MOS 5101, Safety and Accident Prevention 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
2. Apply occupational safety and health concepts to workplace scenarios.
2.1 Explain the steps required to perform a risk assessment of a mechanical hazard.
2.2 Explain the steps required to perform a risk assessment of a fall hazard.
5. Evaluate common workplace hazards.
5.1 Perform a risk assessment using a risk-assessment matrix or a risk-assessment decision tree.
5.2 Evaluate the acceptability of risk after performing a risk assessment.
6. Formulate hazard abatement strategies for common workplace hazards.
6.1 Recommend controls to reduce the risks associated with a mechanical hazard.
6.2 Recommend controls to reduce the risks associated with a fall hazard.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 14, pp. 307–326
Unit V Scholarly Activity
2.2
Unit Lesson
Chapter 15, pp. 329–357
Unit V Scholarly Activity
5.1
Unit Lesson
Chapter 14, pp. 307–326
Chapter 15, pp. 329–357
Unit V Scholarly Activity
5.2
Unit Lesson
Chapter 14, pp. 307–326
Chapter 15, pp. 329–357
Unit V Scholarly Activity
6.1
Unit Lesson
Chapter 14, pp. 307–326
Unit V Scholarly Activity
6.2
Unit Lesson
Chapter 15, pp. 329–357
Unit V Scholarly Activity
Reading Assignment
Chapter 14: Mechanical Hazards and Machine Safeguarding, pp. 307–326
Chapter 15: Falling, Impact, Acceleration, and Vision Hazards with Appropriate PPE, pp. 329–357
UNIT V STUDY GUIDE
Hazard Assessment and Control of
Mechanical Hazards and Falls
MOS 5101, Safety and Accident Prevention 2
UNIT x STUDY GUIDE
Title
Unit Lesson
So far in the course, we have discussed the history of safety, causation models for safety, how to perform
an investigation, and the role of human factors in accidents. In this unit, we start to look at how those
variables apply to some hazards that you might face in your safety job—specifically mechanical hazards and
fall hazards.
Two important concepts that students must be familiar with in this course are hazards and risks. While at first
glance, these terms appear to be relatively easy to understand, many students are easily confused, using the
terms interchangeably. Hazard and risk are not identical variables. A hazard is anything that has the potential
to cause harm. The harm can be to an individual, the environment, or physical property like a structure. There
are several common definitions of risk, but the most common is the probability that the hazard will cause harm
and the severity that would be associated with the harm.
Part of the safety professional’s job is to identify hazards that are present at a workplace. There are multiple
methods for the safety professional to identify hazards, commonly referred to as a hazard analysis. We will go
into some specific hazard assessments in greater detail in Un.
Unit-3 Professional Ethics in EngineeringNandakumar P
About an engineer's responsibility towards safety and risk taken by him/her in critical circumstance.
This PPT will give them a basic approach towards engineer's work towards safety for the society.
Construction Safety Training_Session 10_Risk Assessment, Hierarchy of Control...Muizz Anibire
Learning Objectives
Describe the risk assessment process.
Carry out risk assessment studies of construction tasks.
Highlight control measures for identified risks.
Understand Methods Statement as a part of the risk assessment process.
Military + Civilian Best Practices: Risk Management ver 1.1Alejandro Perez
Topic: Military Risk Management
Program: Officer Development Program
Institution: Army National Guard
Uniqueness of Presentation:
1. ) Innovative Practices applied to Risk Managements
2.) Military + Civilian Best Practices Utilization
3.) Iterative Philosophy Application
4.) Common Sense integration with MDMP (Military Decision Making Process and TLPs (Troop Leading Procedures)
JCH Safety Online Fire Safety Awareness training. To view the whole online training course offered by JCH Safety you can buy this course online - http://www.jchsafety.co.uk/courses/online-risk-assessment-training/
Risk Assessment for Building Construction Sites in Myanmarijtsrd
In Myanmar, construction industries carry on to become safety first. There are many hazards and risks in construction that can cause employee injuries and illnesses. In order to be safe, risk assessment technique is widely used in international but less in Myanmar. So this paper aims to help what kind of risks can occur and to know how to reduce these risks by using additional controls. Firstly, it is required to collect data. Therefore, three construction companies in Mandalay Myanmar are chosen. Hazards are obtained from the observed data. Questionnaires concerned with likelihood and severity are collected from the project engineers in these sites. The results from questionnaires are used to evaluate the risks. The evaluated risks are reviewed whether these are acceptable or additional controls are required to reduce risks. On the basis of outcome results, risk prioritization number charts can be obtained. Thus, this study can provide for developing necessary controls to reduce risks and to be safe for construction industries. Nyein Nyein Thant | Zin Mar Soe "Risk Assessment for Building Construction Sites in Myanmar" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26655.pdfPaper URL: https://www.ijtsrd.com/engineering/civil-engineering/26655/risk-assessment-for-building-construction-sites-in-myanmar/nyein-nyein-thant
Unit-3 Professional Ethics in EngineeringNandakumar P
About an engineer's responsibility towards safety and risk taken by him/her in critical circumstance.
This PPT will give them a basic approach towards engineer's work towards safety for the society.
Construction Safety Training_Session 10_Risk Assessment, Hierarchy of Control...Muizz Anibire
Learning Objectives
Describe the risk assessment process.
Carry out risk assessment studies of construction tasks.
Highlight control measures for identified risks.
Understand Methods Statement as a part of the risk assessment process.
Military + Civilian Best Practices: Risk Management ver 1.1Alejandro Perez
Topic: Military Risk Management
Program: Officer Development Program
Institution: Army National Guard
Uniqueness of Presentation:
1. ) Innovative Practices applied to Risk Managements
2.) Military + Civilian Best Practices Utilization
3.) Iterative Philosophy Application
4.) Common Sense integration with MDMP (Military Decision Making Process and TLPs (Troop Leading Procedures)
JCH Safety Online Fire Safety Awareness training. To view the whole online training course offered by JCH Safety you can buy this course online - http://www.jchsafety.co.uk/courses/online-risk-assessment-training/
Risk Assessment for Building Construction Sites in Myanmarijtsrd
In Myanmar, construction industries carry on to become safety first. There are many hazards and risks in construction that can cause employee injuries and illnesses. In order to be safe, risk assessment technique is widely used in international but less in Myanmar. So this paper aims to help what kind of risks can occur and to know how to reduce these risks by using additional controls. Firstly, it is required to collect data. Therefore, three construction companies in Mandalay Myanmar are chosen. Hazards are obtained from the observed data. Questionnaires concerned with likelihood and severity are collected from the project engineers in these sites. The results from questionnaires are used to evaluate the risks. The evaluated risks are reviewed whether these are acceptable or additional controls are required to reduce risks. On the basis of outcome results, risk prioritization number charts can be obtained. Thus, this study can provide for developing necessary controls to reduce risks and to be safe for construction industries. Nyein Nyein Thant | Zin Mar Soe "Risk Assessment for Building Construction Sites in Myanmar" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26655.pdfPaper URL: https://www.ijtsrd.com/engineering/civil-engineering/26655/risk-assessment-for-building-construction-sites-in-myanmar/nyein-nyein-thant
BBA 4226, Risk Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Examine the elements of the risk management process.
1.1 Illustrate the use of the risk management process.
2. Analyze the parameters used to categorize risks.
2.1 Categorize risks based on specific parameters.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Unit II Scholarly Activity
2.1
Chapter 3
Unit II Lesson
Unit II Scholarly Activity
Reading Assignment
Chapter 3: Risk
Unit Lesson
We live in interesting and uncertain times, and they are only going to become more complex and risky as the
future unfolds. Individuals and organizations must adapt to an increasingly uncertain environment in order to
identify, mitigate, and survive potential damaging risks. Often, when we think of corporate risks, we think of
natural disasters (e.g., earthquakes and tornados) or even man-made disasters (e.g., fires or attacks such as
the one on September 11, 2001, an oil spill such as the one caused by BP in the Gulf of Mexico, or
information technology (IT) security breaches). Yet, we tend to forget man-made disasters such as the
financial crisis of 2008, which is considered one of the worst global financial crises of all time because of its
ripple effect around the world. We also tend to overlook disruptions in the supply chain of corporations that
could be equally distressing to a company’s survival. Because of the interconnectedness of the world, an
interruption of supplies in one side of the world can have very disruptive and lasting negative effects in
another side.
