11/6/2017 Bookshelf Online: Occupational Safety and Health for Technologists, Engineers, and Managers
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PRINTED BY: [email protected] Printing is for personal, private use only. No part of this book may be
reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.
CHAPTER TWENTY-FIVE PREPARING FOR EMERGENCIES AND
TERRORISM
MAJOR TOPICS
▶ Rationale for Emergency Preparation
▶ Emergency Planning and Community Right-to-Know Act
▶ Organization and Coordination
▶ OSHA Standards
▶ First Aid in Emergencies
▶ How to Plan for Emergencies
▶ Planning for Workers with Disabilities
▶ Evacuation Planning
▶ Customizing Plans to Meet Local Needs
▶ Emergency Response
▶ Computers and Emergency Response
▶ Dealing with the Psychological Trauma of Emergencies
▶ Recovering from Disasters
▶ Terrorism in the Workplace
▶ Resuming Business after a Disaster
Despite the best efforts of all involved, emergencies do sometimes occur. The potential for human-caused
emergencies has increased significantly with the rise of worldwide terrorism. It is very important to
respond to such emergencies in a way that minimizes harm to people and damage to property. To do so
525
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11/6/2017 Bookshelf Online: Occupational Safety and Health for Technologists, Engineers, and Managers
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requires plans that can be implemented without delay. This chapter provides prospective and practicing
safety and health professionals with the information they need to prepare for emergencies in the
workplace. Everything in this chapter pertains to ...
This is a useful guide for Emergency Preparedness published by Humantalents International
Recommended for Buusiness,Industry and households
(dedicated to all those who lost lives on26th December 2004)
How to Plan forWorkplace Emergenciesand EvacuationsU.S. .docxadampcarr67227
How to Plan for
Workplace Emergencies
and Evacuations
U.S. Department of Labor
Occupational Safety and Health Administration
OSHA 3088
2001 (Revised)
This booklet provides a generic overview of a standards-
related topic. This publication does not alter or determine
compliance responsibilities, which are described in the
OSHA standards and the Occupational Safety and
Health Act. Because interpretations and enforcement
policy may change over time, the best sources for
additional guidance on OSHA compliance requirements
are current administrative interpretations and decisions
by the Occupational Safety and Health Review
Commission and the courts. This publication is in the
public domain and may be reproduced fully or partially
without permission. Source credit is requested but not
required.
OSHA will make this information available to sensory
impaired individuals upon request. Call (202) 693-1999.
How to Plan for
Workplace Emergencies
and Evacuations
U.S. Department of Labor
Elaine L. Chao, Secretary
John L. Henshaw, Assistant Secretary
Occupational Safety and Health Administration
OSHA 3088
2001 (Revised)
Introduction .......................................................................................................... 1
What is a workplace emergency? ................................................................................ 1
How do you protect yourself, your employees, and your business? ..................................... 1
What is an emergency action plan? ............................................................................. 1
What should your emergency action plan include? ........................................................... 2
How do you alert employees to an emergency? ............................................................. 3
How do you develop an evacuation policy and procedures? .............................................. 3
Under what conditions should you call for an evacuation? .................................................. 4
What is the role of coordinators and evacuation wardens during an emergency? ........................ 4
How do you establish evacuation routes and exits? .......................................................... 5
How do you account for employees after an evacuation? ................................................... 5
How should you plan for rescue operations? ................................................................. 6
What medical assistance should you provide during an emergency? ....................................... 6
What role should employees play in your emergency action plan? ........................................ 6
What employee information should your plan include? ...................................................... 7
What type of training do your employees need? ............................................................. 7
How often do you need to train your employees? .......................................................... 8
W.
Accident Prevention Plan
(Sami Almalki)
TECH 462 –Industrial Safety Engineering
March 18, 2013
Table of Contents
Introduction
Purpose & Intentions Page 5
Company Presidents Statement Page 6
Management Responsibilities
Manager Responsibilities Page 8
Supervisors Responsibilities Page 8-9
Employee Orientation
How and When Page 11
Emergency Action Plan Page 12-24
Emergency Shutdown Procedures Page 25
Injury and Illness Procedures
Procedures Page 27
Record Keeping Page 27
Supervisor Responsibilities Page 28
Report Form Page 29
Incident/Accident Investigation Procedures
Procedure Steps Page 31
Worksheet Form Page 32
Incident/accident Table Page 33
Safety Guidelines
General Guidelines Page 35-36
Equipment Specific Page 37
Individual Specific Page 38
Safety Disciplinary Policy
Safety Disciplinary Policy Page 40
Safety Awareness Program
Safety Committee Page 42
Safety Meetings Page 43
Safety Training Forms Page 43-44
Safety Award Program Page 45
Appendix A: Material Safety Data Sheet
(ACETOPHENONE) MSDS Page 47
(CALCIUM CARBONATE) MSDS Page 48
Appendix B: State and Federal Posters
(Job and Safety It’s the Law) Page 50
(In Case of Injury At Work) Page 51
(Fire Safety) Page 52
(Health and Safety at Work) Page 53
(Speak Up For Safety) Page 54
(Please Use Your Safety Gear) Page 55
Appendix C: OSHA Forms and Instructions
OSHA Form Instructions Page 57
OSHA Form 300 Page 58
OSHA Form 300A Page 59
OSHA Form 301 Page 60
ADDITIONAL FORMS Page 61-73
Introduction
SAFETY AND HEALTH POLICY FOR XYZ COMPANY
XYZ COMPANY places a high value on the safety of its employees. XYZ COMPANY is committed to providing a safe workplace for all employees and has developed this program for injury prevention to involve management, supervisors, and employees in identifying and eliminating hazards that may develop during our work process.
It is the basic safety policy of this company that no task is so important that an employee must violate a safety rule or take a risk of injury or illness in order to get the job done. The time during which employees are participating in training and education activities shall be considered as hours worked for purposes of wages, benefits, and other terms and conditions of employment. The training and education shall be provided at no cost to the employees. Members of the Safety/Health Committee will be allowed reasonable time to exercise the rights of the committee without any loss of pay or benefits.
Employees are required to comply with all company safety rules and are encouraged to actively participate in identifying ways to make our company a safer place to work. Supervisors are responsible for the safety of their empl.
This is a useful guide for Emergency Preparedness published by Humantalents International
Recommended for Buusiness,Industry and households
(dedicated to all those who lost lives on26th December 2004)
How to Plan forWorkplace Emergenciesand EvacuationsU.S. .docxadampcarr67227
How to Plan for
Workplace Emergencies
and Evacuations
U.S. Department of Labor
Occupational Safety and Health Administration
OSHA 3088
2001 (Revised)
This booklet provides a generic overview of a standards-
related topic. This publication does not alter or determine
compliance responsibilities, which are described in the
OSHA standards and the Occupational Safety and
Health Act. Because interpretations and enforcement
policy may change over time, the best sources for
additional guidance on OSHA compliance requirements
are current administrative interpretations and decisions
by the Occupational Safety and Health Review
Commission and the courts. This publication is in the
public domain and may be reproduced fully or partially
without permission. Source credit is requested but not
required.
OSHA will make this information available to sensory
impaired individuals upon request. Call (202) 693-1999.
How to Plan for
Workplace Emergencies
and Evacuations
U.S. Department of Labor
Elaine L. Chao, Secretary
John L. Henshaw, Assistant Secretary
Occupational Safety and Health Administration
OSHA 3088
2001 (Revised)
Introduction .......................................................................................................... 1
What is a workplace emergency? ................................................................................ 1
How do you protect yourself, your employees, and your business? ..................................... 1
What is an emergency action plan? ............................................................................. 1
What should your emergency action plan include? ........................................................... 2
How do you alert employees to an emergency? ............................................................. 3
How do you develop an evacuation policy and procedures? .............................................. 3
Under what conditions should you call for an evacuation? .................................................. 4
What is the role of coordinators and evacuation wardens during an emergency? ........................ 4
How do you establish evacuation routes and exits? .......................................................... 5
How do you account for employees after an evacuation? ................................................... 5
How should you plan for rescue operations? ................................................................. 6
What medical assistance should you provide during an emergency? ....................................... 6
What role should employees play in your emergency action plan? ........................................ 6
What employee information should your plan include? ...................................................... 7
What type of training do your employees need? ............................................................. 7
How often do you need to train your employees? .......................................................... 8
W.
Accident Prevention Plan
(Sami Almalki)
TECH 462 –Industrial Safety Engineering
March 18, 2013
Table of Contents
Introduction
Purpose & Intentions Page 5
Company Presidents Statement Page 6
Management Responsibilities
Manager Responsibilities Page 8
Supervisors Responsibilities Page 8-9
Employee Orientation
How and When Page 11
Emergency Action Plan Page 12-24
Emergency Shutdown Procedures Page 25
Injury and Illness Procedures
Procedures Page 27
Record Keeping Page 27
Supervisor Responsibilities Page 28
Report Form Page 29
Incident/Accident Investigation Procedures
Procedure Steps Page 31
Worksheet Form Page 32
Incident/accident Table Page 33
Safety Guidelines
General Guidelines Page 35-36
Equipment Specific Page 37
Individual Specific Page 38
Safety Disciplinary Policy
Safety Disciplinary Policy Page 40
Safety Awareness Program
Safety Committee Page 42
Safety Meetings Page 43
Safety Training Forms Page 43-44
Safety Award Program Page 45
Appendix A: Material Safety Data Sheet
(ACETOPHENONE) MSDS Page 47
(CALCIUM CARBONATE) MSDS Page 48
Appendix B: State and Federal Posters
(Job and Safety It’s the Law) Page 50
(In Case of Injury At Work) Page 51
(Fire Safety) Page 52
(Health and Safety at Work) Page 53
(Speak Up For Safety) Page 54
(Please Use Your Safety Gear) Page 55
Appendix C: OSHA Forms and Instructions
OSHA Form Instructions Page 57
OSHA Form 300 Page 58
OSHA Form 300A Page 59
OSHA Form 301 Page 60
ADDITIONAL FORMS Page 61-73
Introduction
SAFETY AND HEALTH POLICY FOR XYZ COMPANY
XYZ COMPANY places a high value on the safety of its employees. XYZ COMPANY is committed to providing a safe workplace for all employees and has developed this program for injury prevention to involve management, supervisors, and employees in identifying and eliminating hazards that may develop during our work process.
It is the basic safety policy of this company that no task is so important that an employee must violate a safety rule or take a risk of injury or illness in order to get the job done. The time during which employees are participating in training and education activities shall be considered as hours worked for purposes of wages, benefits, and other terms and conditions of employment. The training and education shall be provided at no cost to the employees. Members of the Safety/Health Committee will be allowed reasonable time to exercise the rights of the committee without any loss of pay or benefits.
Employees are required to comply with all company safety rules and are encouraged to actively participate in identifying ways to make our company a safer place to work. Supervisors are responsible for the safety of their empl.
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NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
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Attachment ID: 2605246598
66%
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A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
2/23/2020 SafeAssign Originality Report
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NURS-FPX4060_007788_1_1201_OEE_03 - NURS-FPX4060 - WINTER 2020 - SECTION 03
SafeAssign Draft Review
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Submission ID: 5dff75ef-6975-4140-84f4-217897d51442
Attachments (1)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
Word Count: 1,984
Attachment ID: 2605246598
66%
http://safeassign.blackboard.com/
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 2/26
A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
A Human-Centric Approach to Oil & Gas Industry SafetyCognizant
Wearables and other digital hardware can help minimize safety incidents. Monitoring biometrics and alerting workers before they become dangerously mentally or physically fatigued mitigates tiredness as a significant contributing factor in workplace accidents. Applying big data techniques to human behavior enables causal analysis to find the root causes of accidents.
If businesses are ready to survive and recover, the nation and our economy are more secure. America’s businesses form the backbone of the nation’s economy; small businesses alone account for more than 99% of all companies with employees, employ 50% of all private sector workers and provide nearly 45% of the nation’s payroll. A commitment to planning today will help support employees, customers, the community, the local
economy and even the country. It also protects your business investment and gives your company a better chance for survival.
The disaster recovery plan guides managers and employees in the management of responses to various disasters that may occur in the course of business operations. The term disaster refers to any event that results in a disruption in the ability to provide normal services. A disaster may range in scope and duration from relatively minor, such as a temporary power outage, to a catastrophic event that interrupts service for a long period of time. Regardless of the magnitude of the business interruption, it must be managed.
PECB Webinar: Hands on medical devices risk assessmentPECB
The webinar covers:
• Risk assessment in medical device management systems
• Key issues pertaining to ISO 13485
• FMEA model in medical devices management systems
Presenter:
This webinar will be presented by Mohmed EL Mahdy, PECB Certified Trainer who has extensive experience in Lead Auditor ISO 13485.
In 2011, the Centers for Disease Control and Prevention noted that there were 31 million emergency department visits for unintentional injuries. In 2013, unintentional injury became one of the leading causes of death in the United States, accounting for 130,557 deaths. Data shows that the failure to operate a machine properly and miscalculated moves are the two main causes of unintentional injuries. There is, of course, a range of other factors that cause these accidents. Looking at the numbers, it's important for organizations to improve their emergency response plans.
