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Thematische Bibliographien / Safety education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Safety education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. August 2024

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1

Nolan, Philip F. „Safety education“. Journal of Loss Prevention in the Process Industries 4, Nr. 2 (Januar 1991): 66–67. http://dx.doi.org/10.1016/0950-4230(91)80009-j.

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2

Hageman, Joseph R. „Gun Safety Education“. Pediatric Annals 48, Nr. 12 (01.12.2019): e461-e462. http://dx.doi.org/10.3928/19382359-20191121-01.

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3

Montefusco, Gina. „Education And Safety“. AJN, American Journal of Nursing 113, Nr. 9 (September 2013): 13. http://dx.doi.org/10.1097/01.naj.0000434154.47020.b5.

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4

Fawcett, Paul. „Water Safety Education“. Strategies 12, Nr. 1 (September 1998): 25–28. http://dx.doi.org/10.1080/08924562.1998.10591368.

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5

Fox, Jenny. „Online safety education“. SecEd 2018, Nr. 5 (Februar 2018): 10. http://dx.doi.org/10.12968/sece.2018.5.10.

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6

Sherrod, Bradley C. „Safety in education“. Nursing Management (Springhouse) 45, Nr. 12 (Dezember 2014): 8–10. http://dx.doi.org/10.1097/01.numa.0000456662.40522.ec.

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7

SHIROSHITA, Hideyuki. „SAFETY EDUCATION IN THE UK: MULTILAYER EDUCATION IN SAFETY CENTRES“. Journal of Japan Society of Civil Engineers, Ser. F6 (Safety Problem) 68, Nr. 2 (2012): I_146—I_152. http://dx.doi.org/10.2208/jscejsp.68.i_146.

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8

Kim, Hee-Young. „The Effects of Safety Education utilizing Video Clips on Young Children’s safety Knowledge and Safety Problem-solving“. Journal of Humanities and Social sciences 21 8, Nr. 4 (30.08.2017): 331–52. http://dx.doi.org/10.22143/hss21.8.4.19.

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9

Gunderson, Anne J., Ara Tekian und Kelly Smith. „Patient Safety Education in Medical Education“. Medical Science Educator 21, Nr. 2 (Juni 2011): 141. http://dx.doi.org/10.1007/bf03341610.

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10

NORMAN, J. „EDUCATION IN ANAESTHETIC SAFETY“. British Journal of Anaesthesia 59, Nr. 7 (Juli 1987): 922–27. http://dx.doi.org/10.1093/bja/59.7.922.

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11

DEBOER, G. E., W. G. MAURER und M. F. RHOTON. „EDUCATION AND PATIENT SAFETY“. Anesthesiology 69, Nr. 3A (01.09.1988): A796. http://dx.doi.org/10.1097/00000542-198809010-00796.

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12

Dolansky, Mary A., Mamta K. Singh und Duncan B. Neuhauser. „Quality and Safety Education“. Quality Management in Health Care 18, Nr. 3 (Juli 2009): 151–57. http://dx.doi.org/10.1097/qmh.0b013e3181aea292.

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13

Egan, Katie, und Megan Moreno. „117. Internet Safety Education“. Journal of Adolescent Health 48, Nr. 2 (Februar 2011): S78. http://dx.doi.org/10.1016/j.jadohealth.2010.11.165.

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14

ASANO, Kuniaki. „Safety Education for Drivers“. Journal of the Society of Mechanical Engineers 114, Nr. 1106 (2011): 49–52. http://dx.doi.org/10.1299/jsmemag.114.1106_49.

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15

Parkes, Joanne. „Home education safety fears“. Children and Young People Now 2019, Nr. 12 (02.12.2019): 12. http://dx.doi.org/10.12968/cypn.2019.12.12.

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16

KLIMEK, KRZYSZTOF. „Education continuity for safety“. Studia Administracji i Bezpieczeństwa 14, Nr. 14 (28.08.2023): 185–203. http://dx.doi.org/10.5604/01.3001.0053.7818.

