different voltage levels. Candidates can be assessed for installation of transmission, primary, or distribution switchgear. Specific requirements include carrying out installation procedures and testing on various switchgear components according to manufacturers' specifications and company procedures. Candidates must also demonstrate safety practices and an understanding of switchgear operating principles and hazards.
This document outlines an electrical safety policy and procedures for Midwest Manufacturing. It aims to establish standards to prevent electrical hazards and ensure compliance with OSHA and NFPA regulations. The policy requires that electrical circuits be de-energized before work, unless doing so would increase hazards or is infeasible. It assigns responsibilities to different departments to implement the policy and train employees. The procedures section specifies requirements for inspecting equipment, locking out tag out procedures, use of personal protective equipment, and energized work permits.
Remediation of Old Substations for Arc Flash hazardIJAPEJOURNAL
Arc Flash is much different from the conventional shock hazard in the sense that it doesn’t involve direct contact of human beings with the live or energized part. The arcing energy involves high temperature of up to or beyond 20000K. This paper presents a case study of arc flash hazard analysis carried out in older industrial plant and the technological and work procedure changes that can be incorporated to reduce the incident energy level and thus provide a safer environment for the working personnels in plant.
NG3S903 - Electronic Systems - Louise Pennell - Assignment 2 - ESDChris Francis
This document outlines an electrostatic discharge (ESD) control program for a printed circuit board rework process. It describes the rework process and identifies key roles. Proper ESD training and equipment are discussed as important to minimize risks of component damage from static electricity. An equipment list is provided for outfitting a protected area, including flooring, ionizers, tools, and clothing/footwear to maintain neutral working conditions. Adhering to the ESD control program and standards is emphasized as critical for reliability of equipment throughout rework and beyond.
Episode 34 : Project Execution Part (5)
•Large components – used suitable cranes, usually are leased/rent
– electronically controllable by remote control
•Medium/Smaller components
hoists or fork‐lifts are used
are ordered to the building site at an early stage and intermediately stored there.
‐If possible, at the same time, during the assembly of main components, the assembly of medium/smaller components will begin.
‐Subcontractor is required to provide suitable packaging or tarpaulin cover
(cover for vessel opening such as nozzle, by means of plastic caps)
SAJJAD KHUDHUR ABBAS
Ceo , Founder & Head of SHacademy
Chemical Engineering , Al-Muthanna University, Iraq
Oil & Gas Safety and Health Professional – OSHACADEMY
Trainer of Trainers (TOT) - Canadian Center of Human
Development
Episode 22 : PROJECT EXECUTION
•Large components – used suitable cranes, usually are leased/rent
– electronically controllable by remote control
•Medium/Smaller components
hoists or fork‐lifts are used
are ordered to the building site at an early stage and intermediately stored there.
‐If possible, at the same time, during the assembly of main components, the assembly of medium/smaller components will begin.
‐Subcontractor is required to provide suitable packaging or tarpaulin cover
(cover for vessel opening such as nozzle, by means of plastic caps)
SAJJAD KHUDHUR ABBAS
Chemical Engineering , Al-Muthanna University, Iraq
Oil & Gas Safety and Health Professional – OSHACADEMY
Trainer of Trainers (TOT) - Canadian Center of Human
Development
This document outlines the skills, knowledge, and behaviors required to install circuit breakers in substations. It details three categories for assessment: 1) transmission circuit breakers, 2) primary circuit breakers, and 3) distribution circuit breakers up to 20kV. For each category, candidates must demonstrate installation procedures and testing for specific circuit breaker types and components according to safety standards and company procedures. The document specifies performance criteria, tasks, and required technical knowledge for competent installation of circuit breakers across all three categories.
This document outlines the skills, knowledge, and behaviors required to install electricity switchgear at different voltage levels. Candidates can be assessed for installation of transmission, primary, or distribution switchgear. Specific requirements include carrying out installation procedures and testing on various switchgear components according to manufacturers' specifications and company procedures. Candidates must also demonstrate safety practices and an understanding of switchgear operating principles and hazards.
This document outlines an electrical safety policy and procedures for Midwest Manufacturing. It aims to establish standards to prevent electrical hazards and ensure compliance with OSHA and NFPA regulations. The policy requires that electrical circuits be de-energized before work, unless doing so would increase hazards or is infeasible. It assigns responsibilities to different departments to implement the policy and train employees. The procedures section specifies requirements for inspecting equipment, locking out tag out procedures, use of personal protective equipment, and energized work permits.
Remediation of Old Substations for Arc Flash hazardIJAPEJOURNAL
Arc Flash is much different from the conventional shock hazard in the sense that it doesn’t involve direct contact of human beings with the live or energized part. The arcing energy involves high temperature of up to or beyond 20000K. This paper presents a case study of arc flash hazard analysis carried out in older industrial plant and the technological and work procedure changes that can be incorporated to reduce the incident energy level and thus provide a safer environment for the working personnels in plant.
NG3S903 - Electronic Systems - Louise Pennell - Assignment 2 - ESDChris Francis
This document outlines an electrostatic discharge (ESD) control program for a printed circuit board rework process. It describes the rework process and identifies key roles. Proper ESD training and equipment are discussed as important to minimize risks of component damage from static electricity. An equipment list is provided for outfitting a protected area, including flooring, ionizers, tools, and clothing/footwear to maintain neutral working conditions. Adhering to the ESD control program and standards is emphasized as critical for reliability of equipment throughout rework and beyond.
Episode 34 : Project Execution Part (5)
•Large components – used suitable cranes, usually are leased/rent
– electronically controllable by remote control
•Medium/Smaller components
hoists or fork‐lifts are used
are ordered to the building site at an early stage and intermediately stored there.
‐If possible, at the same time, during the assembly of main components, the assembly of medium/smaller components will begin.
‐Subcontractor is required to provide suitable packaging or tarpaulin cover
(cover for vessel opening such as nozzle, by means of plastic caps)
SAJJAD KHUDHUR ABBAS
Ceo , Founder & Head of SHacademy
Chemical Engineering , Al-Muthanna University, Iraq
Oil & Gas Safety and Health Professional – OSHACADEMY
Trainer of Trainers (TOT) - Canadian Center of Human
Development
Episode 22 : PROJECT EXECUTION
•Large components – used suitable cranes, usually are leased/rent
– electronically controllable by remote control
•Medium/Smaller components
hoists or fork‐lifts are used
are ordered to the building site at an early stage and intermediately stored there.
‐If possible, at the same time, during the assembly of main components, the assembly of medium/smaller components will begin.
‐Subcontractor is required to provide suitable packaging or tarpaulin cover
(cover for vessel opening such as nozzle, by means of plastic caps)
SAJJAD KHUDHUR ABBAS
Chemical Engineering , Al-Muthanna University, Iraq
Oil & Gas Safety and Health Professional – OSHACADEMY
Trainer of Trainers (TOT) - Canadian Center of Human
Development
This document outlines the skills, knowledge, and behaviors required to install circuit breakers in substations. It details three categories for assessment: 1) transmission circuit breakers, 2) primary circuit breakers, and 3) distribution circuit breakers up to 20kV. For each category, candidates must demonstrate installation procedures and testing for specific circuit breaker types and components according to safety standards and company procedures. The document specifies performance criteria, tasks, and required technical knowledge for competent installation of circuit breakers across all three categories.
