Ice 培训记录
ICE系列培训(三)
Slice定义： module Demo{ interface Hello{ idempotent void sayHello(int delay); void shutdown(); }; }; 接口实现： class HelloI : public Demo::Hello { }；
1. ICE运行时
1.3 通信器的初始化
在创建通信器时，ICE运行时初始化了一系列通信器特性，这些特 性影响通信器的行为； 注意：这些特性生命期随通信器生命期一起，通信器创建后就不能 更改了。因，你必须在创建通信器时设置好这些特性；
初始化使用Ice::initialize函数：
namespace Ice { CommunicatorPtr initialize(int&, char*[], const InitializationData& = InitializationData(), Int = ICE_INT_VERSION); CommunicatorPtr initialize(StringSeq&, const InitializationData& = InitializationData(), Int = ICE_INT_VERSION); CommunicatorPtr initialize(const InitializationData& = InitializationData() Int = ICE_INT_VERSION); }
1. ICE运行时
1.3 通信器的初始化
例如：定制一个类型为MyLogger的日志记录器 … Ice::InitializationData id; id.logger = new MyLoggerI; Ice::CommunicatorPtr ic = Ice::initialize(argc, argv, id); … 例如，我们的总线客户端的通信器是在下面所示函数内初始化的： void CBusClientForRpcClient::ClientInit(const string &strUnmBusRegistryServerAddress, const string &strClientName) { Ice::InitializationData initData; … m_poVar->m_poRpcCommunicator = Ice::initialize(initData); … }
冷链培训资料
验证过程简述（1）进驻实地收集基本信息，绘制测点分布图，出具验证方案；（2）项目经理与企业对接验证方案，由质量负责人审核批准后方可实施；（3）进场前对公司全员进行全面的验证前理论培训；（4）验证项目实施人员根据验证方案布置验证专用设备；（5）验证工程师对验证时所作的操作进行二次培训，让企业参与实施人员将理论与实践相结合；（6）完整记录各项操作数据，企业与第三方认证公司各自分别记录，并在验证结束后进行对照，确保验证数据真实无误；（7）验证中对不符合标准的情况要进行调整和纠正处理，使其能够符合规定的要求（纠偏处理）；（8）验证工程师分别分析各项目数据，编制各项目数据分析图表；（9）根据分析图表，对各验证项目逐项分析评价并确定验证测试结果；（10）根据各验证项目分析结果，对验证进行分析，确定验证结论并与企业对接；（11）使用对接确认过的验证结论，对企业员工进行操作规程培训；（12）企业根据验证结论，对质量管理体系相关文件进行修订。
1、验证报告中可以明确指出，验证结果适用的具体月份。
（1）一年两次方案，5月1日至10月1日使用夏季操作管理方案，10月1日至来年5月1日使用冬季操作管理方案，同时辅以温度，25℃为限。
（2）一年三次方案，3月15日至6月15日，9月15日至11月15日使用春秋季操作管理方案，6月15日至9月15日使用夏季操作管理方案，11月15日至来年3月15日使用冬季操作管理方案，同时辅以温度，15℃，25℃为限。
（3）一年四次方案，时间节点根据西安实际，定为2月15日～4月15日，4月15日～6月15日，6月15日～9月15日，9月15日～10月15日，10月15日～12月1日，12月1日～2月15日，同时辅以温度，0℃，10℃，20℃，30℃为限。
2、保温箱的描述是用容积还是号数比较合适呢？如何避免每次测量的容积不一样？保温箱的描述，既要用容积，同时也要对保温箱进行编号。
即使同一规格的保温箱，因批次等原因不同，可能会出现容积误差。
培训游戏ice breaker
Twenty Really Good Ice Breakers Strictly for Meetings and Special FunctionsIce breakers are particularly well suited for beginning a speech or starting a meeting. As the name implies, they “break the ice,” help participants relax, and generally set the tone for the presentation. They help to relax participants, and that makes them more receptive to listening and contributing. An ice breaker can also serve to create a “team atmosphere” and motivate participants to work with othersin a cooperative manner. Ice breakers can take various forms but those that seem the most popular and effective are those that promote interaction, sharing, and team building.In order for an ice breaker to be effective, it must employ content appropriate tothe group as well as be appropriately timed. It should not be too long otherwise it might sabotage the more serious work of the meeting. It should occur at the beginningof the meeting or speech, and then at appropriate times during the program. Knowing when to insert an ice breaker requires sensitivity and creativity. It is not easy to teach one when to insert an ice breaker. Some people seem to know instinctively whento use an ice breaker. Other people may require practice and experience to develop their timing.Let’s get rid of any tension in the room. It’s easy, we will just wash the tension out…ride it out on a tsunami. On the count of three I want the people in the front toraise their arms straight up and with a throwing action, pass all of their tension tothe second row. The second row does the same thing and passes it to the third row. Wecontinue the wave to the last row who hurls the collective tension, stress, or anxiety rightout the door. Let’s just hope nobody’s walking by when the wave washes out into the hallway!Following are twenty proven ice breakers:As note above, it is not just the content of the ice breaker that is important.Timing is critical. All of the following are very good ice breakers, but any ice breaker can be a dud if inserted at the wrong time in a program. Carefully consider how you intend to use the ice breakers you choose.1.Deduction: Have everyone write on a piece of paper their answers tosuch questions as: What is your favorite month, animal, food, TV show, hobby, and color Each person is to sign his name, and to make certain no one else sees the answers. The leader then reads the answers to the whole group, and members try to guess to whom each set of answersbelongs. Award one point for each right guess. The person with the most points wins a goofy prize.2.True or False: