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SRTC Emergency Operations Plan
Emergency Operations Plan (EOP) Revised 10/7/15 TABLE OF CONTENTS I. Promulgation Statement .......................................................................................................3 II. Introduction ..........................................................................................................................4 III. Basic Plan.............................................................................................................................6 Purpose, Scope, Situation Overview, and Assumptions ..........................................6 Concept of Operations .............................................................................................9 Organization and Assignment of Responsibilities .................................................11 Direction, Control, and Coordination ....................................................................16 Information Collection and Dissemination ............................................................17 Communication…………………………………………………………………..17 Training, Drills, and Exercises…………………………………………………...17 Administration, Finance, and Logistics .................................................................17 Plan Development and Maintenance .....................................................................19 Authorities and References ....................................................................................21 IV. System Response Protocols………………………………………………………………21 A. Secure in Place .......................................................................................................21 -
Research Article ANALYSIS INTEGRITY of the PATTERSON-GIMLIN FILM IMAGE
The RELICT HOMINOID INQUIRY 2:41-80 (2013) Research Article ANALYSIS INTEGRITY OF THE PATTERSON-GIMLIN FILM IMAGE Bill Munns1*, Jeff Meldrum2 1Blue Jay, CA 92317 2Department of Biological Sciences, Idaho State University, 921 S. 8th Ave, Pocatello, ID 83209 ABSTRACT. The Patterson-Gimlin Film (PGF), which depicts a walking figure suggestive of a cryptid hominoid species known as sasquatch (or Bigfoot), has been studied and debated since its filming in 1967. One issue not analyzed conclusively is the suspicion that the film itself has been somehow tampered with or otherwise edited to hide data that may point to a hoax. The integrity and quality of the film image have also been challenged and characterized as unreliable. A comprehensive study of these issues of contention has determined that the film was not altered or otherwise tampered with for deceptive intent, and that the image quality is sufficient for factual analysis of the nature of the subject as depicted. KEY WORDS: Bigfoot, sasquatch, Bluff Creek, cinematography, photogrammetry INTRODUCTION 2. What is the resolution of the camera original film stock and what level of image Null Hypothesis: The original Patterson- detail can be relied upon? Gimlin Film (PGF) has either been altered, or 3. If copies are studied in the absence of the its image quality is insufficient for analysis, or camera original, how were the copies both, invalidating its evidentiary reliability for made and how does the copy process alter conclusively determining whether it depicts a the film image data? real and novel biological entity. 4. Is the film in focus? 5. -
AP Physics 1: Summer Assignment- Part 1 AP Physics 1: Summer Assignment Welcome to AP Physics 1! Attached Is the Summer Assignment, Which Consists of Two Parts
AP Physics 1: Summer Assignment- Part 1 AP Physics 1: Summer Assignment Welcome to AP Physics 1! Attached is the summer assignment, which consists of two parts. The first part is an easy read about the fundamental physics concepts and processes we will be applying throughout the upcoming school year. There are a few follow up questions to review the reading. The second part of the summer assignment sets the foundation for the first unit we will be focusing on— Kinematics, which is the study of an object’s motion. Throughout the one dimension kinematics chapter you will find many examples of experiments, conceptual and quantitative questions, as well as, real-life application problems. Do not memorize concepts as you go, instead, make sense of the concepts and quantitative reasoning. Use the diagrams, graphs, and example problems throughout the chapter to fully understand the written text. For the experiment tables throughout the chapter, you will see QR codes in the upper right hand corner of the tables. Using a QR scanner app on a smartphone (free apps for this purpose are available on iPhones and Androids), or a QR scanner website and webcam, you can scan the code and get access to the corresponding experimental videos. These experimental videos are there for you to visualize the experiments and make sense of the patterns discussed in the text. You are expected to complete all the problems for the kinematics unit. These problems combine conceptual and quantitative concepts through open-ended, multiple-choice, and multi-step problems. You will be responsible for explaining your reasoning behind problems and how you completed them. -
