Description
This week we will look at controls from the bottom half of the Hierarchy of Controls. These controls are not as effective as elimination, substitution and engineering controls, but may be required when the more effective controls can’t reduce risk to an acceptable level or prove to be unfeasible to implement. Unfortunately, some employers will automatically use personal protection equipment (respirators, ear plugs) as the only controls without considering any other control method. This week readings from Chapters 1 and 9 and a web page to review. attached below is the web page and the study guide. see if you can determine why simply putting workers in a respirator or ear plugs is not the most effective control method.The assignment this week is a part of the IH profession that is sometimes overlooked, the paperwork. I realize paperwork is usually the part of a job that people like the least, but it is very important to educate the individuals at a facility who make the decisions. You are asked to take all the data and information we have accumulated during this class and create a report for the plant manager. The syllabus contains a summary of the sections you should include so the process should be fairly simple. The one new section is the last section where you will be asked to recommend when IH sampling should be performed in the future. see attached documents.
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Scholarly Activity Grading Rubric
Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Introduction
(20 points)
0 – 11
12 – 13
14 – 15
16 – 17
18 – 20
Presents
little to no
coherent
information
on the topic
to engage
the reader in
the paper.
Components
of the thesis
and/or
summary of
main points
may be
missing. The
point of
view may be
unclear or
too general.
Provides no
road map for
the paper or
provides one
that does
not
accurately
reflect the
paper’s
content.
Fails to
provide
enough
background
to truly
engage the
reader in the
topic.
Presents the
essay’s thesis
and a
summary of
main points
so that the
writer’s point
of view or
interpretation
is fairly clear,
but several
components
may be
missing.
Provides a
road map for
the paper that
may require a
lot of work.
Somewhat
engages the
reader with
background
information
on the paper
topic.
Presents the
essay’s thesis
and a
summary of
main points
so that the
writer’s point
of view or
interpretation
is somewhat
clear, but a
few
components
may be
missing.
Provides a
road map for
the paper that
may need
some work.
Mostly
engages the
reader with
some form of
creative
“hook” and
basic
background
information
on the paper
topic. Presents
the essay’s
thesis and a
summary of
the main
points, mostly
clarifying the
writer’s point
of view or
interpretation,
but a
component
may be
lacking or
need work.
Provides a
fairly clear
road map for
the paper
either in the
thesis
statement or
body of the
introduction.
Engages the
reader in the
topic with
some form of
creative
“hook” (such
as a story,
quote,
example, etc.)
and provides a
clear
background
for the topic
so that
readers can
gain an
understanding
of the purpose
of the paper.
Clearly
presents the
essay’s thesis
and a
summary of
the main
points that
clarify the
writer’s point
of view.
Provides a
clear road
map for the
paper either
in the thesis
statement or
body of
introduction.
Quality of
Discussion
(35 points)
0 – 20
21 – 24
25 – 27
28 – 31
32 – 35
Unclear,
often
because
thesis is
Generally
unclear, often
wanders or
jumps
Fairly clear
and
appropriate,
although may
Mostly clear
and
appropriate,
although may
Clear and
appropriate.
Provides
strong
weak or
nonexistent.
Few to no
topic
sentences.
Little or no
evidence of
critical
thinking.
Transitions
are weak
and often
confusing.
around. Little
critical
thinking is
evident. Some
transitions
may be
missing or
weak. Several
paragraphs
may lack
strong topic
sentences.
wander
occasionally.
Shows an
effort to think
critically.
Some
transitions
may be weak.
A few
paragraphs
may lack
strong topic
sentences.
wander
occasionally.
Provides
evidence of
critical
thinking.
Transitions
are adequate.
One or two
paragraphs
may lack
strong topic
sentences.
evidence of
critical
thinking.
Makes use of
excellent
transitions.
Paragraphs
contain strong
topic
sentences.
Organization
(15 points)
0-8
9 – 10
11 – 11
12 – 13
14 – 15
The
organization
is hard to
follow; ideas
are not
linked
together
and/or may
be
fragmented.
Lacking any
logical
grouping of
ideas or
transitions
from one
idea to the
next.
The
organization
is mostly
unclear and
could be
arranged in a
more logical
way. Some
ideas are
linked
together, but
some ideas
are
fragmented.
There is little
to no
grouping of
ideas or use
of transitions.
The
organization
is fairly clear,
but it could
be arranged
more logically
to better
support the
proposed
solution.