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This document provides an overview of electrical maintenance, including definitions, types (preventive, operational, corrective), and examples of tasks. It discusses preventive maintenance strategies like reliability centered maintenance and scheduled inspection/testing of critical components. Specific preventive maintenance techniques are covered for both low and high voltage equipment, including infrared analysis, ultrasound leak detection, transformer oil testing, and polarization index testing. Operational maintenance is defined as care performed by operators during equipment use, while corrective maintenance focuses on repair after breakdown. Modern maintenance software programs are also noted.
The document is an industrial training report submitted by Paras Pratap during their internship at C&S Electric Ltd. It includes an introduction to the company profile, details about the training such as the plant layout and processes, and information about ring main units (RMUs) including their parts, features, types, and the tank assembly process. The report provides an overview of the internship experience and lessons learned about medium voltage switchgear manufacturing.
The document provides information about an industrial training report completed by Paras Pratap at C&S Electric Ltd. It includes an introduction to the company, which is a leading manufacturer of electrical equipment in India. It then discusses the trainee's experience, including an overview of the plant layout and processes, an introduction to ring main units produced by C&S, and details about tank assembly and testing procedures.
This document summarizes Amritanshu Kumar's mid-year review at the Sitarganj plant. It describes his training and work experience in various roles, including as a machine operator, maintenance operator, shadow shift supervisor, and shadow quality supervisor. It also outlines two projects he worked on - sizing a new UPS system and resizing the plant transformer. The document is structured with headings describing his methodology, learnings, and contributions in each role. Charts and technical details are included for the two projects.
Adil Field Instrument without apprentice CvMuhammad Adil
Muhammad Adil has over 4 years of experience as an instrument technician at Engro Fertilizers. His responsibilities include installing, maintaining, and repairing electronic, electrical, and pneumatic instrumentation. He also performs calibrations and preventative maintenance. He has experience working with control systems like DCS, PLC, and ESD systems. He is proficient with various field instrumentation including control valves, transmitters, switches, analyzers, and detection systems.
Joe Winston Phillip has over 15 years of experience in electrical and piling work. He has worked on numerous offshore oil and gas projects for companies like Swiber Offshore Construction, Technip, and Total E&P. His roles have included electrical technician, piling technician, and equipment operator. He has expertise in maintenance, installation, and troubleshooting of electrical systems on offshore vessels, platforms, and oil rigs.
The aim of this guide is to furnish Engineers, Technicians, Supervisors and Managers (that are involved in maintenance activities & planning) with a tool which equips them with technical data and information, often required for effective Maintenance works (especially on Valves); with applications in other areas, such as maintenance of: Pipelines, Pumps, Actuators, Wellhead Equipments etc. Sure you’d find this material useful.
Mark Andrew Barbour is a maintenance team leader for Petrofac on the North Alwyn platform. He has over 25 years of experience in maintenance roles onshore and offshore in the petrochemical industry. He is responsible for planning and ensuring completion of maintenance tasks by a team of 35 people. Previously he held roles as an operations coordinator, turbine engineer, and stand-in maintenance supervisor on the Kittiwake platform.
1) Scenario 1 describes a welding contractor who cuts into an ammonia line on a grain elevator, causing an explosion that kills him and others. Scenario 2 describes employees replacing a blade on a machine where the top half falls, killing one employee. LOTO would apply to both scenarios as they involve servicing and maintenance activities where unexpected energization could cause injury.
2) 29 CFR 1910.147 provides requirements for the control of hazardous energy, known as the lockout/tagout standard. It specifies procedures for affixing lockout or tagout devices to energy isolating devices to prevent unexpected startup of equipment during service or maintenance.
3) The standard covers control of various types of energy sources,
This document provides an overview of transformer asset management (TAM). It discusses that TAM focuses on reliability, risk management, and optimizing lifecycle costs for power transformers. A key part of TAM is developing a Transformer Asset Management Plan (TAMP) that qualitatively assesses transformer condition, risks of extended use, and an effective inventory strategy. Condition monitoring and testing are important to assess transformer health and aging. Asset management tools help calculate expected lifetime based on loading and usage. Procuring spare transformers requires evaluating repair costs, load demands, and risks to minimize outages and losses.
Job Safety Analyses For Energization of Substation..docAtif767782
This document outlines safety practices for energizing a substation. It lists 6 key steps of the job: 1) obtaining a work permit, 2) work preparation and planning, 3) arranging and inspecting tools/equipment, 4) conducting a daily toolbox talk, 5) using hand tools, and 6) switching the main control switch. For each step, potential hazards are identified and controls are recommended to minimize risks. Proper personal protective equipment, lockout/tagout procedures, communications, and only allowing certified personnel to perform high-risk tasks are among the numerous controls described to enhance safety when energizing the substation.
Nagashiva Gaadhamsetti is an electrical projects, operations, and maintenance professional with over 7 years of experience in Qatar. He currently works as a supervisor for electrical maintenance at Qatar Gas Operating Company through Engineering Maintenance Company. He oversees a team of 50 people including 7 team leaders and 40+ technicians. He is responsible for planning, reviewing work, organizing spare parts, conducting safety meetings, and training. He has strong experience in commissioning, maintenance, and troubleshooting of electrical equipment and ensures compliance with safety standards.
A Guide on Handling, storage and Preservation Do's and Don'ts in Force Measur...Tacuna Systems
In this guide we go over some of the important definitions which will help understanding some of the basic do's and don'ts related to force measurement devices.
Reynaldo Carlos P. Duyane Jr. is seeking a position as a senior electrical technician. He has over 15 years of experience in electrical construction, commissioning, and maintenance in Saudi Arabia. His resume provides details of his work experience with various companies in Saudi Arabia, including Al-Hugayet General Contracting Company where he served as an electrical technician for King Abdullah University of Science and Technology projects for 7 years. He also lists his education and qualifications for the position.
A Review Comprehension: Guideline for Testing of HV, EHV and UHV Substation E...IRJET Journal
This document provides an overview of testing procedures for key equipment in high voltage, extra high voltage, and ultra high voltage substations according to Indian and international standards. It discusses type, routine, and acceptance tests for various equipment including:
1. Lightning arresters, isolators, circuit breakers, current transformers, and potential transformers. Common tests include insulation withstand tests, temperature rise tests, short circuit withstand tests, and measurement of electrical characteristics.
2. The purpose of the tests is to ensure equipment reliability and safety by checking performance, specifications and conformity to standards before installation.
3. Guidelines are provided on planning and preparation and addressing issues during commissioning to allow safe start-up of new electrical systems
Dewahar Babu is an experienced electrical engineer seeking a position that allows professional growth. He has over 15 years of experience in electrical maintenance and has expertise in electrical technology, fault finding, and maintaining electrical systems. His professional experience includes roles at several manufacturing companies where he performed preventative maintenance on machinery, utilities, and automated systems.
