Relevant bibliographies by topics / Safety education

Academic literature on the topic 'Safety education'

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Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Safety education"

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Nolan, Philip F. "Safety education." Journal of Loss Prevention in the Process Industries 4, no. 2 (January 1991): 66–67. http://dx.doi.org/10.1016/0950-4230(91)80009-j.

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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, no. 4 (August 30, 2017): 331–52. http://dx.doi.org/10.22143/hss21.8.4.19.

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Hageman, Joseph R. "Gun Safety Education." Pediatric Annals 48, no. 12 (December 1, 2019): e461-e462. http://dx.doi.org/10.3928/19382359-20191121-01.

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Montefusco, Gina. "Education And Safety." AJN, American Journal of Nursing 113, no. 9 (September 2013): 13. http://dx.doi.org/10.1097/01.naj.0000434154.47020.b5.

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Fawcett, Paul. "Water Safety Education." Strategies 12, no. 1 (September 1998): 25–28. http://dx.doi.org/10.1080/08924562.1998.10591368.

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Fox, Jenny. "Online safety education." SecEd 2018, no. 5 (February 2018): 10. http://dx.doi.org/10.12968/sece.2018.5.10.

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Sherrod, Bradley C. "Safety in education." Nursing Management (Springhouse) 45, no. 12 (December 2014): 8–10. http://dx.doi.org/10.1097/01.numa.0000456662.40522.ec.

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SHIROSHITA, Hideyuki. "SAFETY EDUCATION IN THE UK: MULTILAYER EDUCATION IN SAFETY CENTRES." Journal of Japan Society of Civil Engineers, Ser. F6 (Safety Problem) 68, no. 2 (2012): I_146—I_152. http://dx.doi.org/10.2208/jscejsp.68.i_146.

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Gunderson, Anne J., Ara Tekian, and Kelly Smith. "Patient Safety Education in Medical Education." Medical Science Educator 21, no. 2 (June 2011): 141. http://dx.doi.org/10.1007/bf03341610.

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NORMAN, J. "EDUCATION IN ANAESTHETIC SAFETY." British Journal of Anaesthesia 59, no. 7 (July 1987): 922–27. http://dx.doi.org/10.1093/bja/59.7.922.

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Dissertations / Theses on the topic "Safety education"

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Hyde, Deborah Hayes. "Architectural education for building safety." Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/23075.

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Jonsson, Hanna. "Safety Education for Future Mining." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-75563.

