REBA Employee Assessment Worksheet A. N eck, Trunk and Leg Analysis Stop 1: Lacate Neck Position Sep la: Adjuat... If reck is tristed: +1 If reck is sile benting: +1 \begin{tabular}{|c|c|c|c|c|c|c|c|c|c|} \hline & \multirow{5}{*}{\begin{tabular}{c} Trurk \\ Posture \\ Score \end{tabular}} & & & & & & & & \\ \hline & & 1 & & \begin{tabular}{l|l|} 2 & 3 \\ \end{tabular} & \begin{tabular}{l|l|} 3 & 4 \\ \end{tabular} & 1 & \begin{tabular}{|l|l|} 2 & 3 \\ \end{tabular} & 43 & \begin{tabular}{|l|l|l|} 3 & 5 & 0 \\ \end{tabular} \\ \hline & & 2 & 2 & \begin{tabular}{|l|l|} 3 & 4 \\ \end{tabular} & \begin{tabular}{ll|l|} 45 \\ \end{tabular} & 3 & \begin{tabular}{|l|l} 4 & 5 \\ \end{tabular} & \begin{tabular}{l|l} 6 & 4 \\ \end{tabular} & \\ \hline \multirow[t]{3}{*}{ Nect Score } & & 3 & & & \begin{tabular}{|l|l|} 5 & 6 \\ \end{tabular} & 4 & & & \\ \hline & & 4 & 3 & & \( 3 \mid \) & 5 & 6 & \begin{tabular}{|l|l} 8 & 6 \\ \end{tabular} & \begin{tabular}{|l|l|l|} 7 & 8 & 9 \\ \end{tabular} \\ \hline & & 5 & 4 & & & 6 & & 97 & \\ \hline \end{tabular} Step 2: Locate Trunk Position \begin{tabular}{|c|c|c|c|c|c|c|c|} \hline \multirow{2}{*}{\begin{tabular}{|c|} Table \\ \( B \) \\ \end{tabular}} & \multicolumn{7}{|c|}{ Laver Arm } \\ \hline & & & 1 & & & 2 & \\ \hline & wark & & & & & & \\ \hline \multirow{6}{*}{\begin{tabular}{l} Upper \\ Arm \\ Score \end{tabular}} & 1 & \( \frac{1}{1} \) & \( \frac{2}{2} \) & 2 & \( \frac{1}{1} \) & & \( \frac{3}{3} \) \\ \hline & 2 & 1 & 2 & 3 & 2 & 3 & 4 \\ \hline & 3 & 3 & \begin{tabular}{|l|} 4 \\ \end{tabular} & 5 & 4 & \begin{tabular}{|l|} 5 \\ \end{tabular} & 5 \\ \hline & 4 & 4 & 5 & 5 & 5 & 6 & 7 \\ \hline & 5 & 6 & 7 & 8 & 7 & 8 & 8 \\ \hline & B & 7 & 8 & 8 & 8 & & 9 \\ \hline \end{tabular} Sep 2a: Adjust.. If truik is twisted: +1 If truk is side bending: +1 \begin{tabular}{|c|c|c|c|c|c|c|c|c|c|} \hline \multirow{2}{*}{ Table A } & \multicolumn{9}{|c|}{ Neck } \\ \hline & & & 1 & & & 2 & & 3 & \\ \hline \multirow{6}{*}{\begin{tabular}{c} Trurk \\ Posture \\ Score \end{tabular}} & Legs & 12 & 213 & 4 & 1 & 23 & & 121 & 314 \\ \hline & 1 & 12 & 23 & 4 & 1 & 23 & & 3 & \begin{tabular}{l} 5 \\ \end{tabular} \\ \hline & 2 & 23 & & 5 & 3 & 45 & 4 & 45 & 67 \\ \hline & 3 & \begin{tabular}{l|l} 2 & \\ \end{tabular} & & 6 & 4 & 56 & & 56 & \begin{tabular}{l|l} 7 & 8 \\ \end{tabular} \\ \hline & 4 & 3 & 56 & 7 & 5 & 37 & & 7 & 89 \\ \hline & 5 & 4 & & 8 & & 78 & & 8 & \( 9 \mid 9 \) \\ \hline \end{tabular} Stop 3: Legs Stzp 4: Look up Postume Score in TableA Using vahes from steps 1.3 sbove, loc ate score in Tabl A Step 5: Add ForcelLoad Score If bad \( \leqslant 11 \mathrm{Ibs}:+0 \) If bad 11 to \( 22 \mathrm{Ibs}:+1 \) If bad \( >22 \mathrm{Ibs}:+2 \) Step 6: Score A, Find Row in Table C Add vilue sfrom steps 4 \& 5 to obtain score A. Find Row in Table \( \mathbf{C} \). \begin{tabular}{|c|c|c|c|c|c|c|c|c|c|c|c|c|c|} \hline & & & & & & & & & & & & & \\ \hline & 6 & 6 & 6 & 6 & 7 & \begin{tabular}{|l|} 