UNIT V, VI & VIII

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WORK MUST BE PLAGERIZED FREE!!!:


1)


UNIT V Article Review ($15.00) – “MUST” be a minimum of (3) pages

in length using proper APA format not including title page or reference page. See syllabus attached

. (answer each bullet point)


2)


UNIT VI Scholarly Activity ($10.00) – “MUST” be a minimum of (2 pages total)  minimum 250 words each page in response to each question –


READ SYLLABUS

using proper APA format not including title page or reference page. See syllabus attached

.


3)


UNIT VIII Research Paper ($20.00) – “MUST” be a minimum of (4) pages

in length.  1 PAGE EACH =

(Part 1, 2, 3, & 4) READ SYLLABUS

using proper APA format not including title page or reference page. See syllabus attached

.

UNIT V, VI & VIII
****READ CAREFULLY**** Course Textbook Fuller, T. P. (2015). Essentials of industrials hygiene. Itasca, IL: National Safety Council. Need assistance with the following WORK MUST BE PLAGERIZED FREE!!!: UNIT V Article Review ($15.00) – “MUST” be a minimum of (3) pages in length using proper APA format not including title page or reference page. See syllabus attached. (answer each bullet point) UNIT VI Scholarly Activity ($10.00) – “MUST” be a minimum of (2 pages total) minimum 250 words each page in response to each question – READ SYLLABUS using proper APA format not including title page or reference page. See syllabus attached. UNIT VIII Research Paper ($20.00) – “MUST” be a minimum of (4) pages in length. 1 PAGE EACH =(Part 1, 2, 3, & 4) READ SYLLABUS using proper APA format not including title page or reference page. See syllabus attached. ***USE STUDY GUIDES AS REFERENCE & SOURCE OF DIRECTION***
UNIT V, VI & VIII
C o u rs e S y lla b u s C o u rse D e scrip tio n An exam ination of advanced practical theory as it applies to the classical industrial hygiene field. R eview an array of investigative, scientific, engineering, organizational, and social skills that are necessary to effectively control occupational and environm ental health hazards. C o u rse T e x tb o o k(s) Fuller, T. P. (2015). Essentials of industrial hygiene. Itasca, IL: National Safety C ouncil. C o u rse L e arn in g O u tco m e s Upon com pletion of this course, students should be able to: 1. Sum m arize the historical underpinnings of the field of industrial hygiene. 2. Exam ine the role of the O ccupational Safety and Health Adm inistration (O SHA), National Institute for O ccupational Safety and Health (NIO SH), and other relevant organizations that influence w orkplace safety and health. 3. Assess toxicological principles related to industrial hygiene issues. 4. C om pare various occupational exposure lim its (O ELs) and their uses. 5. Explain key industrial hygiene concepts such as routes of entry and hierarchy of controls. 6. Exam ine different types of industrial hazards com m only addressed by the industrial hygienist. 7. Evaluate com m on industrial hygiene related hazard assessm ent and control strategies. 8. Apply industrial hygiene m anagem ent principles and practices to w orkplace situations. C re d its Upon com pletion of this course, the students w ill earn 3 hours of college credit. C o u rse S tru ctu re 1. Study G uide: C ourse units contain a Study G uide that provide students w ith the learning outcom es, unit lesson, required reading assignm ents, and supplem ental resources. 2. Learning O utcom es: Each unit contains Learning O utcom es that specify the m easurable skills and know ledge students should gain upon com pletion of the unit. 3. U nit Lesson: Unit Lessons, w hich are located in the Study G uide, discuss lesson m aterial. 4. R eading Assignm ents: Units contain R eading Assignm ents from one or m ore chapters from the textbook and/or outside resources. 5. Suggested R eading: Suggested R eadings are listed w ithin the Study G uide. Students are encouraged to read the resources listed if the opportunity arises, but they w ill not be tested on their know ledge of the Suggested R eadings. 6. Learning Activities (N on-G raded): Non-G raded Learning Activities are provided to aid students in their course of study. 7. Journals: Students are required to subm it Journals in Units I-VIII. Journals provide students the opportunity to reflect critically on course concepts and ideas. Specific inform ation about accessing the Journal rubric is provided below . 8. U nit Assessm ents: This course contains Unit Assessm ents, w hich test student know ledge on im portant aspects of the course. These tests m ay com e in m any different form s, ranging from m ultiple choice to w ritten response questions. 9. U nit Assignm ents: Students are required to subm it for grading Unit Assignm ents. Specific inform ation and instructions regarding these assignm ents are provided below . G rading rubrics are included w ith each assignm ent. Specific inform ation about accessing these rubrics is provided below . 10. Ask the Professor: This com m unication forum provides you w ith an opportunity to ask your professor general or M O S 6301, A dvanced Industrial H ygiene M O S 6 3 0 1 , A d v a n c e d I n d u s t r i a l H y g i e n e 1 Agency for Toxic Substances & D isease R egistry (http://w w w .atsdr.cdc.gov/substances/index.asp) O ccupational Safety and Health Adm inistration (https://w w w .osha.gov/chem icaldata/) Inform ation about accessing the grading rubric for this assignm ent is provided below . U nit IV Essay After reading the Unit IV Lesson and your assigned readings, choose three substances that w ere discussed. O ne substance m ust be a gas/vapor hazard, one m ust be an aerosol hazard, and one m ust be a biological hazard. W rite a m inim um of one page for each hazard you choose (a m inim um of three pages total), w hich sum m arizes the follow ing inform ation: Explain w hether the substance is a chem ical or biological hazard, and explain how you determ ined that. Explain the key chem ical properties (vapor pressure, vapor density, m olecular w eight, relative size) as applicable, and describe how these properties affect the different routes of exposure. Based on the chem ical properties, how w ould you identify w hich exposure route is the m ost im portant? Analyze how the substance could enter the body through the derm al route, and discuss w hy the derm al route w ould or w ould not be im portant. D escribe the region of the respiratory system w here deposition w ould be expected (only for the aerosol hazard). You should use your textbook and resources from the C SU O nline Library to obtain inform ation for this assignm ent. You m ust use proper APA form atting for all references that you use. The title page and reference page do not count tow ard m eeting the required page count. Inform ation about accessing the grading rubric for this assignm ent is provided below . U nit V Article R eview In the Health and M edical C ollection database w ithin the C SU O nline Library, locate and read the follow ing article: Sw ierczynska-M achura, D ., Brzeznicki, S., Now akow ska-Sw irta, E., W alusiak-Skorupa, J., W ittczak, T., D udek, W ., . . . Palczynski, C . (2015). O ccupational exposure to diisocyanates in polyurethane foam factory w orkers. International Journal of O ccupational M edicine and Environm ental Health, 28(6), 985-998. W rite a sum m ary of the article that addresses the follow ing variables: Sum m arize the industrial hygiene sam pling procedures that w ere used in the study to