Safe Workplace

Maintaining a Safe Work Environment
Course Security Services Unit II Safety Essential Question How does safety affect the field of security? TEKS 130.298(c) (2)(A)(B)(C)(D) Prior Student Learning Identify safety related issues in the workplace Estimated Time 3 to 5 hours Rationale While the primary function of security professionals is to observe and report, they in turn must be able to not only document information, but also identify and investigate situations associated with potential hazards to health, safety, and environmental dangers. In this unit students will learn how early awareness of dangers can result in becoming proactive rather than reactive. Objectives The students will be able to: 1. Define terms associated with the lesson. 2. Identify workplace hazards to health, safety, and the environment. 3. Inspect a workplace and/or home to identify potential health, safety, and environmental problems. 4. Investigate and document findings in simulated workplace incidents and accidents. 5. Summarize issues and problems associated with hazardous materials. Engage Have students work in approximately five small groups. Provide each group with a safety, caution, or hazard image (sample images may be found by doing an Internet search for the following: compliance signs safety). Have students discuss the purpose of the sign, the location in which the sign is typically found, and the consequence(s) of not following the signs directions. Afterwards, have the entire class discuss all of the images. Use the Discussion Rubric for assessment. Key Points I. Basic Principles A. Primary rule arrive and return safely, the officers safe return is imperative for the officers continued service to the community, the department, his or her family, and himself or herself B. Professionalism a subculture of people who respect each others diversity through training and communication skills resulting in welltrained, community-minded, professional security officers C. Gut feeling an emotional or intuitive reaction, often one of uneasiness; it is important to listen and assess the feelings message; ignoring, disregarding, rationalizing and/or making excuses for gut feelings without evaluation is usually a mistake D. Reaction 1. Stress is neither good nor bad 2. The coping strategies we employ towards these stressors determine the outcome of these daily events 3. We have only two alternatives when presented with a stressor: fight or flight 1
Copyright Texas Education Agency, 2011. All rights reserved.
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4. Hence, we should continuously learn, review, and devise coping skills that afford us the greatest latitude in stress management Observe and report 1. Security officers protect property by maintaining a high visibility presence to deter illegal and inappropriate actions 2. Observing (through patrols or by watching alarm systems or video cameras) for signs of crime or disorder 3. Taking action and reporting any incidents to the client and emergency services 4. Many security firms practice the "detect, deter, observe, and report" methodology 5. Security officers are not required to make arrests, but have the authority to make a citizen's arrest or otherwise act as an agent of law enforcement 6. The primary duty is the prevention and deterrence of crime, enforcing company rules, and acting to protect lives and property; and they often have a contractual obligation to provide these actions Intimidation Theory 1. When one person intimidates another, it can cause fear, which then allows the intimidator to exert control and attain power 2. Security and law enforcement must be aware of this and develop strategies to prevent and control its illegal, unfair, and inappropriate application Communication 1. Be a good listener: listen to what you are hearing 2. Be a good observer: see what you are viewing 3. Ask questions: seek information Documentation 1. A report is a written formal statement of facts 2. Asking: who, what, when, why, where, and how? 3. Reports must be clear, concise, correct, complete, legible, and objective 4. All reports should contain certain basic qualities to enable the reader to have immediate understanding on which to base criminal, corrective, administrative, or disciplinary action
II. Occupational Safety and Health Administration (OSHA) A. United States Department of Labor B. Mission 1. Prevent work-related injuries, illnesses, and occupational fatalities by issuing and enforcing standards for workplace safety and health 2. Create a better workplace for all workers and to ensure the safety of everyone by making and enforcing certain standards that are needed to protect the people C. Safety Regulations 1. Guards on all moving parts to prevent inadvertent contact with most moving parts that were accessible in the normal course of 2
operation 2. Permissible Exposure Limits (PEL) maximum concentrations of chemicals stipulated by regulation for chemicals and dusts 3. Personal Protective Equipment (PPE) broader use of respirators, gloves, coveralls, and other protective equipment when handling hazardous chemicals including goggles, face shields, ear protection in typical industrial environments 4. Lockout/tagout requirements for locking out energy sources (securing them in an off condition) when performing repairs or maintenance 5. Confined space requirements for air sampling and use of a "buddy system" when working inside tanks, manholes, pits, bins, and similar enclosed areas 6. Hazard Communication (HazCom) also known as the "Right to Know" standard; requires developing and communicating information on the hazards of chemical products used in the workplace 7. Process Safety Management (PSM) created to reduce largescale industrial accidents 8. Blood-borne Pathogens (BBP) standard designed to prevent healthcare (and other) workers from being exposed to bloodborne pathogens such as Hepatitis B and HIV 9. Excavations and trenches regulations that specify that trenches and excavations in which workers are working 5 feet or more down must be provided with safeguards, in addition to proper sloping and storage of excavated material in order to prevent collapses and/or cave-ins 10. Exposure to asbestos requirement that applies to most workplaces, most notably construction work. "Construction work" means work for construction, alteration, and/or repair, including painting and decorating 11. Mandatory training it is currently mandatory in the states of Connecticut, Massachusetts, Missouri, Nevada, New Hampshire, New York, and Rhode Island that all workers on a public jobsite have a minimum of 10 hours of OSHA authorized safety training III. Safety Preparedness A. Structural and nonstructural hazards potentially hazardous conditions in various types of structures and their contents during a disaster B. Hazard mitigation what to do to reduce the risk of damage from hazards that threaten your area C. Home and workplace preparedness how you can prepare in advance to reduce structural and nonstructural hazards and survive the initial period after a disaster IV. Classification of Emergency A. Active Shooter 1. If it is safe to do so, leave the building and get away from the area 3
2. If you cannot leave, lock or barricade all of the doors 3. Close the blinds and block the windows, and then move away from them 4. Stay low or behind available heavy objects 5. Turn off lights, radios, and computer monitors 6. Keep out of sight 7. Silence all cell phones 8. Call 911 to provide your location, report any injuries, or provide a description of the assailant(s) (e.g., name, number of suspects, gender, race, clothing, physical features, type of weapon) 9. Remain in the secured area until you are certain that the shooter has been contained by law enforcement 10. Do not attempt to rescue anyone if it will further endanger the persons within the secured area 11. When in doubt, remain within the secured area 12. If you encounter police officers, raise your hands and follow their commands immediately and completely. They may not know the identity of the shooter B. Fire 1. Manually activate the fire alarm 2. Immediately exit the building and close the door(s) behind you 3. Tell others in the area that there is a fire 4. Call 911 when you have reached safety 5. If you are trapped during a fire, take the following steps: a) Wet and place a cloth material around and under the door to prevent smoke from entering b) Close as many doors as possible between you and the fire c) Be prepared to signal someone outside, but do not break the glass until absolutely necessary as smoke may be drawn into the room 6. If caught in smoke, take the following steps: a) Drop to the floor and crawl toward an exit b) Stay as low as possible c) Take shallow breaths through your nose and use a shirt or towel as a filter C. Criminal activity 1. Call 911 immediately 2. Do not attempt to apprehend or interfere with a criminal 3. Note the criminals characteristics: height, weight, sex, race, age, clothing, weapon (if any), and the direction and method of travel 4. If the criminal flees the scene in an automobile, note the license plate, make, model, color, and any other characteristics of the vehicle D. Medical emergency 1. Call 911 immediately 2. Do not move the person unless he or she is in danger 3. Avoid leaving the person, except to summon help 4. Render first aid or cardiopulmonary resuscitation (CPR) if you are trained and qualified 4