8 \\ \end{tabular} & 8 & 9 & 9 & 10 & 10 & & 10 \\ \hline & 7 & 7 & 7 & 7 & 8 & 9 & 9 & 9 & 10 & 10 & 11 & & 11 \\ \hline \multirow{3}{*}{\begin{tabular}{c} Pedure Sore i \\ + \end{tabular}} & 8 & \begin{tabular}{|l} 8 \\ \end{tabular} & \begin{tabular}{|l|} 8 \\ \end{tabular} & 8 & 9 & 10 & 10 & 10 & 10 & 10 & 11 & & 11 \\ \hline & 9 & 9 & 9 & 9 & 10 & 10 & 10 & 11 & 11 & 11 & 12 & & 12 \\ \hline & 10 & 10 & in & 10 & 11 & 11 & 11 & 11 & 12 & 12 & 12 & & 12 \\ \hline \multirow{2}{*}{\( \stackrel{\text { Forcol cod sorrt }}{=} \)} & 11 & 11 & 11 & 11 & 11 & 12 & 12 & 12 & 12 & 12 & 12 & & 12 \\ \hline & 12 & 12 & 12 & 12 & 12 & 12 & 12 & 12 & 12 & 12 & & & 12 \\ \hline \end{tabular} Scoring: \( 1= \) negigble risk 2 or 3 = low risk, change may be needed 4 to \( 7= \) medium risk, further investigation, change soon 8 to \( 10= \) high risk, investigate and implemenk change \( 11+= \) wery high risk, implemert change B. Arm and Wrist Analysis Step 7: Locate Upper ArmPosition: Step 8: Locate Lower Arm Position: Step 9: Locate Wrist Position: Step 9a: Adjust.. If wrist i bert from midine or twisted : Add +1 Step 10: Look-up Posture Score in Table B Using values from steps 7 -9 above, locate scae in Table B Step 11: Add Coupling Score We Ilf iting Handle and midrangpower giv, goad: to Acceptabl but rot ideslhandhold or couping acceptable wifh mother boty part, flat: +1 Hard hold not accepable but possibl, poor: +2 Ho hardles, swikward, unsafe wifl ary bodypart, Unacceptinde: +3 Step 12: Score B, Find Cohnm in Table \( C \) Add values fromsteps \( 10 \& 11 \) to obtan Score B. Find cohmin in Table \( C \) and match with Scae A in rov from step 6 to dotim Table C Scae. Poture 3 core \( B \) Step 13: Activity Score +1 1 a more body parts are held for longer than 1 minute (satic) +1 Repe ated smallrarge actians (wore than \( 4 \mathrm{x} \) perminute) +1 Action canes ryid lirge range charges in postures \( a \) untuble base Task name: \( \qquad \) Reviewer: \( \qquad \) Date: \( \qquad \) 1 \( \qquad \) proried by Pializa' Eigonomic bartedergamari, am (S66) 444-166)
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Step 1: Locate Neck Position - If the neck is twisted, add +1 - If the neck is side bent, add +1 - Use the provided table to determine the neck score based on the posture. Show more…
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A data CPS2.txt is provided. It is a subset of the CPS data and includes the subjects from three occupations: 3=Clerical, 4=Service, and 5=Professional. The data includes three variables: LOGWAGE, AGE, and OCCUPATION. a) Follow the procedure to obtain the final model in which the LOGWAGE is the response variable. • Step I: Convert the OCCUPATION variable to a factor with "Professional" as the baseline level. • Step II: Fit a linear regression model with the main effects of OCCUPATION and AGE as well as their interaction. Conduct a test for the significance of the interaction effects at
Croup C.
