This document summarizes a research project on occupational accidents in primary schools in Nairobi County, Kenya. The research aims to establish if primary schools have safety policies and procedures in place, the level of awareness among staff and students, and preventative measures utilized. Data was collected through interviews, questionnaires, and observations at 16 primary schools. The findings show that while most schools had safety policy statements, staff knowledge of policies and safety procedures was low. Training was highlighted as important for prevention, but reporting of risks and accidents was inconsistent. Education level influenced safety awareness more than years of experience. Most schools lacked emergency preparedness guidelines or accident reporting systems. Recommendations include developing clear safety policies and training staff to increase awareness.
This document discusses different types of child abuse including physical, sexual, emotional/verbal abuse, and neglect. It defines each type of abuse and provides examples. The document also discusses the causes of abuse, the consequences abuse has on children, and ways to help prevent child abuse such as looking for signs of abuse and reporting any suspicions. It promotes calling 15999Childline, a helpline number in Malaysia for children who need help or are experiencing abuse.
Child abuse can take several forms including neglect, physical abuse, sexual abuse, and emotional abuse. It negatively impacts children's well-being and development. When abuse occurs, the child suffers the most as they depend on caregivers for love and protection. Witnessing or knowing about a child being abused is difficult for family and others close to the child. Speaking up about suspected abuse and seeking help are important ways to help stop further harm.
This document outlines DepEd's Child Protection Policy under DepEd Order No. 40, S. 2012. It defines child abuse, forms of abuse, and prohibited acts. It establishes the rights of students and responsibilities of educational institutions. Procedures are provided for managing cases of child abuse, bullying, discrimination, and other violations. Schools must prevent abuse, exploitation, corporal punishment, and protect children's welfare, development, and rights.
Overdependence on Digital Technology by ChildrenNele Rieve
This document discusses overdependence on digital technology by children under age 12 and proposes an intervention called QT to promote healthy media consumption. It provides background on increasing technology access and usage among young children. While technology offers benefits, excessive early use is linked to physical, psychological, and developmental issues. The automatic thinking encouraged by fast-paced media disrupts concentration and comprehension. Parents are uncertain about risks due to limited experience but see educational benefits, and moderate usage through rules but struggle with implementation due to their own tech habits. The proposed QT intervention aims to inform parents to improve children's health, development, learning, and social skills.
CSS Module 8 - Configuring the Wireless Access Pointkenjifritz
The document provides steps to configure a wireless access point by resetting it to factory default settings, changing the SSID and password, and enabling MAC address filtering. This involves connecting a laptop to the access point, accessing the configuration page, modifying settings like the SSID and password, and adding the laptop and phone's MAC addresses to the access point's allowed list so they can connect to the secured wireless network.
Timeline of the philippine history from spanish era japanese eraRenito Azarcon
This document provides a timeline of major events in Philippine history from the Spanish colonial era through the Japanese occupation during World War II. It outlines the establishment of Spanish rule in the 1500s, the declaration of Philippine independence in 1898, the transition to American rule after the Spanish-American War, and the Japanese invasion and occupation from 1941-1945 which saw the establishment of a short-lived Second Philippine Republic under Japanese control. The timeline traces the political and military developments over these periods of colonial rule.
The document provides information on various aspects of society and culture in the Philippines during the Spanish colonial period. It discusses the social classes that existed, including the Peninsulares and Indios. It also describes the traditional modes of dressing, important religious beliefs like Roman Catholicism, and economic activities such as agriculture, livestock, and trade. Finally, it highlights elements of Philippine culture such as languages, music, art forms including paintings, weaving, pottery, and architecture of important buildings from the era.
Six ROTC cadet officers in Negros Occidental, Philippines have been terminated from their positions due to their alleged involvement in hazing. A 19-year-old criminology student from Bago City College complained that he and four others were maltreated in a school restroom by their upperclassmen cadet officers, resulting in head and abdominal injuries. An investigation found the incident was not related to ROTC training, but was part of a fraternity initiation ceremony. The cadet officers were removed to prevent any wrongdoing during ROTC training. The local police clarified it was not hazing but roughhousing that occurred on campus.
This document discusses different types of child abuse including physical, sexual, emotional/verbal abuse, and neglect. It defines each type of abuse and provides examples. The document also discusses the causes of abuse, the consequences abuse has on children, and ways to help prevent child abuse such as looking for signs of abuse and reporting any suspicions. It promotes calling 15999Childline, a helpline number in Malaysia for children who need help or are experiencing abuse.
Child abuse can take several forms including neglect, physical abuse, sexual abuse, and emotional abuse. It negatively impacts children's well-being and development. When abuse occurs, the child suffers the most as they depend on caregivers for love and protection. Witnessing or knowing about a child being abused is difficult for family and others close to the child. Speaking up about suspected abuse and seeking help are important ways to help stop further harm.
This document outlines DepEd's Child Protection Policy under DepEd Order No. 40, S. 2012. It defines child abuse, forms of abuse, and prohibited acts. It establishes the rights of students and responsibilities of educational institutions. Procedures are provided for managing cases of child abuse, bullying, discrimination, and other violations. Schools must prevent abuse, exploitation, corporal punishment, and protect children's welfare, development, and rights.
Overdependence on Digital Technology by ChildrenNele Rieve
This document discusses overdependence on digital technology by children under age 12 and proposes an intervention called QT to promote healthy media consumption. It provides background on increasing technology access and usage among young children. While technology offers benefits, excessive early use is linked to physical, psychological, and developmental issues. The automatic thinking encouraged by fast-paced media disrupts concentration and comprehension. Parents are uncertain about risks due to limited experience but see educational benefits, and moderate usage through rules but struggle with implementation due to their own tech habits. The proposed QT intervention aims to inform parents to improve children's health, development, learning, and social skills.
CSS Module 8 - Configuring the Wireless Access Pointkenjifritz
The document provides steps to configure a wireless access point by resetting it to factory default settings, changing the SSID and password, and enabling MAC address filtering. This involves connecting a laptop to the access point, accessing the configuration page, modifying settings like the SSID and password, and adding the laptop and phone's MAC addresses to the access point's allowed list so they can connect to the secured wireless network.
Timeline of the philippine history from spanish era japanese eraRenito Azarcon
This document provides a timeline of major events in Philippine history from the Spanish colonial era through the Japanese occupation during World War II. It outlines the establishment of Spanish rule in the 1500s, the declaration of Philippine independence in 1898, the transition to American rule after the Spanish-American War, and the Japanese invasion and occupation from 1941-1945 which saw the establishment of a short-lived Second Philippine Republic under Japanese control. The timeline traces the political and military developments over these periods of colonial rule.
The document provides information on various aspects of society and culture in the Philippines during the Spanish colonial period. It discusses the social classes that existed, including the Peninsulares and Indios. It also describes the traditional modes of dressing, important religious beliefs like Roman Catholicism, and economic activities such as agriculture, livestock, and trade. Finally, it highlights elements of Philippine culture such as languages, music, art forms including paintings, weaving, pottery, and architecture of important buildings from the era.
Six ROTC cadet officers in Negros Occidental, Philippines have been terminated from their positions due to their alleged involvement in hazing. A 19-year-old criminology student from Bago City College complained that he and four others were maltreated in a school restroom by their upperclassmen cadet officers, resulting in head and abdominal injuries. An investigation found the incident was not related to ROTC training, but was part of a fraternity initiation ceremony. The cadet officers were removed to prevent any wrongdoing during ROTC training. The local police clarified it was not hazing but roughhousing that occurred on campus.
This document summarizes a research project on occupational accidents in primary schools in Nairobi County, Kenya. The research aims to establish if safety policies and procedures exist in schools, the level of awareness among staff and students, and preventive measures in place. Data was collected through interviews, questionnaires, and observations at 16 primary schools. The findings show that while most schools had safety policy statements, staff knowledge of policies and safety procedures was low. Training was the main preventive measure, but reporting of risks and accidents was inconsistent. Education level influenced safety awareness more than work experience. Most schools lacked emergency preparedness plans or accident reporting systems. Overall, increased safety training and clear policies are needed to improve awareness and prevention of occupational accidents in
This document summarizes a research study on occupational accidents in primary schools in Nairobi County, Kenya. The study examined the level of awareness of safety procedures among school staff, and the preventive measures in place. It found that while most schools had safety policy statements, staff were generally unaware of safety policies, procedures, and laws. Training was seen as important for prevention but was lacking. Risk assessments were conducted regularly but there was no formal system for reporting risks, hazards or accidents. The level of staff education, rather than years of experience, influenced awareness of safety rules, showing that information comes more from formal education than on-the-job training. In conclusion, schools lacked emergency preparedness guidelines and reporting systems, and staff
This document provides information and instructions for a school project on first aid. It includes an acknowledgement, introduction, contents of a first aid kit, types of first aid for different injuries (fractures, poisoning, cuts, heat/cold waves, fainting), and instructions. The instructions discuss the need for first aid, introducing first aid concepts with a local doctor, demonstrating first aid methods, and having students prepare first aid kits. The project aims to educate students on first aid techniques that could save lives in emergency situations.
This document outlines a training curriculum for workplace safety and health committees in Kenya. It covers topics like occupational safety and health management, occupational safety issues related to machinery, construction, docks, plants, fire and electricity, occupational hygiene concerning chemicals and health hazards, and occupational health topics such as diseases, stress, first aid, and issues like HIV/AIDS and drug abuse. The curriculum aims to ensure uniformity, consistency and standardization of training content for safety committee members according to Kenyan law.
This document provides an introduction to basic first aid, including how to treat minor injuries and medical emergencies. It explains that first aid aims to preserve life, prevent further injury, and promote recovery for a person in need of assistance. The document then gives guidance on treating specific first aid situations like nosebleeds, heart attacks, burns, and more. It also provides information on first aid training courses and resources in Singapore.
Frankfinn Research Project Aviation, Hospitality & Air Travel Management(A.H....Teji
This document provides an overview of several major air travel organizations:
- IATA is an international trade group of airlines headquartered in Montreal that was formed in 1945 to represent the interests of commercial airlines.
- UFTAA is an international federation of travel agents and tour operators created in 1966 through the merger of two large world organizations.
- PATA is an association that promotes responsible tourism development in the Asia-Pacific region, beginning in 1951.
The document then asks questions about the aims, activities, and objectives of these organizations.
Safety precautions like isolating power supplies, ensuring live wires are switched off, and using protective equipment like rubber gloves and boots should always be followed when working with electrical circuits to prevent accidents. Proper first aid administered immediately can save lives and reduce suffering in the event of an accident. This includes not panicking, disconnecting the power source, treating injuries like burns, fractures or bleeding, and transporting the injured person to a doctor for further care.
This document outlines regulations regarding first aid requirements for factories in Kenya. It states that factories with 50-100 employees must have at least 3 first aid trained persons, with at least 1 available at all times. Factories with over 100 employees need at least 3 first aid trained persons plus 1 more for every additional 100 employees, with 2 available at all times. Factories with over 500 employees must have a first aid room open at all times manned by a trained nurse. Only those with certificates from approved organizations can be in charge of first aid. The rules apply to all factory hours including day and night shifts. Non-compliance is considered an offense subject to penalties.
national contingeny plan for electioneering 2013 with team revion 29th j...Amb Steve Mbugua
The document outlines Kenya's National Contingency Plan to manage possible effects of the March 4th, 2013 general elections. It discusses (1) establishing strategies to prepare for, mitigate, and respond to potential election-related emergencies through four pillars: prevention and early warning, security and safety, humanitarian assistance, and mass casualty management. (2) The plan was developed through stakeholder meetings and identifies roles and timelines. (3) The goal is for Kenya to remain peaceful, democratic, and united during and after the elections.
Module 1 Guidelines In Giving Emergency CareJack Frost
This document provides guidelines for emergency care, including establishing an emergency plan, gathering needed materials, and following four emergency action principles: survey the scene, activate medical assistance, do a primary survey of the victim, and do a secondary survey. It describes the elements of surveying the scene and calling for assistance. The primary survey involves checking consciousness, breathing, airway, and circulation. The secondary survey includes interviewing the victim, checking vital signs, and doing a head-to-toe examination. The document also lists golden rules for providing emergency care, such as obtaining consent when possible and caring for the most serious injuries first.
Module 2 Guidelines In Giving Emergency CareJack Frost
This document provides guidelines for giving emergency care, outlining the need for preparation, four emergency action principles, and golden rules. The four principles are to survey the scene for safety, activate medical assistance, perform a primary survey checking consciousness, breathing, airway, and circulation, and do a secondary survey involving interviewing the victim and checking vital signs and doing a head-to-toe exam. The golden rules advise what to do, such as obtaining consent when possible and caring for the most serious injuries first, and what not to do, like leaving the victim alone or making unrealistic promises.
The document provides information on various first aid procedures. It defines first aid as the initial response to medical emergencies by non-medical experts. The purposes of first aid are to sustain life, prevent suffering, avoid complications, and promote recovery. It describes do's and don'ts for first responders, principles of first aid using the 4 C's (call for help, take charge, check the scene and casualty, care for the casualty), and the DRABC action plan. It then provides guidance on treating common injuries and illnesses like nosebleeds, heart attacks, burns, choking, bites/stings, wounds, and potential spinal injuries. It concludes by listing recommended contents for a first aid kit.
Occupational Health & Safety PresentationMark Zeeman
Presentation to (New & Old) employees on OH & S issues. An informed package to refresh & introduce others to issues involved within the workplace. It is focused on everyday issues occuring in work. Provides an awareness of rights & responsibilities of employees & employers. It is expected that any issues unresolved will be voiced objectively as possible. The overall intent is to provide a campaign on issues in both safety and health.
The document outlines the key aspects of current good manufacturing practices (cGMPs) that pharmaceutical manufacturers must follow. cGMPs come from the Food, Drug and Cosmetic Act and are enforced by the FDA. They help ensure safety and quality by requiring strict control over facilities, equipment, components, packaging, labeling, and processes. Key parts of cGMP regulations address organization, buildings, equipment, materials control, production, packaging, holding, distribution, and records. Failure to comply can result in serious legal and business consequences like product recalls or plant shutdowns.