International Journal of Computational Engineering Research(IJCER) ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Trends in Workplace Wearable Technologies for Next Generation Occupational Sa...Iowa State University
Currently, there are niche applications for workplace wearables and connected worker solutions (herein referred to as workplace technologies) in almost every industry, be it in agriculture, construction, mining, production, healthcare, retail, warehousing, technology, transportation, or automotive industry. For example, workplace technologies are being used to detect awkward work postures, forceful exertions, vibrations, repetitive tasks, physical fatigue, mental acuity and stress, mood and emotions, safety compliance, and rest breaks.Our objective here is to provide a comprehensive review of commercial wearables and connected worker solutions for occupational safety, health, and productivity (Figure 1). Our intent is to cover workplace technologies that are already in use or have the potential for use at different worksites.
https://doi.org/10.1002/aisy.202100099
CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
.
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Attachments (1)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
Word Count: 1,984
Attachment ID: 2605246598
66%
http://safeassign.blackboard.com/
2/23/2020 SafeAssign Originality Report
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A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
2/23/2020 SafeAssign Originality Report
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NURS-FPX4060_007788_1_1201_OEE_03 - NURS-FPX4060 - WINTER 2020 - SECTION 03
SafeAssign Draft Review
Yaima Thaureaux
on Sun, Feb 23 2020, 6:23 PM
66% highest match
Submission ID: 5dff75ef-6975-4140-84f4-217897d51442
Attachments (1)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
1 DISASTER RECOVERY PLAN (DRP) YAIMA THAUREAUX
Capella University
February, 2020
2 DISASTER RECOVERY PLAN
A DRP plan is a plan that is established to take actions prior to, during & after any occurrence that
may bring disruption to routine activities
The primary objective in a DRP is to restore activities functioning within the shortest time possible.
A DRP covers procedures to be followed during a disaster and after the disaster such as reporting to
personnel, actions taken to recover operations, and conducting activities after a disaster.
(http://safeassign.blackboard.com/)
NURS-FPX4060_ThaureauxYaima_Assessment3-1.pptx
Word Count: 1,984
Attachment ID: 2605246598
66%
http://safeassign.blackboard.com/
2/23/2020 SafeAssign Originality Report
https://courserooma.capella.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_235009_1&paperId=2605246598&&attemptId=5dff75ef-6975-414… 2/26
A DRP may be perceived as a form of preparation for the end of all activities or worst scenarios
(Wallace & Webber, 2017)
National events like the terrorist attacks of 2001 and Hurricanes Katrina and Rita have focused
attention on the need for recovery planning. Citizens who are physically and mentally healthy are
necessary for any community to recover from a disaster. While there are a plethora of resources to
assist state health agencies in planning for response operations, there are few resources available to
plan for recovery operations. Part of the challenge in developing recovery plans is that it can be
difficult to distinguish between response and recovery activities. While they can be similar, the
intent of the two is different. Disaster response is focused on the immediate need to protect human
life and the physical infrastructure from the immediate effects of the disaster. Recovery, on the
other hand, is broader in scope. The goal of recovery is to ensure the economic sustainability of a
community and the long term physical and mental well-being of its citizens, to rebuild and repair
the physical infrastructure, and to implement mitigation activities to reduce the impact of future
disasters. The state health agency has a key role to play in all of these response and recovery
activities. Any disaster, no matter how large or small, disrupts the daily activity of a community.
Initial response activities are necessary to protect citizens and infrastructure, but recovery activities
allow a community to come back from a disaster. At its core, disaster recovery focuses.
A Human-Centric Approach to Oil & Gas Industry SafetyCognizant
Wearables and other digital hardware can help minimize safety incidents. Monitoring biometrics and alerting workers before they become dangerously mentally or physically fatigued mitigates tiredness as a significant contributing factor in workplace accidents. Applying big data techniques to human behavior enables causal analysis to find the root causes of accidents.
If businesses are ready to survive and recover, the nation and our economy are more secure. America’s businesses form the backbone of the nation’s economy; small businesses alone account for more than 99% of all companies with employees, employ 50% of all private sector workers and provide nearly 45% of the nation’s payroll. A commitment to planning today will help support employees, customers, the community, the local
economy and even the country. It also protects your business investment and gives your company a better chance for survival.
The disaster recovery plan guides managers and employees in the management of responses to various disasters that may occur in the course of business operations. The term disaster refers to any event that results in a disruption in the ability to provide normal services. A disaster may range in scope and duration from relatively minor, such as a temporary power outage, to a catastrophic event that interrupts service for a long period of time. Regardless of the magnitude of the business interruption, it must be managed.
PECB Webinar: Hands on medical devices risk assessmentPECB
The webinar covers:
• Risk assessment in medical device management systems
• Key issues pertaining to ISO 13485
• FMEA model in medical devices management systems
Presenter:
This webinar will be presented by Mohmed EL Mahdy, PECB Certified Trainer who has extensive experience in Lead Auditor ISO 13485.
In 2011, the Centers for Disease Control and Prevention noted that there were 31 million emergency department visits for unintentional injuries. In 2013, unintentional injury became one of the leading causes of death in the United States, accounting for 130,557 deaths. Data shows that the failure to operate a machine properly and miscalculated moves are the two main causes of unintentional injuries. There is, of course, a range of other factors that cause these accidents. Looking at the numbers, it's important for organizations to improve their emergency response plans.
International Journal of Computational Engineering Research(IJCER) ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Trends in Workplace Wearable Technologies for Next Generation Occupational Sa...Iowa State University
Currently, there are niche applications for workplace wearables and connected worker solutions (herein referred to as workplace technologies) in almost every industry, be it in agriculture, construction, mining, production, healthcare, retail, warehousing, technology, transportation, or automotive industry. For example, workplace technologies are being used to detect awkward work postures, forceful exertions, vibrations, repetitive tasks, physical fatigue, mental acuity and stress, mood and emotions, safety compliance, and rest breaks.Our objective here is to provide a comprehensive review of commercial wearables and connected worker solutions for occupational safety, health, and productivity (Figure 1). Our intent is to cover workplace technologies that are already in use or have the potential for use at different worksites.
https://doi.org/10.1002/aisy.202100099
Similar to 1162017 Bookshelf Online Occupational Safety and Health for.docx (20)
CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
.
Case Study Chapter 10 Boss, We’ve got a problemBy Kayla Cur.docxmoggdede
Case Study: Chapter 10
Boss, We’ve got a problem
By Kayla Curry
Background
Charlie Upton was the most beloved citizen of the close knit village of Summit. Everyone knew and respected Charlie. As a 17 year veteran of the police department, he was valued and admired for his unyielding care for the community. Charlie Upton gained acclaim for his heavy involvement in youth activities. He coached the boys pee-wee football team to victory in back to back seasons. He was known to get passionate about a bad call by referees. Coach Upton cared so much for his team, he generously offered to reward the team with a trip to Disney World. The man was even President of the local school board at one time. The highlight of the Christmas season was when he would dress up as a convincing Santa Claus for all of Summit’s children and visit the elementary schools.
Cont.
Charlie Upton’s popularity within Summit was unparalleled. Upton was known to rub shoulders with the Village’s elite. Primarily Village Administrator Tim Bell, whose son was star quarterback of Upton’s pee-wee team, and his own boss Police Chief Martin Owens. It was safe to say, nobody was expecting the coming scandal that would forever shake the community of Summit.
When Chief Martin Owens first heard the news, he decided to run straight to Administrator Tim Bell for direction. Highly unsettled, together they came up with a plan to combat the coming storm.
Cont.
Chief Owens and Administrator Bell called Charlie Upton into the Chief’s office and demanded an explanation to the allegations brought against him. A 12 year old boy who was being treated by a social worker for emotional problems, claimed that he had been sexual molested by none other than the Department’s beloved Charlie Upton.
When confronted with the accusations Upton replied simply, “well, there goes 17 years of police work down the drain.” Taking Upton’s non-denial as admission of guilt, Bell furiously demands he surrenders his badge and places him on unpaid leave on the spot. An outside agency would handle a 3 week investigation into the charges and in the meantime nobody outside of those three parties would know why Charlie Upton was being investigated.
Cont.
The investigation was completed and Upton was charged with criminal sexual conduct with a minor. He was immediately terminated. Against legal advice Administrator Bell refused to pay Upton’s separation pay of $26,000 in unused vacation time and sick leave.
From that point, the Village of Summit turned into a political circus:
Anticipating tough questions, Bell and Owens crafted their responses ahead of time
Pending public announcement Administrator Bell held a closed door meeting with the Council informing them that the Officer in charge of youth offenses was a child molester
Three of the Council members didn’t believe Upton would do such a thing and demanded Bell put him back in a uniform and on the streets
When the public was made aware they went int.
CASE STUDY Caregiver Role Strain Ms. Sandra A. Sandra, a 47-year-o.docxmoggdede
CASE STUDY: Caregiver Role Strain: Ms. Sandra A. Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort.
Reflective Questions
1. What are some of the stresses on Sandra’s middle-aged sisters and their families?
2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra?
3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer
.
Case Study Answers Week 7 and 8Group OneIn your grou.docxmoggdede
Case Study Answers Week 7 and 8
Group One
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Beverages business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Two
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Snackfoods business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Three
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocusSupplements business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Four
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Sportswear business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
2
InFocus Business Statistics
Market Statistics
Week 7 inFocus case
3
BCG Matrix
GE-Mckinsey Matrix
Synergy Matrix
Recommendations
InFocus Beverages: Star, Growth, Fit – Keep and invest in this business
InFocus Snack foods: Cash Cow, Selective, Giver – Keep this business but minimise further investment
InFocus Supplements: Question Mark, Selective, Taker – Keep this business and consider further investment
InFocus Sportswear: Dog, Harvest, Misfit – Sell this business
Group One
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of dynamic capability
Discuss the principle of core competency and identify an InFocus core competency
List three types of activities InFocus could perform to develop dynamic capabilities and provide a specific example for each
Group Two
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of learning
Discuss how learning is captured and leveraged by organisations
Demonstrate how InFocus could apply the 5 why process to learn more about its current processes
Group Three
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of integration
Discuss why the successful integration of strategic assets and new learnings into business processes is so important
List and discuss three techniques or models that InFocus could integrate into its current processes and recommend the adoption of one of them
Group Four
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the need for transformatio.
Case Study and Transition Plan TemplateCase StudyD.docxmoggdede
Case Study and Transition Plan Template
Case Study
Darren is a 17-year-old student. He is a junior at his local high school. Darren has a specific learning disability in reading. He attends the resource classroom for English classes. All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push-in supports from the special education teacher at least three times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level.
Darren also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work. His handwriting is difficult to read and it takes him a long time to complete written assignments without assistive technology and software. He can be impulsive, and will sometimes miss important portions of written directions resulting in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a driver’s license exam so he can get a driver’s permit to learn how to drive. However, his impulsivity and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department.
Darren loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darren can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.
His parents are concerned about Darren’s impulsivity, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through on responsibilities. His father expressed concern about Darren’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle. Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darren uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments.
Darren’s parents indicated on a parent survey that they do not know if Darren would be eligible to receive adult services, social security, and they do not know how to contact adult service agencies.
During a student interview, Darren stated he wanted to become a professional foo.
Case Study AnalysisRead Compassion for Samantha Case Study.docxmoggdede
Case Study Analysis
Read
Compassion for Samantha Case Study
Samantha Lizonia has been with Prestige Shipping for 35 years. As one of the first employees hired when the business launched, she has weathered many storms with the company, including receiving late paychecks, times of slow growth, a year where she worked 7 days a week without fail, and working for 4 years in a row without a vacation or sick day. As the office manager, she greets all visitors and is the first point of contact when customers and vendors calls. The CEO always praises Samantha and often states that without her diligence and faithfulness all those years they may not have survived.
Unfortunately, Samantha’s job performance has been declining. She has submitted reports untimely and unfinished, been late to work, and has become cold and difficult to work with. Coworkers and vendors complain about her rude comments and harsh demeanor. The CEO spoke to Samantha about her performance and behavior, but nothing has changed. Actually, she did not appreciate being reprimanded, and her behavior got worse. However, during their meeting, the CEO did find out that Samantha is planning on retiring in 2 years, and the value of her retirement savings plan has drastically declined.
If Samantha would have been any other employee, she would have been fired a long time ago. Because of her age, years of loyal service, lack of retirement savings, and the CEO’s commitment to continuing the family-like environment, this is a difficult choice. However, he knows that he must come to a decision about her soon.
Consider
the following:
SHRM ethical guidelines
Ethical processes for hiring, evaluating, disciplining, and terminating employees
Regulations for equal opportunity and employee rights
Commonly held values such as compassion, courage, integrity, and wisdom that can help people clarify their differences with others, understand their positions, and communicate values more effectively
Disagreements about moral choices in an organization are a natural part of doing business. Appreciate the viewpoints of other parties instead of vilifying them. Anticipate these disagreements by developing strategies for dealing with the most common conflicts you will face in your work.
Your personal strengths, unique voice, core identity and desired self-image.
Potential arguments that others will use to support immoral or unethical behavior
Write
a 1,050- to 1,400-word analysis of the scenario. Include the following:
Describe the ethical dilemma presented in the scenario, and explain why it is an ethical dilemma.
Describe the government and industry regulations relevant to this scenario.
Explain why specific elements from SHRM guidelines would apply to this situation.
Describe the ethical way to resolve the issue with Samantha.
Justify your resolution.
Format
your paper according to APA guidelines.
Reference
2 peer-reviewed scholarly ariticles
.
