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Microsoft Word - Transport Emergency Response Plan Guidelines FINALrevised .
Endorsed by ACTDG
GUIDELINES FOR THE
PREPARATION OF A
TRANSPORT EMERGENCY
RESPONSE PLAN
© Commonwealth of Australia 2003
ISBN XXXXXXXXXX
This work is copyright. You may download, display, print and reproduce this material in unaltered
form only (retaining this notice) for your personal, non-commercial use or use within you
organisation. All other rights are reserved. Requests and inquiries concerning reproduction and rights
should be addressed to the Manager, Legislative Services, AusInfo, GPO Box 1920, Canbe
a ACT
2601 or by email XXXXXXXXXX.
This document is available at no charge for downloading from the Internet:
hhtp:
www.ntc.gov.au or http:www.dotars.gov.au/dgoods.htm
Any queries regarding this document can be raised with:
National Road Transport Commission
Level 15, 628 Bourke Street
Melbourne VIC 3000
Ph: XXXXXXXXXXFax: XXXXXXXXXX
E-mail: XXXXXXXXXX
TABLE OF CONTENTS
PAGE
INTRODUCTION 1
AIM XXXXXXXXXX
OBJECTIVES OF A TRANSPORT EMERGENCY
RESPONSE PLAN XXXXXXXXXX1
PLANNING 2
PLAN ELEMENTS 2
I PLAN ACTIVATION 2
1. Internal Alerting Mechanism XXXXXXXXXX
2. Situation Appraisal 2
3. Authority and Resource Mobilisation XXXXXXXXXX3
II RESPONSE TASKS 3
1. External Alerting Mechanism XXXXXXXXXX3
2. Emergency Action / Containment XXXXXXXXXX3
Clean Up
III RESOURCES 3
1. Contact List 3
2. Communications XXXXXXXXXX
3. Logistic Support XXXXXXXXXX
4. Equipment and Materials XXXXXXXXXX4
5. Personnel XXXXXXXXXX
6. Media 4
IV PREPAREDNESS 4
1. Hazard Analysis and Risk Assessment XXXXXXXXXX4
2. Training XXXXXXXXXX
3. Exercises XXXXXXXXXX
4. Maintenance Of Response Equipment XXXXXXXXXX4
5. Investigative Follow Up XXXXXXXXXX4
6. Updating XXXXXXXXXX
7. Plan Availability and Distribution XXXXXXXXXX5
INTRODUCTION
A Transport Emergency Response Plan (TERP) is required to meet the requirements
of Regulation 14.5 of the Road Transport Reform (Dangerous Goods) Regulations
(C’wlth XXXXXXXXXXthe Regulations), and Rule 14.5 of the Rail (Dangerous Goods) Rules
(the Rail Rules). A well constructed TERP could prevent a minor incident from
ecoming a disaster, save lives, prevent injuries, and minimise damage to property
and the environment.
AIM
This guide is aimed at assisting in the preparation of a TERP, and is not meant to
cover all the topics to be addressed in every conceivable planning situation, nor must
all the topics covered in the guide be addressed in every TERP prepared. The
document is what its title indicates – a guide – to be used as needed when preparing
the plan.
OBJECTIVES OF A TRANSPORT EMERGENCY RESPONSE PLAN
• To minimise any adverse effects on people, damage to property or harm to the
environment in a transport emergency;
• To facilitate a rapid and effective emergency response and recovery;
• To provide assistance to emergency and security services; and
• To communicate vital information to all relevant persons involved in the transport
emergency (both internal personnel and external agencies) with a minimum of
delay.
1
PLANNING
A TERP prepares for the unexpected by identifying response mechanisms to a variety
of potential crises arising from the transport of dangerous goods. It outlines the
necessary resources, personnel, and logistics which allow for a prompt, coordinated,
and rational approach to a transport incident. The plan must contain sufficient detail
to enable those involved in the response to effectively ca
y out their duties. The plan
should also take in to consideration requirements specified in 14.6 and 14.7 of the
Regulations and Rail Rules.
Every plan should have a stated policy, purpose, and organisational structure,
geographic scope, and contain details of the classes of dangerous goods and mode of
transport.
A finished plan does not ensure readiness. Continual appraisal using table-top and
simulation exercises, plus regular updating of equipment, contact lists, and training of
personnel will improve the capability to successfully respond to transport emergency
situations. Liaison with emergency and, where relevant, security services in the
planning phase is a critical element in the development of the plan. This may include
communication with emergency and/or security services along the transport route.
PLAN ELEMENTS
The following elements should be considered when preparing a Transport Emergency
Response Plan. They are grouped under four major headings: PLAN ACTIVATION,
RESPONSE TASKS, RESOURCES, and PREPAREDNESS.
I PLAN ACTIVATION
1. INTERNAL ALERTING MECHANISM
The plan should describe how transport emergency calls are processed
within the organisation and how appropriate response personnel in a
position of authority will activate and implement the plan. (This
section should be
ief, one page or less, easily found on the cover o
first page of the plan, and be simple so as to minimise the number of
calls to be made.)
2. SITUATION APPRAISAL
A checklist should be developed for recording essential information
about the incident to facilitate decision making; date, time, location,
nature of the incident, likely or possible causes of the incident (such as
collision with another vehicle or object, equipment failure, sabotage o
attack), injuries, type of container involved, placard, label, and
manifest details, weather conditions, te
ain, personnel on site,
amounts of dangerous goods and other materials involved, etc.
Answers to some questions may be unknown, but a comprehensive
checklist will assist in gathering as much information as possible
during the initial call.
2
The situation appraisal will define the critical issues at hand, allow the
plan activators to set priorities regarding preventative and co
ective
strategies, and choose the response required to protect lives, property,
and the environment in an effective manner.
3. AUTHORITY AND RESOURCES MOBILISATION
The plan should identify specific positions within an organisation
(preferably by name) and their scope of authority. These could include
the person in charge within the organisation, the chain of command,
technical and medical advisors and their areas of expertise, on-scene
authority for organisation, spokesperson(s) including public relations
and media person, who will be responsible for requesting outside
assistance.
II. RESPONSE TASKS
1. EXTERNAL ALERTING MECHANISM
The plan must describe how and when the organisation will alert
external parties such as emergency services, fire authorities, police,
security services, environment protection authorities, competent
authorities, road authorities and outside contractors.
2. EMERGENCY ACTION / CONTAINMENT / CLEANUP
Appropriate measures should be described for each material to be
handled in a manner which will minimise danger and the impact on the
environment including initial emergency action, containment, recovery
and cleanup. The location, capability, and limitations of equipment to
e used should be described.
III. RESOURCES
1. CONTACT LIST
The plan should contain an accurate, up-to-date telephone roster fo
emergencies which may include individuals within the organisation,
egulatory contacts, containment and cleanup equipment contractors,
technical specialists, public health and environment protection
authorities including alternates and respective telephone / facsimile
numbers. (The contact list may be included as an annex to the TERP
to facilitate updating.)
2. COMMUNICATIONS
The plan should describe the communication network to be used and
provide clear operational procedures for the use of mobile phones,
adios and other communication devices.
3. LOGISTIC SUPPORT
The plan should describe the movement of people and equipment to
and from the emergency site. This becomes an important aspect if the
transport incident occurs in a remote location.
3
4. EQUIPMENT AND MATERIALS
An inventory of emergency response equipment, a detailed list of
specific resources and items of equipment available from within the
organisation, and externally, should be maintained. If outside
contractors are to be utilised, the personnel and equipment and thei
expertise and capabilities should be evaluated in advance.
5. PERSONNEL
The plan should designate response personnel, and describe thei
duties. Each person must be fully aware of his or her role.