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The work environment in mines have changed during the last decades. Compared to when birds were used to examine the air quality in coal mines, today’s mines strive for a zero-entry production. Which means that the persons who works at the mining company are stationed over ground - instead of under it. With digitalization and automation, companies like Boliden aim to increase a safer work environment. However, zero-entry mines are still in the future, and until future notice, existing risks and hazards need to be managed. This master thesis at Luleå University of Technology in collaboration with the Crusher and Ore Handling System (G55) department at Boliden Aitik. This master thesis aims to improve work conditions and contribute to a safer work environment by increasing awareness and knowledge regarding risks and routines at the G55 department. To accomplish this, I have during this master thesis developed an educational tool as a supplement to the current safety educations provided by SSG. This master thesis focus on providing workers with information with safety educations and motivates by lack of knowledge as a cause of accidents. Through visits, interviews and observations have been conducted to map current and future state at the G55 department and within Boliden as a company. In total ten interviews have been performed as well as several feedback occasions. Trough feedback, adjustments have been done which are beneficial in the iterative working process due its ability to go back and adjust. The current state mapping has been compared to theories in which a theoretical framework has been used as a foundation when– analyzing the current state and developing the material. Included topics in the literature gather are “Health and Safety” and “Understand and Develop training material”. These have been the foundation when discussing improvement areas and when taking decisions when I developed the education material. Since the education material is a supplement to already existing safety educations provided by SSG, training methods have been investigated. The resulting education material delivered to the G55 department resulted in a lecture based presentation material in the software PowerPoint, as well as a pamphlet with summarized information from the lecture material. The lecture training method was chosen due to its advantage of containing personal contact between new workers and existing staff. This makes the introduction material complement current safety education which are performed as a data-based training method and misses personal contact. Delivered material contains information that is consider important for new workers to know before starting their employment. Further recommendations when implementing this material are to translate it to English to reach non-Swedish-speaking persons entering the department as well as keep developing the material. The discussion question if additional educations are the most efficient way to manage and correct risks depending on the classifications of existing risks. But concludes that it is an easily tool for short-term control. According to me, the mapping of the organization should be used to eliminate or separate current risks and hazards for a sustainable solution long-term. Today, I believe that an education supplement is necessary. And hopefully, the G55 department will keep develop their organization, eliminate current risks and long-term achieve a zero-accident vision.
Arbetsmiljön i gruvor har förändrats under de senaste årtiondena. Jämfört med när fåglar användes för att undersöka luftkvalitén i kolgruvorna, strävar dagens gruvor efter en noll-entrégruva (zero-entry). Det innebär att de personer som arbetar på gruvföretaget är stationerade över marken - istället för under den. Med digitalisering och automation hoppas företag som Boliden att skapa en säkrare arbetsmiljö. Noll-entrégruvor är dock fortfarande en bit bort och tillsvidare måste existerande risker hanteras. Det här examensarbetet är utfört vid Luleå tekniska universitet och gjort i samarbete med avdelningen Kross och infrakt (G55) i Aitikgruvan. Examensarbetet syftar till att förbättra arbetsförhållandena och bidra till en säkrare arbetsmiljö genom att öka medvetenheten och kunskapen kring risker och rutiner vid G55-avdelningen. Dessutom syftar det till att utveckla ett pedagogiskt verktyg som ett tillägg till SSG:s nuvarande säkerhetsutbildning som ska användas vid introduktion av nya arbetare på området. Examensarbetet fokuserar på att ge arbetstagare information med säkerhetsutbildning och motiverar genom bristande kunskap som orsak till olyckor. Under besök hos avdelningen har intervjuer och observationer genomförts för att kartlägga nuvarande och framtida tillstånd vid G55 och inom Boliden som företag. Totalt har tio intervjuer gjorts samt några feedbacktillfällen. Tack vare feedback, har justeringar gjorts som en del i den iterativa arbetsprocessen som tillåter att gå tillbaka och justera. Den nuvarande kartläggningen har jämförts med teorier där en teoretisk referensram har använts som grund vid analys av kartläggning och utveckling av materialet. Inkluderade ämnen i litteraturen är "Hälsa och säkerhet" och "Förstå och utveckla utbildningsmaterial". Dessa har varit grunden när jag diskuterat förbättringsområden och fattat beslut under utvecklandet av utbildningsmaterial. Eftersom utbildningsmaterialet kompletterar redan befintliga säkerhetsutbildningar från SSG har utbildningsmetoder undersökts. Det resulterande utbildningsmaterialet som levererades till G55 har resulterat i ett föreläsningsbaserat presentationsmaterial i PowerPoint, liksom en broschyr med sammanfattande information från föreläsningsmaterialet. Föreläsning som utbildningsmetoden valdes på grund av dess förmån att tillåta personlig kontakt mellan nya arbetstagare och befintlig personal. Detta gör att introduktionsmaterialet kompletterar nuvarande säkerhetsutbildning som utförs som en databaserad träningsmetod och saknar just personlig kontakt. Levererat material innehåller information som är viktig för nya medarbetare att veta innan de börjar sin anställning. Ytterligare rekommendationer vid implementering av detta material är att översätta det till engelska för att nå icke-svensktalande personer på avdelningen samt fortsätta att utveckla materialet. Avslutningsvis, diskuteras huruvida ytterligare utbildningar är det effektivaste sättet att hantera och korrigera risker. Slutsatsen är att det är ett verktyg för kortsiktig kontroll. På lång sikt, borde kartläggningen, enligt mig, användas för att eliminera eller skilja nuvarande risker och faror för at få hållbar lösning. Idag tror jag att ett utbildningstillägg är nödvändigt. Och förhoppningsvis kommer G55-avdelningen att fortsätta utveckla sin organisation, eliminera nuvarande risker och på lång sikt uppnå en olycksfallsvision.
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Ahmed, Maria. "Embedding patient safety into postgraduate medical education." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/14141.