In today’s economy, many risks have an effect around the world. Thus, it is critical that corporations and
governments implement risk management strategies. First, however, let’s start with defining what risks are all
about.
Risk
Risk is defined as the probability and consequence of not achieving a specific goal. As an example, can the
project be completed within budget? Risk is the probability of loss or the expectation of an unfavorable
outcome as a result of a particular action. Risk is really a measure of future uncertainties or the combination
of an event occurring and the consequences of that event. Newsome (2014) noted that there are different
standards of risk definitions but settled on risks as the “changes, effects, and consequences” of an event’s
potential returns (p. 25). Thus, risk is associated with all future adverse outcomes of an action.
A good description of risks facilitates the understanding, identification, and analysis of risks (Newsome, 2014).
A detailed risk definition and description is the first step to identifying risks. An example of a structured
standardized version of risk description is depicted in Table 3.2 on page 29 of your textbook.
UNIT II STUDY GUIDE
Risk
BBA 4226, Risk Management 2
UNIT x STUDY GUIDE
Title
Components of Risk
Risk ...
This model was developped by me in the same period of, a ndindependant from, Reason's Swiss Cheese Model Although it isa far more dynamic model, closer to reality it had never the success the SCM had. I am no professor and simply a SIBEENG (SIlly BElgian ENGineer).
arriers thatd due to lackm factorsthese causalent ca.docxdavezstarr61655
arriers that
d due to lack
m factors
these causal
ent causation
idents—it
analyzes the
haviors—it
uld” follow.
edges the
g
he new
requency of
ts.
Systems Model of Construction Accident Causation
Panagiotis Mitropoulos1; Tariq S. Abdelhamid2; and Gregory A. Howell3
Abstract: The current approach to safety focuses on prescribing and enforcing “defenses;” that is, physical and procedural b
reduce the workers’ exposure to hazards. Under this perspective, accidents occur because the prescribed defenses are violate
of safety knowledge and/or commitment. This perspective has a limited view of accident causality, as it ignores the work syste
and their interactions that generate the hazardous situations and shape the work behaviors. Understanding and addressing
factors that lead to accidents is necessary to develop effective accident prevention strategies. This paper presents a new accid
model of the factors affecting the likelihood of accidents during a construction activity. The model takes a systems view of acc
focuses on how the characteristics of the production system generate hazardous situations and shape the work behaviors, and
conditions that trigger the release of the hazards. The model is based on descriptive rather than prescriptive models of work be
takes into account the actual production behaviors, as opposed to the normative behaviors and procedures that workers “sho
The model identifies the critical role of task unpredictability in generating unexpected hazardous situations, and acknowl
inevitability of exposures and errors. The model identifies the need for two accident prevention strategies:~1! reliable production plannin
to reduce task unpredictability, and~2! error management to increase the workers’ ability to avoid, trap, and mitigate errors. T
causation model contributes to safety research by increasing understanding of the production system factors that affect the f
accident. The practical benefit of the model is that it provides practitioners with strategies to reduce the likelihood of acciden
DOI: 10.1061/~ASCE!0733-9364~2005!131:7~816!
CE Database subject headings: Occupational safety; Construction site accidents; Accident prevention.
as a
sures
aised
safety
injury
the
the
f
d on
en-
that
f the
iors.”
li-
, en-
t
li-
ance.
acci-
ance
h.
. It
safety
zards
of
eased
dd
table
afety
ts are
s to
ch as
a less
d the
ffec-
ces in
es are
ol of
ment
323.
um,
ssions
te by
ging
pos-
2004.
-
05/
Introduction
In recent years, construction accident rates have declined
result of substantial effort by many parties. Increased pres
from OSHA and owners, and increased cost of accidents r
the contractors’ awareness. In turn, contractors increased
training and enforcement. These efforts have reduced the
and illness rate from 12.2 in 1993 to 7.9 in 2001. However,
rate of fatalities has shown little improvement—since 1997,
number of fatalities per year is consistently over 1,100~Bureau o
Labor Statistics 2004!.
The current appr.
Session 01 _Risk Assessment Program for YSP_Introduction, Definitions and Sta...Muizz Anibire
Program Objectives
In light of industrialization trends across the globe, new hazards are constantly introduced in many workplaces. This program aims to provide Young Safety Professionals (YSPs) from diverse backgrounds with the requisite skill to address the health and safety hazards in the modern workplace.
A Human-Centric Approach to Oil & Gas Industry SafetyCognizant
Wearables and other digital hardware can help minimize safety incidents. Monitoring biometrics and alerting workers before they become dangerously mentally or physically fatigued mitigates tiredness as a significant contributing factor in workplace accidents. Applying big data techniques to human behavior enables causal analysis to find the root causes of accidents.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
1
Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
9
MPM344 Project Risk Management
Medical Needs Risk Management
Connie Farris
11/28/2018
Table of Contents
Project Outline 3
Project Description 3
Method (Agile or Waterfall) 3
Overall Risk Management Strategy 4
Risk Categories 5
Project Risk Identification 7
Project Risks 7
Risk Register 8
Project Risk Analyses 9
Qualitative Risk Analysis 9
Quantitative Risk Analysis 10
Project Risk Response Strategy 12
Risk Response Strategy 12
Project Risk Controlling 13
Plan for Reviewing Risk Responses 13
Identification of New Risks 13
Project Risk Communications Plan 14
Communications Matrix 14
Memo to the Project Sponsor 14
References 15
Project OutlineProject Description
The quality gauges of therapeutic devices contain numerous viewpoints, for example, plan control, Risk management, vendor management etc. (Singh, 2017) In this paper we are going to discuss the importance of Risk management for medical devices and steps to perform during the product development stage. Risk management is a critical part of the medical device product development lifecycle. (Singh, 2017) It enables medical device engineers to guarantee that the item is dependable, functions obviously and will be no damage to the patients, administrators or the earth. In other words, the main purpose of the Risk management cycle is to lessen or curb the odds of disappointment in the item.
Medical Needs is a company that designs and manufactures medical devices and will be opening a new company and would like for us to do the risk management involved with the materials used for these devices and the design to ensure the devices are compliant to all regulations during production. There are many areas we will cover during this project to ensure that a quality product is available for the public consumer. We are looking at completing this project in less than six months before the manufacturing process commences. We will look at everything from vendor, mechanical and that everything planned before the company is open will be as risk free as possible.
Method (Agile or Waterfall)
. We will be using an Agile Method to conduct this risk assessment. The agile methodology with more checkpoints, gives you a chance to refine what you are working for the client, and what they are at last given. (Tan, 2016) Agile gives the chance to take what you made, offer it to a customer, and bring out criticism. Considering the input, you can decide if you are going the correct way. (Tan, 2016) If changes are required, you give yourself the chance to adjust and alter. When creating medicinal devices, numerous sources of info that must be contemplated. Distinguish the requirements of the end client however comprehend the potential dangers that the item may present to end clients and guarantee that your item is adequately protected and powerful by structuring risk adjustment into your medical device.
When using the agile process, you must understan.
The article deals with the identification through field research in the understanding of the workers about the risks and how these may be protected by individual protection equipment.
