The document discusses personal protective equipment for emergency responders, including respiratory protection and protective ensembles. It summarizes NFPA Standard 472 and explains that it now applies to all emergency response disciplines responding to hazardous materials or CBRN incidents. It classifies major levels of respiratory protection and describes four classes of protective ensembles, with Class 1 providing the highest level of protection through encapsulating suits used by hazardous materials technicians.
1) The article discusses the development of common international standards for personal protective equipment (PPE) used by emergency responders responding to chemical, biological, radiological, and nuclear (CBRN) incidents.
2) It describes the collaborative efforts between agencies in the United States and other countries to establish testing standards and procedures to ensure PPE provides effective protection.
3) The article outlines the four classes of PPE ensembles defined by the National Fire Protection Association (NFPA) standards, which vary in level of protection and type of respiratory equipment required. Compliance with NFPA and National Institute for Occupational Safety and Health (NIOSH) standards help ensure PPE purchases provide adequate safety.
Safety engineering and the environment (scqf level 5) dr2 d34Ibrahim Khleifat
This one-credit unit covers health and safety legislation, responsibilities, risk assessment, and emergency procedures relevant to engineering workplaces. Candidates will learn to identify sources of health and safety laws, and responsibilities of employers and employees. They will also learn how to perform risk assessments and apply emergency response procedures. The unit aims to equip candidates with the necessary knowledge to safely contribute to engineering work and protect themselves and others from accidents and injuries.
Top 20 NFPA Training Courses from TargetSolutionsTargetSolutions
TargetSolutions maintains a library of more than 250 hours of NFPA-approved first emergency responder training courses covering an array of topics and scenarios designed to effectively attack fires with an emphasis on safety and awareness.
Unit 1 health_and_safety_in_the_engineering_workplaceIbrahim Khleifat
This document provides an overview of the Edexcel BTEC Level 3 Nationals specification in Engineering for the unit on Health and Safety in the Engineering Workplace. It outlines the key learning outcomes and assessment criteria for the unit, which are to understand health and safety legislation and regulations, identify and control workplace hazards, conduct risk assessments, and understand accident reporting procedures. The unit aims to give learners knowledge of health and safety issues in engineering and their legal responsibilities. Case studies and projects are suggested as ways to teach the content and focus on real workplace health and safety situations.
The Fire and Rescue Service Books is a guidance for organize a safe system of...Mario Robusti
Operational guidance for incidents involving hazardous material.
In everyday language "hazardous materials" means solids, liquids, or gases that can wound people, other living organisms, or damage property, or the environment. They not only include materials that are toxic, radioactive, flammable, explosive, corrosive, oxidizers, asphyxiates, biohazards, pathogen or allergen substances and organisms, but also materials with physical conditions or other characteristics that render them hazardous in specific circumstances, such as compressed gases and liquids, or hot/cold materials.
The Department for Communities & local Government, with collaboration of CFRA (Chief Fire & Rescue Adviser) publish in 2012 an interesting guideline for a bettere organization of the incident ground, following safe and correct procedure. The target of this operational guidance, about the "incident involving hazardous materials" is to provide an unvaried approach for common operational practices. This simple rules could give a better explanation about the interoperability between fire and rescue services, other emergency responders, industry experts and other relevant groups. These common principles, practices and procedures are intended to support the development of safe systems of work on the incident ground and to enhance national resilience.
This book promotes and enhance good practice within the Fire and Rescue Service and is offered as a current industry standard. It is envisaged that this will help establish high standards of efficiency and safety in the interests of employers, employees and the general public.
The Guidance, which is compiled using the best sources of information known at the date of issue, is intended for use by competent persons. The application of the guidance does not remove the need for appropriate technical and managerial judgement in practical situations with due regard to local circumstances, nor does it confer any immunity or exemption from relevant legal requirements, including by-laws.Those investigating compliance with the law may refer to this guidance as illustrating an industry standard.
This book could contain interesting suggestion that could interest also Firefighters, first responder and EMS from different country, wich not follow law, guidelines or practices from United Kingdom or Commonwealth Countries.
Major incidents involving hazardous materials in the United Kingdom are rare. Such incidents place significant demands on local fire and rescue services and often require resources and support from other fire and rescue services and emergency responders.
However smaller scale incidents involving hazardous materials are more prevalent and these may require a response from any fire and rescue service in England.
The Fire and Rescue Service Operational Guidance – Incidents involving hazardous materials provid
Guardian 8 Corporation is a wholly owned subsidiary of Guardian 8 Holdings based in Scottsdale, Arizona. It is a member of several security industry organizations. The document discusses managerial considerations for deploying enhanced non-lethal technologies in commercial security operations, highlighting both potential benefits and risks that must be addressed through policies, training, and incident reporting. It also notes legal responsibilities to provide a safe work environment.
This document is a submission cover sheet for a group assignment on conducting a risk assessment of safety and health at construction sites in Malaysia. It lists the six group members and their student IDs. The introduction provides background on accidents and deaths in the Malaysian construction industry. The study will focus on identifying hazards, evaluating risks, and prevention measures at construction sites through a questionnaire sent to 25 construction companies. The document then outlines the company's policy on health and safety based on Malaysian law, as well as various safety training programs provided by the company. It also discusses the roles of safety audits and inspections. Statistics from the risk assessment questionnaire are presented, such as the most common hazards and accidents. Finally, an organizational chart for health, safety
The document discusses lessons that the energy security sector can learn from the nuclear industry regarding security practices. It outlines that the nuclear industry has non-stop training and learning, with organizations continuously sharing best practices. Some key best practices highlighted are rigorous security standards, increased workforce training and education, and an emphasis on a strong safety culture. The document argues that the energy security sector should aspire to the high security standards set by the nuclear industry.
1) The article discusses the development of common international standards for personal protective equipment (PPE) used by emergency responders responding to chemical, biological, radiological, and nuclear (CBRN) incidents.
2) It describes the collaborative efforts between agencies in the United States and other countries to establish testing standards and procedures to ensure PPE provides effective protection.
3) The article outlines the four classes of PPE ensembles defined by the National Fire Protection Association (NFPA) standards, which vary in level of protection and type of respiratory equipment required. Compliance with NFPA and National Institute for Occupational Safety and Health (NIOSH) standards help ensure PPE purchases provide adequate safety.
Safety engineering and the environment (scqf level 5) dr2 d34Ibrahim Khleifat
This one-credit unit covers health and safety legislation, responsibilities, risk assessment, and emergency procedures relevant to engineering workplaces. Candidates will learn to identify sources of health and safety laws, and responsibilities of employers and employees. They will also learn how to perform risk assessments and apply emergency response procedures. The unit aims to equip candidates with the necessary knowledge to safely contribute to engineering work and protect themselves and others from accidents and injuries.
Top 20 NFPA Training Courses from TargetSolutionsTargetSolutions
TargetSolutions maintains a library of more than 250 hours of NFPA-approved first emergency responder training courses covering an array of topics and scenarios designed to effectively attack fires with an emphasis on safety and awareness.
Unit 1 health_and_safety_in_the_engineering_workplaceIbrahim Khleifat
This document provides an overview of the Edexcel BTEC Level 3 Nationals specification in Engineering for the unit on Health and Safety in the Engineering Workplace. It outlines the key learning outcomes and assessment criteria for the unit, which are to understand health and safety legislation and regulations, identify and control workplace hazards, conduct risk assessments, and understand accident reporting procedures. The unit aims to give learners knowledge of health and safety issues in engineering and their legal responsibilities. Case studies and projects are suggested as ways to teach the content and focus on real workplace health and safety situations.
The Fire and Rescue Service Books is a guidance for organize a safe system of...Mario Robusti
Operational guidance for incidents involving hazardous material.
In everyday language "hazardous materials" means solids, liquids, or gases that can wound people, other living organisms, or damage property, or the environment. They not only include materials that are toxic, radioactive, flammable, explosive, corrosive, oxidizers, asphyxiates, biohazards, pathogen or allergen substances and organisms, but also materials with physical conditions or other characteristics that render them hazardous in specific circumstances, such as compressed gases and liquids, or hot/cold materials.
The Department for Communities & local Government, with collaboration of CFRA (Chief Fire & Rescue Adviser) publish in 2012 an interesting guideline for a bettere organization of the incident ground, following safe and correct procedure. The target of this operational guidance, about the "incident involving hazardous materials" is to provide an unvaried approach for common operational practices. This simple rules could give a better explanation about the interoperability between fire and rescue services, other emergency responders, industry experts and other relevant groups. These common principles, practices and procedures are intended to support the development of safe systems of work on the incident ground and to enhance national resilience.
This book promotes and enhance good practice within the Fire and Rescue Service and is offered as a current industry standard. It is envisaged that this will help establish high standards of efficiency and safety in the interests of employers, employees and the general public.
The Guidance, which is compiled using the best sources of information known at the date of issue, is intended for use by competent persons. The application of the guidance does not remove the need for appropriate technical and managerial judgement in practical situations with due regard to local circumstances, nor does it confer any immunity or exemption from relevant legal requirements, including by-laws.Those investigating compliance with the law may refer to this guidance as illustrating an industry standard.
