This document summarizes a workshop on safety and risk management requirements for 21st century operations. The workshop was hosted by Oceaneering Space Systems in Houston and brought together representatives from the space and energy industries. Participants discussed technical approaches to risk management using advanced software as well as cultural approaches focusing on leadership and values. Specifically, talks addressed lessons from NASA on safety and leadership, managing technical and organizational change, and the mismatch between expanding technology and human limitations. The goal was to find opportunities to transfer competence and technologies between industries to improve approaches to safety and risk management.
This document outlines safety guidelines for working in a wood workshop. It emphasizes keeping the work area tidy, following instructions, asking questions if unsure, and walking carefully. When using tools, one should carry them safely, wear protective equipment like eye protection and dust masks, work slowly when learning, and keep hands away from cutting edges. Many injuries occur to hands, so being careful with tools like chisels is important. The document also covers safely handling materials, reading safety signs, using personal protective equipment, precautions for power tools like removing loose clothing, and safety features of the workshop like emergency stops and machine guards.
This document outlines 15 safety rules for working in a workshop, including wearing protective equipment like aprons and shoes, tying back long hair, rolling up sleeves, never working alone, wearing goggles when needed, turning off machines before cleaning, listening to teachers, only one student operating machines at a time, and entering only with permission.
This document outlines a workshop lesson on health and safety. The lesson teaches students about safe behavior in the workshop and how to safely use equipment like the disk sander and pillar drill. Students learn about basic safety rules and signs, then practice identifying health and safety rules by exploring the school workshop. The lesson aims to teach students how to behave and use equipment safely in the workshop.
This document outlines 15 safety rules for working in a workshop, including wearing protective clothing like aprons and shoes, tying back long hair, not rushing projects, turning off machines before cleaning, only operating one machine at a time, and reporting any damage done to equipment. Students are instructed to follow directions from teachers, work only with permission and supervision, and avoid running or horseplay in the workshop.
Dokumen tersebut membahas tentang keselamatan bengkel, termasuk (1) pembentukan jawatankuasa keselamatan bengkel, (2) peraturan dan tindakan pencegahan kemalangan, dan (3) kesimpulan untuk mengutamakan keselamatan dalam segala aktivitas.
1. Laboratory safety rules are essential to prevent injury in microbiology labs. Students must follow specific safety procedures like wearing protective gloves, lab coats, and safety glasses.
2. Lab safety is important to protect students from harming themselves or others. Safety rules and symbols alert students to potential dangers.
3. Key lab safety equipment includes safety showers, eyewash stations, fire blankets, and fire extinguishers used in emergencies. Students must also properly dispose of waste and report all accidents.
Safety is the top priority in any workshop to avoid injuries and increase productivity. Key aspects of workshop safety include protecting the working environment, following instructions, wearing proper safety gear, not running or operating machines without training, and keeping accidents and injuries minimized to allow employees to focus on their work without risks. Maintaining safety ensures efficiency, reduces losses, and helps the organization remain profitable.
Dokumen tersebut memberikan panduan mengenai peraturan keselamatan dan etika yang perlu dipatuhi di bengkel Kemahiran Hidup. Ia menekankan aspek kebersihan, pengaturan, penilaian diri dan kedisiplinan dalam menjalankan aktiviti di bengkel serta menjaga keselamatan diri, rakan, alat dan persekitaran. Dokumen itu juga menerangkan tanggungjawab mengurus sisa buangan dan amalan budaya kerja yang profesional
This document outlines safety guidelines for working in a wood workshop. It emphasizes keeping the work area tidy, following instructions, asking questions if unsure, and walking carefully. When using tools, one should carry them safely, wear protective equipment like eye protection and dust masks, work slowly when learning, and keep hands away from cutting edges. Many injuries occur to hands, so being careful with tools like chisels is important. The document also covers safely handling materials, reading safety signs, using personal protective equipment, precautions for power tools like removing loose clothing, and safety features of the workshop like emergency stops and machine guards.
This document outlines 15 safety rules for working in a workshop, including wearing protective equipment like aprons and shoes, tying back long hair, rolling up sleeves, never working alone, wearing goggles when needed, turning off machines before cleaning, listening to teachers, only one student operating machines at a time, and entering only with permission.
This document outlines a workshop lesson on health and safety. The lesson teaches students about safe behavior in the workshop and how to safely use equipment like the disk sander and pillar drill. Students learn about basic safety rules and signs, then practice identifying health and safety rules by exploring the school workshop. The lesson aims to teach students how to behave and use equipment safely in the workshop.
This document outlines 15 safety rules for working in a workshop, including wearing protective clothing like aprons and shoes, tying back long hair, not rushing projects, turning off machines before cleaning, only operating one machine at a time, and reporting any damage done to equipment. Students are instructed to follow directions from teachers, work only with permission and supervision, and avoid running or horseplay in the workshop.
Dokumen tersebut membahas tentang keselamatan bengkel, termasuk (1) pembentukan jawatankuasa keselamatan bengkel, (2) peraturan dan tindakan pencegahan kemalangan, dan (3) kesimpulan untuk mengutamakan keselamatan dalam segala aktivitas.
1. Laboratory safety rules are essential to prevent injury in microbiology labs. Students must follow specific safety procedures like wearing protective gloves, lab coats, and safety glasses.
2. Lab safety is important to protect students from harming themselves or others. Safety rules and symbols alert students to potential dangers.
3. Key lab safety equipment includes safety showers, eyewash stations, fire blankets, and fire extinguishers used in emergencies. Students must also properly dispose of waste and report all accidents.
Safety is the top priority in any workshop to avoid injuries and increase productivity. Key aspects of workshop safety include protecting the working environment, following instructions, wearing proper safety gear, not running or operating machines without training, and keeping accidents and injuries minimized to allow employees to focus on their work without risks. Maintaining safety ensures efficiency, reduces losses, and helps the organization remain profitable.
Dokumen tersebut memberikan panduan mengenai peraturan keselamatan dan etika yang perlu dipatuhi di bengkel Kemahiran Hidup. Ia menekankan aspek kebersihan, pengaturan, penilaian diri dan kedisiplinan dalam menjalankan aktiviti di bengkel serta menjaga keselamatan diri, rakan, alat dan persekitaran. Dokumen itu juga menerangkan tanggungjawab mengurus sisa buangan dan amalan budaya kerja yang profesional
Dokumen tersebut memberikan panduan tentang keselamatan di bengkel. Ia menyarankan bahawa keselamatan harus menjadi keutamaan sebelum berlakunya kemalangan. Empat aspek perlu diambil berat termasuk diri, rakan, alatan, dan persekitaran. Langkah-langkah keselamatan diri seperti memakai pakaian pelindung juga dibincangkan.