1
Activity Analysis of Coloring
Mariah Stump
Therapeutic Recreation: Professional Practicum I
2
Activity Analysis: Coloring
Description:
Coloring is a leisure activity that involves creativity and imagination. Coloring can be an
individual or group activity. In order to color, the participant must have a coloring sheet, coloring
utensils, sharpener, and a hard surface. The coloring utensils can be crayons, colored pencils, or
markers. The goal of coloring is to bring color to the objects on the coloring sheets by shading
them with the coloring utensils. After choosing a coloring sheet, the participant must choose the
colors they feel will look best on the picture. If the coloring utensil is not sharp, they can use a
sharpener. Then the participant chooses a section to start and which color to use for that section.
They should start by coloring the inside edge of the section to help them stay in the lines. After
coloring the edge, they can color the center. They should continue to choose a section, choose a
color, shade the inside edge, and shade the center until the picture is fully colored (How).
Precautions/ Safety Issues:
Some people may want to take precaution if they are allergic to some of the chemicals in
crayons, colored pencils, or markers. They must avoid ingesting any of these coloring utensils.
Participants also need to avoid inhaling the smell of the markers. This could cause damage to the
brain, lungs, heart, liver, kidney, and peripheral nerves if it becomes a habit (Inhalants).
Special Considerations:
This activity is for people age 4 and up. Children younger than four have a hard time
staying in the lines, and may not benefit from the activity (Eye). Also, people that are blind may
be unable to do this activity unless adaptations are made.
Demands:
Although coloring is mainly a cognitive activity, it also has some physical, social, and
emotional demands. Some of the cognitive demands include deciding what picture to color and
which colors to use. Coloring is physically demanding, because the participant must have hand-
eye coordination in order to color in the lines. Sitting is the primary body position during
coloring, so the participant must also have sitting endurance. The dominant arm, wrist, hand, and
fingers are also involved, so the person must have the arm strength and stability needed to finish
the coloring page. Coloring is normally an individual activity, however, more than one person
3
can participate at one time. Coloring in a group could make the activity socially demanding, if
the people choose to interact with one another. Coloring could make a person feel joyful,
relaxed, or frustrated. Joy or happiness could come from completing the coloring page. Coloring
has been shown to relieve stress, so participants may feel relaxed or laid back while participating
in this activity. Coloring can als.
0 Choose one of the organizations described in the Four Case Studie.docxpoulterbarbara
0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
More Related Content
Similar to MOS 5101, Safety and Accident Prevention 1 Course .docx
BBA 4226, Risk Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Examine the elements of the risk management process.
1.1 Illustrate the use of the risk management process.
2. Analyze the parameters used to categorize risks.
2.1 Categorize risks based on specific parameters.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Unit II Scholarly Activity
2.1
Chapter 3
Unit II Lesson
Unit II Scholarly Activity
Reading Assignment
Chapter 3: Risk
Unit Lesson
We live in interesting and uncertain times, and they are only going to become more complex and risky as the
future unfolds. Individuals and organizations must adapt to an increasingly uncertain environment in order to
identify, mitigate, and survive potential damaging risks. Often, when we think of corporate risks, we think of
natural disasters (e.g., earthquakes and tornados) or even man-made disasters (e.g., fires or attacks such as
the one on September 11, 2001, an oil spill such as the one caused by BP in the Gulf of Mexico, or
information technology (IT) security breaches). Yet, we tend to forget man-made disasters such as the
financial crisis of 2008, which is considered one of the worst global financial crises of all time because of its
ripple effect around the world. We also tend to overlook disruptions in the supply chain of corporations that
could be equally distressing to a company’s survival. Because of the interconnectedness of the world, an
interruption of supplies in one side of the world can have very disruptive and lasting negative effects in
another side.
In today’s economy, many risks have an effect around the world. Thus, it is critical that corporations and
governments implement risk management strategies. First, however, let’s start with defining what risks are all
about.
Risk
Risk is defined as the probability and consequence of not achieving a specific goal. As an example, can the
project be completed within budget? Risk is the probability of loss or the expectation of an unfavorable
outcome as a result of a particular action. Risk is really a measure of future uncertainties or the combination
of an event occurring and the consequences of that event. Newsome (2014) noted that there are different
standards of risk definitions but settled on risks as the “changes, effects, and consequences” of an event’s
potential returns (p. 25). Thus, risk is associated with all future adverse outcomes of an action.
A good description of risks facilitates the understanding, identification, and analysis of risks (Newsome, 2014).
A detailed risk definition and description is the first step to identifying risks. An example of a structured
standardized version of risk description is depicted in Table 3.2 on page 29 of your textbook.
UNIT II STUDY GUIDE
Risk
BBA 4226, Risk Management 2
UNIT x STUDY GUIDE
Title
Components of Risk
Risk ...
This model was developped by me in the same period of, a ndindependant from, Reason's Swiss Cheese Model Although it isa far more dynamic model, closer to reality it had never the success the SCM had. I am no professor and simply a SIBEENG (SIlly BElgian ENGineer).
arriers thatd due to lackm factorsthese causalent ca.docxdavezstarr61655
arriers that
d due to lack
m factors
these causal
ent causation
idents—it
analyzes the
haviors—it
uld” follow.
edges the
g
he new
requency of
ts.
Systems Model of Construction Accident Causation
Panagiotis Mitropoulos1; Tariq S. Abdelhamid2; and Gregory A. Howell3
Abstract: The current approach to safety focuses on prescribing and enforcing “defenses;” that is, physical and procedural b
reduce the workers’ exposure to hazards. Under this perspective, accidents occur because the prescribed defenses are violate
of safety knowledge and/or commitment. This perspective has a limited view of accident causality, as it ignores the work syste
and their interactions that generate the hazardous situations and shape the work behaviors. Understanding and addressing
factors that lead to accidents is necessary to develop effective accident prevention strategies. This paper presents a new accid
model of the factors affecting the likelihood of accidents during a construction activity. The model takes a systems view of acc
focuses on how the characteristics of the production system generate hazardous situations and shape the work behaviors, and
conditions that trigger the release of the hazards. The model is based on descriptive rather than prescriptive models of work be
takes into account the actual production behaviors, as opposed to the normative behaviors and procedures that workers “sho
The model identifies the critical role of task unpredictability in generating unexpected hazardous situations, and acknowl
inevitability of exposures and errors. The model identifies the need for two accident prevention strategies:~1! reliable production plannin
to reduce task unpredictability, and~2! error management to increase the workers’ ability to avoid, trap, and mitigate errors. T
causation model contributes to safety research by increasing understanding of the production system factors that affect the f
accident. The practical benefit of the model is that it provides practitioners with strategies to reduce the likelihood of acciden
DOI: 10.1061/~ASCE!0733-9364~2005!131:7~816!
CE Database subject headings: Occupational safety; Construction site accidents; Accident prevention.
as a
sures
aised
safety
injury
the
the
f
d on
en-
that
f the
iors.”
li-
, en-
t
li-
ance.
acci-
ance
h.
. It
safety
zards
of
eased
dd
table
afety
ts are
s to
ch as
a less
d the
ffec-
ces in
es are
ol of
ment
323.
um,
ssions
te by
ging
pos-
2004.
-
05/
Introduction
In recent years, construction accident rates have declined
result of substantial effort by many parties. Increased pres
from OSHA and owners, and increased cost of accidents r
the contractors’ awareness. In turn, contractors increased
training and enforcement. These efforts have reduced the
and illness rate from 12.2 in 1993 to 7.9 in 2001. However,
rate of fatalities has shown little improvement—since 1997,
number of fatalities per year is consistently over 1,100~Bureau o
Labor Statistics 2004!.
The current appr.
Session 01 _Risk Assessment Program for YSP_Introduction, Definitions and Sta...Muizz Anibire
Program Objectives
In light of industrialization trends across the globe, new hazards are constantly introduced in many workplaces. This program aims to provide Young Safety Professionals (YSPs) from diverse backgrounds with the requisite skill to address the health and safety hazards in the modern workplace.
