The document provides an examiners' report on candidates who took the NEBOSH International General Certificate in Occupational Health and Safety (IGC1) examination between April and June 2015. It summarizes candidate performance, identifies learning outcomes that candidates found most challenging, and provides feedback on examination technique. The learning outcomes that candidates performed least well on related to the role of governments and international bodies in health and safety regulation, moral and economic reasons for health and safety, health and safety policies, and risk assessment principles and practices. Areas for improvement in examination technique included misreading questions, not answering all questions, and not responding appropriately to command words like "outline" and "explain".
Safety and health risk assessment at oman building construction projectseSAT Journals
Abstract In this research a field survey was conducted via 30 interviews with safety and health experts and risk management staff in the field of construction industry in Oman followed by a questionnaire divided into six categories. 151 responses were analysed. The aim was to explore the availability, awareness, type and implementation of ORA. Six key risks were identified; namely: working at heights; working on fragile roofs; using electrical equipment; working under high voltage overhead power lines; working in confined spaces; working without knowing how to use the provided emergency equipment. All respondents were male gender and 61 per cent of them were below the age of 40. 59 per cent of respondents have education equal to or below the national diploma (≤ 12 level). 75.5 per cent of the respondents work in construction industry followed by the consultants (19%). 53 per cent of respondents were labourers and technicians. 96 per cent of projects were residential, commercial or a combination of residential and commercials buildings. 81.3 per cent of workers were having equal or less than 10 years of experience in the construction projects. 53 per cent of respondents never experienced fatality during their work. 53.6 per cent of respondents indicated that they do not have Risk Assessment Matrix for Occupational Safety and Health. All respondents agreed that it is important or very important to apply Occupational Risk Assessment Matrix in accordance with the local regulations. Only 42.4 per cent strongly agree that HSE personal should carry out risk assessment before any activity. Most respondents showed willingness of applying risk management by workers.
Safety and health risk assessment at oman building construction projectseSAT Publishing House
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
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Abstract In order to achieve the purpose of this research, a special questionnaire were designed to fulfill the task of this research, exemplified the subject of safety where what is supposed to be present in the workplace and means of prevention that contribute to raising the safety and industrial security degree rate to the highest level, based on the regulations and safety standards followed in Saudi Arabia, compared to what is the case they have both in field sites or within constructions, the questionnaire has been distributed in some construction projects distributed in different places located in Kingdom of Saudi Arabia, and has been narrowed in the building and construction sector category, then study what came in its provisions, for the purpose of the process of analyzing, and to study the causes of accidents, in order to achieve the aim of this research. Keywords – Safety, Constructions and Safety, Minimizing Accident, Construction Management
The document describes the standards and assessment procedures for a Level 5 module on Safety and Health at Work. It includes 22 specific learning outcomes that cover topics like workplace safety laws, hazard identification, and health promotion. Learners are assessed through two assignments worth 60% of the grade and a 1.5 hour exam worth 40%. The assignments involve investigating and evaluating aspects of safety or health, while the exam consists of short answer and structured questions testing theoretical knowledge. A pass requires earning 50-64% of total marks.
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This document describes a study that introduced Objective Structured Clinical Examinations (OSCEs) as an assessment tool in formative examinations for the Dermatology, Venereology and Leprology department at a medical college in India. The study aimed to assess the feasibility and acceptability of OSCEs by students and faculty. Students and faculty were oriented to OSCEs and then 15 stations were used to assess students' clinical skills over 15 days. Feedback found that over 90% of students and faculty found OSCEs acceptable, feasible, improved clinical skills, and were better than conventional assessment methods. The study concluded that introducing OSCEs increased reliable assessment and student confidence in clinical skills.
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This document describes a proposed student placement recommender and evaluator system. The system would allow students to create profiles, companies to view student resumes, and an admin to moderate the system. It would assess student aptitude through tests and compatibility with domains. Machine learning algorithms like decision trees would analyze student data like marks and skills to predict placement and recommend domains. The system aims to help students, companies, and colleges by facilitating the placement process and providing career guidance to students.
This document discusses strategies for remodularizing technical skill training institutions in Nigeria to improve quality and address skills shortages in the construction sector. It finds that current training modules are inadequate, producing "half-baked" artisans. A survey was conducted of 100 technical students on factors responsible and remodulation strategies. Key findings include poor funding, lack of equipment, and disinterest in vocational education as top factors. Suggested strategies include adequate funding, education policy reform, incentives, and involving employers in training. Implementing these strategies could help solve Nigeria's construction skills shortage by improving the quality of training programs.
This report analyzes the inter-rater reliability and agreement of the ACTFL Oral Proficiency Interview (OPI) in Chinese, Portuguese, Russian, Spanish, German, and English from 2009 to 2011 to satisfy requirements for the American Council on Education's College Credit Recommendation Service program. It finds that the OPI exceeds minimum standards for reliability, with Spearman correlation coefficients exceeding .95 across languages and similar reliability levels across language categories and years. Overall absolute agreement was higher than 70% for all languages, though agreement was lower within the Advanced level and between Novice High and Intermediate Low. The results support the reliability of the OPI while indicating areas for further improvement.
