Six Sigma Methodology of Engine Overheating

Six Sigma Methodology of Engine Overheating Problem The Six Sigma is methodology for continuous improvement of process quality, operational excellence and minimizes defects by keeping in mind of customer requirements. The six-sigmas aim is to achieve 1.28 process capability per million opportunities in production, design of product and in administration of products. Adaptation of six sigmas in industry can lead to unrealistic improvement. In this paper the author depicts the use of six sigma methodology for eliminating an engine overheating problem in an automotive industry. Its also explores how company can use that methods and move toward six sigma quality level. The DMAIC (Define Measure Analyze Improve Control) method used by the author to solve an underlying problem for process variation and high rate of defects. After implementing this technique, the author found sand fusion and metal penetration were responsible for jamming the cylinder head. Hence implementation of method results into a reduction in the jamming problem observed in the cylinder head and increased the process capability from 0.49 to 1.28. This improvement had an significant impact on financial statement saving ($US110000 per annum). Â   Â   Process Figure 1: Process mapping for cylinder head core making In this case study the main objective was to reduce of water jacket- passage jamming in the cylinder head of an engine. This problem was tackled by six sigma DMAIC methodology. The cylinder head is the cast product used to produced high power that is produced at the bottom surface of the cylinder head and subjects to high heat and vibration. The water jacket passage is a complex passage for water circulation around the engine. The major problem was jamming the water jacket passage leading to customer dissatisfaction. The root cause of this defects has been identified as sand fusion and metal penetration during casting. Sand fusion defects are held by high temperature molten metal fuses with the mould and core. Metal penetration is due to porosity remain in the cores. Thus, it occurs in 13 location as shown in figure 2. Figure: -2 Location of water jacket jamming The main focused on the following process to enhance the customer satisfaction and reducing COPQ (cost of poor quality) from 0.194 defects per unit (DPU) to 0.029 DPU. Sand preparation Core making process Wash preparation and coating After that authors, have been used DMAIC tool to reduce defects and improve the quality of the product. Each stage of DMAIC (Define, Measure, Analyse, Improve and Control) is explained below. Figure: -3 Five step methodology of six sigma The Define Phase: This is the first step of the DMAIC in which project goal, scope, boundaries and customer requirement are defined. The projects team member includes a champion, a black belt, a green belt and two graduate engineer. Furthermore, the team member asks certain question in charting sessions such that what is wrong in the production of the cylinder head casting? where is the problem? How big is the problem? What is the impact of the problem. The team make sure that these points should be been investigated prior the measure phase. The main goal of this projects was to reduce defects from 0.194 to 0.029 DPU, which immensely decrease in the cost of poor quality. After this the team conducting destructive test on cylinder head and identified root causes and performing brainstorming to an conclusion that the jamming was due to sand fusion and metal penetration. They also conclude that the major roots cause was the porous core. The main focused on the following process to enhance the customer satisfaction and reducing COPQ (cost of poor quality). Sand preparation Core making process Wash preparation and coating The measure phase: In this phase the teams select one or more products specification, mapping the process, making necessary dimensions and establishing a baseline of the process capability or process performance. This will identify all the value and non- value added steps, key process inputs and outputs. After mapping the process the team member proceed to analysis the causes of defects using cause and effects diagram shown in figure 4. Figure: -4 Cause and effect analysis of the porous core Table 1 Causes and effect matrix Its shows thats the process variables affecting the porous core were sand leakage, blow pressure, the AFS number of the sand, the gap in core box and vent choking. After identifying that contribution of porous core is over 80%, they create cause and effect table 1 showing customer needs with respect to process characteristic that are critical to customer. The next step was to define performance standards according to customer demands. A data collection plan has been establishing to track the project output and standard setting exercise. To identify the source of variation in the measurement system a gauge repeatability and reproducibility (RR) study was conducted. Its necessary to redesign the gauge to train operator how to use new gauge and read the gauge instrument and suitable fixtures were used to help the operator for more consistency. This system is used when there is variability less than 10% od the total process variability. This study is performed to check the accuracy of the workers operating the machine. Table 2 Result of gauge RR Study Thus, the result shows that variation is 6.08% which implies the measurement system acceptable as show in table 2. From the data Cpk value is estimated to 0.49, hence it is clearly indicated that the process performance is poor and improvement needed. The analysis phase: In this phase the first step is to gather data from the process to obtain a better picture of the depth of the porous core under different conditions. Later no the data that are factor affecting are being collected over a period of 36 days from different shits as shown in