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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.
There are many similarities between the methodology and performance evaluation in
organizational safety programs and university safety courses. Specifically,
failures are detrimental to the individual and require comprehensive investigation to identify root causes for corrective action and prevention. In a broader perspective, t
he manager of the safety program must act as a role model for workers; similarly
, a course instructor should demonstrate the behavior and ethics
desired in classroom students.
Internships have served as a prime example of cooperation between universities and private- and
public-sector employers to provide a cooperative educational service to college students
(McGlothlin 2003, 41). These types of experiential learning allows students to apply the
knowledge that they have learned in classes to solve problems in real
-life situations (Fender and Watson 2005, 36). Employers also benefit from having qualified and well
-prepared interns work for them, potentially leading to the improvement of their environmental safety and health programs.
Internships are currently becoming the capstone course for students in many degree
programs as well as within
many disciplines. Internships are exceptional experiences for
students for practical employment a
dvancement as well as potential employment entry,
firsthand knowledge to recognizing the necessity of learning work skills, and
development of career expectations and future goals.
This paper explores the issues and implications of research
to understand the expectations of the safety community, and to explain the process involved in bringing new discovery to the practical world.
Most importantly, this paper describes the exploration in such a way as to explain the contributions that research and its findings make to education. In fact, it will be shown that the existence of a research process and the findings it produces are an absolutely essential component in the development of educational content, and the development of a critical
-thinking, answer-seeking, problem-solving student
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.
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.
High profile lab injuries nationwide have caused increased focus on college lab & academic
safety. Integrating safety programs into an academic teaching and research environment requires
a mix of collaboration, forging agreements with key stakeholders, a solid laboratory audit
method, with a hazard identification and correction process that is agreed upon by key partners,
and a process of continuous improvement. The Seven Colleges of the Claremont Un
iversity Consortium have implemented Academic, Lab, and Research Safety programs,
including a “360-degree Audit Method” which meets the above needs. The result is a “win-w
in” hazard correction process and a positive impacton the safety culture.
To successfully complete this module, you must study the text and master the following objectives:
1. List the steps that effective leaders use to develop safe and effective operational plans.
2. List the three elements of the SPE (Severity, Probability, and Exposure) risk assessment model and state what it is used to evaluate.
3. List the six elements of the GAR (Green, Amber, Red) risk assessment model.
4. List the steps of the risk management process.
Introduce one of 31 tools mentioned in ISO 31010 for risk assessment.
5.List the Strengths/Weaknesses of Consequence/Probability Matrices
Explain the use and benefits derived from hazard risk matrix.
Cite how the hazard risk matrix can be used for this purpose since
Mobile technology can be used to improve workplace
safety and increase the efficiency of a safety
program. This presentation focuses on the breadth of
mobile applications that are available to safety
professionals for use in enhancing their organization’s
safety program performance, and examines
a case study that demonstrates the effectiveness
of mobile applications
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.
Contribute your knowledge and be a part of something big.