Safety and health risk assessment at oman building construction projectseSAT Journals
Abstract In this research a field survey was conducted via 30 interviews with safety and health experts and risk management staff in the field of construction industry in Oman followed by a questionnaire divided into six categories. 151 responses were analysed. The aim was to explore the availability, awareness, type and implementation of ORA. Six key risks were identified; namely: working at heights; working on fragile roofs; using electrical equipment; working under high voltage overhead power lines; working in confined spaces; working without knowing how to use the provided emergency equipment. All respondents were male gender and 61 per cent of them were below the age of 40. 59 per cent of respondents have education equal to or below the national diploma (≤ 12 level). 75.5 per cent of the respondents work in construction industry followed by the consultants (19%). 53 per cent of respondents were labourers and technicians. 96 per cent of projects were residential, commercial or a combination of residential and commercials buildings. 81.3 per cent of workers were having equal or less than 10 years of experience in the construction projects. 53 per cent of respondents never experienced fatality during their work. 53.6 per cent of respondents indicated that they do not have Risk Assessment Matrix for Occupational Safety and Health. All respondents agreed that it is important or very important to apply Occupational Risk Assessment Matrix in accordance with the local regulations. Only 42.4 per cent strongly agree that HSE personal should carry out risk assessment before any activity. Most respondents showed willingness of applying risk management by workers.
Safety and health risk assessment at oman building construction projectseSAT Publishing House
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
Implementation of construction safety in reinforced concrete constructions ex...eSAT Journals
Abstract In order to achieve the purpose of this research, a special questionnaire were designed to fulfill the task of this research, exemplified the subject of safety where what is supposed to be present in the workplace and means of prevention that contribute to raising the safety and industrial security degree rate to the highest level, based on the regulations and safety standards followed in Saudi Arabia, compared to what is the case they have both in field sites or within constructions, the questionnaire has been distributed in some construction projects distributed in different places located in Kingdom of Saudi Arabia, and has been narrowed in the building and construction sector category, then study what came in its provisions, for the purpose of the process of analyzing, and to study the causes of accidents, in order to achieve the aim of this research. Keywords – Safety, Constructions and Safety, Minimizing Accident, Construction Management
The document describes the standards and assessment procedures for a Level 5 module on Safety and Health at Work. It includes 22 specific learning outcomes that cover topics like workplace safety laws, hazard identification, and health promotion. Learners are assessed through two assignments worth 60% of the grade and a 1.5 hour exam worth 40%. The assignments involve investigating and evaluating aspects of safety or health, while the exam consists of short answer and structured questions testing theoretical knowledge. A pass requires earning 50-64% of total marks.
Introduction of Objective Structured Clinical Examination as assessment tool ...iosrjce
This document describes a study that introduced Objective Structured Clinical Examinations (OSCEs) as an assessment tool in formative examinations for the Dermatology, Venereology and Leprology department at a medical college in India. The study aimed to assess the feasibility and acceptability of OSCEs by students and faculty. Students and faculty were oriented to OSCEs and then 15 stations were used to assess students' clinical skills over 15 days. Feedback found that over 90% of students and faculty found OSCEs acceptable, feasible, improved clinical skills, and were better than conventional assessment methods. The study concluded that introducing OSCEs increased reliable assessment and student confidence in clinical skills.
IRJET- Placement Recommender and EvaluatorIRJET Journal
This document describes a proposed student placement recommender and evaluator system. The system would allow students to create profiles, companies to view student resumes, and an admin to moderate the system. It would assess student aptitude through tests and compatibility with domains. Machine learning algorithms like decision trees would analyze student data like marks and skills to predict placement and recommend domains. The system aims to help students, companies, and colleges by facilitating the placement process and providing career guidance to students.
This document discusses strategies for remodularizing technical skill training institutions in Nigeria to improve quality and address skills shortages in the construction sector. It finds that current training modules are inadequate, producing "half-baked" artisans. A survey was conducted of 100 technical students on factors responsible and remodulation strategies. Key findings include poor funding, lack of equipment, and disinterest in vocational education as top factors. Suggested strategies include adequate funding, education policy reform, incentives, and involving employers in training. Implementing these strategies could help solve Nigeria's construction skills shortage by improving the quality of training programs.
This report analyzes the inter-rater reliability and agreement of the ACTFL Oral Proficiency Interview (OPI) in Chinese, Portuguese, Russian, Spanish, German, and English from 2009 to 2011 to satisfy requirements for the American Council on Education's College Credit Recommendation Service program. It finds that the OPI exceeds minimum standards for reliability, with Spearman correlation coefficients exceeding .95 across languages and similar reliability levels across language categories and years. Overall absolute agreement was higher than 70% for all languages, though agreement was lower within the Advanced level and between Novice High and Intermediate Low. The results support the reliability of the OPI while indicating areas for further improvement.