Have participants say three things about themselves -two true and one false. Other participants guess what the lie is. The correct guesser goes next.3.Opinion: Write the words "agree," "disagree," "strongly agree" and"strongly disagree" on large pieces of paper. Place each poster in an obvious spot somewhere in the room, preferably on a wall. Then make a statement such as “we all like spinach” and have everybody move tothe part of the room that matches their opinion. You can create“opinions” that relate to the theme of the meeting. For example, our membership is the most dedicated membership in the world.4.Exercise: State that you want everyone to get warmed up by doing somesimple physical exercises. Stretch one arm forward. Relax. Stretchthe other arm forward. Relax. Now, bring both arms forward andparallel; now bring hands together quickly. Again, again, faster.Naturally the sound of applause is created, and you say, “Thank you, but the applause isn’t necessary, I haven’t given my speech yet.”Then resume the stretching. “Let’s try reaching upward with one arm.Relax. Now the other. Relax. Now both. Reach to the sky. Now,bring your arms down, bend at the waste, arms out. Again, again,again….. When they start to laugh say, “Thank you, but the applause was enough.”5.Critical Questions: In a small group ask everyone to identify twoquestions they hope to have answered during the presentation or session, in a large group select “volunteers” to ask the questions or identify objectives.6.Notable Name Enhancement - have participants introduce themselvespositively with two adjectives beginning with the same letter as theinitial of their first name. For example, Rational, Realtor Rindy.ic Strip Chaos: Select a number of multiple-frame strip cartoonsfrom the Sunday funnies. Cut them into individual frames. Place theframes in a container. Each participant picks one comic frame from the container. After everyone has a frame, the participants begin to search for others with the same comic strip sequence. After the participants have found everyone in their group, they must arrange themselves sothat the sequence of frames is in correct order. Upon completion ofsequence, the newly formed group sits down together. Great game tobreak large group into smaller groups.8.Show and Tell: Have everyone bring an object that best describes themor is important to them to the meeting and talk about it. Personalitems carried on participants can be used.9.Mime Introduction: In a small group everyone can introduce somethingabout themselves to the group without using words. In a large groupselect volunteers or have everyone pantomime their introduction to apartner.10.I’ve Ne ver Done: Each person starts off with some candy. Going aroundthe circle, each person finishes the sentence "I have never..." Aperson who has done the thing that the speaker has never done must give the speaker a candy. A fun way to learn things you might otherwise not find out about people. Similar to “Ten Fingers.”11.Stereotype Chat: Place a paper on each person's back with acharacteristic on it (Valley Girl, Smart, Happy, Rich). Don't let them see what you are putting on them. Let the participants wander aroundand talk to each other, treating each other as they might treat someone with that characteristic. Afterward have everyone guess whatcharacteristic they had and tell how they felt (good way to start adiscussion on stereotypes or a cultural program).12.Categories - Have members of the group arrange themselves into groupsby their favorite dessert, sport, color, movie, car, etc. This is agood activity to get people up and moving and to find out common likes.You can shift from one category to an other. “Now group by favoritevacation spot.”13.Sculptures- Participants are seated on the floor. The leader asks fortwo volunteers. One is a sculptor, and the other is the sculpture. The leader whispers a word to the sculptor, who then begins to sculpt the other person into that word. The rest of the group tries to guess the word. The activity can gradually increase to where different teams are working together to sculpt other teams, and to where the person being sculpted has to guess what they are becoming.14.Take What You Need: A roll of toilet tissue is passed around the room.People are asked to take what they need. Once everyone has “theirsupply,” the group is told that they are to tell as many things about themselves as they have tissue squares.15.Lucky Penny: Each person takes a penny