Archive for November 26th, 2017

Conduct a marketing audit

The final assignment has very specific requirements that are outlined in the assignment section of the course in the Grant Request For Proposal Criteria (Grant RFP) and the Grant Request Quality Criteria. You should follow the guidelines and meet the quality criteria elements. When I look at the proposals I do not expect them to be perfect but I am looking for viable proposals that fill a gap and benefit the community. I am looking for statistics that justify the need for the project and some evidence based research that the proposal has some chance of being successful. I want you to demonstrate to me that you are able to research a problem specific to a community; to find data to demonstrate the need and to fill a gap by coordinating services with other agencies and filling a gap in the local environment that you choose. This should be accomplished within the budget parameters that are specified.

I'd already done the draft of logic model as well as the draft budget and budget narrative but they need to be edited. You will my work in the last 8 files.
Please feel free to change the topic or the whole paper if it's needed. you can use as many sources as you can. My professor is so strict, so try to put your effort on this paper

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Columbus Air Force Base Grant Proposal

The community for this project: Columbus, AFB (use this location only not the city)

Using the grant proposal outline labeled “Course Project EOC Grant OutlineвЂк along with the examples and information in the materials labeled “Noble-wk 1 Course Project – Course Project Part AвЂк and Noble-wk 2 Course Project – Course Project Part BвЂк fill in the grant outline with the needed information using the links and information provided. The is no set word count(except for the last two sections which require a ВЅ page each section section) for this assignment. Use whatever amount needed to get your point across with the needed information. Week 1 and 2 projects was my original work. Each section of the “Grant OutlineвЂк will have a description of what is needed for the grant.

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Contemporary Political Culture

The films that have been (and will be) watched for class, have both explicit and implicit messages concerning political and social topics/subjects of great importance. These topics include but obviously aren’t limited to the influence of media, the power (good and bad) of populism, race and gender relations, society’s acceptance of sexuality and gender which don’t adhere to traditional norms, criminal justice, capitalism, weapons of mass destruction, etc…. The movies viewed in the course portray these issues in both positive and negative lights often emphasizing the complexity inherent within such complicated matters. In some cases, the films give optimistic or pessimistic views of the issues going forward.

This project is a comparative political analysis of multiple films. In your paper, you will select one of the films for class (A Face in the Crowd, All the President’s Men, Network, and Do the Right Thing,Mad Max: Fury Road, They live, Network, Dr. Strangelove, Child of Men). You will highlight a political message or subject that is contained within the film and analyze how the film presents its message about the subject – both in terms of narrative and formal elements (often films can offer view on multiple political views so if you can support the message with evidence from the film, it does not have to be a message that is immediately obvious). Like the Week Five paper you are to incorporate a little historical context about the film or a political issue/event/person it is responding to.

You will also compare this primary analysis with a second film from class* where you may contrast how they addressed similar broad issues in different ways – or how they used specific formal elements in different ways to address different political issues. If there is more than one political theme addressed in the film that you want to discuss, that is fine but make sure you include this fact in your introduction. You will be providing the majority of your analysis to your primary chosen film, the secondary film is largely to serve as a comparison in terms of message or form – you aren’t expected to provide contextual history for the secondary film unless you feel it is pertinent. 

This will involve looking at how the films deal with the issue in terms of narrative as well as through the formal elements of film (mise en scène, cinematography, editing, sound). Showcase how the films convey political values/ideas/opinions.

Your analysis should include at least 3 sources concerning either the films in question or the political issue being addressed (at least 2 of these need to be academic sources). Sources must be cited in text and in works cited at end.

You’re expected to have clear original arguments and deep analysis, with clear organization, and provide support for your arguments throughout the paper.

Field Task: Design a Creative Collaboration

Field Task: Designing Creative Collaboration

It is about coming up with creative collaborations. In this case, you will identify current groups who could eat together to improve something in your neighborhood.

Follow these steps:

1) Provide a one-sentence description of your neighborhood.one sentence description of your neighborhood.

2) In a few more sentences, identify and describe briefly something that you believe could improve the livability and sustainability of your neighborhood. It might be to  fix a problem  (eg, the ravine where people illegally dump trash). It might be  enliven a space  (eg, painting a mural along a local underpass). Or it might be to  start a program or an annual event  (eg, a walking program for seniors or an event on "Creating Backyard Habitat"). If you are improving the physical space, a photo would be nice to embed, but not required. 