This document provides an examiners' report on the NEBOSH International General Certificate in Occupational Health and Safety (IGC1) examination from July to September 2015. It identifies several learning outcomes that candidates commonly struggled with, including investigating incidents, the role of governments and international bodies in health and safety regulation, risk assessment, auditing, and recording/reporting incidents. The report also discusses common issues with candidate examination technique, such as misreading or misinterpreting questions. It aims to provide guidance to help candidates and course providers improve performance on future examinations.
This document provides an examiner's report on the NEBOSH International General Certificate in Occupational Health and Safety (IGC1) examination from March 2012. It includes:
1. An introduction describing NEBOSH as an examining board and awarding body for health and safety qualifications.
2. A section with general comments on candidate performance and common mistakes made. Many candidates were well-prepared but some showed a lack of knowledge or understanding of how to apply concepts.
3. A question-by-question breakdown of candidate responses identifying what examiners were expecting for each question and areas where responses were lacking. This provides feedback to help candidates and tutors improve.
This document provides an examiner's report on the NEBOSH National General Certificate in Occupational Health and Safety (NGC1) examination from March 2009. It includes general comments on candidate performance and comments on individual exam questions. For most questions, common mistakes by candidates are identified and what constitutes a good answer is outlined. The report aims to provide useful feedback to candidates and tutors to help improve preparation for future exams.
This document provides an examiner's report on the NEBOSH International General Certificate in Occupational Health and Safety - IGC1 exam from March 2009. It includes general comments on candidate performance and comments on individual exam questions. The general comments note that many candidates were well-prepared but some showed a lack of knowledge or understanding of how to apply concepts. Recurrent issues preventing success included a lack of exam technique, failure to answer all questions, and an inability to apply the required command words. The comments on individual questions provide example answers and identify what was expected from candidates.
This document provides an examiner's report on the NEBOSH International General Certificate in Occupational Health and Safety - IGC1 exam from March 2009. It includes general comments on candidate performance and comments on individual exam questions. The general comments note that many candidates were well-prepared but some showed a lack of knowledge or understanding of how to apply concepts. Recurrent issues preventing success included a lack of exam technique, failure to answer all questions, and an inability to apply the required command verbs. The comments on individual questions provide example answers and identify what was expected from candidates.
The document provides an examiner's report on NEBOSH's International General Certificate in Occupational Health and Safety (IGC2) exam from March 2009. It includes general comments on candidate performance, comments on individual exam questions, and examples of expected answers. The report finds that while many candidates were well-prepared, some showed a lack of knowledge or understanding of how to apply concepts to workplace situations. It provides feedback on common mistakes and gives sample answers for several questions to help guide future study.
This document provides an examiner's report on the NEBOSH International General Certificate in Occupational Health and Safety (IGC2) exam from September 2009. It includes general comments on candidate performance, comments on individual exam questions, and common mistakes made by candidates. The report aims to provide useful feedback to candidates and tutors to help improve preparation for future exams.
This document contains Giovanna Melita's portfolio for applying to health information programs. It includes her contact information, table of contents, mission statement, elevator speech, plan of study at DeVry University for an Associate of Applied Science in Health Information Technology, course descriptions, academic history showing a 4.0 GPA, resume, professional development and references. The portfolio demonstrates her qualifications and experience in the health information field.
The document provides guidance for employers on meeting the requirements for Element 1 of the COR certification process: Management and Leadership Commitment. It outlines that employers must demonstrate effective management leadership and commitment to occupational health and safety through having a written safety policy, ensuring accountability for safety roles, and allocating ongoing resources to the safety program. It also provides example questions auditors may ask during interviews and documents they may review to evaluate employers in this area.
This document provides an examiners' report on the NEBOSH International Diploma in Occupational Health and Safety Unit IC exam from January 2010. It includes general comments on candidate performance and comments on individual exam questions. For question 1, the report identifies the mechanical failures that contributed to the Piper Alpha platform explosion. For question 2, it outlines the key issues that should be included in fire safety training. For the other questions, it provides details on expected answers regarding conveyor safety, fixed guards, electrical safety, and fall protection harness precautions. The report is intended to help candidates and tutors understand exam requirements and areas for improvement.
Care Giving Short term Curriculum 04-08-11.docMasreshaA
The document provides information on an Ethiopian TVET (Technical and Vocational Education and Training) System model curriculum for a Care Giving short term training program. Key points:
- The curriculum is based on an occupational standard for care giving and aims to equip learners with the competencies required for the job as defined in the standard.
- The 272-hour program covers topics like maintaining health and safety, basic cleaning, providing care to infants/children/elderly, first aid, and communication.
- Modules include learning outcomes, contents, teaching methods, and assessment criteria. Resources required to deliver the program are also outlined.
- The curriculum provides a framework for technical and vocational
This document provides guidance for learners and learning partners on completing the NEBOSH International General Certificate in Occupational Health and Safety Unit IG2 risk assessment. It outlines the stages of the assessment including describing the organization, methodology, completing the risk assessment table, prioritizing actions, and reviewing/communicating the assessment. Learners are instructed to identify at least 10 hazards from 5 categories and fill out all columns of the risk assessment table. The location, timing, and tutor guidance for the assessment are also covered.