This book could contain interesting suggestion that could interest also Firefighters, first responder and EMS from different country, wich not follow law, guidelines or practices from United Kingdom or Commonwealth Countries.
Major incidents involving hazardous materials in the United Kingdom are rare. Such incidents place significant demands on local fire and rescue services and often require resources and support from other fire and rescue services and emergency responders.
However smaller scale incidents involving hazardous materials are more prevalent and these may require a response from any fire and rescue service in England.
The Fire and Rescue Service Operational Guidance – Incidents involving hazardous materials provid
Guardian 8 Corporation is a wholly owned subsidiary of Guardian 8 Holdings based in Scottsdale, Arizona. It is a member of several security industry organizations. The document discusses managerial considerations for deploying enhanced non-lethal technologies in commercial security operations, highlighting both potential benefits and risks that must be addressed through policies, training, and incident reporting. It also notes legal responsibilities to provide a safe work environment.
This document is a submission cover sheet for a group assignment on conducting a risk assessment of safety and health at construction sites in Malaysia. It lists the six group members and their student IDs. The introduction provides background on accidents and deaths in the Malaysian construction industry. The study will focus on identifying hazards, evaluating risks, and prevention measures at construction sites through a questionnaire sent to 25 construction companies. The document then outlines the company's policy on health and safety based on Malaysian law, as well as various safety training programs provided by the company. It also discusses the roles of safety audits and inspections. Statistics from the risk assessment questionnaire are presented, such as the most common hazards and accidents. Finally, an organizational chart for health, safety
The document discusses lessons that the energy security sector can learn from the nuclear industry regarding security practices. It outlines that the nuclear industry has non-stop training and learning, with organizations continuously sharing best practices. Some key best practices highlighted are rigorous security standards, increased workforce training and education, and an emphasis on a strong safety culture. The document argues that the energy security sector should aspire to the high security standards set by the nuclear industry.
The document discusses various topics related to industrial safety, including explosions, disaster management, catastrophe control, hazard control, safety education and training, factories act, safety regulations, and product safety. It defines different types of explosions like chemical explosions, physical explosions, and vapor cloud explosions. It outlines the roles and responsibilities of organizations and individuals in disaster management and discusses approaches to hazard control in industries.
This document provides definitions and information related to risk analysis. It defines key terms like hazard, risk, risk analysis, risk assessment, and reliability. It discusses various quantitative and qualitative methods for risk analysis including fault tree analysis, failure mode and effects analysis, and hazard and operability studies. Failure rate data for some process components is also presented. The document provides an overview of important concepts in quantitative risk analysis including reliability, mean time between failures, and interaction between equipment for series and parallel systems. Overall it serves as a reference on the topic of risk analysis, defining key terms and outlining various approaches.
PGI Training offers bespoke emergency response and trauma training courses for industries such as offshore oil and gas. Their training aims to provide participants with the knowledge, skills, and confidence to effectively respond to medical emergencies and incidents. They tailor courses by selecting appropriate elements from their existing curriculum and adapting them to the target audience and their operating environment. Courses involve both classroom theory and hands-on practical scenarios using realistic equipment to simulate real-life situations. PGI can deliver training at their centers or provide on-site training at client locations.
This document provides guidance on establishing an emergency response team. It discusses defining different types of emergencies including medical, security, and chemical emergencies. It emphasizes the importance of having written emergency response plans that cover medical care, evacuation procedures, security protocols, and chemical spill response. It also outlines requirements for personnel organization using an incident command system model as well as training needs for different response roles including incident commanders, hazardous materials technicians, and first responders. The document stresses the importance of having necessary emergency response equipment and supplies as well as conducting post-incident critiques and follow up.
Role of cbrn response squadron, sri lanka army, possible threats and future c...Asanka Hidallaarachchi
Sri Lanka in pursuit of an ambitious journey to become the hub of action in the Indian Ocean. It is more than likely to encounter threats and resistance from her competitors. As influx of foreigners travelling as tourists or on transit, would be heavy in fuelling these hubs towards its success, maintaining a peaceful and conducive environment in the country would be mandatory. With the degree of industrialization Sri Lanka will undergo in achieving this status, danger of being subjected to CBRN threats will be manifolds. Hence we as a country should prepare now itself, to mitigate any perceived or actual CBRN threats, either induced or accidental. In this context initiating action forthwith, to build capacity in response efforts by training of personals and acquisition equipment is the need of the hour.
BEM 3701, Hazardous Waste Management 1 Course Learnin.docxaryan532920
BEM 3701, Hazardous Waste Management 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
3. Describe various types of hazardous wastes, their impact on the environment, and respective
environmental control and public health remedies.
4. Evaluate relevant regulatory compliance requirements in the industrial environment.
8. Evaluate safety and health efforts related to hazardous waste workers.
Reading Assignment
Chapter 14:
Treatment, Storage, and Disposal Facility Requirements
Chapter 15:
Incineration of Hazardous Waste
Unit Lesson
Treatment, Storage, and Disposal Facility Requirements
In Unit III, you learned about how hazardous waste is regulated from its creation through its transportation.
Ultimately, our hazardous waste must reach its final destination. It must be treated to make it less hazardous
and/or disposed of in a safe way. RCRA regulations for Treatment, Storage, and Disposal Facilities (TSDFs)
are even more extensive than those for generators and transporters (Pichtel, 2014). These regulations are
found in 40 CFR 264-165 Subparts A through G. “Treatment”, “Storage”, and “Disposal” all have specific
definitions that are covered in 40 CFR 270.2.
Subpart A
Subpart A of the regulations cover general issues, such as exclusions from 40 CFR 264 and 265. There are a
variety of exclusions, including farmers disposing of waste pesticides from his or her own use, a totally
enclosed treatment facility, and a generator accumulating waste on-site. If a facility does not fall under exempt
status as outlined in Subpart A, the facility is subject to Subpart B.
Subpart B
Subpart B covers general facility standards including recordkeeping requirements, personnel requirements,
and safety requirements. TSDFs must obtain a site-specific Environmental Protection Agency (EPA) ID
number. Before any waste can be treated or disposed of, the facility must obtain a thorough chemical analysis
of a sample of the waste. A waste analysis plan (WAP) must outline the process and include information such
as the sampling methods used, the procedures used for testing, and the frequency of waste re-evaluation
(EPA). Subpart B also requires a TSDF to have specific security in place at the facility, including a 24-hr
surveillance system and barriers surrounding the active portion of the facility (Pichtel, 2014). The facility also
must inspect the facility on a regular basis. The frequency of inspection varies with the facility and the type of
equipment used, as well as the likelihood of an incident if a malfunction were to occur. RCRA specifies
inspection frequencies for certain types of TSDF equipment. For example, loading and unloading area should
be inspected daily, and containment buildings should be inspected weekly (Pichtel, 2014).
UNIT IV STUDY GUIDE
Treatment Storage and Disposal Facilities
(TSDFs) and Incineration of Hazardous Waste
...
Occupational hazards and risk management in nursing practice outlines various workplace hazards nurses may face and strategies for managing risks. It discusses physical, biological, chemical, organizational, and psychological hazards. It also covers classification of hazards, causes and safety measures, risk management, ergonomics, fire safety, and concludes that adequate safety precautions are needed to prevent injuries and ensure a safe work environment for nurses and patients.
This document provides an overview and introduction to a training on the nature of chemical hazards and the implications of applying the Globally Harmonized System (GHS) to industry. The goals of the training are to introduce the revised Hazard Communication Standard aligned with GHS, and provide basic awareness of chemicals. Key topics covered include rights and responsibilities under occupational safety laws, the history and development of the GHS, changes to labeling and safety data sheets, and a job hazard analysis approach to controlling chemical hazards.
home economics HOUSEHOLD SERVICES LESSON 2.pptxMarycrisLopez6
The document defines various occupational health and safety terms and procedures. It discusses hazards in the workplace like biological, chemical, mechanical, physical, and ergonomic hazards. It also covers safety regulations like the Clean Air Act and waste management procedures involving mitigation, preparedness, response, and recovery. Personal protective equipment is discussed as a means to protect workers from various hazards. The document provides an overview of key concepts in occupational health and safety.
The document discusses the international system of radiation protection. It describes the key organizations that establish standards and recommendations, including the ICRP, IAEA, and UNSCEAR. The system is based on principles of justification, optimization and dose limitation. The ICRP provides recommendations, the IAEA establishes safety standards, and UNSCEAR studies radiation effects. Dose limits are established for occupational, medical and public exposures to restrict radiation doses.
Sadeq abdulwahab management of electrical safetysarah7887
- 33,000 people are injured annually in US industry from electrical hazards, which can be prevented through knowledge, awareness, safe work practices, and personal protective equipment.
- Managing electrical safety requires directing programs for design, planning, implementation, auditing, and inspection of safe electrical work. It includes roles like administrators, engineers, auditors, and inspectors.
- Regular evaluation of safety programs and electrical hazard analyses helps ensure effective safety practices and adaptation to changes over time.
The main aim of the present publication is to through some lights on ICRP free release publication at 4 April 2011-internationally known as ICRP-publication 111. The title of the publication is (application of the commission’s recommendations to the protection of people living in long-term contaminated areas after a nuclear accident or a radiation emergency).
