Hennepin Technical College

BACKGROUND: Metal working has been identified as an industry with one of the highest rates of non-fatal injury in the United States. However, the systematic evaluation of machine-related hazards is lacking. METHODS: The Minnesota Machine Guarding Study evaluates the effectiveness of a peer-based technical and educational intervention designed to reduce exposure to amputation hazards among workers in small machining/metal working businesses. The data presented here provide a profile of machine guarding in small (5-100 employees) metal fabrication businesses in Minnesota. A set of checklists to quantify machine-guarding practices were developed. Up to 25 randomly selected machines were evaluated in each facility. In addition, walk-through surveys were conducted to assess machine-related safety practices and programs (e.g., lock out-tag out). RESULTS: A total of 824 machines were evaluated. Overall, 55% (SD 11%) of items addressing machine guarding were present. No single machine complied with all critical safety requirements. Shops with safety committees tended to have better scores than did shops without safety committees. Thirty-five percent of all businesses had established machine guarding procedures and 17% provided training in machine guarding (e.g., use of machine guards and devices in daily operations) to their employees. CONCLUSIONS: These data indicate that machine guarding and related safety programs in small metal fabrication businesses were inadequate. The data also suggest that safety committees are an important component in improving machine safety and related programs in small businesses.

Major changes in the allocation of health care funds requires that nurse administrators develop excellent grant writing skills. However, many nurse managers indicate they need assistance in developing grant proposals. A step-by-step approach to writing a grant proposal is presented. While it is targeted primarily to the novice grant writer, the seasoned grant writer will particularly benefit from the discussion of the common mistakes.

Major changes in the allocation of health care funds requires that nurse administrators develop excellent grant writing skills. However, many nurse managers indicate they need assistance in developing grant proposals. A step-by-step approach to writing a grant proposal is presented. While it is targeted primarily to the novice grant writer, the seasoned grant writer will particularly benefit from the discussion of the common mistakes.

Within the anxiety disorders, behaviors performed in order to mitigate a perceived catastrophic outcome (e.g., washing hands excessively to prevent contamination) are considered safety behaviors. Traditionally, safety behaviors are thought to maintain pathological anxiety by interfering with threat disconfirmation of inaccurate threat estimations. Building on the work of Deacon and Maack (2008) the present study sought to examine how safety behaviors might also contribute to the development and exacerbation of anxiety concerns. This hypothesis was examined in a sample of 61 undergraduate participants. Participants were instructed to either perform a variety of contamination-related safety behaviors, (n = 31) or to simply monitor their cleanliness-related safety behaviors (n = 30) for a week. Results showed that instructions to engage in safety behaviors resulted in statistically significant increases on a measure of contamination fear, threat estimation, and responses on a behavioral-approach task (BAT). The magnitude of this increase was independent of baseline level of contamination fear and did not affect measures of anxiety or depression. The implication of these findings in terms of the effects of safety behaviors on threat estimation, contamination concerns, and attentional processes are discussed. [JCBPR 2015; 4(2.000): 85-96]

Countries look to borrow those educational systems that have been successful at meeting particular needs in other parts of the world. However, whether looking to Europe, Asia or the United States, technical and vocational education and training (TVET) programmes are not easily replicated in a new context. Even with well-intentioned government policy and support, they become more or less successful when aligned with the needs of industry, how TVET is viewed and utilized, and cultural and societal impacts of how youth transition to work and career. This paper presents an aspect that is often missing from the literature onthis subject: anexamination of the factors influencing how the TVET implementation plays outwithin a particular industry and country. This paper considers a case involving the process of borrowing a manufacturing skill development programme from theUnited States for implementation in South Africa.

Need help defining your goals, identifying strengths or just need a sounding board for new ideas? Are you a seasoned member who can share resources and experience? Come to this session to learn about SIGUCCS? newest membership benefit: a formal mentoring program. Established in fall 2012, this program gives SIGUCCS members the opportunity to define and achieve their personal and/or professional development goals in a safe partnership. This presentation will discuss the first year program guidelines, outcomes and implementation strategies such as: forming an advisory committee and pairing interested mentees and mentors. These outcomes include success stories and lessons learned, as well as how to get involved in 2014.