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As frontline clinicians, junior doctors (trainees) are being increasingly recognised as powerful agents for change in improving patient safety. However, routine postgraduate medical education (PGME) offers little opportunity for trainees to develop the requisite knowledge and skills to advance safety improvement efforts. This thesis aims to build on the evidence base for patient safety education by developing and evaluating educational interventions informed by users, the existing literature, and educational theory. Section One (Chapters 1 to 3) sets the context for the thesis, providing an introduction to patient safety, relevant educational theory, and the role of education and engagement in improving patient safety. Subsequently, Section Two reports exploratory research to inform the development of a patient safety course for Foundation trainees – junior doctors at the very start of their careers. A systematic review reveals how the UK lags behind international efforts to deliver patient safety education for trainees, and highlights the need to address barriers to its sustainable integration into medical curricula (Chapter 4). An analysis of Foundation trainees’ portfolio entries demonstrates the feasibility of using patient safety incidents (PSIs) experienced by trainees as the basis for learning about patient safety (Chapter 5). Drawing on these findings, Section Three reports the development and evaluation of ‘Lessons Learnt: Building a Safer Foundation’. This is a novel patient safety programme designed to formalise the opportunity for all 1000+ trainees across a Foundation School to learn from PSIs in a structured, facilitated forum. The development and delivery of the programme is first described (Chapter 6), followed by empirical studies to develop senior faculty (Chapter 7), and to evaluate the impact of the programme on trainees’ learning both qualitatively (Chapter 8) and quantitatively (Chapter 9). In Section Four, a different approach is taken to explore non-technical skills (NTS) training for more senior trainees. A tri-continental interview study of 33 surgical team members underlines the need to improve debriefing as a core NTS in Surgery and explores the user perspective on effective debriefing in surgical training (Chapter 10). These findings are used to inform the development of the ‘SHARP 5-Step Feedback Tool for Surgery’ and to evaluate its impact through observation of 100 surgical cases (Chapter 11). A number of conclusions are drawn from the research. Patient safety education is well accepted by trainees and trainers alike, and results in improved safety competencies across knowledge, skill and behavioural domains. It is feasible to embed a large-scale patient safety programme into PGME and to engage senior doctors to support its delivery. Overall, these findings suggest that patient safety education not only improves ‘safety skills’ at an individual level, but may also promote the safety of the wider healthcare system through enhancing medical engagement in patient safety and fostering cultural change. The concluding Section (Chapter 12) summarises the findings in detail. Strengths and limitations of the research are discussed, and recommendations are drawn for accelerating the integration of patient safety education into PGME.
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Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.

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This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.
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Severns, Bryan. "Incorporating multiple teaching techniques into food safety education." Kansas State University, 2014. http://hdl.handle.net/2097/17761.

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Master of Science
Food Science Institute
Weiqun Wang
According to the Centers for Disease Control and Prevention, 48% of known, single-setting foodborne illness outbreaks were caused by food consumed in restaurants. The lack of food handler training and knowledge of food safety concepts is a contributing factor to the continued occurrence of foodborne illness outbreaks. This report concerns food handler training undertaken with a goal of incorporating teaching techniques other than “stand and deliver” presentations to restaurant employees in the Kansas City, Kansas Metro area. Differing messaging concepts such as discussion, role playing, and hands-on segments were used. Training took place in classroom settings as well as commercial kitchen laboratories, including a working restaurant hot-food preparation line. Participants included restaurant owners, managers, as well as front and back of the house employees. Some had completed other food safety training in the past, while others had no formal food safety training. The food safety knowledge of the participants was determined in a pre-test administered just before the training session started, with the average score being 63%. The sessions began with a slide presentation and discussion of current best practices in safe food handling, followed by two hours of kitchen lab time, in which the participants rotated through several demonstration and practice stations. Areas of emphasis during the hands-on sessions were hand washing, cooling and reheating of food, proper thermometer use, and sanitizer use. Special focus was given to mimicking a hot food preparation line where employees had to handle potentially hazardous foods such as raw hamburger, and then work with ready-to-eat foods in the same area. The participants finished the training with a multiple-choice test (a score of 75% was required for recognition of the training), followed by a discussion of the test questions. The average score after training was 76%. At all times participants were encouraged to ask questions that would address specific challenges in their respective restaurants. Participants were given a post-training course evaluation to gauge acceptance of the training. Results showed strong appreciation and preference for the hands-on segments and the inclusion of industry experts as presenters. Overall, post-test scores increased by 13.6% compared to the pre-test scores. The improvement of test scores was significant (P<0.0001) indicating that the training was successful in training restaurant managers, owners, and employees about food safety practices.
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Campbell, Baili Denise. "Fall Safety Bundle." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2797.

