This document discusses accident prevention in quarries. It outlines the difference between reactive and proactive accident prevention approaches. Various accident prevention measures are described, including operating procedures, safe systems of work, permits to work, training, and use of personal protective equipment. The hierarchy of control measures is also defined, with engineering and collective controls prioritized over reliance on personal protective equipment.
Health, Safety and Welfare for Construction and the built Enviro.docxpooleavelina
Health, Safety and Welfare for Construction and the built Environment (Unit 6)
2
Building Services Engineering HNC
Health, Safety and Welfare for Construction and the Built Environment
(Unit 6)
Assignment 1
Health and Safety Legislation in the Workplace
Ryan Alexander
28/11/16
Contents Page
1.0IntroductionPage: 3
2.0 Task 1Page: 4 - 14
3.0 Task 2Page: 14 - 20
4.0 Task 3Page: 20 - 27
5.0 Task 4Page: 27 - 34
6.0Conclusion Page: 35
7.0 References Page:35 - 36
8.0 BCC Health and Safety PolicyPage: 37
I am a Health and Safety manager for a medium size construction company. I have produced a report for the director evaluating their current health and safety policy. I have analysed two video clips used for training purposes. I will identify breaches in legislation and show what actions would be needed in order to conform to current legislation. I will give my own professional opinion on current legislation and explain how it is managed on a construction site.
“Every year many construction site workers are killed or injured as a result of their work; others suffer ill health, such as musculoskeletal disorders, dermatitis or asbestosis. The hazards are not, however, restricted to those working on sites. Children and other members of the public are also killed or injured because construction activities have not been adequately controlled.”
Health and safety in construction – page 4
Task 1
After watching the first video the following breaches in health and safety have been identified;
· No site induction/training
· Ladders not tied or supported
· No edge protection
· Holes in floor
· Lack of training
· Unqualified workers altering scaffolding
· Incorrect safety equipment being used
· Bullying
· Poor housekeeping
· Smoking in site office
· No personal protective equipment (PPE) being used
Issue
Breach
Mitigation
Ladder not tied or supported
· Working at heights regs 2005
· Health and safety at work act. Section 2
· Firm and stable ground and securely tied as per working at height regs 2005
Lack of training, poor induction
· Health and safety at work act section 2
· Not effective due to poor attitude
· Sign in and register to confirm induction and relevant training have been undertaken.
No edge protection
· Work at height regs 2005 Schedule 2 – Requirements for guardrails, toe-boards, barriers and similar collective means of protection.
· Correct edge protection should be placed as to prevent, so far as reasonably practicable, the fall of any person, or of any material, or object, from any place of work.
Holes in floor
· Working at height regs 2005 Schedule 2 – Requirements for guardrails, toe-boards, barriers and similar collective means of protection.
· Correct edge protection and adequate flooring should be placed as to prevent, so far as reasonably practicable, the fall of any person, or of any material, or object, from any place of work.
Unqualified workers altering scaffolding ...
General Safety Protocols on Manufacturing PlantJunJuro Gond
PS I do not own any of the pictures.
Sources:
•http://www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/manufacturing_safety.pdf
•http://www2.dupont.com/Supplier_Center/en_US/library/Pencader_RJScholl_051010rev02.pdf
•http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/695/Managing-Risks-Plant-V2.pdf
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Health, Safety and Welfare for Construction and the built Enviro.docxpooleavelina
Health, Safety and Welfare for Construction and the built Environment (Unit 6)
2
Building Services Engineering HNC
Health, Safety and Welfare for Construction and the Built Environment
(Unit 6)
Assignment 1
Health and Safety Legislation in the Workplace
Ryan Alexander
28/11/16
Contents Page
1.0IntroductionPage: 3
2.0 Task 1Page: 4 - 14
3.0 Task 2Page: 14 - 20
4.0 Task 3Page: 20 - 27
5.0 Task 4Page: 27 - 34
6.0Conclusion Page: 35
7.0 References Page:35 - 36
8.0 BCC Health and Safety PolicyPage: 37
I am a Health and Safety manager for a medium size construction company. I have produced a report for the director evaluating their current health and safety policy. I have analysed two video clips used for training purposes. I will identify breaches in legislation and show what actions would be needed in order to conform to current legislation. I will give my own professional opinion on current legislation and explain how it is managed on a construction site.
“Every year many construction site workers are killed or injured as a result of their work; others suffer ill health, such as musculoskeletal disorders, dermatitis or asbestosis. The hazards are not, however, restricted to those working on sites. Children and other members of the public are also killed or injured because construction activities have not been adequately controlled.”
