Tour Bus Driver Requirements
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
When the Wheels on the Bus Stop Going Round and Round: Occupational Injuries, Illnesses, and Fatalities in Public Transportation
February 2015 errata On May 28, 2015, a correction was made to paragraph four under “BLS survey of occupational injuries and illnesses” in this article. The sentence, as originally published, incorrectly identified the cost of security cameras on buses as $18,000 per camera rather than per bus. When the wheels on the bus stop going round and round: occupational injuries, illnesses, and fatalities in public transportation Injuries and illnesses to bus drivers endanger not only their lives but also the lives of their passengers. In 2013, approximately 5,780 transit and intercity bus drivers experienced a days-away-from-work injury or illness while on the job. This article explores occupational injuries, illnesses, and fatalities to bus drivers and urban transit workers and examines how individual transit systems are collecting and analyzing their own employee safety data. The findings reveal that mass transit systems have taken steps to protect their employees from harm on the job and that injuries and illnesses to bus drivers and urban transit workers have declined in recent years. In October 2012, a Washington (DC) Metropolitan Area Gina Dowdell Hunter Transit Authority (WMATA) bus driver was hospitalized after [email protected] a rock was thrown through an open window and hit her Gina Dowdell Hunter is an economist in the Office 1 head while she was driving. In August 2013, a gunman of Safety, Health and Working Conditions, U.S. rushed on to a King County metro bus in downtown Seattle Bureau of Labor Statistics. and shot the driver during rush hour.2 These sorts of violent attacks involving bus drivers endanger not just the bus drivers but the passengers as well. -
Attacks on Bus Operators and Passengers
Sensitive But Unclassified Material For Official Use Only Attacks on Bus Operators and Passengers Special Report Prepared by the ST, PT and OTRB ISACs May 4, 2015 Purpose In light of recent violent incidents targeting transit operators in numerous areas around the globe, the Surface Transportation (ST), Public Transportation (PT), and Over the Road Bus (OTRB) ISACs are providing this special report for your general security awareness. The application of any standards or guidance discussed herein is strictly voluntary. The practices implemented by rail, transit, and OTRB systems may be either more or less restrictive than any recommended practices or guidance given in this document. In some cases, federal and/or state regulations govern portions of public transit systems’ operations. In those cases, government regulations should take precedence over the information or guidance provided herein. Organizations should consult their own Agency’s/Organization’s policies and guidance before taking any actions based on the information presented in these documents. This document supplements guidance and analysis already provided in daily reports produced by the ST, PT, & OTRB ISACs. Of note, the last page of this report lists references for additional information. To contact an ST and PT ISAC analyst please call 866-784-7221, or email [email protected]. To contact an OTRB ISAC analyst please call 877-847-5510, or email [email protected] 1 Sensitive But Unclassified Material For Official Use Only Introduction The security of transit system and interstate bus operators has become an increasing concern for many metropolitan areas. Some attribute the perceived rise in attacks against operators as an artifact of increased reporting, but when that element of information is factored into the analysis, there still appears to be a notable surge in violent behavior targeting transit workers; particularly against bus drivers, who may remain the most vulnerable. -
S92 Orient Point, Greenport to East Hampton Railroad Via Riverhead
Suffolk County Transit Bus Information Suffolk County Transit Fares & Information Vaild March 22, 2021 - October 29, 2021 Questions, Suggestions, Complaints? Full fare $2.25 Call Suffolk County Transit Information Service Youth/Student fare $1.25 7 DAY SERVICE Youths 5 to 13 years old. 631.852.5200 Students 14 to 22 years old (High School/College ID required). Monday to Friday 8:00am to 4:30pm Children under 5 years old FREE SCHEDULE Limit 3 children accompanied by adult. Senior, Person with Disabilities, Medicare Care Holders SCAT Paratransit Service and Suffolk County Veterans 75 cents Personal Care Attendant FREE Paratransit Bus Service is available to ADA eligible When traveling to assist passenger with disabilities. S92 passengers. To register or for more information, call Transfer 25 cents Office for People with Disabilities at 631.853.8333. Available on request when paying fare. Good for two (2) connecting buses. Orient Point, Greenport Large Print/Spanish Bus Schedules Valid for two (2) hours from time received. Not valid for return trip. to East Hampton Railroad To obtain a large print copy of this or other Suffolk Special restrictions may apply (see transfer). County Transit bus schedules, call 631.852.5200 Passengers Please or visit www.sct-bus.org. via Riverhead •Have exact fare ready; Driver cannot handle money. Para obtener una copia en español de este u otros •Passengers must deposit their own fare. horarios de autobuses de Suffolk County Transit, •Arrive earlier than scheduled departure time. Serving llame al 631.852.5200 o visite www.sct-bus.org. •Tell driver your destination. -