Case Study AnalysisAn understanding of cells and cell behavi.docxmoggdede
Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario: Case study
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
25 (25%) - 27 (27%)
The response describes the patient's symptoms.
The response includes accurate reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
23 (23%) - 24 (24%)
The response describes the patient's symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the de.
Case Study Analysis and FindingsThe final assignment for this co.docxmoggdede
Case Study Analysis and Findings
The final assignment for this course is a Case Study Analysis and Findings. The purpose of the Case Study Analysis and Findings is for you to utilize the knowledge and skills developed in this course to evaluate the psychological methods and theoretical models of criminal behavior as well as the police psychology and the psychological aspects of all participants in the criminal justice process relative to a specific criminal episode. An overview of forensic psychology as it relates to the criminal justice process should be included.
This course has addressed issues of psychological theory and practice relative to the functioning of the criminal justice system. These impacts range from the offender, to law enforcement and investigations, to practices and legalities of law in the courtroom, to the participation and impact of victims and witnesses, and to treatment and sentencing rendered in the correctional environment. Research continues regarding the biological, genetic, psychological, and social impacts on mental health and resulting behavior. These findings will continue to find their way into the legal implications of the psychological influences on behavior.
The focus of your Case Study Analysis and Findings paper will be based, in large part, on the weekly assignments you completed throughout the course. In each of the weekly assignments, you address a particular aspect of the overall criminal case and offender that you selected in Week 1.
In the Week 1 Literature Review assignment, you provide the resources necessary for each phase of your final analysis and findings.
In the Week 2 Case Summary and Offender Profile assignment, you provide an analysis of the behavior of the offender relative to the psychological history and evaluation of the offender.
In the Week 3 Investigative Psychology assignment, you provide an analysis of the behavior of the investigators including the analysis of the crime scene. This assignment also describes the psychological, behavioral, environmental, and cognitive factors that influence the investigation, including intervention strategies to reduce the impact of stress on law enforcement.
In the Week 4 Legal Psychology and Victimization assignment, you provide a discussion on the role of the psychological profile of the offender and the victims have on the presentation of evidence in court, including the analysis of legal psychology as it is implemented in the criminal justice process.
Finally, in the Week 5 Psychological Treatment in Correctional Settings assignment, you provide a discussion on the impacts the psychological make–up of offenders have on the functional responsibilities of incarceration facilities and how the biases and assumptions of correctional service providers influence their assessment of and interaction with these offenders.
Utilizing your research and analyses completed for the Weeks 1 through 5 assignments, consider the psychological methods .
Case Study Analysis A TutorialWhat is it Case studies are a .docxmoggdede
Case Study Analysis: A Tutorial
What is it? Case studies are a popular and effective teaching tool for business and non-business students. Often described as the “Harvard method,” case studies permit students to apply learned concepts and techniques to “real world” situations. Although our assignments are individual work only, case studies may also allow students to use their knowledge of course material in addressing business/marketing problems or issues through collaboration (much as in the workplace). Case studies may be quite detailed or simple in scope. In some assignments, strong familiarity with financial analysis and operations management are needed to successfully complete the case.
How to be effective? For any case study assignment, common sense; research; and a good understanding of basic marketing/management concepts are needed. You should carefully read the case several times, highlighting information/details that you believe important. Understand what the assignment is requesting. In the Popchips and Grand Theft Auto cases, you are asked questions for response. In addressing each question, you should justify (document) your answer with case information and additional Internet research. All sources should be properly cited.
It is important that you do not assume anything. Many students err in case analysis by confusing personal opinion or inference (guess) with the facts presented in the case. It is permissible (and, often required) to supplement case information with various research methods (i.e., observation and/or Internet) gain a clearer understanding of the issues, forces, questions and requirements of the case. Rely on the text book and lecture notes to help you.
Put yourself in the case as the key decision maker(s). What needs to be addressed concerning marketing? What could have been done differently? What should the marketing strategy (plan) be going forward? Be prepared to explain your reasoning.
Most importantly, don’t procrastinate on this assignment. Your time well-spent will result in a well-done report.
In summary, to complete a case study assignment successfully, you must:
1. Read the case thoroughly several times.
2. Complete independent research about the case issue/topic.
3. Identify and verify sources.
4. Answer the questions contained in the case with completeness and accuracy using case and research information.
5. Write your report and proof it for grammar, spelling and punctuation mistakes.
A Rite of Passage Approach
Designed to Preserve the
Families of Substance-Abusing
African American Women
Vanesta L. Poitier, Makini Niliwaambieni, and
Cyprian Lamar Rowe
This article approaches the treatment of addicted
African American women in ways drawn from
traditional African culture. While the modern African
American woman is clearly not the same as her
continental African foremother, the reality of her life
is still predicated on the basis of her culture and
her material wealth or.
Case Study AlcoholCertain occasional behaviors can cause more tro.docxmoggdede
Case Study: Alcohol
Certain occasional behaviors can cause more trouble than one might think. For many college students, drinking does not seem dangerous and is often viewed as a normal. Alcohol absorption and factors involved with alcohol metabolism are rarely discussed.
Review the following case study and answer the questions in essay format.
Paulo is a sophomore in college. On the weekends he goes out with his friends and will have anywhere from 5-8 drinks during the evening. Paulo met his friends during freshman year and they all agree that drinking is part of the college experience. Paulo always has a hangover after a big night of drinking, but doesn't think it's an issue because he never drinks on the weekdays and it isn't affecting his schoolwork. On a football weekend that included a lot of drinking, one of Paulo's friends, Luke, got into a fight and ended up in the emergency room. The doctor told Luke his Blood Alcohol Concentration was so high that he nearly had alcohol poisoning. Although Paulo knew drinking and driving could be dangerous, Paulo was surprised that the doctor warned Luke about "binge drinking." Paulo began to wonder whether his drinking was affecting his own health.
How common is binge drinking in college? What factors increase an individual's risk for the short and long term effects of alcohol? Why do college students like Paulo feel it is part of the college experience to drink regularly? What should universities, parents, friends, and others do to address high risk drinking and to change these behaviors?
4 Essays, 1 essay per Part:
Part I: Finding the Perfect Balance
Chapter # 1 General Health Concepts
Chapter # 2 Promoting and Preserving Your Psychological Health
Chapter # 3 Managing Stress: Managing Stress and Coping with Life Challenges
Chapter # 4 Preventing Violence and Injury
Part II: Building Healthy Relationships
Chapter # 5 Understanding Sexuality
Chapter # 6 Considering your Reproductive Alternatives
Part III: Avoiding Risks Related to Bad Habits
Chapter # 7 Recognizing and Avoiding Addiction and Drug Use
Chapter # 8 Drinking Alcohol Responsibly and Ending Tobacco Use
Part IV: Building Healthy Lifestyles
Chapter # 9 Eating for a Healthier You
Chapter # 10 Reaching and Maintaining a Healthy Weight
.
Case study A group of nurse educators are having a discussion about.docxmoggdede
Case study: A group of nurse educators are having a discussion about the minority student nurses. The nurse educators believe that there are numerous barriers to minority student success in nursing education. The nurse educators want to develop strategies to increase the success rate in graduation of these students.
1. The nurse educators make a list of the barriers that exist for minority student success. What are common barriers for minority student success?
2. The group of nurse educators is acutely aware that different generations are represented in nursing today. These different generations have different attitudes and value systems, which greatly affect the settings in which they work. What are the key characteristics of the four generational groups that are present in today’s workforce?
3. Analyze and describe how the different generations present in nursing today affect nursing care and the nursing workplace.
.
Case study ;1Callista Roy and Betty Neumans theories view the.docxmoggdede
Case study ;1
Callista Roy and Betty Neuman's theories view the person (individual, group, or community) as a holistic adaptive system that constantly interacts with the internal and external environments. Both theories view the person as being the center of nursing and present health/wellness and illness as parts of the same continuum, however there are some key assumptions that are different. As such, select one of the theories and identify1 assumption of the theory and discuss how the care rendered for this patient by an advanced practice nurse would be structured (assessment, diagnosis, planning, intervention, evaluation) according to the theory. Give 2 specific examples of interventions that you anticipate will be included in the patient's care.
Mr. Reynolds is a 32 year-old male patient hospitalized on the orthopedic unit of the hospital. He is status-post motorcycle accident and right leg below the knee amputation. He has a history of Depression and Schizophrenia. He is currently separated from his wife and estranged from his family. He is awaiting social work for placement in a rehabilitation facility, where he will continue his recovery.
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Case Study 9Running head BP & THE GULF OF MEXICO OIL SPILLC.docxmoggdede
Case Study 9
Running head: BP & THE GULF OF MEXICO OIL SPILL
Case Study: BP & The Gulf of Mexico Oil Spill
Central Michigan University
Organizational Dynamics & Human Behavior – MSA 601
Abstract
This paper will focus on the monumental disaster and ensuing public relations nightmare of British Petroleum (BP). This disaster of course was brought about by the oil rig explosion and fire in the Gulf of Mexico. BP is a multinational conglomerate of gargantuan proportions. They have molded and perfected their public image over decades. This paper will take a look at the lapses in BP’s management and public relations efforts and what measures the company should have taken.
BP & the Gulf of Mexico Oil Spill
The reason that the authors selected to evaluate British Petroleum (BP) for a case study was due in no small part to the endless media attention given to the oil spill in the Gulf. BP is an extremely popular brand that everyone in this country undoubtedly is effected by in one way or another. One of the initial reasons for choosing BP was the unmitigated disaster put forth on the public relations front in explaining the company’s efforts at dealing with the Gulf of Mexico oil crisis. The authors were further intrigued at this assignment for the poor leadership and decision making acumen of the former CEO Tony Hayward (CMU, 2009, p. 227). With this multi-focal approach, the study will highlight the conflicting messaging presented to the public and the lackluster and ultimately ineffective leadership within the organization.
BP is a huge multinational conglomerate whose primary focus is the petroleum industry. The company does business in over 30 countries around the globe. Its annual operating income is $239 billion dollars with over $14 billion dollars in profit in the year 2009. The company employs over 80,300 individuals and owns 16 refineries worldwide. BP operates several subsidiaries under the names AM/PM markets, BP and ARCO gas stations, Aral gas stations in Germany, Wild Bean Café, and Castrol Motor Oil (BP at a glance, 2010).
The competition within the petroleum industry is not as plentiful as one might think. There are actually very few players in the game. Due to the limited number of refiners of crude in this country the oil from various sources are blended prior to coming to the consumer. BP doesn’t have much use for the service station business anymore. In 2007, it announced plans to sell the last 700 stations that it hadn’t already sold to franchisees. The company chose to focus on finding and collecting oil. Once companies make a discovery, it comes out of the ground and ends up at a refinery. There, it can be mixed with oil that a variety of companies have poured into the tanks. This is further evidenced by BP’s plans to divest itself of its remaining 700 gas service stations. The highest percentage of income is made from oil exploration and extraction and not in the selling of gasoline at its stations (Lieber, 2010).
BP.
Case Study 9-1 IT Governance at University of the Southeast. Answer .docxmoggdede
Case Study 9-1 IT Governance at University of the Southeast. Answer question 1. Describe the IT governance system that was in place at the University of the Southeast using both decision rights and structure as the basis of goverance.
Note: Minimum 300 words not including title and reference page. References should be taken from peer revived
.
Case Study 7-2 Sony Pictures The Criminals Won. Answer question 2 W.docxmoggdede
Case Study 7-2 Sony Pictures: The Criminals Won. Answer question 2 What access and data protection controls would you recommend Sony use to provide better security for unreleased digital films and emails?
Note: Minimum 300 words not including title and reference page. References should be taken from peer revived
.
Case Study 8.1 Team DenialEmory University Holocaust studies pr.docxmoggdede
Case Study 8.1: Team Denial
Emory University Holocaust studies professor Deborah Lipstadt faced an uphill battle when she was sued by British amateur historian David Irving in 1995. Irving was the world’s best known Holocaust denier. He claimed that Hitler didn’t order the killing of Jews. Instead, the Führer’s subordinates acted on their own, without his knowledge. Irving’s most audacious assertion was that no Jews and other victims were gassed at the Auschwitz concentration camp. He denied that there were gas chambers. Instead, deaths were caused by typhus and other illnesses, not murder. Speaking before neo-Nazi groups, Irving declared that more people died in the back of Senator Edward Kennedy’s car (one young woman) than were deliberately killed at Auschwitz.
In her book Denying the Holocaust: The Growing Assault on Truth and Memory, professor Lipstadt called Irving “a Hitler partisan wearing blinkers” who distorted historical evidence to “reach historically untenable conclusions.”1 Irving then threatened to sue unless she retracted her comments. He likely thought she would settle out of court. Not Lipstadt. Surrender would give deniers a victory, meaning a “second death” to the victims of Auschwitz and other Jews who perished under the Nazis. But Irving had the upper hand. Under British law, Lipstadt had to defend herself from the allegations. (In the United States, accusers have to prove that they have been libeled and defamed.) The lengthy court case would cost over a million dollars to fight and would be held in London, thousands of miles from Atlanta, where Lipstadt taught.
