Diving Procedures for Volunteer Divers
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The University of Florida Diving Science and Safety Program AAUS STANDARDS for SCIENTIFIC DIVING
The University of Florida Diving Science and Safety Program AAUS STANDARDS FOR SCIENTIFIC DIVING 2019 1 FOREWORD Since 1951 the scientific diving community has endeavored to promote safe, effective diving through self-imposed diver training and education programs. Over the years, manuals for diving safety have been circulated between organizations, revised and modified for local implementation, and have resulted in an enviable safety record. This document represents the minimal safety standards for scientific diving at the present day. As diving science progresses so must this standard, and it is the responsibility of every member of the Academy to see that it always reflects state of the art, safe diving practice. American Academy of Underwater Sciences ACKNOWLEDGEMENTS The Academy thanks the numerous dedicated individual and organizational members for their contributions and editorial comments in the production of these standards. Revision History Approved by AAUS BOD December 2018 Available at www.aaus.org/About/Diving Standards 2 Table of Contents Volume 1 ..................................................................................................................................................... 6 Section 1.00 GENERAL POLICY .........................................................................................................................7 1.10 Scientific Diving Standards .........................................................................................................................7 1.20 Operational Control -
Resource Guide for Right to Know Training
A RESOURCE GUIDE FOR RIGHT TO KNOW TRAINING ~NEW~~~ IERSlY DEPARTMENT OF Division of Epidemiology, HIAI.lH Environmental and Occupational Health Services A BETIER STATE OF HEALTH Christine Todd Whitman Len Fishman Governor Commissioner of Health A RESOURCE GUIDE FOR RIGHT TO KNOW TRAINING Prepared by: Karen Miles, Ph.D., CHES Juanita Bynum, M.Ed., CHES William E. Parkin, D.V.M., Dr.P.H., Assistant Commissioner Division of Epidemiology, EnvironmenW and Occupational Health Services Kathleen O'Leary, M.S., Director Occupational Health Service Richard Willinger, J.D., M.P.H., Manager Right to Know Program JUNE 1994 ..A Resource Guide For Right to Know Training" was written by Karen Miles, Ph.D., CHES, former Coordinator of the Education and Outreach Project in the Right to Know Program, New Jersey Department of Health. This Guide was developed to assist public employees who conduct Right to Know education and training at their facility by providing background information on occupational health principles, the New Jersey Worker and Community Right to Know Act, and the Public Employees Occupational Safety and Health Act. The Resource Guide was edited by Juanita Bynum, M.Ed., CHES, Coordinator of the Education and Outreach Project of the Right to Know Program and Nancy Savage, Education and Outreach Project to reflect the August 2, 1993 and Januacy 3, 1994 amendments to the Right to Know regulations. Special thanks are extended to Richard Willinger, Program Manager, Right to Know Program, and Kathleen O'Leacy, Service Director, Occupational Health Service, who reviewed and edited the Guide, and to Eva McGovern and Cynthia McCoy for their assistance. -
(Ua) Scientific Diving Safety Manual
UNIVERSITY OF ALASKA (UA) SCIENTIFIC DIVING SAFETY MANUAL AVAILABLE ON-LINE AT: http://www.uaf.edu/sfos/research/scientific-diving/ Revised 2/2019 Page 1 FOREWORD Since 1951 the scientific diving community has endeavored to promote safe, effective diving through self-imposed diver training and education programs. Over the years, manuals for diving safety have been circulated between organizations, revised and modified for local implementation, and have resulted in an enviable safety record. This document represents the minimal safety standards for scientific diving at the present day. As diving science progresses so must this standard, and it is the responsibility of every member of the Academy to see that it always reflects state of the art, safe diving practice. The policies, procedures and standards set forth in this Scientific Diving Safety Manual are intended to govern the training and diving operations of all personnel participating in the Scientific Diving Program at the University of Alaska (UA). It applies to all divers operating under UA auspices, including visiting divers, and to those UA Fairbanks, UA Anchorage, and UA Southeast campus officers responsible for the administration of this scuba program. Revision History May 1 1991 Revision July 1992 Revision January 1996 Revision January 2001 Revision May 2004 Revision January 2013 Revision October 2015 Revision February 2016 Revision May 2018 Revision February 2019 Revised 2/2019 Page 2 UNIVERSITY OF ALASKA DIVING CONTROL BOARD MEMBERS Brenda Konar (Dive Safety Officer) Joel Markis Professor Assistant Professor of Fisheries Technology University of Alaska Fairbanks Career Education Fairbanks, Alaska University of Alaska Southeast Phone: 907-474-5028 Sitka, Alaska E-mail: [email protected] Phone: 907-747-7760 E-mail: [email protected] Sherry Tamone (Chair) Tracey Martinson Professor of Biology University of Alaska Southeast Industrial Hygienist/Radiation Safety Officer Juneau, Alaska Environ. -
