Question 1 How do communication skills tie in to the writing of an audit report? What skills do you identify within yourself that are valuable, or those that will need improvement, should you be called upon to write an audit report? Question 2 In this junior seminar, you are reviewing and exploring information literacy. The earlier seminar courses that you may have taken have had as their focus communication and critical thinking. For this week's discussion posting, 1. In two or three sentences, please summarize what you have learned about information literacy so far in your earlier courses and in this seminar. 2. Then explain how information literacy is a set of skills that builds or relies upon an expansion of communication and critical thinking skills. In other words, why are communication and critical thinking concepts needed for good information literacy? For example, if good information literacy includes the ability to integrate materials from external sources into a persuasive paper that you are writing to an audience, how does good communication enhance that? Or for critical thinking, how does the ability to compare and contrast competing ideas lead to better information literacy? Question 3 Respond to the following questions: · As the price of super bowl tickets rises, what happens to the quantity of tickets that people are willing to buy? Explain your answer. · As the price of super bowl tickets rises, what happens to the quantity of tickets that people are willing to sell? Explain your answer. · If the government bans the aftermarket sale of super bowl tickets would this act as a price ceiling? Explain your answer. Question 4 It has been asserted (both through popular perception and through data-driven research) that Generation Y is more self-centered, and some would say, narcissistic, than other generations who came before. With the advent of social media, "selfies," and other Web 2.0 integration, this perception has gained more popularity in recent years. Assuming this is the case, what does this mean for the future of this generation, and perhaps the future of Humanities? Provide any relevant examples to support your claim. BOS 4301, Industrial Hygiene 1 Course Learning Outcomes for Unit VII Upon completion of this unit, students should be able to: 4. Discuss the management of industrial hygiene issues from the perspectives of anticipation, recognition, evaluation, and control. 4.1 Outline the basic exposure mechanisms for biological agents. 4.2 Describe methods of evaluation and control for biological agents. 4.3 Describe methods of sampling for biological agents. 5. Identify occupational health hazards that may exist in the workplace, including ergonomic, chemical, biological, radiological, and physical hazards. 5.1 List the various types of biological agents and give examples of each. Unit Lesson By this point in the course, you should be familiar with the practice of industrial hygie ...

1. Question 1
How do communication skills tie in to the writing of an audit
report? What skills do you identify within yourself that are
valuable, or those that will need improvement, should you be
called upon to write an audit report?
Question 2
In this junior seminar, you are reviewing and exploring
information literacy. The earlier seminar courses that you may
have taken have had as their focus communication and critical
thinking. For this week's discussion posting,
1. In two or three sentences, please summarize what you have
learned about information literacy so far in your earlier courses
and in this seminar.
2. Then explain how information literacy is a set of skills that
builds or relies upon an expansion of communication and
critical thinking skills. In other words, why are communication
and critical thinking concepts needed for good information
literacy? For example, if good information literacy includes the
ability to integrate materials from external sources into a
persuasive paper that you are writing to an audience, how does
good communication enhance that? Or for critical thinking, how
does the ability to compare and contrast competing ideas lead to
better information literacy?
Question 3
Respond to the following questions:
· As the price of super bowl tickets rises, what happens to the
quantity of tickets that people are willing to buy? Explain your
answer.
· As the price of super bowl tickets rises, what happens to the
quantity of tickets that people are willing to sell? Explain your
answer.
· If the government bans the aftermarket sale of super bowl
tickets would this act as a price ceiling? Explain your answer.
Question 4

2. It has been asserted (both through popular perception and
through data-driven research) that Generation Y is more self-
centered, and some would say, narcissistic, than other
generations who came before. With the advent of social media,
"selfies," and other Web 2.0 integration, this perception has
gained more popularity in recent years.
Assuming this is the case, what does this mean for the future of
this generation, and perhaps the future of Humanities? Provide
any relevant examples to support your claim.
BOS 4301, Industrial Hygiene 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
4. Discuss the management of industrial hygiene issues from the
perspectives of
anticipation, recognition, evaluation, and control.
4.1 Outline the basic exposure mechanisms for biological
agents.
4.2 Describe methods of evaluation and control for biological
agents.
4.3 Describe methods of sampling for biological agents.