The document discusses process mapping techniques to analyze a company's current ("As-Is") processes and design improved future ("To-Be") processes. It covers identifying process steps, mapping workflows, analyzing inefficiencies, defining metrics, and implementing improvements through a Plan-Do-Study-Act cycle. The goal is to understand processes, find opportunities for streamlining, and establish a shared understanding of work across departments.
- The study aimed to provide first aid training to school teachers and management in Morang District, Nepal to evaluate its effectiveness.
- A two-day first aid training program was conducted for 175 teachers and staff across 16 villages. It significantly improved participants' first aid knowledge and skills as demonstrated by pre- and post-training testing.
- The training emphasized practical demonstrations and skills practice. Participants were equipped with first aid kits to apply their new skills, helping reduce injury costs and disability rates in the community.
Global Medical Cures™ | Sun Safety for America's Youth Toolkit (Skin Cancer P...Global Medical Cures™
Global Medical Cures™ | Sun Safety for America's Youth Toolkit (Skin Cancer Prevention)
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
This document outlines six minimum standards for safeguarding children in emergencies. The standards provide a benchmark for measuring practice and ensuring accountability. They aim to minimize the risk of abuse and exploitation of children. The standards are for international and local organizations working in emergencies to assess their child safeguarding measures and strengthen protections for children. Users are directed to additional documents that provide guidance on implementing the standards and examples of relevant policies and procedures.
This document provides an analysis of the occupational health and safety management at Saman Grinding Mills in Sri Lanka. Through observations, the author identified several health and safety issues at the factory including exposure to noise, dust, chemicals, and cutting hazards from sharp tools. Recommendations are provided such as engineering controls to reduce noise levels, providing personal protective equipment like masks and respirators, improving maintenance procedures, and addressing work-related stress. The document aims to develop effective occupational health policies and practices to protect workers at Saman Grinding Mills.
The Multi-faceted Right to Education_4[1]Tangul Hincal
This document provides a guide for implementing and monitoring the right to education, with a focus on girls' education. It discusses the legal framework for the right to education as established in international conventions. It also explains why girls' education is especially important, outlines obstacles to implementing it, and provides tools for overcoming those obstacles. Finally, it addresses monitoring the right to education on an ongoing basis to respond to changing needs. The overall goal is to explain the benefits of girls' education and provide guidance for efforts to promote it.
CAH has worked with front-line organizations in Estonia, Mozambique and South Africa to prepare analytic case studies of three outstanding initiatives that have scaled up the provision of health services to adolescents. The South African case study is of the Evolution of the National Adolescent Friendly Clinic Initiative which was an integral part of the high profile loveLife programme. The Mozambican case study was of the progress made by the multisectoral Geraçao Biz programme, a key component of which was youth-friendly health services, in moving from inception to large scale. The Estonian case study was that of the nationwide spread of the Amor youth clinic network, led by the Sexual Health Association in that country.
This document summarizes a research project on occupational accidents in primary schools in Nairobi County, Kenya. The research aims to establish if safety policies and procedures exist in schools, the level of awareness among staff and students, and preventive measures in place. Data was collected through interviews, questionnaires, and observations at 16 primary schools. The findings show that while most schools had safety policy statements, staff knowledge of policies and safety procedures was low. Training was the main preventive measure, but reporting of risks and accidents was inconsistent. Education level influenced safety awareness more than work experience. Most schools lacked emergency preparedness plans or accident reporting systems. Overall, increased safety training and clear policies are needed to improve awareness and prevention of occupational accidents in
This document summarizes a research study on occupational accidents in primary schools in Nairobi County, Kenya. The study examined the level of awareness of safety procedures among school staff, and the preventive measures in place. It found that while most schools had safety policy statements, staff were generally unaware of safety policies, procedures, and laws. Training was seen as important for prevention but was lacking. Risk assessments were conducted regularly but there was no formal system for reporting risks, hazards or accidents. The level of staff education, rather than years of experience, influenced awareness of safety rules, showing that information comes more from formal education than on-the-job training. In conclusion, schools lacked emergency preparedness guidelines and reporting systems, and staff
This document provides information and instructions for a school project on first aid. It includes an acknowledgement, introduction, contents of a first aid kit, types of first aid for different injuries (fractures, poisoning, cuts, heat/cold waves, fainting), and instructions. The instructions discuss the need for first aid, introducing first aid concepts with a local doctor, demonstrating first aid methods, and having students prepare first aid kits. The project aims to educate students on first aid techniques that could save lives in emergency situations.
This document outlines a training curriculum for workplace safety and health committees in Kenya. It covers topics like occupational safety and health management, occupational safety issues related to machinery, construction, docks, plants, fire and electricity, occupational hygiene concerning chemicals and health hazards, and occupational health topics such as diseases, stress, first aid, and issues like HIV/AIDS and drug abuse. The curriculum aims to ensure uniformity, consistency and standardization of training content for safety committee members according to Kenyan law.
This document provides an introduction to basic first aid, including how to treat minor injuries and medical emergencies. It explains that first aid aims to preserve life, prevent further injury, and promote recovery for a person in need of assistance. The document then gives guidance on treating specific first aid situations like nosebleeds, heart attacks, burns, and more. It also provides information on first aid training courses and resources in Singapore.
Frankfinn Research Project Aviation, Hospitality & Air Travel Management(A.H....Teji
This document provides an overview of several major air travel organizations:
- IATA is an international trade group of airlines headquartered in Montreal that was formed in 1945 to represent the interests of commercial airlines.
- UFTAA is an international federation of travel agents and tour operators created in 1966 through the merger of two large world organizations.
- PATA is an association that promotes responsible tourism development in the Asia-Pacific region, beginning in 1951.
The document then asks questions about the aims, activities, and objectives of these organizations.
Safety precautions like isolating power supplies, ensuring live wires are switched off, and using protective equipment like rubber gloves and boots should always be followed when working with electrical circuits to prevent accidents. Proper first aid administered immediately can save lives and reduce suffering in the event of an accident. This includes not panicking, disconnecting the power source, treating injuries like burns, fractures or bleeding, and transporting the injured person to a doctor for further care.
This document outlines regulations regarding first aid requirements for factories in Kenya. It states that factories with 50-100 employees must have at least 3 first aid trained persons, with at least 1 available at all times. Factories with over 100 employees need at least 3 first aid trained persons plus 1 more for every additional 100 employees, with 2 available at all times. Factories with over 500 employees must have a first aid room open at all times manned by a trained nurse. Only those with certificates from approved organizations can be in charge of first aid. The rules apply to all factory hours including day and night shifts. Non-compliance is considered an offense subject to penalties.
national contingeny plan for electioneering 2013 with team revion 29th j...Amb Steve Mbugua
The document outlines Kenya's National Contingency Plan to manage possible effects of the March 4th, 2013 general elections. It discusses (1) establishing strategies to prepare for, mitigate, and respond to potential election-related emergencies through four pillars: prevention and early warning, security and safety, humanitarian assistance, and mass casualty management. (2) The plan was developed through stakeholder meetings and identifies roles and timelines. (3) The goal is for Kenya to remain peaceful, democratic, and united during and after the elections.
Module 1 Guidelines In Giving Emergency CareJack Frost
This document provides guidelines for emergency care, including establishing an emergency plan, gathering needed materials, and following four emergency action principles: survey the scene, activate medical assistance, do a primary survey of the victim, and do a secondary survey. It describes the elements of surveying the scene and calling for assistance. The primary survey involves checking consciousness, breathing, airway, and circulation. The secondary survey includes interviewing the victim, checking vital signs, and doing a head-to-toe examination. The document also lists golden rules for providing emergency care, such as obtaining consent when possible and caring for the most serious injuries first.
Module 2 Guidelines In Giving Emergency CareJack Frost
This document provides guidelines for giving emergency care, outlining the need for preparation, four emergency action principles, and golden rules. The four principles are to survey the scene for safety, activate medical assistance, perform a primary survey checking consciousness, breathing, airway, and circulation, and do a secondary survey involving interviewing the victim and checking vital signs and doing a head-to-toe exam. The golden rules advise what to do, such as obtaining consent when possible and caring for the most serious injuries first, and what not to do, like leaving the victim alone or making unrealistic promises.
The document provides information on various first aid procedures. It defines first aid as the initial response to medical emergencies by non-medical experts. The purposes of first aid are to sustain life, prevent suffering, avoid complications, and promote recovery. It describes do's and don'ts for first responders, principles of first aid using the 4 C's (call for help, take charge, check the scene and casualty, care for the casualty), and the DRABC action plan. It then provides guidance on treating common injuries and illnesses like nosebleeds, heart attacks, burns, choking, bites/stings, wounds, and potential spinal injuries. It concludes by listing recommended contents for a first aid kit.
Occupational Health & Safety PresentationMark Zeeman
Presentation to (New & Old) employees on OH & S issues. An informed package to refresh & introduce others to issues involved within the workplace. It is focused on everyday issues occuring in work. Provides an awareness of rights & responsibilities of employees & employers. It is expected that any issues unresolved will be voiced objectively as possible. The overall intent is to provide a campaign on issues in both safety and health.
The document outlines the key aspects of current good manufacturing practices (cGMPs) that pharmaceutical manufacturers must follow. cGMPs come from the Food, Drug and Cosmetic Act and are enforced by the FDA. They help ensure safety and quality by requiring strict control over facilities, equipment, components, packaging, labeling, and processes. Key parts of cGMP regulations address organization, buildings, equipment, materials control, production, packaging, holding, distribution, and records. Failure to comply can result in serious legal and business consequences like product recalls or plant shutdowns.
The document discusses process mapping techniques to analyze a company's current ("As-Is") processes and design improved future ("To-Be") processes. It covers identifying process steps, mapping workflows, analyzing inefficiencies, defining metrics, and implementing improvements through a Plan-Do-Study-Act cycle. The goal is to understand processes, find opportunities for streamlining, and establish a shared understanding of work across departments.
- The study aimed to provide first aid training to school teachers and management in Morang District, Nepal to evaluate its effectiveness.
- A two-day first aid training program was conducted for 175 teachers and staff across 16 villages. It significantly improved participants' first aid knowledge and skills as demonstrated by pre- and post-training testing.
- The training emphasized practical demonstrations and skills practice. Participants were equipped with first aid kits to apply their new skills, helping reduce injury costs and disability rates in the community.
Global Medical Cures™ | Sun Safety for America's Youth Toolkit (Skin Cancer P...Global Medical Cures™
Global Medical Cures™ | Sun Safety for America's Youth Toolkit (Skin Cancer Prevention)
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
This document outlines six minimum standards for safeguarding children in emergencies. The standards provide a benchmark for measuring practice and ensuring accountability. They aim to minimize the risk of abuse and exploitation of children. The standards are for international and local organizations working in emergencies to assess their child safeguarding measures and strengthen protections for children. Users are directed to additional documents that provide guidance on implementing the standards and examples of relevant policies and procedures.
This document provides an analysis of the occupational health and safety management at Saman Grinding Mills in Sri Lanka. Through observations, the author identified several health and safety issues at the factory including exposure to noise, dust, chemicals, and cutting hazards from sharp tools. Recommendations are provided such as engineering controls to reduce noise levels, providing personal protective equipment like masks and respirators, improving maintenance procedures, and addressing work-related stress. The document aims to develop effective occupational health policies and practices to protect workers at Saman Grinding Mills.
The Multi-faceted Right to Education_4[1]Tangul Hincal
This document provides a guide for implementing and monitoring the right to education, with a focus on girls' education. It discusses the legal framework for the right to education as established in international conventions. It also explains why girls' education is especially important, outlines obstacles to implementing it, and provides tools for overcoming those obstacles. Finally, it addresses monitoring the right to education on an ongoing basis to respond to changing needs. The overall goal is to explain the benefits of girls' education and provide guidance for efforts to promote it.
CAH has worked with front-line organizations in Estonia, Mozambique and South Africa to prepare analytic case studies of three outstanding initiatives that have scaled up the provision of health services to adolescents. The South African case study is of the Evolution of the National Adolescent Friendly Clinic Initiative which was an integral part of the high profile loveLife programme. The Mozambican case study was of the progress made by the multisectoral Geraçao Biz programme, a key component of which was youth-friendly health services, in moving from inception to large scale. The Estonian case study was that of the nationwide spread of the Amor youth clinic network, led by the Sexual Health Association in that country.
Assessment Knowledge Of Primary Schools Teachers About First Aid At Ismailia ...Sarah Brown
1) The document presents a study that aimed to assess the knowledge of primary school teachers about first aid in Ismailia City, Egypt.
2) The study used a descriptive design and surveyed 140 primary school teachers using a questionnaire about their sociodemographic characteristics and knowledge of first aid. It also included an observational checklist of school environments.
3) The results found that the teachers' knowledge of first aid was inadequate. Most teachers were younger than 40 years old and female. Their knowledge varied across first aid topics and was correlated with years of experience. School environments also needed improvements in safety.
Green World Group, the world's leading HSE training and consulting services provider, offers a wide choice of global health and safety courses in virtual/live and in-person formats. Green World Group offers corporate courses for safety experts and persons interested in a career in occupational health and safety and it Proudly presents Nebosh Incident Investigation Course
This document provides an overview and best practices for Walking School Bus programs. It discusses marketing strategies, developing partnerships, site management, walking routes, risk management, supplies, and future directions. The UCF Walking School Bus program grew from 3 sites serving 100 students to 9 sites serving nearly 500 students across 3 counties. Key aspects included a multi-pronged marketing approach, strategic partnerships, volunteer management and communication, thorough safety protocols, and providing necessary supplies to sites. Future recommendations include further addressing school district liability concerns and connecting with more urban schools.
The International Child Protection Network of Canada (ICPNC) annual report for 2014 summarizes the organization's achievements and activities over the year. Key highlights include engaging government on child protection policy, publishing a policy brief, and establishing official child protection units at DFATD. The ICPNC consists of various working groups focused on issues like child participation, monitoring and evaluation, and children and work. In 2014, these groups advanced definitions, shared best practices, collaborated on projects, and provided input on policy. The ICPNC also held meetings to facilitate information sharing and strategic planning among its member organizations.