or other coin out of his/herpocket and looks at the date. When it's his/her turn, s/he states the year that's on their coin and recalls something spectacular thathappened that year.16.Web Toss: Everyone stands or sits in a circle, with the facilitatorholding a ball of yarn. Hanging on tightly to the tail of the yarn,s/he tosses the ball to someone else while completing the sentence, "I appreciate you for…." Everyone who receives the ball states the same sentence and passes it to the person of whom they are speaking. After the ball of yarn has been passed to everyone in the circle, the groupslowly raises and lowers their part of the yarn to reveal the intricateweb of relationships in the group.17.Standing Ovation: The facilitator asks if anyone needs a standingovation. Participants who feel they could benefit from a standingovation can stand and say, “I’d like a standing ovation.” Everyonethen stands and gives them a round of applause. Throughout the program,the facilitator can make this opportunity available when appropriate.18.Balloon Breeze: The facilitator tells everyone that a balloon will besent into the audience and they are to try to keep it up as long aspossible. The trick is that they cannot use their hands. They are touse their lungs! One after another balloon is released until there areseveral wafting around. When a balloon drops to the ground it is to bepicked up and held by whoever is nearest. When it is time to end theice breaker, ask everyone to stop blowing and to hold the ball nearestto him/her. Those with balloons can be “volunteers” for a subsequentactivity. Alternative: Have enough balloons for everyone. Makecertain you have the same number of balloons for each color you choose.After batting and blowing balloons about, individuals are told to holdone balloon. They then can be grouped by the color of balloons beingheld.19.Outlandish Introductions: Have participants introduce the person tohis/her right. Encourage them to fill the introduction with hyperboleand exaggeration. The only thing that needs to be factual is theperson’s name.“To my right is the inventor of the paper clip, inaddition, he cornered the high tech market in 1996 and is the fourthwealthiest man in the world. He is the man who taught Tiger how togolf and is Shag’s personal trainer. Ladies and gentlemen it is mypleasure to introduce you to….”20.Magic Wand: You can use almost any stick as a magic wand…even atoilet plunger! You can imbue the wand with any sort of power in whichyou might have an interest. For example, the wand can change anyaspect of your work. The wand is passed around the room, and theparticipants explain what three things they would use the wand tochange about their work, or whatever the facilitator wishes to stress.The wand can also be used to influence the behavior of other people. Aparticipant can point the wand at a person and the person has to followthe movement suggested by the wand.Notes:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____Seven Very Good Ice Breakers That Teach a Lesson1. Selective Perception: Instruct your audience to count the numbe r of “F’s” ina sentence. Place this sentence on the board or screen: FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS. Allow only 15 seconds.On average, most people will only spot 3 or 4 of the F’s in t he sentence. There are actually six. The brain tends to skip the word “of,” or perceive it as “versus.”Point: One’s perception may not always be correct.2. Sales: Participants are asked to select an object that they have on their persons. In a small group, everyone is then asked to introduce him or herself and then sell the object to the group. In a large group, individuals are paired and try to sell the object to one another, or “volunteers” are brought to the front to sell the object to the audience. Some of the people will be enthusiastic and creative, others might be reluctant and shy.Point: How a person approaches a topic often determines how the topic is perceived.3. Communication: Give each member of the group a sheet of paper. Make certain everyone has the same size sheet. Explain that they are to follow instructions precisely, and that they are not allowed to ask questions. AND, they are to follow the instructions with their eyes closed. State the instructions:1. Fold the paper in half.2. Rip off a corner.3. Fold in half again.4. Rip off a corner.5. Fold again.6. Rip off a corner.Have them open their eyes and compare their “design” with others. You