The Odyssey Homer Translated Lv Robert Fitzç’Erald
I The Odyssey Homer Translated lv Robert Fitzç’erald PART 1 FAR FROM HOME “I Am Odysseus” Odysseus is in the banquet hail of Alcinous (l-sin’o-s, King of Phaeacia (fë-a’sha), who helps him on his way after all his comrades have been killed and his last vessel de stroyed. Odysseus tells the story of his adventures thus far. ‘I am Laertes’ son, Odysseus. [aertes Ia Men hold me formidable for guile in peace and war: this fame has gone abroad to the sky’s rim. My home is on the peaked sea-mark of Ithaca 4 Ithaca ith’. k) ,in island oft under Mount Neion’s wind-blown robe of leaves, the west e ast it C reece. in sight of other islands—Dulichium, Same, wooded Zacynthus—Ithaca being most lofty in that coastal sea, and northwest, while the rest lie east and south. A rocky isle, but good for a boy’s training; I (I 488 An Epic Poem I shall not see on earth a place more dear, though I have been detained long by Calypso,’ 12. Calypso k1ip’sö). loveliest among goddesses, who held me in her smooth caves, to be her heart’s delight, as Circe of Aeaea, the enchantress, 15 15. Circe (sür’së) of Aeaea e’e-). desired me, and detained me in her hail. But in my heart I never gave consent. Where shall a man find sweetness to surpass his OWfl home and his parents? In far lands he shall not, though he find a house of gold. -
Lever Lifting
Lever Lifting Simple machines can help us accomplish a task by trading force and distance. As the distance we apply a force goes up, we need to put in less force to do the same thing. A lever is a type of simple machine, and in this activity, students will experiment with the connection between force and distance. Materials 12-inch ruler (optional) a second ruler for making measurements 2 small paper cups (Dixie cups would work) Tape Weights (such as marbles, steel nuts, or dead AA batteries) Dry erase marker, or some other cylinder to use as a fulcrum Table (Page 4) Making the Lever The students will be making a lever out of the ruler and thick marker. The marker will be the fulcrum, and the ruler will be the bar. Start off by placing the marker underneath the ruler at the 6‐inch line. The ruler should be able to easily tilt back and forth. In order to do tests with this lever, we will tape one paper cup on each end of the ruler (perhaps around 1‐inch and 11‐inches), facing up. Have them write the letter L (Load) on the cup near the 1‐inch mark. This will act as our load, what we are trying to lift. Mark the other cup with the letter E (Effort). Now to experiment with the lever, we can put some number of weights in the load cup and see how many weights we have to add to the effort cup to lift it up. By moving where the fulcrum is, the students can test out the effects of changing a lever. -
Your Movement
Your Movement YOUR MOVEMENT Page 1 Your Movement September 1956 Reprinted 1959 Printed by C. Tinling & Co., Ltd., Liverpool, London and Prescot. The Patrol Books No. 20 YOUR MOVEMENT A record of the outstanding events of the first 50 years of British Scouting selected by REX HAZELWOOD Published by THE BOY SCOUTS ASSOCIATION 25 Buckingham Palace Road London, S.W. 1 Downloaded from: “The Dump” at Scoutscan.com http://www.thedump.scoutscan.com/ Editor’s Note: The reader is reminded that these texts have been written a long time ago. Consequently, they may use some terms or express sentiments which were current at the time, regardless of what we may think of them at the beginning of the 21 st century. For reasons of historical accuracy they have been preserved in their original form. If you find them offensive, we ask you to please delete this file from your system. This and other traditional Scouting texts may be downloaded from The Dump. Page 2 Your Movement 1907. Lt.-Gen. R. S. S. Baden-Powell holds an experimental camp on Brownsea Island, Poole Harbour, to see if his ideas on the training of boys work. The camp, at which there are four patrols of five each, some belonging to the Boys’ Brigade, others sons of friends of B.-P’s, is a happy success. The Patrols wear shoulder knots of coloured wool, the Bulls green, Curlews yellow, Ravens red, and Wolves blue. The boys wear shorts, which is very unusual, and a fleur-de-lys badge. B.-P. finishes writing Scouting for Boys . -
Drivers License Manual