Fortunately for Dr. Lipstadt, others rallied to her cause. Emory gave her financial support and paid leave while hiring adjuncts to teach her classes. (School officials believed that canceling Holocaust courses would be a victory for Irving.) Penguin, her publisher, provided legal and financial support and Jewish groups raised money for her defense. Most important, she gained the support of a top-notch legal team who believed in her cause. This team included (1) those who prepared her case—a team of researchers who gathered information and the attorneys who assembled court documents; and (2) a pair of barristers who argued in front of the judge. (In Britain, one set of attorneys prepares the case while a different set of attorneys presents the case in court.) Lipstadt needed all the help she could get. Preparation for the trial took five years. Researchers had to sift through thousands of documents checking footnotes as well as hundreds of Irving’s personal diaries. They generated an eight-foot-tall stack of trial notebooks.
The legal team decided to put Irving on trial, demonstrating how he systematically altered historical evidence to support his anti-Semitic views. That meant that Deborah wouldn’t testify, turning her into a spectator at her own trial. Lipstadt, a skilled public speaker, objected to these restrictions but eventually gave in. She said, “Being q.
Case Study 7 Solving Team Challenges at DocSystems Billing, Inc.docxmoggdede
Case Study 7: Solving Team Challenges at DocSystems Billing, Inc.
Read the DocSystems Billing case, including the briefing document and four scenes, and consider the following questions:
What problems exist in this organization? How do these problems differ based on the employees’ roles? Why do employees object to Jim’s proposed solution?
Make a recommendation to the client about what could be done next based on the data included. Summarize your observations for Jim, offer possible interpretations, and suggest an approach for next steps.
Briefing Document: DocSystems Billing, Inc.
About the Company
DocSystems Billing, Inc., processes insurance billing paperwork for a network of small health care clinics throughout the United States. Privately owned physician practices, as well as specialists such as cardiologists and physical therapists, contract with DocSystems to process the billing paperwork through the maze of health care insurance companies and networks. DocSystems charges either a flat fee for each bill it processes or a percentage of the total, depending on the contract with the provider.
About the Call Center
Forty full-time employees work at the onsite call center: 30 Medical Insurance Specialists (who handle cases of moderate complexity) and 10 Senior Insurance Consultants (who handle very complex cases). The senior consultants have usually worked up through the ranks, often first working on basic billing, then as medical insurance specialists. Most of them have a long tenure with DocSystems, ranging from 17 to 23 years.
An additional 100 employees (called Billing Specialists) work at an outsourced call center. DocSystems contracts out the initial processing of claims and basic computer input. The contract employees used to work at DocSystems until the outsourcing.
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The call center was outsourced a year ago to another organization. Almost all of the former DocSystems employees were offered jobs with the new company, but the pay and benefits were not comparable. Word has spread to the former colleagues who remain at DocSystems that the outsourcing company treats its employees poorly.
Call Center Reorganization
The remaining group of 40 employees was reorganized into two new teams about 3 months ago. Initially, there had been two managers—Alex managed the senior insurance consultants, and Dana managed the medical insurance specialists. Both reported to Jim, the senior director. In the new structure, Alex and Dana both manage 20 employees, with each managing half of the specialists and half of the consultants.
That meant that some of each group remained with their former manager, while some moved to a new manager. Senior management hoped that the integrated teams would start to share knowledge between more senior and more junior practitioners.
Roles and Work Process
Billing Specialist
The billing specialists do the initial computer input and handle the majority of the cases. Normally this occurs without any need .
Case Study 5.2 Hiding the Real Story at Midwestern Community Acti.docxmoggdede
Case Study 5.2: Hiding the Real Story at Midwestern Community Action
Recently, life at Midwestern Community Action has been anything but smooth. The nonprofit runs a variety of programs in a midsized city, including preschools, teen drop-in centers, a food pantry, a medical clinic, and low-income housing. Health problems forced founding executive director Sally May, who was well loved by staff, to quit after 20 years in her position. The board then appointed Josiah Lang, who had served as the manager of a local government service agency, as the next executive director.
When Lang arrived at Community Action, he discovered that May had been a hands-off leader. She allowed coordinators to run their programs without much supervision. Used to operating on their own, they resisted Lang’s efforts to institute performance evaluations, to evaluate the effectiveness of each program, and to reallocate funds between programs. It didn’t help that Lang made little effort to get to know his subordinates and has an abrasive personality. Three coordinators and a half dozen front-line staff quit. Lang has the support of the board, which believes that the organization needs more structure and accountability, but staff morale is low. Employees have lost faith in the organization’s leadership. However, they remain committed to helping the disadvantaged and to Community Action’s mission. For that reason, they largely keep their frustrations to themselves and are careful to protect the organization’s public image. Community Action continues to be well regarded by clients, government officials, donors, and the public at large.
This week Community Action will interview an applicant for its housing coordinator position, a vacancy created when the previous coordinator left in frustration. This is the most important open position to fill. The housing coordinator oversees three apartment complexes with 200 tenants and manages the most employees. Failure to fill the vacancy soon could reduce Community Action’s outreach to the homeless. The applicant, Albert Singh, appears to be highly qualified. If he takes the position, Singh will move his family from out of state. He has no idea that Community Action is dealing with significant conflict and poor morale.
Singh will make a brief presentation to the entire staff during his visit and then meet for an extended time with the current program coordinators. During this session, the coordinators (without the director present) will question him and present an overview of Community Action. Albert will also have an opportunity to ask questions of the coordinators.
Discussion Probes
1. What ethical duties are in conflict in this situation?
2. Are Community Action employees justified in keeping their concerns “in house,” out of the public eye? Why or why not?
3. If you were one of the current program coordinators, how much would you reveal about the turmoil at Community Action to Singh?
4. As a coordinator, what would you say if Singh.
Case Study 5.1Write a 3 to 4 (not including title or reference.docxmoggdede
Case Study 5.1
Write a 3 to 4 (not including title or reference page) page paper that describes some your state laws protecting data or security of personal information (the state you live in ,have lived in, or want to live in). First, list the state you chose. Then provide the name and a brief description of the law, to include when it was enacted, punishment if not followed, and who/what the law protects. Make sure you follow the grading rubric and write your paper in APA format. Cite all sources appropriately.
Writing Requirements
4 pages in length (excluding cover page, abstract, and reference list)
Include at least two peer reviewed sources that are properly cited
APA format, Use the
APA template
located in the
Student Resource Center
to complete the assignment.
Please use the Case Study Guide as a reference point for writing your case study.
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1162017 Bookshelf Online Occupational Safety and Health for.docx
1. 11/6/2017 Bookshelf Online: Occupational Safety and Health
for Technologists, Engineers, and Managers
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CHAPTER TWENTY-FIVE PREPARING FOR EMERGENCIES
AND
TERRORISM
MAJOR TOPICS
▶ Rationale for Emergency Preparation
▶ Emergency Planning and Community Right-to-Know Act
▶ Organization and Coordination
▶ OSHA Standards
▶ First Aid in Emergencies
▶ How to Plan for Emergencies
▶ Planning for Workers with Disabilities
▶ Evacuation Planning
▶ Customizing Plans to Meet Local Needs
▶ Emergency Response
▶ Computers and Emergency Response
▶ Dealing with the Psychological Trauma of Emergencies
▶ Recovering from Disasters
▶ Terrorism in the Workplace
▶ Resuming Business after a Disaster
2. Despite the best efforts of all involved, emergencies do
sometimes occur. The potential for human-caused
emergencies has increased significantly with the rise of
worldwide terrorism. It is very important to
respond to such emergencies in a way that minimizes harm to
people and damage to property. To do so
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requires plans that can be implemented without delay. This
chapter provides prospective and practicing
safety and health professionals with the information they need
to prepare for emergencies in the
workplace. Everything in this chapter pertains to all kinds of
emergencies, including natural disasters and
terrorism. A special section relating specifically to terrorism is
included at the end of the chapter.
RATIONALE FOR EMERGENCY PREPARATION
An emergency is a potentially life-threatening situation, usually
occurring suddenly and unexpectedly.
Emergencies may be the result of natural or human causes. Have
you ever witnessed the timely,
organized, and precise response of a professional emergency
medical crew at an automobile accident?
4. While passers-by and spectators may wring their hands and
wonder what to do, the emergency response
professionals quickly organize, stabilize, and administer first
aid. Their ability to respond in this manner
is the result of preparation. As shown in Figure 25–1,
preparation involves a combination of planning,
practicing, evaluating, and adjusting to specific circumstances.
When an emergency occurs, immediate reaction is essential.
Speed in responding can mean the difference
between life and death or between minimal damage and major
damage. Ideally, all those involved should
be able to respond properly with a minimum of
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hesitation. This can happen only if all exigencies have been
5. planned for and planned procedures have
been practiced, evaluated, and improved.
FIGURE 25–1 Elements of emergency preparation.
A quick and proper response—which results because of proper
preparation—can prevent panic, decrease
the likelihood of injury and damage, and bring the situation
under control in a timely manner. Because no
workplace is immune to emergencies, preparing for them is
critical. An important component of
preparation is planning.
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EMERGENCY PLANNING AND COMMUNITY RIGHT-TO-
KNOW ACT
Title III of the Superfund Amendments and Reauthorization Act
of 1986 (SARA) is also known as the
Emergency Planning and Community Right-to-Know Act
6. (EPCRA). This law is designed to make
information about hazardous chemicals available to a
community where they are being used so that
residents can protect themselves in the case of an emergency. It
applies to all companies that use, make,
transport, or store chemicals.
Safety and health professionals involved in developing
emergency response plans for their companies
should be familiar with the act’s requirements for emergency
planning. As shown in Figure 25–2, the
EPCRA includes the four major components discussed in the
following paragraphs.
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FIGURE 25–2 Parts of an emergency response plan.
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Emergency Planning
The emergency planning component requires that communities
form local emergency planning
committees (LEPCs) and that states form state emergency
response commissions (SERCs). LEPCs are
required to develop emergency response plans for the local
communities, host public forums, select a
planning coordinator for the community, and work with the
coordinator in developing local plans. SERCs
are required to oversee LEPCs and review their emergency
response plans. Plans for individual
companies in a given community should be part of that
community’s larger plan. Local emergency
response professionals should use their community’s plan as the
basis for simulating emergencies and
practicing their responses.
Emergency Notification
8. The emergency notification component requires that chemical
spills or releases of toxic substances that
exceed established allowable limits be reported to appropriate
LEPCs and SERCs. Immediate notification
may be verbal as long as a written notification is filed promptly.
Such reports must contain at least the
following information: (1) the names of the substances released,
(2) where the release occurred, (3) when
the release occurred, (4) the estimated amount of the release,
(5) known hazards to people and property,
(6) recommended precautions, and (7) the name of a contact
person in the company.
Information Requirements
Information requirements mean that local companies must keep
their LEPCs and SERCs and, through
them, the public informed about the hazardous substances that
the companies store, handle, transport, or
use. This includes keeping comprehensive records of such
substances on file, up-to-date, and readily
available; providing copies of safety data sheets for all
hazardous substances; giving general storage
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locations for all hazardous substances; providing estimates of
the amount of each hazardous substance on
hand on a given day; and estimating the average annual amount
of hazardous substances kept on hand.
Toxic Chemical Release Reporting
The toxic chemical release reporting component requires that
local companies report the total amount of
toxic substances released into the environment as either
emissions or hazardous waste. Reports go to the
Environmental Protection Agency (EPA) and the state-level
environmental agency.
ORGANIZATION AND COORDINATION
Responses to emergencies are typically from several people or
groups of people, including medical,
firefighting, security, and safety personnel as well as specialists
from a variety of different fields. People in
10. each of these areas have different but interrelated and often
interdependent roles to play in responding to
the emergency. Because of their disparate backgrounds and
roles, both organization and coordination are
critical.
A company’s emergency response plan should clearly identify
the different personnel and groups that
respond to various types of emergencies and, in each case, who
is in charge. One person should be clearly
identified and accepted by all emergency responders as the
emergency coordinator. This person should
be knowledgeable, at least in a general sense, of the
responsibilities of each individual emergency
responder and how each relates to those of all other responders.
This knowledge must include the order
of response for each type of emergency set forth in the plan.
A company’s safety and health professional is the obvious
person to organize and coordinate emergency
responses. However, regardless of who is designated, it is
important that (1) one person is in charge, (2)
everyone involved knows who is in charge, and (3) everyone
who has a role in responding to an
emergency is given ample opportunities to practice in simulated
conditions that come as close as possible
11. to real conditions.
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OSHA STANDARDS
All Occupational Safety and Health Administration (OSHA)
standards are written for the purpose of
promoting a safe, healthy, accident-free, hence emergency-free
workplace. Therefore, OSHA standards
play a role in emergency prevention and should be considered
when developing emergency plans. For
example, exits are important considerations when planning for
emergencies. Getting medical personnel
in and employees and injured workers out quickly is critical
when responding to emergencies. The
12. following sections of OSHA’s standards deal with emergency
preparedness:
Emergency Action Plan 29 CFR 1910.38
Exit arrangements 29 CFR 1910.37(e)
Exit capacity 29 CFR 1910.37(c), (d)
Exit components 29 CFR 1910.37(a)
Exit workings 29 CFR 1910.37(q)
Exit width 29 CFR 1910.37(c)
Exterior exit access 29 CFR 1910.37(g)
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Occupational Health and Environmental
Controls
29 CFR 1926.65, Appendix C
Hazardous Materials 29 CFR 1910.120, Appendix C
13. A first step for companies developing emergency plans is to
review these OSHA standards. This can help
safety and health personnel identify and correct conditions that
may exacerbate emergency situations
before they occur.
FIRST AID IN EMERGENCIES
Workplace emergencies often require a medical response. The
immediate response is usually first aid.