3) Locate and list groups  from different sectors  that could collaborate on this project in some way. Identify REAL groups using their REAL names. For example, does your neighborhood have a neighborhood association? Which city (s) would you like to share? Put together a creative, cross-sector collaboration: a relevant, yet diverse team that could make this community project happen

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Risk Management

Unit III Homework Assignment
You have been tasked with identifying health hazards associated with a production line at a manufacturing facility.
Employees at the beginning of the line use a solvent to clean the surface of medium-size auto parts, and then they place
the parts on a moving line. As the parts move along the line, an employee sprays them with a powder coating, and the parts
BOS 4301, Industrial Hygiene 2
move through an oven. Another employee removes the parts from the line and places them in slots in a cart for transporting
to shipping.
You have been provided safety data sheets for the solvent used for cleaning the parts
MSD SHEET: SAFETY DATA SHEET
Supersedes Revision: 06/01/2015
Product Name: Klean Strip Paint Thinner
Company Name: W. M. Barr
2105 Channel Avenue
Memphis, TN 38113
Emergency Contact: 3E 24 Hour Emergency Contact (800)451-8346
Information: W.M. Barr Customer Service (800)398-3892
(901)775-0100
Phone Number ***
Intended Use: Paint, stain, and varnish thinning.
Web site address: www.wmbarr.com
CKPT94402, GKPT94002B, DKPT94403CA, EKPT94401, GKPT94002, GKPT94002P,
GKPT94002T, GKPT94400, GPT1KS, PA12779, QKPT94003, QKPT94203, QPT1KS,
GKPTDP, EKPT94404
Product Code:
1. PRODUCT AND COMPANY IDENTIFICATION
This product is regulated by the United States Consumer Product Safety Commission
and is subject to certain labeling requirements under the Federal Hazardous Substances
Act. These requirements differ from the classification criteria and hazard information
required for safety data sheets (SDS). The product label also includes other important
information, including directions for use, and should always be read in its entirety prior to
using the product.2. HAZARDS IDENTIFICATION
P201: Obtain special instructions before use.
P202: Do not handle until all safety precautions have been read and understood.
P210: Keep away from heat/sparks/open flames/hot surfaces. – No smoking.
P233: Keep container tightly closed.
P240: Ground/bond container and receiving equipment.
P241: Use explosion-proof electrical/ventilating/lighting equipment.
P242: Use only non-sparking tools.
GHS Precaution Phrases:
H226: Flammable liquid and vapor.
H304: May be fatal if swallowed and enters airways.
H315: Causes skin irritation.
H320: Causes eye irritation.
H332: Harmful if inhaled.
H336: May cause drowsiness or dizziness.
H340: May cause genetic defects.
H361: Suspected of damaging fertility or the unborn child.
H373: May cause damage to Central Nervous System (CNS) through prolonged or
repeated exposure.
GHS Hazard Phrases:
Flammable Liquids, Category 3
Acute Toxicity: Inhalation, Category 4
Skin Corrosion/Irritation, Category 2
Serious Eye Damage/Eye Irritation, Category 2B
Germ Cell Mutagenicity, Category 1B
Toxic To Reproduction, Category 2
Specific Target Organ Toxicity (single exposure), Category 3
Specific Target Organ Toxicity (repeated exposure), Category 2
Aspiration Toxicity, Category 1