6. MEDIA
The press will often be present at an emergency. A designated media
contact will serve to assist in relaying important information between
the organisation and the media.
IV. PREPAREDNESS
1. HAZARD ANALYSIS AND RISK ASSESSMENT
Multiple plans may be required depending on a hazard analysis of
possible scenarios.
Answered 4 days After Sep 03, 2022

Solution

Tanmoy answered on Sep 07 2022
67 Votes
TLIL5019
Implement and monitor transport logistics
Case Study Workbook
    
Page | 2
Contents
Instructions to Learner    2
Assessment instructions    2
Assessment requirements    4
Candidate Details    5
Assessment – TLIL5019 Implement and monitor transport logistics Case Study Workbook    5
Activity 1    10
Activity 1.1    10
Activity 1.2    11
Activity 2    11
Activity 2.1    12
Activity 3    12
Activity 3.1    13
Activity 4    13
Activity 4.1    14
Activity 4.2    14
Activity 5    15
Activity 5.1    15
Activity 5.2    16
Competency record to be completed by the assessor    17
Instructions to Learne
Assessment instructions
Overview
Prior to commencing the assessments, your traine
assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your traine
assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your traine
assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learne
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.
Confidentiality
The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not
eached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your traine
assessor. If you would like to proceed further with the request after discussions with your traine
assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.
Recognised prior learning
Learners will be able to have their previous experience or expertise recognised on request.
Special needs
Learners with special needs should notify their traine
assessor to request any required adjustments as soon as possible. This will enable the traine
assessor to address the identified needs immediately.
Assessment requirements
Assessment can be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
Candidate Details
Assessment – TLIL5019 Implement and monitor transport logistics Case Study Workbook
Please complete the following activities and hand in to your traine
assessor for marking. This forms part of your assessment for TLIL5019 - Implement and monitor transport logistics Case Study Workbook.
Name:         _____________________________________________________________
Learner ID: ______________________________________________________________
Email:        _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:        ____________________________________________________________
Date:        ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:    ____________________________________________________________
Signed:        ____________________________________________________________
Learner 2:    ____________________________________________________________
Signed:        ____________________________________________________________
Learner 3:    ____________________________________________________________
Signed:        ____________________________________________________________
Case Study Workbook Activity
This case study and interview describes how SPAR, a leading manufacturer in the European logistics industry, established a new...
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