The publication is summarized to clear the possibility of living on the contaminated land, with restrictions and to provide the experience gained.
A Risk Assessment Study on Occupational Hazards in Cement IndustryIRJET Journal
This document summarizes a risk assessment study of occupational hazards in the cement industry. It identifies major hazards like fires, toxic gas releases, explosions, and corrosion. It examines a cement plant in India, studying physical health issues, noise exposure, and ergonomic risks to workers. Guidelines are provided to management on controlling health problems and improving workplace safety, such as monitoring hazards, providing protective equipment, training workers, and engineering controls to reduce risks.
This document provides a summary of a 40-hour hazardous waste site training course. The course covers health and safety regulations, hazard recognition and control, monitoring instruments, toxicology, respiratory protection, protective equipment, site entry procedures, decontamination, and safety planning. It is intended to train personnel working at hazardous waste sites to meet OSHA requirements. The course uses a student training handbook to provide overviews of key topics and serve as a reference for developing health and safety programs.
www.FireEngineering.com FIRE ENGINEERING January 2014 99Fi.docxericbrooks84875
www.FireEngineering.com FIRE ENGINEERING January 2014 99
Fire Protection
Engineers in the
Fire Service
B Y T H O M A S P L A T T
O
VER THE PAST FEW DECADES, THE FIRE SERVICE
and its scope have undergone an evolution. Unprece-
dented new hazards and threats have emerged. Fires
are burning differently because of modern construction tech-
niques and furnishings; budget constraints are limiting staffing,
equipment purchasing, and training; and firefighters now face
not only new hazardous materials and technical rescue chal-
lenges but also terrorist and criminal events. Upholding the fire
service mantra “adapt and overcome,” we
have responded proactively to these chal-
lenges by expanding our capabilities and
introducing new technology, equipment,
and training. To assist in fully under-
standing these ever-changing issues, fire
protection engineers (FPEs) have provided
valuable technical expertise to the fire
service’s progression. By hiring an FPE,
a fire department will benefit greatly, as
outlined below.
Fire protection engineering uses sci-
ence and technology to protect people,
properties, and businesses from destruc-
tive fires. FPEs understand how build-
ings are used; how fires start; how fires
grow; and how fire and smoke affect
people, buildings, and property. Using
the latest technologies, they design
systems that control fires and smoke,
alert people to danger, and provide the
means for escape; they evaluate build-
ings to pinpoint the fire risks and mitigate them; they conduct
fire safety research on firefighting tactics and equipment,
consumer products, and construction materials; and they
investigate fires to discover how fire originates and spreads,
why protective measures fail, and how those measures could
have been designed more effectively. Although many FPEs
work in the consulting, design, or insurance industries, their
roles within the fire service are increasing, offering additional
technical expertise and capabilities.
BUILDING FIRE PROTECTION
Fire protection is a comprehensive strategy that extends
well beyond fixed systems or fire department operations
alone. It is achieved by analyzing hazards and occupancies,
installing appropriate fire protection systems, integrating
them with other building systems, and coordinating these
systems with the human interface during occupant evacuation
and fire department operations.1
Design coordination by an FPE can ensure that fire protec-
tion systems are appropriate for the building and its jurisdic-
tion, that all systems operate and are integrated in accordance
with the overall fire protection strategy and design, and that
these systems’ necessary interfaces are coordinated with the fire
department and are user friendly. This may include, but is not
limited to, standpipe system design, hydrant and fire department
connection placement, understandable fire alarm annunciators,
elevato.
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
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This document provides definitions and information related to risk analysis. It defines key terms like hazard, risk, risk analysis, risk assessment, and reliability. It discusses various quantitative and qualitative methods for risk analysis including fault tree analysis, failure mode and effects analysis, and hazard and operability studies. Failure rate data for some process components is also presented. The document provides an overview of important concepts in quantitative risk analysis including reliability, mean time between failures, and interaction between equipment for series and parallel systems. Overall it serves as a reference on the topic of risk analysis, defining key terms and outlining various approaches.
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This document provides guidance on establishing an emergency response team. It discusses defining different types of emergencies including medical, security, and chemical emergencies. It emphasizes the importance of having written emergency response plans that cover medical care, evacuation procedures, security protocols, and chemical spill response. It also outlines requirements for personnel organization using an incident command system model as well as training needs for different response roles including incident commanders, hazardous materials technicians, and first responders. The document stresses the importance of having necessary emergency response equipment and supplies as well as conducting post-incident critiques and follow up.
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BEM 3701, Hazardous Waste Management 1 Course Learnin.docxaryan532920
BEM 3701, Hazardous Waste Management 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
3. Describe various types of hazardous wastes, their impact on the environment, and respective
environmental control and public health remedies.
4. Evaluate relevant regulatory compliance requirements in the industrial environment.
8. Evaluate safety and health efforts related to hazardous waste workers.
Reading Assignment
Chapter 14:
Treatment, Storage, and Disposal Facility Requirements
Chapter 15:
Incineration of Hazardous Waste
Unit Lesson
Treatment, Storage, and Disposal Facility Requirements
In Unit III, you learned about how hazardous waste is regulated from its creation through its transportation.
Ultimately, our hazardous waste must reach its final destination. It must be treated to make it less hazardous
and/or disposed of in a safe way. RCRA regulations for Treatment, Storage, and Disposal Facilities (TSDFs)
are even more extensive than those for generators and transporters (Pichtel, 2014). These regulations are
found in 40 CFR 264-165 Subparts A through G. “Treatment”, “Storage”, and “Disposal” all have specific
definitions that are covered in 40 CFR 270.2.
Subpart A
Subpart A of the regulations cover general issues, such as exclusions from 40 CFR 264 and 265. There are a
variety of exclusions, including farmers disposing of waste pesticides from his or her own use, a totally
enclosed treatment facility, and a generator accumulating waste on-site. If a facility does not fall under exempt
status as outlined in Subpart A, the facility is subject to Subpart B.
Subpart B
Subpart B covers general facility standards including recordkeeping requirements, personnel requirements,
and safety requirements. TSDFs must obtain a site-specific Environmental Protection Agency (EPA) ID
number. Before any waste can be treated or disposed of, the facility must obtain a thorough chemical analysis
of a sample of the waste. A waste analysis plan (WAP) must outline the process and include information such
as the sampling methods used, the procedures used for testing, and the frequency of waste re-evaluation
(EPA). Subpart B also requires a TSDF to have specific security in place at the facility, including a 24-hr
surveillance system and barriers surrounding the active portion of the facility (Pichtel, 2014). The facility also
must inspect the facility on a regular basis. The frequency of inspection varies with the facility and the type of
equipment used, as well as the likelihood of an incident if a malfunction were to occur. RCRA specifies
inspection frequencies for certain types of TSDF equipment. For example, loading and unloading area should
be inspected daily, and containment buildings should be inspected weekly (Pichtel, 2014).
UNIT IV STUDY GUIDE
Treatment Storage and Disposal Facilities
(TSDFs) and Incineration of Hazardous Waste
...
Occupational hazards and risk management in nursing practice outlines various workplace hazards nurses may face and strategies for managing risks. It discusses physical, biological, chemical, organizational, and psychological hazards. It also covers classification of hazards, causes and safety measures, risk management, ergonomics, fire safety, and concludes that adequate safety precautions are needed to prevent injuries and ensure a safe work environment for nurses and patients.
This document provides an overview and introduction to a training on the nature of chemical hazards and the implications of applying the Globally Harmonized System (GHS) to industry. The goals of the training are to introduce the revised Hazard Communication Standard aligned with GHS, and provide basic awareness of chemicals. Key topics covered include rights and responsibilities under occupational safety laws, the history and development of the GHS, changes to labeling and safety data sheets, and a job hazard analysis approach to controlling chemical hazards.
home economics HOUSEHOLD SERVICES LESSON 2.pptxMarycrisLopez6
The document defines various occupational health and safety terms and procedures. It discusses hazards in the workplace like biological, chemical, mechanical, physical, and ergonomic hazards. It also covers safety regulations like the Clean Air Act and waste management procedures involving mitigation, preparedness, response, and recovery. Personal protective equipment is discussed as a means to protect workers from various hazards. The document provides an overview of key concepts in occupational health and safety.
The document discusses the international system of radiation protection. It describes the key organizations that establish standards and recommendations, including the ICRP, IAEA, and UNSCEAR. The system is based on principles of justification, optimization and dose limitation. The ICRP provides recommendations, the IAEA establishes safety standards, and UNSCEAR studies radiation effects. Dose limits are established for occupational, medical and public exposures to restrict radiation doses.
Sadeq abdulwahab management of electrical safetysarah7887
- 33,000 people are injured annually in US industry from electrical hazards, which can be prevented through knowledge, awareness, safe work practices, and personal protective equipment.
- Managing electrical safety requires directing programs for design, planning, implementation, auditing, and inspection of safe electrical work. It includes roles like administrators, engineers, auditors, and inspectors.
- Regular evaluation of safety programs and electrical hazard analyses helps ensure effective safety practices and adaptation to changes over time.