GHS Signal Word: Danger
Licensed to W.M. Barr and Company GHS format
Revision: 11/16/2015
Printed: 11/17/2015
Page: 2
Klean Strip Paint Thinner
SAFETY DATA SHEET
Supersedes Revision: 06/01/2015
P243: Take precautionary measures against static discharge.
P260: Do not breathe gas/mist/vapors/spray.
P264: Wash hands thoroughly after handling.
P271: Use only outdoors or in a well-ventilated area.
P280: Wear protective gloves/protective clothing/eye protection/face protection.
P281: Use personal protective equipment as required.
P235: Keep cool.
P301 310: IF SWALLOWED: Immediately call a POISON CENTER or doctor/physician.
P302 352: IF ON SKIN: Wash with plenty of soap and water.
P303 361 353: IF ON SKIN (or hair): Remove/take off immediately all contaminated
clothing. Rinse skin with water/shower.
P304 340: IF INHALED: Remove victim to fresh air and keep at rest in a position
comfortable for breathing.
P305 351 338: IF IN EYES: Rinse cautiously with water for several minutes. Remove
contact lenses, if present and easy to do. Continue rinsing.
P308 313: IF exposed or concerned: Get medical attention/advice.
P312: Call a POISON CENTER or doctor/physician if you feel unwell.
P314: Get medical attention/advice if you feel unwell.
P321: Specific treatment see label.
P331: Do NOT induce vomiting.
P332 313: If skin irritation occurs, get medical advice/attention.
P337 313: If eye irritation persists, get medical advice/attention.
P362: Take off contaminated clothing and wash before re-use.
P370 378: In case of fire, use dry chemical powder to extinguish.
GHS Response Phrases:
P403 233: Store container tightly closed in well-ventilated place.
P405: Store locked up.
P501: Dispose of contents/container according to local, state and federal regulations.
GHS Storage and Disposal
Phrases:
Hazard Rating System: Instability
Special Hazard
Health
Flammability
HEALTH
FLAMMABILITY
PPE
PHYSICAL
1
0
2
*
1
2
0
HMIS: NFPA:
OSHA Regulatory Status: This material is classified as hazardous under OSHA regulations.
Inhalation Acute Exposure Effects:
May cause dizziness; headache; watering of eyes; eye irritation; weakness; nausea;
muscle twitches, and depression of central nervous system. Severe overexposure may
cause convulsions; unconsciousness; and death. Intentional misuse of this product by
deliberately concentrating and inhaling can be harmful or fatal.
Skin Contact Acute Exposure Effects:
May cause irritation; numbness in the fingers and arms; drying of skin; and dermatitis.
May cause increased severity of symptoms listed under inhalation.
Eye Contact Acute Exposure Effects:
This material is an eye irritant. May cause irritation; burns; conjunctivitis of eyes; and
corneal ulcerations of the eye. Vapors may irritate eyes.
Ingestion Acute Exposure Effects:
Harmful or fatal if swallowed. May cause nausea; weakness; muscle twitches;
gastrointestinal irritation; and diarrhea. Severe overexposure may cause convulsions;
unconsciousness; and death.
Potential Health Effects
(Acute and Chronic):
Licensed to W.M. Barr and Company GHS format
Revision: 11/16/2015
Printed: 11/17/2015
Page: 3
Klean Strip Paint Thinner
SAFETY DATA SHEET
Supersedes Revision: 06/01/2015
Diseases of the skin, eyes, liver, kidneys, central nervous system and respiratory
system.
Medical Conditions Generally
Aggravated By Exposure:
Chronic Exposure Effects:
Reports have associated repeated and prolonged overexposure to solvents with
neurological and other physiological damage. Prolonged or repeated contact may cause
dermatitis. May cause jaundice; bone marrow damage; liver damage; anemia; and skin
irritation.
CAS # Hazardous Components (Chemical Name)
3. COMPOSITION/INFORMATION ON INGREDIENTS
Concentration
8052-41-3 Stoddard solvent {Mineral spirits; Aliphatic
Petroleum Distillates; White spirits}
<=95.0 %
25551-13-7 Benzene, Trimethyl- <=5.0 %
Additional Chemical Ingredients vary due to multiple blends and/or raw material suppliers
Information
4. FIRST AID MEASURES
Inhalation:
If user experiences breathing difficulty, move to air free of vapors, Administer oxygen or
artificial medical assistance can be rendered.
Skin Contact:
Wash with soap and large quantities of water and seek medical attention if irritation from
contact persists.
Eye Contact:
Flush with large quantities of water for at least 15 minutes and seek immediate medical
attention.
Ingestion:
Do not induce vomiting. Call your local poison control center, hospital emergency room
or physician immediately for instructions to induce vomiting.
If spontaneous vomiting is about to occur,place victim's head below knees. If victim is
drowsy or unconscious, place on the left side with head down. Never give anything by
mouth to a person who is not fully conscious. Do not leave victim unattended. Seek
medical attention immediately.
Emergency and First Aid
Procedures:
Call your local poison control center for further information.
Inhalation: Inhalation overexposure can produce toxic effects. Monitor for respiratory
distress. If cough or difficulty in breathing develops, evaluate for upper respiratory tract
inflammation, bronchitis, and pneumonitis. Administer supplemental oxygen with
assisted ventilation as required.
Ingestion: If ingested, this material presents a significant aspiration and chemical
pneumonitis hazard. Induction of emesis is not recommended. Consider activated
charcoal and/or gastric lavage. If patient is obtunded, protect the airway by cuffed
endotracheal intubation or by placement of the body in a Trendelenburg and left lateral
decubitus position.
Note to Physician:
Signs and Symptoms Of Inhalation, ingestion, and dermal are possible routes of exposure.
Exposure:
Licensed to W.M. Barr and C