table 3. This data is further analysed to determine the relationship between process parameters direction of improvement. Table 3 Factors affecting response before improvement The passage jamming tendency relation to location is shown in the figure 5 with the help of Pareto chart. This has been drawn on the bases of day to day monitoring and recording the passage jamming at 13 location were arranged in descending order on X axis of the Pareto chart. Figure: -5 Pareto chart to show location wise jamming tendency The main aim of the project team to enhance the process capability by reducing variation in the process. A regression analysis is performed to determine the significance of process parameters. According the table 4. The variation P values less than 0.05 to 0.01 that are sand leakage, bulk density, and vent choking ratio are need to be further optimised and controlled. Table 4 Result of regression analysis for process parameters The improve phase: In this phase using three process parameters sand leakage, bulk density, and vent choking ratio are identified from the analysis phase. Sand leakage When the door half and the ram half were closely packed due to misalignment of the two halves at that time sand was coming out of the core box, after this the two halves were properly aligned and packing were used to seal any opening ends. The parameter may be varied from 10 to 30g/blow. Bulk density The required bulk density of core sand is between 1.78 and 1.95 g/cm3. To increase the bulk density iron oxide and mill scale was added, the iron oxide composition was accumulated to 3% to realize the required bulk density and to improve the high-temperature thermal properties of the core sand. Mill scale addition of 1.5 % additionally helped to extend the density and thermal conductivity of the sand. Vent choking This has been considered one of the serious problems posed by the foundry men. The resin used for the core sand blocked the gap of vent by sticking during the curing process. This results in the occurrence of porous core because from the core shooter air cannot escape out of the core box and only 30 vents were blocked out of 52 vents. Thinner was used to clean this vents. This cleaning was increased from once to twice a week during each shift break. The following steps were taken to control the process. AFS number Proper care was taken of sand so that only sand grain of 65-70 reaches the hopper of shell core machine. Blow Pressure The pressure gauge was checked to maintain blow pressure range of 4-4.5kg/cm2. Baume of wash According the specification standards (52- 56 Be) the was regularly checked. Fin thickness Using corrective maintenance, the fine thickness of range 0-0.85 was brought. Design of experiment (DoE) was conducted using three process and each process was studied at different levels. To have sufficient degree of freedom each trial condition was replicated as shown table 5 the results of the experiments shown average depth of porous core. Hence, the average depth of porous core was 1.25mm. The figure 6, 7 depicts the main effect plot and the interaction plots to relate this it was decided to construct a normal probability plot of effects. Figure shows 6 the main effects were statically significant at 10% level as well as figure 7 suggest light interaction between vent chocking and sand leakage. From figure 6 it seen that the optimum level of the process parameters for minizine all three defect. Thus, the average depth of the porous was computed to be 0. 80mm. Hence, process capability was improved from 0.49 to 1.28. Table 5 Result of full factorial experiment Figure: 6 Main effect plot for the depth of the porous core Figure: 7 Interaction plot showing the interactions among the process parameters The control phase: In this phase the extensive programme was conducted for the case study. Process sheets and control charts were made to take preventive action before the process went outside of control limits. A complete data base was prepared and proper monitoring of process help to detect and correct the signals before they result into customer dissatisfaction. run charts for the depth of porous core were drawn before and after improvements. The purpose of the run charts was to analyse variability in the porous core. Figure 8, 9 shows all the point are in the specification and that variability in the porous has been reduced. Figure: 8 Run chart for the porous core before improvement LSL, Lower specification limit, USL, Upper specification limit. Figure: -9 Run chart depth of core after improvement Table 6 Comparison before and after improvement based on key metrics As shown in table 10 the comparison before and after improvement the depth of porous and various systems has been improved and control by six sigma. If I were the project leader: In this case study, Brainstorming 5 why SIPOC 5S I would like to use all tools. In first step when team is made, it made by only team member so I would like to take one or two members from outside the plants and who are not from this field. By doing this there may be chance to get different ideas from them. Here author did detail study of whole process and found the reasons of problem and best possible solutions. After collecting data, I would suggest team members to find root causes by doing brain storming and also using Ishikawa Diagram. One the other important tool that authors didnt use that should be used is VSM (value stream map) through which we can easily find bottleneck of the process. I would also have used Poka -Yoke (error proofing) tool to easily find error and controlled production of incorrect parts. Just to apply Six sigma is not sufficient to improve process of product but also maintain the quality is one of the important things in any industry. So if I were the in charge of the project I would suggest to sustain the improvements and motivate team to find more better ways of handling problems.