Digenetic Trematodes of Marine Teleost Fishes from Biscayne Bay, Florida Robin M
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications from the Harold W. Manter Parasitology, Harold W. Manter Laboratory of Laboratory of Parasitology 6-26-1969 Digenetic Trematodes of Marine Teleost Fishes from Biscayne Bay, Florida Robin M. Overstreet University of Miami, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/parasitologyfacpubs Part of the Parasitology Commons Overstreet, Robin M., "Digenetic Trematodes of Marine Teleost Fishes from Biscayne Bay, Florida" (1969). Faculty Publications from the Harold W. Manter Laboratory of Parasitology. 867. https://digitalcommons.unl.edu/parasitologyfacpubs/867 This Article is brought to you for free and open access by the Parasitology, Harold W. Manter Laboratory of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications from the Harold W. Manter Laboratory of Parasitology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. TULANE STUDIES IN ZOOLOGY AND BOTANY Volume 15, Number 4 June 26, 1969 DIGENETIC TREMATODES OF MARINE TELEOST FISHES FROM BISCAYNE BAY, FLORIDA1 ROBIN M. OVERSTREET2 Institute of Marine Sciences, University of Miami, Miami, Florida CONTENTS ABSTRACT 120 ACKNOWLEDGMENTS ---------------------------------------------------------------------------------------------------- 120 INTRODUCTION -------------------------------------------------------------------------------------------------------------- -
Medical Ethics and Law (Questions and Answers) Prof. Mahmoud
EXAM QUESTIONS & ANSWERS LEGAL MEDICINE & MEDICAL ETHICs Prepared & Selected by Prof. Mahmoud Khraishi 1. You are a resident in the emergency department. An irate parent comes to you furious because the social worker has been asking him about striking his child. The child is a 5-year-old boy who has been in the emergency department four times this year with several episodes of trauma that did not seem related. Today, the child is brought in with a child complaint of “slipping into a hot bathtub” with a bum wound on his legs. The parent threatens to sue you and says “How dare you think that about me? I love my son!” What should you do? a. Admit the child to remove him from the possibly dangerous environment. b. Call the police. c. Ask the father yourself if there has been any abuse. d. Explain to the parents that the next time this happens you will have to call child protective services. e. Report the family to child protective services. Answer: (e) Report the family to child protective services. Comment: Although, in general, it is better to address issues directly with patients and their families, this is not the case when you strongly suspect child abuse. Reporting of child abuse is mandatory even based on suspicion alone. Although it is frightening to be confrontational with the family, the caregiver is legally protected even if there turns out to be no abuse as long as the report was made honestly and without malice. You do not have the authority to remove the child from the custody of the parents. -
A Practical Handbook for Determining the Ages of Gulf of Mexico And
A Practical Handbook for Determining the Ages of Gulf of Mexico and Atlantic Coast Fishes THIRD EDITION GSMFC No. 300 NOVEMBER 2020 i Gulf States Marine Fisheries Commission Commissioners and Proxies ALABAMA Senator R.L. “Bret” Allain, II Chris Blankenship, Commissioner State Senator District 21 Alabama Department of Conservation Franklin, Louisiana and Natural Resources John Roussel Montgomery, Alabama Zachary, Louisiana Representative Chris Pringle Mobile, Alabama MISSISSIPPI Chris Nelson Joe Spraggins, Executive Director Bon Secour Fisheries, Inc. Mississippi Department of Marine Bon Secour, Alabama Resources Biloxi, Mississippi FLORIDA Read Hendon Eric Sutton, Executive Director USM/Gulf Coast Research Laboratory Florida Fish and Wildlife Ocean Springs, Mississippi Conservation Commission Tallahassee, Florida TEXAS Representative Jay Trumbull Carter Smith, Executive Director Tallahassee, Florida Texas Parks and Wildlife Department Austin, Texas LOUISIANA Doug Boyd Jack Montoucet, Secretary Boerne, Texas Louisiana Department of Wildlife and Fisheries Baton Rouge, Louisiana GSMFC Staff ASMFC Staff Mr. David M. Donaldson Mr. Bob Beal Executive Director Executive Director Mr. Steven J. VanderKooy Mr. Jeffrey Kipp IJF Program Coordinator Stock Assessment Scientist Ms. Debora McIntyre Dr. Kristen Anstead IJF Staff Assistant Fisheries Scientist ii A Practical Handbook for Determining the Ages of Gulf of Mexico and Atlantic Coast Fishes Third Edition Edited by Steve VanderKooy Jessica Carroll Scott Elzey Jessica Gilmore Jeffrey Kipp Gulf States Marine Fisheries Commission 2404 Government St Ocean Springs, MS 39564 and Atlantic States Marine Fisheries Commission 1050 N. Highland Street Suite 200 A-N Arlington, VA 22201 Publication Number 300 November 2020 A publication of the Gulf States Marine Fisheries Commission pursuant to National Oceanic and Atmospheric Administration Award Number NA15NMF4070076 and NA15NMF4720399. -
How Do Scientists Explore Underwater Ecosystems?
