Type your short title here 1Running head Safety at work.docx
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Type your short title here 1 Running head: Safety at work1Levels of Safety in Organizations and how to Deal with Acceptable RisksStudent’s nameUniversity Affiliations QUESTION 1 Due to the collapse of a building during its construction arising from negligence my previous company ascended to NORM (naturally occurring reactive management) from SWAMP (safety without any management process). Before the catastrophe the construction company had no safety policies at all apart from wearing required safety gear by employees. The working conditions were not safe. Quite a number of employees had been involved in accidents. The company thus had begun to suffer losses. As usual the blame was on the employees for their lack of insight and safety protection during working hours. The complaints were everywhere. The employees thought that the management had squanderedall the money instead of thinking of better ways to keep them safe. There was even an attempt to boycott work until the working conditions were improved. Instead of a positive response from the management what the employees got were threats to end their contracts if they ever thought of boycotting work. Left with no option the employees returned back to work reluctantly. On top of the growing bill of insurance costs the company was also handling a number of unending law suits filed by former employees seeking compensation after being involved in accidents. The management was feeling the pain. It was then the major accident happened. After the collapse of a whole building the company had to act fast. Nearly every employee was suing the company. The company was forced to start abiding to safety regulations. Safety managers were employed to ensure that regulations weren’t broken. Every employee was being virtually supervised. Their every move had to be watched. There were numerous programs and training sessions to inform the employees of the best safety regulations. At this point the insurance costs reduced but most of the costs were now being redirected into training and payment of the safety managers. Thus the focus shifted from the hazardous working environment to employees who were breaking safety rules. These employees were considered to be the sole cause of all the lack of safety in the company. Thus disciplinary action became a common norm. For the construction companies to reach the EXCELLENCE level a lot of change has to occur. First the focus should shift from discipline and adherence to safety rules to what the roots of the accidents are. Safety should not be an abstract topic only discussed in meetings and displayed by huge banners in every corner of the business premises. It should be a serious thing practiced even by the management. When this happens it will be easier to have safety as a culture and not as a rule. Safety would have been integrated to become one of the success factors of the company. When any accidents happen the management would immediately deal with it and try ...
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Panagiotis Mitropoulos1; Tariq S. Abdelhamid2; and Gregory A. Howell3
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focuses on how the characteristics of the production system generate hazardous situations and shape the work behaviors, and
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takes into account the actual production behaviors, as opposed to the normative behaviors and procedures that workers “sho
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inevitability of exposures and errors. The model identifies the need for two accident prevention strategies:~1! reliable production plannin
to reduce task unpredictability, and~2! error management to increase the workers’ ability to avoid, trap, and mitigate errors. T
causation model contributes to safety research by increasing understanding of the production system factors that affect the f
accident. The practical benefit of the model is that it provides practitioners with strategies to reduce the likelihood of acciden
DOI: 10.1061/~ASCE!0733-9364~2005!131:7~816!
CE Database subject headings: Occupational safety; Construction site accidents; Accident prevention.
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Introduction
In recent years, construction accident rates have declined
result of substantial effort by many parties. Increased pres
from OSHA and owners, and increased cost of accidents r
the contractors’ awareness. In turn, contractors increased
training and enforcement. These efforts have reduced the
and illness rate from 12.2 in 1993 to 7.9 in 2001. However,
rate of fatalities has shown little improvement—since 1997,
number of fatalities per year is consistently over 1,100~Bureau o
Labor Statistics 2004!.
The current appr.
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rules. It involves a new way of thinking about fatality and injury prevention.
By Grover Hardin
T
o build a thriving safety culture, companies need to focus
on both the procedures and processes that guide their
operations, as well as the attitudes and behaviors of every
employee.
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Timeliness
late On time
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Utilizes poor
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Errors in
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Few
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Unorganized. A
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structure.
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logical
organization.
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Occasionally off
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length and offer
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insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
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The text
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implications of the
assumptions (3)
what the author is
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how the author
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Expression within
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Does not express
opinions or ideas
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Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
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Expresses
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https://www.youtube.com/watch?v=f30w54xfxiI
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Steps on how we can prevent and encourage a culture on prevention on occupational safety and health risk, hazard, incidents and injury in our workplace.