This document provides information about the Electrical Power Generation and Transmission course offered at GTU. The course is offered in the third semester of the Electrical Engineering diploma program. It covers topics related to generating electrical power through thermal, hydro, and nuclear sources as well as transmitting power through overhead transmission lines and HVDC systems. The course aims to help students attain competency in operating and maintaining various power generation and transmission systems. It includes lectures, tutorials, and practical exercises to develop skills needed for this competency. Assessment includes continuous assessment and end semester exams.
IRJET- Smart Production Line Industry 4.0 - Leak Testing for Fuel TankIRJET Journal
This document discusses a smart production line system that uses leak testing to check for leaks in fuel tanks. It uses an Ateq leak detector to pressurize the fuel tank and measure any leakage through differential pressure. Data from each tank test is logged and a report is generated at the end of the cycle to ensure the leak test passed. The system allows integrating lean production practices with Industry 4.0 technologies like data logging and smart network connectivity between machines to create an intelligent production line.
IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
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Dynamic assessment and criterion-referenced assessment
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The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
Id like for us to use our sociological imagination. C. Wright M.docxflorriezhamphrey3065
I'd like for us to use our sociological imagination. C. Wright Mills (a famous sociologist) described the sociological imagination as: "the vivid awareness of the relationship between personal experience and the wider society". Choose one social problem (such as: abortion, bullying, alcoholism, date rape, capital punishment/death penalty, racism, poverty, eating disorders, etc.) and describe, in your ideal society, how you would combat your selected issue to solve it. Describe the experience of those affected by the social problem and how their experience would be shifted through the changes made in your ideal society. (200 words) (15 points)
2. Go into more depth within your chosen social problem. Examine your selected social problem and theorize why your social problem exists in the first place. Which sociological theory do you identify most with as you describe your social problem (see page 15 of your text/figure 1.7 & table 1.2). Why? (100-150 words)
.
IAHTopic Whose work goes into space science How do different .docxflorriezhamphrey3065
IAH
Topic: Whose work goes into space science? How do different kinds of work contribute? Who besides astronauts and scientists do work that makes a difference?
文体:Annotated Bibliography
页数: two pages ( two resource)(single)1000 words要求: · MLA, APA, or Chicago style bibliographic entry
· A summary of the article; someone who hasn’t read it should be able to understand what the article is saying overall
o Include the main claims and types of evidence used to support the argument (if an argument is made)
· A summary of the most relevant details
· A brief explanation of what your group could use this source for – it should be clear why this is a relevant source
· An analysis of the audience and purpose
o Scholarly or popular published media or other?
o Publication – where was it published? Who is the audience of this journal/website/etc.?
o What is the main purpose? How is the author trying to intervene in a larger conversation?
o Audience knowledge/values/interest
· An analysis of the credibility of the source
o Who wrote it? Where was it published?
o What in the article itself suggests credibility or not?
· An analysis of what shapes the knowledge work (at least one of the following, but not all):
o Fairness or bias
o Discipline or field of specialization of the author/publication
Cultural or historical contexts/other communities the author/audience are part of
All analysis should show precise, clear reasoning – think about how to make your language explain the reasons for your conclusions in a precise way.
due:02/03/2019
Example:
Martin, Emily. "The Egg and the Sperm: How Science has Constructed a Romance
Based on Stereotypical Male-Female Roles."
Signs
16.3 (1991): 485-501.
ProQuest.
Web. 14 Jan. 2019.
This article analyzes how stereotypical gender roles have affected scientific writing about human reproduction. Using numerous examples from science textbooks and other scientific communications, Martin demonstrates how the role of the egg is portrayed as passive or negative, while the role of the sperm is portrayed as active, assertive, and heroic. Martin begins by explaining how the reproductive biology associated with (cis) women is viewed in scientific literature as wasteful and negative, which places her analysis in the context of a broader pattern of how reproductive systems are portrayed in anti-woman ways. Martin notes that these portrayals persist even when they are not scientifically well-supported, which suggests that these gender stereotypes are detrimental to scientific understanding. For example, Martin notes that while the egg is often portrayed as waiting passively without taking action, this portrayal is counter to the usual scientific convention of calling the protein member of a pair of binding molecules “the receptor” (496). Moreover, recent research has shown that “sperm and egg are mutually active partners” (Schatten and Schatten, qtd.
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
chmod .html files!
A submit button creates a button that will submit the form when clicked!
HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
The first argument is the name of the form element
we want, and the second argument is what to return if it isn’t found.
This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
<p>Please enter your name:
<input type="text" name="username"></p>
<button type="submit">Submit</button>
</form>
</body>
</html>
Save this as name.html and upload
Form CGI Handler (Individual)
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
Save this as name.cgi, and don’t forget to.
I.Mulcahy’s qualifications1. As a Xerox board member, do yo.docxflorriezhamphrey3065
I.
Mulcahy’s qualifications:
1. As a Xerox board member, do you support the selection of Mulcahy to turn
Xerox around? What are her strengths and weaknesses vis-a-vis this role?
2. How did Xerox get to the point of bankruptcy? Was it a case of management
ineptitude or simply shifting industry trends?
II.
Mulcahy’s disposition:
3. Is Mulcahy so concerned about her employees’ job security that she cannot take
painful yet necessary actions?
4. Did the stress of Mulcahy’s role take an abject toll on her reasoning faculties?
III.
Twin problems of bank debt & SEC investigation:
5. How can Mulcahy get these on-going problems resolved? Can her personal involvement
make a difference?
6. Is there a linkage between the two issues? Can one be solved without the other?
.
I. Many of you may believe that you have never worked in project ma.docxflorriezhamphrey3065
I. Many of you may believe that you have never worked in project management, but in reality, most of you have already at some point in your life. Think back to a time when you organized a key event (e.g., birthday parties, weddings, yard projects, house renovations, family vacations, projects at work) that meets the definition of a project.
Describe the event you planned.
Summarize the things that went well and / or things that went wrong.
Be sure to reference some of the key skills covered from the chapter.
____________________________________________________________
II. You are working with your Project Sponsor to decide on the optimal project management structure for an upcoming complex project that will involve over 100 members, similar to this project:
https://www.washingtonpost.com/news/digger/wp/2016/10/18/marriott-to-move-headquarters-to-downtown-bethesda/?utm_term=.721d2114db06
.
The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
Describe how you will reassure him that either structure will be successful.
.
i1) The culture you have selected and some general information a.docxflorriezhamphrey3065
i
1) The culture you have selected and some general information about that culture (traditions, beliefs, practices, etc.). Note: This is general info and you are not discussing yourself and your practices here.
2) How you and those close to you within your culture (friends, family, etc.) practice the traditions & beliefs, what the values mean to you, etc. Note: This is when you can discuss in more detail how you practice the culture you have selected.