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The Lifelong Learning Initiative is based on creating education opportunities for all ages. In view of the enormous importance of lifelong learning in the life and development of modern man, it seems indisputable the need to address this subject in relation to the sphere of security. Hence, the aim of this study is to draw attention to the role of lifelong learning in education for security. The first part of the discussion concerns the essence and main assumptions of lifelong education. The main content is the analysis of education for safety in terms of the whole life - starting from the family as the first environment of education for safety, through preschool education, school education and higher education, and ending with adult education and mass media. Therefore, all forms (including self-education) of education for safety in various environments, institutions (not only educational), addressed to all age groups were included.

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17

Osborn, Lucas. „Process safety in education“. Process Safety Progress 18, Nr. 4 (1999): W5—W6. http://dx.doi.org/10.1002/prs.680180402.

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18

Gao, Kaixin, Keping Zhou und Zhipeng Liang. „INFORMATION-FLOW-BASED SAFETY EDUCATION (IFSE): AN INDISPENSABLE PERSPECTIVE ON SAFETY EDUCATION“. JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 27, Nr. 7 (06.10.2021): 472–84. http://dx.doi.org/10.3846/jcem.2021.15599.

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Any systems can be expressed by and connected with information. For the safety education system, doing so is essentially a process of safety information dissemination and cognition. Therefore, information is the core of the safety education system. At present, the key factors affecting the effectiveness of safety education are safety demand analysis information, the dissemination and cognitive processes of safety information and information feedback. Research on the construction of a framework model for safety education under the guidance of information flow clears and classifies information-related elements of the safety education process. Therefore, it is conducive to the construction of a safety education system to improve its management level and, through the rational use of information technology, to improve the conversion rate of safety information into safety behaviour. Based on a systematic review and comparison of the existing research perspectives on safety education and information-flow-based safety education (IFSE), this paper analyses the reasons why we need a new perspective on safety education. We introduce information flow into the safety education framework model. The fundamental and expanding elements of safety education propagation are examined and deduced based on information theory. Combined with the connotations of safety education and information flow, this paper analyses the implementation steps of IFSE and applies them to the safety education of new employees in metal and nonmetal mines. In the micro-design, virtual reality technology is used to integrate safety education content and information technology. A new perspective on safety education is created; then, the framework model of IFSE, its implementation steps and models of the processing and utilization processes of safety education are constructed. IFSE is a new perspective for realizing safety education in practice, and the framework model of IFSE provides rigorous theoretical knowledge. Of course, to improve IFSE in practice, more scientific and detailed evaluation methods need to be introduced. This paper is helpful for guiding the safety education theory research from “trivializes situated” to “systematic” and for guiding the design, implementation, assessment and optimization of the safety education practice.

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19

Nam, Ki-Won, Ha-Kyung Cho und Yu-Ra Oh. „Analysis of Child Safety Education Evaluation and Contents within Children’s Safety Education Video: Focusing on the Living Safety Education in School Safety Information Center“. Early Childhood Education Research & Review 26, Nr. 1 (28.02.2022): 229–51. http://dx.doi.org/10.32349/ecerr.2022.2.26.1.229.

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20

IINO, Hiroshi. „Safety Control and Safety Education at Technical Institutes“. Journal of JSEE 55, Nr. 2 (2007): 2–6. http://dx.doi.org/10.4307/jsee.55.2_2.

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21

Sequeira, ReginaldP. „Patient safety in medical education: Medication safety perspectives“. Indian Journal of Pharmacology 47, Nr. 2 (2015): 135. http://dx.doi.org/10.4103/0253-7613.153417.

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22

Gerlovich, Jack A., Dennis W. McElroy, David L. Yates, Rahul Parsa und Russell Thompson. „School Science Safety Education and Laboratory Safety Report“. Transactions of the Missouri Academy of Science 41, Nr. 2007 (01.01.2007): 34–40. http://dx.doi.org/10.30956/0544-540x-41.2007.34.