The observation of safety guidelines are essential to the well being of any worker and the productivity of the said workers. this presentation will offer a clear guideline for those within the building industry.
Dokumen tersebut memberikan ringkasan tentang pengurusan organisasi bengkel, pengurusan keselamatan, alat pemadam api, pertolongan cemas, dan cara membalut luka dalam 3 kalimat atau kurang. Dokumen tersebut menyarankan struktur organisasi bengkel yang efektif dengan ketua dan penolong ketua, serta menekankan pentingnya mematuhi peraturan keselamatan dan menggunakan peralatan perlindungan diri untuk mencegah
A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, built-in quizzes, unit notes, follow along worksheets, answer keys, video links, review games, rubrics, and much more.
Also included are directions on how create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals and will only take you a few minutes to create.
This is a great introductory unit that covers science topics associated with Lab Safety, Magnification, Base Units of the Metric System, Scientific Method, Inferences, and Observation Skills (See list below for more topics covered). This unit includes an interactive and engaging PowerPoint Presentation of 2000 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers.
Text is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control pace of the lessons. Also included is a 10 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and end of the unit assessment, as well as a 9 page modified assessment. 14 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and home school parents. Several video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. One PowerPoint review game (125+ slides)is included. Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 5 (Ten is most difficult)
Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks
Sincerely,
Ryan Murphy M.Ed
Science PowerPoints
This presentation is mainly about the background knowledge of WSH as well as what how Narada implement WSH act into revamping of the workshop.
Done by: Denyse Choo, Narada Intern '16.
Mechanical Technology Grade 12 Chapter 3 Safety In The WorkshopFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Laboratory Rules And Safety Guidelines For Studentslavadoods Masta
This document outlines safety rules and guidelines for students in a science laboratory. It states that safety is the top priority and lists specific rules around personal safety when handling chemicals and equipment, cleanliness and orderliness in the lab, and accurately recording results. Examples of personal safety rules include wearing protective equipment, reporting accidents, carefully following directions, and not tasting chemicals.
Bab 1 mengenai organisasi bengkel dan keselamatan. Ia membincangkan struktur organisasi bengkel yang dipimpin oleh guru beserta formen dan penolong formen. Bab ini juga menjelaskan tugas-tugas formen, jadual kerja, dan amalan 4M iaitu membersih, menyusun, menilai, dan mendisiplin untuk menjamin keselamatan dan ketertiban di bengkel.
This document outlines various laboratory safety guidelines. It instructs students to wear protective equipment like safety goggles, tie back long hair, and keep work areas uncluttered. Chemicals should be handled carefully and mixed only with instructions. Glassware should not be used if cracked and hot objects require insulated gloves. In the event of injury, burns should be flushed with cold water, cuts pressed until bleeding stops, and eyes flushed with water if chemicals are present.
The document discusses laboratory safety for clinical personnel. It outlines objectives around safety awareness, hazards, and responsibilities. Potential hazards include electric shock, toxic gases, radiation, and biological materials. Safety is achieved through recognition of hazards, good habits, and applying engineering controls, personal protective equipment, and work practice controls. Regulations aim to provide a safe work environment and are established by organizations like OSHA, NIOSH, DOT and others.
The document outlines the essential components of a laboratory safety program, including identifying biological, chemical, radiological, fire and electrical hazards; developing and implementing safety policies and procedures; and evaluating the program for regulatory compliance to protect workers, products, and the environment from laboratory hazards.
This document outlines basic laboratory safety procedures. It instructs students to know the dangers and proper use of all materials before beginning any exercise. Personal protective equipment like lab coats and gloves should be worn properly. Emergency procedures like eyewash stations and safety showers are identified for chemical exposure. Accidents and injuries should be reported immediately to the instructor. Good conduct includes following all instructions and not bringing food or drinks into the lab. Workbenches and equipment must be cleaned before leaving the laboratory.
This document provides an overview of general laboratory safety rules and guidelines for California State University, Long Beach. It covers topics such as personal hygiene, housekeeping, protective equipment, chemical hazards, physical hazards, ventilation, and emergency response. The key points are that students must review the safety materials and complete a quiz to verify their understanding, abide by all safety practices, and ask questions before operating any equipment or using new materials. Protective equipment like gloves and goggles should be worn as appropriate. Chemical and physical hazards must be properly managed according to established procedures.
1) Students must follow all lab safety rules and conduct themselves responsibly in the lab at all times. This includes no running, horseplay, or pushing.
2) Students must carefully follow all written and verbal instructions, asking the teacher for help if anything is unclear.
3) Proper protective equipment like safety goggles and lab coats should be worn during experiments with chemicals or hazardous substances. Long hair should be tied back and loose clothing secured.
Laboratory safety
Your science laboratory must be a safe place to work and learn in. In doing any science activities, you must take responsibility for your own safety and the safety of others. The following guidelines will help you carry out science activities safely.
Personal Safety
1. Always obtain your teacher’s permission before performing any activity.
2. Always read and understand an activity thoroughly before doing it.
3. Always wear goggles when you see a corrosive symbol at the beginning of the activity.
4. Never run or play in the laboratory room.
5. If you have long hair, always tie it back before performing an experiment.
6. Always know where the following are kept: fire extinguisher, first aid kit, eyewash bath, and shower area. Know where the fire alarm and the nearest telephone are. Learn how to use them.
Safety in Handling Plants
1. Use caution when collecting or handling plants.
2. Do not eat or taste any unfamiliar plants or plant parts.
3. If you are allergic to pollen, do not work with plants or plant parts.
Safety in Handling Animals
1. Handle animals with care. If you are bitten or scratched by an animal, inform your teacher.
2. Do not bring wild animals in the classroom.
3. Do not cause pain, discomfort, or injury to an animal. Be sure that animals kept for observation are given the proper food, water, and living space.
4. Wear gloves when handling live animals. Always wash your hands with soap and water after handling them.
Eye Safety
1. Wear your laboratory safety goggles when you are working with chemicals, open flame, or any substances that may be harmful to your eyes.
2. If chemicals get into your eyes, flush them out with plenty of running water. Inform your teacher immediately.
Safety in Using Flammable and Hot Objects
1. Turn off heat sources when they are not in use.
2. Point test tubes away from yourself and others when heating substances in them
3. Use the proper procedure when lighting an alcohol lamp or Bunsen burner.
4. To avoid burns, do not handle heated glassware or materials directly. Use tongs, test tube holders, or heat-resistant gloves.