Transit Bus Automation Risks, Barriers, & Mitigations
Transit Bus Automation Risks, Barriers, & Mitigations Introduction In 2016, the Federal Transit Administration (FTA) studied risks and barriers to transit bus automation and developed mitigations as a part of the development of its Strategic Transit Automation Research (STAR) Plan. • Risks are the potential for automated technologies, once in place, to yield negative consequences or for anticipated benefits to go unrealized. • Barriers are obstacles that could prevent or significantly challenge implementation of an automation technology. Both are challenges to the potential implementation of transit bus automation that require the development of mitigation options or strategies to overcome barriers or reduce the likelihood of a risk. This factsheet summarizes the findings of this study. For more information, please see the full report, contained in the STAR Plan. Risks Four categories of risks related to transit automation were identified: Safety and Security: Automated transit buses are at risk of potential hardware and software failures or limitations, human factor errors related to over-reliance on automated assistance or decline in driver skill, and cyber-attacks, as well as potential impedance with emergency response and communications. Operations, Maintenance, & Cost Effectiveness: Transit agencies run the risk of accumulating unrealized costs from technology and transition expenditures, workforce retraining expenses, and increased labor costs due to the need for specialized skills, and technological obsolescence. Changes in service patterns or transit funding mechanisms could lead to additional costs. In addition, automated bus transit will compete against other modes that are moving toward automation. Passenger Experience: Automation could negatively affect passenger experience, or fail to deliver expected benefits. This could include degradation in service reliability, slower travel speeds, reduced access and convenience, inadequate customer service, and poor ride quality. -
Pennscore Operator Training Manual
O P E R A T O R T R A I N I N G M A N U A L April, 2002 PennSCORE Operator Training Manual This manual was the brainchild of, and was originally prepared by, Dave Kilmer of Red Rose Transit Authority as part of the PennSCORE program. The manual is designed to be used by transit systems in PA for training new bus operators. It is also designed as a tool for PennSCORE graduates to use in training. This manual is generic, which means that the material contained herein can be used in many different transit environments. Information specific to a particular system, such as route descriptions, needs to be added in the appropriate sections. These sections contain notes suggesting the addition of system-specific information. Places where other training resources might be appropriate are also noted. These resources are typically videos, many of which were used in the PennSCORE program—all are available from PennTRAIN Comments and suggestions from Jim Parks and Dennis Fuge, Cambria County Transit Authority (CamTRAN), are greatly appreciated. They took the generic manual and added system-specific material for use at CamTRAN. A copy of their version is also available from PennTRAIN as an example of how this manual can be adapted for local use. Copies of this manual are available from PennTRAIN. For more information contact Cindy Conaway at 800-847-0333, [email protected]. ii PennSCORE Operator Training Manual TABLE OF CONTENTS 1. INTRODUCTION.................................................................................................................................... 1 1.1 What is PennScore?.........................................................................................................................................2 1.2 History of System Name (insert brief History)................................................................................................2 1.3 Training Outline ..............................................................................................................................................3 2. -
Virginia Administrative Code
Virginia Administrative Code Chapter 70 - REGULATIONS GOVERNING multifunction school activity buses. These vehicles PUPIL TRANSPORTATION are not approved for transporting students to and from school or school-related activities. Part I Definitions "School bus" means any motor vehicle other than a station wagon, automobile, truck, or commercial bus that is (i) designed and used primarily for the 8VAC20-70-10. Definitions. transportation of pupils to and from public, private, The following words and terms when used in this or religious schools, or for the transportation of chapter shall have the following meanings unless the pupils who are physically handicapped to and from a context clearly indicates otherwise: sheltered workshop; (ii) painted yellow with the words "School Bus" in black letters of a specified "Classroom instruction" means training provided by size on the front and rear; and (iii) equipped with a qualified driver instructor through lectures, warning devices prescribed in § 46.2-1090 of the demonstrations, audio-visual presentations, Code of Virginia. A yellow school bus may have a computer-based instruction, driving simulation white roof provided such vehicle is painted in devices, or similar means. Instruction occurring accordance with regulations and specifications of the outside a classroom is included if it does not involve Department of Education. actual operation of a school bus and its components by the student. "Specially equipped bus" means a school bus designed, equipped, or modified to accommodate "Color-black" means federal standard No. 595, black. students with special needs. "Color-yellow" means national school bus yellow "Type A school bus" means a conversion bus School Bus Manufacturers Technical Council constructed utilizing a cutaway front-section vehicle (SBMTC) color standard 008. -