evaluate a chem ical hazard. Explain the results of each of the sam pling procedures used, how those results w ere used to evaluate occupational exposures, and the potential health effects of chem ical hazards. Provide your opinion as to w hich of the sam pling procedures used in the study provided the m ost accurate and precise inform ation about the occupational exposures of the w orkers and potential health effects. Explain w hy you chose one particular sam pling procedure over the others. You should use the textbook and resources from the C SU O nline Library to obtain inform ation for this assignm ent. Your article review m ust be a m inim um of three pages in length, not counting the title page and reference page. Use APA style w hen w riting the paper, m aking certain to include in-text citations and references. Inform ation about accessing the grading rubric for this assignm ent is provided below . U nit VI Scholarly Activity In the follow ing assignm ent, you w ill be given tw o different questions concerning the m aterial covered in this unit. Each question should be answ ered using a m inim um of 250 w ords. Any resources, including your textbook, that are utilized to answ er the questions should be cited and referenced using APA form atting. A tem plate has been provided here for you to use to answ er the questions. Enter your answ ers into the tem plate, and upload the tem plate into the assignm ent area w ithin Blackboard. The questions you w ill be answ ering are show n below (and in the tem plate). The O ccupational Safety and Health Adm inistration (O SHA) currently has a perm issible exposure lim it (PEL) for noise of 90 dBA at an 8-hour tim e-w eighted average (TW A) exposure w ith an action level of 50% of that exposure. O SHA uses a 5 dB exchange rate (doubling rate); this m eans that if the exposure increases from 90 dBA to 95 dBA, the allow ed exposure tim e decreases to one-half— from 8 hours to 4 hours. The National Institute for O ccupational Safety and Health (NIO SH) and the Am erican C onference of G overnm ental Industrial Hygienists (AC G IH) recom m end using an exposure lim it of 85 dBA instead of 90 dBA and also recom m end using a 3 dB exchange rate. These levels are m uch m ore protective than the levels currently used by O SHA. D iscuss the m erits of each of the tw o m ethods. Provide your opinion as to w hich of the approaches you believe should be used. Support your answ er w ith at least one professional/scholarly reference. O SHA does not currently have a regulation specifically covering ergonom ic issues. O SHA has issued several guidelines for som e specific industries. C onsider a w orkplace you are fam iliar w ith w here there is a potential for repetitive m otion injuries. D iscuss w hat m ethods you w ould use to identify tasks that w ould present the greatest risk for repetitive m otion injuries. How w ould you establish an ergonom ics program to address the issues? W hat w ould be the greatest obstacles in establishing the ergonom ics program ? M O S 6 3 0 1 , A d v a n c e d I n d u s t r i a l H y g i e n e 3 Inform ation about accessing the grading rubric for this assignm ent is provided below . U nit VIII R esearch Paper For the follow ing research paper assignm ent, you have been asked to perform an evaluation of em ployee exposures at a sm all autom obile parts m anufacturing facility. The m anufacturing processes include tw o m etal presses, tw o m achining stations, three w elding stations, a sm all paint booth, and a shipping/receiving area. There are tw o em ployees w orking at each press, one person w orking at each m achining station, one person w orking at each w elding station, tw o people w orking in the paint booth, and four em ployees w orking in the shipping/receiving area. O ne of the presses is a 2,000-ton press, and the other press is a 200-ton press. The 2,000-ton press is the greatest noise source for the facility. The m achining area uses a m etal w orking fluid. The safety data sheet (SD S) for the m etal w orking fluid is attached here. All w elding is perform ed on stainless steel. The painting booth uses a pow der coating operation, but the em ployees use xylene and m ethyl ethyl ketone (M EK) to clean the parts prior to the pow der coating operation. At the end of the shift, one of the em ployees uses 1,3 butadiene to clean the nozzles for the paint booth. The facility uses tw o electric forklifts to m ove m aterials betw een the production area and the storage w arehouse and betw een the w arehouse and the shipping area. All em ployees w ork an 8-hour shift. Part 1: Using the inform ation on anticipation and control w e studied in the textbook, identify the hazards that are present in the facility. In your discussion, explain w hy you chose the hazards, and describe w hether you believe the hazards to be actual hazards or potential hazards (w hich require further evaluation). D escribe the specific location(s) at the facility w here the hazards are located, and determ ine how m any em ployees are potentially at risk in those areas. Your response for Part 1 should be at least one page in length. Part 2: Using the inform ation on evaluation that w e studied in the textbook, sum m arize how you w ould m easure the personal exposures to the hazards that you identified in Part 1. Use the O ccupational Safety and Health Adm inistration (O SHA) w ebsite (https://w w w .osha.gov/dts/sltc/m ethods/toc.htm l) or the National Institute for O ccupational Safety and Health (NIO SH) w ebsite (http://w w w .cdc.gov/niosh/docs/2003-154/default.htm l) to select the specific sam pling and analytical m ethod that w ould w ork best to evaluate any chem ical hazards you identified. Provide a sum m ary of the sam pling m edia you w ould use, include the sam pling flow rate, discuss how long you w ould sam ple, and explain how you w ould calibrate the sam pling train. Include a discussion about w hy you selected the specific sam pling and analytical m ethod. Your response to Part 2 should be at least one page in length. Part 3: Access the attached sam pling results here. For each set of results, perform the follow ing actions: C alculate the 8-hour tim e w eighted average (TW A) exposure. C om pare the results to the appropriate O SHA perm issible exposure lim it (PEL). D eterm ine w hich results exceed an established O SHA PEL. W rite a one-page sum m ary of the sam pling results; docum ent the exposures that exceeded an O SHA PEL, and identify those areas that you believe w ill require the application of controls to reduce risk. Include your calculations, include a list of the O SHA PELs you com pared the results to, and explain how you decided that an exposure exceeded an O SHA PEL. Part 4: Using O SHA’s hierarchy of controls, recom m end the control m ethods that you believe w ould be the m ost effective for reducing the risks associated w ith the exposures that exceeded the O SHA PEL above. Explain how you w ould im plem ent the controls and how you w ould evaluate the effectiveness of the controls. Also, discuss any interim control m ethods you w ould recom m end for the facility. This section should be at least one page in length. Include a reference page and in-text citations for all sources you used in this project, including your textbook, using proper APA form at. Inform ation about accessing the grading rubric for this assignm ent is provided below . A P A G u id e lin e s The application of the APA w riting style shall be practical, functional, and appropriate to each academ ic level, w ith the prim ary purpose being the docum entation (citation) of sources. C SU requires that students use APA style for certain papers and projects. Students should alw ays carefully read and follow assignm ent directions and review the associated grading rubric w hen available. Students can find C SU’s C itation G uide by clicking here. This docum ent includes exam ples and sam ple papers and provides inform ation on how to contact the C SU Success C enter. G rad in g R u b rics M O S 6 3 0 1 , A d v a n c e d I n d u s t r i a l H y g i e n e 4