3) Discussion of the food item that you brought in and how it represents your culture. What meaning does that food have for your culture? For example, in the Chinese culture, dumplings represent luck (a student’s words, not mine). Note: You may also discuss your own practices (example: your family makes this food on holidays).
.
I. Use Venn diagrams to test the validity of the following arguments.docxflorriezhamphrey3065
I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
2. No farmers are city dwellers. Hence, since all city dwellers are urbanites, no urbanites
are farmers.
3. All curmudgeons are pessimists. All pessimists are cynics. So, some cynics are
curmudgeons.
4. Some bankers are vegetarians. No anarchists are bankers. So, some anarchists are not
vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
rollerbladers are not workaholics.
6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
I.Context and Situation AnalysisLiberia is a country div.docxflorriezhamphrey3065
I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
I. Defining Facta. Value free” packets of information; Ex 5’10.docxflorriezhamphrey3065
I. Defining Fact
a. “Value free” packets of information; Ex: 5’10”, weighs 119 lbs., “eats chicken on Sunday at 5:00 p.m.,” “contains the chemical compound acetone,” “operates on unleaded gasoline,” etc.
OR
b. Academically Verifiable (i.e., coming from a fixed medium or source, such as a book, journal article, recorded interview).
\ver·i·fy [ver-uh-fahy]
verb (used with object), ver·i·fied, ver·i·fy·ing.
1.to prove the truth of, as by evidence or testimony; confirm; substantiate: Events verified his prediction.
2.to ascertain the truth or correctness of, as by examination, research, or comparison: to verify a spelling.
3.to act as ultimate proof or evidence of; serve to confirm.
4.Law.
a. to prove or confirm (an allegation).
b. to state to be true, especially in legal use, formally or upon oath
c. Subjective Words, on the other hand, are those that mean different things to each person; Ex: respect, honor, worth, short, low, cold, hungry, dark, tired, fast, etc. (More about these when we study the next learning unit on opinion).
i. Subjective words can be made into FACTS, if and only if you can attribute them to someone else, in a cited source. By doing so, you’re not verifying (or proving) the word itself; instead, you’re verifying that the word was used by a particular individual, thereby making the overall statement FACTUAL because you have confirmed that the opinionated (subjective) word is documented as an individual’s statement/belief.
ii. The tool is attribution.
iii. Example: Let’s take the statement:
His mother is relatively short.
Let’s run the sentence through our tests above…
(1) Is the sentence “value free?” NO, because the word short means something different to you than it does to me.
(2) Is the statement “academically” verifiable? NO, you’re not going to find any source of print or recorded data that indicates that she is “short.”
(3) Lastly, can I make the sentence factual, by putting it in quotes, and attributing it to the original speaker? YES!!! If I write in my essay, “His mother is relatively short (According to S. Ramdial, personal communication, July 20, 2011).” Now, I have “verified” that the statement was made, thereby turning a subjective word/phrase, into FACT.
He is 5’10”
Vs.
He is of average height.
Students on the SJSU campus are said to “come from diverse backgrounds” (SJSU Marketing Brochure, 2014).
According to a declassified CIA document, “Santa Claus is the supreme leader of the North Pole” (CIA…..).
DERMATOLOGY CASE STUDY
Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.
HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the.
I only need 100 words minimum response for the following several pa.docxflorriezhamphrey3065
I only need 100 words minimum response for the following several paragraphs
"If I had to explain what sex, love, and romance is to someone from another world, well...I suppose I would explain sex first.
I was raised with both incredibly religious and sensual views about sex, as well with very liberated and casual views about it. Sex, in essence, is just an act done between two or more consenting adults, done with the intent of experiencing pleasure, and is not dependent on whether or not orgasm was achieved. Sex can be something very intimate and emotionally profound, done monogamously between only two people after marriage, it can be something completely casual, sort of like just a simple release of tension between two strangers who don’t have any emotional connection or tether to each other, and sex can also be anything else amongst the spectrum between those two extremes. Sex can mean absolutely nothing or absolutely everything, it’s up to those involved to decide. Additionally, sex is defined differently for every person. And sex doesn’t need to involve a penis, or penile-vaginal penetration — it doesn’t even need to involve skin-to-skin genital contact to be classified as sex.
Romance is honestly a very culturally driven phenomenon. Something seen as romantic amongst various cultures is having an intimate candlelit dinner, maybe watching a sunset with a beloved, or doing something above-and-beyond for another, like an act of service or gift-giving. Romance is sort of the whole process of practicing and introducing romantic things into an already existing relationship or a new one; romance is definitely not for platonic relationships.
Love, well, is the hardest to explain. Love is a very strong feeling. It has to be felt within one person, but it can be felt between two or more. Love can be familial, platonic, or romantic. You can love your parents, your dog, your favorite scarf, a plant, a significant other, a song, etc. The different types of love have very specific and different meanings and connotations and patterns, but one thing that stays constant across the board: love happens when you really care about something/someone, and do things to benefit the recipient, even if it inconveniences you. This doesn’t always translate into something positive for those involved. There’s a thing such as tough love, and there’s countless people out there who are in love, don’t know how to handle their feelings, and hurt the ones they love. There is also a concept of self-love, which is the radical acceptance of oneself, flaws and all. Love is strange, as the song goes. If the road to hell is paved with good intentions, perhaps the road to love is as well. After all, experiencing love can feel like heaven and hell at times. Love is universal, and I believe, something we can’t live without. We all have to love something, if not someone."
.
I. PurposeThe purpose of this experiential learning activity.docxflorriezhamphrey3065
I. Purpose
The purpose of this experiential learning activity is to apply nursing leadership knowledge and skills to plan for organizational change with system-wide impact. (CO 2, 3, 5)
III. Requirements
Description of the Assignment
This assignment provides the opportunity for the student to:
Create an evidence-based plan for system-wide change guided by a selected organizational change model
Engage in high-level decision-making processes common in the nurse executive role
Use reflective practice knowledge and skills in making high level decision making and change management
IV. Preparing the Assignment
Address all components of the Advanced Communication in Systems Leadership paper as outlined under "Assignment Directions and Criteria".
The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of Standard English, and writing conventions.
Format:
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(current ed.). Washington, DC: Author. Is the source used for this paper
Required elements
Title page, reference page
Use Microsoft Word
Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1" margins, level 1 headings
Paper length: 7 maximum, excluding reference page and title page
Scholarly sources
Minimum of four (4) scholarly resources no older than 5 years (See:
What is a Scholarly Source
under APA resources)
Proof-reading
Use spell check and grammar check and correct all errors
Compare final draft to detailed outline directions to ensure all required elements included
Submitting the paper
DIRECTIONS AND ASSIGNMENT CRITERIA
You will use the following headings for your paper:
Approach to the organizational mandate
Purpose of the paper
Overview of the tasks, potential challenges, and implications of a reduction in workforce
Part II: Reduction in Workforce-Deciding
Using Human Resources (HR) metrics Table 1
Approach, choices, rationale
Challenges presented (including role of ethics)
Using HR metrics with Relative Information Table 2
Approach, choices, rational
Challenges presented
Conflicts raised
Negotiation used
Part III: Reduction in Workforce-Planning the Change
Overview of reorganization plan including timeline
Plan for change and application of Kotter's or Rogers' change model
Anticipated conflict (three areas) and the benefits of using a change model
Healthy work environment
Describe department and system-wide implications, impact, and conflict
Strategies for addressing morale and motivation of remaining workforce
Summary/Conclusions
Restatement of purpose
Overview of tasks
What was learned
.