Guidance for Transit Agencies COVID-19 Pandemic Response
March 27, 2020 Guidance for Transit Agencies COVID-19 Pandemic Response Public transportation is an essential element of our critical infrastructure and necessary to support required trips to work and healthcare for those that must travel during this unprecedented time. Public transportation agencies around the Commonwealth have been working very diligently in order to maintain operations and ensure the health and safety of their customers and employees. Some examples of the types of actions that have already been taken include: Extensive cleaning of transit vehicles and facilities Elimination of fares to reduce high-touch areas and maintain more social distancing for transit vehicle operators Use of rear-door-only boarding and spreading out passengers on the bus to ensure spacing Adding additional vehicles to higher volume routes to ensure appropriate passenger loads Skipping stops if vehicles are already at a capacity that would ensure social distancing Recommended guidance: Continue to communicate to the public that they should not take transit if they are sick. Message: if you are showing symptoms, please use an alternate mode of transportation. Transit use should be limited to essential trips only – trips to work for essential workers and to meet essential personal needs (e.g., grocery store and medical trips, but not if you are sick). Transit agencies should closely monitor employee absenteeism and direct employees not to come to work if they are sick. Transit agencies should suspend fare collection for fixed-route services, where practical, to reduce the interaction with transit operators and to limit contact with high-touch surfaces. Use rear-door boarding, where possible, to increase separation on buses. -
Transit Capacity and Quality of Service Manual (Part B)
7UDQVLW&DSDFLW\DQG4XDOLW\RI6HUYLFH0DQXDO PART 2 BUS TRANSIT CAPACITY CONTENTS 1. BUS CAPACITY BASICS ....................................................................................... 2-1 Overview..................................................................................................................... 2-1 Definitions............................................................................................................... 2-1 Types of Bus Facilities and Service ............................................................................ 2-3 Factors Influencing Bus Capacity ............................................................................... 2-5 Vehicle Capacity..................................................................................................... 2-5 Person Capacity..................................................................................................... 2-13 Fundamental Capacity Calculations .......................................................................... 2-15 Vehicle Capacity................................................................................................... 2-15 Person Capacity..................................................................................................... 2-22 Planning Applications ............................................................................................... 2-23 2. OPERATING ISSUES............................................................................................ 2-25 Introduction.............................................................................................................. -
Global Competitiveness in the Rail and Transit Industry
Global Competitiveness in the Rail and Transit Industry Michael Renner and Gary Gardner Global Competitiveness in the Rail and Transit Industry Michael Renner and Gary Gardner September 2010 2 GLOBAL COMPETITIVENESS IN THE RAIL AND TRANSIT INDUSTRY © 2010 Worldwatch Institute, Washington, D.C. Printed on paper that is 50 percent recycled, 30 percent post-consumer waste, process chlorine free. The views expressed are those of the authors and do not necessarily represent those of the Worldwatch Institute; of its directors, officers, or staff; or of its funding organizations. Editor: Lisa Mastny Designer: Lyle Rosbotham Table of Contents 3 Table of Contents Summary . 7 U.S. Rail and Transit in Context . 9 The Global Rail Market . 11 Selected National Experiences: Europe and East Asia . 16 Implications for the United States . 27 Endnotes . 30 Figures and Tables Figure 1. National Investment in Rail Infrastructure, Selected Countries, 2008 . 11 Figure 2. Leading Global Rail Equipment Manufacturers, Share of World Market, 2001 . 15 Figure 3. Leading Global Rail Equipment Manufacturers, by Sales, 2009 . 15 Table 1. Global Passenger and Freight Rail Market, by Region and Major Industry Segment, 2005–2007 Average . 12 Table 2. Annual Rolling Stock Markets by Region, Current and Projections to 2016 . 13 Table 3. Profiles of Major Rail Vehicle Manufacturers . 14 Table 4. Employment at Leading Rail Vehicle Manufacturing Companies . 15 Table 5. Estimate of Needed European Urban Rail Investments over a 20-Year Period . 17 Table 6. German Rail Manufacturing Industry Sales, 2006–2009 . 18 Table 7. Germany’s Annual Investments in Urban Mass Transit, 2009 . 19 Table 8. -