The document outlines a root-cause analysis and safety improvement plan to address avoidable patient falls in medical facilities. It identifies key patient-related risk factors like age, gender, mobility issues, and incontinence as the root causes. The plan calls for administering a standardized fall risk assessment tool, implementing universal fall precautions, and documenting prevention strategies. Existing organizational resources that can support the plan include facility administrators, unit staff, unit champions, and an implementation team.
This document provides an overview of an Occupational Health course. It includes information about the instructor, course rationale and objectives, required texts, class schedule, grading, and case study requirements. The class will cover topics related to safety, health hazards, personal protective equipment, and regulations. It will include weekly quizzes, a midterm exam, case study presentation, and final exam. The goal is for students to understand occupational health's role in the workplace and be able to recognize and address various types of hazards.
In September, the IAASB held two webinars on its recently proposed International Standard on Sustainability Assurance 5000. The webinars featured presentations and discussions from IAASB members, including those who helped draft the standard.
Find more information on ISSA 5000 on the IAASB website: iaasb.org/ISSA5000
NEBOSH -INTERNATIONAL GENERAL CERTIFICATE IN OCCUPATIONAL SAFETY AND HEALTH Zain Shah
The document summarizes the syllabus for the NEBOSH International General Certificate in Occupational Health and Safety. It outlines the structure and units of the qualification including the topics covered in each element. Unit IGC1 focuses on health and safety management systems. Unit GC2 addresses controlling workplace hazards. Unit GC3 involves a practical health and safety inspection and report. The certification involves examinations for units IGC1 and GC2, and a practical assessment for unit GC3 to be completed within 10 days of an exam.
Student nameStudent ID3420202 Case Study [E1100]HLT.docxdeanmtaylor1545
Student name:
Student ID:
34202/02 Case Study
[E1100]
HLT35015 Certificate III in Dental Assisting
Module 1: Safely Navigating the Dental Practice
This is assessment 2 of 2.
1. Background/overview
Dental assistants are a pivotal team member in a dental practice. They support the dental practitioner to provide patients with safe and effective dental care. Although the dental assistant provides direct assistance during oral healthcare procedures, they also must ensure that the dental practice is safe and clean for patients to attend.
2. Brief
For this assessment, you will be demonstrating your knowledge in Work Health & Safety and how this legislation applies to the policies and procedures in the workplace. In this assessment you will work with the receptionist Suzanna and dental assistant Annie, to ensure that patients are provided with a safe and clean environment at OC Dental Centre.
The questions in this assessment are based on a case scenario that you are likely to come across in a dental practice. Some of the questions require you to access additional templates, so please make sure you upload these completed documents with your assessment responses.
Please attempt all questions and pay attention to the word count indicators (where provided). Refer to the assessment rubric (table) at the end of the assessment template to assist you in completing satisfactory responses.
Deliverables
Please submit this assessment in Word doc format.
To-do list:
1. Write your name and student ID in the space provided at the top of this page.
2. Read the background/overview and brief sections of this document.
3. Read the scenario. Answer the 8 short-answer questions, and provide referencing as required.
4. Write your answers in the spaces provided in each question.
5. Save the Word document using this naming convention: your student number_assessment number.doc. For example: “12345678_31135_01.doc.”
6. Upload your document in Open Space using the relevant Assessment Upload link in this Module.
3. Activities
Scenario
Suzanna is the dental receptionist at OC Dental Centre.
She has asked you to attend a workplace health and safety meeting to discuss an incident that recently occurred in the reception area.
Your patient, Larry Jones, slipped on a wet surface in the reception area on his arrival to his dental appointment. Whilst Larry was not injured, this incident has caused OC Dental Centre some concern about the safety of the reception area.
For this assessment, you will assist Suzanna in creating a safe environment in the reception area, by demonstrating the Work Health & Safety knowledge you have learnt in Module 1.
Answer the following 8 short-answer questions:
· Your written answers should be approximately 50–100 words in length (+/-10%) per question. The word count is a guideline and you can present your answers in narrative or bullet point format.
· Ensure you acknowledge and cite your sources according.
BOS 3401, Construction Safety 1 UNIT V STUDY GUIDE .docxhartrobert670
BOS 3401, Construction Safety 1
UNIT V STUDY GUIDE
Program, Plans, and Policies
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Identify and discuss different types of factors that impact development
and maintenance of comprehensive safety and health plans.
2. Explain and differentiate between the roles and responsibilities for
maintaining a safe work environment at the management, supervisor,
and employee levels.
3. Identify methods of communicating safety and health plans to
employees.