can adapt this to a mixing activity by having everyone mingle looking for designs that are very close to their own.Point: One-way communication is never as effective as two-way; it gives different results.4. Communication/Feedback: Here you draw a picture of a stick man. Keep it hidden from your audience until later. Make certain everyone has something to write on. Explain you are going to have them draw something by following your verbal directions. They cannot ask questions. Instruct them as follows:1. Draw a small circle near the top of the page.2. Now draw a vertical line from the circle to the middle of the page.3. Now draw to lines from the circle angled down toward the middle of the page.4. Now draw two lines separating from the single vertical line each ofwhich angles down toward the bottom of the page.5. At the end of the angled lines stemming from the circle, draw five small lines.6. At the end of the angled lines stemming from the vertical line, draw an oval at the base of each line.Now show the picture you constructed and ask them to compare. Naturally,participants will make the point that had they had the opportunity to ask questions,or had they been provided more information, such as a diagram, they would have done better. ALTERNATIVE: Have someone from the group describe your drawing. Thedrawing can be just a series of shapes.Point: Using more than one means of communicating is better than a simple one-way method.5. Motivator: Select a wise saying that relates to the theme of your program. For example, if you are talking about the importance of goals and objectives, you might use: “He who aims at nothing is bound to hit.” Now write each word on a separate piece of paper. Wad each piece of paper into a ball. At the session, throw theballs into the crowd and have them tossed about for a few seconds. At an appropriate moment, ask the persons with a ball to hold it and come forward. When everyone witha wadded ball comes to the front of the room, have them open the paper and then organize themselves into a sentence. When they are done, they face the group andhold the papers up so all can read.Point: Sometimes it takes a bit of work to find a simple truth.6. Take Care:Read the following quiz to your group. Tell them they don’t haveto answer, just ponder.1. Who are the five wealthiest people in the world2. Name five winners of the Academy Award.3. Who are the five most powerful individuals in the world4. Name last five winners of the Super Bowl.5. Name the five richest musicians.Now, read the next set of questions to them:1. Name five teachers who have influenced you in a positive way.2. Name five friends who have helped you in some way.3. Name five people you care about.4. Name five people who have brought you joy or make you feel cared for.5. Name five heroes that have inspired you.Point: The lesson is obvious: on a personal level, fame, wealth, and achievementpale in comparison to care and compassion.7. Visual Reference: Explain that you want everyone to listen closely and followdirections. They cannot ask questions. Instructions will only be given once. Telleveryone to “place his or her right hand on his or her chin.” However, providethem with a visual cue that is different. Instead of placing your hand on your chin,place the palm of your hand on your cheek. Some people will follow the visual cue.Point: This illustrates visual dominance. Many people will feel confused, and ofcourse, this illustrates the importance of clear communication. Questions would haveresolved the confusion.8. Professional or Not Ask your audience to take a little scientific test designedto determine if a person is a professional. Have them write their answers down.1. How do you put a giraffe in a refrigeratorCorrect answer: Open the door and put him in.2. How you put an elephant in a refrigeratorCorrect answer: Take out the giraffe and put in the elephant.3. The Lion King is hosting a conference. All of the local animals are inattendance but one. Who is not presentCorrect answer: The elephant, he is still in the refrigerator.4. You are slated to be the final speaker at the conference. Unfortunately,to get there you have to swim a river inhabited by crocodiles. Whatdo you doCorrect answer: You swim; all of the crocodiles are all ready at theconference.Point: A professional looks for the simplest solution (#1). Keeps things simple (#2).Recalls facts (the elephant is still in the refrigerator and thus can’t go to theconference-#3).And, uses