E. Workplace violence 1. Call 911 immediately and provide a location and a description of the assailant or suspicious individual 2. Seek cover behind a locked door F. Chemical, radioactive, or biological spill 1. During business hours, call Environmental Health and Safety at 612-626-6002. After hours, or if someone is injured, call 911 2. Attend to injuries first 3. Warn others nearby of the spill 4. Avoid breathing vapors 5. Direct potentially contaminated people to stay in a controlled area until they have been cleared of contaminants 6. Isolate and contain the spill. Post or tape off the affected area and establish a controlled entry point 7. Do not allow others into the area, even to retrieve personal belongings 8. Do not spread contaminants. Take off your shoes before walking to other parts of the building 9. Cover wet spills with something absorbent. Cover dry spills with something slightly dampened 10. Discard towels in the garbage. Do not wash contaminants down the drain 11. Use an appropriate kit to neutralize and absorb inorganic acids and bases, or to absorb spills with vermiculite, dry sand, or diatomaceous earth. Collect and dispose of them as chemical waste 12. If the spill is flammable, turn off any ignition and heat sources. Do not light burners or turn on switches G. Bomb threat 1. If received by phone a) Use the Department of Homeland Security telephone checklist (http://dps.nku.edu/documents/Bomb_Threat_brochure.pdf) to record information regarding the bomb threat and have it available for the police when they arrive b) If your phone has a display, copy the number or letters from the display screen c) The most crucial information you can obtain from the caller is the detonation time, the location, and the appearance of the bomb d) Do not hang up; instead, have someone call 911 from another phone and give the phone number for the location that received the bomb threat 2. If a bomb threat is received as a note, take the following steps: a) Call 911 immediately b) Do not handle the note 3. If a suspicious object is found, take the following steps: a) Call 911 immediately b) Do not touch or move the object c) Evacuate the immediate area 5
d) Stop anyone from entering the area where the object is located 4. If a suspicious package arrives in the mail, take the following steps: a) Call 911 immediately b) Do not handle the package c) Evacuate the immediate area d) Stop anyone from entering the area where the object is located V. Awareness and Procedure A. Signs of a suspicious package 1. No return address 2. Excessive postage 3. Stains 4. Strange odor 5. Strange sounds 6. Unexpected delivery 7. Physical appearance B. Evacuation procedures 1. Walk, do not run 2. Do not use elevators 3. Move a safe distance from the building 4. If you know of any hazards or trapped persons, inform the first response team 5. Do not reenter the building until told otherwise C. The Emergency Operations Plan (EOP) 1. A document that assigns responsibility to organizations and individuals for carrying out specific actions at projected times and places, in an emergency that exceeds the capability or routine responsibility of any one agency 2. Sets forth lines of authority and organizational relationships, and shows how all actions will be coordinated 3. Describes how people and property will be protected in emergencies and disasters 4. Identifies personnel, equipment, facilities, supplies, and other resources availablewithin the jurisdiction or by agreement with other jurisdictionsfor use during response and recovery operations D. The Size-up 1. A continual nine-step process that enables first responders and security professionals to make decisions and respond appropriately in the areas with the greatest need 2. The nine steps include a) Gather facts what has happened? How many people are involved (if you know)? What is the current situation? b) Assess and communicate the damage take a lap around the building. Try to determine what has happened, what is happening now, and how bad things can really get 6
c) Consider probabilities what is likely to happen? What could happen through cascading events? d) Assess your own situation are you in immediate danger? Have you been trained to handle the situation? Do you have the equipment that you need? e) Establish priorities are lives at risk? Can you help? Remember, the safety of lives is the first priority f) Make decisions base your decisions on the answers to Steps 1 through 3 and in accordance with the priorities that you have established g) Develop plans of action develop a plan that will help you accomplish your priorities. Simple plans may be verbal, but more complex plans should always be written down h) Take action execute your plan, documenting deviations and status changes so that you can report the situation accurately to the first responders. i) Evaluate progress at intervals, evaluate your progress in accomplishing the objectives in the plan of action to determine what is working and what changes you may have to make to stabilize the situation Activities 1. Security scenarios Divide the students into groups and provide each group with a safety scenario (see the Safety Scenario handout). Have the students discuss how they would resolve the situation. A captain may be designated for each group to present the collaborative resolution. Use the Presentation Rubric for assessment. 2. Have students work in pairs on a computer with internet access. Have the students research an incident that has occurred based on any of the above mentioned forms of safety or emergency types. Students will need to create a computer-based presentation about the incident and teach the class about lessons that were learned during the incident. Use the Presentation Rubric for assessment. Assessments Maintaining a Safe Work Environment Exam and Key Discussion Rubric Individual Work Rubric Presentation Rubric Research Rubric Materials Maintaining a Safe Work Environment computer-based presentation Classifying Map handout OSHA Safety Regulation handout Safety/Hazard Signs Research Graphic Organizer handout Security Scenario handout Whiteboard/chalkboard 7
Computers with Internet access and computer-based presentation software Resources Texas Commission on Private Security http://www.txdps.state.tx.us/psb Department of Homeland Security http://www.dhs.gov/files/programs/gc_1269012811362.shtm http://dps.nku.edu/documents/Bomb_Threat_brochure.pdf John Hopkins Health, Safety and the Environment http://www.hopkinsmedicine.org/hse/occupational_safety/index.html Occupational Safety and Health Administration http://www.osha.gov/ University of Minnesota Safety & Security http://www1.umn.edu/prepared/safety.html 0205592406, Introduction to Private Security: Theory Meets Practice, Cliff Roberson and Michael L. Birzer, 2009 9780750691918, Introduction to Security (6th Edition), Robert J. Fischer & Gion Green Investigator/Officers Personal Experience Do an Internet search for the following: compliance signs safety Accommodations for Learning Differences For reinforcement, the students will create a diagram (see the Classifying Map handout) illustrating the various Classifications of Emergency. Use the Individual Work Rubric for assessment. For enrichment, the students will research and identify one safety hazard sign. Use the Safety/Hazard Signs Research Graphic Organizer handout. Use the Research Rubric for assessment. State Education Standards Texas Essential Knowledge and Skills for Career and Technical Education 130.298. Security Services (One to Two Credits). (2) The student identifies health, safety, and environmental responsibilities of security personnel in establishing and maintaining a safe work environment. The student is expected to: (A) identify workplace hazards to health, safety, and the environment; (B) inspect a workplace to identify potential health, safety, and environmental problems; (C) investigate and document findings in simulated workplace incidents and accidents; and (D) summarize issues and problems associated with hazardous materials. College and Career Readiness Standards Cross-Disciplinary Standards II. Foundational Skills 1. Understand which topics or questions are to be investigated. 2. Explore a research topic. 8
3. Refine research topic based on preliminary research and devise a timeline for completing work. 4. Evaluate the validity and reliability of sources. 5. Synthesize and organize information effectively. 6. Design and present an effective product. 7. Integrate source material. 8. Present final product.
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OSHA Safety Regulation Highlights