Microsoft Office and Figure

Table of Contents Introduction This session is targeted at those who wish to learn the new key features of MS Word 2007. It will cover use of the ribbon, adding tools to the Quick Access Toolbar and using live preview before making selections. By the time you have completed this session you should be able to: 1. Work with the new ribbon in Word 2007 2. Add tools to the Quick Access Toolbar 3. Use the Office Button 4. Use Live Preview and make selection 5. Create, save and format a document 6. Indent paragraphs and change line spacing 7. Create bullet and number list 8.Change format of bullets and number list 9. Apply borders and shading to paragraphs 10. Add a header or footer and page numbers to documents 11. Select tools from the Mini Toolbar 12. Work with Super tool tips 13. Use Launchers to display dialog boxes 14. Create and modify tables 15. Add and remove items from the Status Bar 16. Select Word Options 17. Understand the new file formats 18. Use the Compatibility Checker 19. Understand and apply the different security features Documents needed for practical are contained within the EssentialsInWord folder on the desktop or download from http://www. qub. ac. k/student Click on the Training Materials link (under Useful Information), scroll down to Microsoft Office 2007. Click on the Zip files for Word Essential. zip and download either to desktop or H drive. Right click on the zip file and select Extract All (or unzip to here) This practical should take you approximately 2 hours to complete Microsoft Word’s 2007 Ribbon When Word 2007 is first opened, a new blank document is automatically created. The ribbon displayed across the top of the screen replaces the old toolbars and menus. The ribbon is divided into eight tabs (if Developer tab is shown), plus an additional tab if add-ins are being used.The number of items shown in the ribbon will vary depending on the size and resolution of the monitor. For example, figure 1 below shows four heading styl es on the ribbon, whereas a larger monitor with a higher screen resolution would display six or more heading styles. By clicking on the downward arrow to the right of the styles, the full range of styles will be displayed. By selecting the tabs across the top of the ribbon, i. e. Insert, Page Layout, References, Mailings, Review and View, a different section of the ribbon will be displayed.Notice that the Home ribbon/tab contains many of the tools previously displayed on the Standard and Formatting toolbars. Figure [ 1 ]: The Ribbon (Home Position) To hide the ribbon, (which will allow more room on the screen) double click one of the tabs across the top. To access a tool from the collapsed ribbon, click once on the tab to expand the ribbon and select the tool. To bring the ribbon back, double click on a tab or use the keyboard option Ctrl+F1. Note that when the ribbon is collapsed it is possible to use the Alt key on the keyboard to show the shortcut keys.For example Alt+N will acce ss the Insert tab. See . Figure [ 2 ]: Short Cut Keys for Ribbon ————————————————- Across the top of the ribbon (or just below it), at the left hand side of the Title Bar, you will notice the Quick Access Toolbar (see figure 3). To add tools from the ribbon to the toolbar, right click on the tool and select Add to Quick Access Toolbar. Note: tools on the Quick Access Toolbar are saved to the computer, therefore if you use a different computer, you will not be able to access tools saved earlier. Figure [ 3 ]: Quick Access ToolbarMany of the tools contained in the earlier Edit menu, can now be accessed from the Office Button See figure 4 for list. Note that if the current document is saved on a SharePoint server, there will also be a Server Tasks button, between Publish and close. 1. ———————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on the Office Button 2. ————————————————- Right click on the Save icon 3. ————————————————- Select Add to Quick Access Toolbar Note: If the tool is already on the Quick Access Toolbar, the option will be unavailable.If this is the case, select another tool of your choice to add to the toolbar. Office Button Click on the arrows to see an extended menu in each case Live Preview Live Preview shows formatting results on text such as heading styles, font colour, background colour, etc, without actually clicking on the choice. For example by highlighting text and moving the mouse over the styles, on the Home tab, a preview of the effect of each style will be displayed without actually selecting the style. Note that not all fo rmatting options use live preview.Click on the Office Button and select Open Browse to where you have saved the Word Essentials folder and open the document ECDL Leaflet Select the first heading ECDL and ECDL Advanced Ensure the Home tab is selected and move the cursor over the heading styles Notice how the heading changes to allow a preview (without clicking on a style). Click the downward arrow to the right of the styles to access the full range. Select Heading1 style by clicking on it. (Note: the name of the style will appear as you move the cursor over each style). Bullets and Numbering 1. ———————————————— Under the heading Why Study for an IT Qualification, select the five lines of text after By studying for the ECDL at Queen’s†¦Ã¢â‚¬ ¦ 2. ——————————————â€⠀Ã¢â‚¬â€- Select the Bullets tool from the Paragraph group on the Home tab. 3. ————————————————- Scroll down to the heading What will you learn and select the seven lines of text beginning Basic Concepts of IT and select the Numbering tool from the Paragraph group. 4. ————————————————-Under the heading Moving forward with ECDL Advanced, select the text Word processing, down to Presentations and select the bullets tool. 5. ————————————————- To change the style of numbering or bullets, select the last list you created and click on the downward arrow to the right of the bullet or number tool 6. ———————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose a style or select Define New Bullet to choose a picture/symbol. See figure 5. (Note Live Preview of bullets before selection) : Change Bullet types * Note: within the Paragraph group there is also a Multilevel list.See figure 6, which is a useful feature for creating sub level lists. Also under the font group there is a tool to remove all formatting from a document. See figure 7. : Multilevel List : Clear Formatting Borders and Shading 1. ————————————————- Ensure the Home tab is selected. 