Unit Lesson
Companies have a responsibility to themselves and their employees to derive
and uphold safety and health standards. The Occupational Safety and Health
Administration is very specific about what should be included in a company’s
safety and health standards. Ethical, regulatory, economic, and practical factors
determine why a construction company develops a comprehensive written safety
and health plan. Components of a good safety and health plan should include
safety and health policies, goals, roles and responsibilities, procedures,
inspections, training, and emergency responses. All employers and employees
should work together to prevent the possibilities of accidents. Since everyone
has a role and a responsibility to help ensure a safe working environment,
management, supervisors, and employees play important roles that interconnect
on the work site.
Job-site inspections are an important component of a company’s overall safety
and health program (Goetsch, 2010). Inspections are a proactive approach to
auditing a work-site and ensuring the safety and health of the employees.
Accident, record keeping, and training are all key factors in working with a safety
and health plan. The last step, communicating the plan to the employees,
integrates the objectives of the safety and health plan with an effective strategy
to include the following:
face to face training,
new employee orientations,
signs and posters, and
audio and video training.
It is important to set a positive example on the job-site for all employees in order
to show that 1) safety and health are very important in construction safety and
2) that all levels of employees at the job-site are to work together for an efficient
and positive outcome with regards to the safety and health of all employees.
Reading
Assignment
Chapter 7:
Construction Safety and
Health: Program, Plans,
and Policies
Supplemental
Reading
See information below
Key Terms
1. Accident
investigations
2. Accountability
3. Discipline policy
4. Economic factors
5. Emergency response
6. Employee
responsibilities
7. Evaluating the
program
8. Job-site inspections
9. Regulatory factors
10. Safety and health
goals
11. Training
BOS 3401, Construction Safety 2
Reference
Goetsch, D. L. (2010). Construction safety and the OSHA standards.
Upper Saddle R ...
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This document provides an examiners' report on the NEBOSH International General Certificate in Occupational Health and Safety (IGC1) examination from July to September 2015. It identifies several learning outcomes that candidates commonly struggled with, including investigating incidents, the role of governments and international bodies in health and safety regulation, risk assessment, auditing, and recording/reporting incidents. The report also discusses common issues with candidate examination technique, such as misreading or misinterpreting questions. It aims to provide guidance to help candidates and course providers improve performance on future examinations.
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The document summarizes the syllabus for the NEBOSH International General Certificate in Occupational Health and Safety. It outlines the structure and units of the qualification including the topics covered in each element. Unit IGC1 focuses on health and safety management systems. Unit GC2 addresses controlling workplace hazards. Unit GC3 involves a practical health and safety inspection and report. The certification involves examinations for units IGC1 and GC2, and a practical assessment for unit GC3 to be completed within 10 days of an exam.
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34202/02 Case Study
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HLT35015 Certificate III in Dental Assisting
Module 1: Safely Navigating the Dental Practice
This is assessment 2 of 2.
1. Background/overview
Dental assistants are a pivotal team member in a dental practice. They support the dental practitioner to provide patients with safe and effective dental care. Although the dental assistant provides direct assistance during oral healthcare procedures, they also must ensure that the dental practice is safe and clean for patients to attend.
2. Brief
For this assessment, you will be demonstrating your knowledge in Work Health & Safety and how this legislation applies to the policies and procedures in the workplace. In this assessment you will work with the receptionist Suzanna and dental assistant Annie, to ensure that patients are provided with a safe and clean environment at OC Dental Centre.
The questions in this assessment are based on a case scenario that you are likely to come across in a dental practice. Some of the questions require you to access additional templates, so please make sure you upload these completed documents with your assessment responses.
Please attempt all questions and pay attention to the word count indicators (where provided). Refer to the assessment rubric (table) at the end of the assessment template to assist you in completing satisfactory responses.
Deliverables
Please submit this assessment in Word doc format.
To-do list:
1. Write your name and student ID in the space provided at the top of this page.
2. Read the background/overview and brief sections of this document.
3. Read the scenario. Answer the 8 short-answer questions, and provide referencing as required.
4. Write your answers in the spaces provided in each question.
5. Save the Word document using this naming convention: your student number_assessment number.doc. For example: “12345678_31135_01.doc.”
6. Upload your document in Open Space using the relevant Assessment Upload link in this Module.
3. Activities
Scenario
Suzanna is the dental receptionist at OC Dental Centre.
She has asked you to attend a workplace health and safety meeting to discuss an incident that recently occurred in the reception area.
Your patient, Larry Jones, slipped on a wet surface in the reception area on his arrival to his dental appointment. Whilst Larry was not injured, this incident has caused OC Dental Centre some concern about the safety of the reception area.
For this assessment, you will assist Suzanna in creating a safe environment in the reception area, by demonstrating the Work Health & Safety knowledge you have learnt in Module 1.
Answer the following 8 short-answer questions:
· Your written answers should be approximately 50–100 words in length (+/-10%) per question. The word count is a guideline and you can present your answers in narrative or bullet point format.
· Ensure you acknowledge and cite your sources according.
BOS 3401, Construction Safety 1 UNIT V STUDY GUIDE .docxhartrobert670
BOS 3401, Construction Safety 1
UNIT V STUDY GUIDE
Program, Plans, and Policies
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Identify and discuss different types of factors that impact development
and maintenance of comprehensive safety and health plans.