Health and safety in construction – page 4
Task 1
After watching the first video the following breaches in health and safety have been identified;
· No site induction/training
· Ladders not tied or supported
· No edge protection
· Holes in floor
· Lack of training
· Unqualified workers altering scaffolding
· Incorrect safety equipment being used
· Bullying
· Poor housekeeping
· Smoking in site office
· No personal protective equipment (PPE) being used
Issue
Breach
Mitigation
Ladder not tied or supported
· Working at heights regs 2005
· Health and safety at work act. Section 2
· Firm and stable ground and securely tied as per working at height regs 2005
Lack of training, poor induction
· Health and safety at work act section 2
· Not effective due to poor attitude
· Sign in and register to confirm induction and relevant training have been undertaken.
No edge protection
· Work at height regs 2005 Schedule 2 – Requirements for guardrails, toe-boards, barriers and similar collective means of protection.
· Correct edge protection should be placed as to prevent, so far as reasonably practicable, the fall of any person, or of any material, or object, from any place of work.
Holes in floor
· Working at height regs 2005 Schedule 2 – Requirements for guardrails, toe-boards, barriers and similar collective means of protection.
· Correct edge protection and adequate flooring should be placed as to prevent, so far as reasonably practicable, the fall of any person, or of any material, or object, from any place of work.
Unqualified workers altering scaffolding ...
General Safety Protocols on Manufacturing PlantJunJuro Gond
PS I do not own any of the pictures.
Sources:
•http://www.worksafebc.com/publications/health_and_safety/by_topic/assets/pdf/manufacturing_safety.pdf
•http://www2.dupont.com/Supplier_Center/en_US/library/Pencader_RJScholl_051010rev02.pdf
•http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/695/Managing-Risks-Plant-V2.pdf
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
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Impact of Ethnobotany in traditional medicine,
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Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. Objectives of this Topic
• To outline the difference between reactive
and pro-active means of accident prevention.
• To provide a general overview of the different
types of accident prevention measures
common in industry today.
• To define the hierarchy of risk control.
3. Accident Prevention
• Requires the creation and maintenance of a safe
working environment, and the promotion of safe
behaviour.
• Originally a reactive process - waiting for accidents or
ill health to happen and then devising and
implementing a prevention control.
4. Accident Prevention
Accident
Investigate accident – process and outcome
steered by the pre-conceptions of the
investigators about accident causation.
Attribute primary cause to
shortcomings in the behaviour of the
injured person (unsafe acts)
Attribute primary cause to
shortcomings in the physical working
environment (unsafe conditions)
Devise a RULE forbidding the
behaviour identified to prevent a re-
occurrence of the unsafe act.
Devise a TECHNICAL solution (e.g.
guards, PPE) to make the conditions
safe to protect people from the
hazard.
5. Unsafe Acts & Conditions in Quarries
Unsafe Acts
• Operating equipment at
improper speeds
• Operating equipment with
authority
• Using equipment improperly
• Using defective equipment
• Failure to wear PPE
• Taking and improper working
position
• Servicing equipment in motion
• Defeating safety devices
Unsafe Conditions
• Inadequate guards
• Defective tools or equipment
• Congestion of working area
• Poor housekeeping
• Excessive noise
• Poor illumination
• Poor ventilation
6. Operating Procedures
• Most common form of control measure
• In some cases the only practical way of managing a particular
risk.
• Should allow for methodical execution of tasks.
• Should address the hazards that have been identified in the risk
assessment.
• Requirement of law - Section 10 of the Quarry Regulations,
1999, it is ‘the duty of the quarry operator to ensure that rules
and procedures are in place for reasons of health and safety’.
7. A Safe System of Work
• Eliminates identified hazards and controls others.
• Plans to achieve the controlled completion of the
work with minimum risk.
• Fundamental to accident prevention.
• Should fully document the hazards, precautions and
safe working methods.
8. 1. Safe design.
2. Safe installation.
3. Safe premises and plant.
4. Safe tools and equipment.
5. Correct use of plant, tools and equipment.
6. Effective planned maintenance of plant and equipment.
7. Proper working environment ensuring adequate lighting, heating and ventilation.
8. Trained and competent employees.
9. Adequate and competent supervision.
10. Enforcement of safety policy and rules.
11. Additional protection for vulnerable employees.
12. Formalised issue and proper utilisation of all necessary clothing.
13. Continued emphasis on adherence to the agreed safe method of work.
14. Regular annual reviews of all systems of work to ensure:-
Compliance with current legislation.
Systems are still workable in practice.
Plant modifications are accounted for.
Substituted materials are allowed for.
New work methods are incorporated into the system.
Advances in technology are exploited.
Proper precautions in light of any accidents are taken.
Continued involvement in and awareness of the importance of written safe systems of
work.
15. Regular feedback to all concerned.
Framework for Safe
System of Work
10. Permits to Work (PTW)
• Formal ‘safe system of work’
• Not generally used for low risk operations.
• Permit to Work Systems are required by Regulation
18 of the Quarry Regulations, 1999.
11. Permit to Work
The essential elements of a PTW scheme are:
• Full explanation of the hazards involved to the workforce.
• The work to be carried out is properly detailed and understood
by both sides.