2. ————————————————- Select the last paragraph in the document beginning ECDL and ECDL Advanced and click on the downward arrow beside the Border tool (on the Paragraph group). See figure 8. 3. — ———————————————-Select Outside Borders, see figure 8. Figure [ 7 ]: Border 4. ————————————————- With the paragraph still selected click on the downward arrow beside the Shading tool (next to the border tool) on the Paragraph group. 5. ————————————————- Select a shade of grey, i. e. 25% * The MiniBar/Mini Toolbar Select any line of text in the ECDL leaflet document. Notice that the mini toolbar appears. See Figure 9. At first the toolbar will be quite faint but as the cursor is moved closer to the toolbar it becomes more solid.Moving the cursor off the mini toolbar and back may cause it to disappear. Right click on the selected text and it will reappear. Note t hat the mini toolbar does not produce live preview results. Figure [ 8 ]: Mini Toolbar By right clicking on text such as bullets or numbering, extended shortcut options will appear (see figure 10). Figure [ 9 ]: Extended Short Cut Menu * Super Tooltips Move the cursor over the tools on the ribbon. Notice that an extended tool tip appears. For example in Figure 11 below, the mouse was hovered over the Format Painter tool. In most cases the keyboard short cut keys also appear.Figure [ 10 ]: Super Tooltip for Format Painter * Dialog Boxes and Launchers Dialog boxes can be displayed in several ways. One example is to use the launchers. These are indicated by the small arrow in the lower right hand corner of ribbon groups, see figure 12. Click on the launcher to open the dialog box. Note that not a lot of changes have been made to dialog boxes in Word 2007 see figures 13a and 13b for one example. Figure [ 11 ]: Launcher Launcher Figure [ 12 ]a: Paragraph in 2007 Figure 13b: Paragraph in 2003 The Insert RibbonClick on the Office Button and create a new blank document. Click on the Insert tab to display the insert section of the ribbon, see figure 14. Figure [ 13 ]: Insert Ribbon From the Pages group there is the option to insert a cover page, a blank page or page break. Section breaks can now be accessed from the Page Layout tab (covered later). Note that page breaks can also be accessed from the Page Layout tab. Tables Click on the downward arrow under tables and select a three column by three row table. See figure 15. Alternatively select Insert Table to make your selection. See figure 15. Figure [ 14 ]: Insert TableThree columns by three rows Note the table tools in the ribbon with Design and Layout tabs. See figure 16 with Design tab selected and Figure 17 with Layout tab selected. Design tab Layout Table Tools Border Launcher Figure [ 15 ]: Table Tools (Design) 1. ————————————â €”———- Click into the first cell of the table and ensure the Layout tab is selected (see figure 17) 2. ————————————————- Select the top row of the table and click on the Merge Cells button within the Merge group 3. ————————————————-Select the Design tab and from the table styles (use the arrow key to the right of the styles), select Light List Accent 2 style, i. e. move the cursor over the styles and a name box will appear. Figure [ 16 ]: Table Tools (Layout) 1. ————————————————- Select the table and with the Design tab still selected, click on the Draw Borders launcher (see figure 16) to access the full range of borders and sha ding options. Alternatively click the downward arrows next to the borders and shading buttons to see the full range of options (within table styles of the Design tab). 2. ———————————————— Select All borders 3. ————————————————- Select 1 point width for the border and the colour blue. 4. ————————————————- Right click within a table cell to bring up additional options such as insert row/column, delete row/column, etc. See figure 18. 5. ————————————————- Alternatively, select the Layout tab, see figure 17 to insert rows, columns, delete table, et c. 6. ————————————————- Using figure 19 as a guide, complete the remaining cells within the table. . ————————————————- Save the document as Table Example within the WordEssentials folder and close the document. Figure [ 17 ]: Table options Courses Microsoft Office 2007 Training Courses| October| Word| Essentials| October| Excel| Essentials| October| PowerPoint| Essentials| October| Access| Essentials| November| Word| Advanced| November| Excel| Advanced| November| PowerPoint| Advanced| November| Access| Advanced| A range of other course are available in each Microsoft application Shapes and SmartArt Click on the Office button and create a new document and ensure the Insert tab is selected.The Illustrations group on the Insert tab has buttons for inserting pictures , ClipArt, Shapes and Charts, there is also an option to use SmartArt which is a new feature on the Insert ribbon. 1. ————————————————- Click on the downward arrow below shapes. A range of shapes, lines, arrows are available. See figure 18. Note the option New Drawing Canvas at the bottom of the list (this appeared automatically in Word 2003) 2. ————————————————- Select three flow chart shapes of your choice and draw them on the page, one beneath the other.Draw connecting lines from the first shape to the second and a line from the second to the third shape. Figure [ 18 ]: Shapes 1. ————————————————- With the Insert tab still selected, click on Blank Pa ge (from the Pages group). 2. ————————————————- Click on the SmartArt control and browse through the different categories down the left hand side. See figure 21 3. ————————————————- Select Block cycle from the Cycle category and click OK. See figure 21 with block cycle selected. Note the SmartArt ribbon appears.See figure 22. Figure [ 19 ]: SmartArt Figure [ 20 ]: SmartArt Ribbon Add Shape Change Colours 4. ————————————————- Click into each area of the cycle in turn and type the tasks associated with completing the ECDL qualification. See figure 23. 5. ————————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click anywhere on the page when the cycle is complete. To access the SmartArt ribbon, double click on the shape and it will reappear. 6. ————————————————- To change the colour of the cycle, click on the Change Colours control, see figure 22. 7. ———————————————— To delete a shape, select the shape and press delete on the keyboard. 