Project-ShadeProof is an early attempt to reverse-engineer the core mathematics behind the image-poisoning schema inherent in Project NightShade-; published in January of 2024. It provides a PyQt desktop interface for running surrogate-model adversarial evaluation loops and logging experiment metrics to Neptune.

Project-ShadeProof is an early attempt to reverse-engineer the core mathematics behind the image-poisoning schema inherent in Project NightShade-; published in January of 2024. It provides a PyQt desktop interface for running surrogate-model adversarial evaluation loops and logging experiment metrics to Neptune.

Engaging with the poetics of Percy Shelley’s A Defence of Poetry and Lord Byron’s The Prophecy of Dante and practicing Godwin’s notion of the licentia historica, Mary Shelley’s Valperga explores poetry’s role in rethinking history. Against the grain of historical narratives that legitimize Castruccio’s rise to power and his rule, Valperga dramatizes the conflict between his rhetoric and Euthanasia’s counter-rhetoric of freedom, which is modeled on Dantean poetics. Shelley inserts poetry and passions into history through Euthanasia and Beatrice, while simultaneously depicting their erasure. Interrogating the concepts of passion, reason, and non-reason in rhetoric, this essay examines Valperga’s recurring focus on the “chasm” and “blanks” that result from historical erasure as part of Shelley’s metapoetics. Through an archeology of the heart that excavates the poetic heart from the ruins of conventional history, the essay suggests the regenerative potential of the blanks that persist as poetic residues.

Want to get your online classes ready to show off a marvelous six-pack? Exercise your choice by joining us to hear how two faculty members have been successful with the implementation of this six-pack of third-party LMS Integrations. Improve your student engagement and success rates by one or more of the following third-party tools to be presented: Zoom, Atomic Learning, ReadSpeaker, Cengage (Mindtap), Pearson (MyIT Lab), and Office365. We will demonstrate how we use these products in a variety of blended and online courses at both of our institutions with the result of engaging students with access to rich learning applications.

In a world where the landscape and demographics served in education are continually changing, so too must our development of courses that are accessible and accommodating to learners of all demographics including race, ethnicity, culture, socioeconomic status, disability, ability, and much, much more. With a framework surrounding Universal Design for Learning (UDL) and Curriculum, this session will provide tips and tricks for helping develop and deliver online and blended curricula that proactively allow for equal access for all learners. * Universal Design for Learning (UDL) and Instruction is a set of principles for curriculum development that give all individuals equal opportunities to learn.

Want to get your classes ready to show off a marvelous six-pack? Exercise your healthy choice by joining us to hear how two faculty members have been successful with the implementation of this six-pack of 3rd party LMS Integrations. Improve your student engagement and success rates by one or more of the following 3rd party tools to be presented: Zoom, Atomic Learning, ReadSpeaker, Cengage (Mindtap), Pearson and Labyrinth. We will demonstrate how we use these products in a variety of blended and online courses at both of our institutions with the result of engaging students with access to rich learning applications.

Grab your laptop or iPad and join us in this interactive session that will test your digital and computing skills! Learn how to identify the skills your students need to successfully complete your class. Explore the classroom of the future and learn how to +upgrade your cloud computing knowledge. Discover ways to shorten URL’s, create screenshots quickly, learn to program, remediate computing skills, and use apps in the classroom. Learn how to turn your voice into text—or even text in other languages to quickly share your comments online. Collaborate in the cloud and poll or share files.

Many programs and colleges in Minnesota require their students (or faculty) to complete an online portfolio. There are many worthwhile programs out there. Over the last year, the two speakers have taught 100s of students how to use Google Sites. Sites can easily integrate many of Google’s other products into an ePortfolio that is easy to create and teach. We will talk about:: Using Google Site to easily build a template so all students in a program or class will start with the same website. Learn how you can use and work with Sites in your classroom (including group projects), your career or your job search. We will dig into some of the unusual and fun features of Sites, besides the basics of customizing designs, adding pages, images and text. Participants will leave this session with a clear understanding of how they can use this free tool. Building a Google Site is a creative way for students to showcase professional information and accomplishments. Google Sites are also a great option for group and team projects, online or in the classroom. Students can share information easily with one another via their Google Drive. Google Sites have a variety of privacy settings that are easy to use and change.