OSHA STANDARD

OSHA’s personal protective equipment (PPE) standard requires employers to assess the workplace to determine if hazards
are present, which may necessitate the use of PPE. Based on the assessment, appropriate PPE must be selected and
provided to affected employees.
Using Subpart I Appendix B as a guide, develop a hazard assessment for your workplace or a workplace with which you are
familiar. If you work in an office, or if you work in another non-hazardous location, develop an assessment for an imagined
industrial shop such as woodworking or metalworking. Use the other sections of Subpart I to help determine the appropriate
PPE for each hazard. You can also use online safety equipment catalogs to find examples of PPE that meet the OSHA
requirements.
Your submission must be a minimum of two pages in length (double-spaced). Begin your case study with an engaging
opening statement that connects the reader to the case study. References and citations in APA format should be provided
to support the hazard determinations and PPE selection. The reference page does not count toward meeting the two-page
minimum

OSHA SUBPART(Please writer this order must be written from the subpart B) which is provided below. But a secondary source is welcomed

• Part Number: 1910
• Part Title: Occupational Safety and Health Standards
• Subpart: I
• Subpart Title: Personal Protective Equipment
• Standard Number: 1910 Subpart I App B
• Title: Non-mandatory Compliance Guidelines for Hazard Assessment and Personal Protective Equipment Selection.
• GPO Source: e-CFR
This Appendix is intended to provide compliance assistance for employers and employees in implementing requirements for a hazard assessment and the selection of personal protective equipment.

1. Controlling hazards. PPE devices alone should not be relied on to provide protection against hazards, but should be used in conjunction with guards, engineering controls, and sound manufacturing practices.

2. Assessment and selection. It is necessary to consider certain general guidelines for assessing the foot, head, eye and face, and hand hazard situations that exist in an occupational or educational operation or process, and to match the protective devices to the particular hazard. It should be the responsibility of the safety officer to exercise common sense and appropriate expertise to accomplish these tasks.

3. Assessment guidelines. In order to assess the need for PPE the following steps should be taken:

a. Survey. Conduct a walk-through survey of the areas in question. The purpose of the survey is to identify sources of hazards to workers and co-workers. Consideration should be given to the basic hazard categories:

(a) Impact

(b) Penetration

(c) Compression (roll-over)

(d) Chemical

(e) Heat

(f) Harmful dust

(g) Light (optical) radiation

b. Sources. During the walk-through survey the safety officer should observe: (a) sources of motion; i.e., machinery or processes where any movement of tools, machine elements or particles could exist, or movement of personnel that could result in collision with stationary objects; (b) sources of high temperatures that could result in burns, eye injury or ignition of protective equipment, etc.; (c) types of chemical exposures; (d) sources of harmful dust; (e) sources of light radiation, i.e., welding, brazing, cutting, furnaces, heat treating, high intensity lights, etc.; (f) sources of falling objects or potential for dropping objects; (g) sources of sharp objects which might pierce the feet or cut the hands; (h) sources of rolling or pinching objects which could crush the feet; (i) layout of workplace and location of co-workers; and (j) any electrical hazards. In addition, injury/accident data should be reviewed to help identify problem areas

c. Organize data. Following the walk-through survey, it is necessary to organize the data and information for use in the assessment of hazards. The objective is to prepare for an analysis of the hazards in the environment to enable proper selection of protective equipment.

d. Analyze data. Having gathered and organized data on a workplace, an estimate of the potential for injuries should be made. Each of the basic hazards (paragraph 3.a.) should be reviewed and a determination made as to the type, level of risk, and seriousness of potential injury from each of the hazards found in the area. The possibility of exposure to several hazards simultaneously should be considered.

4. Selection guidelines. After completion of the procedures in paragraph 3, the general procedure for selection of protective equipment is to: a) Become familiar with the potential hazards and the type of protective equipment that is available, and what it can do; i.e., splash protection, impact protection, etc.; b) compare the hazards associated with the environment; i.e., impact velocities, masses, projectile shape, radiation intensities, with the capabilities of the available protective equipment; c) select the protective equipment which ensures a level of protection greater than the minimum required to protect employees from the hazards; and d) fit the user with the protective device and give instructions on care and use of the PPE. It is very important that end users be made aware of all warning labels for and limitations of their PPE.