Question 1 (1 point) Your task in this assignment is to use polynomial functions to design a rollercoaster. To express your rollercoaster design you will create a piecewise function out of the polynomial functions. Your rollercoaster must meet certain criteria, and the questions below will guide you through this process. In the end, you will submit a written assignment, showing all of your calculations and ideas, to the dropbox. You may find it very useful to utilize graphing technology, such as Graph, to help you with this assignment. Question 2 (1 point) Research a favourite, or a famous, rollercoaster. Write a short summary (2-3 paragraphs) of this coaster’s general information; include its name, a picture, where it is located, when it was built, why you picked it and its physical characteristics. Make sure you note the height of the initial drop as the initial drop of the rollercoaster you will be designing in this assignment will model the initial drop of this rollercoaster you have researched. Also remember to cite your sources (1-2 sources). Question 3 (1 point) It may be useful now to do a little bit of research on the physics of rollercoasters. You will not need to do any physics-style calculations in this assignment, but you will be expected to abide by the common rules. For example; a rollercoaster cannot be expected to defy gravity, it must be given momentum at the beginning of the track, and cannot reach as high a height at the end of its track as it can at the beginning. Write a short paragraph describing what you found and cite your sources (1-2 sources) . Question 4 (1 point) Now it is time to create your own rollercoaster. Using the idea of piecewise functions, create an appropriate scale on your axes and design a rollercoaster, using technology like Graph. Your rollercoaster must have the features listed below. You should try to make each of the polynomial functions flow into one another to create a smooth ride for your passengers. To prevent your functions from overlapping, make sure to restrict the domain of the function. Set each polynomial function to a different colour and submit a picture (or a screen capture) of your design, as well as the piecewise function notation that models it. For each of the pieces in your design: a) Uses at least four different polynomial functions, pieced together. b) Models the initial drop of the rollercoaster you researched. c) Has at least 4 other drops. d) Goes through an underground tunnel at least once (assuming y = 0 is the ground) e) Any other features you feel would add to the ride and can be modelled with a polynomial function. Question 5 (1 point) For each of the pieces in your design: a) State the equation for the polynomial function used. b) Determine the degree of the function. c) State the domain and range of the restricted function. d) Determine if each unrestricted function pieces have even or odd symmetry, or neither. If neither, determine which transformations, if any, could be applied to make it even or odd over its unrestricted domain? Suppose you were asked to take the first three pieces of your rollercoaster and model them with a single function. Answer the following questions: a) If you represent these three pieces with a single function, what degree do you think this function will be? Justify your reasoning. b) Determine an equation for this function. c) Graph the equation you created together with the first three functions. How similar is it? If there are any differences, why do you believe that is?
Umar Sohail Q.