Glassware Safety
1. Check glasswares for chips or cracks. Broken, cracked, or chipped glassware should not be used. It should be given to the teacher for proper disposal.
2. Do not force the stopper into a glass tubing. Follow your teacher’s instructions.
3. Clean glasswares and dry them.
Safety in Handling Chemicals
1. Never dispose any solid or liquid chemicals and materials in the sink.
2. Use the proper container or utensils for chemicals. Never handle chemicals with your bare hands.
3. Keep your hands away from your face when working with chemicals. Never taste or put chemicals into your mouth.
4. Always clean up spills immediately. Acid spills may be treated with baking soda. Base spills may be treated with boric acid.
Reference:
Evelyn Castante-Padpad (2015). The New Science Links 6. REX Bookstore, Inc. (RBSI).
The 2009 AMS Summer Community Meeting will be held from August 10-13 at the National Weather Center in Norman, Oklahoma. The meeting will explore implementing the recommendations of the 2009 NRC Report on a Nationwide Network of Networks to improve weather observation infrastructure. It will also discuss how the academic, government and private sectors can work together to better meet the needs of the growing renewable energy industry. A pre-meeting tour will provide attendees an opportunity to visit nearby organizations involved in weather research and applications.
NASA funded StormCenter Communications to develop cloud-based data sharing tools to improve emergency response coordination. StormCenter created GeoSync and GeoCollaborate, which allow emergency managers from different agencies to view and collaborate on geospatial data in real-time regardless of the software each uses. This enables faster and better informed decision making during disasters. The technologies are helping track volcanic eruptions and are being applied to other emergencies like disease outbreaks.
Dokumen tersebut memberikan panduan tentang keselamatan di bengkel. Ia menyarankan bahawa keselamatan harus menjadi keutamaan sebelum berlakunya kemalangan. Empat aspek perlu diambil berat termasuk diri, rakan, alatan, dan persekitaran. Langkah-langkah keselamatan diri seperti memakai pakaian pelindung juga dibincangkan.
The observation of safety guidelines are essential to the well being of any worker and the productivity of the said workers. this presentation will offer a clear guideline for those within the building industry.
Dokumen tersebut memberikan ringkasan tentang pengurusan organisasi bengkel, pengurusan keselamatan, alat pemadam api, pertolongan cemas, dan cara membalut luka dalam 3 kalimat atau kurang. Dokumen tersebut menyarankan struktur organisasi bengkel yang efektif dengan ketua dan penolong ketua, serta menekankan pentingnya mematuhi peraturan keselamatan dan menggunakan peralatan perlindungan diri untuk mencegah
A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, built-in quizzes, unit notes, follow along worksheets, answer keys, video links, review games, rubrics, and much more.
Also included are directions on how create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals and will only take you a few minutes to create.
This is a great introductory unit that covers science topics associated with Lab Safety, Magnification, Base Units of the Metric System, Scientific Method, Inferences, and Observation Skills (See list below for more topics covered). This unit includes an interactive and engaging PowerPoint Presentation of 2000 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers.
Text is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control pace of the lessons. Also included is a 10 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and end of the unit assessment, as well as a 9 page modified assessment. 14 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and home school parents. Several video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. One PowerPoint review game (125+ slides)is included. Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 5 (Ten is most difficult)
Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks
Sincerely,
Ryan Murphy M.Ed
Science PowerPoints
This presentation is mainly about the background knowledge of WSH as well as what how Narada implement WSH act into revamping of the workshop.
Done by: Denyse Choo, Narada Intern '16.
Mechanical Technology Grade 12 Chapter 3 Safety In The WorkshopFuture Managers
This slide show accompanies the learner guide "Mechanical Technology Grade 10" by Charles Goodwin, Andre Lategan & Daniel Meyer, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Laboratory Rules And Safety Guidelines For Studentslavadoods Masta
This document outlines safety rules and guidelines for students in a science laboratory. It states that safety is the top priority and lists specific rules around personal safety when handling chemicals and equipment, cleanliness and orderliness in the lab, and accurately recording results. Examples of personal safety rules include wearing protective equipment, reporting accidents, carefully following directions, and not tasting chemicals.
Bab 1 mengenai organisasi bengkel dan keselamatan. Ia membincangkan struktur organisasi bengkel yang dipimpin oleh guru beserta formen dan penolong formen. Bab ini juga menjelaskan tugas-tugas formen, jadual kerja, dan amalan 4M iaitu membersih, menyusun, menilai, dan mendisiplin untuk menjamin keselamatan dan ketertiban di bengkel.
This document outlines various laboratory safety guidelines. It instructs students to wear protective equipment like safety goggles, tie back long hair, and keep work areas uncluttered. Chemicals should be handled carefully and mixed only with instructions. Glassware should not be used if cracked and hot objects require insulated gloves. In the event of injury, burns should be flushed with cold water, cuts pressed until bleeding stops, and eyes flushed with water if chemicals are present.
The document discusses laboratory safety for clinical personnel. It outlines objectives around safety awareness, hazards, and responsibilities. Potential hazards include electric shock, toxic gases, radiation, and biological materials. Safety is achieved through recognition of hazards, good habits, and applying engineering controls, personal protective equipment, and work practice controls. Regulations aim to provide a safe work environment and are established by organizations like OSHA, NIOSH, DOT and others.
The document outlines the essential components of a laboratory safety program, including identifying biological, chemical, radiological, fire and electrical hazards; developing and implementing safety policies and procedures; and evaluating the program for regulatory compliance to protect workers, products, and the environment from laboratory hazards.
This document outlines basic laboratory safety procedures. It instructs students to know the dangers and proper use of all materials before beginning any exercise. Personal protective equipment like lab coats and gloves should be worn properly. Emergency procedures like eyewash stations and safety showers are identified for chemical exposure. Accidents and injuries should be reported immediately to the instructor. Good conduct includes following all instructions and not bringing food or drinks into the lab. Workbenches and equipment must be cleaned before leaving the laboratory.
This document provides an overview of general laboratory safety rules and guidelines for California State University, Long Beach. It covers topics such as personal hygiene, housekeeping, protective equipment, chemical hazards, physical hazards, ventilation, and emergency response. The key points are that students must review the safety materials and complete a quiz to verify their understanding, abide by all safety practices, and ask questions before operating any equipment or using new materials. Protective equipment like gloves and goggles should be worn as appropriate. Chemical and physical hazards must be properly managed according to established procedures.