UNIT V, VI & VIII
MOS 6301, Advanced Industrial Hygiene 1 Cou rse Learning Outcomes for Unit V Upon completion of this unit, students should be able to: 7. Evaluate common industrial hygiene related hazard assessment and control strategies. 7.1 Explain common industrial hygiene sampling procedures that evaluate chemical hazards. 7.2 Discuss how different methods used to perform a risk assessment for chemical and biological hazards can affect the accuracy and precision of the data. Reading Assignment Chapter 6 : Gases and Vapors, pp. 119 –135 Chapter 7 : Aerosols, pp. 144 –157 Chapter 10 : Dermal Hazards, pp. 225 –233 Chapter 15 : Biological Hazards, pp. 361 –369 Unit Lesson Anticipation and recognition of chemical and biological hazards are the first steps in controlling exposures and reducing risk. However, each hazard should be evaluated in order to assess the risk associated with the hazard. The risk assessment allows the industrial hygienist to prioritize chemical and biological hazards when recommending workplace controls. Evaluation is also the primary method used to determine compliance with occup ational exposure limits (OELs). Evaluation of chemical hazards is typical ly performed using some type of air monitoring. Surface sampling is also sometimes used, but most OELs are based on inhalation exposure. OSHA allows employers to use modeling to estimate exposures instead of air sampling, but this method can be complex and is not widely used in practice. An important decision that an industrial hygienist must make is how to evaluate chemical exposures. Decisions must be made on whether to use grab sampling methods or continuous monitoring methods. Grab samples will only p rovide an estimate of an exposure for a limited time period, while continuous monitoring provides a time -weighted average concentration for the hazard. The toxicity of the hazard will influence the decision on the type of sample that is collected. Chemical s with high acute toxicity will generally have either a short -term exposure limit (STEL) or a ceiling limit established, and grab sampling may be the best approach for the evaluation. Other chemicals that have limited acute toxicity or that also have chron ic health effects will have time -weighted average (TWA) OELs established, and continuous sampling is more effective for an evaluation. With either method of sampling, the industrial hygienist has a wide range of sampling methods available. Some direct read meters and sampling tubes are available for both grab sampling and continuous sampling. Colorimetric tubes used for sampling have been used for decades. However, the tubes do not typically have the accuracy and precision required for the e valuation of chemical hazards. Therefore, they are typically used as a screening tool by industrial hygienists. Some long duration colorimetric tubes are an exception and are commonly used for evaluation, especially when other methods are limited. Colorime tric tubes for UNIT V STUDY GUIDE Evaluation of Chemical and Biological Hazards Commonly Present in Industrial Settings MOS 6301, Advanced Industrial Hygiene 2 UNIT x STUDY GUIDE Title carbon monoxide exposure are commonly used because there is no validated method for sampling with laboratory methods. There are many direct read meters available that can detect the presence of chemical hazards. These meters are usually acc urate enough to use while evaluating a hazard. However, there are a limited number of chemical hazards for which meter sensors exist. There are some meters that will only provide a grab sample result, and there are some meters that also have data -logging c apabilities and can provide a continuous sample result. Some of the meters are designed as personal meters to be worn by workers in order to provide individual results. With a limited number of sensors available, the use of these personal meters is also li mited. There are some larger meters that can analyze many additional chemical hazards. The size of the meters limits their use for personal sampling, but larger meters can be used for area samples. Personal and area sampling with laboratory analysis has been used by industrial hygienists for the evaluation of chemical hazards. Air sampling data are only as accurate and precise as the sampling and analytical methods that are used to produce them. If accuracy and precision are not reliable, the results will not produce a good risk assessment. Errors in accuracy and precision typically are introduced into the data either during the sample collection (sampling error) or during laboratory analysis (laboratory error). In general , the Occupational Safety and Heal th Administration (OSHA ) requires the overall error to be less than 15%. In order to evaluate error, sampling/analytical methods undergo a process called validation . An analytical method is evaluated for error at both the sample collection and laboratory a nalytical stage to estimate t otal sampling error. Industrial hygienists should only use validated sampling/analytical methods for the evaluation of chemical and biological hazards. There are two major organization s that publish validated methods: OSHA and the National Institute for Occupational Safety and Health (NIOSH). The OSHA methods are published under the title “Sampling and Analytical Methods” and can be accessed at www.osha.gov/dts/sltc /methods/index.html . The NIOSH methods are published in a document titled “NIOSH Manual of Analytical Methods (NMAM) ” and can be accessed at http://www.cdc.gov/niosh/docs/2003 – 154/default. html . The chemical state of the hazard can affect how an air sample is collected. In general, there are two basic types of air sample methods that are commonly used by industrial hygienists . Some methods use a badge to collect the sample, and some methods use a sampling pump with some type of media in line. Sampling with pumps and media has been a mainstay in the field for many years . The use of sampling badges is a more recent development. Each year, manufacturers validate collection and analytical methods for additional chemicals, expanding the number of badges available to the industrial hygienist. One source of error in the sampling process is calculating the volume of air that chemicals come from . For badges, flow rates are calculated by the ma nufacturer, and the industrial hygienist must record the number of minutes that the badge was open. For sampling pumps, the industrial hygienist must calibrate the flow rate of the sampling pump and also record the time air was being drawn through the samp ling media. Mistakes in calibration and in recording sampling times will introduce sampling errors into the data. Calibration of sampling pumps is a very important task that an industrial hygienist performs during an evaluation. Calibration is performed u sing some type of calibration device . There