Guards on all moving parts to prevent inadvertent contact with most moving parts that were accessible in the normal course of operation Permissible Exposure Limits (PEL) maximum concentrations of chemicals stipulated by regulation for chemicals and dusts Personal Protective Equipment (PPE) broader use of respirators, gloves, coveralls, and other protective equipment when handling hazardous chemicals including goggles, face shields, ear protection in typical industrial environments Lockout/tagout requirements for locking out energy sources (securing them in an off condition) when performing repairs or maintenance Confined space requirements for air sampling and use of a "buddy system" when working inside tanks, manholes, pits, bins, and similar enclosed areas Hazard Communication (HazCom) also known as the "Right to Know" standard, requires developing and communicating information on the hazards of chemical products used in the workplace Process Safety Management (PSM) created to reduce large scale industrial accidents Blood-borne Pathogens (BBP) standard designed to prevent healthcare (and other) workers from being exposed to blood-borne pathogens such as Hepatitis B and HIV Excavations and trenches regulations that specify that trenches and excavations in which workers are working 5 feet or more down must be provided with safeguards in addition to proper sloping and storage of excavated material in order to prevent collapses and/or cave-ins Exposure to asbestos a requirement that applies to most workplaces: most notably is construction work. "Construction work" means work for construction, alteration, and/or repair, including painting and decorating Mandatory Training it is currently mandatory in the states of Connecticut, Massachusetts, Missouri, Nevada, New Hampshire, New York, and Rhode Island that all workers on a public jobsite must have a minimum of 10 hours of OSHA authorized safety training
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Safety Scenarios
Scenario 1 You are conducting security at a construction site where a net was hung to catch falling parts from a building under construction. The net has developed holes, and yesterday a hammer fell through and nearly hit you. Last week a large piece of metal fell through and injured another worker. You tell the foreman that you were almost hit and ask him to replace the net. He tells you to avoid working in the areas where the net may be weak; but your job takes you all over the area around the site. You are afraid next time something falls you could be seriously injured. Questions to consider 1. What are the hazards in this situation? 2. Who is notified and how? 3. Are there particular buildings/areas of immediate concern? 4. What actions are taken at this point? 5. What OSHA rights might be useful to you and your coworkers in this situation?
Scenario 2 You are conducting security in a hospital. An orderly on the 6th floor of the hospital slipped while carrying a load of towels and dislocated his shoulder. The towels blocked his vision and he didnt see the Caution: Wet Floors sign. Last month an orderly slipped while pushing a patient. You have been told the hospital floors need to be washed several times a day because of constant foot traffic from the outside. You know that the new, high-gloss flooring is very slippery when wet and you are concerned about this. Questions to consider 1. What are the hazards in this situation? 2. Are there particular buildings/areas of immediate concern? 3. What actions are taken at this point? 4. What are current priorities and concerns? 5. What OSHA rights might be useful to you and your co-workers in this situation?
Scenario 3 You are working as a dispatcher in a large security company and spend most of your day sitting in front of a computer at a desk next to a window. You are short and the desktop is too high for you. The company has laid off some workers and your workload has grown. Recently the company installed video cameras to monitor the clerical workers. Over the past two months you have developed a nervous stomach and headaches. You would complain to your supervisor, but you cant afford to lose your job. Questions to consider 1. What are the hazards in this situation? 2. Who is notified and how? 3. What are current priorities and concerns? 4. What protective measures are taken? 5. What OSHA rights might be useful to you and your co-workers in this situation? 11
Scenario 4 You are a security officer at a college campus when an F4 tornado touches down near one of the main halls. There is major structural damage to this building and the roof is gone. The dormitory and the Science Building are also severely damaged. A large metal tank near the athletic field ruptured on impact and is leaking. You have limited communications capability. Phone lines are out, and cell phones are working sporadically. However, you learn that there have been other touchdowns in the area and police and emergency response time is limited. Questions to consider 1. What are the hazards in this situation? 2. Are there particular buildings/areas of immediate concern? 3. What actions are taken at this point? 4. What are current priorities and concerns? 5. What facilities measures are taken (e.g., gas shutoff)?
Scenario 5 A custodian finds a note taped to the wall of the mens restroom on the second floor of a commercial building. The custodian immediately removes the note and takes it to the security office in which you are stationed. At the security office, the custodian shows the note to the security personnel. Questions to consider 1. What actions are taken at this point? 2. Who is in charge of response operations at this point? 3. What are current priorities and concerns? 4. What additional notification processes are undertaken? 5. What are your immediate challenges, and how will they be addressed?
Scenario 6 You are a security officer at a shopping mall in a major metropolitan city when a panel van drives up to the front of the shopping center. Two men with rifles step out of the van, enter the shopping center, and begin shooting at customers. A second vehicle arrives at the opposite side of the shopping center and two additional men begin shooting as they enter the rear of the campus. Questions to consider 1. Who is notified and how? 2. Who is in charge of response operations at this point? 3. What are current priorities and concerns? 4. What do you need to know? 5. What do you need to do?
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Name:_________________________
Date:__________________________
Maintaining a Safe Work Environment Exam

