Architecture-based self-protection

2014 ◽  
Author(s):  
Bradley Schmerl ◽  
Javier Cámara ◽  
Jeffrey Gennari ◽  
David Garlan ◽  
Paulo Casanova ◽  
...  
Keyword(s):  
Self Protection

Promoting Hearing Loss Prevention in Audiology Practice

2012 ◽  
Vol 13 (1) ◽  
pp. 3-19 ◽  
Author(s):  
David C. Byrne ◽  
Christa L. Themann ◽  
Deanna K. Meinke ◽  
Thais C. Morata ◽  
Mark R. Stephenson
Keyword(s):  
Hearing Loss ◽  
Sound Level ◽  
Health Campaigns ◽  
Loss Prevention ◽  
Hearing Conservation ◽  
Prevention Services ◽  
Occupational Programs ◽  
Strategic Position ◽  
Public Health Campaigns ◽  
Self Protection

An audiologist should be the principal provider and advocate for all hearing loss prevention activities. Many audiologists equate hearing loss prevention with industrial audiology and occupational hearing conservation programs. However, an audiologist’s involvement in hearing loss prevention should not be confined to that one particular practice setting. In addition to supervising occupational programs, audiologists are uniquely qualified to raise awareness of hearing risks, organize public health campaigns, promote healthy hearing, implement intervention programs, and monitor outcomes. For example, clinical audiologists can show clients how to use inexpensive sound level meters, noise dosimeters, or phone apps to measure noise levels, and recommend appropriate hearing protection. Audiologists should identify community events that may involve hazardous exposures and propose strategies to minimize risks to hearing. Audiologists can help shape the knowledge, beliefs, motivations, attitudes, and behaviors of individuals toward self-protection. An audiologist has the education, tools, opportunity, and strategic position to facilitate or promote hearing loss surveillance and prevention services and activities. This article highlights real-world examples of the various roles and substantial contributions audiologists can make toward hearing loss prevention goals.

Self-Protection System of the Crimean Bridge

2018 ◽  
Vol 94 (1) ◽  
pp. 32-40
Author(s):  
Alexander G. Luzan
Keyword(s):  
Protection System ◽  
Self Protection

Canadians rarely use firearms for self-protection

1996 ◽  
Vol 38 (2) ◽  
pp. 217-220
Author(s):  
Thomas Gabor
Keyword(s):  
Self Protection

Canadians do use firearms for self-protection

1996 ◽  
Vol 38 (4) ◽  
pp. 485-488
Author(s):  
Gary Mauser
Keyword(s):  
Self Protection

An aqueous rechargeable lithium ion battery with long cycle life and overcharge self-protection

2021 ◽  
Author(s):  
Zhiguo Hou ◽  
Lei Zhang ◽  
Jianwu Chen ◽  
Yali Xiong ◽  
Xueqian Zhang ◽  
...  
Keyword(s):  
Lithium Ion Battery ◽  
Lithium Ion ◽  
Cycling Stability ◽  
Cycle Life ◽  
Long Cycle ◽  
Full Cell ◽  
Long Cycle Life ◽  
Excellent Cycling Stability ◽  
Self Protection

Zn2+ added into electrolyte can effectively suppress H2 evolution. Therefore, a LiMn2O4/NaTi2(PO4)3 full cell exhibits enhanced overcharging performance and excellent cycling stability up to 10 000 cycles.

scholarly journals Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review

2021 ◽  
Author(s):  
Jeanne Gubbels ◽  
Claudia E. van der Put ◽  
Geert-Jan J. M. Stams ◽  
Mark Assink
Keyword(s):  
Child Abuse ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Effect Sizes ◽  
Positive Effects ◽  
School Based ◽  
Analytic Review ◽  
Program Components ◽  
Self Protection

AbstractSchool-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

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