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23

Cho, Jin-Il, Jaewon Jang, Sung-Chul Park, Byung-Joon Song, Young-Hyun Bang und Hyoung-Uk Yoon. „The demand analysis of safety-experience-education-facilities for experiential type safety education“. Journal of Sustainable Design and Educational Environment Research 16, Nr. 1 (30.04.2017): 1–11. http://dx.doi.org/10.7743/kisee.2017.16.1.001.

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24

Kawai, T. „Education of Safety Concerning Medical Equipment(Special Issue : Medical Instrumentation and Safety Education)“. JAPANES JOURNAL OF MEDICAL INSTRUMENTATION 70, Nr. 6 (01.06.2000): 283–88. http://dx.doi.org/10.4286/ikakikaigaku.70.6_283.

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25

Kim, Min Seop, Jeong-Hun Won und Seung-Hyeon Shin. „A Systematic Review on Studies School Safety Education in Korea“. Crisis and Emergency Management: Theory and Praxis 12, Nr. 11 (30.11.2022): 43–57. http://dx.doi.org/10.14251/jscm.2022.11.43.

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This study was examined research trends in Korea on school safety education through a systematic literature review method to analyze the tasks and development directions of school safety education. The related literature search was conducted utilizing database from January 1, 2010 to February 1, 2021. By combining school safety-related terms, the final 81 documents were selected through systematic review process of PRISMA. The results showed that the predominant research type on school safety education was the qualitative research (41%). Next research type was quantitative research (33%). It is need to activate quantitative research since it can objectively explain the necessity and direction of school safety education. The research on school safety education has increased rapidly after the Sewol ferry accident. After showing the most activation at 23% in 2017, the research on school safety education declined gradually. The research on school safety education are sensitively linked to social issues such as society's interest in safety and the needs of members of society. It is need to support research reflecting teachers' opinions since there are few studies in which teachers participated.

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26

Boogaerts, Geert, Jan Degrève und Geert Vercruysse. „Process safety education and training academic education as a foundation for other process safety initiatives on education“. Process Safety Progress 36, Nr. 4 (01.03.2017): 414–21. http://dx.doi.org/10.1002/prs.11885.

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27

As'ari, Fajar, Hendra Prasetya und Ridwan Sanjaya. „Children Safety: Education Game for Childs Sex Education“. SISFORMA 3, Nr. 2 (14.02.2017): 44. http://dx.doi.org/10.24167/sisforma.v3i2.844.

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Some people still cannot talk freely about sex education. On the other hand, some of them have an assumption about teaching sex education will leads to free sex behavior. Sometimes parent afraid to talk about sex education with their children, even some parent think sex education is not important thing for children.However, in fact children need to know about sex education for their own good. To children, sex education is to explain differences in male and female and to know well about themselves. Create media to deliver sex education is the way to teach children about sex education. Among many media, game is one option to deliver this education.This research will discuss about game for childs sex media education. Use game as sex media education because game has capability to deliver message. Through game concept, picture, and animation, game deliver childs sex education to children. With the objective to prevent child from sexual abuse. However, when children play the game they need companion to make clear that children understand the meaning of game message through game story.

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28

Klein, Arnold William. „Patient Safety: An Injectable Education“. Journal of Cosmetics, Dermatological Sciences and Applications 03, Nr. 03 (2013): 36–39. http://dx.doi.org/10.4236/jcdsa.2013.33a2009.

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29

KLIMEK, Krzysztof. „AREAS OF EDUCATION FOR SAFETY“. National Security Studies 22, Nr. 4 (31.12.2021): 11–27. http://dx.doi.org/10.37055/sbn/147010.