8. ————————————————- To insert a shape, select a shape next to where you want the new shape and click on Add Shape, see figure 22 9. ————————————————- To change the layout use the arrows to the right of the Layouts group and click a layout to select. 10. ————————————————- To change the SmartArt style, click on the arrows to the right of the Styles group and click the style to select. Figure [ 21 ]: Steps to complete ECDLNote: for more advanced features of SmartArt, see Advanced courses in Word and PowerPoint. Headers and Footers 1. ————————————————- Ensure the Insert tab is selected. Click the downward arrow under Header, (within the Header & Footer group) to see the full range of header styles. Click the arrow beneath Footer and Page Number to view the styles available. See figure 24. 2. ————————————————- Click on the Footer button and s elect Alphabet style. Type your name in the [Type Text] box. The page number will appear on the right of the footer. . ————————————————- Notice the view of the ribbon/tab has changed, i. e. a design tab for header and footer appears. See figure 25. 4. ————————————————- Click Close Header and Footer (see figure 25). Note: Another way to access headers or footers is to double click the header or footer area of the page. Figure [ 22 ]: Headers and Footers Note: When in the header or footer area the header and footer tools/controls appear, see figure 25. To return to the main document, click the Close Header and Footer button see figure 25.Figure [ 23 ]: Header and footer tools Quick Parts and Building Blocks Quick Parts and Building Blocks provide a menu of reusable document parts, for example headers, footers, cover page, tables, etc. 1. ————————————————- With the Insert tab selected, click on Quick Parts from the Text group. Any quick parts created will be displayed. In figure 26 below, a cover sheet for IT courses has been created and saved as a quick part. 2. ————————————————- Click on Building Blocks Organizer to see the full list and type.Select a building block and note the preview displayed. To use a building block, select it and click Insert Figure [ 24 ]: Quick Parts 1. ————————————————- With the Building Blocks Organizer open, click on the heading Name, to sort items by name. To sort by Gallery, Categor y or Template, click on the particular heading. 2. ————————————————- Select one of the building blocks and click Edit properties. The Modify Building Block box opens (see figure 27). Changes can be made, click OK Figure [ 25 ]: Modify Building Blocks 1. ———————————————— To add a document part to Quick Parts or Building Blocks, select the item (for example to create a heading with QUB logo): 2. ————————————————- Ensure the Insert tab is selected, click Header and select Edit Header 3. ————————————————- Click on Picture within the Insert tab and insert Logo_QUB from the folder saved to your desktop. 4. ————————————————- Click on the downward arrow next to Quick Parts and select Save selection to Quick Part Gallery (see figure 27). . ————————————————- Type a name for the Quick Part, i. e. QUBLogo, select the Header gallery from the drop down list. See figure 28 Figure [ 26 ]: Create Quick Part 1. ————————————————- Open a new blank document 2. ————————————————- Click on the arrow next to Quick Parts and select Building Blocks Organizer 3. ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Click on Name to sort by name and scroll down to QUBLogo 4. ————————————————- Click Insert The Page Layout RibbonClick the Page Layout tab to display the page layout section of the ribbon, see figure 29. Figure [ 27 ]: Page Layout Ribbon Margins 1. ————————————————- Ensure the ECDL Leaflet document is opened. 2. ————————————————- Within the Page Setup group, click the downward arrow under Margins, to change the margins of the document 3. ————————————————- Note t he range of page set up styles provided but in this case choose Custom Margins 4. ————————————————- Change the top margin to 3. cm and the bottom to 3. 00 cm (see figure 30). 5. ————————————————- Note the option to change page orientation (leave as Portrait) 6. ————————————————- Click OK Figure [ 28 ]: Page Set up Indents and Spacing 1. ————————————————- Select the first paragraph of text under the heading â€Å"Is your CV missing something? † 2. ———————————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Ensure the Page Layout tab is selected and click on the launcher button to the right of the Paragraph group (see figure 12 for launcher button) 3. ———————————————— Ensure the Indents and Spacing tab is selected and from Special select First line indent (see figure 31). 4. ————————————————- Change the line spacing to 1. 5 lines with 10 pt spacing after the paragraph (see figure 31). Click OK Figure [ 29 ]: Indents and Line Spacing As mentioned earlier section breaks can be inserted from the Page Layout tab, from within the Page Setup group, (click the arrow beside Breaks to select section breaks), see figure 29. The References Ribbon Click on the References tab to display the ribbon, see figure 32.The References tab is used f or working with long documents, i. e. generating a table of contents and index, inserting footnotes and endnotes, inserting captions for tables and figures, etc. It will not be covered in this practical. Figure [ 30 ]: References Ribbon The Mailings Ribbon Click on the Mailings tab to display the ribbon, see figure 33. Tools on the Mailings tab are used to create mail merged documents, labels and envelopes. A document has been created named ExamResults containing student exam results (three topics) for seven students. Figure [ 31 ]: Mailings Ribbon 1. ————————————————-Open the document StudentResults and ensure the Mailings tab is still selected 2. ————————————————- Click on the Start Mail Merge button and select Normal Word document 3. ———â €”————————————- Click on the downward arrow next to Select Recipients and choose Use Existing List 4. ————————————————- Browse to the WordEssentials folder and select the file ExamResults. Click Open 5. ————————————————- Position the cursor after the text Student Name and click on the downward arrow beneath Insert Merge Field 6. ———————————————— Select Student Title (see figure 34), leave a space and repeat, inserting Student_First_Name and Student_Surname 7. —————————————†”——- Position the cursor in the first blank cell of the table (beneath Module Result) 8. ————————————————- Insert fields for Introduction to Pure Maths, 9. ————————————————- Repeat point 8 above