I would sooner believe that two Yankee professors lied, than th.docxflorriezhamphrey3065
“I would sooner believe that two Yankee professors lied, than that stones fell from the sky” –Thomas Jefferson 1807 On hearing an eyewitness report of falling meteorites.“I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won’t last out the year.” –Editor in Charge 1957 Business books for Prentice Hall
Prepare a 20 slide PowerPoint presentation with speaker’s notes for senior leadership that outlines a strategic plan to senior leadership regarding the potential impact of future technology on organizational development in a global environment. You will have time for a maximum of 20 slides with footnote. presentation should report new and emerging technologies in TWO of the critical areas listed above.
Describe the technologies and their proposed applications. Consider the implications of these developments for leadership policy and planning. Please be sure to explain how these technologies will enhance corporate operations on a multi-national scale. What must leadership do now to prepare for the technological innovations you describe? Offer concrete recommendations for action.Begin by reviewing the following critical impact areas:
Health and Science
Telecommunications
Defense and Security
The Environment
Household and Living
Education
Transportation and Travel
Leisure and Entertainment
The Church
Ministry Organizations
.
I wrote my paper and my feed back was- This is supposed to be a prof.docxflorriezhamphrey3065
I wrote my paper and my feed back was- This is supposed to be a professional writing paper, however there were a lot of errors and run on sentences. Please reread it, make the changes (grammar, spelling, capitalization). It needs to be more professional. Since this suppose to be a professional paper that I am writing for this course to get college credit for this class.
Course Learning Outcome Statement The Course Learning Outcomes section of the portfolio describes how the student has met the learning outcomes for the course(s) that are being pursued through the Prior Learning Assessment Portfolio.
Students are required to write a statement for the learning outcomes that have been identified for the course(s) the student is requesting credit for. The faculty advisor will review the statement. The statement should be well written and supported by sufficient evidence of the student’s learning. It should convey motivation, competence, and the ability to communicate. The focus of the statement is not autobiographical, it should focus on analyzing the student’s learning in the context of the experience. This will be used when determining the number of credits and courses a student receives for learning. The statement should be clear, concise, and descriptive. There is no set length for the narrative, but generally it is three to five pages long, depending on the number of credits/courses being pursued. Students should complete as many pages as necessary to describe their learning and discuss how the learning is connected with the course and degree requirements.
Course Learning Outcome Statement Outline
1. A short introduction identifying the course the student has selected for PLA and describing the learning that the narrative will substantiate.
2. The student should write approximately one paragraph for each course outcome. Each paragraph should describe the following: What you know How you gained the knowledge/how did you learn and how this learning/knowledge relates to the course’s learning outcomes How this learning applied in other contexts (provide clear examples) How this learning relates to college-level learning
3. A short conclusion summarizing your learning and relating it to the course learning.
**** Here is my paper down below **** Please make edits and corrections with grammar, capitalization and spelling and run-on sentences.
EN206: Professional Writing and Presentation
When it comes to professional writing and presentation it’s all about the tone, audience and professional language that are a few of my strong points. The clinical providers and leadership team is my main audience and individuals that I work closely with. The importance of professional writing and presentation is where I learned more as a Senior Administration Assistant II. I crafted the art of writing in the business admin world in sending out emails and business letters to communicate information quickly and organized. Here are some to.
I would like to discuss my experience developing and implementing .docxflorriezhamphrey3065
I would like to discuss my experience developing and implementing a SaaS based CRM application(pega) in my current organization. While business is planning to spin a new CRM application, they had some list of vendors and per the requirements they chose to go with Pega. The next question they had is whether to host the application on premise or cloud. For this, they had multiple discussions with CIO and IT staff evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are involved with application analysts, Application architects to captured requirements. Application architect will determine if a requirement can be met from the application. Requirements are then converted into use cases and Requirement documents. Requirements include both Functional and Non-functional. Requirements play a crucial role as they guide developers on what to code. It will be a huge burden for an organization if requirements change constantly. Hence, Business and IT should spend most of their times to gather requirements.
Apart from Business owners and systems analysts, developers should be involved in development phase. Once the application is developed Quality assurance teams are used to see if the Application is functionally stable i.e. they make sure that all the Requirements gathered are covered by test case. For non-functional requirements security tests, Load test and performance tests are conducted. A Release Manager is also needed for accepting the application into production Environment. Proper requirements will come in handy for success of a project. Also, documentation like Requirements traceability matrix will ensure that each requirement is mapped to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and Beyond. Information systems, their use in business, and the larger impact they are having on our world
Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such claims are more
harmful to students than error correction.
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such c.
I would do it myself, but I have been taking care of my sick child. .docxflorriezhamphrey3065
I would do it myself, but I have been taking care of my sick child. please help whiling to pay...
Assignment 1: Personal Narrative
Due Week
In 400-500 words, please share a time in your professional life where you observed an unethical situation. What were your thoughts and opinions on this ethical issue?
This assignment is a personal narrative and does not require any outside sources.
.
I would have to identify the character Desiree. I chose Desiree for.docxflorriezhamphrey3065
I would have to identify the character Desiree. I chose Desiree for the reason being is she was told by Armand "the baby is not white therefore you are not white" (pg. 445).
Before all the excitement of the White/Black debate between Desiree and Armand, Armand was the happiest person in the world for a few week. Desiree could sense
tension in the air, but could not exactly pin point where it was coming from (pg.444 para. 5). The great confrontation between Armand and Desiree, left Desiree to seek
guidance from and outside source (her mother Madame Valmonde). Desiree wrote a letter asking her mother, her mothers response was "Come home to Valmonde; back
to your mother who loves, come with your child" (pg 445). After Desiree and the child's departure, Armand was burning the bed, cloths and all other belongings to include
letters Desiree wrote to him. He finds a letter written from his mother to his father saying, " night and day, I thank God for having so arranged our lives that our dead
Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (pg 446, last paragraph).
The nonfiction character would have to be the gentleman who the story is written about in "A Modest Proposal". The gentleman has hid the fact he was gay since he was
young. The fact that his mother called him "queer" ( Article A modest proposal). His father would call him "sissy" (Article: A modest proposal). The fact that he fantasized
about being straight. I was not until he was about Twenty that he finally came out to his best friend, she accepted him for him. After the long suspense of waiting for the
supreme court, it was announced, "Supreme Court Ruling Makes Same-Sex Marriage A Right Nationwide" (Article: A Modest Proposal). Him and his partner went on to live
together without ever getting married. They didn't need a piece of paper nor a church's blessing to stay together forever.
.