Activity - Natural Selection & Hardy-Weinberg Calculations Variability exists in all natural populations. For a wide variety of reasons, some phenotypes (visible characters) or genotypes exploit the environment more efficiently than others do. These phenotypes leave proportionately more offspring than their counterparts. If this phenotypic characteristic is heritable, offspring will resemble their parents, and the population will eventually consist mostly of individuals of the successful phenotypes. This, in turn, will alter the allele frequencies for that trait within the population. This weeding out of the less fit phenotypes is the process of natural selection. The accompanying change in the allele frequencies within the population is evolution. The features that ultimately come to characterize the species are then viewed as adaptations to the environment. Since the key to evolutionary success is the production of fertile offspring, it requires numerous generations to demonstrate a change in allele frequencies through time. A model system can provide a simulation of the process. In this model system, a plastic fork/spoon and a cup represent a predator. Two seeds represent different phenotypes within a prey species. Picking up seeds with a fork from the tabletop and putting them in the cup can simulate a feeding frenzy. Seeds that remain after the frenzy are the survivors and are the ones that can reproduce to reestablish the population. [An alternative model is to use the thumb and index or middle finger on one hand to pick up the seeds and deposit them in the cup]. Procedure To start, count out 200 of each seed type (chickpea and green split pea), mix them, and spread them evenly on the entire table clear of everything except the seeds. To create a "feeding frenzy," the two predators should pick up as many seeds as possible with the fork/spoon in a 15-second interval and place them in a cup (the timer should indicate when to start and when to stop). These seeds in the cup represent the prey that have been eaten by predators and thus removed from the population. Record the number of each type of seed eaten (i.e. the number of each type of seed in the cup) under "number eaten". Count the leftover survivors of each prey phenotype (each type of seed) and record this in the chart provided under "survivors". It is the survivors that breed according to their survivorship and reestablish the population at the equilibrium population size of 400. To determine the number of each type of seed to start with in your next generation: Calculate the "proportion of surviving population" by dividing the number of each type of survivor by the total number of individuals in the surviving population (i.e. the total number of seeds left on the table). Multiply this by 400 to determine how many of that type of seed you will need to start your next generation. An example of this is shown below. Prey Starting Population Number Eaten Survivors Proportion Surviving Population Adjusted Population Green Split Pea 200 20 180 180/(180+140) = 0.56 0.56 x 400 = 224 Corn 200 60 140 140/(180+140) = 0.44 0.44 x 400 = 176 Table #1: Surviving peas after 15 seconds of "feeding frenzy" by fork/spoon predators for 4 generations. Generation Number of prey Initial Population Number of prey eaten Number of survivors Proportion of surviving population (# of type of prey/total # of survivors) Adjusted Population (proportion of surviving population x 400) 0 Split Pea 200 13 187 187/368 = 0.50 0.50 x 400 = 200 Chick Pea 200 19 181 181/368 = 0.49 0.49 x 400 = 196 TOTAL 400 368 1 Split Pea 203 15 188 188/362 = 0.51 0.51 x 400 = 207 Chick Pea 197 23 174 174/362 = 0.48 0.48 x 400 = 192 TOTAL 400 362 2 Split Pea 208 15 193 193/362 = 0.53 0.53 x 400 = 213 Chick Pea 192 23 169 169/362 = 0.46 0.46 x 400 = 186 TOTAL 400 362 3 Split Pea 213 23 190 190/359 = 0.52 0.52 x 400 = 211 Chick Pea 187 18 169 169/359 = 0.47 0.47 x 400 = 188 TOTAL 400 359 4 Split Pea 212 19 193 193/354 = 0.54 0.54 x 400 = 218 Chick Pea 188 27 161 161/354 = 0.45 0.45 x 400 = 181 TOTAL 400 354 Research Question clearly stated (easier to write when you have your conclusion) Data Analysis (T/I) Table(s) showing a summary of your data frequencies (allele and genotype) Sample calculation of the frequency of each allele for all 4 generations (you will have to use Hardy-Weinberg here) Sample calculation of the frequency of each genotype for all 4 generations. Graph Showing allele frequencies over the 4 generations Scatterplot with points connected Make sure axes are labeled properly (including units where necessary) Both alleles should be graphed on the same axes Give your graph a "footer" - a detailed description that goes at the bottom of the graph Calculation of Chi-Square test where your original population is your expected value (E) and your final population is your observed (O). Conclusion A statement answering your research question (Is evolution occurring?) Discussion (A) A paragraph or two justifying your conclusion using the data and scientific context Include the results of your data A scientific context – a discussion of natural selection and how it was at work in this simulation. (For example, does this model support the theory of natural selection of Darwin’s survival of the fittest? Explain) What are the weaknesses of this experiment (based on the procedure you were given)? Some things you should think about are: What was missing in this simulation? What factors in nature were not accounted for or included that could impact results? How could you change or add to the lab in order to add in some of those missing factors or make it better? Overall, For Communication (C) Use appropriate scientific terminology Follow appropriate conventions (headers on tables (e.g., Table 1: detailed description of what is found in the table) and footers on graphs, Figure 1: detailed description of what is found in the graph) Write in plain language. Don’t try and make it "fancy". I should be able to clearly understand what you are saying after reading it once. (It is a good idea to have someone who is not familiar with the lab read it over for you to check for this!)
Josee P.
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