his/her deductive skills in problem solving (the crocodiles are at theconference- #4). Side note: most four year olds score 100% on this.Creating Your Own Ice Breakers for Speeches and MeetingsHere are five suggestions for creating your own ice breakers:1. Have a clear purpose for the ice breaker in mind. What do you want it to do2. Simplicity is important. You need to be able to explain it with ease. It needs to be understood with equal ease.3. Learn from other ice breakers…adapt them to your own needs.4. Learn to “time” your ice breaker so that it has a positive impact on your meeting or speech.5. Make it humorous…nothing sets the tone better than laughter.6. Practice it. Work with it until you are confident in your ability to employ it.7. Design it to make a point that relates to some aspect of your presentation.8. Think like an entertainer when designing your ice breaker.9. Make certain it isn’t likely to be embarrassing or offensive.10. Use props. Sometimes you can get a good idea for an ice breaker from an object: a rubber chicken, school bell, juggling balls, oversized pencil, magic wand, etc.Well folks, lets start with everyone saying the word, “Ha.” Now say it a little louder. Say it again, again, again. Now, that’s what I call a cheap laugh!The preceding material comes from a book recently authored by Kathy Martinez and Ernie Olson entitled Playful Games and Activities: A Practical Guide to Planning and Implementing Memorable Social Events. (Kendall-Hunt Publishing, 2005). The book may be purchased for $ online at The authors can be reached at Sacramento State University ( or or 9).The book follows a model originally developed and taught by Alma Heaton. In this model, a program is viewed as having five phases: (1) the preopener phase, (2) the starter phase, (3) the socializer phase, (4) the rester phase, and (5) the finale.The preopener phase is the earliest part of a social recreation event. It begins with the first person to arrive and continues until there aresufficient numbers to move onto the next phase.The preopener is generally an activity that can be done with as few as one or two people, promotes interaction and getting acquainted, and requires verylittle in terms of direction. It gets people involved right at the onset and sets the stage for the entire event.Preopeners typically involve activities that one person, a small group ofpeople, or a large group of people can do.They typically are of a paper and pencil variety.They don’t necessarily lead to a winner, although they can.They require very little instruction and can easily be followed by most people.They generally bring people together in such a manner as to stimulateconversation.They can be used to lead into subsequent activities. They begin with thefirst guest/participant to enter the room and end when a majority has arrived.The starter is the first activity that involves the program leader speaking to the entire group. Starters are characterized by two things, formation and focus. The formation is usually such that the focus is on the leader. This is a leader centered activity. Consequently, leader stunts, or group activities that involve the entire group responding to the leader, are typical of the starter activity. This isa critical phase of any program, because it answers the questions, “Is this activity well planned, and am I willing to give my time and attention to the planned activities” It is importa nt that the leader demonstrate leadership, enthusiasm, confidence, and does so in an entertaining manner.Whereas the starter is often short and tends to focus attention on the leader, socializers tend to be dynamic and group oriented. The activities tend to last longer and achieve greater arousal than starters. This is the heart of the event. This is the most exciting and energetic part of the event. Activities can occur in any formation, and the nature of the activities can be quite varied. However, all of the activities will have the following characteristics in common:They will be oriented toward activity and involvement.They will typically be of higher energy than either the starter that precedesor the rester that follows.They may be competitive.They are likely to involve teams or groups.They may be strictly for fun or they may have training or growth anddevelopment objectives.Often starters or resters can be adapted to serve as socializers.Generally speaking, the games included here don’t call for the elimination of players. Elimination