are two basic levels of calibration devices that the industrial hygienist uses: primary calibration devices and secondary calibration devices . Understanding the differences between the two calibration devices can prevent unnecessary sampling errors. Primary calibration devices use a method where a known volume of air is pulled through the device. The original primary calibration device that most industrial hygienists used in the past was a frictionless flow meter, often called a soap bubble flow meter . These devices are still in use today, but the devices require the use of a soap solution, a stop watch, and some calculations. In the late 1980s and in the following years, manufacturers have introduced primary calib ration devices that provide the flow rate as a direct read. The two most commonly used primary calibrators are the Gilian Gilibrator, which uses a soap solution inside the device, and the BIOS DryCal, which uses a frictionless piston with no liquid solutio n. Secondary calibration devices are not as accurate as primary calibration devices and must be calibrated against a primary calibration device prior to use. This is an example of where error may enter the sampling process. If a secondary calibration dev ice is used without calibration against a primary calibration device, errors in flow rates are probable. The most common secondary calibration devices that industrial hygienists use are rotameters. You can purchase rotameters with a variety of scales and r eliability. Precision rotameters are also available, but they still must be calibrated against a primary standard. MOS 6301, Advanced Industrial Hygiene 3 UNIT x STUDY GUIDE Title Another aspect of air sampling is choosing the correct sampling media. Using incorrect sampling media can invalidate the sampling data or, i n some cases, make the samples impossible to analyze. A wide variety of sampling media exists for a wide variety of chemical hazards. It would be extremely difficult for the industrial hygienist to memorize all of the sampling media available and the diffe rent chemical hazards for which they can be used. Each of the sampling methods will also require specific sampling rates to be used. The validated methods published by OSHA and NIOSH include a sampling section that lists the correct sampling media and reco mmended flow rates. In addition, most analytical laboratories will include charts that show the sampling media of choice and recommended flow rates. These resources make the industrial hygienist’s job much easier. Finally , the industrial hygienist will so metimes encounter chemical hazards for which a validated method does not exist . Evaluating exposures to these chemical hazards is much more difficult. Establishing a relationship with a reliable analytical laboratory can make the task easier. Some laborato ries will work with an industrial hygienist to either develop a validated sampling/analytical method (which can be very expensive) or modify an existing validated method for the chemical hazard to be evaluated. Suggested Reading The CSU Online Library c ontains many articles that relate to the reading assignment within this unit. In order to access the resource s below, you must first log into the myCSU Student Portal and access the Academic Search Complete database within the CSU Online Library. Some evaluation of chemical levels must be performed using direct read meters because there are no validated sampling/analytical methods . The following article looks at the use of direct read meters to monitor oxygen levels in a work environment . McManus, N., & Haddad, A. N. (2015). Oxygen levels during w elding. Professional Safety , 60 (7), 26 -32. Biological hazards are typically more difficult to evaluate. The following article describes one sampling method for biological hazards. O’Brien, K. M., & Nonn enma nn, M. W. (2016). Airborne influenza A Is detected in the personal breathing zone of swine v eterinarians. Plos ONE , 11 (2), 1 -8. Some threshold limit values (TLVs) use inhalable fractions of dust instead of the total dust fraction used by the Occupational Safety and Health Administration (OSHA) . Evaluating exposures using the TLVs requires the use of different sampling devices. The authors of the article below reported the results of using inhalable samplers and polyurethane foam (PUF) media to estimate exp osures to particles that could be deposited in the upper respiratory system. Especially note the photographs in Figure 5 of the inhalable samplers that were used. Click here to access the resource below. Sleeth, D. K., Balthaser, S. A., Collingwood, S., & Larson, R. R. (2016). Estimation of the human extrathoracic deposition fraction of inhaled particles using a polyurethane foam collection substrate in an IOM sampler. International Journal of Envi ronmental Research and Public Health , 13 (3), 292. Retrieved from http://www.mdpi.com/1660 -4601/13/3/292/htm Learning Activities (Non -Graded) Non -graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. The National Institute for Occupational Safety and Health (NIOSH) publishes the NIOSH Manual of Analytical Methods (NMAM) which can be accessed at http://www.cdc.gov/niosh/docs/2003 -154/default.html . Access the NMAM , and read the sampling/analytical methods for several chemicals with which you are familiar. See if you can determine which sampling media you should use, the flow rate(s) that are recommended, and the sampling times that are suggested . How do the sampling methods and analytical methods differ for vapors and gases and aerosols?
UNIT V, VI & VIII
MOS 6301, Advanced Industrial Hygiene 1 Cou rse Learning Outcomes for Unit VI Upon completion of this unit, students should be able to: 5. Explain key industrial hygiene concepts such as routes of entry and hierarchy of controls. 5.1 Discuss the merits of OSHA’s approach versus the approach used by NIOSH/ACGIH to the permissible exposure limit (PEL) for noise. 6. Examine different types of industrial hazards commonly addressed by the industrial hygienist. 6.1 Determine which tasks within a specific workplace would present the greatest risk for repetitive motion injuries. 6.2 Describe how an industrial hygienist or safety officer would create an ergonomics program to address repetitive motion injuries. 6.3 Identify the greatest obstacles one would face when establishing an ergonomics program. Reading Assignment Chapter 11 : Noise, pp. 237 –247 Chapter 12 : Radiation, pp. 259 –267 Chapter 13: Thermal Stressors, pp. 293 –301 Chapter 1 4: Ergonomics, pp. 319 –331 Unit Lesson Understand that the recognition of physical hazards is typically more difficult for students than the recognition of chemical and biological hazards. With chemical hazards, concepts such as particles and molecules present in the air or liquids on the skin can be easily conceptualized. For biological hazards, we are usually familiar with the concepts because of annual influenza outbreaks and news coverage of epidemics such as those involving the Ebola virus. Understanding the concepts of waves in the air, radioactive particles, and heat may be more difficult. For anyone practicing safety in an industrial setting, noise will usually be an issue. There will typically be at least one area of the facility where noise levels are high enough that noise -induced hearing loss can be present. A problem that is prevalent with noise exposure is that workers tend to dismiss the risk associated with exposures. W hen a chemical