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OSHA Standards Why Do They Take So Long?, Jim Maddux

OSHA staff members are often asked, “Why do standards take so long?” In fact, as the saying goes, if I had a few dollars for each time I have been asked this question, I would be rich. OSHA is a complex agency involved in various types of work. OSHA staff inspect workplaces; set enforcement policy; issue guidance; maintain current web pages; develop and deliver training; administer voluntary programs such as partnerships, alliances and the Voluntary Protection Programs; conduct oversight of state OSHA programs, consultation agencies and education centers; and manage and administer in the federal government bureaucracy. The main reason that OSHA standards take so long is because the regulatory process is designed to be slow and deliberate.


Campus Violence: Improving Safety in a University Setting, Tammy J. Allen and Linda G. Lengfellner

Fatalities and injuries from violent crimes are increasing on university campuses. One prime objective is to develop a university campus as a safe workplace, without compromising the confidentiality of students’ private information. University faculty and staff can use proactive and reactive techniques to develop an effective response strategy.


Safety 2015 Proceedings, ASSE

ASSE Safety 2015 Proceedings.


Safety 2014 Proceedings, ASSE

ASSE Safety 2014 Proceedings.


A1 Construction Site Modeling for Construction Safety Education, Nick Nichols

This modeling project involves not only the construction of a three dimensional model, but would also entail the analysis of Occupational Safety and Health Administration (OSHA) Construction Safety Standards and accident case study research applicable to the work undertaken. This model approach to teaching about “construction safety concepts” has been effectively utilized in the Construction Safety course (SFTY 3553) offered in the Department of Occupational Safety and Health at Southeastern Oklahoma State University (SE) .


A2 Modular Implementation Success in Nano-Safety: The Impact of Engineering and Technology Majors, Dominick E. Fazarro, Jitendra Tate and Walt Trybula

Professors at two four-year universities in the southwest two four-year universities in the southwest took a proactive approach to create a proposal to the Nanotechnology Undergraduate Education Division of The National Science Foundation (NSF) to educate students so that they will have the knowledge to make wiser and more informed decisions when selecting nanomaterials in products, providing appropriate workplace safety, and considering environmental implications. The grant was funded for two years.


A3 Engaging OSH&E Students in Research through a Research and Development Course, Lu Yuan

This paper presented a commonly used process to engage students in research through a Research and Development course. Illustrated by two examples of student research projects, the pros and cons of this unique way to recruit undergraduate students for research were discussed. Compared to the industrial internship, the Research and Development seemed to have an equally valuable influence on student outcome attainment as well as job placement, although more analysis is warranted to test if there is any statistical difference.


A4 The Use of a Hybrid Delivery Methodology to Promote Active Learning in Safety Courses, David Freiwald and Michael O’Toole

The transition of Introduction to Aerospace Safety, from a conventional to a hybrid delivery methodology can be considered to be successful. Based upon the qualitative data obtained from learning outcomes, weekly reading comprehension assessments, and the perceptions of the students themselves a marked improvement was seen across groups in both scholarship and satisfaction. Student reviews of the hybrid methodology display a high degree of satisfaction with the revised course – despite the fact that many were unaware of a difference in delivery methodology.


761 Finding Answers Using the ASSE Body of Knowledge, Ann E. Schubert

The American Society of Safety Engineers (ASSE) offers assistance to both safety professionals and employers of safety professionals through its on-line resource the Body of Knowledge. This powerful tool helps users identify best practices to better protect people, property, and the environment. For professionals in the field seeking resources and guidance, the Body of Knowledge includes checklists, technical papers, presentation information, training material, and program outlines in a variety of formats including web links, Word documents, PDFs, PowerPoint slides, and videos.


611 OSHA's General Duty Clause: A Guide to Enforcement and Legal Defenses, Adele L. Abrams

The General Duty Clause (GDC), Section 5(a)(1) of the Occupational Safety and Health Act of 1970, was intended to serve as a “gap filler” to address recognized hazards that the Occupational Safety and Health Administration (OSHA) has not yet regulated. To establish a violation of the GDC, the Secretary of Labor must prove: (1) that the employer failed to render its workplace free of a hazard which was (2) “recognized” and (3) causing or likely to cause death or serious physical harm and (4) that feasible means exist to free the workplace of the hazard.


What is the BOK?

The Body of Knowledge project is dedicated to creating a living reference that represents the collective knowledge of the Safety, Health and Environmental profession. While the preliminary work has begun, there is still more to do. The purpose of this website is to introduce subject areas that will eventually be part of the Body of Knowledge, and to gather feedback on the future direction, and ongoing assessment of what needs to be completed.

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