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The Centers for Medicare and Medicaid Services (CMS) report thousands of falls in hospitals each year. The CMS does not reimburse hospitals for fall related injuries, costing the hospital system organization for which this DNP project was designed millions of dollars each year. Framed within the Iowa model of evidence-based practice and using a team approach, the purpose of this project was to develop an evidence-based (EB) fall safety bundle for use by nursing staff and a curriculum to educate staff on prevention strategies. The components of the EB fall bundle kit were approved by the stakeholder committee. Evaluation of the curriculum and the pretest/posttest items was completed by three content experts. The curriculum was evaluated related to the objectives using a 'met' (2) and a 'not met' (1) response. All responses were 'met' for an average score of 2 showing the content met the objectives. Validation of the pretest/post items was conducted using a 10-item, Likert scale, ranging from 1- 'is not relevant' to 4- 'is highly relevant'. The content validation index was 1.0, showing that the test items met the objectives and content of the course. Recommendations included providing a consistent methodology to disseminate the fall safety bundle and educational curriculum across the entire healthcare system as well as adding the fall safety bundle tool kit to the hospital's intranet page for ease of access for all staff. Social change will be achieved by facilitating prevention of fall related injuries and avoiding the financial impact on the facility.
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Thatcher, Anthony University of Ballarat. "Monitoring the impact of occupational health and safety education." University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12810.

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"This research investigated whether engineers, graduating from universities more than a decade after the introduction new occupational health and safety (OHS) legislation in Australia, were being equipped with the knowledge and skills to fulfil their professional, legal and moral responsibilities in relation to occupational health and safety. The study focussed on engineering students as future business leaders and designers of working environments. An instrument was designed to examine the ability of OH&S education to affect decision-making and problem solving competence in engineering students and graduates. The study found that engineering graduates in the 1990's were departing [from] their academic institutions with superficial knowledge of occupational health and safety responsibilities and accountability in the workplace. The evaluative tool identified an absence of safety management skills and knowledge within graduate and student engineer groups and an extensive urge to blame and discipline the victim or blame a government regulatory authority. The research found that although occupational health and safety professionals adopt a strategy of a safe work place rather than place emphasis on individual workers the engineers did not adopt the safe place approach and focussed on the person. It is recommended that the evaluative tool or a derivative of it should be used to evaluate the extent to which our community progresses in developing the vital OHS decision-making skills of the people who will manage and design workplaces." --p.ii.
Doctor of Philosophy (PhD)
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Thatcher, Anthony. "Monitoring the impact of occupational health and safety education." Thesis, University of Ballarat, 2006. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/32754.