5. Fitting the device. Careful consideration must be given to comfort and fit. PPE that fits poorly will not afford the necessary protection. Continued wearing of the device is more likely if it fits the wearer comfortably. Protective devices are generally available in a variety of sizes. Care should be taken to ensure that the right size is selected.

6. Devices with adjustable features. Adjustments should be made on an individual basis for a comfortable fit that will maintain the protective device in the proper position. Particular care should be taken in fitting devices for eye protection against dust and chemical splash to ensure that the devices are sealed to the face. In addition, proper fitting of helmets is important to ensure that it will not fall off during work operations. In some cases a chin strap may be necessary to keep the helmet on an employee's head. (Chin straps should break at a reasonably low force, however, so as to prevent a strangulation hazard). Where manufacturer's instructions are available, they should be followed carefully.

7. Reassessment of hazards. It is the responsibility of the safety officer to reassess the workplace hazard situation as necessary, by identifying and evaluating new equipment and processes, reviewing accident records, and reevaluating the suitability of previously selected PPE.

8. Selection chart guidelines for eye and face protection. Some occupations (not a complete list) for which eye protection should be routinely considered are: carpenters, electricians, machinists, mechanics and repairers, millwrights, plumbers and pipe fitters, sheet metal workers and tinsmiths, assemblers, sanders, grinding machine operators, lathe and milling machine operators, sawyers, welders, laborers, chemical process operators and handlers, and timber cutting and logging workers. The following chart provides general guidance for the proper selection of eye and face protection to protect against hazards associated with the listed hazard "source" operations.

Eye and Face Protection Selection Chart

Source Assessment of Hazard Protection
IMPACT — Chipping, grinding machining, masonry work, woodworking, sawing, drilling, chiseling, powered fastening, riveting, and sanding Flying fragments, objects, large chips, particles sand, dirt, etc Spectacles with side protection, goggles, face shields. See notes (1), (3), (5), (6), (10). For severe exposure, use faceshield.
HEAT — Furnace operations, pouring, casting, hot dipping, and welding Hot sparks Faceshields, goggles, spectacles with side protection. For severe exposure use faceshield. See notes (1), (2), (3).
Splash from molten metals Faceshields worn over goggles. See notes (1), (2), (3).
High temperature exposure Screen face shields, reflective face shields. See notes (1), (2), (3).
CHEMICALS — Acid and chemicals handling, degreasing plating Splash Goggles, eyecup and cover types. For severe exposure, use face shield. See notes (3), (11).
Irritating mists Special-purpose goggles.
DUST — Woodworking, buffing, general dusty conditions Nuisance dust Goggles, eyecup and cover types. See note (8).
LIGHT and/or RADIATION —
Welding: Electric arc Optical radiation Welding helmets or welding shields. Typical shades: 10-14. See notes (9), (12)
Welding: Gas Optical radiation Welding goggles or welding face shield. Typical shades: gas welding 4-8, cutting 3-6, brazing 3-4. See note (9)
Cutting, Torch brazing,
Torch soldering Optical radiation Spectacles or welding face-shield. Typical shades, 1.5-3. See notes (3), (9)
Glare Poor vision Spectacles with shaded or special-purpose lenses, as suitable. See notes (9), (10).
Notes to Eye and Face Protection Selection Chart:

(1) Care should be taken to recognize the possibility of multiple and simultaneous exposure to a variety of hazards. Adequate protection against the highest level of each of the hazards should be provided. Protective devices do not provide unlimited protection.

(2) Operations involving heat may also involve light radiation. As required by the standard, protection from both hazards must be provided.

(3) Faceshields should only be worn over primary eye protection (spectacles or goggles).

(4) As required by the standard, filter lenses must meet the requirements for shade designations in 1910.133(a)(5). Tinted and shaded lenses are not filter lenses unless they are marked or identified as such.

(5) As required by the standard, persons whose vision requires the use of prescription (Rx) lenses must wear either protective devices fitted with prescription (Rx) lenses or protective devices designed to be worn over regular prescription (Rx) eyewear.

