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Identifying hazards and risks in Information and Communication Technology
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- 2. 1. Discuss theOccupational Safety and Health (OSH) standards in ICT environments. 2. Recognize the importance of OSH standards in ICT environments and develop a sense of responsibility by advocating for their adherence to ensure a safe workplace. 3. Create an essay on situation analysis that demonstrates concern and responsibility by accurately identifying key issues, proposing solutions, and reflecting on the impact of these solutions. LESSON TARGETS: I can…
- 3. Can You See It? Roaminside and outside the classroom for a few minutes. List down at least 3 things that can cause injury or harm. Share your list to the class.
- 4. 1.How did youfind the activity? 3.What are the three (3) things you have listed that can cause injury or harm? 2.What are the areas on the school campus that you visited? 4.How do these hazards impact safety, and what measures could be implemented to mitigate these risks?
- 5. LANGUAGE PRACTICE From thepool of words below, group the words that are synonymous with HAZARD. THREAT PERIL DANGER RISK PROTECTION SAFE CONVENIENT ACCIDENT SECURE HARM
- 6. LANGUAGE PRACTICE From thepool of words below, group the words that are synonymous with HAZARD. THREAT PERIL DANGER RISK PROTECTION SAFE CONVENIENT ACCIDENT SECURE HARM
- 7. What hazards orrisks are present in this image?
- 8. HAZARD is any sourceof potential damage, harm or adverse health effects is anything that could hurt you or anybody
- 9. • frayed electricalcords (could result in electrical shock) • boxes stacked precariously (they could fall on anybody) • noisy machinery (could result in damage to hearing)
- 10. RISK is the chanceor probability that a person will be harmed or experience adverse health effect if exposed to a hazard
- 11. OCCUPATIONAL SAFETY AND HEALTH (OSH) •is a working system that prevents illness and injury • recognize and identify hazards and risk • encourages the highest level of physical, mental, and social health for all employees • established and implemented by DOLE
- 12. MANAGING HEALTH AND SAFETY AT WORK 3- THINK SAFE STEPS
- 13. SPOT THE HAZARD HAZARDIDENTIFICATION • Being alert at all times is good. • some hazards cannot be easily identified and not obvious
- 14. PHYSICAL • this canbe easily seen or recognized • floors, stairs, platforms, ladders, prolonged noise, vibration, heat, cold, ventilation and air quality
- 15. MECHANICAL OR ELECTRICAL • thisincludes pressure vessels, electricity, equipment, cranes, and machinery
- 16. CHEMICAL • example areacids and poisons, cleaning agents, fumes, and explosive devices • display cleaning chemicals, keyboard cleaning chemicals, compressed gas dirt and dust removers, and many cleaning solvents
- 17. BIOLOGICAL • This includesviruses, insects, vermin (pest) and bacteria
- 18. PSYCHOSOCIAL • workplace stresses arisingfrom a variety of sources • factors in the work environment that can cause stress, strain, or interpersonal problems for the worker
- 19. REPETITIVE STRESS INJURIES • Area collection of related overuse illnesses affecting the muscles, nerves, and tendons REPETITIVE STRESS INJURIES ERGONOMICS • It is the study of a safe and effective work environment
- 20. ASSESS THE RISK RISKASSESSMENT • work on the possibility or extent of harm that a hazard may bring • nature of the hazard, hazard combination, types of injuries • assess the layout of the workplace and the people working on it
- 25. MAKE THE CHANGES RISKCONTROL • first aim must be to totally eliminate the risk a. Substitution b. Isolation c. Safeguards d. Instructing workers on the safest way to do something e. using PPE and clothing
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- 27. PHYSICAL HAZARDS • mostcommon • cables running across the floor • assess the risk • place a danger sign to remind people
- 28. MECHANICAL HAZARDS • theone happening when printing • printer may injure the user’s fingertip • you must be alert at all times
- 29. CHEMICAL HAZARDS • cleaningchemicals and compressed dust remover • harmful when swallowed or poured onto bare skin • read any warnings and instructions
- 30. ELECTRICAL HAZARDS • thereis a range of voltages found in electronic equipment • care and attention must also be observed at all times • hazard can be lethal
- 31. HOW TO IMPLEMENT THE 5SAPPROACH IN WORKSTATIONS
- 33. • systematic approachto workplace organization focuses on reducing waste, increases efficiency, and overall work quality • Hiroyuki Hirano created this to have a safer, more efficient operation
- 34. SEIRI (SORT) • identifywhat is and isn’t working • Putting things in order • remove or discard what is not needed
- 35. After identifying thesenon- essential things, classify them as: 1) Waste 2) Valuable, but not critical Consider whether they are: 1) essential 2) used occasionally 3) never at all
- 36. Imagine your classroomis a giant puzzle, and every item has its own piece. For a fun challenge, choose three different types of items (e.g., books, supplies, or personal belongings). How would you "sort" these items to make the classroom more organized?
- 37. SEITON (STRAIGHTEN) • a placefor everything, and everything in its place • Orderliness/ Proper Arrangement
- 38. Designate positions foreverything you’ll need • hand tools, cords, cables • make a specific place for tools Eliminate “hunting” for tools and supplies • create a place for those things
- 39. Take time toconsider the flow of work. Ask yourself: • What do I need to do my job? • Where should I locate it, once I’ve determined an item is needed? • How many do I need?
- 40. Picture your workspaceis a busy kitchen. For a fun twist, think of three kitchen tools or utensils that need to be "straightened" for optimal use. How would you arrange these tools to make cooking easier and more efficient?
- 41. SEISO (SHINE) • moreor less clean • it isn’t something that is done only when there is time - it’s done without fail everyday
- 42. Imagine your classroomis a magical garden that needs a little "shining up." Choose three areas or items in the room that could use some extra sparkle and cleanliness. How would you "shine" these areas to make them look their best?
- 43. SEIKETSU (STANDARDIZE) • the aimis to adopt the high standards of cleanliness and order • may take the form of instruction sheets, diagrams or images
- 44. Think of yourclassroom as a game show where the challenge is to "standardize" the way things are done. Choose three daily tasks or routines (like organizing desks, submitting the outputs, or setting up materials). How would you create a fun, step-by- step guide or checklist to make sure everyone follows the same process?
- 45. SHITSUKE (SUSTAIN) • hardestpart of the process • implies continuous training and the maintenance of standards
- 46. Imagine you're thecaptain of a "Sustainability Squad" in your classroom. Your mission is to create a fun and engaging plan to keep your classroom habits and routines on track. Choose three key practices (like tidying up after activities, maintaining organization, or following a schedule). How would you motivate your classmates to stick to these practices every day?
- 47. How can minorhazards in an ICT environment lead to major safety and security issues, and what solutions would effectively prevent this?
- 48. How can applyingthe 5S approach in a workstation help reduce hazards and risks, and create a safer, more efficient working environment?
- 49. As Teresians, how doyou face personal danger like stress or disorganization, both in school and in life? What steps help you overcome these challenges?
- 50. The class willbe divided into 6 groups, and each group will be given a different scenario concerning the possible hazards and risks encountered in the ICT environment. Afterwards, they will be required to make an essay consisting of identified key issues, proposed solutions, and reflection on the impact of these solutions. There should be 5–7 sentences on each part of the essay.
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