Hazardous materials response training requirements and standards *

2017 ◽  
pp. 113-122
Keyword(s):  
Hazardous Materials ◽  
Training Requirements ◽  
Response Training

Research on Training Mode of Higher Engineering Education

2012 ◽  
Vol 591-593 ◽  
pp. 2302-2305
Author(s):  
Wen Hui Liu
Keyword(s):  
Education Reform ◽  
Engineering Education ◽  
Reference Value ◽  
Training Model ◽  
Training Requirements ◽  
Existing Problems ◽  
Response Training ◽  
Training Mode ◽  
Overseas Development

Based on the current of higher engineering education, analyzing the barriers of the development, pointing out the deficiencies of China's higher engineering education in the training mode, afterwards, concluding the higher engineering education reform is imperative. In order to solve the existing problems and response training requirements in higher engineering education, learning from the experience of overseas development, particularly American mode and German mode as example. “a body with two wings” new training model is proposed. Moreover, it can solve the contradiction effectively. The mode can be applied to and will bring practical guiding significance for the development of higher engineering education. It can provide some reference value for higher engineering education reform meanwhile.

scholarly journals Greenhouse Pesticide Application Safety Training

1994 ◽  
Vol 4 (3) ◽  
pp. 299-301
Author(s):  
Karen L. Panter
Keyword(s):  
Occupational Safety ◽  
Hazardous Materials ◽  
Pesticide Application ◽  
Safety Issues ◽  
Hazard Communication ◽  
Training Requirements ◽  
Safe Handling ◽  
Handling Practices ◽  
Hazard Communication Standard

Between Dec. 1992 and July 1993, 13 greenhouse operations took part in on-site training programs concerning pesticide application safety. Each program involved a pre-quiz, post-quiz, presentation of two videotapes, discussion, session evaluation, and follow-up evaluation 1 month after each session. A total of 253 Colorado greenhouse employees participated in the programs, which fulfilled the employee training requirements for the Occupational Safety and Health Administration's Hazard Communication standard concerning hazardous materials in the workplace. Quiz scores increased from the pre- to the post-program quiz, from 17.3 to 22.1 points out of a possible 27. Post-program evaluations indicated that the vast majority of respondents either “agreed” or “strongly agreed” that (percentages in parentheses): “the training program will be helpful” (85%), “I understand hazardous materials better” (81%), “the training videos helped understanding” (84%), and “I would like the training done regularly” (79%). Follow-up evaluations showed that most “agreed” or “strongly agreed” that (percentages in parentheses): “I have used at least one new safe handling practice” since the program (55%), and “I plan to use more” safe handling practices (82%). This method of instructing employees about hazardous materials would be applicable to others interested in safety issues.

Emergency Response Training for Locomotive Accidents

2012 ◽  
Author(s):  
Samiullah K. Durrani ◽  
Judith B. Gertler ◽  
S. K. (John) Punwani
Keyword(s):  
Emergency Response ◽  
Hazardous Materials ◽  
Lessons Learned ◽  
Experimental Methodology ◽  
Emergency Responders ◽  
Response Training ◽  
Proper Training ◽  
Passenger Trains ◽  
Tools And Techniques ◽  
Rescue Personnel

Proper training of emergency responders is essential to safely and effectively respond to a train accident. While there are several existing programs that address training with respect to passenger trains and hazardous materials, training focused on rescuing entrapped crew members from the locomotive cab is lacking. To address this need, the Federal Railroad Administration is sponsoring QinetiQ North America to develop a multi-modal training program to better prepare firefighters to respond to locomotive-involved accidents. The training emphasis is on freight locomotive crew rescue and encompasses three main topics: 1. locate the scene of the incident, 2. access the interior of the cab to rescue personnel, and 3. maintain scene safety. One of the challenges involved in developing this program is the deficiency of knowledge with respect to the tools and techniques that should be utilized in locomotive rescue operations. For this, QNA conducted structural analysis of locomotive cabs and experiments with rescue tools on locomotives. The experiments involved fire rescue personnel and rescue tool manufacturers. Tools ranging from a standard Halligan bar to specialized tools such as hydraulic cutters were tested for effectiveness, speed, and safety. This paper discusses the experimental methodology and lessons learned.