A Human-Centric Approach to Oil & Gas Industry SafetyCognizant
Wearables and other digital hardware can help minimize safety incidents. Monitoring biometrics and alerting workers before they become dangerously mentally or physically fatigued mitigates tiredness as a significant contributing factor in workplace accidents. Applying big data techniques to human behavior enables causal analysis to find the root causes of accidents.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
1
Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
9
MPM344 Project Risk Management
Medical Needs Risk Management
Connie Farris
11/28/2018
Table of Contents
Project Outline 3
Project Description 3
Method (Agile or Waterfall) 3
Overall Risk Management Strategy 4
Risk Categories 5
Project Risk Identification 7
Project Risks 7
Risk Register 8
Project Risk Analyses 9
Qualitative Risk Analysis 9
Quantitative Risk Analysis 10
Project Risk Response Strategy 12
Risk Response Strategy 12
Project Risk Controlling 13
Plan for Reviewing Risk Responses 13
Identification of New Risks 13
Project Risk Communications Plan 14
Communications Matrix 14
Memo to the Project Sponsor 14
References 15
Project OutlineProject Description
The quality gauges of therapeutic devices contain numerous viewpoints, for example, plan control, Risk management, vendor management etc. (Singh, 2017) In this paper we are going to discuss the importance of Risk management for medical devices and steps to perform during the product development stage. Risk management is a critical part of the medical device product development lifecycle. (Singh, 2017) It enables medical device engineers to guarantee that the item is dependable, functions obviously and will be no damage to the patients, administrators or the earth. In other words, the main purpose of the Risk management cycle is to lessen or curb the odds of disappointment in the item.
Medical Needs is a company that designs and manufactures medical devices and will be opening a new company and would like for us to do the risk management involved with the materials used for these devices and the design to ensure the devices are compliant to all regulations during production. There are many areas we will cover during this project to ensure that a quality product is available for the public consumer. We are looking at completing this project in less than six months before the manufacturing process commences. We will look at everything from vendor, mechanical and that everything planned before the company is open will be as risk free as possible.
Method (Agile or Waterfall)
. We will be using an Agile Method to conduct this risk assessment. The agile methodology with more checkpoints, gives you a chance to refine what you are working for the client, and what they are at last given. (Tan, 2016) Agile gives the chance to take what you made, offer it to a customer, and bring out criticism. Considering the input, you can decide if you are going the correct way. (Tan, 2016) If changes are required, you give yourself the chance to adjust and alter. When creating medicinal devices, numerous sources of info that must be contemplated. Distinguish the requirements of the end client however comprehend the potential dangers that the item may present to end clients and guarantee that your item is adequately protected and powerful by structuring risk adjustment into your medical device.
When using the agile process, you must understan.
The article deals with the identification through field research in the understanding of the workers about the risks and how these may be protected by individual protection equipment.
Similar to MOS 5101, Safety and Accident Prevention 1 Course .docx (20)
1
Activity Analysis of Coloring
Mariah Stump
Therapeutic Recreation: Professional Practicum I
2
Activity Analysis: Coloring
Description:
Coloring is a leisure activity that involves creativity and imagination. Coloring can be an
individual or group activity. In order to color, the participant must have a coloring sheet, coloring
utensils, sharpener, and a hard surface. The coloring utensils can be crayons, colored pencils, or
markers. The goal of coloring is to bring color to the objects on the coloring sheets by shading
them with the coloring utensils. After choosing a coloring sheet, the participant must choose the
colors they feel will look best on the picture. If the coloring utensil is not sharp, they can use a
sharpener. Then the participant chooses a section to start and which color to use for that section.
They should start by coloring the inside edge of the section to help them stay in the lines. After
coloring the edge, they can color the center. They should continue to choose a section, choose a
color, shade the inside edge, and shade the center until the picture is fully colored (How).
Precautions/ Safety Issues:
Some people may want to take precaution if they are allergic to some of the chemicals in
crayons, colored pencils, or markers. They must avoid ingesting any of these coloring utensils.
Participants also need to avoid inhaling the smell of the markers. This could cause damage to the
brain, lungs, heart, liver, kidney, and peripheral nerves if it becomes a habit (Inhalants).
Special Considerations:
This activity is for people age 4 and up. Children younger than four have a hard time
staying in the lines, and may not benefit from the activity (Eye). Also, people that are blind may
be unable to do this activity unless adaptations are made.
Demands:
Although coloring is mainly a cognitive activity, it also has some physical, social, and
emotional demands. Some of the cognitive demands include deciding what picture to color and
which colors to use. Coloring is physically demanding, because the participant must have hand-
eye coordination in order to color in the lines. Sitting is the primary body position during
coloring, so the participant must also have sitting endurance. The dominant arm, wrist, hand, and
fingers are also involved, so the person must have the arm strength and stability needed to finish
the coloring page. Coloring is normally an individual activity, however, more than one person
3
can participate at one time. Coloring in a group could make the activity socially demanding, if
the people choose to interact with one another. Coloring could make a person feel joyful,
relaxed, or frustrated. Joy or happiness could come from completing the coloring page. Coloring
has been shown to relieve stress, so participants may feel relaxed or laid back while participating
in this activity. Coloring can als.
0 Choose one of the organizations described in the Four Case Studie.docxpoulterbarbara
0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
1 Case Study #23 Is Yahoo!’s Business Model .docxpoulterbarbara
1
Case Study #23:
Is Yahoo!’s Business Model
Working in 2011 and Today?
BUS 189 - Prof. Larry Gee
Team # 5 - The A+ Students
Aimee Gohil - # 7260
Sean Luis - # 0283
PM - Karin Proven - # 7884
Krysta Sumabat - # 2199
Friday, December 4 2015
2
Table of Contents
Appendix 1: History, Development, and Growth ……….………………………………………. 3
Appendix 2: Internal Strengths and Weakness ….………………………………………………. 8
Appendix 3: Nature of External Environment …..……………………………………………... 11
Appendix 4: SWOT Analysis…………….………….…………………………………………. 12
Appendix 5: Corporate-Level Strategy ...………………………………………………………. 18
Appendix 6: Business- Level Strategy …………………………………………………………. 20
Appendix 7: Company Structure and Control Systems………...………………………………. 22
Appendix 8: Recommendations...………………………………………………………………. 24
Case Question 1 ……….………………………………………………………….…….……… 25
Case Question 2 ……….………………………………………………………………..……… 29
Case Question 3 ………………………………………………………………………..………. 32
Case Question 4 ……………………………………………………………………….….……. 36
Conclusion …………………………………………………………………………….….……. 38
Bibliography………………………………….………………….……………………….….…. 40
3
Appendix 1: The History, Development, and Growth
Yahoo! is a global technology company best known and recognized for their search
engine, web portals, email services, and similar technologies. Yahoo! is currently working hard
to stand out from competitors by executing several strategies, including corporate level strategies
such as acquisitions, horizontal and vertical integration. It is clear with the struggles Yahoo! has
faced over the past 7 years that they need to regain market share, expand their demographics,
improve innovation, and build brand loyalty to be profitable. The company’s past strategy of
acquisitions has been costly and has not produced the desired result.
Yahoo! was founded by David Filo and Jerry Yang and the company is based in the heart
of the Silicon Valley in Sunnyvale, California. (McCullough) In 1994, David and Jerry were
graduate students at Stanford University, studying to obtain their Ph.D. in Electrical
Engineering. The World Wide Web was a tool they used, but the user experience left them
extremely frustrated. Thousands of pages would appear which were random and unorganized,
making the tool overly cumbersome and difficult to use effectively. Realizing there was a better
way to organize the information, the pair found a way to manage all these websites by specific
content. What David and Jerry provided was a hierarchically organized index compared to an
index of pages. They named this organized hierarchy “David and Jerry’s Guide to The World
Wide Web” and published it in 1994.
Initially their site was used mainly by their friends and for their own personal
use. However, over time, more and more people came across the time saving website, spreading
the word about “David and .
06identifying exceptions and RECOGNIZING WINSWe can .docxpoulterbarbara
|06|identifying exceptions and
RECOGNIZING WINS
“We can always choose to
perceive things differently.