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"This research investigated whether engineers, graduating from universities more than a decade after the introduction new occupational health and safety (OHS) legislation in Australia, were being equipped with the knowledge and skills to fulfil their professional, legal and moral responsibilities in relation to occupational health and safety. The study focussed on engineering students as future business leaders and designers of working environments. An instrument was designed to examine the ability of OH&S education to affect decision-making and problem solving competence in engineering students and graduates. The study found that engineering graduates in the 1990's were departing [from] their academic institutions with superficial knowledge of occupational health and safety responsibilities and accountability in the workplace. The evaluative tool identified an absence of safety management skills and knowledge within graduate and student engineer groups and an extensive urge to blame and discipline the victim or blame a government regulatory authority. The research found that although occupational health and safety professionals adopt a strategy of a safe work place rather than place emphasis on individual workers the engineers did not adopt the safe place approach and focussed on the person. It is recommended that the evaluative tool or a derivative of it should be used to evaluate the extent to which our community progresses in developing the vital OHS decision-making skills of the people who will manage and design workplaces." --p.ii.
Doctor of Philosophy (PhD)
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Thatcher, Anthony. "Monitoring the impact of occupational health and safety education." University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/15399.

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"This research investigated whether engineers, graduating from universities more than a decade after the introduction new occupational health and safety (OHS) legislation in Australia, were being equipped with the knowledge and skills to fulfil their professional, legal and moral responsibilities in relation to occupational health and safety. The study focussed on engineering students as future business leaders and designers of working environments. An instrument was designed to examine the ability of OH&S education to affect decision-making and problem solving competence in engineering students and graduates. The study found that engineering graduates in the 1990's were departing [from] their academic institutions with superficial knowledge of occupational health and safety responsibilities and accountability in the workplace. The evaluative tool identified an absence of safety management skills and knowledge within graduate and student engineer groups and an extensive urge to blame and discipline the victim or blame a government regulatory authority. The research found that although occupational health and safety professionals adopt a strategy of a safe work place rather than place emphasis on individual workers the engineers did not adopt the safe place approach and focussed on the person. It is recommended that the evaluative tool or a derivative of it should be used to evaluate the extent to which our community progresses in developing the vital OHS decision-making skills of the people who will manage and design workplaces." --p.ii.
Doctor of Philosophy (PhD)
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Li, Chi-moon. "The exploration of a safety attitude model for departmental safety representatives towards the implementation of a safety management system in an institute of tertiary education in Hong Kong." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5755.

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In this dissertation, an institute of tertiary education in Hong Kong "The University" represents a leading international research university dedicated to the pursuit of new knowledge in cutting-edge fields and the education of tomorrow's leaders. In the University, the success of an effective safety management system (SMS) depends on many factors, one of which could be safety attitudes of Departmental Safety Representatives "DSRs" who have a major role in implementing SMS at the departmental level. They are employees with additional safety duties to make sure the University's safety policy, in-house rules, procedures, Code of Practice and legal requirements are adhered to. Clearly, DSRs are different from each other. Attitude, behaviour, personal beliefs, culture, competence, personality and various co-factors of individual ultimately make a difference toward the implementation of SMS. A well-designed workplace with a well established SMS does not guarantee an injury-free workplace. The problem, however, is that some DSRs involved may have different safety attitudes in implementing the SMS at work. Then, what would happen? An attempt has been made in this project to study the DSRs' safety attitudes by exploring the relationships of DSRs' introspection and various cognitive factors which may most likely influence the effectiveness of SMS implementation in the University. A comprehensive review of literature has provided a substantial ground work for the design of research instrument and the theoretical framework to develop the hypothesized "DSRs Safety Attitude Model". A self-reported six points Likert type safety attitudes survey questionnaire was developed to measure responses of the targeted group 'DSRs' safety attitudes towards the implementation of SMS that probes into the possible relationships between various cognitive factors. Constructs measured by the survey included perceptions of safety management, perceived management commitment to safety, perceptions of safety communication, perceptions of safety training, personal beliefs in accident causation, perceptions of group safety norms, perceived safety responsibility and perceived efficacy in managing safety. With respect to analyzing data, Statistical Package for the Social Sciences (SPSS) version 11.0 for Windows was employed to test validity and reliability of the survey questionnaire. Both were over recommended levels and so the survey instrument was deemed fit for use. Structural equation modeling (SEM) was employed to analyze relationships among constructs of the hypothesized "DSRs Safety Attitude Model". Path analyses using AMOS 5.0 suggested some theoretically justifiable modifications to the model. The hypothesized "DSRs Safety Attitude Model" was tested by examining the goodness of fit of the model. Assessment of model fit was based on multiple criteria including model-fit indexes of Chi-square (p) value, Goodness-of-fit index (GFI), Adjusted Goodness-of-Fit Index (AGFI), Root Mean Square Error of Approximation (RMSEA) and PCLOSE. The results of five (5) selected model fit indexes fulfilled the criteria of model acceptance; as such the "DSRs Safety Attitude Model" fits the data and fails to be rejected. The excellent fit of the data from the questionnaire to the hypothesized "DSRs Safety Attitude Model" provided further evidence of the validity and reliability to the questionnaire. The significance of the research hypotheses between the model constructs was also tested and concurred with the hypothesized model structure. It is concluded that the hypothesized "DSRs Safety Attitude Model" falls within the criteria of a "Fit but Parsimonious" model in explaining DSRs' safety attitude towards the implementation of SMS at departmental level.
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Books on the topic "Safety education"