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Edukacja dla bezpieczeństwa - jako przedmiot nauczania w szkole, na różnych poziomach edukacji - rozpatrywana jest w kontekście realizacji procesu kształcenia i procesu wychowania wśród uczniów. Obejmuje więc swym zakresem nie tylko zdobywanie wiedzy i umiejętności w obszarze przeciwdziałania różnym zagrożeniom, ale także kształtowanie osobowości, postaw i zachowań uczniów w trudnych sytuacjach. Zatem oddziaływania wychowawcze, obok kształcących, wpisane są na stałe w proces edukacji na rzecz bezpieczeństwa, dlatego mówimy o wychowaniu do (dla) bezpieczeństwa. Przedmiotem i podmiotem wychowania do (i dla) bezpieczeństwa jest człowiek narażony na współczesne zagrożenia w życiu społecznym, zwłaszcza zagrożenia militarne, ekologiczne, ekonomiczne, społeczne czy też zagrożenia w cyberprzestrzeni. W kontekście zaś wychowania w dziedzinie bezpieczeństwa rozpatrywać winniśmy problemywychowania młodego człowieka wwielu sferach jego życia. Stąd też warto te sfery życia, ujęte w dziedzinywychowania, odnieść do edukacji dla bezpieczeństwa. Biorąc za punkt wyjścia w tym względzie podstawę programową wychowania przedszkolnego i kształcenia ogólnego w szkole oraz treści kształcenia przedmiotu „Edukacja dla bezpieczeństwa”, szczególna uwaga w niniejszych rozważaniach skierowana zostanie na wychowanie moralne, wychowanie zdrowotne i fizyczne, wychowanie umysłowe oraz wychowanie obywatelskie i patriotyczne. Dopełnienie wywodów stanowić będą informacje o wychowaniu (jako podstawowej kategorii pedagogicznej i procesie obejmującym całe życie człowieka) i wychowaniu do bezpieczeństwa. Problemy bezpieczeństwa ludzi (w naszym przypadku dzieci i młodzieży) stają się współcześnie przedmiotem wielu różnorodnych działań edukacyjnych – kształcących i wychowawczych. Oprócz wiedzy i umiejętności w dziedzinie bezpieczeństwa (i przeciwdziałania zagrożeniom) należy kształtować u uczniów również postawy i zachowania, odnoszące się do różnych sytuacji życia codziennego. Tym samym wchodzimy niejako w poszczególne sfery ich życia, traktowane w wychowaniu (do bezpieczeństwa) jako jego dziedziny.

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Blaney-Koen, Lisa. „Patient Education: Improving Patient Safety“. Journal of Patient Safety 5, Nr. 3 (September 2009): 197. http://dx.doi.org/10.1097/pts.0b013e3181b65542.

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31

Krienitz, Diane R. „Safety Education in the Laboratory“. Laboratory Medicine 27, Nr. 12 (01.12.1996): 823–27. http://dx.doi.org/10.1093/labmed/27.12.823.

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32

Stevens, D. P. „Finding safety in medical education“. Quality and Safety in Health Care 11, Nr. 2 (01.06.2002): 109–10. http://dx.doi.org/10.1136/qhc.11.2.109.

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33

Bloch, Joan Rosen. „Patient Safety and Nursing Education“. Journal of Nursing Scholarship 37, Nr. 2 (Juni 2005): 97. http://dx.doi.org/10.1111/j.1547-5069.2005.00019_1.x.

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34

Ayres, T. J. „Prospects for Bicycle Safety Education“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 50, Nr. 17 (Oktober 2006): 2038–41. http://dx.doi.org/10.1177/154193120605001769.

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35

Sanson, T. „Patient Safety Video Education Tool“. Academic Emergency Medicine 13, Nr. 5Supplement 1 (01.05.2006): S209. http://dx.doi.org/10.1197/j.aem.2006.03.536.

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36

THORBURN, S. „Safety through Education and Training“. European Journal of Engineering Education 15, Nr. 1 (Januar 1990): 13–19. http://dx.doi.org/10.1080/03043799008939453.