1) Students must follow all lab safety rules and conduct themselves responsibly in the lab at all times. This includes no running, horseplay, or pushing.
2) Students must carefully follow all written and verbal instructions, asking the teacher for help if anything is unclear.
3) Proper protective equipment like safety goggles and lab coats should be worn during experiments with chemicals or hazardous substances. Long hair should be tied back and loose clothing secured.
Laboratory safety
Your science laboratory must be a safe place to work and learn in. In doing any science activities, you must take responsibility for your own safety and the safety of others. The following guidelines will help you carry out science activities safely.
Personal Safety
1. Always obtain your teacher’s permission before performing any activity.
2. Always read and understand an activity thoroughly before doing it.
3. Always wear goggles when you see a corrosive symbol at the beginning of the activity.
4. Never run or play in the laboratory room.
5. If you have long hair, always tie it back before performing an experiment.
6. Always know where the following are kept: fire extinguisher, first aid kit, eyewash bath, and shower area. Know where the fire alarm and the nearest telephone are. Learn how to use them.
Safety in Handling Plants
1. Use caution when collecting or handling plants.
2. Do not eat or taste any unfamiliar plants or plant parts.
3. If you are allergic to pollen, do not work with plants or plant parts.
Safety in Handling Animals
1. Handle animals with care. If you are bitten or scratched by an animal, inform your teacher.
2. Do not bring wild animals in the classroom.
3. Do not cause pain, discomfort, or injury to an animal. Be sure that animals kept for observation are given the proper food, water, and living space.
4. Wear gloves when handling live animals. Always wash your hands with soap and water after handling them.
Eye Safety
1. Wear your laboratory safety goggles when you are working with chemicals, open flame, or any substances that may be harmful to your eyes.
2. If chemicals get into your eyes, flush them out with plenty of running water. Inform your teacher immediately.
Safety in Using Flammable and Hot Objects
1. Turn off heat sources when they are not in use.
2. Point test tubes away from yourself and others when heating substances in them
3. Use the proper procedure when lighting an alcohol lamp or Bunsen burner.
4. To avoid burns, do not handle heated glassware or materials directly. Use tongs, test tube holders, or heat-resistant gloves.
Glassware Safety
1. Check glasswares for chips or cracks. Broken, cracked, or chipped glassware should not be used. It should be given to the teacher for proper disposal.
2. Do not force the stopper into a glass tubing. Follow your teacher’s instructions.
3. Clean glasswares and dry them.
Safety in Handling Chemicals
1. Never dispose any solid or liquid chemicals and materials in the sink.
2. Use the proper container or utensils for chemicals. Never handle chemicals with your bare hands.
3. Keep your hands away from your face when working with chemicals. Never taste or put chemicals into your mouth.
4. Always clean up spills immediately. Acid spills may be treated with baking soda. Base spills may be treated with boric acid.
Reference:
Evelyn Castante-Padpad (2015). The New Science Links 6. REX Bookstore, Inc. (RBSI).
The 2009 AMS Summer Community Meeting will be held from August 10-13 at the National Weather Center in Norman, Oklahoma. The meeting will explore implementing the recommendations of the 2009 NRC Report on a Nationwide Network of Networks to improve weather observation infrastructure. It will also discuss how the academic, government and private sectors can work together to better meet the needs of the growing renewable energy industry. A pre-meeting tour will provide attendees an opportunity to visit nearby organizations involved in weather research and applications.
NASA funded StormCenter Communications to develop cloud-based data sharing tools to improve emergency response coordination. StormCenter created GeoSync and GeoCollaborate, which allow emergency managers from different agencies to view and collaborate on geospatial data in real-time regardless of the software each uses. This enables faster and better informed decision making during disasters. The technologies are helping track volcanic eruptions and are being applied to other emergencies like disease outbreaks.
The document provides information about the Space Situational Awareness 2015 conference taking place May 12-13, 2015 in Baltimore, USA. The conference will discuss comprehensive space situational awareness and international collaboration to address technical, operational, legal and political challenges to ensure long term safety, security and sustainability of space activities. It lists speakers from organizations like NASA, US Air Force, UK Space Agency, and Secure World Foundation that will discuss topics like space situational tracking and protection of space assets.
This document provides an agenda for the International Conference on Ocean Energy (ICOE) 2018 being held in Cherbourg, France from June 12-14. The conference will feature keynote speeches, panel discussions, and presentations on various topics related to advancing ocean energy technologies and reducing costs such as building market supports, conceptual array designs, environmental assessments, reliability improvements, and lessons learned from operating ocean energy projects. Field trips are also planned for June 14th to tour ocean energy infrastructure in Cherbourg harbor and learn about plans to connect tidal energy farms to the electrical grid.
The document provides a post-conference report for the Offshore Well Control Conference held on May 28-29, 2014 in Houston. Over 150 representatives from operators, drilling contractors, service providers, and regulators attended the conference to discuss latest developments in well control. Key topics included competency programs, training, risk assessment, and equipment reliability. The report summarizes the speaker lineup, most valuable presentations, technology showcase exhibitors, and positive delegate feedback and ratings of the conference.
Riskope were recently asked to provide a comprehensive five day course addressing Risk and Crisis Management, Risk Based Decision Making, Project Evaluation for top managers and key personnel at Investment Banks, Oil & Gas, Energy and Transportation.
Although companies willing to commit the resources for a five days intensive courses remain limited, we felt like it would be a good idea to share the program with our readership, as an example.
Of course our courses are scalable, from a couple hours up to this exhaustive review and custom tailored courses can be set-up by selectively picking the themes that most interest you/your organization. You can download the example file here.
Contact us today to discuss your custom made in house Risk and Crisis Management, Risk Based Decision Making, Project Evaluation! Armed with the skills you'll learn from Riskope you will have a competitive edge on your competitors, your ideas will be more defensible and sustainable, and your chances of success will multiply.
This document discusses APL's incremental approach to implementing Earned Value Management System (EVMS) across its Space Department projects. It describes how APL gained management support, took a graduated approach over time, and focused on training to ensure "No CAM left behind." It implemented EVMS on smaller projects first before requiring it for larger projects over $15 million. The goal was to demonstrate value and get user buy-in for EVMS one project manager or Cost Account Manager (CAM) at a time through an open communication approach.
This document discusses APL's incremental approach to implementing Earned Value Management System (EVMS) across its Space Department projects. It describes how APL gained management support, took a graduated approach over time, and focused on training to ensure "No CAM left behind." It implemented EVMS on smaller projects first before requiring it more broadly. Training emphasized showing engineers and scientists the value of EVMS to managing projects. The goal was to create advocates and minimize resistance to change.