3. 5. Identify occupational health hazards that may exist in the
workplace, including
ergonomic, chemical, biological, radiological, and physical
hazards.
5.1 List the various types of biological agents and give
examples of each.
Unit Lesson
By this point in the course, you should be familiar with the
practice of industrial
hygiene and what it encompasses. As this course has shown,
chemicals are the most
common type of hazardous material encountered by the
practicing industrial hygienist.
In addition, this course has shown that some types of physical
hazards, such as
radiation, are very specialized and require additional education
and training. Another
specialized type of hazardous material will be discussed in this
unit: biological agents.
History of Biosafety
As Charlton points out, the discipline of biosafety is only 50
years old! In that time,
there has been an exponential growth in the knowledge of the
biological sciences,
including human medicine (as cited in Haight, 2012). In
addition, you must consider
the trends that are occurring relative to morbidity (the number
of diseases in a
population) and mortality (the number of deaths in a
population). In general, people

4. are living longer, healthier lives. Technology associated with
the healthcare industry
has allowed medical professionals to diagnose and treat a
myriad of illnesses with
unprecedented accuracy. As research in the healthcare field has
increased, it is no
wonder that the tenets of industrial hygiene (anticipation,
recognition, evaluation, and
control) have been applied to the world of biological hazards.
In terms of knowledge and education, a person that specializes
in biosafety will most
likely have a more specific and advanced education and training
than an individual
who trained as a traditional industrial hygienist. (This is similar
to radiological hazards
and the health physicist discussed in Unit VI). In fact, in order
to sit for the exam to
become a certified biological safety professional (CBSP), the
American Biological
Safety Association (ABSA) (n.d.) requires any of the following
qualifications:
hours or 45
quarter hours in
microbiology AND four (4) years within the past seven full-
time, post-
Reading
Assignment
Chapter 5:
Biological Hazards

5. Suggested Reading
See information below.
UNIT VII STUDY GUIDE
Biological Hazards
BOS 4301, Industrial Hygiene 2
baccalaureate experience as a professional with at least 50%
time spent in
biosafety program management.
quarter hours of
microbiology AND seven (7) years within the past ten full-time,
post-
baccalaureate experience as a professional with at least 50%
time spent in
biosafety program management
quarter hours of
microbiology AND fifteen (15) years within the past twenty
full-time, post-
baccalaureate experience as a professional with at least 50%

6. time spent in
biosafety program management. (para. 2)
Clearly, the type of organization and the associated work
activities involving biological
agents will dictate the need for a biosafety professional. That
being said, there are
several elements of emergency preparedness that may have a
biological agent
component to them and, therefore, would affect the industrial
hygienist or traditional
safety professional.
Emergency Response
The Occupational Safety and Health Administration (OSHA)
requires all organizations
to have an emergency preparedness plan that is essentially a
compilation of
procedures that cover response actions to a variety of different
types of emergencies.
A significant topic that must be addressed is emergency medical
response when an
employee is injured or simply gets sick at work. Some
organizations are so large in
terms of number of employees that there may be a company
nurse on staff. Other
organizations might train a small number of employees in first
aid and
cardiopulmonary pulmonary resuscitation (CPR) and ask them
to respond to a
situation.
In either case, the organization will need to comply with
OSHA’s Bloodborne Pathogen