2. Explain and differentiate between the roles and responsibilities for
maintaining a safe work environment at the management, supervisor,
and employee levels.
3. Identify methods of communicating safety and health plans to
employees.
Unit Lesson
Companies have a responsibility to themselves and their employees to derive
and uphold safety and health standards. The Occupational Safety and Health
Administration is very specific about what should be included in a company’s
safety and health standards. Ethical, regulatory, economic, and practical factors
determine why a construction company develops a comprehensive written safety
and health plan. Components of a good safety and health plan should include
safety and health policies, goals, roles and responsibilities, procedures,
inspections, training, and emergency responses. All employers and employees
should work together to prevent the possibilities of accidents. Since everyone
has a role and a responsibility to help ensure a safe working environment,
management, supervisors, and employees play important roles that interconnect
on the work site.
Job-site inspections are an important component of a company’s overall safety
and health program (Goetsch, 2010). Inspections are a proactive approach to
auditing a work-site and ensuring the safety and health of the employees.
Accident, record keeping, and training are all key factors in working with a safety
and health plan. The last step, communicating the plan to the employees,
integrates the objectives of the safety and health plan with an effective strategy
to include the following:
face to face training,
new employee orientations,
signs and posters, and
audio and video training.
It is important to set a positive example on the job-site for all employees in order
to show that 1) safety and health are very important in construction safety and
2) that all levels of employees at the job-site are to work together for an efficient
and positive outcome with regards to the safety and health of all employees.
Reading
Assignment
Chapter 7:
Construction Safety and
Health: Program, Plans,
and Policies
Supplemental
Reading
See information below
Key Terms
1. Accident
investigations
2. Accountability
3. Discipline policy
4. Economic factors
5. Emergency response
6. Employee
responsibilities
7. Evaluating the
program
8. Job-site inspections
9. Regulatory factors
10. Safety and health
goals
11. Training
BOS 3401, Construction Safety 2
Reference
Goetsch, D. L. (2010). Construction safety and the OSHA standards.
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1. April - June 2015
Examiners’ Report
NEBOSH International
General Certificate in
Occupational Health
and Safety (IGC1)
2. 2015 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW
tel: 0116 263 4700 fax: 0116 282 4000 email: info@nebosh.org.uk website: www.nebosh.org.uk
The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444
Examiners’ Report
UNIT IGC1:
MANAGEMENT OF INTERNATIONAL
HEALTH AND SAFETY
APRIL – JUNE 2015
For: NEBOSH International General Certificate in Occupational Health and Safety
NEBOSH International Certificate in Fire Safety and Risk Management
NEBOSH International Certificate in Construction Health and Safety
CONTENTS
Introduction 2
General comments 3
Candidate performance 4
Learning outcomes 4
Examination technique 6
Command words 7
Conclusion 8
4. 3
General comments
Many candidates are well prepared for this unit assessment and provide comprehensive and relevant
answers in response to the demands of the question paper. This includes the ability to demonstrate
understanding of knowledge by applying it to workplace situations.
There are other candidates, however, who appear to be unprepared for the unit assessment and who
show both a lack of knowledge of the syllabus content and a lack of understanding of how key
concepts should be applied to workplace situations.
This report has been prepared to provide feedback on standard date and on-demand IGC1
examinations sat between April and June 2015.
Feedback is presented in these key areas; examination technique, command words and learning
outcomes and is designed to assist candidates and course providers to prepare for future
assessments in this unit.
Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH International
General Certificate in Occupational Health and Safety’ which is available via the NEBOSH website. In
particular, the guide sets out in detail the syllabus content for IGC1 and tutor reference documents for
each Element. Please note that this examination period covers both the January 2013 and the
November 2014 specifications, in this report the January 2013 specification learning outcomes are in
brackets where relevant.
Additional guidance on command words is provided in ‘Guidance on command words used in learning
outcomes and question papers’ which is also available via the NEBOSH website.
Candidates and course providers should also make reference to the IGC1 ‘Example question paper
and Examiners’ feedback on expected answers’ which provides example questions and details
Examiners’ expectations and typical areas of underperformance.
5. 4
Candidate performance
This report covers all examinations, both standard and on-demand examination sittings during April to
June 2015.
Learning outcomes
Candidates performed well in these areas of the syllabus:
1.3 Explain the role of national governments and international bodies in formulating a
framework for the regulation of health and safety
Examiners identified that there was considerable variation of performance by candidates. This means
that there is feedback in this part of the report where candidates performed well but there is also
feedback below that relates to those candidates who performed less well.
A common strength of candidates who performed well was their ability to provide reasonable or good
answers to questions where the answer included an account of the responsibilities of employers
and/or the responsibilities and rights of workers.
3.5 (4.2) Explain the principles and practice of risk assessment
Some candidates performed well on this learning outcome, but others performed weakly and there is
feedback below where candidates found this learning outcome more challenging.