The main aim of the present publication is to through some lights on ICRP free release publication at 4 April 2011-internationally known as ICRP-publication 111. The title of the publication is (application of the commission’s recommendations to the protection of people living in long-term contaminated areas after a nuclear accident or a radiation emergency).
The publication is summarized to clear the possibility of living on the contaminated land, with restrictions and to provide the experience gained.
A Risk Assessment Study on Occupational Hazards in Cement IndustryIRJET Journal
This document summarizes a risk assessment study of occupational hazards in the cement industry. It identifies major hazards like fires, toxic gas releases, explosions, and corrosion. It examines a cement plant in India, studying physical health issues, noise exposure, and ergonomic risks to workers. Guidelines are provided to management on controlling health problems and improving workplace safety, such as monitoring hazards, providing protective equipment, training workers, and engineering controls to reduce risks.
This document provides a summary of a 40-hour hazardous waste site training course. The course covers health and safety regulations, hazard recognition and control, monitoring instruments, toxicology, respiratory protection, protective equipment, site entry procedures, decontamination, and safety planning. It is intended to train personnel working at hazardous waste sites to meet OSHA requirements. The course uses a student training handbook to provide overviews of key topics and serve as a reference for developing health and safety programs.
www.FireEngineering.com FIRE ENGINEERING January 2014 99Fi.docxericbrooks84875
www.FireEngineering.com FIRE ENGINEERING January 2014 99
Fire Protection
Engineers in the
Fire Service
B Y T H O M A S P L A T T
O
VER THE PAST FEW DECADES, THE FIRE SERVICE
and its scope have undergone an evolution. Unprece-
dented new hazards and threats have emerged. Fires
are burning differently because of modern construction tech-
niques and furnishings; budget constraints are limiting staffing,
equipment purchasing, and training; and firefighters now face
not only new hazardous materials and technical rescue chal-
lenges but also terrorist and criminal events. Upholding the fire
service mantra “adapt and overcome,” we
have responded proactively to these chal-
lenges by expanding our capabilities and
introducing new technology, equipment,
and training. To assist in fully under-
standing these ever-changing issues, fire
protection engineers (FPEs) have provided
valuable technical expertise to the fire
service’s progression. By hiring an FPE,
a fire department will benefit greatly, as
outlined below.
Fire protection engineering uses sci-
ence and technology to protect people,
properties, and businesses from destruc-
tive fires. FPEs understand how build-
ings are used; how fires start; how fires
grow; and how fire and smoke affect
people, buildings, and property. Using
the latest technologies, they design
systems that control fires and smoke,
alert people to danger, and provide the
means for escape; they evaluate build-
ings to pinpoint the fire risks and mitigate them; they conduct
fire safety research on firefighting tactics and equipment,
consumer products, and construction materials; and they
investigate fires to discover how fire originates and spreads,
why protective measures fail, and how those measures could
have been designed more effectively. Although many FPEs
work in the consulting, design, or insurance industries, their
roles within the fire service are increasing, offering additional
technical expertise and capabilities.
BUILDING FIRE PROTECTION
Fire protection is a comprehensive strategy that extends
well beyond fixed systems or fire department operations
alone. It is achieved by analyzing hazards and occupancies,
installing appropriate fire protection systems, integrating
them with other building systems, and coordinating these
systems with the human interface during occupant evacuation
and fire department operations.1
Design coordination by an FPE can ensure that fire protec-
tion systems are appropriate for the building and its jurisdic-
tion, that all systems operate and are integrated in accordance
with the overall fire protection strategy and design, and that
these systems’ necessary interfaces are coordinated with the fire
department and are user friendly. This may include, but is not
limited to, standpipe system design, hydrant and fire department
connection placement, understandable fire alarm annunciators,
elevato.
Similar to 183Personal Protective EquipmentHank T. ChristenPaul.docx (20)
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 and answer the following questions1. List .docxShiraPrater50
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docxShiraPrater50
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docxShiraPrater50
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docxShiraPrater50
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docxShiraPrater50
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docxShiraPrater50
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docxShiraPrater50
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
This document provides guidance on managing suppliers for the TLIR5014 unit. It covers assessing suppliers and building relationships, evaluating delivery against agreements, negotiating with suppliers, resolving disagreements, and reviewing performance. Key areas discussed include developing criteria to evaluate suppliers; maintaining cooperative relationships; establishing performance indicators; developing evaluation methods; managing relationships; and continuously reviewing suppliers for quality, profitability and other metrics. The role of the supply/contract manager and importance of a contract management plan are also outlined.
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxShiraPrater50
The document provides an overview of key concepts and processes related to project scope management and time management. It defines scope management as the processes used to define, control, and validate the work required to successfully deliver a project. It outlines six processes for scope management including planning scope management, collecting requirements, defining scope, creating a work breakdown structure, validating scope, and controlling scope. It also defines seven processes for time management including planning schedule management, defining activities, sequencing activities, estimating activity resources and durations, developing the schedule, and controlling the schedule. The critical path is described as the longest path through a project network diagram that determines the shortest project duration.
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docxShiraPrater50
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
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Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docxShiraPrater50
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docxShiraPrater50
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Azure Interview Questions and Answers PDF By ScholarHat
183Personal Protective EquipmentHank T. ChristenPaul.docx
1. 183
Personal Protective Equipment
Hank T. Christen
Paul M. Maniscalco
• Determine the proper respiratory protection and ensemble
based on the chemical, biological, radiologi-
cal, and nuclear (CBRN) agent and concentration.
• Summarize the intent of NFPA Standard 472, 2008 edition,
and explain how the changes in this stan-
dard apply to emergency response disciplines.
• Classify the major levels of respiratory protection and
compare the strengths and weaknesses of each
level.
• Identify and describe four classes of protective ensembles.
• Summarize the key elements in a personal protective
equipment (PPE) training program.
• Outline an effective employee exposure control plan.
Objectives
13
57854_CH13_final.indd 18357854_CH13_final.indd 183
1/20/10 10:33:23 AM1/20/10 10:33:23 AM
3. CBRN. There is a growing concern that most emergency
response disciplines do not have the training or protec-
tion programs to protect members in CBRN environ-
ments. Respiratory protection and protective ensembles
are primary examples. Most law enforcement officers
have only their work uniform and body armor, which
offers no protection. Traditional law enforcement riot
masks are not suitable for protection in oxygen-deficient
atmospheres or chemical releases, or for nerve gas expo-
sure, radiological, or biological exposure. Fire fighters
have high levels of respiratory protection, but traditional
firefighting turnout gear offers little or no protection in
CBRN environments (FIGURE 13-1). Many emergency re-
sponse agencies such as EMS, public health, and public
works have no CBRN respiratory protection or protective
ensembles (FIGURE 13-2).
Upgrading levels of protection presents many chal-
lenges to emergency response agencies. First, there is
added expense. Higher levels of PPE require costly re-
spiratory protection and protective ensembles that may
not be in the current equipment inventory. Second,
members must be trained on how to properly select
and wear PPE. This includes respirator face piece testing/
fitting and ongoing training to ensure proficiency is
maintained. Third, maintenance is a consideration.
Equipment must survive long periods of storage—fre-
quently in a car trunk or vehicle compartment—yet,
be tested, calibrated, and maintained in working order.
Last, equipment must be replaced if it is damaged or its
recommended service life is exceeded.
This text is a focused review and is not a reference
source for protective equipment standards, training, or
compliance. It is important that emergency responders
4. meet CBRN protection challenges to ensure safety and
compliance with national safety standards. This chap-
ter is an overview of national standards and exposure
control procedures including their intent and compli-
ance requirements. Because there is prolific literature
on ballistic and blood-borne pathogen protection, these
subject areas are not elaborately discussed. Our intent is
to explore general categories of threats and summarize
the PPE requirements for the threat categories.
New Standards
New standards related to hazardous materials and terror-
ism incidents have major implications for the emergency
response community. Previously, law enforcement,
EMS, and support agencies were considered first re-
sponders, which required training only at the aware-
ness level in accordance with Occupational Safety and
Health Administration (OSHA) workplace safety stan-
dards. There was an assumption that law enforcement
and EMS units would remain outside the hot zone in
a defensive posture and not be engaged in operational
activities that directly exposed them to CBRN agents.
This assumption is now unrealistic and is replaced with
a proactive response philosophy that aligns with proper
training, equipment, and incident management.
FIGURE 13-1 Standard firefighting turnout gear offers little or
no protec-
tion in CBRN environments.
FIGURE 13-2 Traditional firefighting and medical protective
ensembles
are unsuitable for operations in the CBRN environment.
57854_CH13_final.indd 18457854_CH13_final.indd 184
6. respond to hazardous materials or CBRN incidents.
It is interesting to note that the NFPA 472 technical
committee included representatives from the Federal
Bureau of Investigation’s Hazardous Materials Unit,
the National Tactical Officers Association, the National
Bomb Squad Commanders, and the U.S. Capitol Police.