Ideas are
somewhat
grouped
together with
a few
transitions
between
groups.
The
organization
results in
clarity and
presents
mostly
logically
arranged
points to
support the
proposed
solution. Ideas
are grouped
fairly well,
and there are
transitions
throughout
the document.
The
organization
results in
clarity and
presents
logically
arranged
points to
support the
proposed
solution.
Related ideas
are well
grouped, and
transitions
between ideas
flow smoothly.
Writing
Mechanics
(10 points)
0-5
6-6
7-7
8-8
9 – 10
Writing
lacks clarity
and
conciseness.
Serious
problems
with
sentence
structure
and
grammar.
Numerous
major or
Writing lacks
clarity or
conciseness.
Minor
problems
with sentence
structure and
some
grammatical
errors.
Several minor
errors in
punctuation
Writing is
somewhat
clear and
concise.
Sentence
structure and
grammar are
strong and
mostly
correct. Few
minor errors
in
punctuation
Writing is
mostly clear
and concise.
Sentence
structure and
grammar are
strong and
mostly
correct. Few
minor errors
in punctuation
and/or
spelling.
Writing is
clear and
concise.
Sentence
structure and
grammar are
excellent.
Correct use of
punctuation.
No spelling
errors.
minor errors
in
punctuation
and/or
spelling.
and/or
spelling.
and/or
spelling.
Citations
and
References
(10 points)
0-5
6-6
7-7
8-8
9 – 10
The majority
of sources
used are not
academically
reliable.
Most of the
articles used
are not
relevant to
the topic.
Some peerreviewed
papers are
used along
with nonacademically
reliable
sources. Some
of the articles
used are not
relevant to
the topic.
Most sources
used are
peerreviewed
papers,
though two or
more sources
are not
academically
reliable. The
majority of
the articles
used are not
relevant to
the topic.
The number of
sources meets
any expressed
assignment
requirements,
and all but
one source is a
peer-reviewed
paper. Most or
all articles are
relevant to the
topic.
The number
of sources
meets or
exceeds any
expressed
assignment
requirements.
Every source
used is peerreviewed or
academic in
nature. All
articles are
relevant to the
topic.
Style and
Formatting
(10 points)
0-5
6-6
7-7
8-8
9 – 10
APA
guidelines
are barely
followed if at
all. If in-text
citations and
references
are included,
they contain
major
errors.
Several intext citations
do not have
references
and vice
versa.
APA
guidelines are
loosely
followed;
several major
errors in intext citations
or references
may be
present. Some
in-text
citations do
not have
references
and vice
versa.
APA
guidelines are
somewhat
followed;
several errors
in in-text
citations or
references
may be
present. Most
in-text
citations are
referenced
and vice
versa.
APA
guidelines are
mostly
followed
correctly.
Reference
entries and intext citations
follow APA
formatting
guidelines
fairly well and
are usually
correct. All intext citations
are referenced
and vice versa.
APA
guidelines are
correctly
followed.
Reference
entries and intext citations
follow APA
formatting
guidelines and
are free of
errors. All intext citations
are referenced
and vice versa.
Close
MOS 6301 Introduction
Some of the more effective control methods from the Hierarchy of Controls. We will look at
controls from the bottom half of the Hierarchy of Controls. These controls are not as effective as
elimination, substitution and engineering controls, but may be required when the more effective
controls can’t reduce risk to an acceptable level or prove to be unfeasible to implement.
Unfortunately, some employers will automatically use personal protection equipment
(respirators, ear plugs) as the only controls without considering any other control method.
This week you have readings from Chapters 1 and 9 and a web page to review. You can access
the web page in the study guide. After reading everything see if you can determine why simply
putting workers in a respirator or ear plugs is not the most effective control method.
The assignment is a part of the IH profession that is sometimes overlooked, the paperwork. I
realize paperwork is usually the part of a job that people like the least, but it is very important to
educate the individuals at a facility who make the decisions.
You are asked to take all the data and information we have accumulated during this class and
create a report for the plant manager. The syllabus contains a summary of the sections you
should include so the process should be fairly simple. The one new section is the last section
where you will be asked to recommend when IH sampling should be performed in the future.
Note the minimum page and reference requirements. This assignment is due by next Tuesday at
midnight. You have to post an original comment to the discussion board by Saturday at midnight
and at least one comment to a classmate by next Tuesday at midnight.