I would appreciate your help on this!Prepare a version of Final .docxflorriezhamphrey3065
I would appreciate your help on this!
Prepare a version of Final Paper by including the following:
Introduction paragraph and thesis statement. See thesis and bibliography attached.
Background information of the global societal issue unemployment and economic opportunity.
Brief argument supporting at least two solutions to the global societal issue.
Conclusion paragraph.
Must document any information used from at least five scholarly sources in APA style
.
I will give you an example of the outline paper from my teacherI.docxflorriezhamphrey3065
I will give you an example of the outline paper from my teacher
I must have TWO own document example pages mean Two reference pages to support for the outline paper and must have 2 sources from two that reference on the outline paper
IMPORTANT: the due date on 4/24 at 10 pm mean just have ONE day to do it.
Total: 1 document outline paper must have 2 sources
Own TWO documents of reference papes to support to do the outline paper.
.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Student Declaration on Submission I confirm that all the work in.docx
1. Student Declaration on Submission
I confirm that all the work in this coursework is my own.
Student Signature.
Date.
03-03-17
General Feedback by Tutor
Fair work, tasks 1 & 2 are fine, update tasks 3 & 4 You can
optionally correct the merit tasks 5-7. See feedback comments
attached
Please return within 10 working days and remember to attach
your corrections to the bottom of this document, and don’t
change any of the original work
11/3/17
Sampled by IV: Sign
Date:
03-03-2017
2. Assessment grading instructions:
Tasks 1 to 4 are required for PASS (P) grade and must be
attempted
Tasks 5 to 7 are required for MERIT (M) grade
Tasks 8 is required for DISTINCTION (D) grade.
Work for Merit/Dist grades should also be supported by fully
referenced evidence
Tasks for Assessment 2 (2 of 2)
All answers must be your own worK
Note: Copy and paste these cover and task sheets to the front of
your written work as you must sign (electronic signature) and
date these in order to have your assessment marked and graded
Task 1 [P1]
The Maintenance Manager has asked you to review the planned
maintenance (PM) procedure for 2 pieces of equipment in the
factory. The 1st piece of equipment is a 50m conveyor used to
transport product in a cleanroom between process steps. The
conveyor also contains a number of elevators protected by
guarding. The 2nd piece of equipment is a mixing tank agitator
driven by an induction motor controlled by an inverter. The tank
is made of stainless steel and contains acidic chemicals when in
use.
As part of the review you will need, for each apparatus, to
explain and identify the hazards that exist when a planned
maintenance (PM) is being carried out. These are risks posed to
anyone in the area, not just the Technicians carrying out the
PM. In particular focus on electrical hazards
Task 2 [P2]
3. From the information in task 1 you must also specifically list
the control measures required to eliminate or manage the risks
to the Maintenance Technicians and others. In particular give a
detailed range of control measures to prevent/reduce the risk of
electric hazards
Task 3 [P3]
A quality and safety audit is to be carried out on all the
maintenance procedures in the factory. The Maintenance
manager has asked you with reference to at least 4 pieces of
safety legislation, regulations or standards,and how these might
apply to the PM activities described in task 1
Task 4
[P9]
From the audit you have been asked to draw a start/stop/retain
relay control circuit that could be used for the safe and
emergency operation of a 3-phase drilling machine and lathe in
the workshop that must include 2 emergency stop positions.Also
explain how the circuit would operate and what types of
commercial relays/contactors could you select.
Task 5
[M1]
The production manager also wants your help in deciding the
best type of motor system for controlling the speed of a new
automatic conveyor line. He has asked you to explain with the
aid of diagrams and research evidence, the operational features
system for an AC drive system with variable speed control.
4. Task 6
[M2]
As an alternative to the AC system in task 5, you have also been
asked to produce a circuit design that can control the speed and
direction of the conveyor using a DC motor drive system. With
reference to circuit layout drawings and research sources,
explain how it operates.
Task 7 [M3]
A new robot cell has been installed to operate along with the
conveyor system above. You have been asked to:
a) Describe with the aid of diagrams, the operation of a safety
relay system used on a robot cell. (400 words)
b) Explain how this system addresses the hazards and control
measures by also referencing relevant legislation, regulations or
standards. (400 words)
Task 8 [D2]
To ensure that the conveyor system is safe and complies with
legislation, compare the construction and operation of two
different types of stop/start/retain relay control circuits for
suitable for either the AC or DC system in task 5 or 6.
For example you may compare an electro-magnetic relay system
with an electronic logic system. Include appropriate drawings,
parts, truth tables and their advantages/disadvantages in your
explanation.
5. Task 1 [P1]
The Maintenance Manager has asked you to review the planned
maintenance (PM) procedure for 2 pieces of equipment in the
factory. The 1st piece of equipment is a 50m conveyor used to
transport product in a cleanroom between process steps. The
conveyor also contains a number of elevators protected by
guarding. The 2nd piece of equipment is a mixing tank agitator
driven by an induction motor controlled by an inverter. The tank
is made of stainless steel and contains acidic chemicals when in
use.
As part of the review you will need, for each apparatus, to
explain and identify the hazards that exist when a planned
maintenance (PM) is being carried out. These are risks posed to
anyone in the area, not just the Technicians carrying out the
PM. In particular focus on electrical hazards
Conveyor Comment by Geoff Tweed: 1 format could be better,
but ok
a) The common hazard is doing maintenance to a conveyor
connected to power, air or hydraulic that has not been locked
out, such as cut off valves not being closed, circuit breakers not
being pulled/gagged and power not being isolated or given time
6. to dissipate. As a result during working, a technician may
accidentally close the guards or activate a sensor. The program
running this conveyor may then start the conveyor. As a result
of this, it could cause injuries to not only the maintenance crew
but to people around the machinery.. If parts of the machinery
have been taken off for maintenance an electrical hazard could
potentially occur if cable looms or wiring becomes caught up in
the workings of the conveyer leading to not only injuries to
personnel but expensive and time consuming damage to the
equipment.
b) Maintenance operations without all covers and guards open.
This is a dangerous and poor maintenance practice because the
guards and covers are there to protect the technician and
personnel. If for example the conveyer is controlled by IR
sensor sytem the technician could inadvertently block the beam
which could then lead to the conveyer program commencing
resulting in injury.
c) Loading a stopped conveyor. This is to eliminate overheating
during starting. Overheating may lead to break down of
insulation of the machinery wiring. This will cause a short
circuit of power which may lead to a fire or electrical hazard.
d) Explosive Hazards. On a conveyer system this can occur this
can occur due to poor ventilation which does not remove or
filter the duct particles of the product being transported.
Respiratory damage will also effect those working in an
environment with poor ventilation.
e) Poorly laid out or insufficient emergency stops or cut off
switches.
f) Nip points. which can easily draw in clothing, tools, loose
hair, fingers or limbs, depending on the size, speed and power
of the conveyor.
g) Static electricity damage to components- Many caused by
mishandling and poorly stored equipment.
h) Faulty electrical equipment/ excessive extension leads.