BUILDING A SAFETY CULTURE.pdf
A safety culture is characterized by shared beliefs, values and attitudes regarding safety. It is a subset of overall organizational culture. Key aspects of a positive safety culture include employees understanding the importance of safety and exhibiting safe behaviors like wearing PPE. Developing a strong safety culture should be a top priority as it has the greatest impact on reducing accidents. Objectives of a safety culture include connecting all employees around reducing incidents through following not just procedures but also being accountable for safety. Management must be committed to enforcing standards while employees follow and ensure compliance. Developing a culture of safety is an ongoing process that requires continuous efforts like training, feedback, and recognizing safe behaviors.
Abhirnaraj ppt
This document outlines a research paper on developing safety culture in the construction industry. It begins with an introduction describing safety issues in construction and the objectives of the research which are to identify factors influencing safety culture, present findings from literature reviews, and develop a conceptual safety culture framework. It then defines safety culture and presents a conceptual framework involving management actions, safety training, and communication. It concludes with areas for further research such as accident reviews and collaboration with insurers to continuously improve safety practices.
Hse Implementation By John Burnip
The document outlines site HSE management plans and procedures for a safe construction project with the goal of zero accidents, harm to people, and environmental damage. It discusses defining workplace safety through regulatory compliance, ethics, and safety culture. It also covers hazard identification, risk mitigation, safe working procedures, HSE responsibilities, and ensuring compliance with international standards like ISO. The overall aim is to develop a comprehensive safety system and culture through cooperation between the client, main contractor, and all subcontractors on site.
Knowledge of occupational safety and health in the workplace academic essay...
The document provides definitions and explanations for key occupational safety and health terms. It also lists responsibilities and tasks of an OSH officer, such as consultation, project management, ensuring compliance with legislation, and continuous improvement. Establishing an OSH committee and representatives benefits an organization by facilitating consultation on safety matters and improving health and safety.
Identify and asses am
The document provides guidance on identifying hazards, assessing risks, and controlling safety in the workplace. It discusses:
- The importance of identifying hazards, assessing associated risks, eliminating or controlling risks, and reviewing the risk assessment process.
- What constitutes a hazard, risk, and control. It also defines a risk assessment and explains the legal requirements for employers to conduct risk assessments and prepare a safety statement.
- The key components that must be included in a safety statement such as the identified hazards and risks, safety policies, emergency plans, roles and responsibilities, and review procedures.
INDUSTRIAL SAFETY_M1.ppt
This document contains a syllabus for an industrial safety engineering module. It discusses the need for safety in industries and defines key safety terms. It covers accident causation theories and the roles of different groups in promoting safety. The Bhopal gas tragedy case study illustrates an industrial disaster. Productivity and its relation to safety are also discussed. Elements of an effective industrial safety program involving engineering, education, enlistment and encouragement are outlined.
HOW TO MANAGE WORK HEALTH AND SAFETY RISKS - Code of Practice
The document provides guidance on managing work health and safety risks through a four step process:
1. Identify hazards - find things that could cause harm.
2. Assess risks - understand the nature and likelihood of harm from hazards.
3. Control risks - implement effective controls to eliminate or minimize risks.
4. Review controls - ensure controls are working as planned.
BLE 1213 PSM (SESSION 6).ppt- Session 6 - Tools and Techniques for PSM
BLE 1213 PSM (SESSION 6).ppt- Session 6 - Tools and Techniques for PSMMajor K. Subramaniam Kmaravehlu
This document discusses the importance of personnel security for companies. It describes how personnel security helps protect sensitive information, mitigate insider threats, ensure compliance with regulations, and safeguard employee well-being. Effective personnel security measures include performing background checks, implementing access controls, providing security awareness training, and establishing disciplinary procedures. The document also outlines recommendations for hiring practices such as reference and background checks, screening techniques, and qualities to look for in security officers.Health and safety training : A must for small businesses by Floyd Arthur
The document discusses the importance of health and safety training for small businesses. It outlines several types of training that should be provided, including fire and emergency preparedness, injury prevention, basic life support/CPR, and preventing workplace violence. Providing such training can help reduce costs from lost productivity, lower worker's compensation premiums, and lawsuits. It stresses designating a safety officer to oversee the training program and ensuring all procedures and equipment are up to date.
Liability Insurance: An Indian Perspective
• Concept of Liability Insurance
• Utility in the Indian Market
• Product Awareness Survey
• Future of Liability Insurance in India
Safety management
The document discusses the important role of managers and supervisors in safety leadership. It provides guidance from regulatory bodies on responsibilities for workplace safety and health. Successful safety management requires strategic aspects like developing a positive safety culture where safety is seen as everyone's responsibility. Managers must be actively involved in safety through activities like inspections, communication, and setting clear expectations. Their personal example is crucial for motivating employees to prioritize safety.