for Applied Maths and Programming (should resemble figure 35) Figure [ 32 ]: Insert Merge Field Merged Fields 10. ————————————————-Click on Finish and Merge 11. ————————————————- Click Edit Individual documents, select OK 12. —————————————— ——- Exam results for 7 students should be completed. The Review Ribbon Click on the Review tab to display the ribbon, see figure 36. The Tracking group is used to track changes made to a document and the Changes group is used to accept or reject changes. These will not be covered in this practical. The spell and grammar checker, thesaurus word count and translate tools can be accessed from the Proofing group of the Review tab.To spell check the ECDL leaflet, click on Spelling & Grammar. As with previous versions of Word, suggestions will be given, along with the option to add to dictionary. Figure [ 33 ]: Review Ribbon Proofing group The View Ribbon Click on the View tab to display the ribbon, see figure 37. Within the Document Views group the various views with text description is displayed. Also note the views are displayed in the status bar across the bottom of the window. Figure [ 34 ]: View Ribbon Developers Ribbon To show the Developers ribbon, click on the Offic e Button and select Word Options.Ensure the Show Developer tab in ribbon is ticked. See figure 38. The Developers tab is not covered in this practical. Figure [ 35 ]: Show Developer Tab in Ribbon Click on the Developer tab to display the ribbon, see figure 39. Figure [ 36 ]: Developer Tab * The Status Bar The Status Bar is positioned across the bottom of the window, see figure 40. There are over 20 choices on the bar, see figure 41. To display the Customize Status Bar dialog box, right click on the Status Bar. Items with a tick beside them will appear on the Status bar. To add an item, click on it. To remove an item, click on the ticked item.Figure [ 37 ]: Status Bar Figure [ 38 ]: Status Bar Options Word Options Previously Word options were accessed from the Tools menu by selecting Options. Word Options is now accessed by clicking on the Office button and selecting Word options. The Word Options menu will then appear. See figure 42. Click on the tabs down the left hand side to acce ss features associated with the tab. In figure 42, the Popular tab is selected showing the top options for working with Word. Figure [ 39 ]: Word Options Customize Quick Access Toolbar 1. ————————————————-With Word options still open, click on Customize 2. ————————————————- Click on the downward arrow next to Choose Commands From (see figure 43). Notice all the tabs are listed along with options to add tools not displayed on the ribbon. 3. ————————————————- Select the Insert Tab and select Convert Text to Table. See figure 43 4. ———————————————â€⠀- Click the add button to add the tool to the Quick Access Toolbar 5. ————————————————- Click OK. See figure 43Figure [ 40 ]: Add to Quick Access Toolbar File Formats Most Word files created in 2003 can still be opened in 2007. Word 2007 uses four file extensions: 1. .docx – file ending for ordinary Word 2007 documents 2. .docm – file ending for macro enabled documents 3. dotm – file ending for Word 2007 templates (does not contain macros) 4. .dotm – file ending for macro enabled templates By clicking on the Office Button and selecting Save As, you have the option to save as a Word Document (2007 version), Word Template, Word 97-2003 or select Other Formats, see figure 29.Even if the document is saved in Word 2007 format, Word 97/2003 users can still open it if they have downloaded the compatibility pack from Microsoft online. Figure [ 41 ]: F ile Formats Note: Word’s . doc used binary, whereas . docx uses XML. .docx creates smaller files than . doc and are less likely to become corrupt. Use SaveAs to save one type of document as another Save the Document 1. ————————————————- Click on the Office Button and select Save As 2. ————————————————- Save the document as ECDL Information (notice the file ending), see figure 45 3. ———————————————— Save it in the WordEssentials folder, see figure 45 4. ————————————————- Close the application Figure [ 42 ]: Save Compatibility Checker Pro vided Word 2000-2003 users download the free Office 2007 compatibility pack, they will be able to read and write to Word 2007 files. Occasionally users will get a message stating that certain features might be lost when converting between these different formats. Word automatically runs compatibility checks if a document is being saved in a different format from the current one.If you prefer, you can run a compatibility check at any time to find out if features would be lost in saving to another file format. To run the compatibility checker, click on the Office button and select Prepare, Run Compatibility Checker. See figure 46 Figure [ 43 ]: Run Compatibility Checker Ensure the Check compatibility when saving in Word 97-2003 formats check box is ticked. See figure 47. If the checker is turned on, whenever you use a feature in Word 2007 that is not supported in Word 97-2003 the Compatibility Checker will pop up highlighting the issue, see figure 48. Figure [ 44 ]: Compatibility Chec kerSecurity Features There are a range of different types of protection methods that can be used with Word 2007 Restricting Permission: Information Rights Management: This option allows users to access Microsoft’s service to restrict access to those who can open or make changes to a document. Click on the Office Button, select Prepare, Restrict permission and Restricted Access, see figure 48. Note you may need to download the software from Microsoft (see figure 47) and sign up to the service the first time you use it, see figure 50. Figure [ 45 ]: Restricted Access Figure [ 46 ]: Information Rights ManagementAt this stage it is a free trial service but it is possible Microsoft might charge for the service in the future. Figure [ 47 ]: Sign Up Style Formatting, Tracked changes, comments and filling forms Restrictions * Restricts formatting to particular styles * Protection is by password * Accessed from Review ribbon, Protect Document, Restrict Formatting and Editing (see figu re 51). * Make selection from Restrict formatting and Editing pane, see figure 52. Figure [ 48 ]: Formatting Restrictions Limit formatting to a selection of styles – tick box Figure [ 49 ]: Restrict Formatting and EditingSelect type of editing allowed from drop down list Click Yes, Start Enforcing