First aid consists of lifesaving measures taken to assist an
injured person until medical help arrives.
Because there is no way to predict when first aid may be
needed, providing first-aid training to employees
should be part of preparing for emergencies. In fact, in certain
cases, OSHA requires that companies have
at least one employee on-site who has been trained in first aid
(CFR 1910.151). Figure 25–3 contains a list
of the topics that may be covered in a first-aid class for
industrial workers.
First-Aid Training Program
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FIGURE 25–3 Sample course outline for first-aid class.
First-aid programs are usually available in most communities.
The continuing education departments of
community colleges and universities typically offer first-aid
training.
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Classes can often be provided on-site and customized to meet
the specific needs of individual companies.
The American Red Cross provides training programs in first aid
specifically geared toward the workplace.
For more information about these programs, safety and health
professionals may contact the national
office of the American Red Cross at 202-639-3200
15. (redcross.org).
The National Safety Council (NSC) also provides first-aid
training materials. The First Aid and Emergency
Care Teaching Package contains a slide presentation, overhead
transparencies, a test bank, and an
instructor’s guide. The council also produces a book titled First
Aid Essentials. For more information
about these materials, safety and health professionals may
contact the NSC at 800-832-0034 (nsc.org).
Beyond Training
Training employees in first-aid techniques is an important part
of preparing for emergencies. However,
training is only part of the preparation. In addition, it is
important to do the following:
1. Have well-stocked first-aid kits available. First-aid kits
should be placed throughout the workplace in
clearly visible, easily accessible locations. They should be
properly and fully stocked and periodically
checked to ensure that they stay fully stocked. Figure 25–4 lists
the minimum recommended contents
for a workplace first-aid kit.
2. Have appropriate personal protective devices available. With
the concerns about AIDS and hepatitis,
16. administering first aid has become more complicated than in the
past. The main concerns are with
bleeding and other body fluids. Consequently, a properly
stocked first-aid kit should contain rubber
surgical gloves and facemasks or mouthpieces for CPR.
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FIGURE 25–4 Minimum recommended contents of workplace
first-aid kits.
3. Post emergency telephone numbers. The advent of 911
service has simplified the process of calling for
medical care, police, or firefighting assistance. If 911 services
are
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not available, emergency numbers for ambulance, hospital,
police, fire department, LEPC, and
appropriate internal personnel should be posted at clearly
visible locations near all telephones in the
workplace.
4. Keep all employees informed. Some companies require all
employees to undergo first-aid training;
others choose to train one or more employees in each
department. Regardless of the approach used, it
is important that all employees be informed and kept up-to-date
concerning basic first-aid
information. Figures 25–5 and 25–6 are first-aid fact sheets of
the type used to keep employees
informed.
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FIGURE 25–5 First-aid fact sheet.
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FIGURE 25–6 First-aid fact sheet.
HOW TO PLAN FOR EMERGENCIES
Developing an emergency action plan (EAP) is a major step in
preparing for emergencies. A preliminary
step is to conduct a thorough analysis to determine the various
types of emergencies that may occur. For
example, depending on geography and the types of products and
processes involved, a company may
anticipate such emergencies as the following: fires, chemical
spills, explosions, toxic emissions, train
derailments, hurricanes, tornadoes, lightning, floods,
20. earthquakes, or volcanic eruptions.
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Safety Fact: Emergency Response Regulations
There are numerous government regulations requiring the
development of emergency response plans.
Following are the most important of these:
■ Environmental Protection Agency’s (EPA) Spill Prevention
Control and Countermeasures (SPCC) and
Facility Response Plans—40 CFR Part 112(d), 112.20–21.
■ EPA’s Resource Conservation and Recovery Act (RCRA)
Contingency Plan—40 CFR Part 264, Subpart D;
Part 265, Subpart D and 279.52.
■ EPA’s Risk Management Plan (RMP)—40 CFR Part 68.
21. ■ EPA’s Emergency Planning and Community Right-to-Know
Act (EPCRA, also known as SARA Title III).
■ Comprehensive Emergency Response Compensation and
Liabilities Act (CERCLA).
■ Occupational Safety and Health Administration’s OSHA
Emergency Action Plan—29 CFR 1910.38.
■ OSHA’s Process Safety Standard (PSS)—29 CFR 1910.119.
■ OSHA’s Hazardous Waste Operations and Emergency
Response (HAZWOPER) Regulation—29 CFR
1910.120.
■ Department of Transportation’s (DOT) Research and Special
Programs Administration (RSPA) Pipeline
Response Plans—49 CFR Part 194.
■ U.S. Coast Guard’s (USCG) Facility Response Plans—33 CFR
Part 154, Subpart F.
■ Minerals Management Services’ (MMS) Facility Response
Plans—30 CFR Part 254.
A company’s EAP should be a collection of small plans for each
anticipated or potential emergency. These
plans should have the following components:
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1. Procedures. Specific, step-by-step emergency response
procedures should be developed for each
potential emergency.
2. Coordination. All cooperating agencies and organizations and
emergency responders should be listed
along with their telephone number and primary contact person.
Discussion Case: What Is Your Opinion?
“Forget it! We are not going to train our employees in first aid.
Emergencies notwithstanding, I don’t
want a bunch of amateur doctors running around the company
doing more harm than good.” Mary
Vo Dinh, safety director for Gulf Coast Manufacturing, was
getting nowhere trying to convince her
boss that the company should have employees trained in first
aid in the event of an emergency. “But
John, we have had three hurricanes in just two years. Tornadoes
are not uncommon here on the
coast.” “I will repeat myself just one more time,” said her boss.
23. “No first-aid training.” Who is right in
this case? What is your opinion?
3. Assignments and responsibilities. Every person who will be
involved in responding to a given
emergency should know his or her assignment. Each person’s
responsibilities should be clearly
spelled out and understood. One person may be responsible for
conducting an evacuation of the
affected area, another for the immediate shutdown of all
equipment, and another for telephoning for
medical, fire, or other types of emergency assistance. When
developing this part of the EAP, it is
important to assign a backup person
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for each area of responsibility. Doing so ensures that the plan
will not break down if a person
24. assigned a certain responsibility is one of the victims.
4. Accident prevention strategies. The day-to-day strategies to
be used for preventing a particular type of
emergency should be summarized in this section of the EAP. In
this way, the strategies can be
reviewed, thereby promoting prevention.
5. Schedules. This section should contain the dates and times of
regularly scheduled practice drills. It is
best to vary the times and dates so that practice drills don’t
become predictable and boring. Figure
25–7 is a checklist that can be used for developing an EAP.
PLANNING FOR WORKERS WITH DISABILITIES
When developing EAPs it is important to consider the special
needs of workers with disabilities. Do not
develop a separate EAP specifically for workers with
disabilities—they should be included as a normal
part of the organization’s plan. An excellent set of guidelines is
available to assist organizations in
considering the needs of workers with disabilities when
developing EAPs.
Titled Preparing the Workplace for Everyone, these guidelines
were developed for the use of federal
25. agencies but are available to private organizations and other
public organizations as well. To obtain a
copy of the guidelines, contact the Office of Disability
Employment Policy at the following address:
United States Department of Labor
Office of Disability Employment Policy
200 Constitution Ave. NW, Room S-1303
Washington, DC 20210
202-693-7880
dol.gov/odep
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26. The guidelines are presented under numerous subheadings with
questions listed relating to each
subheading. What follows in the remainder of this section are
categories of questions similar to and based
on those presented in the actual guidelines. Safety and health
professionals are encouraged to obtain a
complete copy of the guidelines to ensure that their EAPs
account for workers with disabilities
appropriately.
Involving Key Personnel
Under this heading, the guidelines pose questions similar to the
following:
■ Are key personnel familiar with the EAP?
■ Are personnel with disabilities involved in all aspects of the
development of the EAP?
■ Do senior executives support the development and updating of
the EAP?
■ Has the EAP been reviewed by first responders and facility
personnel?
■ Does any part of the plan conflict with procedures established
by other applicable agencies?
Implementing Shelter-in-Place (SIP) Plans
27. Shelter-in-place (SIP) means that rather than evacuate in a
disaster or emergency, immediate shelter is
sought. SIP comes into play when attempting to evacuate might
increase the risk of harm or injury. There
should be an SIP provision built into the larger EAP containing
provisions that speak on the following
concerns:
■ Are there provisions for shutting down the building’s
ventilation system quickly?
■ Are there provisions for turning off the elevators?
■ Are there provisions for closing all exits and entrances and
for securing the loading dock and garage
areas (as applicable)?
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FIGURE 25–7 Emergency planning checklist.
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■ Are there provisions for notifying all occupants—including
visitors—of emergency procedures?
29. ■ Are there provisions for asking all occupants—including
visitors—to remain in the building until it is
safe to leave?
Evaluating Personnel Needs
It is important to determine the needs of workers with
disabilities when developing an EAP, but to do so in
strict accordance with the Rehabilitation Act. Before evaluating
the needs of personnel with disabilities,
consult your human resources department to develop guidelines
that are consistent with the
Rehabilitation Act. Then ask the following types of questions
during development of the EAP:
■ Has all applicable information about the needs of personnel
with disabilities been collected in
accordance with the Rehabilitation Act?
■ Has the information collected been appropriately protected by
sharing it only with those who need to
know it as part of emergency planning (for example, first-aid
personnel, safety and health
professionals, those responsible for carrying out the EAP during
an emergency)?
■ In selecting equipment, have appropriate agencies and
individuals with disabilities been consulted as
30. to the ability of personnel with disabilities to use the
equipment?
■ Have the needs of personnel with service animals been
considered in the development of the plan?
■ Has the establishment of personal support networks been built
into the plan?
■ Has the appropriate training been built into the plan for
people who need assistance during an
emergency as well as for people who will provide the
assistance?
Distributing and Communicating the Plan
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In developing an EAP, a critical element that should not be
overlooked concerns how the completed plan
will be distributed to personnel and how those who developed
the plan will communicate with personnel
about it. The following questions will help ensure proper
31. development of this section of the plan:
■ How will the EAP be communicated with the same level of
detail to all personnel?
■ Is the plan available on the organization’s Web site as well as
in hard copy? Are there text
explanations of all graphic material contained in the plan?
■ Are training sessions contained in the plan offered in
accessible locations?
■ Are the learning aids necessary to accommodate personnel
with disabilities readily available in all
training locations (for example, sign-language interpreters,
listening devices)?
■ Are hard copies of the EAP placed in various easily
accessible locations throughout the facility?
■ Are appropriate sections of the plan (evacuation and SIP
information) given to frequent visitors to the
facility?
Balancing Employer Responsibilities and Employee Right to
Self-
Determination
On the one hand, employers have specific responsibilities for
ensuring the safety of their personnel. On
the other hand, employees with disabilities have certain rights
of self-determination. To ensure that these
32. two issues do not collide when developing the EAP, ask the
following questions:
■ Are there employees who impede the evacuation of others
during practice drills? If so, has the issue
been dealt with privately and have appropriate solutions been
developed?
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■ In determining whether an employee with a disability
represents a direct threat in the event of an
emergency, have the following factors been considered: nature
and severity of the potential harm,
likelihood that the potential harm will occur during an
emergency, the risk posed by the individual in
question, the imminence of the potential harm, and the
availability of reasonable accommodations
that would mitigate or eliminate the risk?
33. ■ Have personnel with disabilities been included in the
emergency planning process?
■ Has every effort been made to ensure that personnel with
disabilities have not been segregated as
part of the emergency planning process?
■ Have employees with disabilities made requests for
reasonable accommodations in the event of an
emergency? Have those accommodations been built into the
EAP? If not, can the organization show
clearly that the requested accommodation would pose an undue
hardship?
Working with First Responders
It is important to coordinate emergency planning and the
resulting EPA with first-responder agencies and
organizations. These personnel and those who carry out the EAP
should coordinate closely on all matters
pertaining to implementation of the plan.
■ Have first responders been made aware of any special issues
relating to personnel with disabilities?
■ Does the organization have a policy regarding evacuation
built into its plan? Are all stakeholders
aware of the policy and its ramifications? Has anyone expressed
opposition to the policy? Has the
34. opposition been properly addressed?
■ Have first responders been included in all steps of the
emergency planning process? If not, how will
they be made aware of all elements of the EAP?
Implementing an Elevator Policy
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Should the organization use its elevators during an emergency
or close them down? This can become a
critical issue when the needs of personnel with disabilities are
considered.
■ Does the organization have a policy concerning elevator use
during emergencies? Has the policy been
built into the EAP?
■ Were first responders consulted during the development of the
elevator policy?
35. ■ Under what circumstances may elevators be used during an
emergency? Who may operate the
elevators under these conditions?
■ Who gets priority in the use of elevators during an
emergency?
■ How are personnel, including those with disabilities,
evacuated in the event that elevators are
inoperable during an emergency?
Developing Emergency Notification Strategies
Developing the EAP is just one step in an ongoing process.
Once the plan is developed, all stakeholders
must be notified of its contents and what they mean. The
following questions will help ensure appropriate
notification:
■ What steps have been built into the plan for notifying
stakeholders in the event of an emergency and
for ensuring that personnel with disabilities have access to the
same information that any other
stakeholder has?
■ Have a variety of notification or communication methods
been built into the EAP?
■ Do notification or communication methods account for
personnel who are away from their desks or
36. the office?
■ Do notification strategies take into account the presence of
visitors?