Accident Prevention Plan(Sami Al.docx
This document provides an accident prevention plan for XYZ Company. It includes an introduction and safety policy statement from the company president. It outlines management and supervisor responsibilities for safety. It details procedures for employee orientation, emergency action, injury reporting, accident investigation, safety guidelines, disciplinary policy, and a safety awareness program. Appendices include material safety data sheets and safety posters. Forms are also included for OSHA record keeping and additional safety documentation. The plan aims to promote a culture of safety involvement across all levels of the company.
arriers thatd due to lackm factorsthese causalent ca.docx
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Systems Model of Construction Accident Causation
Panagiotis Mitropoulos1; Tariq S. Abdelhamid2; and Gregory A. Howell3
Abstract: The current approach to safety focuses on prescribing and enforcing “defenses;” that is, physical and procedural b
reduce the workers’ exposure to hazards. Under this perspective, accidents occur because the prescribed defenses are violate
of safety knowledge and/or commitment. This perspective has a limited view of accident causality, as it ignores the work syste
and their interactions that generate the hazardous situations and shape the work behaviors. Understanding and addressing
factors that lead to accidents is necessary to develop effective accident prevention strategies. This paper presents a new accid
model of the factors affecting the likelihood of accidents during a construction activity. The model takes a systems view of acc
focuses on how the characteristics of the production system generate hazardous situations and shape the work behaviors, and
conditions that trigger the release of the hazards. The model is based on descriptive rather than prescriptive models of work be
takes into account the actual production behaviors, as opposed to the normative behaviors and procedures that workers “sho
The model identifies the critical role of task unpredictability in generating unexpected hazardous situations, and acknowl
inevitability of exposures and errors. The model identifies the need for two accident prevention strategies:~1! reliable production plannin
to reduce task unpredictability, and~2! error management to increase the workers’ ability to avoid, trap, and mitigate errors. T
causation model contributes to safety research by increasing understanding of the production system factors that affect the f
accident. The practical benefit of the model is that it provides practitioners with strategies to reduce the likelihood of acciden
DOI: 10.1061/~ASCE!0733-9364~2005!131:7~816!
CE Database subject headings: Occupational safety; Construction site accidents; Accident prevention.
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Introduction
In recent years, construction accident rates have declined
result of substantial effort by many parties. Increased pres
from OSHA and owners, and increased cost of accidents r
the contractors’ awareness. In turn, contractors increased
training and enforcement. These efforts have reduced the
and illness rate from 12.2 in 1993 to 7.9 in 2001. However,
rate of fatalities has shown little improvement—since 1997,
number of fatalities per year is consistently over 1,100~Bureau o
Labor Statistics 2004!.
The current appr.
Risk management-workshop-presentation
The document summarizes a webinar on risk management in mining. It introduces Tom Hethmon of the University of Utah who will discuss risk management principles and approaches. It outlines how risk management involves comprehensively identifying hazards, assessing risks, controlling hazards, and verifying controls. It emphasizes that risk management is an ongoing process that applies to all hazards in mining from exploration to closure.
MFC )UPNEWS & INFORMATIONFind more productsupplier info.docx
MFC )UP
NEWS & INFORMATION
Find more product/supplier information at ••on
Ffenton
Manufacturing &
Supply Chain Group
www.pentonmsc.com
Courtesy of:
EHS Today
www.EHSToday.com
CULTIVATING A
CULTURE OF SAFETY
Establishing a culture of safety is not as simple as creating new workplace
rules. It involves a new way of thinking about fatality and injury prevention.
By Grover Hardin
T
o build a thriving safety culture, companies need to focus
on both the procedures and processes that guide their
operations, as well as the attitudes and behaviors of every
employee.
It's not as simple as creating new workplace rules. It involves
a new way of thinking about fatality and injury prevention.
Because many EHS professionals now are expected to man-
age a multitude of responsibilities - often without the necessary
bandwidth or support staff- safety needs to become everyone's
responsibility. Safe behaviors should be modeled at every level of
employment - from the C Suite to the shop floor - across all func-
tions, from manufacturing to sales to the back office.
By promoting accountability in every aspect of a business,
companies can foster mutual respect, commitment, collaboration
and open dialogue among employees of all levels. These are the
hallmarks of a safety culture.