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Police, Illinois State. Safety education. [Springfield, IL]: Illinois State Police, 1997.

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Cumbria (England). Education Department., ed. Safety in outdoor education. Cumbria: Cumbria Education Department, 1989.

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Folawiyo, A. F. A. Safety and disaster education. Ikeja, Nigeria: John West Publications Ltd., 1988.

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University of the State of New York. Bureau of General Curriculum Development., ed. Traffic safety education guide. Albany, N.Y: University of the State of New York, New York State Education Dept., Division of Pupil Health and Fitness, Safety Education Unit, Bureau of Curriculum Development, 1989.

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American Association of Physics Teachers. Apparatus Committee., ed. Safety in physics education. College Park, Md: American Association of Physics Teachers, 2001.

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Madigan, Lisa. Surfing safely: Online safety tips. Springfield, Ill.]: Lisa Madigan, Illinois Attorney General, 2008.

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Madigan, Lisa. Surfing safely: Online safety tips. Springfield, Ill.]: Illinois Attorney General, 2004.

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Safety. New York: PowerKids Press, 2010.

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Conservation, Illinois Dept of. Illinois mandatory safety education program. Springfield, Ill: Illinois Dept. of Conservation, Division of Law Enforcement, 1986.

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Illinois. Dept. of Natural Resources. Illinois mandatory safety education programs. Springfield, Ill: Illinois Dept. of Natural Resources, [Safety Education Section, 2006.

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Book chapters on the topic "Safety education"

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Trybula, Walt, Dominick Fazarro, Craig Hanks, and Jitendra Tate. "Nanotechnology Safety Education." In Science Policy Reports, 223–35. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31833-2_8.

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Fraser, Angela M., and Otto D. Simmons. "Food Safety Education." In Sustainability Challenges in the Agrofood Sector, 643–59. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119072737.ch27.

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King, Hal. "Education and Training." In Food Safety Management, 53–62. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-6205-7_5.

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McIntyre, Joanna. "Safety, belonging and success." In Refugee Education, 11–27. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-3.

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Farnan, Jeanne M., and Vineet M. Arora. "Graduate Medical Education and Patient Safety." In Patient Safety, 53–68. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7419-7_4.

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Tripathy, Debi Prasad. "Safety Education and Training." In Mine Safety Science and Engineering, 203–23. First edition. | New York, NY : CRC Press/Taylor & Francis: CRC Press, 2019. http://dx.doi.org/10.1201/9781315162294-9.

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Jennings, Charles R. "Fire Safety Education Campaigns." In The Society of Fire Protection Engineers Series, 271–91. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06325-1_16.

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Bhandari, Rajendra Kumar. "Guide to Safety." In Disaster Education and Management, 271–324. New Delhi: Springer India, 2013. http://dx.doi.org/10.1007/978-81-322-1566-0_8.

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Al-Worafi, Yaser. "Medications Safety." In A Guide to Online Pharmacy Education, 119–24. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-21.

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Leonardi, Bethy, and Elizabeth J. Meyer. "Internal Safety." In Critical Concepts in Queer Studies and Education, 173–82. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-55425-3_18.