is pre sent at concentrations where an odor is present, many workers assume that harm is occurring and complain. As we saw in an earlier unit, odors may be present at concentrations that may cause no toxic response. However, when noise levels increase to a point that damage to hearing may occur, many workers ignore the risk. There can be several reasons for worker complacency about noise levels. First, noise -induced hearing loss is commonly chronic. While some hearing problems can develop after acute exposures to high noise levels, most hearing loss associated with occupational noise exposure occurs over a period of years. Because there are no immediate permanent symptoms, workers may ignore the risk. Second, most workers will also have noise exposures related to activities outside of work, such as hunting or attending concerts or car races, while most workers do not typically have exposures to the same chemicals at home that they use at work. Finally, UNIT VI STUDY GUIDE Recognition of Physical Hazards Commonly Present in Industrial Settings MOS 6301, Advanced Industrial Hygiene 2 UNIT x STUDY GUIDE Title many workers do not like to wear hearing protection and will no t complain about noise levels because they do not want to have to wear ear plugs. Many safety professionals use direct -reading sound level meters (SLMs) or noise dosimeters to identify areas where high noise levels exist. We will look at the use of noise dosimeters to evaluate noise in another unit. However, most locations do not have or maintain SLMs or dosimeters. A simple approach to identifying areas where an evaluation should occur is to have two workers stand a few feet apart and determine whether or not they have to raise their voices to hear each other. If they do, then the noise levels are high enough that an evaluation should occur. Typical sources of high noise levels in industrial settings include mechanical presses, fans, motors, ovens, back -up alarms on forklift trucks, compressed air hoses used for blow -down, and production processes where metal parts fall into metal containers. Another potential physical hazard is radiation. One problem with the recognition of radiation hazards is that they are far less obvious than other hazards. Unlike noise, where you can detect high noise levels by the inability to hear others speaking nearby, radiation does not typically cause any immediate effects that can be detected without instrumentation. Another pr oblem is that radiation may be present from a source that is not normally thought of as a radiation source. A good example is the microwave oven that is present in most facility breakrooms. However, exposure to microwaves that heat food would also heat th e cells in your body , causing damage. Most workers would not consider the microwave oven as a radioactive source. Fortunately, modern microwave ovens are well shielded , which prevents high exposures. This was not always true of early microwave ovens, requi ring many early industrial hygienists to perform evaluations of microwave ovens in break rooms using direct read meters. Most of the potential for exposure to radiation in industrial settings comes from machines that are used for measurements. X -ray machin es are commonly used to measure thickness of materials and the quality of welds. X -rays may also be generated by devices such as electron microscopes and cathode ray tubes. X -rays are sometimes used to kill bacteria and viruses in foods or on surfaces. Rec ognizing radioactive sources is not always easy because the radioactive sources are sometimes sealed inside machines. Even though the sources are sealed and thus represent a low risk of exposure, it is still important to identify the sources. In some cases , states require registration of all radioactive sources. A facility in Kentucky identified several radioactive sources during an audit that had been present for years and realized they needed to register the sources with the state. Another reason to ident ify the sealed radioactive sources is that maintenance activities could increase the risk of exposure. Another radioactive exposure that is sometimes overlooked involves lasers. Lasers are commonly used in industry. As with many other radioactive sources, the laser is typically inside a machine, reducing exposure risks. This type of laser is said to be embedded. There are several classes of lasers ranging from Class 1 to Class 4. Class 4 lasers represent the greatest risk for exposure and harm; but, a prob lem can exist when a facility has a Class 1 or Class 2 laser. In many cases, there is a Class 3 or Class 4 laser embedded inside the Class 1 or Class 2 laser. Recognition of the embedded laser can be important for the protection of workers. An example of this occurred at a facility that manufactured computer chips for automobiles. The facility used a Class 2 laser with an embedded Class 4 laser to trim the edges of the chips. The process was designed to take place inside the machine, which is why the mach ine was rated as a Class 2 laser. An engineer decided it would be interesting for production employees to see how the laser worked, so he bypassed all of the controls, opening up the machine so the other workers could watch the trimming process. The nature of lasers made this process even more dangerous. Some lasers operate at a wavelength within the visible spectrum of light; these laser beams are the ones you see used as pointer devices, since you can see the laser beam. Other lasers operate at waveleng ths that are not in the visible spectrum of light. These laser beams are not visible, and you may be exposed to the laser beam without realizing you are being exposed. MOS 6301, Advanced Industrial Hygiene 3 UNIT x STUDY GUIDE Title The damage caused by visible and non -visible lasers differs. Visible light is focused on the back of the eye. Since laser light is already more focused, when the light is further focused on the back of the eye, physical damage can occur to the retina. Non -visible light is not focused in the same way, so the damage tends to be a heating of t he vitreous humor. Tissue proteins are denatured due to the temperature rise following absorption of the laser energy . This commonly leads to the development of cataracts. Heat is another physical hazard that causes high rates of occupational injuries and illnesses each year — typically in the summer. The issue is serious enough that the Occupational Safety and Health Administration (OSHA) has included it as a special campaign for years. You can review the materials OSHA produced concerning heat stress at th e following link: https://www.osha.gov/SLTC/heatillness/index.html . Recognizing and controlling heat illnesses is fairly easy. Review OSHA’s quick card for heat illnesses at the following li nk for some ideas: https://www.osha.gov/Publications/osha3154.pdf . At times, one of the biggest obstacles to a successful heat illness program is convincing management that workers are required to rest for significant periods of time each hour to prevent illness. The final area of physical hazards we are discussing in this unit is related to ergonomics. Physical stressors in some work environments can lead to musculoskeletal disorders (MSDs). MSDs are second only to noise – induced hearing loss as the most common occupational injury or illness. In some industries, MSDs are much more common than noise -induced hearing loss. Many MSDs occur as a result of repetitive motion. In some