Tank agitator
7. i) Never interchange the signals at the inverter. This is because
the inverter may respond differently and drive the agitator in
undesired way. This may cause even spillage of its acidic
contents that may cause harm to personnel around.
j) Never alter the terminals of the motor. This will make it run
in an opposite direction, if done without informing operators
spillage of dangerous load.
k) Never allow motor terminals to come into contact with the
acidic substance or water. As the two can conduct electricity.
This may result to a short circuit resulting in a fire hazard.
Task 2 [P2]
From the information in task 1 you must also specifically list
the control measures required to eliminate or manage the risks
to the Maintenance Technicians and others. In particular give a
detailed range of control measures to prevent/reduce the risk of
electric hazards
· Most importantly value of education, training, safe systems of
work, power lock-offs and effective supervision should not be
underestimated. Comment by Geoff Tweed: 2 ok, but should
have better linked to hazards in T1
· Positioning and selection of types of guards-It is highly likely
that fixed guards (ie those requiring the use of tools for their
removal) or movable guards will be chosen, depending upon the
frequency with which access is required. For long conveyors, it
is often not practical to interlock every movable guard due to
the large numbers involved. In such situations, isolation
procedures, safe working practices and rope-operated
emergency stop controls have an important role to play.
· Maintenance pionts installed-such as fitting remote grease
points so that the conveyor can be lubricated without having to
remove guards, and belt alignment mechanisms that can be
operated from outside the guards. Guarding should also be
8. designed, so far as possible, such that routine cleaning and
clearing of spillages can take place without disturbing the
guarding - such as by incorporating rodding access points.
· Appropriate signs/ warning notices- during PM operations
appropriate signs should be displayed informing personnel not
to apply power or enter the work area.
· Adequate air filtration/ ventilation- This will prevent build up
of potentially explosive duct i.e coal particles.
· Physical circuit breaker and power switch gags on a shadow
board- this will prevent the system being left live and accidental
application of power. By using the shadow board to keep them
on it is an easy visual indication if they have not all been put in
place.
· Strict tool control system- again a shadow board system will
ensure that all tools are accounted for after maintenance has
been carried out. This will prevent tools being left in the
machinery potentially causing a short circuit.
· Tagging in system for personnel- During maintenance
technicians are to tag into the work area and tag out on
completion. Power is not to be applied nor is the machinery to
be in any other way operated whist personnel are tagged in.
This prevents potential hazards to technicians in the area.
· Dual control powering system- For example two buttons far
enough apart having to be pressed within 5 seconds of each
other for power to be applied. This removes the danger of
accidentally applying power and provides a second person to
ensure it is safe to apply power.
· Ant static wrist bands, rubber mats and correct storage for
components- This will reduce the risk of static electrical
damage.
· Pat testing for all electrical items- This will reduce the risk of
faulty electrical items entering or being used in the work area.
Task 3 [P3]
9. A quality and safety audit is to be carried out on all the
maintenance procedures in the factory. The Maintenance
manager has asked you with reference to at least 4 pieces of
safety legislation, regulations or standards,and how these might
apply to the PM activities described in task 1
It is important to ensure that a conveyor complies with the
relevant standard and code of practice but the question of CE
marking is a more difficult area. While there are some situations
where a conveyor will be supplied as a standalone machine -
and will therefore need to be CE marked - there are others
where the conveyor needs a certificate of Conformity so that it
can be incorporated within a larger machine that is then CE
marked as a whole. If in doubt, seek advice from suppliers,
consultants, or contact the HSE. Comment by Geoff Tweed:
3 need to see 4 pieces of legislation clearly linked to 4
hazards/control measures for the conveyor/tank - update
The goal is to ensure that the machinery is safe, so users should
undertake a risk assessment and install the necessary safeguards
to reduce the risks to an acceptable level.
Risk assessments should be carried out by qualified staff this
will usually be the health and safety executive.
In line with general good practice, the objective should be to
design-out hazards, rather than safeguarding them but, in
reality, this is unlikely to be feasible where conveyors are
already operating or have been purchased as off-the-shelf or
configured-to-order units.
Since 1998, users of conveyors have been legally obliged to
perform a PUWER assessment - which often reveals that
existing safeguards are inadequate and that additional measures
are needed. In addition, companies purchasing off-the-shelf,
configured-to-order or custom-built conveyors frequently have
to design and fit extra guarding. Elsewhere, companies are in a
10. slightly better position if they build new conveyors in-house
and are able to take safeguarding into account at the design
early stage.
The PUWER 98 Regulations (Provision and User of Work
Equipment Regulations, 1998) have already been mentioned, but
there are several other regulations, standards and codes of
practice that need to be considered. Three such examples are BS
EN 620: 2002, 'Continuous handling equipment and systems -
Safety and EMC requirements for fixed belt conveyors for bulk
materials', BS 4531: 1986, ' Specification for portable and
mobile troughed belt conveyors', and BS 7300: 1990, ' Code of
practice for safeguarding of the hazard points on troughed belt
conveyors.
Task 4
[P9]
From the audit you have been asked to draw a start/stop/retain
relay control circuit that could be used for the safe and
emergency operation of a 3-phase drilling machine and lathe in
the workshop that must include 2 emergency stop positions.Also
explain how the circuit would operate and what types of
commercial relays/contactors could you select.
Safety is a major concern in a good many motor-driven
applications. This is true in industrial applications where
motion starts when power is applied and especially true when
power is restored after an outage. In such cases, unwanted or
unexpected motion is a risk to life or limb. The most simple
solution to this problem is the simple, time-proven Run /Stop
Relay Circuit. Comment by Geoff Tweed: 4 good start, but
commercial relay system for the 3-ph machines is missing - add
11. With this control circuit, motion cannot commence (or restart)
without the operator’s specific pushbutton command.
The control circuit draws 9V from the dc supply. It is first
passed through fuse then first emergency switch. Then a stop
switch is placed in series with the first emergency switch. Then
there is the second emergency switch., activating either will
open the circuit and de-energise the relay . Then there is a start
push button. Its single action powers the coil of the relay.
Therefore, the contact will shift down. Its output is looped back
to provide a holding mechanism. Then the output is fed to the
bulb but which in this case represents three phase relay or
contactor coil. A Dc relay or electromagnetic relay would be
suitable for this application.
Task 5
[M1]
The production manager also wants your help in deciding the
best type of motor system for controlling the speed of a new
automatic conveyor line. He has asked you to explain with the
aid of diagrams and research evidence, the operational features
system for an AC drive system with variable speed control.
A three phase induction motor is best suited for this operation.
This is because it is self-starting and it uses frequency of the
supply to determine its speed. There should be in inverter
circuit. Power inversion should be controlled by controlling the
gate triggering so that frequency can be controlled.