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Conference papers on the topic "Safety education"

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Gizzi, Cara. "PW 2505 UL education & outreach: an innovative approach to youth safety education & empowerment." In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.671.

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Frias, Armindo, Pedro Água, and Mario Simões-Marques. "Education as a maritime safety improvement factor." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002134.

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The prevention of accidents at sea requires appropriate education and technical training that gives professionals suitable competences and skills for the specific conditions of life on board ships and other maritime facilities. The sea is a hostile environment to humans which requires some specific skills to perform and live on board.Traditionally, the education and training of seamen were done on board ships, where competences and skills were developed in work context, within a master-apprentice relationship. With the evolution of education, in response to more demanding social and technical requirements, a substantial part of this teaching was moved into the classroom context. Such evolution may have brought advantages in the amount of scientific knowledge transmitted, but somehow limited the ability to develop specific skills. To create a balance in the education of seaman, and in order to respond to the current and future needs of the related industries, education should be tailored to combine the traditional expository method with more challenging educational methods and techniques. New technologies in the field of ICT, graphical visualization, computer based simulation or artificial intelligence (AI) can enhance students' learning capabilities. Education should provide students with competences and skills fundamental for problem solving such as critical thinking, the ability to analyze different situations, system thinking, leadership and decision-making in crisis situations, autonomous work or as part of a team, while integrating social, ethical and environmental values.Among the educational techniques that can foster the needed competences, the following can be referred: (1) carrying out experiential learning, individually and as part of a group, requiring activity planning, critical analysis, synthesis, public speaking and feedback through the evaluation of the achieved results; (2) case study method; (3) role-plays, which imitates situations close to reality within a safe context; (4) computer simulation or; (5) gamification. All these techniques can benefit from the technological evolution, such as wide graphic interactions, virtual reality or augmented reality to create more realistic environments that may increase the motivation of students. Another relevant benefit is related to the place where they are made available, a critical factor in the maritime context, as it will make it easier to overcome the distance, making learning available on-board for students.The present work intends to contribute to the discussion around the reformulation of the teaching of management, logistics and engineering in the maritime related industries, by identifying methodologies, techniques and technologies which are optimally adapted to the specificities and the needs of the field. It is intended that the achieved results will be integrated in the structuring of the Master’s Degree Program in Maritime Logistics, to be made available in September 2022 at the Portuguese Naval Academy. The security, safety and performance of the activities carried out in the maritime environment are directly related to the competencies and skills that the education system can foster in the future professionals of the sector. Therefore, there are teaching methodologies more suitable than others in order to enhance such competences development.
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Eriksson, Kerstin, Jonas Borell, and Åsa Ek. "Design of Safety Education Activities for Safety-Critical Facilities." In Proceedings of the 29th European Safety and Reliability Conference (ESREL). Singapore: Research Publishing Services, 2020. http://dx.doi.org/10.3850/978-981-14-8593-0_3548-cd.

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Baeva, Liudmila. "Digital Education and Personal Safety." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.004.

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Cerasi, Isabelle Roche, Dagfinn Moe, Jo Skjermo, and Jan Petter Wigum. "Innovative Road Safety Education Program." In Proceedings of the 31st European Safety and Reliability Conference. Singapore: Research Publishing Services, 2021. http://dx.doi.org/10.3850/978-981-18-2016-8_159-cd.

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Melvin L. Myers, Henry P. Cole, Joan M. Mazur, and Steve Isaacs. "Promoting Safety through Economics Education." In 2006 Portland, Oregon, July 9-12, 2006. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.21192.

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Boogaerts, Geert, Jan Degrève, and Geert Vercruysse. "PROCESS SAFETY EDUCATION AND TRAINING ACADEMIC EDUCATION AS A FOUNDATION FOR OTHER PROCESS SAFETY INITIATIVES ON EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0513.

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Boogaerts, Geert, Jan Degrève, and Geert Vercruysse. "PROCESS SAFETY EDUCATION AND TRAINING: ACADEMIC EDUCATION AS A FOUNDATION FOR OTHER PROCESS SAFETY INITIATIVES ON EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0462.