We can focus on what’s
wrong in our life, or we can
focus on what’s right.”
Marianne Williamson
RECOGNIZING WINS | 98
Where We Have Been
In the previous chapter, you learned the concept of neuroplasticity, the brain’s ability to be “plastic” or “changeable”
in nature by actually growing new neural pathways when tasked with creating new thinking patterns. You also
discovered that you cannot always trust your thoughts as they can get stuck in the habit of delivering faulty
information based on self-limiting and self-sabotaging beliefs. You were also introduced to the concept of cognitive
reframing, which highlights your ability to view the same information or experience through a different and more
productive frame of reference. And finally, we shared the narrative concept of externalizing problems; the concept
invited you to examine whether your self-concept was too closely defined by common problems like procrastination,
anxiety, or overwhelm. We further examined what steps to take to start to have a constructive relationship with
externalized problems by dialoguing with them as a way of escaping their impact.
Where We Are Going
In this chapter, we will dive deeply into the concept of finding exceptions to problem-saturated stories. Returning
again to Angela, we will use her story as a teaching tool as we bring into focus exactly how the narrative process is
engineered to discover these exceptions to problems. Highlighting her process will set the stage for you to highlight
your own as you begin inquiring into your own personal narrative in a way that draws on actual evidence from your
own life story thus far.
In this chapter, you will come to find that you, like us all, have unexamined exceptions to the problem-laden beliefs
that may be hard to abandon. Because of this, you will be taught how to explore the creative process of finding
exceptions—those times when despite all odds and the many neural pathways that have already been carved so
deeply to support the dominance of problems, something exceptional still occurred (Figure 1).
Gearing Up
» To develop a new relationship to your problem(s), now that you have learned to
externalize them
» To expand your non-cognitive vernacular (generate more words to convey the Big 7)
» To take cognitive reframing to the next level by learning how to find exceptions to your
problems (times the problem wasn’t in control)
» To understand the neuroscience behind asking the right questions and visualizing
yourself as successful in combating the effects of your problem(s)
» To see the importance of recognizing wins in your life
» To recognize that your wins are not context dependent, but “you” dependent
Figure 1. Exceptions can be found
anywhere, even in something as
simple as paying a bill on time
rather than letting the problem of
procrastination t.
08creating YOUR GAME PLANNothing will work unle.docxpoulterbarbara
|08|creating
YOUR GAME PLAN
“Nothing will work
unless you do.”
Maya Angelou
YOUR GAME PLAN | 135
Where Have We Been
In the previous chapter, we focused on the importance of cultivating courage as a necessary component in creating a
life that is aligned with your greatest gifts, values, and, of course, engaging in the exploratory process of uncovering
your personal “why.” You were encouraged to discover your “courage compass” and to use it as often as is helpful
and enjoyable, but particularly when fear comes knocking. You were also taught about the astonishing power of your
imagination and its ability to activate your unconscious mind’s internal GPS in helping you to move in the direction of
your desired future. Lastly, you learned how neuroscience relates to visualization, feeling and experiencing yourself
embody real or imagined moments in a sequence of events that aids the brain in believing them.
Where We Are Going
Well, you’ve made it to the end. This final chapter of the re:MIND methodology culminates into a process of
synthesizing all that you have learned in the previous chapters into very personalized “game plan” (Figure 1). We say
personalized because as we lead you through this process of creating a trustworthy game plan that can weather all the
storms of your life, we will focus on proactively anticipating and forecasting any challenges that might arise, so that they
do not derail your progress. You see, you will want to be at-the-ready and prepared when problems surface because, as
you learned in Chapter 7, your life and your legacy are too important to leave in the hands of self-doubt, or problems
like fear, guilt, or anxiety. But first, we’re going to look back on your journey. Without further ado, let’s get started.
Gearing Up
» To review all that you’ve learned in order to prepare you for the final step
» To re-visit the structure of positive self-talk
» To create your personal game plan
» To help you plan against multiple mindset problems
» To prepare you for future mindset problems outside your plan
Figure 1. Your game plan will prepare
you for what is to come.
YOUR GAME PLAN | 136
Remembering Your Journey
Every step of this process has been leading you to this final outcome. The opportunity here lies in combining the
material in a way that makes the most sense for you given the challenges that you currently face, or that you anticipate
facing in the near future. By having a game plan, you will be armed with a coping strategy that is comprehensive,
reliable, and fully committed to your success. Before we dive into the game plan, let’s take a brief journey and review
what you’ve learned as a way of refreshing your mind and preparing you for this final step.
Self-Talk, Self-Doubt, and Your Personal Narrative
When you first started, you may not have had a clear sense as to where this journey was taking you. The process
started with three students tripping over both a l.
1 2Week 4 Evidence and Standards ACC49142020Week .docxpoulterbarbara
1
2
Week 4 Evidence and Standards ACC/491
4/20/20Week 4 Evidence and Standards
Comparison of Audit, Scientific and Legal Evidence Standards.
According to "Investopedia" (2020), generally accepted auditing standards (GAAS) are a set of systematic guidelines used by auditors when conducting audits on companies' financial records. GAAS helps to ensure the accuracy, consistency, and verifiability of auditors' actions and reports. The Auditing Standards Board (ASB) of the American Institute of Certified Public Accountants (AICPA) created GAAS. (para 1).
Scientific evidence is information gathered from scientific research, which takes a lot of time to conduct. But there are a few things that all this research needs to have in common to make it possible for businesses to accept it as "evidence" ("The Conversation," 2020).
Legal evidence is represented by what is lawful to be proven by law to be valid or invalid, true or untrue.
Consideration of Sample Sizes and Methods (random, haphazard, monetary unit sample, judgmental) and how sampling affects evidence.
Evidence gathered should be representative of the population. The chances that the sample taken is not representative of the population is sampling risk, which should be controlled by using proper sample size and appropriate selection. (Arens, Elder, & Beasley, 2014, p. 476)
The selection of a sample is made using the following methods: random, haphazard, monetary unit, and judgmental.
Random sample selection is made by giving all items in a population the same chance of being selected. Sample selection is used when there is no need to emphasize some items in the population. (Arens, Elder, & Beasley, 2014, p. 478)
Haphazard sample selection is made without any distinguishing characteristics such as size or source. (Arens, Elder, & Beasley, 2014, p. 480)
Monetary unit sampling is a statistical method used for testing details of balances. Samples are selected based on the probability proportional to size sample selection. (Arens, Elder, & Beasley, 2014, pp. 566-567)
Judgmental sampling is based on the auditor's decision on which items from the population to review. It's based on auditor's knowledge of the business and industry, as well as their experience in auditing.
Relevance, Reliability and Sufficiency of Evidence.
Our company's control over financial reporting is a process that's designed to assure the reliability of financial reporting and the preparation of financial statements for external purposes under generally accepted accounting principles. Management is responsible for establishing and maintaining internal control over financial reporting (as defined in Rule 13a-15(f) under the Exchange Act). They assess the effectiveness of the internal control over financial reporting based on the criteria that were set forth in the Internal Control-Integrated Framework that was issued by the Committee of Sponsoring Organizations of the Treadway Commission (2013 framework). Managem.
.,Discuss power, authority, and violenceDifferentiate between .docxpoulterbarbara
.,Discuss power, authority, and violence
Differentiate between the different types of governments around the world
A response to the initial question(s) below
Responses to at least two other students' posts
Step 1
Conduct research on the Internet.
Pick three countries from around the world that have different political systems than the United States. Explore their characteristics in terms of power and authority.
Step 2
Write a post answering following questions.
How does the political system work in each of these countries?
Who are the power holders? Are they elected?
Do they have governments?
Answer the questions in paragraphs and please add sociology references to each paragraph.
.
. Why is understanding the fundamentals of persuasion and argume.docxpoulterbarbara
. Why is understanding the fundamentals of persuasion and argumentation necessary in technical writing?