This document summarizes a study on investing in early childhood education in Montenegro. It finds that preschool education has significant benefits for child development and prepares children for primary education. Currently, preschool coverage in Montenegro reaches around 60% of children ages 3 to 6, with wide variations between municipalities. The study estimates the annual costs of providing full-time preschool for one child to be around €2,000. It models the costs of introducing universal three-hour preschool preparatory programs and expanding coverage to all children ages 3 to 6, finding it would require around €20 million annually. The study provides recommendations to improve access to quality early childhood education in Montenegro.
HI 79a - MRE in the East of Ethiopia : evaluation of effects (English)Bernard hardy
MRE in the East of Ethiopia : evaluation of effects
Pays: Éthiopie
Date: 2001
Public: Spécialisé
Type: Ouvrage, Rapport
Lyon : Handicap International, 2001.- 38 p.
Cette expérience en Ethiopie a pour objet d'étudier l'impact d'un Programme d'Education à la Prévention des Accidents par Mines (PEPAM) sur une population composée de réfugiés. La première partie du document décrit les actions et initiatives entreprises dans le cadre du projet. La seconde étudie les effets du programme, c'est-à-dire sa capacité à donner aux personnes réfugiées un niveau de connaissance suffisant sur les mesures de prévention des accidents par mines.
The document discusses providing health and safety training at schools. It begins with an introduction on the importance of school safety and outlines several incidents that demonstrate the need for safety measures. The objectives of the proposed training program are to provide guidance on safety policies and procedures, emergency response, and employer responsibilities. The document then covers the research methodology, including sources of data, instruments, population and sampling. Finally, it lists several topics that could be addressed in the training, such as first aid, electrical safety, fire safety, and more.
This document is Del Mar College's 2017 Annual Security and Safety Report. It provides information about campus safety and security programs, including the Clery Act requirements to report campus crime statistics and policies. The report summarizes Del Mar College's compliance with the Clery Act and Violence Against Women Act, detailing how crime statistics are collected and the security authority of campus police. It also provides information on reporting crimes and emergencies, timely warnings, and the emergency notification system. Resources for victims of crimes and campus safety programs are also listed.
The document discusses crisis management in response to a collapse at a copper mine. It outlines 10 fundamental steps to consider in crisis management involving potential life-threatening conditions. These include having a comprehensive crisis plan, quickly identifying the crisis, and telling all relevant information to those affected fast and honestly. It also discusses the importance of crisis identification and moving fast to find corrective measures. The summary focuses on the key aspects of crisis management discussed in the document - having a plan, identifying the crisis, and communicating transparently and quickly.
This document outlines a child protection policy for TRIO World Academy. It includes:
1. Responsibilities of the designated teacher to handle child protection issues, the managing committee to ensure training and review of policies, and all staff to protect students from abuse.
2. Guidelines for good practice like treating students with respect, being alert to signs of abuse, and avoiding inappropriate behavior.
3. Procedures for complaints against staff or for staff to report concerns, including using a student welfare form to document issues.
4. Definitions of different types of abuse like physical, emotional, sexual, and neglect and signs to look for.
5. Requirements to recognize and take action regarding any abuse
This document is Del Mar College's 2017 Annual Security and Safety Report. It summarizes the key requirements of the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) and how Del Mar College complies with the Act. Specifically, it notes that the Clery Act requires Del Mar College to publish and distribute an annual report containing crime statistics, safety and security policies, and procedures by October 1st each year. It also provides an overview of campus resources and contact information available to students.
The document discusses how electronic health records (EHRs) and mobile technologies can help manage chronic diseases and promote wellness in Indian schools. It outlines several benefits:
1) EHRs can help schools better manage student emergencies by providing important health information quickly.
2) Chronic disease management systems linked to EHRs can help students manage conditions like diabetes.
3) EHRs can facilitate individualized health education and wellness promotion to students via links, counseling referrals, and automated reminders on mobile phones.
4) EHR data analysis may help public health agencies understand disease prevalence and formulate policies through systematic surveillance of student health across schools.
5) Technology can
For many years now road accidents in Kenya has been a serial killer taking down thousands of lives every year. Since Covid-19 begun in the year 2020, Kenya has lost on average 5,689 lives through the pandemic. In the year 2007/2008 post-election violence on average 1,300 lives were lost. Coincidentally, between 2020 and 2023(Covid era) on average 16, 685 lives have been lost through road accidents.
Road accidents in the country have caused immense pain to many families, leaving children orphaned, others widowed and whole families deprived of their sole breadwinners, not to forget the thousands of others left with lifelong injuries that remind them of their near brush with death.
According to data from the 2023 economic survey, 3709 lives were lost by December 2023, 4,690 deaths were reported on our roads in 2022 as compared 4,579 in 2021, presenting an increase of 111 fatalities and an increase of 2.4 percent.
Further Statistics from the National Transport and Safety Authority (NTSA) show that as of October 2023, the country reported 3,609 deaths marking an 8.9 per cent drop compared to 2022 where 3,936 fatalities were reported in the same period. This can be attributed to efforts being made by stakeholders to tame road carnage.
NTSA estimates that 3,000 Kenyans die from road accidents every year – costing the country anywhere between 3-5 percent of Gross Domestic Product (GDP). 83 percent of the fatalities were men, with individuals aged between 30-34 years being most at risk, thus robbing the country of a very productive age bracket. But the World Health Organisation (WHO) puts the figures much higher. Sadly, and clearly as the statistics from NTSA are showing, these numbers have been increasing every year.
Many of the accidents occur over the weekends and holidays with the hours 5:00PM-8:00AM being considered as peak accident hours with drunk driving and carelessness being cited as some of the major causes of these accidents.
The majority of these people who die in these accidents are vulnerable road users – pedestrians, motorcyclists, and cyclists. In addition, nearly one-third of deaths are among passengers – many of whom are killed in unsafe forms of public transportation.
As the country and the globe at large prepares for annual festivities in the month of December, cases of road accidents during this period have been noted to increase as a result of people travelling to different destinations to spend their holidays.
Particularly, the increased activities on Kenyan roads during the month of December have been attributed to the high cases of accidents that are reported during the festive period, with many cases cited to happen as a result of reckless driving.
Road Safety is both an individual and collective responsibility and each citizen should arise and play his/her role without pointing at the government or other institutions. We should build and embrace a culture of road safety by being disciplined and courteous and takin
Since 2006 I have been involved in High School Ministry through My Outreach group Africa Youth Rescue Initiative and under Kenya Students Christian Fellowship and these are great lessons that I have learnt in the field and from Mwalimu Michael Gachohi who is a great mentor in high school ministry.
1. Demography
65% of the population in Kenya is below the age of 18yrs. The majority of our teenagers are in one secondary school or the other.
2. Research findings. In a research a few years ago, the respondents in some urban churches in Nairobi were asked to indicate the age at which they received Christ as their Lord and savior. The final analysis is shown below.
70yrs and above 0%
50 – 69yrs 1%
30 – 49yrs 5%
20 – 29yrs 15%
4 – 19yrs 79%
Where then should we invest our time and resources as a church and as individuals?
3. The opportunity
The students are in school at least 9 months p.a and 9hrs per day for the day scholars. This presents a golden moment to share with them the gospel. I am not advocating that the teacher to use their lesson to preach (although it may be ok once in a while to mention something), rather, we should model the Christian life to the students
A teacher having 16 lessons each of 40 minutes a week, each of 40 students has 25,600 man minutes or 427man hrs or 18 man days with the learners per year. This translates to 44 days p.a. of 24 hrs each. If we do not reach them effectively when in high school, they may eventually become unreachable. We will give an account of what we did with the opportunities God gave us.
4. Cost effectiveness
The students are mostly already organized for you. There is no adverts in the media, no sourcing security etc. the cost is mainly time and some fare. Those involved in organizing evangelism meetings/crusades in churches know how costly an effective meeting is.
5. Impact on church and society.
i. A strong Christian union is very helpful in instilling values and discipline amongst the students
ii. Most decisions made in teenage are lifetime decisions. We should assist in making them decide to follow Christ. That is why cooperates target the youth in their adverts.
Many leaders in the church today, such as Dr David Oginde, the Bishop emeritus of CITAM, & Bishop Mark Kariuki of DC gave their lives to the Lord while in High School. The same applies to innumerable Pastors, Elders and Deacons. The Lord eternally bless the people who took their time to minister to those students.
6. Obedience to the great commission
Mat 28:18 And Jesus came and spoke unto them, saying, All power is given unto me in heaven and in earth. 19 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: 20 Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you always, even unto the end of the world. Amen.
Mar 16:15 And he said unto them, Go ye into all the world, and preach the gospel to every creature.
This is not a
The Constitution of Kenya (2010) Bill of Rights provides that every citizen has right to fair labour practices, reasonable working conditions and clean and healthy environment. The history of Occupational Health and Safety (OSH) in Kenya dates back to the 1950s when the need to have a legal instrument to manage the safety, health and welfare of factory employees became indispensable. The then British government adopted the British Factories Act of 1937. The Act was later amended in 1990 to Factories and Other Places of Work Act to widen its scope of coverage to additional workplaces initially not included under the Factories Act of 1937. Kenya has ratified and adopted 49 ILO Conventions out of which ten are OSH-related. The country compiled its first national profile on OSH in 2004, while the most recent one was compiled in 2013 (ILO, 2013). The profile provides labour market insights necessary for creating a safe and healthy workplace ecosystem in the country.
In 2007, the Factories and Other Places of Work Act was repealed and replaced by the Occupational Safety and Health Act (2007), [3] commonly known as OSHA 2007. In the same year, the Work Injury Benefits Act (WIBA) [4] was enacted. The Occupational Safety and Health Act promotes safety at workplace, preventing work-related injuries and sickness, while protecting third party individuals from being predisposed to higher risk of injury and sickness associated with activities of people at places of work. The Work Injury Benefits Act was enacted to ensure that workers who sustain work-related injuries and contract diseases that are work-related get compensated. Inspection and enforcement systems exist with a bearing to occupational safety, health, and labour inspections. Inspections related to environment at work, such as safety of workplaces, general health and basic welfare of workers are executed by the Directorate of Occupational Health and Safety Services – DOSHS – to ensure compliance with OSHA (2007). Specifically, the core roles of DOSHS include: inspection of workplaces to foster.
Compliance with safety and health law; measurement of workplace pollutants for purposes of their control; investigation of occupational accidents and diseases and aiming to prevent recurrence; examination and testing of steam boilers, steam and air receivers, lifts, gas cylinders, cranes chains among other lifting equipment; training on OSH, first aid and fire safety; approving of architectural plans of buildings intended to serve as workplaces; medical
An usher is a minister of hospitality and caring in the church. Ushers are considered Levites and therefore the gatekeepers of God’s sanctuary. Ushers, as the ones who stand at the door, greet, and distribute pamphlets, are the ambassadors for the church, and a key part in the Body of Christ. Ushering is a wonderful opportunity to minister to members and visitors by way of our attitude. A smile and a gracious greeting is a very warm welcome to church and by giving everyone a heartfelt welcome, we help set the tone of the congregation. Ushering is also a great way to get to know your church family through assisting and serving them on a regular basis. The ministry of ushering is one of the most crucial because it is one of the most visible in the church. When people come to church they are sometimes burdened, sad or discouraged. Each person, member or newcomer, comes with the hope to have an uplifting experience a time of renewal and celebration and be inspired. The skillful usher helps to make this a reality for those in attendance. The ministry’s purpose is to assist the pastoral staff, to meet, greet and assist visitors and members, to maintain order and reverence and to lead by example.
Duties of the Usher:
1.Greet worshipers, making every attempt to help them feel welcome.
2.Direct members, guests and visitors to find seating in the sanctuary and overflow rooms.
3.Work in conjunction with the deacons to maintain reverence in the sanctuary, worship areas and lobby.
4.Support pastoral staff, fellow ministry leaders, other departments and or worship leaders as needed during the course of services, such as distributing handouts, bulletins, hymnals, delivering messages, etc.
5.Support church events such as concerts, crusades, Week of Prayer and funerals.
6.Receive certain offerings, delivering them promptly to the treasury department of the church
7.Remain alert for any emergency that may arise, relieving the need or contacting the person(s) needed to provide the proper assistance.
8.Direct individuals out of the service/meeting in an orderly fashion (in most instances by row), leaving the auditorium or room ready for the next service or meeting.
The definition of an usher means door keeper but in truth, our churches greatly depend on diversity and magnitude of the many services ushers provide. Each usher and greeter has the opportunity to impact the lives of new and existing people in the church and should be viewed as an extension of the pastor’s hand. In most cases, they provide the first impressions of the church and ministry of the pastor.
Their role is Reaching, Impacting and Touching people's lives.
Church Ushers help create a great hospitality experience that your first time church visitor or long term member will have on a given day.
Most pastors believe that an usher’s/greeter’s performance can make or break the outcome of the service as well as bring a true reflection of how friendly and loving their church really is. Ushers and greeters set the spiritual climate of the service by presenting a joyful attitude, making others feel welcome and comfortable, providing information regarding the church and each department, and make sure that everything is flowing in proper order so that everyone is free to worship without interruption.
Some churches may have their own set of greeters and different set of ushers. Other churches may rely on ushers being the greeters also. Typically a greeter’s role is confined to greeting people while coming into the church and foyer areas. The usher’ role is usually confined to help inside of the sanctuary with seating, offerings, assist the pastor with communion, discipline or noise interventions, as well as safety.
Usher’s/Greeter’s Motto (the 5 T’s):
Teachable, Thoughtfulness, Tactfulness, Timeliness, and Teamwork
1. Teachable. A true usher/greeter should have the spirit and heart to serve people. Every usher/greeter should be willing to be taught and learn ways to improve. Ushers/greeters who are ever-learning can greatly enhance the church, its outreach, and vision of their pastor.