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Tyumaseva, Z. I., G. V. Valeeva, K. Ponniah, M. Nurtanto, A. A. Nogaibayeva, and M. R. Arpentieva. "Psychological support for the psychological safety of an individual and a group in higher education." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.07.

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Many studies of psychological safety in education focus on the study of the antecedent events and results associated with psychological safety and its violations, but little attention is paid to the ways and steps of ensuring and developing psychological safety at different levels of the educational organization. Methodology. The purpose of the study is to analyze the problems and directions of psychological support for subjects of an educational organization (university) in the field of ensuring and developing the psychological safety of an individual and a group. A research method is a theoretical analysis of the problems of psychological support for the psychological safety of an individual and a group in higher education. Conclusion. Psychologically safe practice is essential in the field of education. Despite psychological safety, being an intuitive concept, it is quite difficult to apply it on a university scale since this problem and its solution have great resonance, and consequences for all levels and components of the educational system. That all parties feel free to speak up and participate as much as possible is vital to a safe and optimal educational experience.
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Maung, Nay Soe. "PW 2421 School-based road safety education in myanmar." In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.244.

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Reports on the topic "Safety education"

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McGehee, Daniel V. Automotive safety research and education campaign. Iowa City, Iowa: University of Iowa Public Policy Center, January 2015. http://dx.doi.org/10.17077/we1s-y7jo.

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Mazari, Haani, and Tom Kaye. EdTech Horizon Scan: Rapid scan of online safety in education. EdTech Hub, November 2022. http://dx.doi.org/10.53832/edtechhub.0136.

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This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
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Mat Lazim, siti hajariah ilani, Kadir Arifin, Muhammad Khairil, Muhammad Nur Ali, Ilyas Lampe, Muhammad Ahsan Samad, Mahfudz Mahfudz, and Muhammad Basir Ciyo. A Systematic Review on Leadership Practices for Safety in Education Secto. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0103.

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Chahine, Ricardo, Prince Adu Gyamfi, Nandhesh Subash, Wonsang Cho, Krista O. Kelley, Stacey L. Connaughton, and Konstantina Gkritza. Design of Educational Material and Public Awareness Campaigns for Improving Work Zone Driver Safety. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317375.

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This project aims to help improve work zone driver safety in Indiana through driver education and public awareness campaigns. The project focused on two specific objectives: (1) to design a public awareness campaign to increase drivers’ knowledge and influence positive attitudes about work zone driver safety practices; and (2) to prepare educational materials to be incorporated into driver’s education or training curriculum prior to taking driving test and getting a driver’s license issued. The campaign was informed by formative research, conducted using a survey to assess public knowledge and attitudes. Based on these results, campaign messages were designed. The team also designed an education curriculum which consists of three modules and fourteen knowledge questions. This report concludes with recommendations to INDOT for the successful implementation of the public awareness campaign and educational materials, that might be applicable to other states as well.
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Volkova, Nataliia P., Nina O. Rizun, and Maryna V. Nehrey. Data science: opportunities to transform education. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3241.

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The article concerns the issue of data science tools implementation, including the text mining and natural language processing algorithms for increasing the value of high education for development modern and technologically flexible society. Data science is the field of study that involves tools, algorithms, and knowledge of math and statistics to discover knowledge from the raw data. Data science is developing fast and penetrating all spheres of life. More people understand the importance of the science of data and the need for implementation in everyday life. Data science is used in business for business analytics and production, in sales for offerings and, for sales forecasting, in marketing for customizing customers, and recommendations on purchasing, digital marketing, in banking and insurance for risk assessment, fraud detection, scoring, and in medicine for disease forecasting, process automation and patient health monitoring, in tourism in the field of price analysis, flight safety, opinion mining etc. However, data science applications in education have been relatively limited, and many opportunities for advancing the fields still unexplored.
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Wright, Bruce. Final Report: Weatherization and Energy Conservation Education and Home Energy and Safety Review in the Aleutian Islands. Office of Scientific and Technical Information (OSTI), August 2011. http://dx.doi.org/10.2172/1022118.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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