There was good performance by some candidates where questions required them to give the meaning
of the term ‘risk’ and where they needed to show understanding of the main stages of a risk
assessment. Examiners observed a weakness, even where candidates performed reasonably that
they did not always go on to provide a good breadth of answer.
In the case of the special case application of pregnant workers, some candidates provided good
answers to the aspect of the question related to work activities but even among these stronger
answers, the actions required to control risks were less well answered.
The following learning outcomes have been identified as being the most challenging area of the
syllabus for candidates in this period:
1.3 Explain the role of national governments and international bodies in formulating a frame
work for the regulation of health and safety
Candidates need to be able to demonstrate their understanding of employers’ responsibilities,
workers’ responsibilities and rights, the role of enforcement agencies and the consequences of non-
compliance, international standards and conventions (ISO and ILO) and sources of information on
national standards.
Areas of weakness included an inability to provide examples of employers' responsibilities when this
was required in the question. Although some candidates were able to provide reasonable answers
about employers’ responsibilities, other candidates appeared to have much less knowledge or
understanding of this topic.
Some candidates appeared to provide an answer consisting of rote-learned material or perhaps an
answer related to another question where this learning outcome was assessed but not the actual
question asked on the question paper they were sitting
Unit IGC1
Management of international health and safety
6. 5
Candidates need to study all of the content of learning outcome 1.3 to an appropriate depth. The
feedback below regarding examination technique and attention to command words is appropriate for
this and other learning outcomes discussed below.
1.2 Explain the moral, social and economic reasons for maintaining and promoting good
standards of health and safety in the workplace
Candidates must demonstrate knowledge and understanding of the size of the health and safety
problem in terms of work-related fatalities and injuries and incidence of ill-health, societal expectation
of good standards of health and safety, the need to provide a safe place of work, safe plant and
equipment, safe systems of work, training and supervision and competent workers, the business case
for health and safety, costs of insured and uninsured accidents and ill-health, and employers’ liability
insurance.
Although this was not an outcome area where candidates performed particularly strongly, some
candidates performed well, in particular where questions required answers related to the costs of
accidents.
Performance was generally less strong. Areas where performance was weak included where
questions asked about employers’ liability insurance and about possible impacts on an organisation,
other than cost (for example impact on the morale of the workforce), appeared less well understood.
A number of candidates used the words ‘moral, legal, social and financial’ within their answers having
seemed to have learnt these words but without understanding or application and these words on their
own did not provide an answer to the question asked.
Candidates need to study the full content of the syllabus as set out for learning outcome 1.2.
2.3 Describe the key features and appropriate content of an effective health and safety policy
This learning outcome requires candidates to have knowledge and understanding of how and why
organisations state their overall health and safety aims, setting targets, defining health and safety
responsibilities, specifying the arrangements for health and safety, reviewing the health and safety
policy and standards and guidance relating to health and safety policy.
Among weaker aspects of answers by candidates included a difficulty giving examples of targets
(other than a reduction in accidents), why roles and responsibilities should be allocated and how such
roles and responsibilities might be communicated to the line managers and the rest of the workforce.
3.5 (4.2) Explain the principles and practice of risk assessment
This learning outcome covers comprehensive content related to the principles and practice of risk
assessment, including the meaning of the terms ‘risk’ and ‘hazard’, the objectives of risk assessment,
how risk assessments are done, how risk assessments are made effective/‘suitable and sufficient’,
recording and reviewing risk assessments and special case applications.
There was a common weakness as to depth of knowledge. A number of candidates were able to
provide part of an answer where the question related to the principles or the practice of risk
assessment, but were not able to provide a reasonable breadth of answer, ie could not provide
sufficient valid points to gain a reasonable or good mark.
Understanding of the requirements related to risk assessments where there are special case
applications (eg pregnant worker) was variable with some candidates performing strongly but others
appearing to struggle with both the principle and more practical aspects of special case applications.
Understanding of actions likely to be needed to protect a pregnant worker was particularly weak.
Risk assessments are, of course, a common feature of many candidates’ own work experiences. This
can be an area of the syllabus where a candidate may be tempted to over rely on what they know
through their experience of work rather than studying the content in sufficient depth.
7. 6
Examination technique
The following examination techniques were identified as the main areas of improvement for
candidates:
Candidates misread/misinterpreted the question
This was the most common area for improvement identified by Examiners in the period covered by this
Report. This could be due to the candidate not considering the question carefully enough so as to be
sure they understood what it requires; or the candidate could not answer the question asked but wrote
down something related to the topic of the question in the hope of gaining a mark.
Candidates need to be taught and reminded that it is essential that they read and re-read the question
carefully, consider what it requires and what they need to write in their answer to meet what the
question requires.
Candidates should practise answering questions in examination-like conditions so as to be able to use
this skill in the examination when time restrictions apply and it is natural for candidates to be under
pressure.
Where this weakness in examination technique reflects a lack of knowledge, ie where a candidate
cannot answer a question but just write something in the hope it might be relevant, the improvement
will require candidates to have studied and understood all Elements of the IGC1 syllabus.