industries, produ ction requires workers to repeat the same task over and over through the entire work shift. The strain produced by the repetitive motion is, at times, complicated by the design of the machine or tool being used. Because workers’ body types differ so much, machines and tools must be designed based on the “average” body type. This means that, for many workers, the design may lead to increased strain on certain body parts, leading to MSDs. Recognizing physical stressors that could lead to MSDs is complicated because OSHA is constrained on what ergonomic regulatory powers it can use. OSHA published a final ergonomics program standard on November 14, 2000, which took effect January 16, 2001 (Siegel, 2001) . Congress passed Senate Joint Resolution 6, which rescinded the original ergonomics rule that, under the Congressional Review Act, prohibited OSHA from issuing a rule that is substantially the same as the former one. Since 2001, OSHA has issued several erg onomics guidelines for some specific industries , and OSHA can cite ergonomic hazards only under the General Duty Clause. If you do not work in one of the industries for which OSHA has published a guideline, there are limited resources available. Many indus tries will use outside contractors with educational backgrounds in ergonomics (and some with national certifications) to perform an ergonomic assessment of the workplace. Reference Siegel, P. (2001). The new OSHA ergonomics program standard. Retrieved f rom https://www.irmi.com/articles/expert -commentary/new -osha -ergonomics -program -standard Suggested Reading The CSU Online Library contains many articles that relate to this unit’s reading assignment. In order to access the resource s below, you must first log into the myCSU Student Portal and access the Academic Search Complete database within the CSU Online Library. One of the newer issues with physical hazards is exposure to radiation from cell phones. There have been a number of s tudies performed about this issue. The following article summarizes the history of research on testing of radiation exposure and cell phones. Gandhi, O. P ., Morgan, L. L., de Salles, A. A., Han, Y. Y., Herberman, R. B., & Davis, D. L. (2012). Exposure limits: The underestimation of absorbed cell phone radiation, especially in children . Electromagnetic Biology and Medicine , 31(1), 34 -51 . MOS 6301, Advanced Industrial Hygiene 4 UNIT x STUDY GUIDE Title Musculoskeletal disorders (MSDs) typically make up a large percentage of occupational injuries each year. Ergonomics is the study that is used to try and control these injuries. The following article discusses seven mistakes that management typically makes in establishing and maintaining an ergonomics program. Pater, R. (2016). Overcoming seven ergonomic leadership mist akes. Professional Safety. 61 (6), 40 –44 . Sometimes, we forget that physical hazards can impact the developing fetus. The following article looks at the effect of occupational noise exposure during pregnancy and hearing dysfunction in the children after bi rth. Selander, J ., Albin, M ., Rosenhall, U ., Rylander, L ., Lewne, M ., & Gustavsson, P. (2016). Maternal occupational exposure to noise during pregnancy and hearing dysfunction in children: A nationwide prospective cohort study in Sweden . Environmental He alth Perspectives , 124 (6), 8 55 -860 . Exposure to high noise levels can occur in academic settings also . The following article looks at noise exposure in collegiate music students . Washnik, N. J ., Phillips, S. L., & Teglas, S. (201). Student’s music exposure: Full -day personal dose measurements . Noise & Health , 18 (81), 98 -103 . In order to access the resource s below, you must first log into the myCSU Student Portal and access the Academic OneFile database within the CSU Online Library. Heat stress i s an annual problem in many regions during the summer months. The author discusses the process of screening for heat stress in workers and athletes in the following article. Ramphal -Naley, L. (2012). Screening for heat stress in workers and athletes. Bayl or University Medical Center Proceedings , 25 (3), 224 -228. Learning Activities (Non -Graded) Non -graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. The Occupational Safety and Health Administration (OSHA) uses grant money to have training materials published by contractors for different topics. One such training program is for heat stress in farm workers. The training can b e accessed at https://www.osha.gov/dte/grant_materials/fy09/sh -19485 -09/trainer_guide.pdf . Access and complete the training program. Did the training increase your knowledge about illnesses associated with heat exposure?
UNIT V, VI & VIII
MOS 6301, Advanced Industrial Hygiene 1 Cou rse Learning Outcomes for Unit VIII Upon completion of this unit, students should be able to: 7. Evaluate common industrial hygiene related hazard assessment and control strategies. 7.1 Identify industrial hygiene related hazards that are present in an automobile parts manufacturing facility. 7.2 Determine the sampling and analytical method that would be st evaluate personal exposure to any chemical hazards found in an automobile parts manufacturing facility. 7.3 Explain how control methods that would be the most effective for reducing risk could be implemented and evaluated. Reading Assignment Chapter 8: Ventilation, pp. 159 –185 Chapter 9: Respiratory Protection, pp. 191 –211 Chapter 13: Thermal Stressors, pp. 309 –316 Chapter 14: Ergonomics , pp. 337 –345 Unit Lesson One of the most challenging aspects of an industrial hygienist’s job is to recommend, implement, and evaluate control methods. Once hazards have been identified and risk assessments have been performed, controls must be implemented to reduce hazards where unacceptable risks are present. It can be attractive to merely recommend the use of personal protective equipment (PPE) and move on to other tasks. The largest problem with this approach is that the hazard is still present, and an acceptable risk will be p resent if workers do not use the PPE or do not use the PPE properly. Most industrial hygienists can recount several stories where workers used PPE improperly, which resulted in unacceptable exposures. One such event occurred in a plant in New Mexico wher e diatomaceous earth was crushed, sized, and bagged for sale as filtration material. Because the diatomaceous earth contained significant levels of crystalline quartz, employees were required to wear half -mask air purifying respirators (APRs) equipped with high -efficiency particulate air (HEPA) filters (now called N100 filters). One employee was observed wearing the respirator with the exhalation valve removed and smoking a cigar through the opening! Of course, this negated the protection factor provided by the respirator. After being informed of the problem, the employee was still smoking the cigar through the respirator, but he had used duct tape to seal the opening around the cigar! UNIT VIII STUDY GUIDE Control Strategies Commonly Used by Industrial Hygienists MOS 6301, Advanced Industrial Hygiene 2 UNIT x STUDY GUIDE Title The Occupational Safety and Health Administration (OSHA) implemented a hierarchy of controls in order to guide the industrial hygienist and safety professional in selecting the most effective control methods. Figure 1 summarizes OSHA’s hierarchy of controls. As you can see , the controls at the top of the pyramid are the most effective for reducing