• The area in which the work to be carried out is properly detailed
and understood by both sides.
• The area is which the work is to be carried out is clearly
identified and made safe, or the hazards are highlighted.
• The workmen must sign the permit to say that they fully
understand the work that is to be carried out, and the hazards
and potential risks to be faced.
• When the work is finished, the workmen must sign off the permit
to say that they have completed the specified work and left the
operation in a suitable state.
12. Training
Training helps people acquire the skills, knowledge and
attitudes to make them competent in the health and
safety aspects of their work.
There are generally two types of safety training:-
• Specific safety training (or on the job training) for tasks of a
specific nature.
• Planned training, such as general safety training, induction
training, management training, skill training or refresher
courses, that are planned by the organisation.
13. Personnel Protective Equipment
Personnel protective equipment (PPE) may be
broadly divided as follows:
– Hearing protection.
– Respiratory protection.
– Eye and face protection.
– Protective clothing.
PPE does nothing to stop the hazard at source,
but simply provides protection to reduce the
severity of the potential accident.
14. Personnel Protective Equipment
It is only an effective control if worn and so any
organisation which provides for the issue of
PPE should:
– Carry adequate stock.
– Enable accessibility at appropriate times.
– Respond to changing demands.
– Have a system for exchanging equipment.
– Be managed to ensure its effective running.
15. PROTECTIVE EQUIPMENT REQUIREMENTS
WHERE
NEEDED
Eye
Where machines or
operations present a
danger from flung objects,,
hazardous liquids, or
injurious radiation.
Head
Where there is danger
from impact and
penetration from falling or
flying objects or from
limited electric shock.
Foot/Toe
In areas where there is a
potential for foot or toe
injuries.
TYPES OF
PROTECTION
Goggles, full face shields,
safety glasses, side-
shields, welders’ lenses
(should meet standards).
Safety hats full brim,
brimless, limited voltage
protection, no voltage
protection, (should meet
standards).
Impact and compression
resistance, metatarsal
protection, puncture
resistance, electrical
hazard resistance,
conductive
FITTING
REQUIREMENT
Comfortable fit (not
interfere with movement).
Comfortable, proper fit. Proper fit.
SUGGESTED
RECORDS
Date issued, reissued,
type issued, instructions
given
Date issued, type issued,
instructions given (need to
wear, maintenance,
disciplinary action).
Date issued, amount
reimbursed, instructions
given (need to wear,
maintenance, disciplinary
action).
EXAMINATIONS
NEEDED
Visual acuity, depth
perception.
16. PROTECTIVE EQUIPMENT REQUIREMENTS (2)
WHERE
NEEDED
Hand
Danger of cuts, or from
handling corrosives, solvents,
or other chemicals.
Hearing
Noise exposure that equals
or exceeds 85 dBA in an 8-
hour time-weighted period.
Respiratory
In areas that present a
limited breathable
environment
TYPES OF
PROTECTION
Cotton/leather gloves;
gauntlets; heat-resistant
gloves; barrier creams; chain
mail gloves; haly-gloves;
rubber gloves. (Should meet
standards).
Full muffs, disposable
plugs, Swedish wool, non-
disposable plugs. (Should
meet standards).
Air-purifying respirators,
chemical cartridge
respirators, air-supplied
respirators, combination
respirators, self contained
breathing devices. (Should
meet standards).
FITTING
REQUIREMENTS
Proper fit. Proper fit, correct type for
noise exposure.
Significant fitting
requirements.
SUGGESTED
RECORDS
Date issued, reissued, type
issued, instructions given,
(need to wear, maintenance,
conservation, disciplinary
action.)
Audiometric exam, date
issued, instructions given
(need to wear, effects of
noise, cleaning,
conservation, fitting,
disciplinary action.)
Date issued, reissued, type
issued, instructions given
(respiratory hazards
present; functions; fit
testing; proper utilisation,
cleaning and maintenance;
conservation, disciplinary
action).
EXAMINATIONS
NEEDED
Audiometric
(baseline and annual).
Pulmonary function.
17. Hierarchy of Control Measures
Eliminate risk by substituting the dangerous
for the less dangerous, e.g.
• Use less hazardous substances.
• Substitute a type of machine which is better guarded
to make the same product.
• Avoid the use of certain processes.
18. Combat risks at source by engineering
controls and giving collective protective
measures priority, e.g:
• Separate the operator from the risk of exposure to a known
hazardous substance by enclosing the process.
• Protect the dangerous parts of a machine by guarding.
• Design process machinery and work activities to minimise the
release, or to suppress or contain airborne hazards.
• Design machinery which is remotely operated and to which
materials are fed automatically, thus separating the operator
from danger areas.
19. Minimise risk by:
• Designing suitable systems of working
• Using personal protective clothing and equipment,
this should only be used as a last resort.
The hierarchy reflects an increased reliability
in risk elimination and control by the use of
physical engineering controls and safeguards
compared to reliance on employees.