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Practicing and Maintaining the EAP
The EAP should be viewed as a living document that is updated
and maintained continually. In addition,
all aspects of the plan should be practiced periodically to ensure
that all parties know how to carry out
their responsibilities. The following questions will help ensure
that the plan is properly maintained and
practiced:
■ Does the organization have a policy for the regular practice
and maintenance of the EAP?
■ Does the organization comply with the policy and even
37. exceed compliance requirements?
■ Have first responders been involved in all practice drills and
have they been consulted to ensure that
all applicable equipment is appropriate and in proper working
order?
■ Have drills been varied in terms of time of day and type of
drill?
■ Have various unforeseen problems, roadblocks, and inhibitors
been built into the drills so that
emergency personnel have opportunities to practice improvising
in a realistic way?
■ Are personnel with disabilities included in all drills?
■ Does the organization have a policy built into its EAP for
dealing with employees or visitors who
might need to leave the facility in the middle of an emergency
drill?
EVACUATION PLANNING
The OSHA standard for evacuation planning is 29 CFR 1910.38.
This standard requires a written plan for
evacuating the facility in the event of an emergency. Critical
elements of the plan are marking of exit
routes, communications, outside assembly, and training.
Marking of Exit Routes
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Clearly identified and marked routes of egress are critical
during a time of crisis (fire, natural disaster,
terrorist attack, etc.). To ensure that routes of egress and all
related evacuation response items are clearly
marked, safety professionals should answer the following
questions about the facilities for which they are
responsible:
1. Are all exit, emergency exit, and nonexit doors clearly
identified and marked?
2. Are there up-to-date evacuation route maps mounted at
strategic locations throughout the facility?
3. Are all egress route aisles, hallways, and stairs marked
clearly and can the markings be seen in the
event of darkness?
4. Are there low-level markings posted strategically throughout
39. the facility that can be viewed in the
event that smoke fills the facility?
5. Are all items of firefighting equipment clearly marked with
directional signs so they can be easily
located in the event of an emergency?
6. Is all emergency first-aid equipment clearly marked with
directional signs so that it can be easily
located in the event of an emergency?
7. Are all electrical, chemical, and physical hazards identified
and clearly marked?
8. Are all physical obstructions clearly outlined?
9. Are all critical shutdown procedures and equipment identified
and clearly marked?
10. Are the handrails, treads, and risers on all stairs clearly
marked?
11. In the case of multicultural workforce settings, are all signs
and markings provided in a bilingual or
pictogram format?
Ensuring that all signs, pictograms, and other markings relating
to facility evacuation are visible during
power outages is critical. Battery backup systems are one
approach that is widely used. However, there
40. are environments in which even the smallest spark from a
battery might set off an explosion. For this
reason, some facilities find the use of photoluminescent signs a
better alternative.
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Photoluminescent signs and markings absorb normal light
energy from their surroundings and then
release this energy in the form of light during periods of
darkness. Some of the better photoluminescent
materials will give off light for as long as 24 hours and have a
maintenance-free life expectancy of up to 25
years.
Communication and Alarm Procedures
41. People are so accustomed to false alarms in their lives that
when the real thing occurs, it can be difficult to
convince them that it’s not just another drill. In addition, people
tend to trust what they can see, smell,
and hear. Consequently, if they cannot physically sense an
emergency, they tend to ignore the warning.
The communication component of a facility’s evacuation plan
should include procedures for early
detection of a problem, procedures for reporting an emergency,
procedures for initiating an evacuation,
and procedures for providing the necessary information to
employees who are being evacuated.
Notifying employees of the emergency is the function of the
facility’s alarm system. However, just pulling
the alarm switch is not sufficient communication. Once the
alarm has been given, verbal instructions
should be broadcast so that people know that the alarm is real
(not just another drill) as well as specific
actions they should take immediately. There must also be
procedures for informing evacuated employees
that the emergency is over and they can return to their work.
External communication procedures are also important. All
employees should know how to notify outside
authorities of the emergency. With the advent of 911 service,
42. this problem has been simplified. However,
do not assume that all employees will remember the number
when under the stress of an emergency, or
that they will remember to dial “9” or some other code to gain
access to an outside line. This problem can
be solved by placing clearly marked signs above or near
telephones containing such messages as “In an
emergency dial 911” or “In an emergency dial 9911” (if it is
necessary to first access an outside line).
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Outside Assembly
The company’s evacuation plan should include an assembly area
to which employees go once evacuated.
This area should be well known by all employees, and
43. employees should understand that it is critical to
assemble there so that a headcount can be taken. In addition,
there should be a backup assembly area
known to all employees so they know where to go if the primary
assembly area has been rendered
inaccessible or hazardous.
Part of the evacuation plan relating to assembly areas must be
devoted to transient personnel—
nonemployees such as vendors, visitors, contractors, and so on.
How will they know where to assemble?
Who will check to see that they have been notified of the
emergency? These issues should be addressed in
the evacuation plan.
Training
Training for evacuations is a critical element of the evacuation
plan. Developing a plan and then letting it
just sit on the shelf gathering dust is a formula for disaster.
Everything contained in the plan that requires
action or knowledge on the part of employees should be part of
the required evacuation training. Training
should be provided when employees are first hired, and
retraining should be provided periodically as
various elements of the plan are updated.
44. Drills should be a major part of the training provided for
employees. The old sports adage that says “What
you do in practice you will do in the game” applies here. When
an emergency actually occurs should not
be the first time employees have gone through the action
required of them in an emergency.
CUSTOMIZING PLANS TO MEET LOCAL NEEDS
Emergency plans must be location-specific. General plans
developed centrally and used at all plant
locations have limited effectiveness. The following rules of
thumb can be used to ensure that EAPs are
location-specific:
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1. A map of the plant. A map of the specific plant helps localize
an EAP. The map should include the
locations of exits, access points, evacuation routes, alarms,
emergency equipment, a central control or
command center, first-aid kits, emergency shutdown buttons,
and any other important elements of
the EAP.
2. Chain of command. An organization chart illustrating the
chain of command—who is responsible for
what and who reports to whom—also helps localize an EAP.
The chart should contain the names and
telephone numbers (internal and external) of everyone involved
in responding to an emergency. It is
critical to keep the organization chart up-to-date as personnel
changes occur. It is also important to
have a designated backup person shown for every position on
the chart.
3. Coordination information. All telephone numbers and contact
names of people in agencies with
which the company coordinates emergency activities should be
listed. Periodic contact should be
46. maintained with all these people so that the EAP can be updated
as personnel changes occur.
4. Local training. All training should be geared toward the types
of emergencies that may occur in the
plant. In addition, practice drills should take place on-site and
in the specific locations where
emergencies are most likely to happen.
EMERGENCY RESPONSE
An emergency response team (ERT) is a team of personnel
designated to ensure and facilitate a proper
response to an emergency. The ERT is typically composed of
representatives from several different
departments such as maintenance, security, safety and health,
production and processing, and medical.
The actual composition of the team depends on the size and type
of company. The ERT should be
contained in the assignments and responsibilities section of the
EAP.
Not all ERTs are company-based. Communities also have ERTs
for responding to emergencies that occur
outside of a company environment. Such teams should be
included in a company’s EAP in the
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coordinating organizations section. This is especially important
for companies that use hazardous
materials.
Most dangerous spills occur on the road, and the greatest
number of hazardous materials (hazmat)
incidents occurs on the manufacturer’s loading dock. More than
80 percent of chemical releases are
caused by errors in loading and unloading procedures.
Community-based teams typically include
members of the police and fire departments who have had
special training in handling hazmat
emergencies.
Another approach to ERTs is the emergency response network
(ERN). An ERN is a network of ERTs that
covers a designated geographical area and is typically
48. responsible for a specific type of emergency.
Whether the ERT is a local company team or a network of teams
covering a geographical region, it should
be included in the EAP. In-house teams are included in the
assignments and responsibilities section.
Community-based teams and networks are included in the
coordinating organizations section.
COMPUTERS AND EMERGENCY RESPONSE
Advances in chemical technology have made responding to
certain types of emergencies particularly
complicated.
Fortunately, the complications brought by technology can be
simplified by technology. Expert computer
systems especially programmed for use in emergency situations
can help meet the challenge of
responding to a mixed-chemical emergency or any other type of
emergency involving multiple hazards.
An expert system is a computer programmed to solve problems.
Such systems rely on a database of
knowledge about a very particular area, an understanding of the
problems addressed in that area, and
expertise in solving problems in that area. Expert systems use
suppositional rules called heuristics to
49. make decisions. Human thought processes work
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in a similar manner. For example, if our senses provide the
brain with input suggesting the stovetop is
hot, the decision is made not to touch it. In an if-then format,
this may read as follows:
Safety Fact: Responding to Chemical Spills
To respond quickly and effectively to a chemical spill, the ERT
must have the right equipment. Standard
equipment should include a portable spill cart that can be
quickly rolled to the site of a chemical spill.
50. This cart should contain at least the following items:
■ Spill suppression and absorption materials such as pads,
blankets, and pillows
■ Mops and brooms
■ Acid neutralizers
■ Barricade devices or materials such as mesh or tape
■ Appropriate personal protective gear (for example, gloves,
eye protection, aprons, coveralls)
IF hot, THEN do not touch.
This similarity to human thought processes is why the science
on which expert systems are based is
known as artificial intelligence.
A modern expert system used for responding to chemical
emergencies provides the types of information
needed to respond properly:
■ Personal protective equipment
■ Methods to be used in cleaning up the toxic release
■ Decontamination procedures
■ Estimation of the likelihood that employees or the community
will be exposed to hazard
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■ Reactions that may result from interaction of chemicals
■ Combustibility of chemicals and other materials on hand
■ Evacuation information
■ Impact of different weather conditions on the situation
■ Recommended first-aid procedures
■ Community notification procedures
■ Follow-up procedures
Expert systems can be user-friendly so that computer novices
have no difficulty interacting with them.
The advantages of expert systems are that they do not panic or
get confused, they consider every possible
solution in milliseconds, they are not biased, they do not
become fatigued, and they are detailed.
DEALING WITH THE PSYCHOLOGICAL TRAUMA OF
52. EMERGENCIES
In addition to the physical injuries and property damage that
can occur in emergencies, modern safety
and health professionals must also be prepared to deal with
potential psychological damage.
Psychological trauma among employees involved in workplace
disasters is as common as it is among
combat veterans.
Trauma is psychological stress. It occurs as the result of an
event, typically a disaster or some kind of
emergency, so shocking that it impairs a person’s sense of
security or well-being. Traumatic events are
typically unexpected and shocking, and they involve the reality
or threat of death.
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Dealing with Emergency-Related Trauma
53. The typical approach to an emergency can be described as
follows: control it, take care of the injured,
clean up the mess, and get back to work. Often, the
psychological aspect is ignored. This leaves witnesses
and other coworkers to deal on their own with the trauma
they’ve experienced. It is important to respond
to trauma quickly, within 24 hours if possible and within 72
hours in all cases. The purpose of the
response is to help employees get back to normal by enabling
them to handle what they have experienced.
This is best accomplished by a team of people who have had
special training. Such a team is typically
called the trauma response team (TRT).
Trauma Response Team
A company’s TRT may consist of safety and health personnel
who have undergone special training or fully
credentialed counseling personnel, depending on the size of the
company. In any case, the TRT should be
included in the assignments and responsibilities section of the
EAP.
The job of the TRT is to intervene as early as possible, help
employees acknowledge what they have
experienced, and give them opportunities to express how they
54. feel about it to people who are qualified to
help. The qualified to help aspect is very important. TRT
members who are not counselors or mental
health professionals should never attempt to provide care that
they are not qualified to offer. Part of the
trauma training that safety and health professionals receive
involves recognizing the symptoms of
employees who need professional care and referring them to
qualified care providers.
In working with employees who need to deal with what they
have experienced, but are not so
traumatized as to require referral for outside professional care,
a group approach is best.
The group approach shows employees they are not alone and
provides comfort in numbers.
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Convincing Companies to Respond
55. Modern safety and health professionals may find themselves
having to convince higher management of
the need to have a TRT. Some corporate officials may not
believe that trauma even exists. Others may
acknowledge its presence but view trauma as a personal
problem that employees should handle on their
own.
In reality, psychological trauma that is left untreated can
manifest itself as posttraumatic stress disorder,
the same syndrome experienced by some combat veterans.
In today’s competitive marketplace, companies need all their
employees operating at peak performance
levels. Employees experiencing trauma-related disorders will
not be at their best. Safety and health
professionals should use this rationale when it is necessary to
convince higher management of the need to
provide a company-sponsored trauma response team.
RECOVERING FROM DISASTERS
Many organizations put a great deal of effort into planning for
disaster response, including emergency
evacuation. But what about after the disaster?
A comprehensive disaster recovery plan is a must. It should
56. have at least the following components:
recovery coordinator, recovery team, recovery analysis and
planning, damage assessment and salvage
operations, recovery communications, and employee support
and assistance. The overall goal of a disaster
recovery plan is to get an organization fully operational again
as quickly as possible.
Recovery Coordinator
There must be one person who has ultimate responsibility and
authority for disaster recovery. This
person must have both the ability and the authority to take
command of the situation, assess the recovery
needs, delegate specific responsibilities, approve the necessary
resources, interact with outside agencies,
and activate the organization’s overall response.