The circuit above shows a single phase inverter. The
potentiometer used to vary frequency of the output waveform by
adjusting how the capacitor charges and discharges. This circuit
can be cascaded to generate a three phase inverter. Comment by
Geoff Tweed: 4a Not sure this is right as it appears to an
amplifier, and there is no ac input
In a drive above. First the supply voltages are converted to dc
12. voltages. Through the dc link, the inverter circuit receives dc
power. With the help of a stored program, it is inverted into a
desired variable frequency to be used by the motor Comment by
Geoff Tweed: Incomplete explanation of VSD and needs
supporting references
Task 6
[M2]
As an alternative to the AC system in task 5, you have also been
asked to produce a circuit design that can control the speed and
direction of the conveyor using a DC motor drive system. With
reference to circuit layout drawings and research sources,
explain how it operates.
This circuit will contain an emergency switch, start latching
button, potentiometer, double pole double throw switch and a
motor. They will be arranged as shown below. Comment by
Geoff Tweed: 6 Ok for very small motors, but I would like to
see a system using transistors and thyristors for direction and
speed control with supporting references
Power from the battery is passed through and emergency switch.
It is then connected in series with the start button. An action of
this two will either turn the motor on or off. A potentiometer is
connected in series. This will be used to vary the speed of the
dc motor by varying the supply voltage. Then a double pole
double throw switch is connected in series to the circuit and
lastly, the motor. DPDT is used to change the direction of motor
rotation. And it is connected as above. When its selection
switch is in a certain position, it rotates as show by an arrow
above. When the position is changed, it will rotate as shown
below.
13. Task 7 [M3]
A new robot cell has been installed to operate along with the
conveyor system above. You have been asked to:
a) Describe with the aid of diagrams, the operation of a safety
relay system used on a robot cell. (400 words)
A safety relay has an electromagnetic coil. The coil is only
energized when powered. Once powered, it will act like a
normal magnet and attract anything metallic near it. Hence, it
will attract the contacts of the relay to close the circuit. When
any guards or emergency or stop button is pressed, its supply
power is cut, this will de-energize the electromagnetic coil.
Hence, it loses its magnetic effect, releasing the contacts. This
results to instant opening of the contacts of the relay
Comment by Geoff Tweed: 7a this does not answer the task
about a robot cell safety relay, please research and update
Comment by Geoff Tweed:
The circuit above show for an open control switch. This control
switch can be a stop switch, emergency switch and even a
sensor. When sensors are used for this purpose. They are
usually photo sensors. This sensors are placed around the
conveyor system entry point. They are manipulated to represent
a normally closed contacts. In this case, if a maintainer or other
personnel was to pass between the transmitter and the receiver
or the reflector plates, light is blocked and the beam is broken.
This will make the cause an open circuit and isolate flow of the
electrical power through the circuit. Since the relay will not
receive power, it will isolate the conveyor system from the
mains power and therefore stopping it. The emergency switches,
stop switches and other safety switches are also normally closed
and do function the same as explained above. This is shown by
the relay in the circuit above
14. When the control switches are closed, the relay shifts position
as shown above to close/complete the circuit.
During the construction of this, it is good to use a holding
circuit. This will enable restarting the conveyor belt once it has
been interrupted when in operation and reduce risk of accident.
If left the conveyor restarts itself once the emergency switch or
stop push button is released or when the safety guard or doors
are closed. But once a holding circuit is incorporated, it will
require an operator to safely restart it once it is safe and the
problem have been cleared. Hence, this is used to minimize any
accident associated with the conveyors. To incorporate a
holding circuit, the above circuit will be modified so as to
appear as the one shown in the diagram below.
When the start push button is pressed, the relay will be
powered. This will make the coil in the relay an electromagnet
and pull the contacts in a way that the contacts will become
closed. This will appear as shown in the diagram below.
When the stop push button is pressed, the coil of the relay will
be de-energized and release the contacts. Its diagram will
appear as the previous diagram.
b) Explain how this system addresses the hazards and control
measures by also referencing relevant legislation, regulations or
standards. (400 words)
According to Electrical control gear, this methods is used to
interface all safety signals to a control panel of a system. It can
be noticed that any action of any safety switch for example
emergency switch or gourd door switch will affect the supply
power to the coil. This will in turn isolate the machine from
power and make the machine safe for any intended operation.
This will make entry of restricted machine environment safety
and doing maintenance safe. This is achieved by either using a
15. PLC program or putting physically this safety switches in series
to one another so as to interrupt the flow of an electrical signal
in the control circuit. This power interrupt is then used to
isolate the conveyor power supply from the motor that runs the
conveyors. Relays and holding circuit become handy when
working in this circuits. Relays are used to interface the control
signal with the high voltage supply that powers the conveyors.
This is just done by just powering its coil in a controlled
manner so as to effect the closing of the contacts or opening of
the contacts. The holding circuit is incorporated in order to
eliminate the automatic switching on of the conveyor once the
problem that caused the breakdown has been cleared. This will
require an operator to manually restart it when he or she has
analysed that the situation is safe to restart it. Comment by
Geoff Tweed: Needs 4 pieces of legislation that relates to robot
cells - update Comment by Geoff Tweed: Ref?
Positioning of the safety control gears is an important
concideration. The safety switches and all other control
switches are placed in a very accessible manner and in a way
they can be easily be noticed by anyone. This ranges from the
way they are manufactured to the way that they have been
installed. . For example, colouring red colour to emergency
switch and stop switches while the start push button is coloured
green as a standard.
. In terms of positioning, they should be positioned at the
entrances to the confiscated areas of the machines. This is used
to ensure that the machine is isolated from the power supply in
any manner of entry in this confiscated area of the machine
either by switching it off or by opening the safety door of the
machine.
Again in this case it is relevent to quote legislation from puwer.
The regulations require that machinery provided for use at work
is:
Suitable for its intended use
Safe for use – including keeping it maintained in a safe
condition with regular inspections to ensure it is installed
16. correctly and that its level of safety doesn’t subsequently
decline
Used only by people who have received adequate training,
instruction and information
Accompanied by suitable health and safety measures, such as
protective controls and devices
Used in accordance with specific requirements – mobile work
equipment and power presses.
Regulation 18 deals with taking realistic and practical
allowances into account when choosing or specifying control
systems, and not increasing risk when the control system is
operating, either directly or indirectly, by impeding the
operation of other safety measures; not increasing risk if a
control system fails or loses its power supply.
This regulation states that every employer shall ensure, so far as
is reasonably practicable, that all control systems of work
equipment are safe, and are chosen making due allowance for
the failures, faults and constraints to be expected in the planned
circumstances of use.
Failure of any part of the control system or its power supply
should lead to a ‘fail-safe’ condition. Fail-safe can be more
correctly and realistically called ‘minimised failure to danger’
where the minimisation can actually be quantified as a
“probability of dangerous failure per hour”, or PFH. This should
not impede the operation of the ‘stop’ or ‘emergency stop’
controls. The greater the risk, the more resistant the control
system should be to the effects of failure. Bringing a machine to
a safe halt may achieve the objective. Halting a chemical
process, however, could create further hazards. Care should be
taken to fully assess the consequences of such events and
provide further protection, for example standby power plant or
diverting chemicals to a place of safety. It should always be
possible to recover to a safe condition.
[D2]