2. In analyzing the audience for a persuasive document, what broader goals is the write hoping to achieve?
3. In planning a persuasive document, what constraints must the writer consider? Please be precise.
4. What are the elements of a persuasive argument? Briefly explain each.
5. A successful persuasive document must avoid logical fallacies, name them.
6. What is persona? What characteristics would help a writer to demonstrate, as well as establish, an attractive persona to his or her audience when preparing a persuasive document?
7. What are the elements of a coherent paragraph?
.
09-15 PRACTICAL EXERCISE PE 4-04-1 TITL.docxpoulterbarbara
09-15
PRACTICAL EXERCISE: PE 4-04-1
TITLE: Project PRT
INTRODUCTION:
Many situations will occur during your tours, which test your ability to solve complex problems.
When we are faced with solving a problem the first and most critical step is identifying the
problem. Often times we try to fix symptoms of the problem instead of the problem itself.
INFORMATION:
Upon graduating the SEA, you report to your new squadron. During your check-in brief with the
Command Master Chief, you discover the collateral duty of Command Fitness Leader (CFL) is
vacant. You have the training and interest in this program and willingly volunteer. Your
Commanding Officer’s welcome aboard interview goes well and he appears very satisfied of
your eagerness to accept duties as CFL. During the interview he mentions the number one
complaint from the crew is their inability to perform PT during the workday. His concern is the
high number of failures among the younger members of the crew during the previous PFA cycle
(13 percent of Sailors fewer than 24 years old failed the run portion and seven percent of the
command failed the body composition portion of the previous cycle’s PFA). The current
command instruction requires personnel to PT after normal working hours. The Captain wants
to make the PT program a part of the workday and asks you to develop a schedule where
everyone will have an opportunity to meet the CNO’s directives (one hour per day/three times
per week).
When you meet the Maintenance Master Chief, you mention the concern of the Captain over the
Command PT program. The Master Chief is aware of the crew’s complaints regarding the
requirement to PT after normal working hours. He doesn’t see the importance of the program
when weighed against the amount of daily mission-essential maintenance required on “his”
aircraft. Three of the six department heads seem satisfied with the current program and do not
see a need for change. You find the CPOs are not happy with the current program (because of
the high failure rate on the previous PFA) and fully support a change. They are unwilling to defy
the Maintenance Master Chief. The Command Master Chief pledges his full support of any
reasonable plan you and the Chiefs develop as long as each department maintains no less than a
supervisor, collateral duty inspector (supervisor can dual hat as CDI), and three workers. Your
plan must have PT for everyone.
ASSIGNMENT- Post your answer on the discussion board:
1. Identify the problem.
2. Write a problem statement.
3. Explain why you believe the problem you identified is the root cause and not a symptom.
Assignment 3: Project Proposal – Execution, Control, and Closure
Due Week 10 and worth 150 points
Note: This is the third of three assignments which, as a whole, will cover all aspects of the project life cycle relevant to your selected project. THIS ASSIGNMENT IS BASED .
0Running Head NON-VERBAL COMMUNICATIONS 10NON-VERBAL C.docxpoulterbarbara
0
Running Head: NON-VERBAL COMMUNICATIONS 1
0
NON-VERBAL COMMUNICATION
Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/
Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence.
Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full
The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness.
... all men are created equal ... they are endowed by their Cre.docxpoulterbarbara
"... all men are created equal ... they are endowed by their Creator with certain unalienable Rights, ... among these are Life, Liberty, and the pursuit of Happiness." – Preamble to the Declaration of Independence (National Archives, 2020)
Imagine that you are Thomas Jefferson during the eventful days of 1776 (the year the Declaration of Independence was signed), when protest and revolt energized the air.
If Thomas Jefferson looked into the future, he might not have realized just how important and revered the Declaration of Independence would become. The Declaration is studied and admired all over the world, and its importance continues to grow.
Read more about the Declaration and its importance in this article
.
For your Discussion Board post complete the following:
Explain why you think the Declaration has become the revered document that it is.
Discuss whether you think the Declaration of Independence is relevant in your life today and why
.
-Extended definition of AI and contextual overview.-Detailed d.docxpoulterbarbara
-Extended definition of AI and contextual overview.
-Detailed discussion of two or three uses of AI – what it can do and reasons why it is likely to be beneficial.
-Analysis of any problems arising from these uses of AI.
Harvard references style
.
1 CDU APA 6th Referencing Style Guide (Febru.docxpoulterbarbara
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1 How to Overcome Public Perception Issues on Potable R.docxpoulterbarbara
1
How to Overcome Public Perception Issues on Potable Reuse Projects
Michael R. Markus, P.E., Orange County Water District, Fountain Valley, CA
Eleanor Torres, Orange County Water District, Fountain Valley, CA
Abstract
The purpose of this paper is to provide an overview of how the Orange County Water District
(the District; OCWD) was able to insulate itself from public opposition to its potable reuse
project, the Groundwater Replenishment System (GWRS).
To understand what challenges the District would be facing it is important to first understand
what was happening with other projects that were being developed at the same time in
Southern California. Second, it is important to understand the process by which the outreach
program was developed and how it was executed. That program was ongoing and changed
with the project to help anticipate and react to various issues that developed. Finally, it will be
shown how important it is to continue the outreach efforts and outline the various steps the
District has taken to educate people on the benefits of reuse.
Introduction
The Orange County Water District manages a very large groundwater basin (basin) in central
and north Orange County in the state of California, U.S.A. It was created by the State
Legislature in 1933 for that purpose and is governed by a 10-member Board of Directors that
sets policy, establishes the amount of pumping out of the basin and sets tariffs. The District
currently has set the amount of groundwater that can be pumped out of the basin at 77% of the
total water demands for its 19 retail agencies which serve 2.5 million people. The remaining
23% of its water supply is dependent on water that is imported into the region.
The Southern California region has a semi-arid climate, which receives approximately 355 mm
of rainfall per year. Most of its water is imported from two primary outside sources, the
Colorado River and the Sacramento-San Joaquin Delta (the Delta) in Northern California. The
Metropolitan Water District of Southern California (MWD) built a 320 km aqueduct in the
1930’s bringing water from the Colorado River into Southern California and then participated in
the building of a 640 km aqueduct in the 1960’s from Northern California to bring water from
the Delta to Southern California. These supplies are enough to meet the water demands in
most years, but they are variable and the amount of water through these systems is dependent
on hydrology and certainly in the future, climate change.
Groundwater basins provide an important source of supplemental supply to the imported water
provided by MWD. A sustainably managed basin can provide a reliable source of low-cost
water, with groundwater costing half as much as imported water. The Orange County Water
District relies on rainfall, stormwater capture, Santa Ana River flows, untreated imported water
and recycled water for refilling its basin. This amount of water.
. Thoroughly complete each part of the prewriting process.. .docxpoulterbarbara
. Thoroughly complete each part of the prewriting process.
. Create a strong thesis statement.
. Analyze quotations and supporting evidence.
Remember that the purpose of researched information is to prove your own point--not to make that point for
Include strong supporting evidence, if required.
Once you've done some research, you'll probablAll essays must have a main ide
) Is my name clearly on the assignment EXACTLY the way it is documented in StraighterLine’s system? (E.g., if your middle initial is in the system, is it on your paper?)
2.) If applicable, have I used one of the required topics for the paper?
3.) Am I uploading the correct assignment?
4.) Have I met the minimum word requirement?
5.) Have I submitted
my own work
? Plagiarized essays WILL BE FLAGGED and you will need to resubmit a revised version.
6.) Have I used both in-text
and
bibliographic citations as appropriate?
7.) Have I saved my paper in a format Turn It In can open?
8.) Have I removed any previous comments I got from tutors?