Kenneth Hicks is a senior aerospace engineer and project manager with over 28 years of experience. He has led numerous projects involving system design, development of space and terrestrial systems, and risk management. He currently works as an independent consultant, advisor, and proposal evaluator for both start-ups and established organizations.
The document discusses a tradeoff companies face between predictability in product development through modular designs versus potential for breakthrough innovations through more interdependent component designs. The researchers analyzed over 200 years of patent data and found that while modular designs allow for more predictable advances, interdependent components that are more difficult to develop tend to result in more impactful breakthrough inventions. However, companies often overvalue predictability and modularity at the cost of breakthroughs. The researchers recommend companies take a contingent approach, aiming for intermediate levels of interdependence and also encouraging more risky interdependent designs to maximize the chance of innovations.
This document presents an analysis of low Earth orbit (LEO) launch capabilities conducted for SPEC Innovations. The analysis aimed to determine the optimal mix of current launch vehicles and technologies to transport 1000 metric tons of material to LEO within 30 months for less than $32 billion. The analysis considered variables such as cost, turnaround time, payload capacity, and technology readiness for different launch options. An optimization model was developed and run to identify the initial optimal launch strategy. Extensive sensitivity analysis was then performed to account for risks from immature technologies and potential geopolitical issues limiting availability of certain options. The results showed that limiting launch vehicle choices would significantly increase total project costs, and removing either the Falcon Heavy or Pro
Nanotechnology: New Prospects for Jobs in Houston, Texastonya.m.britton
Dr. Wade Adams, Executive Director, Richard Smalley Institute of Nanoscale Science and Technology presented at the High Tech Conference and Career Fair, Lone Star College-Montgomery, September 24, 2009. The event was co-hosted by the Business and Social Sciences Division. Contact Tonya Britton, tonya.m.britton@lonestar.edu for information.
1. A research group at JUST led by Dr. Alzoubi has identified mechanisms linking psychosocial stress, obesity, and aging to neurogenic hypertension. They found selective blockade of serotonin receptors suppresses this neurologic factor and normalizes blood pressure without hypotension, identifying a novel treatment.
2. Dr. Alzoubi also investigated drugs for protecting the central nervous system against disorders involving memory impairment. He discovered these drugs normalize oxidative stress and signaling molecules to minimize tissue damage, advancing neuropharmacology.
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2. ESA/NASA
Back to Houston Content
THE OFFSHORE TECHNOLOGY CONFERENCE (OTC) in Houston is, together with the Introduction to this document 5
Offshore Northern Seas (ONS) in Stavanger, two of the world’s leading meeting
places for the global energy industry. Introduction to Space & Energy Safety Workshop 7
This year Greater Stavanger organized a delegation visit to Houston and OTC for the The Programme 8
22nd time! Lead by the Mayor of Stavanger, nearly 200 delegates from more than 70
companies and institutions visited OTC2012. This Space & Energy workshop was The Participants 9
part of the delegation program.
Requirements for Risk Management in 21st Century
OTC is held annually at Reliant Center in Houston. Each year, OTC attracts more than
70,000 attendees and 2,000 exhibiting companies representing more than 110 Operations 11
countries. The 2012 edition of the Conference ended with a record 89,400 attendees.
Afterword by Ron Westrum 15
Way Forward 17
2 3
3. Introduction
to this document
Space & Energy is a network of technology
companies, knowledge and research institutions
focusing on the parallel challenges and oppor-
tunities within the space and energy sectors.
We believe the intersection and interaction between these two
large industries will reveal a vast potential for competence and
technology transfer that will generate new solutions and new busi-
ness opportunities.
This document describes the Space & Energy Safety Workshop:
Requirements for Risk Management in 21st Century Operations
that we arranged during the OTC in May 2012 in Houston. It is not
a scientific paper; it is more for inspiration and energy for further
work in this exciting field.
The Space & Energy team
Stavanger, June 2012
SUPPORTED BY :
www.spaceandenergy.no
5
4. ESA/NASA
Introduction to
Space & Energy
Safety Workshop
The Space & Energy Safety Workshop: Requirements for Risk Management
in 21st Century Operations was hosted by Oceaneering Space Systems in
Houston, close to Johnson Space Center, 1 May 2012. Especially invited
were companies and individuals we knew could contribute to a discus-
sion in the parallel universes of the space and energy sectors.
SAFETY AND RISK MANAGEMENT is at the Despite the successes, accidents still strategies & systems for breakfast.”
core of human development and well- happen and Challenger and Columbia However, technical systems, context and
being. It is literally the basement of the are both cases to draw a lot of learning social factors are all necessary to pursue
pyramid of Maslow, which describes the from. a successful integrated risk management.
needs that must be fulfilled to grow and
evolve as individuals, groups and society. The oil and gas industry has worked I would also like to mention that the
The same counts for business. The man- intensively with risk management for opening of the Arctic regions will
agement of risk is an integrated process decades, but still serious incidents happen. strengthen the relations and inter-
in all operations, but there are numerous These last few years we have seen some dependencies between the space and
approaches to the subject and even more of the biggest blow-outs; Macondo in energy sectors because arctic operations
techniques of implementation resulting the Mexican Gulf (BP), Funiwa Deep-A will be even more dependent on space
in different outcomes and quality. The outside Nigeria (Chevron) and Elgin in services such as satellite communica-
learning experience across industries is the UK part of North Sea (Total). This is tions, earth observation, monitoring,
one of the reasons we meet at this work- the serious background for today’s work- forecasts and technologies for remote
shop. shop. operations.
NASA Johnson Space Center has the motto The presentations today will focus both A goal for this workshop is finding oppor-
“Failure is not an option”. The iconic scene on a technical approach with advanced tunities for competence and technology
that demonstrates this slogan is from and sophisticated software systems transfer across industries in the approa-
Apollo 13 and the famous quote “Hou- along with work process re-design and ches to safety and risk management.
ston, we have a problem.” A combination training, as well as a cultural approach
of competence, training, simulations, 1:1 underlining the importance of leader-
models, 24/7 work and passionate com- ship and values that should and must be
mitment saved the lives of the crew of lived by all employees and vendors. To Brage W. Johansen
Apollo 13 that returned safe back to Earth. rephrase a popular quote: “Culture eats Chairman Space & Energy
6 7
5. ESA/NASA
Program of the workshop Links to the main presenters
09:00 Registration and coffee
Oceaneering Space Systems Proactima
09:15 Welcome and introduction (Michael Bloomfield, Vice President and General Manager Oceaneering www.oceaneering.com www.proactima.no
Space Systems and Brage W Johansen, Chairman of the Board Space & Energy)
09:30 Setting the scene NASA Intrapoint
• Finishing the Space Shuttle Program – Safety and Leadership (Bob Doremus, Associate Director, www.jsc.nasa.gov www.intrapoint.com
Safety and Mission Assurance NASA Lyndon B. Johnson Space Center)
• Enterprise Resilience (Idar G. Voldnes, President and CEO Intrapoint)
SEROS UiS IRIS
seros.uis.no www.iris.no
10:00 Mismatch between skills and technology (Prof. Ron Westrum, University of Stavanger)
• Man Unlimited: Technology’s Challenge to Human Endurance
• Human Envelope: What is it, and how adequate is it?