6973_Cover 9/5/07 8:15 AM Page 2 LITTERING: ARKANSAS ORGAN & TISSUE DONOR INFORMATION Following the successful completion of driver testing, Arkansas license applicants will IT’S AGAINST THE LAW. be asked whether they wish to register as an organ or tissue donor. The words “Organ With a driver license comes the responsibility of being familiar with Donor” will be printed on the front of the Arkansas driver license for those individuals the laws of the road. As a driver you are accountable for what may be who choose to participate as a registered organ donor. thrown from the vehicle onto a city street or state highway. Arkansas driver license holders, identified as organ donors, will be listed in a state 8-6-404 PENALTIES registry. The donor driver license and registry assist emergency services and medical (a)(1)(A)(i) A person convicted of a violation of § 8-6-406 or § 8-6-407 for a first offense personnel identify the individuals who have chosen to offer upon death, their body’s shall be guilty of an unclassified misdemeanor and shall be fined in an amount of not organs to help another person have a second chance at life (i.e. the transplant of heart, less than one hundred dollars ($100) and not more than one thousand dollars ($1,000). kidneys, liver, lungs, pancreas, corneas, bone, skin, heart valves or tissue). (ii) An additional sentence of not more than eight (8) hours of community service shall be imposed under this subdivision (a)(1)(A). It will be important, should you choose to participate in the donor program to speak (B)(i) A person convicted of a violation of § 8-6-406 or § 8-6- court shall have his or her driver's license suspended for six with your family about the decision so that your wishes can be carried-out upon your 407 for a second or subsequent offense within three (3) years (6) months by the Department of Finance and Administration, death. -
Working Safely with Chain Saws
FactSheet Working Safely with Chainsaws Chainsaws are efficient and productive portable power tools used in many industries. They are also potentially dangerous if not used correctly and carefully. Proper operation and maintenance greatly reduce the risk for injury when using chainsaws. Work Area Safety • Clear away dirt, debris, small tree limbs, and • Ensure the area is marked and that there rocks from the chainsaw’s path. are no people in the immediate area. Other • Never work alone. workers should be twice as far as the height of • Use proper personal protective equipment (PPE). the trees being felled. • Identify and clear any obstacles that may Operating the Chainsaw interfere with stable footing, cutting, or • Always follow the manufacturer’s instructions impede retreat/movement paths. for chainsaw operation and maintenance. • Identify electrical lines in and near the • Start the saw on the ground or another firm work area. support with the brake engaged. • Identify “hangers” and “widow-makers”— • Keep both hands on the handles and maintain branches that may dislodge and fall into the secure footing. work area from above. • Plan where the object will fall; ensure that the fall area is free of hazards; and avoid felling an Before Starting the Chainsaw object into other objects. • Check controls, chain tension and all bolts • Plan the cut; watch for objects under tension; and handles to ensure they are functioning use extreme care to bring objects safely to properly and adjusted according to the the ground. manufacturer’s instructions. • Be prepared for kickback; avoid cutting in • Ensure the chainsaw engine is the appropriate the kickback zone and use saws that reduce size for the project. -
On Being the Right Size
On Being the Right Size J. B. S. Haldane March 1926 The most obvious differences between different animals are differences of size, but for some reason the zoologists have paid singularly little attention to them. In a large textbook of zoology before me I find no indication that the eagle is larger than the sparrow, or the hippopotamus bigger than the hare, though some grudging admissions are made in the case of the mouse and the whale. But yet it is easy to show that a hare could not be as large as a hippopotamus or a whale as small as a herring. For every type of animal there is a most convenient size, and a large change in size inevitably carries with it a change of form. Let us take the most obvious of possible cases, and consider a giant man sixty feet high - about the height of Giant Pope and Giant Pagan in the illustrated Pilgrim's Progress of my childhood. These monsters were not only ten times as high as Christian, but ten times as wide and ten times as thick, so that their total weight was a thousand times his, or about eighty to ninety tons. Unfortunately the cross sections of their bones were only a hundred times those of Christian, so that every square inch of giant bone had to support ten times the weight borne by a square inch of human bone. As the human thigh-bone breaks under about ten times the human weight, Pope and Pagan would have broken their thighs every time they took a step. -