DRAF1): Descriptive Paragraph (Optional)
7(2)
FINAL: Descriptive Paragraph (Required)
d
(3)Annotated Bibliograph
y (Required
, 8(4)
DRAFT: Compare/Contrast
(Optional)
(5)
FINAL: Compare/Contrast (Required
(6)
DRAFT: Personal Narrative (Optional)
(7)
FINAL: Personal Narrative (Required)
0
D(8)RAFT: Persuasive (Optional
0(9)
FINAL: Persuasive (Required)
12/13/18, 1:051
0
5
(Required)
1
REQUIRED DRAFT: Researc
0
1(12)4
FINAL: Research (Required)
(12)
d)
1
Descriptive Paragraph (Optional)
Descriptive Paragraph
(
(1)
Annotated Bibliography
(
: (3)Compare/Contrast (Optional)
L: C ompare/Contrast (Required)
,
T: Personal Narrative (Optional
L: Personal Narrative
Persuas
:
Persuasive (Required)
T: Argumentative (Optional)
,
L: Argumentative (Required
0
11
REQUIRED DRAFT: Research
: Research (Required)
.
. Research Paper Give a behaviorists response to the charge t.docxpoulterbarbara
. Research Paper
Give a behaviorist's response to the charge that:
a. Behavior therapists ignore the past.
b. Behavior therapy is coercive.
c. Rewarding behavior causes children to refuse to do anything unless a reward follows.
d. If one child is reinforced, another child might increase his negative behavior to get a reward.
Address each one of these charges separately, and give research evidence to support your statements and arguments. the doc must have 5 minimum page length.
.
-QuestionsDiscuss how Adam vision was formedHow did he deve.docxpoulterbarbara
-Questions:
Discuss how Adam vision was formed
How did he develop compassion for the outsider and marginalized?
Is compassion inborn or learned?
How does humor fit into health care delivery?
Why aren’t there more people like Adams?
Explain how Sr Adams fits into either an opt group or in group
Format:
3-5 pages
times new roman 12
1 inch margins
double spaced
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
MOS 5101, Safety and Accident Prevention 1 Course .docx
1. MOS 5101, Safety and Accident Prevention 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
2. Apply occupational safety and health concepts to workplace
scenarios.
2.1 Explain the steps required to perform a risk assessment of a
mechanical hazard.
2.2 Explain the steps required to perform a risk assessment of a
fall hazard.
5. Evaluate common workplace hazards.
5.1 Perform a risk assessment using a risk-assessment matrix or
a risk-assessment decision tree.
5.2 Evaluate the acceptability of risk after performing a risk
assessment.
6. Formulate hazard abatement strategies for common workplace
hazards.
6.1 Recommend controls to reduce the risks associated with a
mechanical hazard.
6.2 Recommend controls to reduce the risks associated with a
2. fall hazard.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 14, pp. 307–326
Unit V Scholarly Activity
2.2
Unit Lesson
Chapter 15, pp. 329–357
Unit V Scholarly Activity
5.1
Unit Lesson
Chapter 14, pp. 307–326
Chapter 15, pp. 329–357
Unit V Scholarly Activity
5.2
Unit Lesson
Chapter 14, pp. 307–326
Chapter 15, pp. 329–357
Unit V Scholarly Activity
6.1
Unit Lesson
Chapter 14, pp. 307–326
Unit V Scholarly Activity
3. 6.2
Unit Lesson
Chapter 15, pp. 329–357
Unit V Scholarly Activity
Reading Assignment
Chapter 14: Mechanical Hazards and Machine Safeguarding, pp.
307–326
Chapter 15: Falling, Impact, Acceleration, and Vision Hazards
with Appropriate PPE, pp. 329–357
UNIT V STUDY GUIDE
Hazard Assessment and Control of
Mechanical Hazards and Falls
MOS 5101, Safety and Accident Prevention 2
UNIT x STUDY GUIDE
Title
Unit Lesson
4. So far in the course, we have discussed the history of safety,
causation models for safety, how to perform
an investigation, and the role of human factors in accidents. In
this unit, we start to look at how those
variables apply to some hazards that you might face in your
safety job—specifically mechanical hazards and
fall hazards.
Two important concepts that students must be familiar with in
this course are hazards and risks. While at first
glance, these terms appear to be relatively easy to understand,
many students are easily confused, using the
terms interchangeably. Hazard and risk are not identical
variables. A hazard is anything that has the potential
to cause harm. The harm can be to an individual, the
environment, or physical property like a structure. There
are several common definitions of risk, but the most common is
the probability that the hazard will cause harm
and the severity that would be associated with the harm.
Part of the safety professional’s job is to identify hazards that
are present at a workplace. There are multiple
methods for the safety professional to identify hazards,
commonly referred to as a hazard analysis. We will go
into some specific hazard assessments in greater detail in Unit
VII as they are associated with management
programs. For this unit, we will look at risk assessment of some
specific hazards that we have already
identified.
If you are a safety professional working in an industrial
manufacturing facility, you have most likely
encountered some mechanical hazards. Machines are required
for most modern manufacturing processes. In
the early days of the Industrial Revolution, many machines were
driven by either human or animal power. As
5. scientific knowledge increased, steam power became much more
prevalent. Finally, with the advent of
electricity, human- and animal-powered machines became
obsolete. Today, most machines are powered by
electricity, hydraulics, pneumatics, or some combination of the
three. Another increasingly common variable is
the use of robotics in manufacturing processes. Each of these
power sources represents a hazard in the
workplace.
The questions that the safety professional must answer are: how
likely are employees to be injured when
interacting with these hazards? And, how seriously can they be
injured? One concept that is important for you
to understand deals with residual risk. Optimally, a safety
professional would like to create a workplace where
the risk of injury and illness was zero. This goal is unrealistic.
Whenever a hazard is present in a workplace,
some level of risk will always be present. In other words, you
cannot have a hazard with zero risk. Therefore,
the only way to get rid of all risk associated with a particular
hazard is to remove the hazard completely from
the workplace. In most cases, this is not possible because the
hazard is necessary for the production
process.
The realistic goal of the safety professional is to reduce the risk
associated with a specific hazard to an
acceptable level. First, there needs to be a method of assessing
the risk associated with a hazard. Then,
there needs to be a way to determine if the risk is acceptable.
The concept of acceptable risk is very
subjective. What some might consider an acceptable level of
risk associated with a process, others might
consider to be unacceptable. If you have a way to quantify the
risk, say give it a number rating, the evaluation
6. may be easier.
Fortunately, there are several risk assessment methods that have
already been devised and are in common
use in the safety field. One method, using a decision tree, is
presented in Chapter 14 of the textbook
(Goetsch, 2019). A very common method used currently by
safety professionals is the risk assessment
matrix. In this type of matrix, one axis addresses the likelihood
of harm and the other axis addresses the
severity. Matrices exist with three choices per axis (3 X 3
matrix), four choices per axis (4 X 4 matrix), and five
choices per axis (5 X 5 matrix). An example of a 5 X 5 risk
assessment matrix appears below.
MOS 5101, Safety and Accident Prevention 3
UNIT x STUDY GUIDE
Title
Outcomes Likelihood
Severity
Rating
Health Property Environment Very
Likely
7. Likely Possible Unlikely Very
Unlikely
5 4 3 2 1
5 Death or
Permanent
Total
Disability
Catastrophic
Loss
Significant
Impact,
Irreversible
25 20 15 10 5
4 Permanent
Partial
Disability
Severe
Damage
Significant
Impact,
Reversible
20 16 12 8 4
3 Injury or
Illness
With Lost
Workdays
8. Significant
Damage
Moderate
Impact,
Reversible
15 12 9 6 3
2 Injury or
Illness
With no
Lost
Workdays
Moderate
Damage
Minimal
Impact
10 8 6 4 2
1 First Aid
Only or no
Treatment
Light
Damage
No Impact 5 4 3 2 1
Sample 5x5 risk assessment matrix
9. Looking at the matrix, you can see that the results are colored
red, orange, yellow, or green. These colors
represent the level of risk, with red being the highest risk and
green being the lowest risk. You may decide
that orange and red represent unacceptable levels of risk and
require corrections, while yellow and green
represent acceptable levels of risk and do not require
corrections. Understand though, that there are no
regulatory requirements as to which levels to rate as red,
orange, yellow, or green (or even which colors to
use in a matrix), or which levels are acceptable and
unacceptable. The decisions are purely subjective.