NFPA 473, Standard for Competencies for EMS Personnel
Responding to Hazardous Materials/Weapons of Mass
Destruction Incidents, applies to medical personnel not
directly involved in on-scene operations. NFPA 472 has
overarching implications for the emergency response
community and support disciplines because it means
that individuals responding to a hazardous materials
or CBRN incident—including law enforcement, EMS
agencies, and special teams—are now classified as
operations-level responders. In essence, anyone who
responds to a hazardous materials or CBRN incident
is now subject to the requirements and competencies
in NFPA 472.
NFPA 472 is divided into core and mission-specific
competencies for operations-level responders. Core
competencies apply to all operations-level responders
who are likely to be exposed to a high-threat CBRN
environment. Mission-specific requirements are addi-
tional competencies applying to all emergency response
agencies or disciplines that have a specified mission.
These competencies include hazardous materials techni-
cians, agent-specific categories such as radiological or
biological categories, and container categories that in-
clude tank cars, cargo tanks, or intermodal containers.
There are also operations management competencies for
hazardous materials branch officers, hazardous materials
branch safety officers, and incident commanders.
Most law enforcement officers require core compe-
7. tency training. Specialized law enforcement teams such
as special weapons and tactics, bomb squads, and foren-
sic units are subject to high levels of hazardous exposure
and require mission-specific training. Drug lab opera-
tions are an example of mission-specific high exposure
environments for law enforcement agencies.
It is important that training officers and supervisors
from all agencies and disciplines be familiar with NFPA
472 and develop training, operational policies, and in-
cident management systems accordingly. This applies to
the fire service, law enforcement, and EMS, and includes
any agency that may perform operations in a hazardous
materials or CBRN environment.
Respiratory Protection
Proper respiratory protection for emergency respond-
ers in hostile atmospheres is critical. In an environment
with high levels of chemical or nerve agents, respira-
tory exposure can cause unconsciousness and death
within minutes. In lesser concentrations, hazardous at-
mospheres can cause physical and mental impairment
with possible long-term effects. An example is the long-
term respiratory problems suffered by many rescuers
and workers from the 2001 World Trade Center attack.
Fire/rescue departments and hazardous materials teams
are equipped with self-contained breathing apparatus
(SCBA); traditional law enforcement and EMS units do
not usually have this level of protection.
CBRN hazardous agents are chemical terrorism
agents, biological terrorism agents, and radiological
particulate terrorism agents and are defined by the
National Institute for Occupational Safety and Health
(NIOSH) as:
8. 1. CBRN terrorism agents—Chemicals, biological
agents, and radiological particulates that could
be released in a terrorist attack, disease outbreak,
or technological accident.
2. Chemical terrorism agents—Liquid, solid, gas-
eous, and vapor chemical warfare agents and
industrial chemicals that could be used to cause
death or injury in terrorist attacks.
3. Biological terrorism agents—Biological toxins or
pathogens in liquid or particle form used to cause
death or injury in a terrorist attack.
4. Radiological particulate terrorism agents—Parti-
cles emitting hazardous levels of ionizing radia-
tion that are used to cause death or injury in a
terrorist attack.
Self-Contained Breathing Apparatus
A self-contained breathing apparatus (SCBA) has an
internal air supply that provides breathing air in hostile
or oxygen-deficient atmospheres (CP FIGURE 13-1). SCBA
offers a major advantage because it is the only type
of respiratory device that offers protection in CBRN
environments where the concentration is at or above
the immediate danger to life or health (IDLH) level.
Fire/rescue departments, law enforcement, EMS, and
any agency that responds to a CBRN incident are subject
to the requirements and competencies of NFPA 472.
57854_CH13_final.indd 18557854_CH13_final.indd 185
1/20/10 10:33:27 AM1/20/10 10:33:27 AM
10. SCBA devices have several deficiencies. Breathing
apparatus use may negatively affect unaccustomed us-
ers who are prone to claustrophobia. Air supplies are
finite and require frequent air cylinder changes during
prolonged operations. In high-stress and heavy-exertion
situations, it is not unusual for a 30-minute cylinder
to last only 15 minutes. SCBA users must have a fitted
face mask and meet yearly competency standards. SCBA
devices may cost several thousand dollars and require
frequent testing, maintenance, and calibration. For these
reasons, few agencies and disciplines outside of the fire
service use SCBA devices for respirator protection.
Powered Air-Purifying Respirators
Respirators rely on filters to protect users from particulate
exposure. Filter cartridges that meet the protection stan-
dards for particulates that the user is exposed to must be
used. These devices are not suitable in oxygen-deficient
atmospheres or cases involving hazardous vapors. It is
critical that the type and concentration of hazardous
agent(s) are known before powered air-purifying res-
pirators (PAPR) are used. The PAPR filters must also be
certified and appropriate for the specific agent to which
the user is exposed.
PAPR devices use a battery-powered unit to pump
air into the face mask. This unit creates a positive pres-
sure in the mask that offers leakage protection and makes
breathing less labored than a nonpowered device. The
pressurized air also has a cooling effect within the face
piece. PAPRs are less expensive than SCBAs and offer
greater mobility because of small size and light weight.
Filters do not have to be changed as frequently as SCBA
air cylinders. PAPR batteries and pressure units must be
maintained and periodically tested.
11. Air-Purifying Respirators
An air-purifying respirator (APR) is a face mask with
protective filtering canisters (FIGURE 13-3). The canisters
must be certified to meet the requirements for known
agents and concentrations and are not suitable in oxy-
gen-deficient atmospheres. Air from the outside atmo-
sphere is drawn through the filtering canisters and into
the face piece when the user inhales; APRs are not pres-
surized like PAPRs are. The advantage of APR devices is
they are lightweight, inexpensive, and simple to operate.
The primary disadvantage, compared to PAPRs, is that
outside air enters a leaking face piece during inhalation.
Because the face piece is not pressurized, inhalation is
more labored compared to that of someone wearing a
PAPR or SCBA.
It is critical that the agent and concentration are
known, and one must know the environment is not
oxygen deficient before utilizing an APR for respiratory
protection. The APR filters must also be certified for the
specific agent to which the user is exposed.
Protective Ensembles
An ensemble is defined in NFPA Standards 1991 (NFPA,
2005) and 1994 (NFPA, 2007) as an interrelated system
including garments, gloves, and footwear, with respira-
tory protection, that is certified as a protective system.
Ensembles are categorized as class 1, 2, 3, and 4. A
class 1 ensemble offers the highest level of protection;
a class 4 ensemble provides the lowest level of protec-
tion. Class 2, 3, and 4 ensembles are disposable after a
single use.
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CHAPTER 13: Personal Protective Equipment 187
and APRs were appropriate. Level D was essentially
traditional clothing or work uniforms with an optional
escape mask.
HAZWOPER levels of protection were essentially
descriptions of the desired ensemble without formal
scientific performance standards. For example, Level
A was described as being fully encapsulating for va-
por protection, without specifications and standards
for permeation resistance for materials, seams, zippers,
or fittings. Training programs, procedural manuals, or
agency policies that refer to A through D protection lev-
els are outdated and should be revised to reflect proper
terminology—namely Class 1–4 ensembles. Many en-
tities have not adopted the Class 1–4 terminology and
continue to use Level A–D terminology.
Class 1 Ensembles
Class 1 ensembles (similar to Level A) are encapsulating
suits with SCBA that provide vapor, liquid, and per-
meability protection (CP FIGURE 13-2). The protective suit
14. covers the breathing apparatus and includes protective
boots and gloves. Outer boots and gloves are required
for additional protection.
All seams and closures must provide protection from
vapors and liquids. The intent is an ensemble that has
gas-tight integrity (FIGURE 13-4). NFPA 1991 also provides
provisions for CBRN protection that are addressed spe-
cifically in NFPA 1994.
Class 1 ensembles are used by specially trained and
certified hazardous materials technicians on government
or private-sector hazardous materials teams. Safe entry
procedures require that members in Class 1 ensembles
operate in teams, with a backup or safety team imme-
diately available and partially suited to provide rescue
if needed. Teams utilizing Class 1 ensembles must also
have dedicated communications, a team leader, safety
officer, and a decontamination team, along with an in-
cident commander and operational procedures beyond
the scope of this text. Reduced mobility, heat stress,
low dexterity, and the limited duration time of SCBA
are factors that severely inhibit the capabilities of teams
using Class 1 ensembles.
Class 1 Ensemble Example
Consider a scenario in an underground rail station where
masses of people are overcome by an unknown gaseous
chemical agent. There appears to be a high concentra-
tion. Because the type of agent and concentration are
unknown, a hazardous materials team enters the affected
area with monitors to determine the type, concentration,
and origin of the agent. Class 1 ensembles are used be-
cause the agent is unknown and the highest level of vapor
protection is required. In this case, the Class 1 ensemble
16. F
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188 Homeland Security: Principles and Practice of Terrorism
Response
monitors indicate concentrations near IDLH levels.
Because there is a need for respiratory and liquid ex-
posure protection, cleanup teams and evidence col-
lection officers enter the area in Class 2 ensembles
with SCBA. The ensembles are properly discarded
after use.
Class 3 Ensembles
17. Class 3 ensembles (similar to Level C) are suitable for
use in incidents with low levels of vapor, liquid, chemi-
cal, or particulate hazards with concentrations below the
IDLH threshold (CP FIGURE 13-4). Respiratory protection
can be PAPRs or APRs that are NIOSH CBRN compliant.