2. Thoughtfulness. Ushers/Greeters should be constantly looking for ways to serve and help others. Opening doors, assisting visitors, being courteous, providing bulletins or other information about the church, etc. If visitors have small children, be sure to let them know of the rest rooms, nursery, children’s church or any other services they may need. Looking for ways to help others, along with their other duties, can bring a positive reflection of the church.
3. Tactfulness. Ushers/Greeters should present themselves in being able to communicate well and have a keen sense of knowing what to say, what to do, and where to direct others as a way to maintain good relations and prevent distractions in the service.
4. Timeliness. Ushers/Greeters should be on time and also timely in bringing assistance to others. An effective usher/greeter does not wait to be asked or wait for others to help but is keenly aware of what is going on in the church and allows the flow of the service to continue without distractions.
5. Teamwork.
The definition of an usher means door keeper but in truth, our churches greatly depend on diversity and magnitude of the many services ushers provide. Each usher and greeter has the opportunity to impact the lives of new and existing people in the church and should be viewed as an extension of the pastor’s hand. In most cases, they provide the first impressions of the church and ministry of the pastor.
Most pastors believe that an usher’s/greeter’s performance can make or break the outcome of the service as well as bring a true reflection of how friendly and loving their church really is. Ushers and greeters set the spiritual climate of the service by presenting a joyful attitude, making others feel welcome and comfortable, providing information regarding the church and each department, and make sure that everything is flowing in proper order so that everyone is free to worship without interruption.
Some churches may have their own set of greeters and different set of ushers. Other churches may rely on ushers being the greeters also. Typically, a greeter’s role is confined to greeting people while coming into the church and foyer areas. The usher’ role is usually confined to help inside of the sanctuary with seating, offerings, assist the pastor with communion, discipline or noise interventions, as well as safety.
Usher’s/Greeter’s Motto (the 5 T’s):
Teachable, Thoughtfulness, Tactfulness, Timeliness, and Teamwork
1. Teachable. A true usher/greeter should have the spirit and heart to serve people. Every usher/greeter should be willing to be taught and learn ways to improve. Ushers/greeters who are ever-learning can greatly enhance the church, its outreach, and vision of their pastor.
2. Thoughtfulness. Ushers/Greeters should be constantly looking for ways to serve and help others. Opening doors, assisting visitors, being courteous, providing bulletins or other information about the church, etc. If visitors have small children, be sure to let them know of the rest rooms, nursery, children’s church or any other services they may need. Looking for ways to help others, along with their other duties, can bring a positive reflection of the church.
3. Tactfulness. Ushers/Greeters should present themselves in being able to communicate well and have a keen sense of knowing what to say, what to do, and where to direct others as a way to maintain good relations and prevent distractions in the service.
4. Timeliness. Ushers/Greeters should be on time and also timely in bringing assistance to others. An effective usher/greeter does not wait to be asked or wait for others to help but is keenly aware of what is going on in the church and allows the flow of the service to continue without distractions.
5. Teamwork. Ushers/Greeters should work as a team, each one working together as a whole. Ushers should work uniformly in receiving offerings, communion, bring order and consistency to the service with both providing a warm and courteous welcome for everyone.
AMBASSADOR STEVE MBUGUA ROAD SAFETY CULTURE CAMPAIGN.pdfAmb Steve Mbugua
A Road Safety Culture
For the last 8 years since 2015, I have been conducting annual Road Safety Campaigns in a mission to lower the traffic accidents statistics. The campaign dubbed #AmbSteveMbuguaRoadSafetyCampaign takes place at different parts of the country.
We have so far lost lives through road accidents in Kenya more than Tripple the number we have lost through Covid-19. Kenya loses on average 4900 lives every year through road traffic accidents. The high rate of road accidents in the world at large is highly worrisome. Many people lost their loved ones on road accidents while many others are injured or disabled. Based on the statistics given by WHO, nearly 1.3 million people die in road accidents each year and on average, 3,287 die daily. More so, 20 to 50 million people are injured or disabled due to road traffic accidents. It is also important to note that road traffic accidents have no respect for anyone or class of people; in other words, rich and poor, young and old etc. are dying in road accidents nearly every day, around the world. Furthermore, it is also known that road traffic accidents constitute the leading cause of death among the youths. For instance, almost 400,000 people under age 25 die in road accidents every year in the world and on average over 1,000 people die per day. The major reason for the high rate of deaths on the road is simply because many road users around the world have not seen road safety as an individual key responsibility. This explains why good road safety culture is almost non-existent in many societies particularly in Africa. Road safety is of prime importance as road accidents are among the biggest causes of deaths in the country. With the number of vehicles on our roads increasing with every passing hour, it’s of vital importance for everyone to have traffic awareness and understand and respect all the road safety rules in Kenya.
Road traffic safety refers to the methods and measures used to prevent road users from being killed or seriously injured. Typical road users include pedestrians, cyclists, motorists, vehicle passengers, skaters, horse riders, and passengers of on-road public transport.
The regular road users include: pedestrians, cyclists, motorists and passengers in public transport. In a simple language, everybody is a road user. Hence, road safety can be described as the methods and measures put in place in order to prevent all road users from being killed or seriously injured.
Traffic Safety Culture includes the values, beliefs, and attitudes that influence road user behaviors and stakeholder actions.
Many people wonder how I met the President Uhuru Kenyatta, Deputy William Ruto, First lady Margret Kenyatta, getting formal invitations to state house etc. It is just the same way Joseph found himself in Potifar's house, it just didn't happen and the means/how God made it happen wasn't the best of experience to Joseph. That is how it happened. Some people doing you wrong to embarrass and frustrate you but God using it as your stepping stone.
Let me just share the first one today and the other experiences later on.
I want to share the path God used to connect me with the First Lady. There was an event at KICC and alot of bad things had consistently happened in the past few months and my wife and I were consistently praying and fasting for God to open another path for me. Life was difficult and sometimes even affording train fare from Githurai to town was a problem. I remember one evening I walked from Ruaraka to Githurai and at some point I broke into tears as I could not get anyone to send me fare.
A day before the KICC event I was very sick and low spirited because of how things were happening around me and my colleagues were busy rehearsing the presentations for the First lady. I had already handed over my resignation and serving my notice actually this was my last day in office. I was not to appear anywhere as a participant or represent the organization in any way. Very nice Power point slides were prepared and all colleagues were in the right mood looking forward to the day. I was not to play any role in the event.
On a Saturday morning everyone headed to KICC and surprises begun. The laptop that had the slides together with LCD Projector got lost and allegations were that I stole them. Of all the people Steve stealing from the office. A laptop, LCD projector and crate of empty bottles of soda missing with allegations being that Steve the born again person stole them. It was very painful as a believer having such allegations made on you. There was confusion and the person who was set to give the presentation refused to do it like 10 minutes to the event. Now, the First lady was there, Governor Kidero, Senator Sonko, CS Health Macharia, US and UK Ambassadors etc.
Immediately I was told to make the presentation which I was not part of the planning team and didn't have a clue of what was to be shared. Immediately I faced the guests, greeted them, made a joke to the First lady and when she laughed I shared a bit of my endevour to see Kenyans embrace a Culture of Safety, my desire to see every Kenyan learn First aid Skills in Primary School and have First Aid introduced in the curriculum. I made a 5 minutes presentation and the First Lady said, 'You are truly an Ambassador of Safety' and they all clapped. As you are aware now in the new curriculum First Aid skills is included in the life skills part of which she promised then to follow up. At the end of the event I was a hero and later when we met in other events and even at
TEENAGE VYBE - CHUKUA HATUA - BADIRISHA HALI.pdfAmb Steve Mbugua
MAMBO VIPI?... I hope you answered me in your heart.
I believe uko poa and if not I strongly hope ukisoma this piece … by the time unamaliza something good will begin to happen kwa life yako. Form hapa nikukupea hope ya life na rada yangu ni very clear lazima upata focus na strategy ya kuconquer.
My Name is Ambassador Steve Mbugua an Intentional Encourager and Ambassador of Safety, am married, father of 3 na niko na bro na pia masiz. By God’s grace I have been through school upto university.
I am an entrepreneur and have 5 companies and many staff na wengi ni mavijanaa… Nimeandika vitabu 5; Christian and motivational books.
Nafanya counseling na pia mimi ni life coach and I am also a mentor to quite a number of people.
I speak in many youth seminars and conferences all over the country and that has given some little knowledge and experience which I can share with you.
As I sit down to talk to you today through this article… sitaki unione kama yule buda ako huko juu na mwenye hashikanishi life ya vijanaa.
Am writing to you as your big brother.
Yes, naweza-kuwa nimekutangulia kidogo but na-feel venye una-feel and I can try to step into your space and reason with you.
In the recent past there has been a big problem kwa shule mob hapa Kenya. Maboys na magirls wali-riot; wakachoma ma dormitories na wengine wakatandika vioo za classrooms na mawe.
You cannot rebuke a generation you didn't counsel. You cannot demand results from a generation you didn't mentor.
Talk is cheap but actions are laborious.
Lazima nijitume kubonga na mavijanaa. Niko hapa tufungue roho tusaidiane.
I read a post kwa group ya our former high school; It was something quite disturbing. The Boys walitoa-fujo hata wakachoma dorm na damage yenye walisababisha was almost worth millions!
So many people have been saying things on the media…
• Unajua kiboko inafaa kurudi…
• Watoi wa siku hizi wame-spoil…
• Wazazi wame-fail ku-instill discipline kwa their
children…
• Pressure ya syllabus especially after Corona’s interruption of the academic calendar is taking a toll on the students….
• Others say you know… teachers should listen to the
concerns za wanafunzi….
ALL THESE ARE IMPORTANT POINTS and I think they need to be carefully considered and addressed. It will take time to look at the systems and to address those issues but there is something you can do for yourself na ujenge future yako. That’s what I want us to talk about!
Nimekaa down nika-feel the need of just reaching out to all the young people in a personal way maybe naweza-share kitu nawewe na it changes your life for good. Utanikubali tu nifungue roho kama big brother.
I am not happy nikikaa kwa hao na ku-watch news… then they report that…Bus moja ilibambwa na ma- students wakitoka shule closing… wanalewa, wanavuta bangi na kuhave-sex ndani ya basi!
You tell me …kama hiyo ina-sound poa….ingekuwa ni daughter yako ako kwa hiyo nganya ungefeel aje?
Mama mmoja aliniambia …
“Mimi nimejaribu kuongelesha my form 3 g
THE POWER OF AN EFFECTIVE CHURCH HOSPITALITY CULTURE.pdfAmb Steve Mbugua
From your parking lot heroes, to the way you present announcements, your guests should feel that you were expecting them and that you seek to honor God by honoring them.
Intentionally creating environments and culture that is organized and authentic helps your guests feel you have been anticipating their arrival.
Your church’s hospitality ministry to your guests begins before your guests even visit your church.
Church hospitality, or guests services, cannot ever just be a few department members thing, it has to be a culture thing. When it becomes a fundamental part of your culture, your members, who are out in the community every day, are your hospitality ambassadors. Your community must know you’re there and that you’re an active participant.
For someone to feel comfortable at your church, he needs to make a connection, build a relationship, and feel welcomed. People need to feel that this church is their church. This is even more important than our teaching and doctrine (which is essential, too!). Have you ever wondered why the Mormons are growing and are so popular, even with a corrupt theological system? Because they know how to treat people! When you walk into a Mormon Temple, you are welcomed; you feel they care for you! You may overlook the illogical and false teachings because you are with family, people who love you and who are coming across as authentic. People need to feel validated, and they need a sense of belonging. The Church is to fill this role, but all too often, other things that are corrupt fill in that gap. That is why drug abuse is so rampant and why you see high end vehicles being towed on Sundays. People will find a place to belong; let us make them welcome in our church!
Most conservative evangelical and reformed Christians assume since we have good teaching, and the Holy Spirit is in our lives, we do not need to bother with care. This is contradictory to Scripture. A week does not go by that I do not talk with someone at different churches who tells me they attended worship services for weeks, months, even years, and nobody has ever talked to them! When this happens, we become the backdoor; people will leave our church because they never developed connections and relationships because people did not care or reach out to them! Some people are bold and friendly and make those connections naturally themselves, while others are more reserved and others need to go to them. Will you be the one to go out of your way to give a kind word and an invite? You are the person who is called to reach out. If you think, "Hey, I do not have the gift of hospitality!"-most of us do not; however, we are still called to do so. The people with the gift of hospitality will be better at it, and motivate the rest of us to do it.
Our skills of being friendly will make the difference in whether a person makes this church a one-time visit, or returns to become an active member (Proverbs 17:17a).
Understanding how people feel when they visit
For more than a decade I have been serving as a church usher both at the Moi University Christian Union and different worship assemblies, as well as in my career as an emergency first responder in most cases heading the protocol teams during different occasions. My slogan has always been ‘First In, Last Out’
The definition of an usher means door keeper but in truth, our churches greatly depend on diversity and magnitude of the many services ushers provide. Each usher has the opportunity to impact the lives of new and existing people in the church and should be viewed as an extension of the pastor’s hand. In most cases, they provide the first impressions of church and ministry of the pastor.
The ministry of ushering is a crucial part of worship because it is one of the most visible ministries in the Church. In Christ, you have received God’s unconditional love, and, in Christ, you are called to extend that same unconditional love to others. Although an usher’s love is no stronger than the love found in the whole congregation of the body of Christ, nevertheless the usher performs a major role in ensuring that people see and experience that love.
An usher is a spiritual ambassador for the local church – God’s ordained and organized body of believers. The usher serves as a “first representative” of Jesus Christ for a worship service.
Ushers are a tremendous force in setting the tone for worship and helping to prepare the people to hear and respond to the Word of God.
The purpose of ushering in church is not merely to serve people, as in a theater or restaurant. Its purpose is to serve God. When the ushers see to it that an atmosphere of reverence and order is maintained before, during, and after the service, they do it for God. When they usher the worshippers to their seats, they do it for God. When they gather the offerings, they serve God. What they do, they do not "as unto men, but unto God." They are a part of the total congregation which presents itself before God to worship Him.