• Contemporary Examples of High Reliability Systems
10:30 Risk Management and Corporate Governance
(Hermann S Wiencke and Richard Heyerdahl, co-founders Proactima AS)
• Barriers
• Management of technical and organizational changes
Participants
• Handling uncertainty
Brage W Johansen IRIS Rune H Rosnes Oceaneering AS
11:00 Coffee break Preben Strøm Oceaneering AS Aina M Berg IRIS
Birger Haraldseid Greater Stavanger Vegard Gunnarson IRIS
11:30 Brainwork and dialogue Katrine Vetlesen Prekubator TTO Egil Hagir Bitmap AS
(facilitated by Kenneth A. Pettersen, PhD and prof. Ole A. H. Engen, SEROS, University of Stavanger) Kenneth A Pettersen University of Stavanger Eyolf Bakke-Erichsen Offshore Media Group
• Based on the above; what projects and opportunities could be designed across the Space Ole Andreas Engen University of Stavanger Kristoffer Skjelbred Royal Norwegian Consulate
& Energy sectors? Hermann Wiencke Proactima Trygve Brekke Greater Stavanger
Richard Heyerdahl Proactima Mayor Stanley Wirak City of Sandnes
12:30 Summary and way forward (SEROS, University of Stavanger) Ron Westrum University of Stavanger Mayor Ole Ueland Sola municipality
Michael Bloomfield Oceaneering Space Systems Deputy Mayor
13:00 Lunch Michael Whitey Oceaneering Space Systems Bjørg Tysdal Moe City of Stavanger
Brian Krolczyk Oceaneering Space Systems City Counselor
Mark Gittleman Oceaneering Intervention Jon Peter Hernes City of Stavanger
14:00 Presentation of Oceaneering Space Systems
Engineering City Counselor
(Michael Bloomfield, Vice President and General Manager)
Robert Doremus NASA Anja Berggård Endresen Sola municipality
Christopher Hoftun Mars Institute Ingrid Nordbø Sola municipality
14:20 Guided tour David Alexander Rice Space Institute Nina Othilie Høiland City of Sandnes
Idar G Voldnes Intrapoint Anne Berit Berge Ims Randaberg municipality
Bill Nelson DNV Stein Racin Grødem Forus Næringspark
Bjørn Tore Bjørsvik Petro Media News
THE WORKSHOP WAS SPONSORED BY :
8 9
6. Requirements for
1 Risk Management
in 21 Century
st
Operations
The aim of the workshop was bringing together professionals from
the energy and space sectors with a mindset on safety and managing
risk. The two sectors have comparable challenges working with
autonomous systems and remote operations in harsh environments.
Are there opportunities for competence and technology transfer in
the approaches to safety and risk management?
SUMMARY BY Kenneth Pettersen and Ole Andreas Engen, University of Stavanger, Norway
Presentations
BOB DOREMUS is Associate Director for Safety SSP SAFETY CULTURE LEGACY
2 3 and Mission Assurance at NASA. He joined the • Engage the entire community in risk assessment
Space Shuttle Program in 2004 and served • Assess risk thoroughly & utilize full set of tools
1) Tour of Oceaneering Space Systems several years as Manager of the Space Shuttle • Balance compliance with engineering judgment
2) Vice President and General Manager Michael Bloomfield Program Safety Office. Prior to that he was in- • Encourage Dissenting opinions
3) Mayors and politicians from Rogaland on tour of OSS volved in the Orbital Space Plane Project and • Support a challenging schedule
4) Michael Whitey demonstrating OSS technology worked 19 years as flight controller in Mission
Operations in the Mechanical Systems Group, supporting more When the risk is understood – be willing to:
than 50 missions as a flight controller. • Proceed with acceptable risk or
• Stand down and mitigate unacceptable or poorly
Doremus highlighted political, fiscal, scheduling and human understood risk
capital challenges the industry has to deal with when working
towards safety. Morover, in order to safely complete space mis- QUESTIONS A MANAGER CAN ASK TO DETERMINE EFFECTIVE-
sions, he underlined four key points: NESS OF SAFETY PROCESSES
• Maintaining a mission focus – how do you achieve this? Are issues being debated in the Program? Is there a healthy
• Perseverance tension?
• Integration. Large part of job nurturing communication • Is there trust across the Technical Organizations?
• Look for negative trends • Do the Technical Authority organizations have sufficient
resources and a sufficient voice?
The safety foundation of the mission builds on: • When decisions are made, who does the talking?
• Technical excellence
• Leadership Are lines of authority and communication clear and well under-
• Process rigor stood across the program? >>
10 11
4
7. RON WESTRUM is an Emeritus Professor of
Sociology at Eastern Michigan University and WHERE ARE THE LESSONS THAT INDUSTRIES NEED TO
Adjunct Professor at the University of Stavanger, LEARN?
Norway. He is a recognized expert on organiza- If other industries have lessons we need, what are the
tional dynamics in the aviation field. He has mechanisms by which our own industry can learn from
made many presentations to international scien- them?
tific groups such as NATO Advanced Research
Institutes, FAA and NTSB-sponsored seminars, the World Bank CONCLUSIONS
seminar on Systems Safety, etc. He also served for two years on a 1. Our safety science is pretty good.
National Research Council panel to evaluate NASA’s program on 2. Our safety practice leaves a lot to be desired.
Engineering Complex Systems, and on an advisory council to 3. We need to learn from other industries by listening
Human and Organizational Risk Management activities in NASA. so we don’t have to learn by experience.