The Class 3 ensemble includes a garment with attached
or separate gloves and footwear or booties with outer
boots. All components must be certified as a complete
system similar to Class 2.
Class 3 ensembles are used after an initial release or
at locations distant from the initial release where there is
a low threat of liquid or vapor contact. Examples of class
3 missions include treatment and transport of exposed
patients or law enforcement scene control or off-site
search operations.
Class 3 Ensemble Example
In the Class 2 ensemble example, entry teams must be
decontaminated after leaving the hot zone work area.
Decontamination teams at the decontamination corri-
dor (warm zone) are working in an environment that
involves low levels of vapor and liquids—concentrations
of acetone and benzene are below the IDLH threshold.
For these reasons, a Class 3 ensemble with an APR or
PAPR respirator that is NIOSH CBRN certified with ap-
propriate filters is an acceptable level of protection for
the decontamination teams.
Class 4 Ensembles
Class 4 ensembles (similar to level D) are used when
biological or radiological particulate hazards are be-
low IDLH levels; APR or PAPR respiratory protection
is permitted (CP FIGURE 13-5). Class 4 ensembles do not
provide protection against chemical vapors or liquids
18. and are designed for particulate protection only. These
ensembles are also tested for resistance to blood-borne
pathogens using a bacteriophage viral penetration test.
The advantage of a Class 4 ensemble is the protective
garment system is lightweight and places less physical
stress on the wearer than the higher levels of protection.
Operations teams can work for longer periods with a
higher level of comfort and lower level of heat stress
when they wear Class 4 ensembles.
Class 4 Ensemble Example
A high-profile political campaign office receives a pack-
age of suspicious powder that is dispersed throughout
the office area when the package is opened. Emergency
responders on the scene determine there is a high prob-
ability the material is anthrax. Forensic teams must enter
the area to collect evidence. Because there is no vapor or
liquid hazard, teams are able to operate safely using Class
4 ensembles with PAPRs for respiratory protection.
TABLE 13-1 provides an overview of PPE ensemble
classifications.
Employee Exposure Control Plan
Emergency response agencies and support entities
should have a formal employee exposure control plan
(ECP). The primary intent of an ECP is to ensure that
employees and team members end their duty shift safe
and uninjured.
TABLE 13-1 PPE Ensemble Classifications
Level
Specific use for which this
19. level of PPE is designed
Example of situation
requiring this level of PPE Limitations
Class 1 ensemble Unknown gaseous chemical
agent
Underground rail station
filled with unknown gaseous
agent
Mobility limitations; high
heat stress
Class 2 ensemble Known liquid or particulate
hazard with a concentration
at or above the IDLH level.
Methamphetamine lab with
known chemicals
Does not protect against
gaseous chemical
agents
Class 3 ensemble Low levels of vapor, liquid,
chemical, or particulate
hazards with concentrations
below the IDLH threshold.
Decontamination Does not protect against
high levels of vapor,
liquid, chemical, or
particulate hazards
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The Centers for Disease Control and Prevention
and NIOSH have developed a model for a blood-borne
pathogens exposure control plan called Protect Your
Employees with an Exposure Control Plan. This model is
easily expandable to a comprehensive exposure control
plan that includes PPE guidelines and procedures for
CBRN threats and hazards.
Formal Plan
An ECP should be a stand-alone document that is writ-
ten and formal; exposure control procedures should not
be dispersed throughout a myriad of policy, operations
procedures, and training documents. The plan must be
comprehensive, yet brief and written in an understand-
able language; compliance with national standards is
essential. The ECP should be updated annually through
a process that includes appropriate stakeholders.
Stakeholders may include unions or employee groups,
human resource specialists, safety and protection spe-
cialists, legal advisors, training officers, and managers.
The ECP should be approved by the chief executive of
the agency or jurisdiction.
ECP Accessibility
The ECP must be visible and accessible to all members
22. within an agency or organization. A plan that gets lost
on a bookshelf is a paper plan that seldom transcends
into the real world of tactical operations. It is important
that members are aware of the ECP and that it is visible
at every workplace.
ECP Oversight
Although the ECP is a team effort with many stakehold-
ers, a single manager should be ultimately responsible
for the development, implementation, and ongoing re-
vision of the ECP. This management structure ensures
responsibility and accountability in the ECP effort.
Employee Exposure Determination
The ECP should include a list of agency or organizational
job titles and tasks where it is anticipated that mem-
bers may be exposed to blood-borne pathogens, ballistic
threats, hazardous environments, or CBRN exposure.
Exposure Controls
The ECP should include specific practices and controls
that reduce or eliminate exposure to hazardous threats
or environments. Controls are a broad area and include
practices such as vaccinations, environmental assess-
ment and monitoring, establishment of hazard zones,
scene entry procedures, protective devices, tactical op-
erations, and decontamination. Individuals responsible
for exposure controls should have defined roles and be
identified.
PPE Selection
23. The ECP should specify what types and/or levels of
PPE are required for each type of hazard, threat, or
CBRN environment. The type or level of PPE can be
as simple as medical gloves and eye protection or as
complex as class 1 ensembles worn by a hazardous
materials team.
Postexposure Evaluation and Follow-up
The ECP should include procedures for medical evalu-
ation immediately after an exposure to any form of haz-
ardous environment. Formal medical records should be
maintained with follow-up medical care and evaluation
if appropriate.
Chapter Summary
The modern CBRN environment is dangerous and pres-
ents new protective equipment challenges for law en-
forcement officers. NFPA Standard 472, originally a fire
service standard, now applies to law enforcement, EMS,
and any agency that has operational capabilities during
a hazardous materials or terrorist incident. The 2008
edition of NFPA 472 redefines law enforcement, EMS,
and other agencies that respond to a CBRN incident
as operations-level responders and specifies core and
mission-specific competencies.
Respiratory protection is a major concern for all
operations-level agencies and responders. The highest
level of respiratory protection is SCBA, followed by PAPR
and APR. All respiratory devices must be NIOSH CBRN
certified.
An ensemble is a garment, glove, and footwear sys-
tem certified in accordance with NFPA Standards 1991
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190 Homeland Security: Principles and Practice of Terrorism
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emergency response agencies are equipped with certified
NIOSH CBRN certified respiratory devices and NFPA
472 compliant protective ensembles.
CBRN response agencies should have an ECP. The
ECP is a formal and written plan developed by stake-
holders that serves as a guide for managing exposures
to high-threat environments. The ECP should be vis-
ible and accessible to all members and assigned to a
manager to ensure accountability and responsibility.
The core of the ECP is guidelines that prescribe the
respiratory protection and ensembles required for
CBRN threats and exposures. After an incident, all
members should be required by the ECP to be medi-
cally evaluated with periodic medical follow-up when
warranted.
Agencies should use the Interagency Board Selected
Equipment List (SEL) as a guide for determining what
respiratory and ensemble systems meet NIOSH, OHSA,
NFPA, and other personal protection certification stan-
dards. The SEL defines CBRN and ballistic threats and
27. 191
Wrap Up
Chapter Questions
1. Compare SCBA with respirators. What are the
advantages and disadvantages of SCBA, PAPR,
and APR?
2. What are the major elements of NFPA 472, and
how do they apply to emergency response agen-
cies?
3. Name at least three mission-specific competencies
addressed in NFPA 472.
4. Describe a Class 1 ensemble. What threats or en-
vironments require a Class 1 ensemble?
5. Briefly define Class 2, 3, and 4 ensembles. What
are the advantages and disadvantages of each
class?
6. Define an exposure control plan and outline the
critical elements that should be included in an
effective plan.
Chapter Project
You have just been hired as a consultant to develop
a CBRN PPE program for a third service EMS agency
with 175 members. The agency director’s objective is
compliance with NFPA 472 within 1 year. What type
of respirators and ensembles will be most effective and
why? What levels of core and mission-specific training
28. will be required?
Vital Vocabulary
Air purifying respirator (APR) A face mask with pro-
tective filtering canisters certified to meet the require-
ments for known agents and concentrations. Air from the
outside atmosphere is drawn through the filtering canis-
ters and into the face piece when the user inhales. APRs
are not suitable in oxygen-deficient atmospheres.
Class 1 ensemble Encapsulating suit with SCBA that
provides vapor, liquid, and permeability protection.
The protective suit covers the breathing apparatus and
includes protective boots and gloves. Outer boots and
gloves are required for additional protection. All seams
and closures must provide protection from vapors and
liquids.
Class 2 ensemble A protective ensemble with SCBA
that is worn outside the protective garment and utilized
when the agent is known and liquid or particulate haz-
ards are at a concentration at or above the immediate
danger to life and health.
Class 3 ensemble A garment with attached or separate
gloves and footwear or booties with outer boots utilized
in incidents with low levels of vapor, liquid, chemical,
or particulate hazards with concentrations below the
IDLH threshold. Respiratory protection can be PAPRs
or APRs.
Class 4 ensemble Lightweight garment certified for
protection against blood-borne pathogens and utilized
when biological or radiological particulate hazards are
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Crime Scene Operations
Neal J. Dolan
Paul M. Maniscalco
• Define a crime scene.