While ushering is important, and its importance must be emphasized, the ushers themselves must not have or convey a feeling of personal importance and pride. Let him memorize and apply the Third Beatitude, "Blessed are the meek." Let him learn of our Lord to be "meek and lowly in heart." He is a servant of God. His work is important in its relationship to God and the worship of God, but personally he must not feel proud and important.
"Whatsoever ye do, do it heartily, as unto the Lord, and not unto men; knowing that of the Lord ye shall receive the reward of the inheritance: for ye serve the Lord Christ." Col. 3: 23, 24.
The role of a church usher is to help your first time guests, repeat visitors, and members experience the sacredness and joy of a worship service.
I believe that an usher’s performance can make or break the outcome of the service as well as bring a true reflection of how friendly and loving the church really is. Ushers set the spiritual climate of the
Ushers’ Factor - Reasons Visitors Return to Your Church.
There is a great end time revival coming and in Africa people will love God more and be committed to kingdom matters. You will see a lot of revival meetings, crusades, conferences and tents meetings across nations. Very big mega churches will be built and there will be manifestations of the power and glory of God.
Because this will happen, Pastors and Churches should prepare themselves to be part of this great revival that will be accompanied by signs, wonders and a lot of people flowing into these meetings.
Church Ushers are a key component in this dynamic move and so they should be well prepared and equipped to embrace the change, bearing that the congregation comes with different personalities, psychological needs and expectations. Times are changing so fast and so Church ushers should be evolving with time. They should keep ablest with current trends, information and technology as well as people skills.
“Work hard so you can present yourself to God and receive his approval. Be a good worker, one who does not need to be ashamed and who correctly explains the word of truth.” 2 Timothy 2:15
A church usher is a person who helps ensure a smoothly running church service and who ministers to people in a variety of practical ways.
When you serve at church, you’re not “just” a volunteer. You’re given responsibilities and expectations beyond performing basic tasks. A good usher comes prepared mentally, physically, emotionally and spiritually and does his/her duty knowing that he\she is accountable to God and the priest.
"Whatsoever ye do, do it heartily, as unto the Lord, and not unto men; knowing that of the Lord ye shall receive the reward of the inheritance: for ye serve the Lord Christ." Col. 3: 23, 24.
From my personal experience in visiting churches, church ushering ministries that have thought through their procedures and trained their church users in “how we do things” leave a tremendously positive first impression on their guests. They make them feel respected, loved, appreciated, recognized and cared for.
The appearance of competent team and organization helps your visitors feel less anxious about how to “go with the flow” because the friendly church usher is there to guide.
Ushers should always be Alert, Awake, and Aware of the surrounding and Environment so that incase any Health, Safety or Security issue arise they are well informed and prepared to respond swiftly.
Some Of The Current Trends In Church Ushering Today
• Guiding the church attendees to wash their hands, sanitize, check their temperature and put on the masks well.
• Security checks at the main entrances.
• Watching around to minimize the use of mobile phones to take photos and videos during main service as this causes distractions.
• Handling cases of disorderly dressing.
• Supervision and assistance at the nursing room.
• Ensuring vehicles are well packed and taken care of.
• Dealing with violence inside and around the
Protocol is defined as the system of rules and acceptable behavior used at official ceremonies and occasions or a code of ceremonial forms and courtesies of procedures accepted as proper and correct in official dealing.
It is a system of rules that explain the correct conduct and procedures to be followed in formal situations.
It is the formal system of rules for correct behavior on official occasions.
A code of courtesies, proper practices, set of rules regarding church worship service.
In the scriptures we find a good definition from 1 Corinthians chapter 14 vs 40 (NKJV) says “Let all things be done decently and in order”
Spiritual Protocol is a reference to the respect, honor and deference due at all times to those in authority in the House of God.
In event planning, protocol encompasses the formalities, etiquette, and guidelines one should adhere to when hosting or interacting with government officials or other organizational leaders.
It is a combination of good manners and communication skills that lead to a competent and polite event, be it coronation, inauguration or ceremony.
Special procedures are used in politics, at the official level and anywhere where attendants expect to mark their status, get respect and feel responsible for their role in the society.
A church protocol officer is a person who makes sure that all the religious ceremonies, including memorial services, funerals, weddings, meetings, and other services are observed according to the proper instructions.
A church protocol officer is perfect at knowing the etiquette rules. This person or team of people ensures that the traditions carried are honoured, everything runs in the correct order, and every service is distributed according to the fundamental rules of the house of God.
Protocol officers are experts in the field of protocol and etiquette, and they have a deep understanding of the complex rules and customs that govern the behavior of individuals in professional settings. They are responsible for ensuring that protocol is followed during events, meetings, and other occasions, and they work closely with event planners, executives, and other stakeholders to ensure that everything runs smoothly.
One of the main responsibilities of a protocol officer is to coordinate logistics for events and meetings. This includes arranging transportation, accommodations, and meals for attendees, as well as managing the schedule and agenda for the event. Protocol officers also work closely with event planners to ensure that the event is held in a suitable location and that all necessary arrangements are made for attendees.
In addition to coordinating logistics, protocol officers also play a key role in managing protocol during events. This includes managing the seating arrangements for attendees, overseeing the introductions and presentations, and ensuring that everyone follows proper etiquette and protocol.
A safety culture is characterized by shared beliefs, values and attitudes regarding safety. It is a subset of overall organizational culture. Key aspects of a positive safety culture include employees understanding the importance of safety and exhibiting safe behaviors like wearing PPE. Developing a strong safety culture should be a top priority as it has the greatest impact on reducing accidents. Objectives of a safety culture include connecting all employees around reducing incidents through following not just procedures but also being accountable for safety. Management must be committed to enforcing standards while employees follow and ensure compliance. Developing a culture of safety is an ongoing process that requires continuous efforts like training, feedback, and recognizing safe behaviors.
AMBASSADOR STEVE MBUGUA ROAD SAFETY CAMPAIGN.pdfAmb Steve Mbugua
My mission is to help build a culture of Safety and as an Ambassador of Safety and wellness, this is one value that I live for and where need be can die for. We need to save these lives that needlessly die because of cultures that can be changed. If every road user was safety conscious we wouldn’t be losing these lives or having people become disabled because of accidents.
Safety is both an individual and collective responsibility and each and every one of us has a responsibility to help bring sanity and a culture of safety on our roads.
Let us be resilient, vigilant, proactive, responsible, careful, and alert always. Let us SAY NO to road and traffic related accidents and SAY YES to discipline, courtesy, strict adherence to Road Traffic Rules and embrace the best practices in road safety and together we can build a culture of road safety and reduce these statistics. It is possible and can be done.
If I took the initiative alone and with my hard earned money to help save a life and without any external incentives, you can do it. Our institutions can do it. Your church can do it. As a family you can do it. Your company can do it. Your chama can do it. As a community you can do it. Together we can join hands to help build a culture of Safety and Wellness at all places all the time. Safety is as simple as ABC(Always Be Careful) and starts with Me/You/Us.
#SafetyFirst #SafetyAlways #SafetyAllTheTime
Amb Steve Mbugua – Ambassador of Safety and Wellness
www.ambstevembugua.co.ke
A POSITIVE SAFETY CULTURE
A positive safety culture is a shared set of values and practices that guide the behavior of all employees.
It is what the employees do and how they act even when nobody is watching.
CAUSES OF WORKPLACE ACCIDENTS
1. Unsafe Conditions – faulty equipment and dangerous environment
2. Unsafe Acts – actions, attitudes, habits and practices
90% of all workplace accidents are caused by unsafe acts.
Good leaders know that safety rules and equipment are critical to preventing on the job accidents, lost productivity and big loss to a company’s bottom line
HOW TO IMPROVE COMPANY’S SAFETY CULTURE
1. Ensure all top management are on board
2. Create a safety committee made up of employees from all departments and levels
3. Conduct a companywide assessment of your safety culture. This will help identify what is working, what training is needed and help the safety committee to determine the goals and monitor the company’s progress.
4. Training and awareness – Hold sessions with management and supervisors first then use team meetings and regular companywide communication and periodic updates to Train every employee to keep the momentum going. For Training, remember to not only conduct Health and Safety training but also team building and hazard identification and always encourage open communication throughout the process.
5. Incentivize – The safety committee should create a system of accountability and recognition.
Incentives for safe behavior can range from loud of applause in a company, gifts, awards, promotion etc
At the end of the day a positive safety culture is up to all of us and it benefits all of us.
An unsafe act is one man’s job that can put everybody into a disaster, a safe act is everyone’s business.
By: Amb Steve Mbugua – Ambassador of Safety and Wellness
www.ambstevembugua.co.ke
INTRODUCING MY 'BEHIND THE SCENES' BOOK
This book is an inspiration that came to me years ago, one Saturday evening while seated at Huruma Grounds in Eldoret. I had countless hard questions in my mind about life, because of many years of living in reproach, suffering, and lack, being despised, molested and stuck in the league of the less fortunate. I had a deep desire to break this yoke and change the trend, so that I could live fruitful life as I pursue my purpose. Instead, I found myself going round and round in Eldoret town from morning to evening meditating and asking myself dozens of questions. Why am I always a victim of circumstances? Occasionally walking from disaster to catastrophe, crawling from a trench into a pit, wading from stormy seas to shark attack. Whenever something good occurred two bad things would miraculously follow.
I have been wondering, why bad things happen to good people and why sometimes life seems to be very brutal and unfair to others. It is through many inquisitive days and hours without getting answers, that I came to the conclusion that; “God is working behind the scenes in my favour.”
This is the genesis of the title of this book. Since that time I have been recording my life’s experiences. By the grace of God, His invisible hand lifted and shifted me from a street boy to dining table with Kings. He mercifully lifted me from being the dullest pupil in class to a Pure Economics university graduate. I can’t believe it to date. He changed me from a stammerer to a motivational speaker, coach and instructor of thousands. He plucked me from a hawker selling stolen onions on the streets to owning group of companies. He elevated me from the level of handling coins to millions, and sure enough from grace to glory.
This is a collection of thrills, episodes and incidents that will make you realize that God can change your situation in a mighty way that will perplex you. You could be a widow, single mother, disabled, having a chronic illness, taken years without getting a marriage partner or you have tried everything but it failed. You might be at the point of giving up. Just know that like the snake of bronze, God will lift up and restore you as a testimony to others going through similar situations. You will be God's 'FOR EXAMPLE' and Epistle. When they look at you they will be encouraged and healed.
Whatever you are going through is not a surprise to God. You are work in progress and God is working at the background fixing your case and setting your stage
I wrote this book to unfold this misery and will take you through scenes, events, case studies, thrilling and real life testimonies with virtues that will help you appreciate and understand the workings of God. The book will give you insights and a picture of how God works behind the scenes.
To get the book, please click https://www.ambstevembugua.co.ke/books/behind-the-scenes-2/
INTRODUCING MY 'OVERCOMING ALL ODDS' BOOK
Anyone who has ever become anything worth writing home about has had to handle fire and brimstone with naked hands, boldly face all obstacles and adversities with courage and determination to score handful of victories. One of the most horrible feelings is being unfit and looking bulky. Shedding dozen kilograms, lowering the cholesterol levels and reducing the BMI is serious work. You have to endure regular and disciplined exercise, embrace new lifestyles and moment of ridicule before you get that appealing body shape that is fit and admired by many. Just as we develop our physical muscles through overcoming opposition - such as lifting weights and regular exercise - we develop our character muscles by overcoming challenges and adversity. These odds are very instrumental in shaping our character and personality in pursuit of our destiny. Some of them leave scars, causes loss and paint a groom picture of a hopeless destiny but faced with a positive attitude they become a story of victory and a purpose full life. You shouldn't give up. Fight for yourself and who you are. You've got to go through the worst times in life to get the best. You’ve got to look at challenges with a victor’s mentality. Purpose that the adversity will not leave you bitter but better. The fire will not consume you but refine you to a pure and precious jewel.
I have been a member for many years of a Committee known as the Nairobi Security group which comprises of a team of experts from Police, Fire Brigade, UN security Council, National Disaster Management Unit, National Disaster Operation Center, Ambulance companies among other safety and security agencies and when sharing with the experts who you might think are enjoying every bit of their living you realize that they all have a fair share of tribulations that they go through. This includes even the Governors, Cabinet Secretaries, Bishops and even the Presidents. Living in the State House or riding a personal jet doesn’t guarantee you immunity to pain and loss. Even the accomplished suffer setbacks sometimes. The more bitter the lessons, the greater the successes will be. Although the world is full of suffering, it is also full of overcomers. You have to Trace it! Face it! Overcome it!
In my past writings more so in my Book Behind the Scenes, I have shared many case studies on how I had to overcome odds in life to later realize that there was a glorious outcome ahead. My life as a school dropout and street boy was a preparation moment for me to receive the spirit of humanity and service to mankind which today is a value that I live for. To be frustrated by my employers and supervisors was a catalyst for me to quit employment and establish the now Busara Investment Group which has created opportunities for many and impacted lives. Every single thing that has ever happened in your life is preparing you for a moment that is yet to come.
Nothing just happens, be strong! Strive and
INTRODUCING MY 'DARE NOT QUIT' BOOK
If you do not fight for what you want now, you will fight against what you don’t want later. Everything you have ever wanted is on the other side of fear. To gain anything substantial in life you have to do something that requires you to go an extra mile. To win a marathon race you have to undergo thorough training, disciplined lifestyle and strategize. You have to change and set your mindset on achievement and wining.
My early school life was punctuated by immense mediocrity. I was a damn dull short boy with a low self-esteem, to make matters worse I was also a stammerer; other kids would mock me whenever I opened my mouth to speak. My academic performance in class was wanting, I was always at the bottom of the class, and I severally quit school to be employed as a shamba boy (a gardener) but my mother always intervened forcedly to stop it. Severally she would punish me for not reporting to school even after I left home in the morning with other students to go to school. I would hide in the maize plantations from morning up to the time other pupils came back in the evening from school.
My situation worsened when I joined secondary school, I could not even defeat one student in class. That was a farfetched dream. I was an academic dwarf.