LESSON 2 How do scientists Age 11-14 explore underwater 60 minutes ecosystems? Curriculum links Lesson overview • Understand the scale of coral Throughout this lesson students explore underwater habitats reefs and the purpose of the and begin to understand the importance of the XL Catlin XL Catlin Seaview Survey Seaview Survey. Students consider why exploration of this • Identify the challenges kind can be challenging for humans and learn dive signs so scientist working underwater face they can communicate on their virtual dive. During the virtual • Sort and classify species dive students use 360 virtual reality to explore this dynamic environment, identifying some of the species that live there. Students go on to classify these species and record the findings of their first dive. Resources Lesson steps Learning outcomes Slideshow 2: How do scientists 1. What is the ocean habitat like? explorer underwater (10 mins) ecosystems? Students are introduced to the coral • Know that we live on a ‘blue planet’ Student Sheet 2a: ocean through a quiz to understand Video reflection the scale and complexity of this • Name a variety of ocean habitats ecosystem. and species that live there Student Sheet 2b: Species card sort 2. How is the baseline survey being Student Sheet 2c: Dive created? (10 mins) log Students become familiar with • Describe the XL Catlin Seaview the XL Catlin Seaview Survey and Survey and its scientific aims Video: the scientific rational behind the What kind of people exploration. make up a coral expedition team? 3. How do scientists work underwater? (15 mins) Video: Students consider some of the • Understand the different What are dive signs and challenges scientists face working techniques scientists use to work what do they mean? in this environment and practice underwater Google Map: using dive signs to communicate. -
Ozone Therapy: Beyond Oxygen the Most Needed Adjunct to Veterinary Medicine Introduction of Ozone
Ozone Therapy: Beyond Oxygen The Most Needed Adjunct to Veterinary Medicine Introduction of Ozone Margo Roman, D.V.M., CVA, COT, CPT MASH Main St Animal Services of Hopkinton Hopkinton MA 01748 www.mashvet.com • OZONE is a trivalent oxygen molecule. Three O2 + electrical spark/ lightning= 2 O3. It is very reactive and will return to 3 O2 molecules giving high levels of O2. Healthy cells need Oxygen • Ozone is one of the most beneficial substances on this planet, and the BAD science you hear quoted on the news every night is causing you to subconsciously be afraid of nature, and therefore, a part of life itself. They tell you that somehow hydrogen plus nitrogen or sulfur equals ozone. H + N + S = 03? Not on this planet it doesn't! What is ozone? Simply, oxygen. Three atoms of nature's oxygen. It exists in a very active form for about 30 minutes before breaking down into two atoms of regular oxygen - by giving up one atom of singlet oxygen. Where does ozone come from? Nature. And nature is efficient. The new growth in the forests, the trees, the grass on your front lawn, and the plankton in the ocean are continually creating oxygen. • • If you have seen Inconvenient Truth, the Al Gore documentary on Global warming, there is one scene that brings it all together. In one section he discusses the CO2 levels over the Pacific Ocean. In addition to the original measurements that began in 1965, they were able to measure the levels from hundreds of years ago by taking samples from deep within glaciers. -
Try Scuba Diving
____________________________________ Facility Name Try Diving Pool Event REGISTRATION INFORMATION – Please print Name (First, Last) __________________________________________________ DOB: (dy/mo/year)_______________ Address __________________________________________________________ Gender ___ Male ___ Female _________________________________________________________________ email: __________________________ City, State/Province, Country, Zip/Postal Code _____________________________________ _________________________________ Phone (home) _________________________ (cell) ___________________________ Emergency Contact Information Name/Relationship _________________________________________________ Phone _________________________ RELEASE OF LIABILTY/ASSUMPTION OF RISK/NON-AGENCY ACKNOWLEDGMENT Please read carefully and fill in all blanks before signing. Non-Agency Disclosure and Acknowledgment Agreement I understand and agree that PADI Members ("Members"), including _____________________________________and/or Facility Name any individual PADI Instructors and Divemasters associated with the program in which I am participating, are licensed to use various PADI Trademarks and to conduct PADI training, but are not agents, employees or franchisees of PADI Americas, Inc., or its parent, subsidiary and affiliated corporations ("PADI"). I further understand that Member business activities are independent, and are neither owned nor operated by PADI, and that while PADI establishes the standards for PADI diver training programs, it is not responsible -
Quarterly Reporter - January 2014 South Carolina Institute of Archaeology and Anthropology--University of South Carolina