Alyeska Pipeline Service Company's Response Training Program

2001 ◽  
Vol 2001 (1) ◽  
pp. 65-71
Author(s):  
Pam Chelgren-Koterba ◽  
Gregg Knutsen ◽  
Paul Hankins
Keyword(s):  
Training Program ◽  
Incident Management ◽  
Hazardous Substance ◽  
Business Unit ◽  
Training Requirements ◽  
Response Training ◽  
Training Standards ◽  
Response Team ◽  
Process Factors ◽  
Set Up

ABSTRACT In January 2000, the Alaska Statewide Oil and Hazardous Substance Incident Management System workgroup, convened under the auspices of the Alaska Regional Response Team (ARRT), submitted standardized spill response management guidelines to the ARRT These guidelines lay out minimum training needs of personnel in a variety of spill response positions including both those in the field and the Incident Management Team. These guidelines were established after extensive workgroup actions designed to comprehensively and accurately capture response information. This paper will examine these guidelines through a look at Alyeska Pipeline Service Company's Ship Escort Response Vessel System (SERVS) training standards and preparedness. It will show how SERVS and other Alyeska training requirements meet and/or exceed the recommendations of the ARRT-sponsored guidelines. The paper will explore the various avenues of training offered by Alyeska, including classroom instruction, on-the-job training opportunities available for employee development, and outside training classes/courses to which Alyeska has sent its employees. The paper will frame these discussions within a description of the minimum qualifications required for each position. As a key contributor to the guidelines, Alyeska Valdez Business Unit has used the guide to streamline its response training program. The training program set up by the Alyeska Business Unit compares very favorably to the statewide ARRT-recommended training levels by function and management level after an exhaustive review of our training processes. The paper will review how this training review process factors in prior work and training equivalencies into the Alyeska Valdez Business Unit program, promoting personnel assignment flexibility and efficiency. Through this discussion of the elements of the Alyeska Valdez Business Unit training program and a comparison of the program to the ARRT guidelines, the reader will have a better understanding of the tools required to develop a comprehensive spill prevention and response training program, while considering the inevitable pressures of resource and time constraints on that program.

Fool’s Gold: Psychologists Using Disingenuous Reasoning to Mislead Legislatures into Granting Psychologists Prescriptive Authority

2003 ◽  
Vol 29 (4) ◽  
pp. 489-524
Author(s):  
Brent Pollitt
Keyword(s):  
Primary Care ◽  
Mental Illness ◽  
Nurse Practitioners ◽  
Primary Care Physicians ◽  
American Psychological Association ◽  
The United States ◽  
Psychotropic Medications ◽  
American Psychological ◽  
Training Requirements ◽  
Prescriptive Authority

Mental illness is a serious problem in the United States. Based on “current epidemiological estimates, at least one in five people has a diagnosable mental disorder during the course of a year.” Fortunately, many of these disorders respond positively to psychotropic medications. While psychiatrists write some of the prescriptions for psychotropic medications, primary care physicians write more of them. State legislatures, seeking to expand patient access to pharmacological treatment, granted physician assistants and nurse practitioners prescriptive authority for psychotropic medications. Over the past decade other groups have gained some form of prescriptive authority. Currently, psychologists comprise the primary group seeking prescriptive authority for psychotropic medications.The American Society for the Advancement of Pharmacotherapy (“ASAP”), a division of the American Psychological Association (“APA”), spearheads the drive for psychologists to gain prescriptive authority. The American Psychological Association offers five main reasons why legislatures should grant psychologists this privilege: 1) psychologists’ education and clinical training better qualify them to diagnose and treat mental illness in comparison with primary care physicians; 2) the Department of Defense Psychopharmacology Demonstration Project (“PDP”) demonstrated non-physician psychologists can prescribe psychotropic medications safely; 3) the recommended post-doctoral training requirements adequately prepare psychologists to prescribe safely psychotropic medications; 4) this privilege will increase availability of mental healthcare services, especially in rural areas; and 5) this privilege will result in an overall reduction in medical expenses, because patients will visit only one healthcare provider instead of two–one for psychotherapy and one for medication.

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