games are risky because they take people out of the action, and create an element of disharmony where the emphasis should be on group fun. If a game usually leads to elimination, we have modified it to use forfeitures instead of elimination. A forfeiture requires an individual to do a stunt that is neither embarrassing nor offensive, but has some entertainment value.As the name implies, resters lower the arousal level of an event. They help calm participants following the high-energy socializers. In many cases, resters and socializers will be very similar. However, there is one important difference, resters don’t necessarily have to focus attention on the leader. Their primary value comes in their ability to calm and group and prepare them for the finale. Note, just as in the case of starters, resters don’t have to be of long duration. Typically, this phase of a program is relatively short. Furthermore, resters can take just about any form, but regardless of their form, they must serve to calm the guests/participants and prepare them for the finale.A finale is the culminating activity in a social recreation party or similar social event. In theatre it would be the climax of the action. In parties it is the ending note, the final activity. And, like the climax of a good movie, it should leave the participants feeling satisfied. Unlike the climax of a movie, it should be somewhat calming and allow the participants to leave without undue excess energy. Positive, satisfied, and calm is the goal.It is just as important to have well planned closing as opening. The pre-openers serve the opening function. A finale activity clearly defines the conclusion of an event. The principle criteria for a finale are as follows:It follows the theme of the event.It is easily done.It is calming, not arousing.It ends the activity on positive note.It is entertaining.Typically the formation for a culminating activity is any formation where theleader can be seen by everyone in attendance.It sends participants away with critical information or reminders of upcomingactivities.It allows the leader to express appreciation to participants and others.If the finale is well done, people will leave feeling satisfied, smiling and happy. If the finale is not well done, people will begin to feel anxious or bored. Of course, if the earlier parts of the program haven’t gone well, even the best planned and executed finale may not send participants off on a good note. On the other hand, a marginal program might just be saved by a well executed finale.。
7710-56_除冰防冰操作培训大纲_V2R1
旗开得胜
读万卷书行万里路1
1课程说明
1.1课程名称：除冰防冰操作课程
1.2课程长度：初训理论5学时、OJT 6学时，复训3学时
1.3培训对象：使用除冰车进行除冰防冰操作的航线维修人员
1.4入学条件：除防冰程序复训在有效期内
1.5培训目标：
a)熟悉飞机除冰防冰的基础知识和除冰防冰操作员的岗位职责；
b)掌握除冰车除冰防冰操作要求和安全规范；
c)学会操作除冰车吊篮对飞机进行除冰、防冰。
2课程规范
此课程符合CCAR-145的课程设计要求，有考核要求。
3培训证书
此培训不发证书，培训记录记入学员培训记录中。
4课程细目
4.1除冰防冰操作初训：
4.2除冰防冰操作复训：每年复训一次。
读万卷书行万里路
2。
icepak培训教程pdf
icepak培训教程pdf一、教学内容本节课的教学内容选自人教版小学数学四年级下册第五单元《角》的第二课时。
教材主要内容包括角的分类、角的度量以及角的大小比较。
具体内容有：1. 认识锐角、直角、钝角；2. 学会用量角器度量角的大小；3. 学会比较角的大小；4. 运用所学知识解决实际问题。
二、教学目标1. 让学生掌握角的分类，能正确识别锐角、直角、钝角；2. 学会使用量角器度量角的大小，提高学生的操作技能；3. 通过观察、操作、交流等活动，培养学生的空间观念和逻辑思维能力。
三、教学难点与重点重点：角的分类，使用量角器度量角的大小。
难点：角的大小比较，以及运用所学知识解决实际问题。
四、教具与学具准备教具：量角器、三角板、多媒体课件。
学具：学生用书、练习本、彩色笔。
五、教学过程1. 实践情景引入：让学生观察教室里的角，找出直角、锐角和钝角，并试着用量角器度量它们的大小。
2. 新课导入：讲解角的分类，介绍锐角、直角、钝角的定义及特点。
3. 课堂讲解：讲解如何使用量角器度量角的大小，并进行示范操作。
4. 随堂练习：让学生用量角器度量课本上的角，并比较大小。
5. 角的大小比较：讲解如何比较角的大小，并通过举例进行说明。
6. 例题讲解：出示一道运用所学知识解决实际问题的例题，进行讲解。
8. 布置作业。
六、板书设计角的分类：锐角、直角、钝角角的大小比较：用量角器度量，进行比较七、作业设计1. 完成课本第57页的“做一做”；2. 运用所学知识，解决实际问题：教室里的角有哪些？它们分别是锐角、直角还是钝角？用量角器量一量，并记录下来。
八、课后反思及拓展延伸本节课通过观察、操作、交流等活动，让学生掌握了角的分类和角的大小比较，能够正确使用量角器度量角的大小。
但在实际操作中，部分学生对量角器的使用还不够熟练，需要在课后加强练习。
拓展延伸：让学生观察生活中的角，尝试用量角器度量并比较大小，提高学生的实践能力。
重点和难点解析一、教学内容本节课的教学内容选自人教版小学数学四年级下册第五单元《角》的第二课时。
IRIStraining
The Organization组织机构
System Integrators
Equipment Manufacturers
Operators
Nomination AgNreoemmineantiton
AgNreoemmineantiton Agreement
UNIFE Presiding Board
• 审核结果将被保密，并只在客户的允许下公布。严格执行信息保密规则。 Audit results will be traced confidentially and published only with
allowance of the audit client. Rules for protection of data privacy will be
系统整合商承诺书
IRIS Version 02
Prepared by BESTOR LIU 刘忠华
10
Training Material
IRIS组织（UNIFE欧洲铁路行业联盟）
UNIFE（欧洲铁路行业联盟）
欧洲铁路行业联盟
欧洲铁路行业供应商的国际组织，成立于布鲁塞尔；
The European rail supply industry was formerly represented by
Framework Agreement Approval & Contract
Certification Body 1 *
Certification Body x *
IRIS Version 02 Training Material
Prepared by BESTOR LIU 刘忠华
Client 2
2.