Answer the following multiple choice questions. 1. _____ An emotional reaction to something, often one of uneasiness. a. Primary Rule b. Gut Feeling c. Professionalism d. Fight or Flight 2. _____ Reports must not be a. Correct b. Concise c. Objective d. Subjective 3. _____ The Occupational Safety and Health Administration (OSHA) is part of The United States Department of ______ a. Homeland Security b. Energy c. Labor d. Criminal Justice 4. _____ The Intimidation Theory states that___________________. a. Information is key to communication b. When in doubt, remain within a secured area c. Creating fear in one person can lead to control over that person d. The most crucial information you can obtain from the caller is detonation time 5. _____ Creating a better workplace for all workers and ensuring the safety of everyone by making and enforcing certain standards that are needed to protect the people is a. OSHAs mission b. The Emergency Operations Plan c. The Size-up Plan d. Safety Regulations
True & False Questions 6. _____ The primary Rule is Arrive and Return Safely a. True b. False 7. _____ Mandatory training is currently mandatory in all states. a. True b. False 13
8. _____ The mission of OSHA is to prevent work-related injuries, illnesses, and occupational fatality by issuing and enforcing standards for workplace safety and health. a. True b. False 9. _____ Reports should contain certain basic qualities to enable the reader to have an immediate understanding on which to base criminal, corrective, administrative, or disciplinary action, and only contain facts. a. True b. False 10. ____ Hazard Mitigation is how one can prepare in advance to reduce structural and nonstructural hazards and survive the initial period after a disaster. a. True b. False 11. Safety Regulations include 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________ 12. List four examples of Classifications of Emergency 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 13. List the three examples of Evacuation Procedures 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 14. List the four elements of the Emergency Operation Plan (EOP) 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 15. List the four elements of the Size-up: 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________
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Maintaining a Safe Work Environment Exam Key