In 1999 as a form two student I decided to quit school to become a street boy roaming on the streets of Nakuru town. I went through a four year period of reckless lifestyle; I grew dreadlocks, abused drugs and got involved in criminal activities. However, deeper inside I knew that I had a great destiny and even envisioned a time when I would be blessed and become a pillar to many. I never gave up despite the fact that the environment was pushing me to destruction. In August 2013, I gave my life to Christ and in the following year I went back to school and joined the Anestar High School from form two. I dared not quit. It was a serious risk. Look at this, a very dull young man having been in the streets for four years, going back to school without school fees! That was a risk in itself. There was a reason to despise myself, there was fear of failure and the fear of unknown, but I mastered it, and through my high school life I worked smart and hard regardless of my weak academic status. My effort yielded fruits, I emerged the fourth best student in the final KCSE Exams in that year. I was determined to excel. So I joined the university and pursued a degree in Pure Economics.
I made a deliberate choice not to quit but to pursue my dreams and fight for my dreams, I eventually became the person I envisaged. It doesn’t matter what stage you are in life right now. It doesn’t matter how young or old you are. At any point in time you can decide to change your life and go for your dreams and aspirations. Would it be taking a risk? Perhaps. Anytime we take a step into the unknown we are taking a risk. That’s why it’s called the unknown. So, what if you don’t like the unknown when you
THE ART OF EFFECTIVE CHURCH USHERING TRAINING MANUALAmb Steve Mbugua
This manual will help you build a great ushering, security, protocol, sanctuary keepers, hospitality and catering team.
Your ushers can make or break your worship service.
The difference between a grumpy, distracted, and untrained usher compared to a cheerful, engaged, and “serve you with a smile” usher is huge and the conversion from weak to a strong team will be made easier using this manual.
I’ve always loved the ushering team; it has always been one of my favorite ministries to lead.
The usher’s role is so important but often undervalued, under trained, and less than organized.
Your ushers are a tremendous force in setting the tone for worship and helping to prepare the people to hear and respond to the Word of God.
This manual will equip your team to serve with the right attitude, passion, love, wisdom, understanding, skills, revelation and spirit of excellence.
THE ART OF EFFECTIVE CHURCH USHERING TRAINING MANUAL
FIRST AID RESEARCH PROJECT
1. 1
OCCUPATIONAL ACCIDENTS IN PRIMARY SCHOOLS
WITHIN NAIROBI COUNTY, KENYA: AWARENESS AND
PREVENTION
BY:
STEVE MBUGUA KAMAU
A RESEARCH PROJECT SUBMITTED TO THE NATIONAL
DISASTER MANAGEMENT UNIT(NDMU) ,UN GLOBAL
EDUCATION FIRST INITIATIVE AND UNESCO IN RESPONSE
TO THE HEALTH AND SAFETY QUESTION.
JULY 2015
2. 2
DECLARATION
This research project is my Original Work and has not been presented for any degree or thesis in
any other Institution
. Signature:………………………………………… Date ……………………
Name: Steve Mbugua Kamau
3. 3
DEDICATION
To all first aiders, first responders, EMTs and paramedics who always spend their time to save a
life. All First aid instructors and the St John Disaster Response Unit(DRU).
4. 4
ACKNOWLEDGEMENTS
I am very grateful to St John Ambulance and Kenya Redcross for giving me an opportunity to
train people in life saving skills. Special thanks to my wife Keziah Mbugua and daughter Zannet
Mbugua for being there when I needed them. I also thank the management of the primary
schools I visited and especially the respondents who were cooperative during data collection for
this study. I sincerely appreciate my entire family for their patience, understanding and
encouragement.
5. 5
TABLE OF CONTENTS
TABLE OF CONTENTS
Page
Declaration ……………………………………………………………………. i
Dedication ……………………………………………………………………... ii
Acknowledgements …………………………………………………………….. iii
Table of contents…………………………………………………………………iv
List of tables …………………………………………………………………… ix
Abbreviations and acronyms…………………………………………………… xi
Abstract ………………………………………………………………………... xii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study ………………………………………… … 1
1.1.2 Statement of the Problem …………………………………………… 2
1.3 Purpose of the Study …………………………………………………... 2
1.4 Objectives of the Study …………………………………………..…… 3
1.5 Research Questions ………………………………………………..….. 4
1.6 Significance of the Study …………………………………….......……. 4
1.7 Scope of the Study …… ………………………………………………. 4
1.8 Limitations of the study ………………………………………………. 5
1.9 Assumption of the Study ………………………………………..…..… 5
1.10 Conceptual Framework ………………………………………..…… ..5
1.10.1 Safety Education Programmes ……………………………………. 6
1.10.2 Preventive Services ………………………………………………. .6
1.10.3 Community Based Work ………………………………………….. 7
1.10.4 Organizational Development ……………………………………… 7
1.10.5 Safety Public Policy ……………………………………………….. 8
1.10.6 Environmental OHS Measures ……………………………… ..….. 8
1.10.7 Economic and Regulatory Activities ……………………………… 8
1.11 Definition of Terms …………………………………………………. 8
6. 6
CHAPTER TWO: REVIEW OF LITERATURE
2.0 Introduction .......................................................................................... 8
2.1 Risk Assessment and Audit .................................................................. 9
2.2 Policy Awareness .................................................................................. 10
2.3 Duty of Employer/Employee ............................................................... 11
2.4 Prevention procedures and regulations ................................................ 11
2.5 Reporting............................................................................................... 11
2.6 Training ................................................................................................ 11
2.7 First Aid ................................................................................................ 11
2.8 Summary of Gaps ................................................................................. 11
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction ………………………………………………………… 12
3.2 Research Design ……………………………………………………. 12
3.3 Variables ……………………………………………………………. 12
3.4 Location of the study ………..……………….............………….….. 12
3.5 Target Population … ……………………………………………………..13
3.6 Sampling Techniques and Sample Size ………………………………….13
3.6.1 Sampling Techniques …………..………………………………………13
3.6.2 Sample Size …………………………………………………………….13
3.7 Research Instruments……………………………………………………..13
3.8 Pre-Test …..……………………………………………………………….13
3.8.1 Validity ……….………………………………………………………...13
3.8.2 Reliability……….……………………………………………………..14
3.9 Data Collection Techniques …………………………………………….14
3.10 Data Analysis and Presentation ……………………………………... ..14
3.11 Logistical and Ethical Considerations………………………………… 14
CHAPTER FOUR: FINDING AND DISCUSSION
4.0 Introduction ………………………………………………………….… 14
7. 7
4.1 DEMOGRAPHIC INFORMATION ………………………………… 15
4.1.1 Section/Department …………………………………………………… 15
4.1.2 Age ……………………………………………………………………. 16
4.1.3 Gender ………………………………………………………………… .16
4.1.4 Number of Years Worked in Current Employment …………………… 16
4.1.5 Level of Education …………………………………………………….. 17
4.1.6 Hours Worked Per day …………………………………………………. 17
4.2 AWARENESS ……………………………………………………….… 18
4.2.1 Safety Regulations and Laws ……………………………………….… 18
4.3 PREVENTION ………………………………………………………… 18
4.3.1 Safety Responsibility ………………………………………………… .19
4.3.2 Training ……………………………………………………………… .19
4.3.3 Information on Use of Equipment …………………………………… 19
4.3.4 Working Conditions ………………………………………………… ..19
4.3.5 Preventive Measures ………………………………………………… ..19
4.3.6 Protective Gear ……………………………………………………….. .19
4.4. POLICIES AND PROCEDURES …………………………………… 20
4.4.1 Emergency Preparedness …………………………………………….. ..20
4.4.2 First Aid ……………………………………………………………… ..20
4.4.3 Common Accidents …………………………………………………… 20
4.4.4 Work Procedures ……………………………………………………… 20
4.4.5 Reporting ……………………………………………………………… 21
4.4.6 Risk Assessment and Audit …………………………………………….21
4.4.7 Safety Committee ……………………………………………………….21
4.4.8 Safety Policy Statement ………………………………………………….21
8. 8
4.4.9 Medical Examinations ……………………………………………………21
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction ………………………………………………………….. 22
5.2 Summary ………………………………………………………………22
5.2.1 Demographics ……………………………………………………….22
5.2.2 Existence of Policy ………………………………………………….22
5.2.3 Awareness …………………………………………………………..22
5.2.4 Preventive Measures ………………………………………………..22
5.3 Implications of Findings ……………………………………………..23
5.4 Conclusions …………………………………………………………23
5.5 Recommendations for Policy ………………………………………23
5.6 Recommendations for Further Research …………………………… 23
5.6.1 REFERENCES ……………………………………………………23
6.0 APPENDICES
9. 9
ABBREVIATIONS AND ACRONYMS
WHO - World Health Organization
ILO - International Labor Organization
HSE - Health Safety Executive
UK - United Kingdom
OHS - Occupational Health and Safety
NCC – Nairobi City County
HIRA - Hazard Identification and Risk Assessment
MOH - Ministry of Health
OHSA - Occupational Health and Safety Act
WIBA - Work Injuries and Benefits Act
10. 10
ABSTRACT
This study is entitled, ―Occupational Accidents in Schools within Nairobi County: Awareness
and Prevention. The specific objectives of the study were to establish whether First aid
knowledge is embraced in the primary schools, if there are policy guidelines relating to
prevention of occupational accidents and to check whether legal requirements relating to safety
at work are followed; determine the level of awareness of the safety procedures by the staff and
proprietors of primary Schools within Nairobi County and to establish preventive measures that
are in place to prevent Occupational Accidents in Schools. The independent variables examined
were the years worked, type of school(private or public) and level of education while the
dependent variables included awareness of staff on safety requirements, policies and accident
prevention measures as they relate to the areas of occupational health and safety promotion
activities. The study employed the descriptive study design which is the most appropriate in
achieving the stated objectives and allows generalization of the results to the population. Data
was collected from Schools and First aid training companies like St John Ambulance and Kenya
Redcross, using stratified and simple random sampling which ensures that all staff from the
population had the same chance of being selected and stratified sampling to ensure that cases
from the smaller strata of the population are included in sufficient numbers to allow comparison.
The study was done in the central business district of Nairobi town in which, 16 primary schools
from 3 major sub counties were studied. An interview was administered to school proprietors or
the headteachers to establish accident prevention measures taken by the school management as
well as the policies put in place to ensure awareness and prevention of these accidents. Staff of
various caliber filled questionnaires to shed light on accident prevention measures and
awareness. An observation checklist was also used to establish the safety practices of the
schools. The data collected was then used to establish the extent to which accidents occurred,
state of awareness and prevention measures that were undertaken by the Schools. The data was
then transcribed and content analysis (identifying, coding, and categorizing the primary patterns
in data) done. Thereafter the data was organized in tables and analyzed using the SPSS data
analysis programme. Major findings were that though most primary school had safety policy
statements, most staff were unable to outline them and worse still were not aware of safety
procedures, policies and laws governing health and safety in schools. Training was considered as
11. 11
one of the methods of ensuring prevention of accidents. Although risk assessment audits were
done regularly, most schools had no system of reporting risks, hazards and accidents. After
correlation, it was found that the awareness of safety rules/policies/regulation are influenced by
education levels of the staff and not necessarily the working year/experience meaning that staff
get OHS information mainly from formal professional education rather than at the work place. In
conclusion, most primary schools neither had guidelines for preparedness for emergencies or a
system for reporting hazards and accidents and the staff were not aware of safety regulations,
safety procedures and policies or laws governing the learning institutions. On the other hand
preventive measures put in place included training, availing necessary equipment and
disciplinary action. Recommendations included providing clear policies on safety procedures in
the learning institutions and training staff on these policies to create awareness. Also, mandatory
First Aid training for all pupils in Kenyan primary schools.
12. 12
1.2 PROBLEM STATEMENT AND JUSTIFICATION
The learning institutions have become one of the fastest growing industries due to increase in per
capita income and population growth in urban areas. Nairobi County has experienced
tremendous growth in the number and magnitude of primary schools establishments over the past
ten years leading to massive employment of staff into the schools. Grimaldi and Simonds (2003)
said that the history of safety is full of the records of specialists who knew where injury causes
were but could not persuade line management to eliminate or control them. According to the
Vicino Joe, (2006), ―New employees are involved in one in three workers' compensation
accidents, and they too often don't have the right training or management to avoid injuries‖. This
creates a concern that staffs may not be aware of their safety rights and safety procedures or if
they are aware, these may not be practiced within the establishments such that schools end up
being health hazards. Policies on safety at schools adopted by various countries, particularly
Norway and Sweden clearly demonstrates that safety at work is vital in order to protect the
health of the pupils and staff (Lindoe, 1997). This highlights the importance of ensuring policies
are put in place and preventive measures taken into consideration to avoid occupational
accidents. In the Sixteenth International Conference of Labor Statisticians, it was regrettable that
data on occupational accidents is not available from all countries in the world. Bamford (1995)
says ―We do not know how many people suffer from minor injuries. These must be
considerable and they have the potential to go on and cause personal discomfort, pain, and
possibly further complications. Minor injuries may not be recorded and may not receive
appropriate treatment and care. It may be attributed to various factors that include what the
following writers have pointed out. There is evidence that poverty and low educational standards
expose staff to exploitation by employers and to some extent high levels of occupational hazards
(Mitullah et al, 2003). Workers themselves may also be unwilling to expose health problems in
situations of high job insecurity, informal employment, and high labor turnover, factors
exacerbated by employment patterns created by globalization (Packard, 1989). With insecure
employment, particularly in small enterprises, accidents are likely to go undetected and workers
with severe disability will be dropped out of work (Loewenson, 1998). This is compounded by
13. 13
the fact that the provision of occupational health services is usually in larger organizations;
people in small organizations have little or no access to occupational health advice (HSE, 1985).