Dr. Boothe
Instructions
For this assignment, you will take the data you calculated in Units II through VI and prepare a
final report. Your report will be addressed to Mr. John Smith, the plant manager for Acme
Automotive Parts (AAP). Your report must include the following sections:
▪
▪
▪
▪
Introduction – This section should summarize the operations at the plant and why the industrial
hygiene sampling is being performed.
Hazard Assessment – This section should identify the health hazards that you identified for
each area at the facility.
Sampling Plan – This section will summarize the sampling that you performed. Include the
types of samples you collected and the NIOSH or OSHA sampling/analytical methods you used.
Sample Results – This section will include the results from the sampling that you calculated.
You can present the results in a tabular form or an equivalent method as long as the results are
clearly displayed. Your results should include samples’ locations, names of employees who were
sampled (make the names up), sample times (start, finish, and total times), volumes, and results
in the proper units.
▪
▪
▪
Evaluation of Sample Results – In this section, you should compare the sample results to
existing occupational exposure limits (OELs). You can use OSHA permissible exposure limits
(PELs) or other guidelines—just make sure to explain why you chose the OELs you used. You
should also state whether the resulting risks are acceptable or unacceptable and the requirements
for control methods.
Recommendations – Here you will summarize the control methods you recommend that the
plant implement. Include all engineering controls, administrative controls, and personal
protective equipment (PPE) you believe are necessary. Do not forget to include
recommendations for PPE during the time it will take to implement the other controls. For
respiratory protection, you must specify the level of protection (type respirator) and the types of
any cartridges that would be required. Do not forget to list any written programs that you believe
the plant will need.
Future Needs – Complete your report by including any recommendations for additional IH
sampling you believe are necessary to evaluate the effectiveness of the controls that you
recommended.
Final report must be a minimum of three pages in length, not including title and reference pages.
Paper must use at least two references. The textbook may be used as one reference. All citations
and in-text citations must be formatted according to APA standards.
UNIT VII S T U D Y G U ID E
W o rk p la c e C o n tro ls fo r H e a lth
Hazards: A d m in is tra tiv e C o n tro ls
a n d P e rs o n a l Protective E q u ip m e n t
C o u rs e L e a rn in g O u t c o m e s fo r U n it V II
Upon completion of this unit, students should be able to:
7. R e c o m m e n d controls fo r in d u s tria l h e a lth hazards.
7.1 Id e n tify appropriate administrative controls and personal protective e q u ip m e n t (PPE) fo r
reducing occupational e x p o s u re s .
7.2 D e te rm in e the appropriate level of re s p ira to ry protection required for a s p e c ific exposure level.
7.3 Explain how to gauge th e e ffe c tiv e n e s s of administrative controls and personal protective
e q u ip m e n t (PPE).
Course/Unit
L e a r n i n g A c tiv ity
L e a rn in g O u tc o m es
Unit Lesson
Chapter 1, pp. 15–17
7.1
Chapter 9, pp. 191–2 1 1
Unit VII S c h o la rly A c tiv ity
Unit Lesson
Chapter 9, pp. 191–2 1 1
Web Page: “Recommended Practices for Safety and Health Programs: Hazard
7.2
Prevention and Control”
Unit VII S c h o la rly A c tiv ity
Unit Lesson
Chapter 9, pp. 191–2 1 1
Web Page: “Recommended Practices for Safety and Health Programs: Hazard
7.3
Prevention and Control”
Unit VII S c h o la rly A c tiv ity
R e a d in g A s s ig n m e n t
C h a p t e r 1 : In tro d u c tio n to In d u s tria l Hygiene, pp. 15–1 7
C h a p t e r 9 : R e s p ira to ry P ro te c tio n , pp. 191–2 1 1
In order to access the following resource, click the link b e lo w .
Occupational S a fe ty a n d Health Administration. (2 0 1 6 ). R e c o m m e n d e d practices for s a fe ty and health
programs: Hazard p re v e n tio n and control. Retrieved from
h ttp s ://w w w .o s h a .g o v /s h p g u id e lin e s /h a z a rd -p re v e n tio n .h tm l
U n it L e s s o n
Administrative C o n tr o ls
S o m e tim e s elimination a n d substitution controls are n o t possible and engineering controls d o not re d u c e the
risk associated w ith a hazard to an acceptable level. It also m a y not be fe a s ib le to im p le m e n t engineering
controls for a specific hazard. W h e n the risk cannot be reduced to an acceptable level using elimination
and/or substitution or engineering controls, you would lo o k at the next level of controls on the h ie ra rc h y of
controls: administrative and work practice controls. The Occupational S a fe ty and Health Administration
(OSHA) describes administrative and work practice controls as ro ta tin g job a s s ig n m e n ts or adjusting work
schedules (O S H A , n .d .).