7. Standard. Charlton (as cited in Haight, 2012) does a great job of
providing an
overview of the standard, but a few additional comments are
appropriate. A key part of
the standard is its applicability to those reasonably expected to
come into contact with
potentially infectious materials. Of course, this would obviously
include any medical or
emergency response personnel but may also include the safety
professional or
industrial hygienist (who might participate in a response
involving blood) as well as a
plumber (who may come into contact with potentially infectious
materials in raw
sewage).
OSHA’s Bloodborne Pathogen Standard is one of a handful of
OSHA regulations that
mandate annual refresher training. Another issue that comes up
is related to the
hepatitis B vaccination, which is required to be offered to all
employees with
reasonable potential to be exposed to infectious agents. It is
interesting to note that
hepatitis B and C are generally considered to be a more serious
threat in an
occupational setting than human immunodeficiency virus (HIV).
According to the
Centers for Disease Control (n.d.), there were a total of 38
outbreaks (20 of hepatitis B
and 18 of hepatitis C) of viral hepatitis related to healthcare
between 2008 and 2013.
Of course, hepatitis C may be considered the more dangerous of
the two because
there is no preventative vaccination available.

8. Another issue that comes up related to emergency medical
response capabilities is
liability. The typical scenario is as follows: An employee gets
injured at work. A fellow
employee, acting in the capacity of a volunteer emergency
medical responder,
provides treatment that results in the injured employee suffering
additional injuries. Is
the volunteer emergency medical responder liable? In this case,
since the person was
a volunteer (and not required to provide a response as a part of
their job), they were
BOS 4301, Industrial Hygiene 3
acting as a good samaritan and would most likely not be held
liable. Note: Laws differ
from state-to-state.
Biosecurity
A discussion of biosecurity is included in this unit because it is
one of the most
contemporary topics of discussion related to the hazards of
biological agents.
When biosecurity is discussed, you must first understand the
scope of what is covered
by the term. The Food and Agricultural Organization of the
United Nations (n.d.) has
an excellent definition:

9. Biosecurity is a strategic and integrated approach that
encompasses
the policy and regulatory frameworks (including instruments
and
activities) that analyze and manage risks in the sectors of food
safety,
animal life and health, and plant life and health, including
associated
environmental risk. Biosecurity covers the introduction of plant
pests,
animal pests and diseases, and zoonoses, the introduction and
release of genetically modified organisms (GMOs) and their
products,
and the introduction and management of invasive alien species
and
genotypes. Biosecurity is a holistic concept of direct relevance
to the
sustainability of agriculture, food safety, and the protection of
the
environment, including biodiversity. (para. 1)
While the Occupational Safety and Health Administration
(OSHA) is the primary
federal agency when it comes to occupational safety, it is
mindboggling to think that
biosecurity issues might involve interactions with the
Department of Homeland
Security, the Food and Drug Administration, or the
Environmental Protection Agency
just to name a few. Consider for a moment where a terrorist
organization attempts to
wreak havoc by purposefully contaminating the nation’s food
supply with some sort of

10. highly toxic biological agent! That is a pretty scary thought and
part of the reason why
there has been an emergence of new regulations related to
biosecurity such as the
Bioterrorism Act of 2002.
References
American Biological Safety Association. (n.d.). Certified
biological safety professional.
Retrieved from http://www.absa.org/biocert.html.
Centers for Disease Control and Prevention. (n.d.). Emergency
preparedness-
bioterrorism overview. Retrieved from
http://www.bt.cdc.gov/bioterrorism/overview.asp.
Charlton, M. A. (2012). Biological hazards. In J. H. Haight
(Ed.), Recognition,
evaluation, and control of workplace health hazards (pp. 117-
132). Des
Plaines, IL: American Society of Safety Engineers.
Food & Agricultural Organization of the United Nations. (n.d.)
Biosecurity for food and
agriculture organization. Retrieved from
http://www.fao.org/biosecurity/.

11. BOS 4301, Industrial Hygiene 4
Suggested Reading
The Centers for Disease Control and Prevention offers a great
discussion of
bioterrorism:
Centers for Disease Control and Prevention. (2007).
Bioterrorism overview. Retrieved
from http://www.bt.cdc.gov/bioterrorism/overview.asp