Protection to enter password Password to Open/modify Click the Office Button, select Save As – Tools – General Options and enter the password to either open and modify or modify only, see figure 53. Figure [ 50 ]: General Options Inspect Document To inspect a document to see if it contains personal data or comments, click the Office Button, select Prepare, Inspect Document. Click Inspect on the Document Inspector, see figure 54. Figure [ 51 ]: Inspect Document Mark as Final A document can be marked as final if it had no further modifications to be made.This option will render the document read only. Users with Word 2007 can remove the feature if necessary. Users with e arlier versions of Word, even with the compatibility pack won’t even see the file as Read Only. Word Help To access Word help, click on the question mark at the right hand top of the window. Type keyboard shortcuts in the box provided and click on Search. See figure 55. Links to a range of possible solutions will be provided. See figure 55 Figure [ 52 ]: Help The Get Started Ribbon For additional help on using the Office 2007, download to your own computer the Get Started ribbon (also provided for Excel, PowerPoint).See figure 56. A range of interactive materials, videos, online training and discussion forum is provided. See figure 56. To download the Get Started Ribbon (when you return to your own computer), open a web browser and go to http://office. microsoft. com/en-us/help/HA102146851033. aspx Figure [ 53 ]: Get Started Ribbon Bibliography TitleAuthor(s)Publisher Goal Directed Project ManagementE S. Anderson et al. Kogan Page & Coopers & Lybrand, 1987 The Handbook of Pro ject ManagementTrevor L YoungInstitute of Directors, 1999 Introducing Prince – The Structured Project Management MethodC. BentleyNCC Blackwell, 1992Project Management – 5th EditionDennis LockGower, 1994 Project Management – A Managerial Approach 4th EditionJ. R. Meredith & S. J. Mantel, Jr. John Wiley and Sons Inc, 2000 Project Management – A Systems Approach to Planning, Scheduling, and ControllingHarold KerznerJohn Wiley and Sons, Inc, 1998 Project Management ToolsJacques SurveyerSoftware Development Magazine, July 1997 Project Management for the 21st CenturyB. P. Lientz & K. P. ReaAcademic Press, 1998 Project SkillsSam Elbeik & Mark ThomasButterworth Heinemann, 2000 Step by Step – Microsoft Project 2000C. S. Chatfield & T. D. JohnsonMicrosoft Corporation, 2000

Accident Report

INCIDENT REPORT INSTRUCTIONS Northwestern University ? Vice President for Research ? University Safety Committees ? Office for Research Safety ***A sample completed form is appended to these instructions. *** When to Submit an Incident report An incident report must be delivered to the Office for Research Safety within five days of the incident. Reports are reviewed by the Chemical and Biological Safety Committee, or the Radiation Safety Committee. ? An incident is defined as any unplanned and unwanted event that occurred during the performance of work activities and that resulted in or could have led to injury or material damage to property.Incident repercussions range from minor (e. g. , a broken mercury thermometer) to significant (e. g. , a 5-gallon bottle of sulfuric acid dropped in a heavy-traffic hallway). ? An Incident Report is appropriate for â€Å"near misses,† incidents not resulting in personal harm or property damage, but which might have, under slightly differen t circumstances. ? The Incident Report requires responses from (I) the person involved, (II) any witnesses to the incident, and (III) the Principal Investigator/Supervisor. Attach additional pages if necessary to complete the report.Reports that are not signed by the PI/supervisor will be returned for completion. The committees require input from the supervisor. See completed Example following the instructions. ? Commonly, there are multiple causes in any given incident—all of which should be identified. Provide a complete and detailed response to each question, making a serious attempt to identify all â€Å"root cause(s). † The contributing factors were probably evident, but overlooked or unrecognized previously. These factors become more distinctly identifiable in light of the specifics of the incident A well-planned work process will include multiple layers of safeguards.Once causes are identified at all levels, consider safeguards and procedures that might be chang ed to prevent future incidents. . ? This report is not intended to assign blame; it should be used as a tool to foster recommendations for procedural improvement. A well-prepared report will identify all work systems that need to be redesigned to compensate for foreseeable human errors. Information gleaned from these reports will also be used to improve safety policies. ? The Incident Report is required for all incidents, and must be submitted to theOffice for Research Safety within 5 business days of the incident. Delaying may result results in lost or forgotten details. Your department will be contacted by the Office for Research Safety if an incident report is not received promptly. Incident Response ? Please refer to the Emergency Response Training Fact Sheet Section 6. 3. 4 of Chemical and Biological Safety in Laboratories for definitions of incidental spills you can clean up yourself versus major spills that require assistance, either by ORS or an outside agency. When in doubt , contact ORS for help.Both types of spill require an incident report. ? Emergency Phone Numbers and procedures may be found in your department emergency evacuation plan, your Safety Desk Book, your Employee Safety Handbook, or the Office for Research Safety web page: http://www. research. northwestern. edu/research/ors/emerg/index. htm The Incident Report Form is located at http://www. research. northwestern. edu/research/ORS/online_forms. htm under Laboratory Safety Forms. Incident Report Instructions and Sample Updated 4/18/2007 INCIDENT REPORT SAMPLE Northwestern University ? Vice President for Research ?University Safety Committees ? Office for Research Safety ***Instructions on when and how to complete this form may be found at http://www. research. northwestern. edu/research/ORS/online_forms. htm under Laboratory Safety Forms. *** Hint: Save this file to your computer, complete your section, email a copy to the next person for their part, and when all information has been ent ered, printed, and signed by the Principal Investigator, return it to Tech, NG-71 . I. Report by person involved Name: __Josephine Doe____________ Department: ___Chemistry_________DatePrepared: December 20, 2007__ How long at this job? _3 wks______Position/Title (e. g. , Grad Student, Technician, Post-doc) ___Graduate Student___ Location of Incident: ___Tech G222_________Date/time of incident: _December 18, 2007_ / Principal Investigator/Supervisor: ___Frank Nobel_________________________ 7:30 am_____ A. Describe how the incident occurred. 