Westrum highlighted that although high-risk industries are
overall doing better there are still gaps. We keep doing things we
shouldn’t do:
• Cutting safety resources RICHARD HEYERDAHL is co-founder and chair-
• Putting undertrained people in charge man of the board of Proactima AS. Richard has
• Failing to learn from experience more than 20 years of experience with risk man-
• Taking risks we shouldn’t agement and HSE management in a variety of
activities. He has through his career held a num-
Westrum also highlighted three areas that are a challenge ber of management positions including Head of
across industries and which may be further developed through Safety and environmental advisory services and
space-energy: Risk Management Director. Richard is lecturing in areas of risk
>> • Requisite imagination analysis, risk management, audit, accident investigations and
• Hearing faint signals emergency response.
• Are there debates on technical and risk issues or debates • Are we resolving issues rigorously and thoroughly and learn- • Follow through and fix problems
over authority, roles, responsibilities? ing from them? HERMANN S. WIENCKE is co-founder and man-
• Are people communicating? aging director of Proactima AS. He is engaged in
Am I trending effectively? SAFETY MATURITY? several R&D projects related to the area of risk
Are we using a good combination of Process/Compliance and • What are my trends in non conformances/Processes/Escapes? management and societal safety and he also
Engineering Judgment? Why? lectures at the University of Stavanger (UiS) in
• Is there an unhealthy focus of one over the other? • What are my trends in the safety of my personnel? Why? courses related to risk management methods
• Are we trying to develop Flight Rationale before we have • Are my trending and Non Conformance systems useful for and tools. Hermann has more than 20 years of
sufficient technical understanding? my projects and contractors? experience as consultant and manager and has been engaged
• Are we testing and analyzing to anchor our rationale in physics? in projects within the oil and gas industry, transportation and
Are my requirements clear and effective? health sector.
Are we framing risks effectively and understandably? Do I under- • Are there debates over what the requirements mean?
stand the bottom line, fundamental risk associated with decisions? • Am I being asked to waive requirements frequently? – Why, Richard and Hermann talked about how we can improve the way
Offshore
Aviation
Medical
Nuclear
Spcae
• Are different risk assessment methods being utilized? technical issue or requirements issue? we manage risk. A large number of risk assessments are being
• Do I understand where my margins are? performed to understand the risk, but the interaction between
the technical and organization factors are often poorly understood.
How do my highest risks, as identified through my risk assessment IDAR G. VOLDNES is President and Chief Executive
tools (Top Risk review, PRA, Reliability, Hazard analysis)compare? Officer Intrapoint. He held positions of President How can industries learn from each other? Westrum pointed at Key messages from their presentation were:
• Are they the same in each case? Why or why not? and Senior Vice President of the Wireline and four possible mechanisms: • Experience from major accidents shows that root causes often
• Do I understand the assessment tools and their strengths Emerging Markets division at Convergys Corpo- • Transfer people are a combination of technical and organization factors. Inter-
and weaknesses? ration, he was President of Geneva Technology, • Transfer principles action between these must be evaluated in risk assessments.
• Is there commonality and communication across the program Inc., Vice President at American Management • Transfer key techniques • Managers are making decisions without fully understanding
in risk assessment? Systems, Inc., and Chief Engineer at Telenor, • Joint conferences the effect these decisions have on i.e. major accidents risk.
• Am I allocating resources appropriately in accordance with Norway’s largest telecommunications provider. Voldnes is also a • Managers state that they are using Key Performance Indictors
my risk assessment? board member of Wise Online Services, Inc. Can you have the same accident twice? to monitor the major accidents risk (such as ”zero outstand-
• Challenger (1986) and Columbia (2003) shuttle explosions ing maintenance on safety critical equipment”), but experi-
How are In Flight Anomalies and Process escapes perceived? Voldnes talked about the experiences of Intrapoint from work- • Columbia: “Eerie echoes of Challenger” (Dr. Sally Ride) ence from accidents show us that major accidents are also
• Are they viewed as opportunities to improve the System and ing with approaches to risk and safety within the oil and gas • Different Accidents, similar causes? caused by technical issues outside the teem “safety critical”.
Learn or opportunities for punishment? industry and aviation. His presentation focused on the potential • Similar cutbacks to safety staff Do we have good enough KPI’s?
• Are they viewed as black marks and do projects oppose for enterprise resilience and supportive software delivering crisis • Similar confusion of authority • Managing risk should be as important for a manager than
accepting them? management solutions. • Similar “groupthink” about safety issues managing budget. >>
12 13
8. ESA/NASA
>>
• Business performance management is a “top-down” approach, Risk management in 21st century operations requires the ability to:
risk management is a “bottom-up”. The entire organization • Go from visions and goals to safe operations
must be involved • Have an holistic approach to barrier management and be
• Need a holistic approach to barrier management and be able able to handle management of change.
to identify changes and manage these efficiently
HOLISTIC APPROACH TO BARRIER MANAGEMENT
Afterword
STEP I
by Ron Westrum
STEP II
Barrier element 1 Loss of
Barrier element 2 control
Barrier element 3
Barrier element 4
Identify all hazards and
accident situations
In the process of putting together the presentation “Ready for Prime Time?
– 21st Century Safety Science” I had a number of thoughts, many of which
were reinforced by the experience of the workshop itself. So here they are:
STEP III
1) ONE OF THE THINGS THAT I NOTICED 2) ONE OF THE QUESTIONS my talk posed tween the two industries. Bob Helmreich
MAIN STEPS/ASSESSMENTS AND EVALUATIONS TO PERFORM GOOD BARRIER MANAGEMENT was that each of the industries that has was how one industry learns from an- (aviation psychology) took his “crew
STEP I: Assess and evaluate the overall barrier strategy for each defined situtions of hazardas accidents. developed a safety science needs a good other. Since I was directly involved in the resource management” training from
STEP II: Assess and evaluate the robustness, functionality and integrety for each barrier (barrier elements and barrier functions). history of its own efforts in developing process of aviation safety teaching medi- aviation to medicine, and directly taught
STEP III: Assess the technical integrity/conditions of the barriers elements safer operations. I thought I knew some- cine some of its “lessons learned” it may people working on this in (for instance)
thing of the history of aviation and medi- be useful to reflect on that experience. the Bern Kantonsspital in anesthesiology
cal safety, but actually I found that my Much of the transfer of ideas was affect- and elsewhere. James Reason spent time
own knowledge had huge gaps, and was ed by scholars or practitioners from one talking to Lucien Leape and others
even less adequate in regard to nuclear, area who deeply immersed themselves involved in medical safety, as well as ana-
Key points from the discussions offshore and space operations. It might in the culture of another industry. For lyzing 200 incidents for the National
be useful to gather such histories using instance, Jan Davies, MD, an anesthesiol- Institute of Medicine, then wrote an
• What is the relationship between minor accidents/incidents • Space systems safety analysis (mission assurance – that all graduate students, a conference, and ogist, actually was given an office in the interdisciplinary textbook setting forth
and major accident? systems are to succeed) failure mode effects analysis) the putting together a basic bibliography. building that housed the Australian his results. I personally was involved in
• What gets measured get’s done. We have not been assess- same mode of logic applies to both. These histories in turn could prove inter- accident investigations bureau. Davies two of the meetings of the United States
ing major accident risks which is something different from • Organizational redundancy may be a prerequisite for trans- esting for the other industries. then became a kind of ambassador be- Committee on Blood Safety and Availa-
workplace health and safety fer of knowledge and people. How do the market conditions
• KPI are used for financial objectives not for safety management affect these possibilities?. >>
• The oil and gas industry has a lot to learn from the NASA • The setting up of across industrial board of directors for
processes on companies responsible for safety critical systems.