risk associated with hazards, and the controls at the bottom of the pyramid are the least effective. Industrial hygienists must be familiar with the concepts in the hierarchy of c ontrols in order to be effective at implementing and evaluating controls. The most effective control method available is the elimination of the hazard. Obviously, when you can remove a hazard completely from a workplace, you reduce the risk associated wit h that hazard to acceptable levels. In many instances, a hazard cannot simply be removed from a work site because some type of chemical must be used in the process. An example would be the use of a solvent to remove paint from surfaces. Some companies have used the solvent styrene to strip paint from aircraft in order to repaint the plane. In one location, the use of spray nozzles to apply the styrene resulted in high personal exposures to workers, requiring the use of supplied air respirators (SARs) even w hen local exhaust ventilation systems were present. An additional hazard occurred when the styrene saturated the air lines leading from the compressors to the workers’ face pieces, resulting in styrene entering the air supply at levels exceeding OSHA’s per missible exposure limit (PEL). Since some type of chemical had to be used to remove the old paint, several other chemicals were tried to determine their effectiveness at removing the paint. This process is called substitution. A consideration that must be made is whether the substitute chemical is less toxic than the original. In the case of the paint removal, the company started using a hydrogen peroxide solution. The paint was removed after a slightly longer application process, but air samples showed tha t personal exposures were lower than the OSHA PEL for hydrogen peroxide. In many cases, the production process will not allow for the substitution of an alternate compound. This typically occurs because of customer specifications for the manufactured proc ess. For example, some companies produce gases for use in manufacturing processes. If a semiconductor process requires the use of the gas arsine, the company that produces the arsine gas would not be able to substitute a less toxic compound for the arsine. In this case, the industrial hygienist would need to go to the next level of the hierarchy of controls and consider engineering controls. The most common engineering control that is used in industrial settings is ventilation. There are two basic types of ventilation systems that are used: dilution ventilation and local exhaust ventilation . Dilution ventilation systems, as the name implies, simply dilute the concentration of the compound in the air by introducing additional air from outside the work area . If you go inside most industrial buildings, you will typically see some type of dilution ventilation system present. Their specific forms may vary, but they will have some type of fan present. Some of the fans penetrate the roof of the building, and othe rs penetrate the side walls of the building at some height above the floor. The fans will either pull air from outside of the building and blow it into the building, or the fans will pull air out of the building and blow it outside of the building. In some cases, the building also has large fans hanging from the ceiling, which simply move air Figure 1. Hierarchy of controls (OSHA, n.d.) MOS 6301, Advanced Industrial Hygiene 3 UNIT x STUDY GUIDE Title around inside of the building. For many exposures, this type of system is adequate to reduce exposures below OELs. Some compounds are present at such high concentrat ions or have such a high toxicity that dilution ventilation alone is not adequate to reduce risks to an acceptable level. In those cases, dilution ventilation may be supplemented by using local exhaust ventilation systems (LEVs) for some specific operation s. LEVs collect contaminated air close to the source and then move it to a location where it is treated in some way before being released. The distance to the treatment may be very short (e.g., a portable LEV). The use of portable LEVs in welding operation s is a good example. Portable LEVs used for welding typically have an extendable arm, sometimes called an elephant trunk. The opening at the end of the arm is placed near the weld operation, and the welding fumes are pulled away from the welder’s breathing zone and carried a short distance to a high -efficiency particulate air ( HEPA) filter bank before the air is returned to the work area. These systems are very efficient but require some work on the safety professional’s part. First, many welders do not tak e the time to position the LEV prior to welding, so compliance is an issue. Periodic training and monitoring is usually required to overcome these issues. Secondly, the filters on the LEVs must be changed periodically. This requires an ongoing maintenance program. In some cases, especially when highly toxic compounds are present, more elaborate LEVs are required. Fixed in -place LEVs are sometimes paired with isolation systems to provide more efficient removal of contaminated air. One common example of this setup is a laboratory hood, sometimes called a “fume -hood;” however, in laboratories, they are used more for gases and vapors than for fumes. These LEVs allow the worker to perform operations involving more toxic compounds with lower risk of exposure if t he hoods are operated properly. There are several issues that can affect the operation of a hood, including the sash height, the number of articles present inside the hood, the cleanliness of any filters that are present in -line with the hood, and the acti ons of the worker. Laboratory hoods should be checked periodically for performance. Most industrial hygienists working in areas with laboratory hoods will be familiar with procedures to check face velocities associated with the hoods. After implementing e ngineering controls, additional risk assessments should be conducted. If the residual risk is evaluated to still be at an unacceptable level, the next level of controls that should be applied are administrative controls. Administrative controls are not typ ically as concrete as engineering controls. Administrative controls consist of policies and procedures that are designed to reduce risks. Some good examples of administrative controls include a hearing conservation program, health and safety committees, wa rning signs, and training. Many of these administrative controls are designed to identify potential high risks and to develop written procedures that can then be used to train employees on how to best work to reduce risks. For example, a safety committee m ember notices that the floor around one machine becomes slick after a few hours of operation due to the settling of metal working fluids. A written procedure is developed that requires the floor to be cleaned using a floor sweeper at specific times each da y, and employees working in the area are trained to recognize the hazard and to take steps to avoid a slip and fall. After elimination/substitution, engineering, and administrative controls have been implemented, if a subsequent risk assessment shows that residual risks are still unacceptable, the last control method that should be implemented is the use of personal protective equipment (PPE). Unfortunately, in many occupational settings, PPE is the first and only line of defense that is used. This typical ly occurs because employers mistakenly believe that