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37

Thomson, J. A. „Issues in safety education interventions“. Injury Prevention 12, Nr. 3 (01.06.2006): 138–39. http://dx.doi.org/10.1136/ip.2006.012625.

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38

Zwaard, A. W., H. P. W. Vermeeren und R. de Gelder. „Safety education for chemistry students“. Journal of Chemical Education 66, Nr. 4 (April 1989): A112. http://dx.doi.org/10.1021/ed066pa112.

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39

Assailly, J. P. „Road safety education: What works?“ Patient Education and Counseling 100 (2017): S24—S29. http://dx.doi.org/10.1016/j.pec.2015.10.017.

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40

Pugh, Carla M. „Medical Education Meets Patient Safety“. Journal of Surgical Research 176, Nr. 2 (August 2012): 400–401. http://dx.doi.org/10.1016/j.jss.2011.05.066.

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41

Hill, Robert H. „Undergraduates Need a Safety Education!“ Journal of Chemical Education 93, Nr. 9 (04.08.2016): 1495–98. http://dx.doi.org/10.1021/acs.jchemed.5b00825.

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42

Frazer, Eileen. „Education, safety, and quality management“. Air Medical Journal 25, Nr. 5 (September 2006): 182–83. http://dx.doi.org/10.1016/j.amj.2006.06.002.

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43

Paterson-Brown, S. „Improving patient safety through education“. BMJ 342, feb09 1 (09.02.2011): d214. http://dx.doi.org/10.1136/bmj.d214.

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44

Koontz, Nicholas A., und Richard B. Gunderman. „Radiation Safety and Medical Education“. Academic Radiology 19, Nr. 4 (April 2012): 491–97. http://dx.doi.org/10.1016/j.acra.2011.12.013.

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45

Vargas, Bartolomé. „Road safety, education and low“. Securitas Vialis 2, Nr. 1 (April 2010): 1. http://dx.doi.org/10.1007/s12615-010-9022-4.

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46

Lazov, Lyubomir, und Nikolay Iliyanov Padarev. „Laser Safety in Army Education“. Land Forces Academy Review 28, Nr. 1 (27.02.2023): 61–68. http://dx.doi.org/10.2478/raft-2023-0009.

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Abstract Studies have been made on the development of military science and it has been established that for the modernization of the army and the defense industry it is necessary to develop and search for new innovative technological solutions in the field of laser technology and photonics. According to the trends in the use of laser technologies for military applications, the need to acquire knowledge in the field of “Laser Safety” has also been proven. The report substantiates the need to train cadets and students in a military university. A curriculum on “Laser Safety” is proposed and what knowledge and skills future officers should acquire are indicated.

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47

Louvar, J. F., und F. O. Kubias. „Safety and chemical engineering education“. Process Safety Progress 13, Nr. 2 (April 1994): 72–74. http://dx.doi.org/10.1002/prs.680130209.

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48

Byon, Kil-Hee. „Childcare Teachers' Awareness of Safety Education and Safety Knowledge“. K Association of Education Research 6, Nr. 2 (31.08.2021): 21–32. http://dx.doi.org/10.48033/jss.6.2.2.

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49

Cho, Jin Il, Byung Joon Song, Sung Chul Park, Jea won Jang, Young Hyun Bang und Hyoung Uk Yoon. „The basic study on extracting experiential type safety education programs for establishing safety-experience-education-facilities - focused on 「school safety education 7 standards」 -“. Journal of Sustainable Design and Educational Environment Research 15, Nr. 2 (31.08.2016): 1–12. http://dx.doi.org/10.7743/kisee.2016.15.2.001.

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50

Vass, Gyula. „INDUSTRIAL SAFETY TRAINING IN DISASTER MANAGEMENT HIGHER EDUCATION IN HUNGARY“. Fire and Emergencies: prevention, elimination, Nr. 2 (2017): 80–84. http://dx.doi.org/10.25257/fe.2017.2.80-84.

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