The way most safety professionals use the risk assessment
matrix is to complete a risk assessment on an
identified hazard. Once the risk level is calculated, a decision is
made as to whether the risk is acceptable or
unacceptable. If the risk is unacceptable, corrective measures
are implemented, and the risk assessment is
repeated with the new control measures in place. This process is
repeated until the residual risk has been
reduced to an acceptable level.
Let’s look at an example. Figure 14-8 (page 315) in the
textbook shows a picture of a shearing machine
(Goetsch, 2019). Obviously, this is a hazard in the workplace. If
we performed a risk assessment using the 5
X 5 matrix above before any controls have been added, we
would probably say the likelihood of injury would
be very likely, and the severity would at least be permanent
partial disability (or maybe the higher category of
death). We can all agree that a level of risk of 20 or 25 would
be unacceptable. We decide to install the
controls that are shown in Figure 14-8, which require both the
foot pedal and the hand button to be pushed at
the same time for the shear to operate.
10. When we perform a second risk assessment with the controls in
place, we might now rate the likelihood as
unlikely since the operator would need to purposely place the
free hand inside the machine while both
pressing the hand button with his/her other hand and stepping
on the foot pedal. However, the severity would
still be the same if an accident did occur. This would reduce the
risk to a score of 4, 5, 6, 8, or 10 (green,
yellow, or orange), depending on which likelihood and severity
you chose. We can agree that the level of risk
has been significantly reduced. Some of you may still rate the
risk as being unacceptable, and you may
implement additional controls, like installing a light curtain of
boxing in the shear. You would then perform
another risk assessment after the new controls have been
installed.
The primary task the safety professional would have in the
above scenario would be choosing a control
method that reduced the risk to an adequate risk level and
convincing management that the controls were
necessary. Using the results of a risk assessment is a good way
to help convince management of the need
MOS 5101, Safety and Accident Prevention 4
UNIT x STUDY GUIDE
Title
11. for the expenditure. Chapter 14 contains some examples of
controls that can be used for reducing risk
associated with mechanical hazards (Goetsch, 2019).
Falls have become a major source of injuries and deaths in the
United States, especially in the construction
industry. Based on the lessons we learned in our first four units,
we know that falls can be caused by unsafe
conditions or unsafe behaviors (human factors). Because of the
risk of injury from fall hazards, the
Occupational Safety and Health Administration (OSHA) has
implemented a regional emphasis program for
falls in the construction industry. OSHA (2017) has also
published multiple standards for fall hazards.
You can perform a risk assessment for fall hazards using the
same procedures we illustrated for mechanical
hazards. For example, if we were evaluating the fall hazard
associated with a roofing crew working on a two-
story residential building with no controls, we would probably
rate the likelihood as very likely. This rating
could be reached by reviewing the number of falls in residential
roofing projects each year (information can be
obtained on OSHA’s website). The severity would probably be
rated as death or permanent total disability
based on the number of deaths and permanent disabilities from
falls each year. The rating of 25 would
definitely be unacceptable.
There are many control methods that are available for fall
hazards. Some of the control methods are
described in Chapter 15 of the textbook. A large problem for
safety professionals is getting workers to actually
use the controls. This can especially be difficult on construction
projects. Most residential roofing projects you
12. see while driving through neighborhoods either do not use any
fall protection, or use controls that would only
minimally reduce risk. For example, many workers on roofing
projects use foam knee pads on which they
kneel while working as their fall protection. You can see that a
risk assessment of a roofing project using that
control method would still end with a rating of 15-20, which
would be unacceptable. For that reason, OSHA
recently started requiring the use of approved fall protection
methods instead of these alternate methods.
Approved fall protection methods for roofing projects would be
a fall protection system (think fall arrest
harness) with an anchor point on the roof or a netting system
around the roof. If we performed a risk
assessment with one of these controls, the risk would be
reduced significantly to a point that most of us would
say is acceptable.
References
Goetsch, D. L. (2019). Occupational safety and health for
technologists, engineers, and managers (9th ed.).
New York, NY: Pearson.
Occupational Safety and Health Administration. (2017).
Regional emphasis program - Fall hazards in
construction. Retrieved from
https://www.osha.gov/dep/leps/RegionII/reg2_fy2018_2018-
01.pdf
13. Suggested Reading
In order to access the following resources, click the links
below.
Reducing the risks associated with falls can be very
complicated. The following presents some ideas about
reducing risks for falls based on some common misuses of
protective equipment.
Galecka, C., & Smith, S. (2018). Fall protection: Top 10
misuses & what to do about them. Professional
Safety, 63(6), 52–56. Retrieved from https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/205059519
4?accountid=33337
Prevention through design is a fairly new concept that is being
used to reduce the risk associated with
hazards at the initial planning phase prior to actually being
introduced into an occupational setting. The
following article presents a way to use prevention through
design for construction hazards.
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/205059519
4?accountid=33337
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/205059519
4?accountid=33337
14. MOS 5101, Safety and Accident Prevention 5
UNIT x STUDY GUIDE
Title
Lyon, B. K., & Popov, G, & Biddle, E. (2016). Prevention
through design for hazards in construction.
Professional Safety, 61(9), 37–44. Retrieved from
http://search.ebscohost.com.libraryresources.columbiasouthern.
edu/login.aspx?direct=true&db=a9h&
AN=118015566&site=ehost-live&scope=site
Safety professionals need to know how to conduct risk
assessments. Performing risk assessments is
sometimes even called an art form. The following article
describes some methods for performing effective risk
assessments. The article contains some good forms that you
could use.
Lyon, B. K., & Popov, G. (2016). The art of assessing risk:
Selecting, modifying & combining methods to
assess operational risks. Professional Safety, 61(3), 40–51.
Retrieved from https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/177160394
1?accountid=33337
OSHA has allowed residential roofing companies to use
alternate methods of protection for many years. The
following PowerPoint presentation explains the current
requirements for fall protection in residential roofing
15. projects.
Occupational Safety and Health Administration. (1992).
Residential fall protection program update
[PowerPoint presentation]. Retrieved from
https://www.osha.gov/doc/residential_fall_protection/ppt/index.
html
In this unit, we read about mechanical hazards. The following
article looks at some of the common
mechanical hazards you might find in a machine shop.
Reif, R. H., Lopes, D. S., & Medeiros, S. M. (2018). Machine
shop safety: A look at the Woods Hole
Oceanographic Institution program. Professional Safety, 63(4),
30–35. Retrieved from https://search-
proquest-
com.libraryresources.columbiasouthern.edu/docview/202337056
9?accountid=33337
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
OSHA has developed some training aids for safety
professionals. One training aid is in the form of a game to
help you understand hazard assessment and risk assessment.
Click the link below, and play the game. What
did you learn about hazards and risks from the game?
16. Occupational Safety and Health Administration. (n.d.). Hazard
identification training tool. Retrieved from
https://www.osha.gov/hazfinder/index.html
http://search.ebscohost.com.libraryresources.columbiasouthern.
edu/login.aspx?direct=true&db=a9h&AN=118015566&site=ehos
t-live&scope=site
http://search.ebscohost.com.libraryresources.columbiasouthern.
edu/login.aspx?direct=true&db=a9h&AN=118015566&site=ehos
t-live&scope=site
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/177160394
1?accountid=33337
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/177160394
1?accountid=33337
https://www.osha.gov/doc/residential_fall_protection/ppt/index.
html
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/202337056
9?accountid=33337
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/202337056
9?accountid=33337
https://www.osha.gov/hazfinder/index.html