University of South Carolina Scholar Commons Sport Diver Newsletters Maritime Research Division 1-2014 Quarterly Reporter - January 2014 South Carolina Institute of Archaeology and Anthropology--University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/mrd_sdnl Part of the Anthropology Commons Recommended Citation University of South Carolina, "Maritime Research Division, South Carolina Institute of Archaeology and Anthropology - Quarterly Reporter, Volume 4/Issue 4, January 2014". http://scholarcommons.sc.edu/mrd_sdnl/54/ This Newsletter is brought to you by the Maritime Research Division at Scholar Commons. It has been accepted for inclusion in Sport Diver Newsletters by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Sport Diver Archaeology Management Program Maritime Research Division South Carolina Institute of Archaeology and Anthropology University of South Carolina Quarterly Reporter “Helping to preserve and protect South Carolina’s maritime heritage through research, education, and public outreach.” January 2014 Volume 4, Issue 4 The Maritime Research Lecture Series, organized and aiding in the education Division is very pleased to and participated in a and outreach initiatives for welcome Nate Fulmer as a College of Charleston the division. secondary archaeologist for SDAMP artifact workshop, Nate will be working • 2013 Quarter 4 Reports Due the Charleston office. even been named Hobby hard to streamline the by January 1, 2014 Nate is a South Carolina Dive of the Quarter. He reporting process even native and a 2012 graduate worked with us as a more to make licensing and • Wing Night January 29th of the anthropology volunteer for the 2013 reporting even easier. -
Volume 2 Main Text Part 3 of 3
Kinsale Area Decommissioning Project Environmental Impact Assessment Report Volume 2 Main Text Part 3 of 3 253993-00-REP-08 | 30 May 2018 PSE Kinsale Energy Limited Kinsale Area Decommissioning Project Environmental Impact Assessment Report Table of Contents Page Glossary of Terms 1 Introduction 1 1.1 Introduction 1 1.2 Project Background 1 1.3 EIAR 3 1.4 Consent Application Process 3 1.5 Environmental Assessment Process 4 1.6 Overall Project Schedule 4 1.7 Structure of the EIAR 6 1.8 Consultation 7 1.9 List of Contributors 8 2 Legal and Policy Framework 11 2.1 Legislative Framework 11 2.1.1 Introduction 11 2.1.2 Relevant National Legislation 11 2.1.3 Relevant European Legislation 13 2.1.4 Relevant International Conventions 14 2.1.5 Summary of key relevant National and European legislation 15 2.2 Legislative basis for EIA and EIAR 15 2.3 EIAR Guidance and Methodology 16 2.4 Kinsale Energy Environmental Management System Overview 16 3 Project Description 18 3.1 Introduction 18 3.1.1 History of Kinsale Area 18 3.1.2 Rationale for Decommisstioning 19 3.2 Kinsale Area Facilites 21 3.2.1 Kinsale Head Development 22 3.2.2 Ballycotton Subsea Development 24 3.2.3 Southwest Kinsale and Greensand Subsea Developments 25 3.2.4 Seven Heads Subsea Development 26 3.2.5 Wells 27 3.2.6 Onshore Pipeline and Terminal 28 3.2.7 Summary of Kinsale Area Facilities 31 3.3 Consideration of Potential Re-Uses 41 3.4 Decommissioning Alternatives Considered 42 3.4.1 Do Nothing Alternative 42 3.4.2 Other Decommissioning Alternatives Considered 42 3.4.3 Platform Topsides -
Sharkcam Fishes
SharkCam Fishes A Guide to Nekton at Frying Pan Tower By Erin J. Burge, Christopher E. O’Brien, and jon-newbie 1 Table of Contents Identification Images Species Profiles Additional Info Index Trevor Mendelow, designer of SharkCam, on August 31, 2014, the day of the original SharkCam installation. SharkCam Fishes. A Guide to Nekton at Frying Pan Tower. 5th edition by Erin J. Burge, Christopher E. O’Brien, and jon-newbie is licensed under the Creative Commons Attribution-Noncommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/. For questions related to this guide or its usage contact Erin Burge. The suggested citation for this guide is: Burge EJ, CE O’Brien and jon-newbie. 2020. SharkCam Fishes. A Guide to Nekton at Frying Pan Tower. 5th edition. Los Angeles: Explore.org Ocean Frontiers. 201 pp. Available online http://explore.org/live-cams/player/shark-cam. Guide version 5.0. 24 February 2020. 2 Table of Contents Identification Images Species Profiles Additional Info Index TABLE OF CONTENTS SILVERY FISHES (23) ........................... 47 African Pompano ......................................... 48 FOREWORD AND INTRODUCTION .............. 6 Crevalle Jack ................................................. 49 IDENTIFICATION IMAGES ...................... 10 Permit .......................................................... 50 Sharks and Rays ........................................ 10 Almaco Jack ................................................. 51 Illustrations of SharkCam