North Dakota
NORTH DAKOTA SCHOOL BUS DRIVER’S GUIDE MARCH 2015 EDITION DEPARTMENT OF PUBLIC INSTRUCTION Kirsten Baesler, STATE SUPERINTENDENT Bismarck, North Dakota 58505-0440 2 A MESSAGE FROM THE SUPERINTENDENT OF PUBLIC INSTRUCTION Over 40,000 students are transported each day to North Dakota schools in school buses. The safety of these students and the efficiency of a district's transportation program depends on the dedicated men and women who accept the important responsibility of driving our school buses. This publication is the thirteenth edition of the handbook for North Dakota school bus drivers. We hope that this handbook answers many questions and gives school bus drivers the necessary guidelines to perform effectively and efficiently. Driving a school bus involves much more than merely driving a vehicle on the highways. The school bus driver must also be responsible for the safety and welfare of children, must be teacher by example, must promote good public relations, and must understand how to properly use and care for the school bus, a complex and expensive piece of equipment. The purpose of this guide is to provide each school bus driver with the basic information needed to develop the skills, attitudes, and knowledge that result in safe and efficient driving. It is my sincere hope that each of North Dakota's school bus drivers will study and properly apply the information presented in this guide to assure a safer transportation program for our students. Driving a school bus is one of the most important jobs we have in our school systems. You carry our state’s most precious resource. -
Page. CLAIMS of the PRINCIPLE of RPTATION of TURBINE ONE
Page. CLAIMS OF THE PRINCIPLE OF RPTATION OF TURBINE ONE. What to claim is: 1. Rotation is obtained of the cross axial and axial bearing mounted turbine rotors, by shielding the returnblades partially or completely and uncovering the pushblades partially or completely. 2. Rotation of horizontal and vertical mounted rotor operable in bearings comprising at least three rotor blades radial and axially projecting its form expending from the hub. Cross-axial rotation of turbine rotors by means of shielding vane, or wind screen shielding the return blades partially or completely and uncovering the pushblades partially or completely for fluid to be channelled cross axially trough the intakes and impact coaxial and horizontally on the transverse projecting turbine rotor blades causing rotation of the prime mover, drivetrain by the converting kinetic energy into mechanical energy and into electric energy by means of a constant transmission turbine gearbox and lubricant system mechanical coupled in rotational mode with the electric generator rotor, comprising a cylindrical permanent or electromagnet coupled electrically to the exciter electrically connected with the disk magnet and axially opposing stator coils or disk or plates or massive electric conductive material disk or cylinder. 3. Rotation of the horizontal and vertical turbine rotor is obtained in clockwise direction and in counterclockwiswise direction. Generating AC current or dc current. Defines the rotor by at least two axial halves exposed axially for cross-axial flow axial flow and/or for perpendicularly flow turbine rotors. A left and right axial halve, or upper and lower axial halve which form the returnblades section and the pushblades intake and exhaust sections. -
Writing Celebrity: Modernism, Authorial Personas, and Self-Promotion in the Early Twentieth Century United States
Writing Celebrity: Modernism, Authorial Personas, and Self-Promotion in the Early Twentieth Century United States Timothy W. Galow A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature. Chapel Hill 2008 Approved by: Linda Wagner-Martin (Director) Erin Carlston (Chair) María DeGuzmán John McGowan Janice Radway ABSTRACT Timothy W. Galow: Writing Celebrity: Modernism, Authorial Personas, and Self- Promotion in the Early Twentieth Century United States (Under the direction of Linda Wagner-Martin, Erin Carlston, John McGowan, Maria Deguzmán, and Janice Radway) “Writing Celebrity” argues that the rise of a national celebrity culture at the turn of the twentieth century transformed cultural production in the United States. While most literary studies of this period focus on the relationship between elite authors and the mass market, I assert that the influence of personality marketing transcended traditional aesthetic categories and reshaped the profession of authorship for both “highbrow” and “lowbrow” writers. Against this backdrop, my work traces the impact that an emergent celebrity culture had on the careers of Gertrude Stein and F. Scott Fitzgerald. Drawing on archival documents, literary texts, and various extant publicity materials, I examine how both of these authors attempted to market distinctive personas and the various ways in which readers and critics responded to their public identities. Gertrude Stein, immediately following the runaway success of The Autobiography of Alice B. Toklas , theorized an authorial identity that exists only in the very instant of creation and instills texts with permanent value.