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. b d c c a a b a a b Safety Regulations include Guards on all moving parts, Permissible Exposure Limits (PEL), Personal Protective Equipment (PPE), Lockout/tagout, Confined space, Hazard Communication (HazCom), Process Safety Management (PSM), Blood-borne Pathogens (BBP), Excavations and Trenches, Exposure to asbestos Classification of Emergency include active shooter; fire; criminal activity; medical emergency; workplace violence; chemical, radioactive, or biological spill; bomb threat Evacuation procedures include Walk, don't run; Do not use elevators; Move a safe distance from the building; If you know of hazards or trapped persons, inform the first response team; Do not re-enter the building until told otherwise The Emergency Operations Plan (EOP) includes a document that assigns responsibility to organizations and individuals for carrying out specific actions at projected times and places in an emergency; lines of authority and organizational relationships; how people and property will be protected in emergencies and disasters; personnel, equipment, facilities, supplies, and other resources available The Size-up includes gather facts, assess and communicate the damage, consider probabilities, assess your own situation, establish priorities, make decisions, develop plans of action, take action, evaluate progress
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Name:____________________
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Date:__________________________
Classifying Map
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives Participates in group discussion Encourages others to join the conversation Keeps the discussion progressing to achieve goals Shares thoughts actively while offering helpful recommendations to others Gives credit to others for their ideas Respects the opinions of others Involves others by asking questions or requesting input Expresses thoughts and ideas clearly and effectively Total Points (32 pts.) Comments: 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts.
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Name______________________________________
Date_______________________________________
Individual Work Rubric