热电安全教育培训记录
一、培训时间：2021年X月X日二、培训地点：公司培训室三、培训对象：公司全体员工四、培训目的：1. 提高员工对热电安全知识的认识，增强安全意识；2. 使员工掌握热电设备操作规程和安全操作技能；3. 预防和减少热电事故的发生，保障员工生命财产安全。
五、培训内容：1. 热电安全基础知识（1）热电设备的基本原理和组成；（2）热电设备的运行原理和工艺流程；（3）热电设备的安全性能和注意事项。
2. 热电设备操作规程（1）设备启动、运行、停止的基本操作步骤；（2）设备操作中的安全注意事项；（3）设备故障处理和应急措施。
3. 热电事故案例分析（1）典型热电事故案例分析；（2）事故原因分析及预防措施；（3）事故应急处理方法。
4. 热电设备维护保养（1）设备日常维护保养的基本要求；（2）设备定期检查和保养的内容；（3）设备维修和更换的注意事项。
5. 热电安全管理制度（1）公司热电安全管理制度；（2）员工安全职责和岗位责任制；（3）安全检查和隐患排查制度。
六、培训过程：1. 开场致辞：培训负责人对培训目的、内容进行简要介绍，强调安全培训的重要性。
2. 热电安全基础知识讲解：由专业讲师对热电设备的基本原理、组成、运行原理、工艺流程等进行详细讲解，并结合实际案例进行分析。
3. 热电设备操作规程讲解：由专业讲师对设备启动、运行、停止的基本操作步骤进行详细讲解，强调操作中的安全注意事项。
4. 热电事故案例分析：通过播放事故案例视频，让员工了解事故原因、预防措施和应急处理方法。
5. 热电设备维护保养讲解：由专业讲师对设备日常维护保养、定期检查和保养、维修和更换等内容进行讲解。
6. 热电安全管理制度讲解：由安全管理部门负责人对公司热电安全管理制度、员工安全职责和岗位责任制、安全检查和隐患排查制度进行讲解。
7. 互动环节：组织员工进行安全知识问答，提高员工对安全知识的掌握程度。
8. 总结发言：培训负责人对本次培训进行总结，强调安全意识的重要性，要求员工将所学知识应用到实际工作中。
冰淇淋质检处员工培训手册.docx
1、三证：营业执照、卫生许可证、生产许可证。
2、三不放过：（D出了质量问题未分析原因不放过；（2）未找到责任者不放过；（3）未提出防范措施不放过。
3、重大质量事故：指消费者食后出现中毒、致残、致死的现象。
4、质量事故：指产品干物质高于或低于标准2个百分点以上，酸度（以乳酸计）超出标准0.1个百分点以上，产品中出现机械杂质或可见异物，产品有严重异味等。
5、一般质量问题：指经品控管理中心专检后出具检验报告的不合格（除质量事故外）。
6、关键工序：是指对产品质量影响较大，在实际生产中较难控制,无法在后道工序中通过检验或验证来证实该工序产品质量结果，只有由具备一定资格的操作者来完成并须加强监控与管理的工序。
7、自检：原料入厂到产品出厂的各工序中，由在岗人员依据有关质量标准自身进行检验、测定或判定结果的行为。
8、专检：由品控管理中心专职检验员依据有关标准进行采样，检验并且判定结果的行为。
12、均质：通过均质机加压，在剪切效应下，使脂肪颗粒直径变为1-3um,从而提高物料粘度。
13、老化：将冰淇淋（或雪糕）料液在低温（一般为2-4 C）条件下，冷藏一定的时间，增加物料的粘度，以提高膨胀率。
14、膨胀率：指冰淇淋（或雪糕）容积增加的百分率。
15、原料：参与产品生产加工过程的各类可食性材料。
16、辅料：用于盛放、包装成品的各种包装袋、杯类、容器具、纸箱、及支撑定型物，捆扎产品等不可食用的辅助产品。
17、大料：冰淇淋（或雪糕）料液配制时用量较大的乳固体或非乳固体。