• Recognize the value and importance of physical evidence.
• Understand the evidence theory of exchange.
• Recognize the evidence classification of objects, body
material, and impressions.
• List key crime scene observations that initial responders
should make.
• Understand the key steps for emergency responders in
preservation of evidence.
33. 194 Homeland Security: Principles and Practice of Terrorism
Response
“Wherever he steps, whatever he touches, whatever
he leaves, even unconsciously, will serve as silent evidence
against him. Not only his fingerprints or his footprints,
but his hair, the fibers of his clothing, the glass he breaks,
the tool-marks he leaves, the paint he scratches, the blood
or semen that he deposits or collects—all these and more
bear united witness against him. This is evidence that
does not forget. It is not confused by the excitement of the
moment. It is not absent because human witnesses are. It
is factual evidence. Physical evidence cannot be wrong;
it cannot be wholly absent. Only its interpretation can
err. Only human failure to find it, study and understand
it, can diminish its value.” (Kirk, 1974)
Introduction
The significance of physical evidence at a crime scene
cannot be overestimated. Proper training and technique
are necessary to maintain the integrity and value of evi-
dence. Every day, emergency personnel respond to inci-
dents to render aid, many times as the result of a criminal
act. These responders shoulder a formidable burden to
accomplish their mission and cause no further harm to
the people or the incident scene. Crime scenes are ex-
citing, chaotic, and dangerous places. They are replete
with hidden clues that hold the answer to the question,
“Who committed this crime?”
Emergency responders often carry out their duties
in conflict with important crime scene procedures. It
is important that emergency responders focus on the
preservation of life and recognize that the preserva-
34. tion of evidence is secondary to life-sustaining efforts.
Yet, evidence should be preserved whenever possible.
Responders may not be aware that a shooting vic-
tim’s clothing that medics are removing may contain
valuable evidence to solve the crime (FIGURE 14-1). As
another example, at an explosion scene, fire fighters
may be employing legitimate firefighting techniques
that destroy evidence that identifies who committed
the offense. It is possible to carry out an emergency
response mission without creating more problems for
the crime scene. This act of evidence preservation is ac-
complished through training and awareness of potential
crime scenes and through efforts to minimize damage
to the area and its contents.
The Crime Scene—Physical Evidence
A crime scene is any specified area in which a crime
may have been committed. It is anywhere the criminal
was during the commission of the crime and the egress
from the scene. The exact dimensions of the scene will be
determined by the nature and type of crime (FIGURE 14-2).
For example, a shooting crime scene could be as large as
the room or building where the victim was discovered. A
terrorist incident could be several blocks or even miles
in diameter. At the Murrah Federal Building incident in
Oklahoma City, a 20-block perimeter was established
and a critical piece of evidence, the crankshaft from the
rented Ryder truck, was found 2 blocks from the explo-
sion site. A similar extended perimeter was established
for a long period of time in lower Manhattan after both
the 1993 and 2001 World Trade Center attacks.
Awareness of what constitutes physical evidence is
the key to uncovering the vast amount of information and
36. CHAPTER 14: Crime Scene Operations 195
physical evidence present at the crime scene. Evidence is
something legally submitted to a competent tribunal as a
means of ascertaining the truth in an alleged matter under
investigation. Physical evidence is one form of evidence.
It is defined as anything that was used, left, removed, al-
tered, or contaminated during the commission of a crime
by either the victim or the suspect (FIGURE 14-3).
The benefits of physical evidence are best summa-
rized in the opening paragraph by the issuing judge
in the case of Harris v. United States (1947). Physical
evidence does not lie, forget, or make mistakes. It has
no emotional connection to anyone or anything. It is
demonstrable in nature and not dependent on a witness.
It is the only way to establish the elements of a crime.
In order to heighten responder awareness, it is
necessary to explain how physical evidence evolves at
the scene. Forensic scientists propose the theory of ex-
change to describe this process. Whenever two objects
come in contact with each other, each will be altered or
changed in some way. When a rapist comes in contact
with a victim, numerous substances will be exchanged.
The suspect or the victim could deposit or remove skin
traces, blood, body fluids, carpet fibers, soil, and many
other items. Bombing victims may have chemical traces
on their clothing or fragments of evidence embedded
in their bodies that may prove to be important in the
investigation and prosecution of the perpetrators. These
evidence sources have been invaluable to law enforce-
ment investigators in the past, including high-profile
cases such as the bombing of a Pan Am airliner arriving
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A pristine crime scene is altered whenever one or more
people enter the area, and responders must understand
that they always bring contamination to a crime scene.
Physical evidence can be almost anything. TABLE 14-1
gives some examples of items that could be encountered
by responders working at a potential or actual terrorism/
crime scene.
Being aware of potential hazards at a scene is not new
to EMS, fire fighters, emergency managers, or hazardous
materials responders. Scene safety, sizing up the scene,
or just taking a minute to examine the environment of
a scene can minimize the impact of costly mistakes of
overzealous responders.
39. Actions of First Arriving Units
Literature in the EMS, emergency management, and fire/
rescue fields stresses initial scene evaluation. However, few
texts elaborate on the importance of viewing an event as a
crime scene and analyzing the hot zone accordingly. First
arriving units are usually overwhelmed because the scene
is chaotic and dynamic. Observations at this early stage are
very important to law enforcement investigators.
Several key observations are important for initial re-
sponders. There is no time to write anything; responders
should just remember key crime or evidence observa-
tions and report them to the incident manager or the
law enforcement branch as soon as possible. Important
observations include:
• Chemicals on the scene that would not nor-
mally be present
• Damage, debris fields, and fragmentation that
indicate an explosion
• Suspicious people (people hiding or running)
• Statements issued by bystanders
• Unusual odors at the scene
• Evidence of gunfire (shell casings, bullet holes,
or gunshot wounds)
• Weapons in the area
• Suspicious casualties (patients may be terrorists)
• Multiple fires that appear to be from separate
sources
• Suspicious devices
40. TABLE 14-1 Possible Items of Evidence at a Crime Scene
Objects Body material Impressions
Weapons Blood Fingerprints
Tools Semen Tire traces
Firearms Hair Footprints
Displaced furniture Tissue Palm prints
Notes, letter, papers Sputum Tool marks
Matchbooks Urine Bullet holes
Bullets Feces Newly damaged areas
Shell casings Vomit Dents and breaks
Cigarette or cigar butts
Clothes
Shoes
Jewelry
Bomb fragments
Chemical containers
Mechanical delivery systems
An initial scene evaluation should include a basic crime
scene evaluation.
42. it? There are several answers. Observations should be
written down on a notepad or in an electronic device as
soon as it is practical to do so (FIGURE 14-5). Admittedly,
this step may take place hours later. Observations of
weapons, suspects, or devices must be communicated
to the incident commander or law enforcement branch
immediately. Other observations should be conveyed
when emergency response tasks are completed (put out
the fire and treat the patients first).
There are several important rules in preserving
physical evidence, including the following:
• Unless critical to life safety, do not touch or
move evidence. Law enforcement knows how
to photograph, document, package, and re-
move evidence.
• If evidence must be moved for tactical reasons,
note the original location and report it to law
enforcement investigators. If possible, place a
mark on the ground near the original location
of the evidence.
• If possible, photograph evidence removal dur-
ing tactical operations. Forensic photographers
will photograph normal evidence removal dur-
ing an investigation.
• Avoid evidence contamination caused by walk-
ing through the scene. Stretch a rope or scene
tape into the crime scene area and instruct per-
sonnel to walk along the established path.
• Minimize the number of personnel working in
the area.
43. • Check the soles of boots or shoes when person-
nel exit the crime scene because fragments or
fibers may be embedded (FIGURE 14-6).
• Check the tires of response vehicles for embed-
ded objects in the tire treads.
• Consider clothing or personal effects removed
from victims as evidence. Ensure that law en-
forcement personnel practice biohazard safety
procedures when examining red-bagged evi-
dence or clothing.
Emergency responders can also become victims
(FIGURE 14-7). A classic case was the sarin gas attack in
the Tokyo subway system. This incident was considered
to be a normal call until emergency physicians realized
they were dealing with a nerve agent as the cause of the
sickness. The importance of preparation procedures and
the use of protective equipment is paramount. Every
day, police, fire fighters, and EMS personnel encounter
dangerous situations during the normal course of per-
forming their services. However, the potential for lethal
hazards and long-term effects that result from terrorist
incidents is much greater (Burke, 2000).
Another unique hazard of terrorist incidents is the
probability of a secondary device targeting the responders
FIGURE 14-5 Although it may take place hours after emergency
respond-
ers first arrive to a crime scene, observations should be written
down on a
notepad or in an electronic device as soon as it is practical to do
so.
45. 198 Homeland Security: Principles and Practice of Terrorism
Response
to the incident. Remember that the goal of the terrorist is
to create chaos and fear, and what better way to accom-
plish this than to turn the responders into victims? Past
bombing incidents offer examples of this scenario, such as
the events in Atlanta, Georgia, and Birmingham, Alabama.
In both cases, secondary devices were detonated.