• Integrating new technologies • There seems to be an increasing tendency also to recruit
• Facilitating communication personnel into oil and gas industry from other technical do-
• Simulating technologies mains. One example is Halliburton Technology Centre, Hou-
• Higher level mistakes can be said to have dominated both ston who now has recruited two of their senior leaders from
sectors outside the oil and gas industry.
• How much emersion into another industry does it take in • The space & energy network is aiming for an annual intern-
order to achieve a level of maturity? ship for Norwegian students visiting NASA.
14
14 15
9. ESA/NASA
>>
Way forward
bility, under the Surgeon General, to help perhaps) impression that offshore safety and not published. (I was told I could con- SAFETY AND RISK REMAINS A KEY THEMATIC AREA of high importance for both the
transfer some of the key findings and was a world of its own, with relatively little sult a copy out at NASA/Ames, but not space sector and the energy industry. Following from the workshop discussion there is
introduce the key aviation safety person- sharing from other industries. take it home) NASA in recent years killed no doubt that enhanced competence and technology transfer is an idea that could con-
nel to the medical community. A similar a program that was studying space acci- tribute to better risk management and safer practices.
presentation was done by three of us Now the professors in universities are dents, and which had $50 million funding.
from the aviation safety community to not similarly limited, and e.g. Reason, Flin, Both industries have immaturities related to their approaches to risk and safety that
the National Association of Blood Banks. Helmreich, Gaba, Robert Bea, etc. all have This is not to say that there are not ongo- underlines a need to learn from other industries by listening so we don’t have to learn
Eventually, under David Gaba, MD (UC interests that are very wide. But how ing efforts, such as a web magazine and by experience. The presentations given during the event highlighted generic challenges
Berkeley?) was developed a “clinical re- many people not in the nuclear industry an annual conference on “Space safety linked to among other regulatory issues, financial questions, leadership approaches,
source management” program in anes- have heard of the role of the Institute of and rescue” to focus on safety in space human capital management and innovations and technological development.
thesiology and I seem to remember a Nuclear Power Operations (INPO) and its and in space operations. Does the Human
textbook in this was written. This was role in spreading safety knowledge across Factors and Ergonomics Society have a In order to implement learning across industries there is the need to understand the
obviously the analogue to “cockpit re- the nuclear industry in the USA? In my space section? I don’t know. mechanisms by which one industry can learn from the other. The workshop indentified
source management “ from aviation. talk I noted an example of how crew four main categories that may facilitate cross industry learning. These are:
resource management (“sterile cockpit”) What role in space safety could Norway • The transfer of people
These intensive efforts may represent might well have averted a collision be- take? Should there be a Scandanavian • The transfer of ideas
the kind of cross-disciplinary sharing tween a US submarine and a Japanese space safety institute, with Sweden and • The transfer of principles and systems and
that one needs to do, since there is a school ship. Where the relevant lessons Denmark as partners? (I don’t know what • The transfer of techniques
common tendency to see one’s own are may not be obvious. the Germans or the French are doing.
industry in some way as “unique” and There is, of course, the International Space THE SUCCESS OF ANY ONE OF THESE MECHANISMS depends on dealing with a range of
therefore other industries’ experiences 3) THE SPACE INDUSTRY in particular has University, in Strasbourg, France, but I inter-industrial issues, some of which were discussed during the workshop.
may not be seen as relevant. Prof. Rhona unique problems related to safety and don’t know what they offer in terms of • To what extent there exists a high degree of common concepts and thinking within
Flin (Univ. of Aberdeen) told me that mission success, but so far has not at- safety courses or programs.) Should one risk and safety across industries
mostly oil-oriented safety people were tracted the stellar intellectual talent de- of the Norwegian universities (Stavan- • The degree of comparable challenges technologically and organizationally between
not interested in, e.g. Crew Resource voted to aviation. So, for instance, while ger?) develop a space safety program? the industries
Management, and that she had had little each of the shuttle explosions has led to I am pleased to find out there will be • The degree of similarities or difference related to goals and industrial values (eco-
success in selling CRM ideas to them. an intense intellectual ferment (e.g. NASA interns from Norway. But when nomically, politically and socially)
I also feel that energy and space them- Vaughan’s The Challenger Launch Deci- they return, will there be a program for • The degree of similarity concerning market conditions (e.g. oil and gas highly privat-
selves need not limit their search for sion and Starbuck and Farjoun’s Organi- them? Should there be a European Union ized and a complex landscape of actors with challenging contractual relations,
good safety ideas to each other, but zation at the Limit), the best discussion project on space safety, if there is not one space historically more homogeneous with more stable contractual relationships)
should open themselves up to lessons of the Hubble Space Telescope fiasco now? Should Stavanger have a confer- • To what extent there are similarities or differences concerning expectations on how
from other industries. was an investigation by a team from the ence? A course? A professor? Where does future market conditions will influence implementation and development of risk
Hartford Courant, a local newspaper. The this fit in with the Norwegian space and safety management systems.
So maybe we should concentrate on government report on Hubble, for in- center and the Norwegian space pro-
moving people rather than just moving stance, was far less informative. Yet the gram?
ideas. I noted, in talking to safety-oriented Hubble screw-up was a multi-billion dol-
firms at the OTC 2012, that the “Swiss lar accident that required a second shut- 4) ALL THESE THOUGHTS could be further
Cheese Model” (for instance) had not tle mission. When NASA did a study on elaborated, through further in-house dis-
even been heard about in Offshore safety the causes of space accidents, for in- cussions and mini-conferences.
discussions. And it was my (superficial stance, the study was kept proprietary
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