The study will therefore assist in determining the occupational safety policies in place, how far
safety procedures are being adhered to and what is being done to create awareness on these very
important safety requirements
1.3 PURPOSE OF THE STUDY
The purpose of the study was to establish if primary schools have any measures put in place to
detect accident prone activities and areas and to find out if pupils, staff and other personnel were
aware of these measures to ensure their safety. It also aimed at establishing what preventive
measures are in place to prevent accidents and majorly to check whether the personnel are
trained on First Aid.
1.4 OBJECTIVES
BROAD OBJECTIVE
To determine the level of accident prevention awareness and the preventive measures put in
place in the primary schools within Nairobi County.
SPECIFIC OBJECTIVES
1. To establish whether there are policy guidelines relating to prevention of occupational
accidents and to check whether legal requirements relating to safety at schools are followed.
2. To determine the level of awareness of the safety procedures by the pupils, staff and
proprietors of primary schools within Nairobi County.
3. To establish preventive measures that are in place to prevent Occupational Accidents in
primary schools within Nairobi County.
1.5 RESEARCH QUESTIONS
1. Are there safety procedures and policies that govern the primary schools in Nairobi County?
2. Are staffs and proprietors aware of these safety requirements and policies?
14. 14
3. Are there preventive measures that have been put in place to prevent Occupational health ans
safety hazards in the schools?
4. Are pupils and staff trained on First Aid and able to administer it to casualties?
1.6 SIGNIFICANCE OF THE STUDY
The learning institutions are a very labor intensive industry whereby staffs play a major role in
running all aspects of its activities. While some staff are employed on a permanent basis, a
number of them are on casual/part-time basis thus compromising their position as stakeholders in
the institution they work in. Due to this, their safety in terms of preventive measures put in place
and ensuring of awareness in safety matters are often overlooked. In spite of the above, it is very
important that the health and safety of these employees and pupils are carefully considered in an
institution‘s policies. This study might help provide direction in terms of what is actually
happening on the ground and what can be done to improve this situation to ensure occupational
accidents are prevented as far as is possible while the staff are made aware of how they expect to
be protected from the occurrence of such occupational accidents by both themselves, the pupils,
the employer and according to stipulated law.
Primary School proprietors will benefit from increased productivity due to reduction in lost time
due to accidents as well as significant improvement of work place infrastructure. Staff on the
other hand will benefit from increased awareness of Occupational Health and Safety, which will
inspire positive attitude change which will in turn result in a lowering of Occupational accidents.
This study might also form a baseline to establish safety practice so as to lay foundation on the
improvement of occupational safety, accident awareness and prevention in the learning
institutions. This may also assist in knowledge generation on the subject of occupational health
and safety for primary school pupils. The study might also help in policy formulation to make it
mandatory for all pupils in Kenya primary schools go through a mandatory First Aid training.
1.7 SCOPE OF THE STUDY
The study will be limited to physical accidents that occur to pupils and staff working in primary
schools within Nairobi County.
1.8 LIMITATIONS OF THE STUDY
15. 15
• Lack of local literature that particularly refer to learning institutions to back up this study as no
similar studies have been done before. This was however compensated by use of literature from
other sectors with the need for Occupational Health and Safety procedures.
• Hesitation to volunteer information by employers/employees for fear of victimization which
was overcome by assurance in the consent form that the information given would be used for the
study‘s purpose only and not divulged to other parties.
• Some staff were not willing to respond to the questionnaire. They were replaced by colleagues
who were willing to respond.
1.9 ASSUMPTIONS OF THE STUDY
Assumptions are:
prietors are in control of the school’s policies.
ill in questionnaires and be interviewed despite their tight work
schedules.
This is especially because the study was to look at awareness of pupils and staff and prevention
measures which do not substantially vary with regard to the location sine the staff are trained all
over the country.
pancy are the same in the schools being studied.
similar in the schools.
16. 16
2.0-4 LITERATURE REVIEW
Health and Safety at the workplace and learning institutions has become an area of great concern
and the government is taking great steps through the Directorate of Occupational Health and
Safety Services (DOSH) to address the issue and establish mechanism related to the field. At
enterprise level, a bipartite approach is facilitated by the Safety and Health Committees Rules
made under OSHA, 2007. Established safety and health committees include equal representation
from management and workers. Kenya has a population of 36.8 million people; of these, 2
million are employed in the formal sector and 8.8 million are employed or self-employed in the
informal sector across the country.
The DOSHS, with 71 professional OSH officers, is not capable of inspecting the estimated
140,000 workplaces effectively, and this leaves most workers exposed to OSH hazards without
Intervention. DOSHS representation in 29 counties leaves the remaining 18 counties with no
officers. Illiteracy levels are high in the rural areas, which are insufficiently covered by DOSHS
officers, and thus illiterate workers in these areas are exposed to OSH hazards.
In Kenya, 75 institutions offer OSH training for safety and health committee members, and
also for awareness creation. This, together with the master’s degree and postgraduate diploma
courses offered by one local university, is likely to increase awareness levels, and thus impact
positively on the national OSH profile. The country has 49 active registered safety advisers,
30 fire safety auditors, 38 designated health practitioners, and many other professionals such as
plant examiners involved in the OSH field.
There is only one poison control centre in the country, the National Poison Information and
Management Centre at Kenyatta National Hospital (KNH), which has been operating for the
last five years. It provides an information and resource centre for all the hospitals in the country,
and for anyone who requires information about poisons and their antidotes.
The Ministry of State for Special Programmes has the mandate for coordinating disaster risk
reduction programmes and emergency response. Nationally, this Ministry coordinates the
response to any emergencies that may occur. It developed a draft national policy for disaster
management in 2009, and a national disaster response plan that is hazard specific.
17. 17
The history of OSH in Kenya dates back to 1950, when it was found necessary to have a legal
instrument to manage the safety, health and welfare of people employed in factories. The then
colonial government adopted the British Factories Act of 1937. In 1990 the Factories Act was
amended to the Factories and Other Places of Work Act, in order to enlarge its scope of
coverage.
In 2007 this Act was repealed, and was replaced by the Occupational Safety and Health
Act. In the same year, the Work Injury Benefits Act was enacted. Both these laws are
administered
by the Directorate of Occupational Safety and Health Services (DOSHS).
Other legislation that touches on OSH includes the Public Health Act CAP 242, the
Environmental
Management and Coordination Act (1999), the Radiation Protection Act CAP 243, and
the Pest Control Products Act Cap 346. These laws are enforced by different ministries and
departments of the Government. What is conspicuously missing is an act on health and safety at
school which would cascade into a school curriculum on health and safety and just basic First
Aid and Fire Safety training.
Several training institutions like St John Ambulance are offering pediatric First Aid/Life saver
for babies and children course but very few people are aware and able to study the course.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.7 INTRODUCTION
Various conclusions touching on the existence of policy guidelines relating to prevention of
occupational accidents, the level of awareness of the safety procedures by the pupils, staff and
managers and preventive measures in place to prevent occupational accidents in primary schools
within Nairobi County have been made. Recommendations on the way forward for the sector and
directions for further research are also given.
5.8 SUMMARY
5.8.1 Demographics
The study was carried out in Nairobi County primary schools. The respondents were mainly
from the 18-35yrs age bracket (89%), with slightly more females (58%), than males. Most
respondents had worked in their current employment for less than 3 years (56%), with most staff
having attained a tertiary education (67%).
5.8.2 Existence of policy guidelines and legal requirements relating to occupational
accidents and safety at work.
In terms of safety procedures, policies or laws governing the hotel, most managers stated there
were none and even those who said they had, did not have them written out. This is despite the
fact that most of the respondents (staff 68%, managers 52%), stated that they had a safety policy
statement in their workplace. On the other hand, there was almost no difference between the
number of managers who said they had a guideline for preparedness for emergencies (47%), and
those who did not though the ones who said they had did not (53%), have a document to show.
The main safety procedures, policies or laws that were mentioned to be in place are fire
19. 19
evacuation, insurance, availing necessary equipment, disciplinary action, providing first aid and
fire extinguishers while the defined work procedures stated were duty lists, job descriptions and
supervision. Most managers (53%) stated they did not offer protective clothing or equipment to
ensure safety, while those who said they did provided gloves, uniforms and gumboots which
were provided by the employer. However, most staff (57%) rated their working conditions in
terms of safety as above average. Most of the respondents (staff 63%, managers 58%), stated that
there was a programme for safety training for staff in their workplace with no much difference
between the number of those who had first aid training (55%) and those who did not have (45%).
All schools had first aid boxes that were mainly placed in the kitchens, rooms and reception
areas. Also most managers (58%), said they did not have a system of reporting risks, hazards and
accidents. Majority of the headteachers/managers (95%) stated that they did not have a safety
committee and for those who had, it comprised of staff. Most managers (63%), also said risk
assessment audits and other safety routine inspections which are done mainly yearly or after 6
months.
20. 20
5.8.3 Awareness of the safety procedures by the pupils, staff and proprietors of primary
schools within Nairobi County.
When staff were on one hand asked if they were aware of safety regulations in their work areas,
most of them (80%), said they did yet when they were asked if they knew any other laws
governing occupational safety in the workplace, a majority (45%), said they didn‘t while of those
who said they did, most of them could not outline any. This makes it evident that staff are not
aware of the safety procedures, policies or laws governing the learning industry. This was
evidently confirmed by the majority of head teachers and managers (78%), who said their
schools had no safety procedures, policies or laws clearly laid out and mentioned that finances,
ignorance and lack of cooperation from proprietors as problems encountered in enforcing these
laws. While correlating variables, it was noted that there was no significant association between
the years worked and either the awareness of policies of occupational safety at workplace (r= -
.12, p>0.05), the awareness of safety requirement/regulations at workplace (r= -.09, p>0.05), and
the awareness of prevention measures at workplace (r= -.07, p>0.05). On the other hand, it was
also noted that there was a significant association between the education level of the respondents
and the awareness of policies of occupational safety at workplace (r= -.24, p<0.01), the
awareness of safety requirement/regulations at workplace (r= -.21, p<0.01) and the awareness of
prevention measures at workplace (r= -.18, p<0.05). It can therefore be concluded that the
awareness of safety rules/policies/regulation are influenced by the staffs‘ education level and not
necessarily their working year/experience. This means that at the work place, staff are not
educated on these issues and that the information and awareness they have is based on the formal
professional education one gets in learning institutions.
5.8.4 Preventive measures for Occupational Accidents in Schools within Nairobi County.
Most head teachers and managers (58%), stated that they ensure safety of staff through training.
The managers who said they offered training to their staff mainly offered it after several years
all staff. Those who did not offer training gave reasons as the organization not being keen on
safety and their having no equipment. Training may be expensive but presents the best
effectiveness outcome (Daltoy, 1997). As a preventive measure, the managers stated they ensure
safety of staff through training, availing necessary equipment, disciplinary action and providing
first aid and fire extinguishers. They added that they avoided accidents by avoiding carelessness,
21. 21
creating awareness, conducting routine checks, quick accident response, duty delegation,
provision of first aid kit and fire extinguishers, putting up appropriate notices, training and use of
proper equipments. Half the staff (51%), got written information on use of equipment while the
rest got the information verbally. A good number indicated the availability of warning signs,
protective gear, accessible fire exits, equipped first aid kits and provision of medical services as
safety measures and this concurred with the results of the observation checklist.
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5.8.5 Outline of the First Aid Course conditions and Injuries
Course Objectives:
At the end of the course, having passed the mandatory assessment,
the candidate will be competent in the skill needed to:
1. Manage an Incident in which people are ill or have been injured
2. Administer proper First Aid in a manner that is Prompt, Safe
and Effective
3. Take good care of the casualty (i.e.) until medical help is
available.
Course Contents
Introduction to First Aid
First aid is the help given to someone who is injured or ill, to keep them safe until they can get
more advanced medical treatment by seeing a doctor, health professional or go to hospital.
The role of a first aider is to give someone this help, while making sure that they and anyone else
involved are safe and that they don’t make the situation worse.
Incident Management
Always protect yourself first - never put yourself at risk
Only move the injured/sick to safety if leaving them would cause them more harm
If you can’t make an area safe, call 999/112 for emergency help
Communication and Delegation in emergency
Stay calm and take charge of the situation
Introduce yourself to the casualties to help gain their trust
Explain what’s happening and why
Say what you’re going to do before you do it
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Personal Protective Equipment (PPE)
Always use surgical gloves when attending to a casualty.
Initial Assessment
If there’s more than one casualty, help those with life-threatening conditions first
Start with the Primary Survey and deal with any life-threatening conditions
Then, if you’ve dealt with these successfully, move on to the Secondary Survey
Unconscious and NOT Breathing (Resuscitation/CPR)
AED (Defibrillation)
If they’re unconscious and not breathing, you’ll need to do CPR (cardiopulmonary resuscitation).
This involves giving someone a combination of chest compressions and rescue breaths to keep
their heart and circulation going. If you have an AED and is trained to use it defibrillate the
casualty.
If they start breathing normally again, stop CPR and put them in the recovery position.
Unconscious BUT Breathing (Recovery Position)
Conduct primary and secondary survey and then put the casualty into a recovery position.
Contact the 999/911.
Disorders of Airway and Breathing: (Hypoxia, Choking,
Asthma, Drowning, Hyperventilation… etc)
CHOKING
Encourage them to cough. If this doesn't clear the obstruction, support their upper body with one hand
and help them lean forward. If coughing doesn’t work, help the casualty bend forward. Use the
heel of your hand to give up to five sharp back blows between their shoulder blades. Check their
mouth to see if there’s anything in there and, if there is, get them to pick it out. If back blows
don’t work, give up to five abdominal thrusts.Stand behind them.Link your hands between their
tummy button and the bottom of their chest, with your lower hand clenched in a fist. Pull sharply
inwards and upwards.
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If they’re still choking, repeat steps 2 and 3 – back blows and abdominal thrusts – up to three
times or until you’ve dislodged what’s in there and they can breathe again.
ASTHMA
First, reassure them and ask them to breathe slowly and deeply which will help them control
their breathing.
Then help them use their reliever inhaler straight away. This should relieve the attack.
Next, sit them down in a comfortable position.
If it doesn’t get better within a few minutes, it may be a severe attack. Get them to take one or
two puffs of their inhaler every two minutes, until they’ve had 10 puffs.