the use of PPE is easier and cheaper than engineering or administrative controls. Many times, industrial hygienists find that one of their most difficult jobs is demonstrating to upper management the cost benefits of implementing engineering and administrative controls versus simply using PPE. Another mistake that is common is the lack of PPE during the interim period while engineering and administrative controls are being implemented. It may take several months to design and install a new ventilation system. If no PPE is used during that time, employees are being exposed to an unacceptable risk. There are times when PPE is desirable. In many instances, both engineering and administrative controls are not adequate or not feasible to reduce the risk associated with a hazard to an acceptable level. In those instances, PPE can be used to further reduce the residual risk. In some instances, OSHA has decided that the risk associated with a specific chemical or p rocess is high enough that employees should always use PPE. A good example would be the OSHA construction standard for asbestos. There are some tasks where OSHA requires workers to wear respiratory protection regardless of what the air concentrations are. One common type of PPE is respiratory protection. A concept that may be confusing to many safety and health officers is voluntary use versus required use. Under the respiratory protection regulation, employers MOS 6301, Advanced Industrial Hygiene 4 UNIT x STUDY GUIDE Title can allow workers to use a respirator even if the use is not required under the regulation. Some confusion exists as to what constitutes voluntary use and what constitutes required use. There are several conditions that require the use of respiratory protection by OSHA; the most common of these occur s when an OSHA PEL has been exceeded. W hat some employers do not understand is that if they include a requirement for the use of a respirator in a written scope of work, the respirator use falls under the required use even if it is not required by an OSHA regulation. Designation as required versus voluntary use can greatly increase the costs of a PPE program because of the increased requirements associated with required use of respirators versus voluntary use of respirators. Voluntary use of respirators oc curs when neither OSHA regulations nor written procedures of the employer require the use of a respirator. An employee may request to use a respirator for personal reasons (e.g., stating that he or she feels better when wearing a respirator). The employer may allow the employee to wear a respirator and may either provide the respirator or allow the employee to bring his or her own respirator (as long as the worker’s respirator does not cause an unacceptable risk). The requirements for voluntary use are much less than for required use. In fact, if the voluntary use is for a filtering facepiece respirator (which used to be called a dust mask), the employer may simply have the employee read Appendix D. A medical clearance is still required for all tight -fitting respirators, except filtering facepiece respirators — even for voluntary use. However, fit testing is not required for any voluntary use, and employees can have facial hair when using a respirator voluntarily. The main concern with a PPE program is the se lection of the appropriate PPE for each situation. For example, if the wrong chemically resistant glove is provided to an employee, unacceptable dermal exposures may occur shortly after the employee starts a task. As an example, in one facility, employees were using nitrile gloves and 1, 3 butadiene and xylene to clean parts by hand. The manufacturer’s specifications showed that both of those chemicals break through the nitrile glove in less than five minutes. It is important for safety and health professio nals to understand how to evaluate the PPE that will be used by workers to ensure it is adequate to protect against the specific hazards that are present in the workplace. Reference Occupational Safety & Health Administration. (n.d.). Hierarchy of contr ols [Image]. Retrieved from https://www.osha.gov/dte/grant_materials/fy10/sh -20839 -10/hierarchy_of_controls.pdf Suggested Reading In order to prepare for the assignment in this unit, it is recommended that you review the following textbook material: Chapter 1: Introduction to Industrial Hygiene, pp. 13 –17 Chapter 1 0: Dermal Hazards, pp. 228 –232 Chapter 11: Noise, pp. 251 –254 Chapter 12: Radiation, pp. 272 –276 The CSU Online Library contains many articles that relate to this unit’s reading assignment. In order to access the resource s below, you must first log into the myCSU Student Portal and access the Academic Search Complete database within the CSU Online L ibrary. MOS 6301, Advanced Industrial Hygiene 5 UNIT x STUDY GUIDE Title Respiratory protection is commonly used for reducing risk from airborne contaminants in occupational settings. Safety professionals sometimes have a difficult time selecting the proper respirator. The authors discuss some of the basics for choosin g the proper respiratory protection in the following article. AlGhamri, A. A., & Mu rray, S. L. (2013). Respirator s election. Professional Safety , 58 (10), 42 -48. Personal protective devices are only effective if they are properly used. The authors of the article below evaluate the effect of comfort on the effectiveness of noise attenuation for ear plugs. Byrne, D. C., Davis, R. R., Shaw, P. B., Specht, B. M., & Holland, A. N. (2011). Relationship between comfort and attenuation measurements for two types of earplugs. Noise & Health , 13 (51), 86 -92. Ventilation systems are the most widely used engineering control for occupational settings. The American National Standards Institute (ANSI) develops national consensus standards for the design of ventilation systems. The author of the article below summarizes 10 basic ANSI standards for ventilation systems. DiBe rardinis, L. (2008). ANSI/AIHA ventilation standards: What they are & how they are d eveloped. Professional Safety , 53 (7), 36 -37. The National Instit ute for Occupational Safety and Health (NIOSH) recently placed an emphasis on preventing injuries and illnesses by “designing out” hazards. The practice is called Prevention through Design (PtD). The following article looks at how the PtD concept fits into the Occupational Safety and Health Administration’s (OSHA) hierarchy of controls. Karakhan, A. A. (2016). Designer’s liability. Professional Safety , 61 (4), 53 -58. OSHA’s hierarchy of controls is important when designing controls for workplace hazards because it establishes the priorities for using the various controls available to the safety professional. The application of OSHA’s hierarchy of controls is discussed in the article below . Keane, J. M. (2015). Preventing major losses. Professional Safet y, 60 (1), 42 -48. Learning Activities (Non -Graded) Non -graded Learning Activities are provided to aid students in their course of st udy. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. The Occupational Safety and Health Administration (OSHA) has published numerous aids, including free videos. Review the list of available videos, and view several to gain additional knowledge about control methods. In particular, there are several good vid eos on respiratory protection. The videos can be retrieved at the following link: https://www.osha.gov/video/index.html

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