Candidates did not answer all of the questions
It is likely that this will have been due to either a lack of knowledge, that is, the candidate was faced
with a question that they could not answer and did not attempt it, or time management during the
examination, with the candidate running out of time to answer all the questions.
In the case of a lack of knowledge, the comment above about attention to all of the whole content of
the IGC1 syllabus would also apply.
In the case of poor time management, candidates are likely to benefit from being able to practise
questions in examination-like conditions and improve their ability to complete their answers within the
time allowed. Examiners also commented that some candidates began their answer by writing the
question and that by doing this they lose some valuable time.
Candidates did not respond effectively to the command word
The command word indicates to the candidate what depth of answer is required. There is good advice
in the NEBOSH guidance on command words available on the website..
It is particularly unfortunate when candidates miss out on marks due to not responding effectively to
the command word as this can often be where the candidate actually knows what the question topic
requires.
The most common errors, that are related, were candidates providing the depth of answer appropriate
to an ‘identify’ question when the command word required more depth (eg explain or outline) and
candidates who answered all the questions in the same way without regard to the command word in
the question.
Awareness of the requirement indicated by the command word, the chance to practise questions and
receiving appropriate feedback would help improve this area of weak performance.
Candidates unnecessarily wrote the question down
Some candidates begin their answer by writing out the question. This is not required. In itself, this
does not lead to the loss of marks, ie candidates are not penalised for this, but it does mean that they
risk losing time and this could impact on their ability to answer each question fully and at worst lead to
there being a question or questions not being attempted.
8. 7
Command words
The following command words are listed in the order identified as being the most challenging for
candidates:
Outline
In this period, questions where ‘outline’ was the command word were the most challenging. Where
candidates missed out on marks due to a lack of attention to command words it is likely that most of
those marks missed related to ‘outline’ questions.
Examiners describe a common weakness where candidates provide a list of points or bullet points
rather than an adequate breadth of answer to meet the requirements of an ‘outline’. As mentioned,
this is unfortunate as it can mean that a candidate who understands the topic of the question and who
provides a good range of points miss out on a good mark because they have not provided an
adequate outline.
It is advised that candidates have the chance to practise questions in examination-like conditions and
receive feedback as to whether or not their answer is in compliance with the command word.
This advice about practice and feedback applies to all of the command words discussed in this report.
Explain
There were some candidates who did not appear to understand what is needed in an answer where
‘explain’ is the command word.
Some candidates provided a list of points and not a suitable explanation. It may be that the
requirement to answer with an explanation was challenging to some candidates with limited
confidence in their written English
Identify
Candidates usually perform most strongly where ‘identify’ is the command word and that was the case
for many candidates within the period of this report. Candidates do need to understand that questions
that ask them to ‘identify’ cannot usually be answered with a simple list. For example, a question may
include some aspects of training as a valid point to be included in the answer. A candidate who just
puts the word ‘training’ would not have provided enough, even in an ‘identify’ question to gain the
mark. Although a valid point in an answer to an ‘identify’ question will not require the same depth of
answer as indicated by other command words, it will require an appropriate depth.
Describe
Some candidates appeared not to understand or to be unable to comply with the requirements of
‘describe’ as a command word. Some candidates missed out on marks by providing only a list of
points and not a description as required. It may be that, as with ‘explain’ referred to above, that there
is a connection between this weakness and some limitations in the candidate’s confidence with written
English
Give
The command word ‘give’ usually appears in questions where what is required in the answer is the
meaning of a term, eg ‘give the meaning of the term ‘risk’’ or to ‘give an example’. Where candidates
do not perform well on a question where ‘give’ is the command word, it is most likely to be due to a
lack of knowledge, ie they cannot give the meaning, or they do not know a valid example rather than
a weakness in attention to this command word.
For additional guidance, please see NEBOSH’s ‘Guidance on command words used in learning
outcomes and question papers’ document, which is available on our website:
www.nebosh.org.uk/students/default.asp?cref=1345&ct=2.
9. 8
Conclusion
The feedback from Examiners highlighted that candidates taking the IGC1 examinations in April to
June 2015 needed most improvement in the areas of the role of national governments and
international bodies in formulating a framework for the regulation of health and safety (learning
outcome 1.3); the moral social and economic reasons for maintaining and promoting good standards
of health and safety in the workplace (learning outcome 1.2); the key features and appropriate content
of an effective health and safety policy (learning outcome 2.3); And principles and practice of risk
assessment (learning outcome 3.5 (4.2)).
With regard to examination technique, candidates sitting this examination should consider the
feedback above related to candidates misreading/misinterpreting the question, not answering all of the
questions and not responding effectively to the command word.
10. The National Examination
Board in Occupational
Safety and Health
Dominus Way
Meridian Business Park
Leicester LE19 1QW
telephone +44 (0)116 2634700
fax +44 (0)116 2824000
email info@nebosh.org.uk
www.nebosh.org.uk