Bpsa Rover Handbook
BPSA ROVER HANDBOOK This training manual is for use by B-P Service Association, US. This manual may be photocopied for Traditional Scouting purposes. Issued by order of the Baden-Powell Service Association (BPSA), US Headquarters Council. 1st Edition – 2013 Revision 4.1: October 2013. Document compiled and organized by Scott Moore from the original Scouting for Boys and Rovering to Success by Lord Baden-Powell, the BPSA Pathfinder Handbook compiled by David Atchley, the Traditional Rover Scout Handbook compiled by BPSA – British Columbia, the Boy Scouts Association 1938 edition of Policy, Organisation and Rules, and other Traditional Scouting material and resources, including information from the Red Cross. Special thanks to The Dump (TheDump.ScoutsCan.com) and Inquiry.net for providing access to many of these Scouting resources. Editors/Reviewers: Scott Moore, David Atchley, Scott Hudson, Jeff Kopp, Sue Pesznecker. The BPSA would like to thank those Scouters and volunteers who spent time reviewing the handbook and submitted edits, changes, and/or revisions. Their help has improved this handbook immensely. Group, Crew, & Community Information To be filled in by the Rover. Name ______________________________________________________________________________________ Address & Phone # ___________________________________________________________________________ State/District ________________________________________________________________________________ Date of Birth ________________________________________________________________________________ -
A Book for Eager Beavers
A Book For Eager Beavers 1 A Book For Eager Beavers Downloaded from: “The Dump” at Scoutscan.com http://www.thedump.scoutscan.com/ Editor’s Note: The reader is reminded that these texts have been written a long time ago. Consequently, they may use some terms or use expressions which were current at the time, regardless of what we may think of them at the beginning of the 21st century. For reasons of historical accuracy they have been preserved in their original form. If you find them offensive, we ask you to please delete this file from your system. This and other traditional Scouting texts may be downloaded from the Dump. Further Note pertaining to this e-edition: A Book For Eager Beavers is an activity book designed to be a companion to the original version of The Friends of the Forest. Some of the activities in the book span two adjoining pages of the 1972 edition of the book; in order to make full use of these activities in the e-edition, the appropriate pages will need to be cut from the printout and taped together. 2 A Book For Eager Beavers 3 A Book For Eager Beavers TO PARENTS Beavers-Canada is a program of Boy Scouts of Canada and was created to meet the growing demands for a program of their own, from boys in the five-year-old to Wolf Cub age. The theme of Beavers was chosen to be unique, to harmonize with the spirit of nature, to emphasize group experience and to lead naturally to the Wolf Cub program. -
Scout Orienteering
Scout Orienteering Scouting Ireland, 2010 Orienteering This page is intentionally blank 2 Orienteering Table of Contents Introduction ........................................................................................................................... 5 Equipment Required for Training Programme ....................................................................... 6 Equipment Required for Event .............................................................................................. 7 Timetable for programme ...................................................................................................... 8 Orienteering for Beaver Scouts ............................................................................................. 9 Lesson 01 – Beaver Scouts – String Trail Orienteering ....................................................... 10 Lesson 02 – Beaver Scouts – Tracking Signs ..................................................................... 12 Orienteering for Cub Scouts ................................................................................................ 13 Lesson 03 – Cub Scouts – Orient the map .......................................................................... 14 Lesson 04 – Cub Scouts – The Orienteering Equipment ..................................................... 18 Lesson 05 – Cub Scouts – The Orienteering Map ............................................................... 20 Orienteering for Scouts ......................................................................................................