Emergency responders must be alert, aware, and
suspicious of their surroundings when responding to
incidents that have the potential to be terroristic in
nature. Terrorists have used different types of tactics,
techniques, and procedures in carrying out attacks.
Responders must keep up to date on the current terrorist
tactics to maintain situational awareness and ultimately
responder safety when responding to suspected terror-
ist incidents.
Crime Scene Analysis
The thorough analysis of a crime scene consists of the
identification, preservation, and collection of physical
evidence as well as the recording of testimonial evi-
dence. Without adherence to this basic assertion dur-
ing the initial stages of a crime scene investigation, the
potential to disrupt the integrity of the evidence is great.
Hawthorne states that this could result in the evidence
being challenged by the defense in a court of law, which,
in turn, could lead to dismissal of the charges or the
finding of a lesser offense against the criminal defendant
(Hawthorne, 1999). More often than not, the proper
collection of physical evidence from a crime scene is
the definitive portion in the resolution of a criminal of-
fense. Admissible physical evidence has the potential
46. to (1) establish that a crime has occurred; (2) place a
suspect in contact with the victim and/or the scene; (3)
establish the identity of those associated with the crime;
(4) exonerate the innocent; (5) corroborate the victim’s
testimony; and (6) cause a suspect to make admissions
or to confess (Fisher, 2000).
Responders should approach the crime scene as if
the first entrance to the scene will be the only oppor-
tunity to gather the physical evidence that is present
(Department of Justice, 2000). Those collecting the
evidence should initially direct their attention toward
observing and recording the information present at the
crime scene, rather than taking action to solve the crime
immediately (Hawthorne, 1999). They should also give
careful consideration to other case information or state-
ments from witnesses or suspects.
This chapter was prepared with the intention of
providing the reader with rudimentary principles of
crime scene investigation, from the initial approach of
the crime scene to final disposition of physical evidence
found at the crime scene. Although the methods initially
used to approach a crime scene are virtually universal
in terms of application of use, it should be noted that
at some point the investigation takes on unique charac-
teristics that may be atypical or unorthodox in nature.
Therefore, it is impossible to propose a single, step-by-
step procedure that ultimately resolves every type of
crime scene (Department of Justice, 2000).
However, regardless of the unique nature of a crime
scene, thorough crime scene analysis, effective interviews
and interrogations, and common sense make it less likely
that evidence is overlooked or improperly collected or
47. preserved or that mistakes are made (Adcock, 1989).
A review of the literature reveals that a common
set of generalized categories for crime scene procedures
exists. These procedures are:
1. Protect the crime scene
2. Identify evidence
3. Document evidence
4. Collect evidence
5. Mark evidence
6. Package evidence
7. Transport evidence
Law Enforcement Responsibilities
Upon initial arrival at the scene of a crime, the first re-
sponders have a great responsibility. It is their task to set
the foundation for what Hawthorne termed the process of
analyzing a crime scene. The basic elements of the process
are: (1) approach and mitigate any hazards as well as
provide for safety of victims and responders, (2) render
medical aid, (3) identify additional victims or witnesses,
(4) secure the crime scene and physical evidence, and
(5) make appropriate notifications. While adhering to
these principles, the first law enforcement responders
provide subsequent investigators and technicians with
a sound foundation for conducting a comprehensive
analysis of the crime scene.
When approaching a crime scene, the first law en-
forcement responder must maintain professional com-
posure regardless of the often overwhelming factors
associated with the task to be completed (Hawthorne,
1999). Officers must be vigilant and able to recognize
anything, whether it be animate or inanimate, that has
a connection to the crime committed. Furthermore, of-
49. S
CHAPTER 14: Crime Scene Operations 199
the prevention of additional injuries. Life preservation
always trumps evidence preservation. The first law en-
forcement responders must provide adequate first aid
and/or request professional medical assistance if medi-
cal professionals are not on the scene. According to
Hawthorne, if law enforcement responders are provid-
ing medical assistance and the crime scene or physical
evidence becomes contaminated, altered, or lost, that is
a price that must be paid. The preservation of life out-
weighs the preservation of evidence at a crime scene.
After satisfying the immediate medical issues, the
search for additional victims or witnesses should com-
mence. The reasons for an aggressive search include:
(1) additional victims may need medical assistance re-
quiring additional medical personnel; (2) victims may
provide needed information that aids law enforcement
responders in determining the extent of the crime, the
crime scene, and any physical evidence; and (3) victims
corroborate what happened and provide needed infor-
mation to establish the elements of the crime, suspect
descriptions, vehicle descriptions, and avenue of escape.
If there is more than one witness, law enforcement re-
sponders should make arrangements to separate wit-
nesses to prevent collaboration. There is the possibility
that the witnesses collaborated before the law enforce-
ment responders’ arrival. Law enforcement responders
should take all possible steps to ascertain if collaboration
occurred. After obtaining all the facts from additional
victims and/or witnesses, law enforcement respond-
50. ers have the knowledge to enable them to implement
the security of the scene and/or any physical evidence
(Hawthorne, 1999).
It is the task of the first law enforcement responder
to coordinate with emergency responders in properly
identifying and securing the crime scene and its con-
tents. The first law enforcement responder must con-
tinually question the scope of the crime scene and not
limit the scope of his or her investigation. All possibilities
must be considered regardless of their degree of improb-
ability. Once the crime scene is established, an account
of personnel coming into and leaving the scene must be
maintained through the use of a crime scene log. The
crime scene log lessens the possibility of unauthorized
personnel entering and contaminating the crime scene
(Hawthorne, 1999). This log must be coordinated with
the EMS/fire personnel accountability system.
The final step in Hawthorne’s process is making
notification. Notification entails notifying supervisors as
well as investigators or detectives who are handling the
case and those people who are ultimately responsible for
documenting the scene and collecting the evidence.
The first law enforcement responders must be pre-
pared to make split-second decisions on arrival at a
crime scene. These decisions can have a lasting impact
on victims, witnesses, the accusatory process, and even
the community in which the crime occurred. For these
reasons and others, the first law enforcement responders
must be well trained in the significance of crime scene
preservation, enabling the crime scene to be analyzed
with as little disruption as possible. When this task is
done properly, a successful investigation and conclu-
sion of the case can be achieved (Hawthorne, 1999).
51. The advanced technology and expertise at the disposal
of law enforcement may potentially be rendered useless
if proper crime scene preservation is not maintained in
accordance with professional standards.
Processing of Crime Scene/Physical Evidence
To achieve the maximum benefit from physical evidence,
investigators must not only be skilled in evidence iden-
tification, preservation, and collection, but they must
know how to handle and care for the evidence beyond
the time of collection. These actions preserve evidence
for the development of leads, laboratory examination,
and/or presentation in court. Effective handling and
care involves documenting and storing the evidence to
retain the integrity of the item in its original condition
(as nearly as possible), maintaining a chain of custody
for the item to ensure responsibility, and ensuring its
evidentiary value and its disposition when it is no longer
of evidentiary value (Schultz, 1977).
The proper processing of a crime scene begins with
properly documenting the evidence found within its
boundaries. The investigator who first receives, recovers,
or discovers physical evidence must be able to identify
such evidence positively, at a later date, as being the spe-
cific article or item obtained in connection with a specific
investigation (Fox & Cunningham, 1973). This is best
accomplished by utilizing various proven techniques of
recording the nature of the scene and its contents when
they are obtained or collected (Schultz, 1977). This pro-
cess entails providing pertinent data about the evidence
as it relates to a particular crime scene investigation.
Chain of Custody
In order for physical evidence collected from a crime
53. 200 Homeland Security: Principles and Practice of Terrorism
Response
accountability, comprising all people who had custody
of the evidence since its acquisition by a law enforce-
ment agency. It begins when the item is collected and
is maintained until its disposition. People in the chain
of custody are responsible for the safekeeping and pres-
ervation of an item of evidence while it is under their
control. Because of the sensitive nature of evidence, an
evidence custodian often assumes responsibility for the
item when it is not in use by the investigating officer or
other competent authority involved in the investigation
(Schultz, 1977).
Once the evidence from a crime scene is properly
identified, collected, and stored, it must be processed by
a multitude of professionals who analyze the evidence
until its evidentiary value is no longer of use. At this
point the evidence may be considered for disposal. To
determine when an item of evidence should be disposed
of, the evidence custodian consults with the investigator
who originally produced it, and any other investigator
who has an official interest, to ensure the item is no
longer needed as evidence (Schultz, 1977).
Chapter Summary
Law enforcement history shows that when mistakes are
made, they predominantly occur during the initial stages
of an investigation or at the crime scene (Adcock, 1989).
Many cases are lost or unresolved because the crime
scene was not processed properly.
Further, there are numerous incidents where po-
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Wrap Up
Chapter Questions
1. Define a crime scene.
2. Discuss the theory of exchange in the evidence
process.
3. What are the three major classifications of evi-
dence? List several examples in each category.
4. List and discuss at least four crime scene observa-
tions that should be made by emergency respond-
ers.
5. List and discuss five key steps for first responder
preservation of evidence.
6. Discuss the concept of chain of custody.
Chapter Project
Research law enforcement manuals, books, articles, or
training modules for information about evidence pres-
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