Physical Requirements. The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee must possess the ability to use the phone, radio, tablet, and computer; have manual dexterity to complete clerical functions and work with office equipment. Lift equipment/objects up to 50 pounds on a frequent basis. The employee must be able to hear, see, and communicate verbally to exchange information. The employee must be able to physically travel between District locations and other destinations, work in evenings when required, work in hazardous conditions, and negotiate a variety of different and irregular terrain as is typical along a railway right-of-way. The employee may be subject to fumes, odors, dusts, gases, and chemicals. The employee must be able to walk, climb, balance, bend, carry, push, reach, sit, and stand. Ability to maintain balance in and around wet floors, roof tops, and other difficult work locations.
Physical Requirements. A. The gradation when tested by means of laboratory sieves shall conform to the following requirements for particle size without any variation: Sieve Size % Passing by Weight 5/8” 100.0% 7/16” 95.0 – 100.0% No. 4 75.0% No. 8 40.0% No. 30 10.0%
Physical Requirements. 3.2.1. Case Design 3.2.1.1. [****] 3.2.1.2. [****] 3.2.1.3. [****] 3.2.1.4. [****] 3.2.1.5. [****] 3.2.1.6. [****] 3.2.1.7. [****] 3.2.1.8. [****] 3.2.1.9. [****] 3.2.1.10. [****] 3.2.1.11. [****] 3.2.1.12. [****] 3.2.1.13. [****]
Physical Requirements. 12 3.2.9 Mounting...............................................................12 3.2.10 SAS-SRU Interface......................................................13 3.3 BASE RADIO UNIT (BRU).........................................................14 3.3.1 Radio Unit Performance.................................................14 3.3.2 Antenna Performance....................................................14 3.3.3 Reliability............................................................17 3.3.4
Physical Requirements. 18 3.3.5 Mounting...............................................................18 3.3.6 BRU-BMM Interface......................................................18 3.4 SYSTEM LEVEL REQUIREMENTS.....................................................19 3.4.1
Physical Requirements. 2.1. Size (Recommended) Set: approx. 210 x 142 x 60 mm (length x height x depth) Antenna: approx. 270 x 122 x 12 mm (height x width x depth, open incl. foot)
Physical Requirements. (a) The Employer recognizes the physical nature of fire fighting and agrees to provide for fitness activity time and access to equipment during the regular shift schedule of all employees, providing that same does not in the judgment of the Employer impair emergency operations in any way. (b) All employees shall have physical examinations and maintain their physical condition to ensure they are capable of performing their duties.
Physical Requirements. The physical requirements of asphalt concrete mix containing RAP shall conform to the Department’s Specification for Asphalt Type C-HF as outlined in Asphalt Concrete End Product Specification (EPS), February 2011. All other requirements as outlined in Asphalt Concrete End Product Specification (EPS), February 2011 shall be met.
Physical Requirements. Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or to 10 pounds of force constantly to move objects. Physical demands include the ability to reach, handle, and finger objects; talk and hear; occasional use of near visual acuity and frequent use of far visual acuity. BILINGUAL SPECIAL EDUCATION CLASSROOM ASSISTANT (BIL-SECA) CLASS TITLE: Bilingual Special Education Classroom Assistant CHARACTERISTICS OF THE CLASS: Under the general direction of the school principal, and under the immediate supervision of a Special Education teacher holding a valid teaching certificate directly engaged in teaching subject matter or conducting activities, uses bilingual skills to assist in the instruction of disabled students, and performs related duties as required. ESSENTIAL FUNCTIONS: Uses bilingual skills and assists elementary and high school Special Education teachers in reinforcing efforts with children with various disabilities, including physical disabilities, visual and hearing impairments, learning disabilities, behavior disorders, emotional impairments, and mental impairments in accordance with each students’ Individual Education Program (IEP); lifts and positions non-ambulatory students during the school day as instructed by the teacher and in adherence to written instruction from students’ personal physicians; provides one-on-one tutor for students to present or reinforce learning concepts; provides one-on-one personal hygiene services for students with severe disabilities, including toileting, changing soiled diapers, and cleaning soiled children regardless of age; assists students with orthopedic impairments by arranging and adjusting tools, work aids, and equipment used by students in classrooms, including, but not limited to, specially equipped worktables, positioning equipment, wheelchairs, tape recorders, computers, communication devices, and mechanized page turners; assists teacher in instructing students in daily living skills required for independent maintenance and economic self-sufficiency; accompanies students to swimming pools and medical clinics to assist in removing clothing and performing other personal services that students are unable to perform themselves; assists in feeding students unable to do so themselves; takes notes in classrooms for students unable to do so themselves; corrects homework assignments and examination materials; assists teachers in maintaining written records of ...
Physical Requirements. In this section, we have included a table of common physical requirements that are essential to perform the job, please check all that apply. If you need to add a requirement use the blank boxes at the bottom of the table. (please put “X” in the appropriate column) Physical Effort Occasionally Frequently Continuously # of Pounds Sitting X Standing X Walking X Bending Crawling Climbing Crouching Kneeling Pushing/Pulling Talking x X Lifting Carrying Travel APPROVAL HISTORY – FOR COMPENSATION USE ONLY X. Xxxxxxx 5.15.2017 EXHIBIT C Quality Assurance Guide Vendor Personal Lines Underwriting Activities-Based Exhibit C - Contract between Citizens and XXXXXXXX GROUP, INC Contract # 19-18-0038-02 Page 40 of 66 Table of Contents Introduction to Underwriting Quality Assurance 2 Overview 2 Evaluation Delivery and Review 3 Overview 3 QA Reporting Portal 3 Randomized Evaluations 3 Evaluation Access 4 Understanding an Evaluation 4 Performance Standards and Scoring Reviews 5 Overview 5 Performance Standards 5 Introductory Period 5 Scoring Review 5 Resources 6 Back to top Introduction to Underwriting Quality Assurance Overview QA program is intended to: • Promote positive changes for both our internal and external customers. • Provide effective feedback to improve performance. • Align with Citizens underwriting goals. • Simplify scoring with clear guidelines and no duplicate error codes. • Identify strengths and opportunities for enhanced feedback and development. • Provide the Vendor Leadership Team with feedback related to trends and training needs that are identified. Exhibit C - Contract between Citizens and XXXXXXXX GROUP, INC Page 42 of 66 Evaluation Delivery and Review Overview The purpose of a quality evaluation is to review where the gaps, training, or process improvements are needed so that future errors are avoided while celebrating successes. The following section will provide an overview of evaluation selection, delivery, review and correction using the QA Reporting Portal.