Objectives
Follows directions Student completed the work as directed, following the directions given, in order and to the level of quality indicated Time management Student used time wisely and remained on task 100% of the time Organization Student kept notes and materials in a neat, legible, and organized manner. Information was readily retrieved Evidence of learning Student documented information in his or her own words and can accurately answer questions related to the information retrieved *Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Total Points (20 pts.)
4 pts. Excellent
3 pts. Good
2 pts. Needs Some Improvement
1 pt. Needs Much Improvement
N/A
Pts.
Comments:
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Name:____________________________________
Date:_____________________________
Presentation Rubric
Objectives Topic/Content Topic discussed completely and in-depth Includes properly cited sources (if used) Creativity/Neatness Integrates a variety of multimedia effects to create a professional presentation (transition and graphics) or appropriate visual aid used Title slide, table of contents, bibliography are included, using acceptable format Mechanics Grammar, spelling, punctuation, and capitalization are correct Image and font size are legible to the entire audience Oral Presentation Communicates with enthusiasm and eye contact Voice delivery and projection are dynamic and audible Audience Interaction Presentation holds audiences attention and relates a clear message Clearly and effectively communicates the content throughout the presentation Total Points (20 pts.) 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts.
Comments:
20
Name______________________________________
Date_______________________________________
Research Rubric
Objectives
Question/goal Student identified and communicated a question or goal of the research Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Conclusion/Summary Student drew insightful conclusions and observations from the information gathered. Information is organized in a logical manner Communication Student communicated the information gathered and summary or conclusions persuasively. Student demonstrated skill in the use of media used to communicate the results of research Reflection Student reflected on the importance of the research and its potential application
4 pts. Excellent
3 pts. Good
2 pts. Needs Some Improvement
1 pt. Needs Much Improvement
N/A
Pts.
Total Points (20 pts.)
Comments:
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Maintaining a Safe Work Environment

OSHA Safety Regulation Highlights

Maintaining a Safe Work Environment Exam

Maintaining a Safe Work Environment Exam Key

Individual Work Rubric

2 pts. Needs Some Improvement

1 pt. Needs Much Improvement

2 pts. Needs Some Improvement

1 pt. Needs Much Improvement

Total Points (20 pts.)

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