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57. Recovery Team
The recovery team consists of key personnel to whom the
disaster coordinator can delegate specific
responsibilities. These responsibilities include facility
management, security, human resources,
environmental protection (if applicable), communications, and
the various personnel needed to restart
operations.
Recovery Analysis and Planning
This phase involves assessing the impact of the disaster on the
organization and establishing both short-
and long-term recovery goals. The more recovery analysis and
planning that can be done, the better. One
of the ways to do this is to consider various predictable
scenarios and plan for them. This is the business
equivalent of the war-gaming activities that take place in the
military.
Damage Assessment and Salvage Operations
This component of the plan has two elements: preparedness and
recovery. The preparedness element
should include the following information: (1) a comprehensive
inventory of all property at the facility in
58. question; (2) a checklist of the items on the inventory that are
essential for maintaining the facility; (3) a
list of all personnel who will aid in the recovery (make sure to
have fully trained and qualified backup
personnel in case a primary player is not available or is injured
during the emergency); (4) a list of all
vendors, contractors, and so on whose assistance will be needed
during the damage assessment and
salvage phase of recovery; (5) a worksheet that can be used to
document all actions taken during recovery
operations; and (6) procedures for quickly establishing a remote
operational site.
The recovery element should include procedures for securing
workspace for the recovery team and
coordinator; identifying areas of the facility that must be
accessible; maintaining security at the facility
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59. against looting and vandalism; analyzing and inspecting damage
to the facility and reporting it to the
recovery coordinator; assessing the extent of damage to goods,
supplies, and equipment; photographing
and videotaping damage to the facility; taking appropriate
action to prevent additional damage to the
facility; repairing, restoring, and resetting fire detection and
suppression equipment; and investigating
accidents.
Recovery Communications
Communication is one of the most important considerations in
disaster recovery. This component of the
plan should deal with both who is to be notified and how that is
to take place. The “how” aspects concern
backup procedures for telephone service, e-mail, and so forth.
Will cell phones be used? Will radio
stations be part of the mix? Will “walkie-talkie” type radios be
used for communicating on-site? The
following list contains the types of entities who might have to
be contacted as part of the disaster recovery
operation:
■ Customers
■ Vendors and suppliers
60. ■ Insurance representatives
■ Employees’ families
■ Appropriate authorities
■ Media outlets (radio and television stations and newspapers)
Employee Support and Assistance
After a disaster, employees are likely to need various types of
assistance, including financial, medical, and
psychological. The following steps for developing this
component of the disaster recovery plan are
recommended:
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1. Determine postdisaster work schedules and provide them to
employees. Include overtime work if it
will be necessary, and make sure employees know that
flexibility in scheduling work hours will be
important until the recovery is complete.
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2. Plan for the whole range of employee-assistance services that
might be needed, including medical,
transportation, financial, shelter, food, water, clothing, and
psychological services (trauma, shock, and
stress counseling).
3. Plan for the provision of grief counseling. The best way to
handle this is to assign grief counseling to
the company’s employee assistance program provider.
4. Plan for the possible need to relocate the facility as part of
disaster recovery.
5. Plan to give employees opportunities to participate in
personal actions taken on behalf of fatally
injured employees and their families. Work for employee
consensus before deciding what to do for
these families.
62. 6. Plan to fully inform all employees about what happened,
why, how the company is responding in the
short term, and how it will respond in the long term. Be sure to
build in ways to let employees know
the company cares about them and will do everything possible
to protect their safety.
TERRORISM IN THE WORKPLACE
This section describes the roles that employers and their safety
and health personnel can play in
preparing for, preventing, and responding to terrorist attacks in
the workplace.
Role of the Employer
There is no question that the threat of terrorist attacks has
become an ever-present reality in today’s
workplace. Because this is the case, employers clearly have a
role to play in preparing for terrorist attacks,
taking all prudent precautions to prevent them, and in
responding properly should an attack occur.
Because terrorism threatens the safety and health of employees,
it is more than just a security issue; it is
also an occupational safety and health issue.
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The roles of employers and safety and health professionals
relating to terrorism in the workplace are
summarized below:
Run a safe and caring operation. Employees watch the nightly
news and read their morning
newspapers. They know what is going on in their world. As a
result, many are discomfited by the
possibility that they or their workplace might become the target
of a terrorist attack. Consequently,
the first responsibility of the employer is to run a safe operation
in which employees know their
safety is a high priority. Many of the engineering,
administrative, training, and enforcement actions
taken to make the workplace safe from occupational hazards
will also help mitigate the threat of
64. terrorism.
Listen to employees. Employees are concerned about the threat
of terrorism, and they have a right to
be. Employers should take the concerns of employees seriously,
and deal with them. Answer
questions, communicate openly and frequently, and refer
employees who need professional help to
the employee assistance program.
Train employees. Security and safety procedures do little good
unless employees know what they are
and how to use them. In addition, personnel in certain positions
need to have specialized knowledge
relating to terrorism. For example, mailroom personnel need to
be trained in how to screen incoming
mail for biohazards and explosives.
Communicate. Talk with employees openly and frequently. Let
them know what the company knows.
It is better for employees to hear news from the company than
to receive it in the form of third-party
gossip and rumors. Before giving out information, however, it is
a good idea to verify it. Check with
local authorities or go online to one of the following Web sites:
snopes.com or urbanlegends.com.
65. Know your personnel. Institute background checks as part of the
hiring process. Make sure that
supervisors get to know their direct reports well enough to
sense when something is wrong with one
of them. If inconsistencies in normal behavioral patterns occur,
address them right away.
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Empower personnel. Empower employees to back away from a
situation that does not feel right or
that makes them uncomfortable. Be flexible in allowing them to
have time off for family activities.
This can be especially important following particularly busy
times for employees who have worked
longer than normal hours.
Harden the site against external threats and restrict access.
66. Insulate the workplace from negative
outside influences, control who has access to the workplace, and
take all necessary steps to reduce the
exposure of employees to potential threats. Call in security
experts if necessary to help develop and
implement the necessary controls.
Remove any barriers to clear visibility around the facility. The
better employees can see around them,
the less likely it will be that a terrorist will be able to pull off a
surprise attack. The trees, shrubs, and
bushes that make the perimeter of the facility and parking lot so
attractive can be used by
unauthorized personnel to hide while attempting to gain access.
Have and enforce parking and delivery regulations. Arrange
parking spaces so that no car is closer to
a building than 100 feet. This will lessen the likelihood of
damage from a car bomb. In addition, have
strict delivery procedures so that terrorists posing as delivery
personnel do not gain access through
this means.
Make sure that visitors can be screened from a distance.
Arrange the facility so that visitors are
channeled into a specific area, an area in which they can be
67. viewed by company personnel from a
distance. This will lessen the likelihood of a terrorist gaining
access by overpowering or killing access-
control personnel.
Keep all unstaffed entrance doors locked and alarmed.
Employees need to be able to get out of the
building through any exit door, but access into the building
should be channeled through doors
staffed by access-control personnel.
Make air intakes and other utilities inaccessible to all but
designated maintenance personnel.
Releasing toxic material into the air intake is one way terrorists
could harm the highest possible
number of people. The likelihood of this happening can be
decreased by locating air intakes in
inaccessible locations.
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Prevent access to roofs and upper stories. Terrorists who cannot
gain access on the ground floor
might simply gain entry through doors and other openings on
the roof. Consequently, it is important
to keep roof doors locked from the outside and alarmed. They
should open from the inside, but doing
so should trigger an alarm. It is also important to establish
control procedures for emergency escape
routes from the roof and upper stories so that these avenues are
not used by terrorists trying to gain
access into the building.
Secure trash containers. The grounds should be kept free of
debris and clutter. Further, trash
containers should be secured either by keeping them inside the
building’s wall or, if kept outside, at a
distance from the building.
Ensure that employees, contractors, and visitors wear badges.
Establish a system in which all
employees, contractors, and visitors must wear badges in order
to gain access to the facility. Require
identification of all visitors and an internal sponsor before
providing them with badges. Have visitors
69. sign in and out on every visit.
Have an emergency response plan and practice it periodically.
Plan for all predictable exigencies and
practice the various components of the plan on a regular basis.
Be cautious of information placed on your company’s Web site.
Make sure that your company’s Web
site does not contain information that can be used by terrorists
such as detailed maps, floor plans, or
descriptions of hazardous materials stored on-site.
Keep up-to-date with the latest safety and security strategies.
Crime Prevention Through
Environmental Design (CPTED) should become part of the
knowledge base of safety and health
professionals. For the latest information concerning CPTED,
visit the following Web site periodically:
cops.usdoj.gov and search on Crime Prevention Through
Environmental Design.
Protect the integrity of your facility’s key system. Terrorists
can use any key from your facility to
make their own master key if they know how, and many do. To
make
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matters worse, they share information about how to make master
keys via the Internet. The following
procedures will help protect the integrity of your facility’s key
system: (a) restrict access to keys
(including restroom keys); (b) consider not using master keys;
and (c) switch from a key system to an
electronic keycard or fingerprint recognition system.
Securing Hazardous Materials
One of the tactics of terrorists is to convert hazardous materials
used in the workplace into weapons of
mass destruction. Consequently, it is important for facilities
that produce, use, or store any type of
hazardous materials to develop, implement, and enforce a
security program that denies terrorists access
to these materials.
A hazmat security plan should have two broad components:
71. personnel security and physical security. The
fundamental elements of the personnel component of the plan
are to (1) determine who should be
granted access to the materials; (2) conduct comprehensive
background checks on all individuals who
require access; (3) submit employees who require access to
psychological screening to ensure stability;
and (4) require identification badges with photographs or
fingerprints of those authorized access.
The physical security component consists of measures taken to
prevent or control access to the hazardous
materials in question. Security practices in this component
should be integrated and layered by using a
combination of measures, including fences, lights, electronic
alarm systems, guards, reaction forces, and
the two-person rule that requires two employees to be present in
order to gain access to the hazardous
materials. A good source of help concerning how to develop a
plan for keeping hazardous materials out of
the hands of terrorists is as follows:
bt.cdc.gov/Agnet/Agentlist.asp.
RESUMING BUSINESS AFTER A DISASTER
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After a disaster in the workplace—regardless of whether the
source of the disaster was natural,
accidental, or terrorist related—a comprehensive hazard
assessment should be completed before business
is resumed. Before resuming business, an organization should
consider the following factors:
■ Structural integrity. Has the structural integrity of the
building been checked by competent
engineering professionals to ensure that it is safe to enter?
■ Utility checks. Have all utilities—gas, electricity, water,
sewer—been checked by competent
professionals to ensure that there are no leaks, cracks, loose
wires, and so on? Have the appropriate
utility companies given their approval for reopening?
73. Remember that if reopening involves the use of
electric generators, these devices should not be used inside the
building because they can create a
carbon monoxide hazard.
■ Cleanup protection. Make sure that cleanup crews are
properly protected from any hazardous
materials or conditions that might have been created by the
disaster. Make sure they properly use the
appropriate personal protective gear, and comply with all
applicable safety and health regulations
and procedures as they clean the facility.
■ Health and sanitation. Kitchens, bathrooms, and any area in
which food or potentially hazardous or
toxic substances are stored should be checked by competent
professionals and thoroughly cleaned to
prevent the exposure of employees and customers to hazardous
conditions.
■ Air quality. Make sure the air quality in the facility is tested
by competent professionals before
allowing personnel to enter the building. Certain types of
disasters such as hurricanes, for example,
might have caused the proliferation of mold and mildew. The air
should be checked for any
74. potentially hazardous biological or chemical agents that could
be harmful to humans.
■ Ventilation. Make sure that all types of ductwork and
ventilation have been checked for the presence
of potentially harmful biological and chemical agents as well as
for dust and debris that might impede
airflow. Once it appears that ventilations systems
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are clean, have the air-conditioning and heating systems started
up and all ventilation systems
checked again before allowing personnel back into the building.
When the air-conditioning and
heating systems are restarted, blow cold air through them, even
in winter. This will help prevent the
75. growth of mold in the ventilation ducts.
Safety Fact: Federal Guidelines for Resuming Business
Businesses may obtain comprehensive federal guidelines for
resuming business after a disaster from
the National Institute for Occupational Safety and Health
(NIOSH) or the Federal Emergency
Management Agency (FEMA) at these Web sites:
cdc.gov/niosh
fema.gov
■ Walls, ceilings, and floors. Check walls and ceilings to ensure
that no materials are in danger of falling
off—inside for occupants and outside for pedestrians. Check
floors for any hazards that might
contribute to slipping and falling.
■ Safety equipment. Check all fire extinguishers, all types of
alarms, and any other safety equipment to
determine whether it has been damaged. Make sure that all
safety equipment is in proper working
order before allowing personnel to reenter the facility.
■ Lighting. Ensure that all illumination devices are in proper
working order and that all personnel have
76. the required amount of illumination to do their jobs. Employees
should not return to work unless the
necessary illumination is available and working.
■ Hazardous waste removal. Any type of potentially hazardous
material that is left lying around after
the disaster should be collected and properly disposed of.
Broken glass, debris, litter, and sharp-edged
material should be removed before employees are allowed to
return to work.
545
546
http://cdc.gov/niosh
http://fema.gov/
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■ Machines and equipment. All machines and equipment should
be checked carefully before they are
reenergized. All electrical, gas, hydraulic, fill, drain, and
plumbing lines should be checked for leaks
and proper connections before the machines are energized for
use.