It's not enough to simply describe safety as a priority - be-
cause priorities often change. Companies need to make safety a
core value, knowing that a safe and healthy workforce translates
to a healthy bottom line.
No One-Size-Fits-All Approach
The foundation of a robust safety culture is a cohesive envi-
ronmental, health and safety management system.
An effective EHS-management system outlines the neces-
sary regulatory requirements and standards for safe workplace
operations, while allowing room for customization. At Kim-
berly-Clark Professional (KCP), we recognize that each of our
mills has a distinctive workplace culture, which is why our approach
to safety is not one-size-fits-all.
For example, our mill in Corinth, Miss., which manufactures
WypAU-brand utility wipers, employs 135 people along with another
30 to 50 contracted employees who provide services for our mill.
Every employee is bound by our mill's safety policy and "Eatal 10"
safety rules, which are unique to our mill but consistent with similar
tools used at other KCP facilities.
The "Fatal 10" defines the actions that all employees should
not take, as violating them could result in an injury or a loss of life.
While adhering to the requirements and standards of our company's
overall EHS-management system, these actions are reflective of the
distinct risk areas identified as most critical for our mill.
The mill in Corinth has achieved excellent safety outcomes, in-
cluding eight Crystal Eagle awards. The award recognizes mills that
have achieved a full year without a reportable injury.
However, this success did not come easily. It was the result of a
continuing focus on refining and improving our appro ...
Putting safety to work the business case for psychology based safety training...
This document discusses the business case for psychology-based safety training programs in the workplace. It notes that while safety costs employers and economies billions annually in direct and indirect costs, psychology-based safety training programs have been shown to produce returns on investment of between 46% and 1277%. It highlights three particularly effective interventions: safety citizenship training to encourage employees to take on safety tasks outside their job requirements, safety leadership training to equip leaders with motivational skills, and safety coaching to support ownership of safety across an organization.
Similar to Type your short title here 1Running head Safety at work.docx (20)
Serious Incident Prevention ™ 11 - 12 December 2013 Dubai UAE
Serious Incident Prevention ™ 11 - 12 December 2013 Dubai UAE
Knowledge of occupational safety and health in the workplace academic essay...
Knowledge of occupational safety and health in the workplace academic essay...
HOW TO MANAGE WORK HEALTH AND SAFETY RISKS - Code of Practice
HOW TO MANAGE WORK HEALTH AND SAFETY RISKS - Code of Practice
BLE 1213 PSM (SESSION 6).ppt- Session 6 - Tools and Techniques for PSM
BLE 1213 PSM (SESSION 6).ppt- Session 6 - Tools and Techniques for PSM
Health and safety training : A must for small businesses by Floyd Arthur
Health and safety training : A must for small businesses by Floyd Arthur
arriers thatd due to lackm factorsthese causalent ca.docx
arriers thatd due to lackm factorsthese causalent ca.docx
MFC )UPNEWS & INFORMATIONFind more productsupplier info.docx
MFC )UPNEWS & INFORMATIONFind more productsupplier info.docx
Putting safety to work the business case for psychology based safety training...
Putting safety to work the business case for psychology based safety training...
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Critical Response Rubric Category 0 1 1.5 2 Timelin.docx
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docx
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
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Critical Reflective AnalysisIn developing your genogram and learni.docx
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Projectzzz.docx
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docx
This document discusses a reading from the book "Who Speaks for Justice, Part 5: Culture" and encourages critical reflection on culture. It prompts students to think about why cultural beliefs and behaviors exist, rather than just what they are or when they occur. Students are asked to consider what culture they practice, where it came from, how it impacts their own actions and thinking, and how it affects others. The reading suggests that cultural and social influences do not provide definite explanations for why societies are a certain way and calls for mindfulness of cultural norms and patterns of behavior.