If the attack is severe and they are getting worse or becoming exhausted, or if this is their first
attack, then call 999/112 for an ambulance.
Help them to keep using their inhaler if they need to. Keep checking their breathing, pulse and
level of response.
If they lose consciousness at any point, open their airway, check their breathing and prepare to
treat someone who’s become unconscious.
Disorders of Circulation (Internal and External Bleeding, Shock,
Heart Disorders,…Fainting)
FAINTING
Kneel down next to them and raise their legs, supporting their ankles on your shoulders to help
blood flow back to the brain. Watch their face for signs that they’re recovering.
Make sure that they have plenty of fresh air – ask bystanders to move away and if you’re inside
then ask someone to open a window.
Reassure the casualty and help them to sit up slowly.
If they don’t regain consciousness again quickly, open their airway, check their breathing and
prepare to treat someone who is unconscious.
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SHOCK
If they are showing signs of shock:
Lay them down with their head low and legs raised and supported, to increase the flow of blood
to their head.
Call 999 or 112 for medical help and say you think they are in shock, and explain what you think
caused it (such as bleeding or a heart attack).
Loosen any tight clothing around the neck, chest and waist to make sure it doesn’t constrict their
blood flow
Fear and pain can make shock worse, by increasing the body’s demand for oxygen, so while you
wait for help to arrive, it’s important to keep them comfortable, warm and calm. Do this by
covering them with a coat or blanket and comforting and reassuring them
Keep checking their breathing, pulse and level of response.
If they lose consciousness at any point, open their airway, check their breathing, and prepare to
treat someone who has become unconscious.
HEART ATTACK
Call 999 or 112 for medical help and say you think someone is having a heart attack.
Then, help move them into the most comfortable position. The best position is on the floor
leaning against a wall with knees bent and head and shoulders supported. This should ease the
pressure on their heart and stop them hurting themselves if they collapse.
Give them a 300mg aspirin, if available and they're not allergic, and tell them to chew it slowly.
Be aware that they may develop shock. Shock does not mean emotional shock, but is a life-
threatening condition, which can be brought on by a heart attack.
Keep checking their breathing, pulse and level of response.
If they lose consciousness at any point, open their airway, check their breathing, and prepare to
treat someone who has become unconscious. You may need to do CPR.
26. 26
Clean the wound by rinsing it under running water or using alcohol-free wipes.
Pat it dry using a gauze swab and cover it with sterile gauze. If you don’t have these, then use a
clean, non-fluffy cloth.
Raise and support the part of the body that’s injured. If it’s a hand or arm, raise it above the head.
If it’s a lower limb, lay them down and raise the cut area above the level of the heart. This will
help stop the bleeding.
Remove the gauze covering the wound and apply a sterile dressing. If you think there’s any risk
of infection then suggest they see a health care professional.
Poisons and Poisoning in the Workplace…
If the person is conscious, ask them what they have swallowed, how much and when. Look for
clues, like plants, berries or empty packaging and containers. Call 999 or 112 for medical help
and tell them as much information as possible.
Keep checking their breathing, pulse and level of response.
If they become unconscious, open their airway and check breathing. Follow the instructions for
treating someone who is unconscious.
Never try to make the person vomit, but if they vomit naturally then put some of their vomit into
a bag or container and give it to the ambulance. This may help them identify the poison.
Burns and Scalds
Stop the burning getting any worse, by moving the casualty away from the source of heat.
Start cooling the burn as quickly as possible. Run it under cool water for at least ten minutes or
until the pain feels better. (Don’t use ice, creams or gels – they can damage tissues and increase
risk of infection). Assess how bad the burn is. It is serious if it is: larger than the size of the
casualty's hand, on the face, hands or feet, or a deep burn
If it is serious, call 999 or 112 for emergency medical help.
Remove any jewellery or clothing near the burn (unless it is stuck to it).
Cover the burned area with kitchen cling film or another clean, non-fluffy material, like a clean
plastic bag. This will protect from infection.
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If necessary, treat for shock (shock is a life-threatening condition, not to be confused with
emotional shock).If you are unsure if the burn is serious then tell the person to see a doctor.
Head Injuries and spinal injuries (Concussion, Compression, Skull Fracture
etc)…Disorders of the Brain (Stroke, Epilepsy, Diabetes…)
If you think the casualty could have a spinal injury, you must keep their neck as still as possible. Instead
of tilting their neck, use the jaw thrust technique: place your hands on either side of their face and with
your fingertips gently lift the jaw to open the airway, avoiding any movement of their neck.
DIABETES
What you need to do ‒ for high blood sugar (hyperglycemia)
Call 999 or 112 straight away for medical help and say that you suspect hyperglycemia.
While you wait for help to arrive, keep checking their breathing, pulse and level of response.
If they lose consciousness at any point, open their airway, check their breathing and prepare to
treat someone who’s become unconscious.
What you need to do ‒ for low blood sugar (hypoglycemia)
Help them sit down. If they have their own glucose gel, help them take it. If not, you need to give
them something sugary like fruit juice, a fizzy drink, two teaspoons of sugar, or sugary sweets.
If they improve quickly, give them more sugary food or drink and let them rest. If they have their
glucose testing kit with them, help them use it to check their glucose level. Stay with them until
they feel completely better.
If they do not improve quickly, look for any other causes and then call 999 or 112 for medical
help.
While waiting, keep checking their responsiveness, breathing and pulse.
What you need to do ‒ if you’re unsure whether their blood
sugar is high or low
If you’re not sure whether someone has high or low blood sugar, give them something sugary
anyway, as this will quickly relieve low blood sugar and is unlikely to do harm in cases of high
blood sugar
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If they don’t improve quickly, call 999 or 112 for medical help.
If they lose consciousness at any point, open their airway, check their breathing and prepare to
treat someone who’s become unconscious.
Fractures and Soft tissue injuries….
If it is an open fracture, cover the wound with a sterile dressing and secure it with a bandage.
Apply pressure around the wound to control any bleeding.
Support the injured body part to stop it from moving. This should ease any pain and prevent any
further damage.
Once you’ve done this, call 999 or 112 for medical help. While waiting for help to arrive, don’t
move them unless they’re in immediate danger.
Protect the injured area by using bandages to secure it to an uninjured part of the body to stop it
from moving. For example, fractures on the arm can be secured with a sling, and a leg with a
fracture can be tied to the uninjured leg. Keep checking the casualty for signs of shock. This does
not mean emotional shock, but is a life-threatening condition, often caused by losing blood.
If they lose consciousness at any point, open their airway, check their breathing and prepare to
treat someone who’s become unconscious.
Soft tissue injuries
Help them to sit or lie down and support in a comfortable raised position the part they’ve hurt.
To cool the area, apply a cold compress, like an ice pack or cold pad. This will help to reduce the
swelling, bruising and pain. Do not leave on for more than ten minutes.
Leave the cold compress in place or wrap a soft layer of padding, e.g. cotton wool, around the area. Tie a
support bandage around it, to hold it in place, which goes up as far as the next joint on each side. For
example, for an ankle injury, the bandages should go from the base of the toes to the knees.
Elevate the injury and support it with something soft, like cushions.
If the pain is severe, or they can’t use their limb at all, take or send them to hospital. Otherwise,
just tell them to rest it and to see a health care professional, if necessary.
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Common Infections and their prevention
If someone has any of the signs of meningitis, like shielding their eyes from the light, call 999 or
112 for emergency medical help straight away and treat the fever.
Check to see if they have a rash, with most rashes if you press the spots with the side of a glass,
the spots will fade – if they don’t fade, call 999 or 112 for medical help at once.
While you’re waiting for help to arrive, reassure them and keep them cool.
Keep checking their breathing, pulse and level of response
Other conditions like allergic reactions, epilepsy, stroke, medical conditions, and infectious
diseases are covered in the course.
Specifics hazards in the work place
Electrical and chemical safety and preventive culture.
Lifting and Carrying
Different methods of evacuating and transporting casualties.
Contents of a First Aid Box
Examination at the end of the course.
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5.9 DISCUSSIONS/IMPLICATIONS OF FINDINGS
The findings show that without clear safety procedures and policies within the learning
institutions, the staffs working in these primary schools are more prone to accidents since most
of them are not aware of them thus having a considerable percentage of them rating their
working conditions as average, poor and very poor leading to occurrence of common accidents.
The findings also provide insight on the fact that though head teachers and managers have
training programmes for the prevention and provide protective clothing and equipment,
guidelines for preparedness for emergencies are not clearly stipulated due to lack of
documentation and worse still, a considerable number of staff are not trained on first aid. This
however can be attributed to the high turnover levels shown by the way most staff are in their
current employment for the past three years and below. Without a system of reporting risks,
hazards and accidents in most primary schools implies that accident cases are not properly
recorded and for any improvement in terms of occupational health and safety of workers to be
implemented, this will need to be corrected. Despite staff and managers indicating they had had
risk assessment audits and safety policy statements, these were not documented or made
available to staff since they were not in a position to outline safety regulations or state laws
governing occupational safety in their work areas. This could be easily handled by safety
committees or worker‘s unions which are not existent in a number of the primary schools. This
would also be complimented by the fact that most of these staff are relatively young and literate.
5.10 CONCLUSIONS
The results of the study and interpretation of its findings has provided information that can be
used to develop a policy on emergency preparedness guideline for learning institutions since
majority (53%) of the headteachers/school managers who were interviewed were not aware on
its existence. Concerning policy guidelines, most schools had no safety procedures, policies or
laws. Most of them also neither had guidelines for preparedness for emergencies or a system for
reporting risks hazards and accidents. Contrary to the OHS Act(2007) requirement, most of the
schools had no safety committees and few had first aid boxes and fire extinguishers. Very few of
them also had safety training programmes and did assessment audits regularly.
31. 31
In terms of awareness, it was noted that though staff claimed to be aware of safety regulations,
safety procedures and policies or laws governing the learning institutions, most of them could
not outline any. On preventive measures in place, the study found out that safety is ensured
through training, availing necessary equipment and disciplinary action for breach of safety rules.
Accidents were controlled by avoiding carelessness, creating awareness, conducting routine
checks and allocation of duties.
32. 32
5.11 RECOMMENDATIONS FOR POLICY
learning
institutions and provide allocations of the necessary resources for its implementations.
in learning institutions should be
restructured to conform to international standards. Short courses, seminars and conferences
should be encouraged. The ministry of education should include in their curriculum safety and
health aspects as this would contribute to behavioral change and enhancement of a positive
safety culture.
learning institutions should be encouraged to have in place functional
Job Safety Analysis (JSA) procedures.
NEMA) should be vigilant in safety
management audit processes which should be put in place in all work places and the results
disseminated to staff and all stakeholders for effective implementation.
in place for data
collection and access to information related to and all stakeholders should have means of access.
learning institutions should also keep clear records of their health and safety activities and
occurrences.
nt‘s divergent views on occupational accidents, awareness and
prevention within primary schools in Nairobi County, there is need for further research to
compare the possible outcomes.
5.12 RECOMMENDATIONS FOR FURTHER RESEARCH
- Research should be done to evaluate if poverty, job insecurity, informal employment, high
labour turnover and low education standards play a role in the state of occupational health and
33. 33
safety within the learning insitutions. - Research can also explore the effects of staff workload
Vis a Vis staff shortage on safety.
The research can also focus on the applicability of Occupational Health and safety sensitization
in the school’s curriculums and more so First Aid course in the primary schools.
6.0 REFERENCES
Packard, R., (1989). Industrial Production, Health and Disease in Sub-Saharan Africa. 28:475
Republic of Kenya, (1990). Factories And Other Places Of Work, Cap 514, Laws of Kenya.
Government Printing Press, Kenya.
Republic of Kenya, (2004). Factories and Other Places Of Work, Cap 514, (Safety and Health
Committee) Rules, Legal Notice No. 31, Laws of Kenya, Government Printing Press, Kenya.
34. 34
QUESTIONAIRRE
Section A: DEMOGRAPHIC INFORMATION
1. Respondent No. _________
2. Name of School _________________________________
3. Section/ Department ____________________________
4. Designation/Job description ______________________
5. Age
Under 18 18 - 25 26-35 36-45 45 and above
6. Sex
Male Female
7. Number of years worked in current employment
6 months &
below
6 months – 1
year
1 years - 3
years
3 years - 5
years
5 years and
above
8. Level of education
Primary Secondary Diploma University Other
Section B: AWARENESS
1. Are there any outlined safety regulations in your work areas that you are aware of? Yes No
If yes, outline them __________________________________________________
2. Is there a safety policy statement in your workplace?
Yes No
3. Do you know any other laws governing occupational safety at your workplace?
Yes No
35. 35
If yes, state them ___________________________________________
_________________________________________________________
4. Who is responsible for the implementation of safe working conditions at the School?
Employer Supervisor Self
Section C: PREVENTION
1. Tick the safety measures taken in the workplace.
ovision of protective gear
2. How do you get information on use of equipment,
Written Verbally Self discovery
3. Outline what the School has done to prepare you for an emergency?
__________________________________________________________________
4. How would you rate your working conditions in terms of safety?
V. Good Good Average Poor V. poor
Section D: PROCEDURES AND POLICIES
1. Have you had any first aid training?
Yes No If yes i) who was the facilitator? __________________________
ii) When? Less than 2 yrs ago More than 2 yrs ago
36. 36
2. Is there a programme for safety training for staff? Yes No
If yes,
i. When is it done? On employment during employment
ii. How often is it done? Weekly Monthly Yearly
Other _________________________
3. Have you or any of your colleagues been involved in an accident while working?
Yes No If yes,
i. What type of accident was it? Tick the type of accident.
ii. What do you think contributed to the above named accident?
4.Do you have a workers‘ union?
Yes No If yes, do the union leaders
i. Hold seminars to educate staff on their health and safety rights?
Yes No
ii. In your opinion, do they support staff who are injured to your satisfaction? Yes No
5. Is there a procedure for reporting accidents?
6. Are the pupils trained on First aid and any safety sensitization?