77. ■ Furniture. Check all furniture to ensure its structural
integrity. Make sure that fasteners, braces, and
supports have not been damaged during the emergency or that
furniture has not become unstable
due to water damage.
SUMMARY
1. An emergency is a potentially life-threatening situation,
usually occurring suddenly and
unexpectedly. Emergencies may be the result of natural or
human causes.
2. Preparing for emergencies involves planning, practicing,
evaluating, and adjusting. An immediate
response is critical in emergencies.
3. The Emergency Planning and Community Right-to-Know Act
has the following four main components:
emergency planning, emergency notification, information
requirements, and toxic chemical release
reporting.
4. For proper coordination of the internal emergency response,
it is important that one person be in
charge and that everyone involved knows who that person is.
5. Because there is no way to predict when first aid may be
78. needed, part of preparing for emergencies
should include training employees to administer first aid. In
certain cases, OSHA requires that
companies have at least one employee on-site who has been
trained in first aid.
6. In addition to providing first-aid training, it is important to
have well-stocked first-aid kits readily
available, have personal protective devices available, post
emergency telephone numbers, and keep
all employees informed.
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7. A company’s emergency action plan should be a collection of
small plans for each anticipated
emergency. These plans should have the following components:
procedures, coordination,
assignments and responsibilities, accident prevention strategies,
79. and schedules.
8. The OSHA standard for evacuation planning is 29 CFR
1910.38. This standard requires a written plan
for evaluating the facility in the event of an emergency. Critical
elements of the plan are as follows:
marking of exit routes, communications, outside assembly, and
training.
9. EAPs should be customized to be location-specific by
including a map, an organization chart, local
coordination information, and local training schedules. They
should consider the needs of all
personnel, including those with disabilities.
10. An emergency response team is a special team to handle
general and localized emergencies, facilitate
evacuation and shutdown, protect and salvage company
property, and work with civil authorities.
11. An emergency response network is a network of emergency
response teams that covers a designated
geographical area.
12. Computers can help simplify some of the complications
brought by advances in technology. Expert
systems mimic human thought processes in making decisions on
an if-then basis regarding
80. emergency responses.
13. Trauma is psychological stress. It typically results from
exposure to a disaster or emergency so
shocking that it impairs a person’s sense of security or well-
being. Trauma left untreated can manifest
itself as posttraumatic stress disorder. This disorder is
characterized by intrusive thoughts,
flashbacks, paranoia, concentration difficulties, rapid heartbeat,
and irritability.
14. A disaster recovery plan should have at least the following
components: recovery coordinator,
recovery team, recovery analysis and planning, damage
assessment and salvage operations, recovery
communications, and employee support and assistance.
15. Employers can help decrease the likelihood of a terrorist
attack on their facilities by taking the
following actions: run a safe and caring operation; listen to
employees; train employees;
communicate; know your personnel; empower personnel; harden
the site against external threats and
restrict access; remove any barriers to clear visibility around
the facility; have and enforce parking
546
81. 547
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and delivery regulations; make sure that visitors can be
screened from a distance; keep all unstaffed
entrance doors locked from the outside and alarmed; make air
intakes and other utilities inaccessible
to all but designated personnel; prevent access to roofs and
upper stories; secure trash containers;
ensure that employees, contractors, and visitors wear badges;
have an emergency response plan and
practice it on a regular basis; be cautious of what information is
placed on your company’s Web site;
keep up-to-date with the latest safety and security strategies;
and protect the integrity of your facility’s
key system.
16. Secure hazardous materials so that terrorists cannot gain
access to them for use in making bombs
and other weapons of mass destruction. A hazmat security plan
should have two components:
82. personnel security and physical security.
17. All systems, conditions, and potential hazards should be
checked and corrected as appropriate before
resuming business after a disaster.
KEY TERMS AND CONCEPTS
Adjusting
Chain of command
Elevator policy
Emergency action plan (EAP)
Emergency coordinator
Emergency notification
Emergency planning
Emergency Planning and Community
Right-to-Know Act (EPCRA)
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Emergency response network (ERN)
83. Emergency response plan
Emergency response team (ERT)
Evaluating
Expert system
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First-aid training
Heuristics
Information requirements
Local emergency planning committees (LEPCs)
Location-specific
Order of response
OSHA standards
84. Planning
Posttraumatic stress disorder
Practicing
Shelter-in-place (SIP)
Spill cart
State emergency response commissions (SERCs)
Toxic chemical release reporting
Trauma
Trauma response team (TRT)
Traumatic events
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REVIEW QUESTIONS
1. Define the term emergency.
85. 2. Explain the rationale for emergency preparation.
3. List and explain the four main components of the Emergency
Planning and Community Right-to-
Know Act.
4. Describe how a company’s emergency response effort should
be coordinated.
5. How do OSHA standards relate to emergency preparation?
6. Explain how you would provide first-aid training if you were
responsible for setting up a program at
your company.
7. Besides training, what other first-aid preparation should a
company take?
8. What are the critical elements of OSHA’s standard for
evacuation planning?
9. Describe the essential components of an EAP and explain
how to build the needs of personnel with
disabilities into the plan.
10. How can a company localize its EAP?
11. Define the following emergency response concepts: ERT,
ERN, and TRT.
12. What is an expert system? How can one be used in
responding to an emergency?
86. 13. What is trauma?
14. Why should a company include trauma response in its EAP?
15. Describe how a company may respond to the trauma
resulting from a workplace emergency.
16. What elements should a disaster recovery plan contain?
17. How can employers prepare for the threat of terrorism?
18. Explain the precautions that should be taken before
resuming business after a disaster.
ENDNOTES
1. United States Department of Labor, Office of Disability
Employment Policy, Preparing the Workplace for Everyone:
Accounting for
the Needs of People with Disabilities. Retrieved from
dol.gov/odep/pubs/ep/preparing/workplace_final.pdf on July 10,
2013.
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2. 29 CFR 1910.38.
3. Ibid.
87. 4. Ibid.
5. Ibid.
6. Ibid.
7. U.S. Office of Personnel Management, Handling Traumatic
Events. Retrieved from opm.gov/policy-data-
oversight/worklife/reference-materials/traumaticevents.pdf on
July 12, 2013.
8. Ibid.
9. American Society of Safety Engineers, “ASSE Offers
Business Resumption Safety Checklist,” Occupational Health &
Safety Online.
Retrieved from
ohsonline.com/stevens/ohspub.nsf/d3d5b4f938b22b6e8625670c0
06bc58/6600 on July 10, 2013.
http://opm.gov/policy-data-oversight/worklife/reference-
materials/traumaticevents.pdf
http://ohsonline.com/stevens/ohspub.nsf/d3d5b4f938b22b6e862
5670c006bc58/6600
M2Module 2 :During the past two years the following selected
transactions occurred for Bass Boats Inc.:Year 15-JanPurchased
equipment for $100,000, signing a 9 month, 6% note
Payable.26-JanRecorded the week's sales of $75,000, 70% on
account and 30% cash. All sales are subject to a 6 1/2% sales
tax.7-FebRemitted last week's sales tax to the appropriate
government agency.1-MayBorrowed $150,000 on a 6 year, 8%
note payable calling for annual interest payments beginning
next May 1. 1-OctIssued $100,000 in 5 year, 10%, semiannual
bonds payable. The bonds were issued at 1045-OctPaid off the
January 5 note payable.30-NovPurchased inventory at a cost of
88. $7,200, signing a 3-month, 8% note payable for that amount.31-
DecAccrued warranty expense is estimated at 3% of total sales
of $1,000,000 (assume the sales were already recorded).31-
DecRecord accrued interest on all outstanding notes and bonds
payable (make a separate journal entry for each). Year 228-
FebPaid off the 8% inventory note plus interest at maturity1-
AprPaid the interest due on the semi-annual bonds1-MayPaid
the interest for one year on the long-term note
payable.Requirements:1Record the transactions in the journal.
Omit explanations. Add formulas in cells where interest and
accruals are recorded to reflect how you are calculating these
numbers.JournalDateAccountsPost. RefDebitCreditYear 1Year 2
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CHAPTER TWENTY-EIGHT PROMOTING SAFETY
MAJOR TOPICS
▶ Company Safety Policy
▶ Safety Rules and Regulations
▶ Employee Participation in Promoting Safety
▶ Safety Training
▶ Suggestion Programs
▶ Visual Awareness
89. ▶ Safety Committees
▶ Personal Commitment to Workplace Safety
▶ Employee-Management Participation
▶ Incentives
▶ Competition
▶ Teamwork Approach to Promoting Safety
▶ Persuasion as a Promotional Tool
▶ Promoting Off-the-Job Safety
One of the best ways to promote safety is to design it into the
tools, machines, and technologies with
which people interact in the workplace. Safety analysis can also
be effective by eliminating hazards
before they cause accidents and illnesses. However, even the
best design or analysis cannot completely
eliminate the potential for accidents. For this reason, it is
important to have accident prevention
procedures and make sure that employees follow them.
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91. safety policy. The policy should make it clear
that safe work practices are expected of all employees at all
levels at all times. The safety policy serves as
the foundation upon which all other promotional efforts are
built.
Figure 28–1 is an example of a company safety policy. This
policy briefly and succinctly expresses the
company’s commitment to safety. It also indicates clearly that
employees are expected to perform their
duties with safety foremost in their minds. With such a policy in
place and clearly communicated to all
employees, other efforts to promote safety will have solid
backing.
A company’s safety policy need not be long. In fact, a short and
simple policy is better. Regardless of its
length or format, a safety policy should convey at least the
following messages:
■ The company and its top managers are committed to safety
and health.
■ Employees are expected to perform their duties in a safe and
healthy manner.
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FIGURE 28–1 Sample company safety policy.
■ The company’s commitment extends beyond the walls of its
plant to include customers and the
community.
Promoting Safety by Example
After a safety policy has been implemented, its credibility with
employees will be determined by the
example set by management, from supervisors through
executives. It is critical that managers follow the
company safety policy in both letter and spirit. Managers who
set a poor example undermine all the
company’s efforts to promote safety. The “do as I say, not as I
do” approach will not work with employees
today.
93. 584
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Positive examples tend to break down most frequently under the
pressure of deadlines. To meet a
deadline, supervisors may encourage their team members to take
shortcuts or, at least, look the other way
when they do. This type of behavior conveys the message that
safety is not really important—something
we talk about, but not something we believe in. The issue of
setting a positive example is discussed further
in the next section.
SAFETY RULES AND REGULATIONS
A company’s safety policy is translated into everyday action
and behavior by rules and regulations. Rules
and regulations define behavior that is acceptable and
unacceptable from a safety and health perspective.
From a legal point of view, an employer’s obligations regarding
safety rules can be summarized as
94. follows:
■ Employers must have rules that ensure a safe and healthy
workplace.
■ Employers must ensure that all employees are knowledgeable
about the rules.
■ Employers must ensure that safety rules are enforced
objectively and consistently.
The law tends to view employers who do not meet these three
criteria as being negligent. Having the rules
is not enough. Having rules and making employees aware of
them is not enough. Employers must develop
appropriate rules, familiarize all employees with them, and
enforce the rules. It is this final step—
enforcement—from which most negligence charges arise.
Although it is acceptable to prioritize rules and assign different
levels of punishment for failing to observe
them, it is unacceptable to ignore rules. If the punishment for
failure to observe Rule X is a letter of
reprimand, then every person who fails to observe Rule X
should receive such a letter every time. Of
course, consequences for repeat violations should be more than
a letter of reprimand.
Objectivity and consistency are critical when enforcing rules.
95. Objectivity means that rules are enforced
without bias. Consistency means that the rules are enforced in
the same manner every time with no
regard to any outside factors. This means that the same
punishment
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is assigned regardless of who commits the infraction.
Objectivity and consistency are similar but different
concepts in that one can be consistent without being objective.
For example, one could be consistently
biased. Failure to be objective and consistent can undermine the
credibility and effectiveness of a
company’s efforts to promote safety.
96. FIGURE 28–2 Guidelines for developing safety rules and
regulations.
Figure 28–2 contains guidelines to follow when developing
safety rules. These guidelines help ensure a
safe and healthy workplace without unduly inhibiting workers in
the performance of their jobs. This is an
important point for prospective and practicing safety and health
professionals to understand. Fear of
negligence charges can influence an employer in such a way
that the book of safety rules becomes a
multivolume nightmare that is beyond the comprehension of
most employees.
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Such attempts to avoid costly litigation, penalties, or fines by
regulating every move that employees make
and every breath that they take are likely to backfire.
97. Remember, employers must do more than just write
rules. They must also familiarize all employees with them and
enforce them. This is not possible if the
rulebook is as thick as an una-bridged dictionary. Apply
common sense when writing safety rules.
EMPLOYEE PARTICIPATION IN PROMOTING SAFETY
One of the keys to promoting safety successfully is to involve
employees. They usually know better than
anyone where hazards exist. In addition, they are the ones who
must follow safety rules. A fundamental
rule of management is if you want employees to make a
commitment, involve them from the start. One of
the most effective strategies for getting employees to commit to
the safety program is to involve them in
the development of it. Employees should also be involved in the
implementation, monitoring, and follow-
up. In all phases, employees should be empowered to take
action to improve safety. The most effective
safety program is one that employees view as their program.
SAFETY TRAINING
One of the best ways to promote safety in the workplace is to
provide all employees with ongoing safety
training. Initial safety training should be part of the orientation