18、小料：冰淇淋（或雪糕）料液配制时用量较小的食品添加剂。
19、冰淇淋半成品：凝冻机入口后到装箱封口阶段的产品。
20、冰淇淋在制品：原料配制到凝冻机入口阶段的料液。
21、消料：返回配料车间的重新加工的不合格品或未成型品。
22、冰淇淋成品：装箱、封口后的产品。
31、菌落总数：指食品检样经过处理，在一定条件下培养后，所得1g或伽1检样中所含细菌菌落的总数。
32、菌落：在培养基上经过一定时间一定温度培养后，一个或数个同种细菌繁殖成一堆肉眼可见的细菌集团。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
活着从来不是一个人的事情
准备好赚够你一辈子的397.2万RMB了么？
加油，少年！你不是一个人在人奋斗。
个人感悟
这次之前从没考虑过自己一生会花多少 钱，想想我们的父母好伟大，他们把自己的 大好青春几乎全部无私的奉献给了我们，自 己不能再那么自私啦，该是自己照顾自己的 时候啦，为了以后的美好生活奋斗，不让父 母担心，加油！
内容提要
Ⅰ.亮剑精神及价值观
Ⅱ.刘姑娘的橙色梦想 Ⅲ.活着从来不是一个人的事情 Ⅳ.电话销售音频 Ⅴ把信送给加西亚
剑锋所指，所向披靡！
个人感受
该出手时就出手 。 学习狼的野性及团队意识。 坚持今天的最高表现是明天的最低要求。
每个人的潜力都是无限大的，你永远不知道的极限有多高，所 以，我们不能被一些貌似约定俗成的东西束缚了自己的思维，影响 了自己的进步，降低了自己的标准，进而没有真正地发挥自己的最 高水平。
柳姑娘的橙色梦想
她是如何做好销售的？
1.真实，有亲和力
2.坚持，不放弃
3.干一行爱一行，爱这片土地 4.干别人不愿干的事情，勇于追梦 5.注重团队精神
我们该怎么做？
遵循漏斗原理 重视量的积累，量变质变
抱有坚定信念，永不言弃
只要与客户的线还没断就还有希望
个人感悟
她是一个特别坚强，特别勇敢，特别努力且 具有坚定信念的小姑娘，从她身上我找到了许多 自己曾经没有的东西，她的那种坚持让人感动， 催人奋进，她用实际行动告诉我们，一切皆有可 能，有梦才会成功。
做一个把信交给加西亚的人
个人感想
罗文是个值得信任的人，仿佛，我们都需要 这样子个朋友，因为他值得信任，而且很有智慧， 尽管前路艰难，诱惑危难重重，他毅然决然选择 了坚持，完成自己的承诺，很棒，由衷敬佩！
Thank you！
电话销售音频
她曾被拒绝了21次，但最终成功了，为什么呢？ 把握客户心理 全面了解客户需求 自身产品掌握牢固 抓重点，找契机 坚定的信念
要有亮剑精神
个人感悟
自己当时简直不敢相信，她最后竟成功啦。 所以，一切看似无法到达的“天堂”，都是因为 自己的不敢面对，遇困难退缩是不可取的，要积 极的面对，满怀信心地拿下它。 世上无难事，只怕肯登攀！
真诚（直言有讳） 敬业
个人感悟
价值观也有好有坏，所以我们的选择很重要。
我们要努力让自己充满正能量，那样自己就会是太 阳，照到哪里哪里亮，会有更多的朋友。
顾成说过一句话“黑夜给了我黑色的眼睛，我却用 它来寻找光明”，我们也要找到自己的光明。而且，光 明不仅来自太阳，更来自内心，只要我们的内心足够强 大，任何外界的干扰诱惑都无法找到突破口。
每个人都有每个人的活法，得过且过也是活，积极进取勇攀高 峰也是活，我们为什么不去试一试呢？
价值观
尊重-超前服务意识-防患未然-缺啥补啥
客户至上
共享共担-平凡人作非凡事-谦虚
团队第一 拥抱变化→迎接挑战-勇于创新
(胸怀)
不抱怨-理性-自我调整-创造变化提高 绩效 ↗
乐观向上-永不言弃
↖激情（状态）
→