1. Explain the operation in which you were involved. What were you doing before the incident occurred? What was your goal? What were you doing at the time the incident occurred? What were the conditions of your work?Is this a routine operation? I was washing a volumetric flask. I added a mixture of acid (hydrochloric and nitric) to the flask, a procedure typical in our lab. I was holding the flask and swirling the acid along the inner walls. 2. De scribe the incident in detail. What happened? A reaction occurred inside the flask. I had capped it to prevent spillage. A pressure build-up blew the cap off the flask and sprayed acid on my face. In shock, I dropped the flask on the bench and it shattered, spilling acid on the surface. 3. Describe the sequence of events that followed the incident.How did you respond? I ran to the eyewash at the sink and rinsed my face for approx. 15 minutes, holding my eyes open with my hands. I called UP and requested emergency assistance. Paramedics arrived about 10 minutes after that. 4. Describe any equipment, machinery, or instruments in use at the time of the incident and their potential contribution to the incident. No equipment involved. B. Did you sustain any injuries? What were they? How were they treated? Did you require medical care? Describe the severity of the injury. Page 2 of 5 PagesLimited burns to my face on my forehead and eyelids. I was taken to the emergency room where my face was rinsed again and treated with topical antibiotic cream. I will have to avoid sunlight for a week since I sustained a second-degree burn. C. Was there any property loss or damage? Please elaborate. The flask was broken. The acid permanently stained the work surface. Acid was sprayed as far as 20 feet from the spill site. ORS cleaned the acid contamination. The lab was closed the next morning after the spill because no one could work in the area while ORS decontaminated it.D. Safety Rules and Procedures. 1. Was the use of personal protective equipment (PPE) necessary during the given operation? Was the PPE worn? What did it consist of? I was wearing a lab coat and nitrile gloves but no eye protection. I should have been wearing safety glasses. 2. What type of training did you receive prior to engaging in this operation? Was the training adequate? What did it consist of? I received ORS general safety training when I entered the program my first year. No training since then. Also, n o training in my lab as to specific procedures.I believe I should have annual refresher training. 3. Are there any specific safety rules which apply to this procedure? Were they followed? Are they adequate? No specific rules established for cleaning of glassware. There are rules regarding PPE. Safety glasses are required and I will wear them from now on. 4. Other comments. I was working alone in the lab. I won’t do that again since I could have used help in locating the eyewash. E. Causal Factors 1. What do you perceive to be the causal factors behind this incident?This could include: inadequate management oversight; lack of appropriate safety policy; proper equipment not used, required, or supplied; etc. Lack of a standardized procedure. An adverse reaction between the acid and contaminants was never addressed in training so I didn’t realize it could occur and how to adequately handle the situation. 2. What are your recommendations for preventing recurrence? Better aw areness (training) about the reactions that can occur between chemicals. II. Other Individuals Involved/Witnesses where applicable 1. Name: __None____________________ Position_____________________ _A. Description of Incident – Where were you and what were you doing when the incident occurred? What did you see? Page 3 of 5 Pages Incident Report Instructions and Sample Updated 4/18/2007 B. Additional comments or observations. 2. Name: __________________________ Position_____________________ _ A. Description of Incident – Where were you and what were you doing when the incident occurred? What did you see? B. Additional comments or observations. III. Report by Principal Investigator/Supervisor A. How and when did you learn of the incident? I received a phone call from the student the next day.B. Contributing/Mitigating Factors – What do you perceive to be the causal factors behind this incident? This could include inadequate management oversight; lack of appropriate safety policy; improper procedure; proper equipment not used, required, or supplied; etc. There was a reaction between the acid and an organic contaminant in the glassware. The flask should not have een capped. The capping caused a pressure build-up to occur in the vessel. The student did not consider the possibility since we had not discussed glassware cleaning procedures. C. Immediate corrective action taken.The use of acids for cleaning glassware will be closely evaluated to determine when a less hazardous cleaning agent can be used. To limit the potential for reaction, we will ensure that any gross organic contamination is removed by thorough rinsing and scraping before use of acid. Acid will be restricted to cleaning of trace contamination. When lab personnel clean with acids, regular venting will be performed to prevent pressure build-up. Also, the procedure will be done in a chemical fume hood, utilizing the horizontal sash as a physical barrier against sprays and splashes.D . Additional remediation efforts to prevent future recurrence (and expected date of implementation). We will schedule an in-house training class to review the cleaning procedures and other lab safety policies, especially the rules about wearing of PPE and working alone. Page 4 of 5 Pages E. Comments The student was working an 11-hour day. Fatigue may have been a factor. Workdays will be limited to 10 hours at the most. Principal Investigator/Supervisor Signature: ____________________________________ Page 5 of 5 Pages

SAT Literature Subject Test Information