Critical Reflection ExerciseStudents are expected to have co.docx
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docx
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docx
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docx
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection Discussion Questions How.docx
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docx
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docx
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docx
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docx
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docx
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docx
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docx
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docx
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docx
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
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- 3. An acceptable risk is a risk that the public can do with. It is the level of risk that cannot be reduced any further unless the public or an organization is ready to spend a lot of capital while trying to mitigate the risk. Due to the fact that a risk cannot reach its minimum level (the level whereby a considerable amount of finances are pumped to reduce the level of a risk to nearly zero) the ALARP policy is usually employed. ALARP means as low as reasonably practicable. This means that the risk has been reduced to the lowest level when the well-being of the public in conjunction with the availability of finances has been considered. When the well-being of the public has been safeguarded and the finances can be channeled to other sectors which can bring more profits than when they are being used to reduce the risk, the risk thus becomes acceptable. The ALARP may lead to a few pitfalls. All this may arise due to the interpretation of what is actually as low as reasonably practicable. An organization may decide to reduce the risks but to a level that is only reasonable to them and to their objectives. This would consequently increase the risks of accidents occurring at the organization’s workplace. The clause that brings into focus the opportunity cost that arises from diverting the funds to other economic activities also may cause a company to misappropriate the funds needed to reduce the risks. The company may be interested in making profits but not in making its workplace safer for its employees. Whether a risk can be reduced any further may also become an object of discussion. Once certain standards of safety have been set companies may stick to those standards when maybe they could have reduced the risks to even lower levels. This may also be caused by avarice and the desire to spend on projects that bring more benefits to the organization. The correlation between ALARP and acceptable risk is dual. ALARP defines what risk is acceptable or not. When a risk has been reduced to the most reasonable practicable level it thus becomes acceptable. For example: the risks that come with deep
- 4. sea fishing cannot be all-together eliminated but the fishing companies may provide its employees not only with safety tools and gear but also with knowledge necessary for use during the risk of getting ship-wrecked or attacked by sharks or whales. The point at which we have reduced these risks to the most reasonable practicable situation i.e. at the point where we are only left with expensive options like restructuring the sea is the point at which we say we have attained an acceptable risk. C&C ENTERPRISE SAFETY POLICY STATEMENT WHAT WE WILL DO: As C&C Construction Company we recognize our moral and legal responsibility under the occupational and healthy safety legislation to provide a safe and healthy working environment. As part of this commitment we will: · Ensure that the working conditions of all the parties: employees, contractors and even visitors is safe and risk-free · Comply fully to any regulation both local and international that will aid in our attainment of a better and safer working environment · Ensure that any cases of accidents will be dealt with without any delay · Work towards improvement of the current compensation fund in case any unfortunate incident takes place. · Ensure that upon treatment any employee will not lose their job unless under personal preferences and decisions · Train the employees on safety and provide them with a sea of information in a bid to reduce the number of incidences that have been taking place in the previous years.
- 5. WHAT THE EMPLOYEES WILL DO: · They will ensure that the working environment is safe and healthy by adhering to the set standards of safety. · They will report any incidences either caused by negligence or by accidents that may result in high risks in the working environment. · They will take upon themselves the responsibility of ensuring safety not only for themselves but also for others. Authorized by: Date: RESPONSIBILTIES OF SAFETY PROFESSIONALS IN SAFETY Safety professionals are the ones who pinpoint the anomalies in any organization’s safety policy. They analyze the working environment of employees and determine if it meets the required international and national standards. If the findings are contrary to the standards they advise the line managers on how to attain an optimal safety level. In case the environment is at an acceptable risk their duty is to give counsel to the line manager son how to maintain the same level of safety. They are also responsible for interacting with the employees and disseminating the appropriate knowledge regarding their safety. They are thus completely responsible in ensuring that the current standards in risk management and safety are being followed while at the same time assisting the organizations that are currently struggling with these safety standards. They are held accountable of accidents when they neglect their responsibility either due to negligence or bias. For example in the case of a construction company the safety professional would be held responsible for a collapse if they didn’t advise
- 6. the company properly during the initial stages of design and foundation laying. The safety professional would also be held responsible if employees working at a nuclear plant are exposed to radiation. Exposure to radiation without the triggering of hazard alarms means that the professional never advised the employees at the plant of the importance of the hazard alarms. Safety thus is a collective responsibility not only of the employees or the management but also of those who bear the knowledge of safety restrictions and regulations. References Hansen.L.L (2005, May) Stepping Up to Operational Safety Excellence. Occupational Hazards 43-47 Retrieved from www.occupationalhazards.com Manuele.F.A (2010, May) Acceptable Risk.Professional Safety 31-38Retrieved from www.asse.org Roles and Responsibilities of Occupational Health and Safety Professionals (n.d.) Retrieved from http://comp.utm.my/lab/roles-and-responsibilities-of- occupational-health-and-safety-professionals/ Health and Safety Policy Statement (n.d.) Retrieved from http://www.plymouth.gov.uk/swbbhspolicy.pdf