(6) Wearers of contact lenses must also wear appropriate eye and face protection devices in a hazardous environment. It should be recognized that dusty and/or chemical environments may represent an additional hazard to contact lens wearers.

(7) Caution should be exercised in the use of metal frame protective devices in electrical hazard areas.

(8) Atmospheric conditions and the restricted ventilation of the protector can cause lenses to fog. Frequent cleansing may be necessary.

(9) Welding helmets or faceshields should be used only over primary eye protection (spectacles or goggles).

(10) Non-sideshield spectacles are available for frontal protection only, but are not acceptable eye protection for the sources and operations listed for "impact."

(11) Ventilation should be adequate, but well protected from splash entry. Eye and face protection should be designed and used so that it provides both adequate ventilation and protects the wearer from splash entry.

(12) Protection from light radiation is directly related to filter lens density. See note (4) . Select the darkest shade that allows task performance.

9. Selection guidelines for head protection. All head protection (helmets) is designed to provide protection from impact and penetration hazards caused by falling objects. Head protection is also available which provides protection from electric shock and burn. When selecting head protection, knowledge of potential electrical hazards is important. Class A helmets, in addition to impact and penetration resistance, provide electrical protection from low-voltage conductors (they are proof tested to 2,200 volts). Class B helmets, in addition to impact and penetration resistance, provide electrical protection from high-voltage conductors (they are proof tested to 20,000 volts). Class C helmets provide impact and penetration resistance (they are usually made of aluminum which conducts electricity), and should not be used around electrical hazards.

Where falling object hazards are present, helmets must be worn. Some examples include: working below other workers who are using tools and materials which could fall; working around or under conveyor belts which are carrying parts or materials; working below machinery or processes which might cause material or objects to fall; and working on exposed energized conductors.

Some examples of occupations for which head protection should be routinely considered are: carpenters, electricians, linemen, mechanics and repairers, plumbers and pipe fitters, assemblers, packers, wrappers, sawyers, welders, laborers, freight handlers, timber cutting and logging, stock handlers, and warehouse laborers.

Beginning with the ANSI Z89.1-1997 standard, ANSI updated the classification system for protective helmets. Prior revisions used type classifications to distinguish between caps and full brimmed hats. Beginning in 1997, Type I designated helmets designed to reduce the force of impact resulting from a blow only to the top of the head, while Type II designated helmets designed to reduce the force of impact resulting from a blow to the top or sides of the head. Accordingly, if a hazard assessment indicates that lateral impact to the head is foreseeable, employers must select Type II helmets for their employees. To improve comprehension and usefulness, the 1997 revision also redesignated the electrical-protective classifications for helmets as follows: "Class G — General"; helmets designed to reduce the danger of contact with low-voltage conductors; "Class E — Electrical"; helmets designed to reduce the danger of contact with conductors at higher voltage levels; and "Class C — Conductive"; helmets that provide no protection against contact with electrical hazards.

10. Selection guidelines for foot protection. Safety shoes and boots which meet the ANSI Z41-1991 Standard provide both impact and compression protection. Where necessary, safety shoes can be obtained which provide puncture protection. In some work situations, metatarsal protection should be provided, and in other special situations electrical conductive or insulating safety shoes would be appropriate.

Safety shoes or boots with impact protection would be required for carrying or handling materials such as packages, objects, parts or heavy tools, which could be dropped; and, for other activities where objects might fall onto the feet. Safety shoes or boots with compression protection would be required for work activities involving skid trucks (manual material handling carts) around bulk rolls (such as paper rolls) and around heavy pipes, all of which could potentially roll over an employee's feet. Safety shoes or boots with puncture protection would be required where sharp objects such as nails, wire, tacks, screws, large staples, scrap metal etc., could be stepped on by employees causing a foot injury. Electrically conductive shoes would be required as a supplementary form of protection for work activities in which there is a danger of fire or explosion from the discharge of static electricity. Electricalhazard or dielectric footwear would be required as a supplementary form of protection when an employee standing on the ground is exposed to hazardous step or touch potential (the difference in electrical potential between the feet or between the hands and feet) or when primary forms of electrical protective equipment, such as rubber insulating gloves and blankets, do not provide complete protection for an employee standing on the ground.

Some occupations (not a complete list) for which foot protection should be routinely considered are: Shipping and receiving clerks, stock clerks, carpenters, electricians, machinists, mechanics and repairers, plumbers and pipe fitters, structural metal workers, assemblers, drywall installers and lathers, packers, wrappers, craters, punch and stamping press operators, sawyers, welders, laborers, freight handlers, gardeners and grounds-keepers, timber cutting and logging workers, stock handlers and warehouse laborers.

11. Selection guidelines for hand protection. Gloves are often relied upon to prevent cuts, abrasions, burns, and skin contact with chemicals that are capable of causing local or systemic effects following dermal exposure. OSHA is unaware of any gloves that provide protection against all potential hand hazards, and commonly available glove materials provide only limited protection against many chemicals. Therefore, it is important to select the most appropriate glove for a particular application and to determine how long it can be worn, and whether it can be reused.

It is also important to know the performance characteristics of gloves relative to the specific hazard anticipated; e.g., chemical hazards, cut hazards, flame hazards, etc. These performance characteristics should be assessed by using standard test procedures. Before purchasing gloves, the employer should request documentation from the manufacturer that the gloves meet the appropriate test standard(s) for the hazard(s) anticipated. Other factors to be considered for glove selection in general include:

(A) As long as the performance characteristics are acceptable, in certain circumstances, it may be more cost effective to regularly change cheaper gloves than to reuse more expensive types; and,

(B) The work activities of the employee should be studied to determine the degree of dexterity required, the duration, frequency, and degree of exposure of the hazard, and the physical stresses that will be applied.

With respect to selection of gloves for protection against chemical hazards:

(A) The toxic properties of the chemical(s) must be determined; in particular, the ability of the chemical to cause local effects on the skin and/or to pass ***

(B) Generally, any "chemical resistant" glove can be used for dry powders;

(C) For mixtures and formulated products (unless specific test data are available), a glove should be selected on the basis of the chemical component with the shortest breakthrough time, since it is possible for solvents to carry active ingredients through polymeric materials; and,

(D) Employees must be able to remove the gloves in such a manner as to prevent skin contamination.

12. Cleaning and maintenance. It is important that all PPE be kept clean and properly maintained. Cleaning is particularly important for eye and face protection where dirty or fogged lenses could impair vision.

For the purposes of compliance with 1910.132 (a) and (b), PPE should be inspected, cleaned, and maintained at regular intervals so that the PPE provides the requisite protection.

It is also important to ensure that contaminated PPE which cannot be decontaminated is disposed of in a manner that protects employees from exposure to hazards.

[59 FR 16362, April 6, 1994; 74 FR 46357, Sept. 9, 2009; 79 FR 20633, July 10, 2014]
Next Standard (1910 Subpart I App C)

Regulations (Standards – 29 CFR) – Table of Contents

Observation of Teaching Practice

These teaching demonstrations will serve as the basis for your observation of teaching practice assignment. This assignment will be done in partners and involves each partner observing the three teaching demonstrations, filling out the observation chart for each, and comparing their observation notes with their partnerвЂTMs. Then, as a pair, you will write a three-page report of your observations (double-spaced, 12-point font, 1-inch margins). Your report must include the following:
1. An introduction (max. ВЅ page) in which you set up the goal and structure of your paper.

2. A comparison (about 2 pages) of the three teaching demonstrations according to, at a minimum, the seven pedagogical themes contained in the observation chart at the end of this syllabus and presented in Chapter 5 of your textbook. Remember to ground your comparison in the teaching and learning literature, including your textbook, the three assigned articles, and at least three additional outside sources. 

3. A conclusion (about ВЅ page) in which you argue for the superiority of one of the three teaching demonstrations.

4. A reference section (outside of the page count) in which you list all sources cited in your paper.

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In Class Assignment E2: Sustainable Transport in BogotГУ: Professor Littlejohn

Question 1: Write two paragraphs outlining your first assignment idea.

Actually I have done my first assignment, I uploaded it and you can finish the question 1 according to first assignment.

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Evidence-Based Practice Proposal Development Plan 1

Please answer both questions Q1 and Q2 separately.
Please remember to include your reference in APA formatting.

Q1) Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness to each of these six articles on why the article may or may not provide sufficient evidence for your practice change.

Q2) Name two different methods for evaluating evidence. Compare and contrast these two methods.

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School Network Diagram

Network diagram (can;t be hand drawn- must re-do current diagram)
A detailed report on what changes are to be implemented on the network 
List of additional equipment 
General cost list of additional equipment 
List of removed/retired equipment

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