MOS 6 3 0 1 , Advanced In d u s tria l H y g ie n e
1
An example of rotating jo b a s s ig n m e n ts would be moving employees in and
outUNITofaxjobSTUDYeveryGUIDEhourtopreventheat illn e s s . By having employees only
work in a hot environment for
T itle
a short period of tim e and then having them ta k e a b re a k , you can reduce the risk of developing a heat
illn e s s . Another example would be to schedule work that m u s t be p e rfo rm e d outside during the hottest time
of the year during a n ig h ttim e shift when the air temperature would be cooler. A type of work practice control
would b e implementing required cleaning procedures. This is a required control in OSHA’s lead standard
when exposures exceed a specified level. For example, O S H A requires employees to wash their hands p rio r
to eating lu n c h and shower at the end of the work s h ift if their exposure exceeds the permissible exposure
limit (PEL; OSHA, 1970b).
P e r s o n a l Protective E q u i p m e n t ( P P E )
W h ile administrative a n d work practice controls are e ffe c tiv e at reducing the ris k associated with some
exposures, th e y do not w o rk fo r all h a z a rd s and m a y not reduce the residual risk to an acceptable level for
other h a z a rd s (F u lle r, 2015). In those cases, th e last level of controls is the use of personal protective
e q u ip m e n t (OSHA, n.d.). Despite being the least e ffe c tiv e control method, personal protective e q u ip m e n t
(PPE) is probably the c o n tro l with which employers and employees are the most familiar (F u lle r, 2015). F o r
airborne chemical hazards, the m o s t c o m m o n ly used PPE is a respirator. Y o u r reading in Chapter 9 this week
is devoted to ta lly to re s p ira to ry protection.
A ir-P u rify in g R e s p i r a t o r (A P R )
T h e m a in reason that PPE is the least e ffe c tiv e control m e th o d for airborne exposures is that the
concentrations of the chemicals in the air are not reduced. T h e re are two basic methods used fo r re s p ira to ry
protection. One ty p e of respirator is called an a ir-p u rify in g respirator (APR). T h e personal exposures are
reduced using APRs by re m o v in g s o m e of the chemical from the air before it reaches the b re a th in g zone of
the individual (O S H A , n.d.). T h e concentration of the c h e m ic a l can be reduced b y filtration, adsorption, or
absorption (OSHA, 1970a).
A t m o s p h e r e S u p p l y i n g R e s p i r a t o r (ASR)
T h e other type of respirator is an atmosphere supplying respirator (ASR). T h e respirators s u p p ly air from an
outside source instead of removing s o m e of the chemical from the a ir. S o m e A S R s supply a ir from a
c o m p re s s o r or from larger air ta n k s . T h e s e ASRs are called supplied-air re s p ira to rs (SARs). Another type of
ASR is a self-contained breathing apparatus (S C B A ) where th e user c a rrie s the air supply on h is or her back
(OSHA, 1970a).
Respiratory Protection S ta n d a rd
Because the c o n c e n tra tio n s of chemicals in the air are not reduced using re s p ira to ry protection, a n y error or
malfunction in the re s p ira to r can result in an o v e re x p o s u re to the chemical and p o te n tia l h a rm to wearers.
Errors and malfunctions c a n occur due to h u m a n errors or manufacturing e rro rs . OSHA has designed
methods to reduce the ris k of these errors e n te rin g into the process. T h e methods are published in their
re s p ira to ry protection standard: 29 CFR 1910.134.
In s o m e cases, the risk of physical h a rm can increase s im p ly because an employee dons a respirator. There
are s o m e medical conditions that c a n cause problems while wearing a respirator (OSHA, 1970a). S o m e of the
conditions that could p o te n tia lly cause p ro b le m s with the use of a respirator include chronic obstructive
p u lm o n a ry disease (C O P D ), e m p h y s e m a , and lung c a n c e r. To prevent workers from being h a rm e d simply b y
wearing a respirator, OSHA requires anyone who will be required to wear a re s p ira to r to be m e d ic a lly
evaluated to m a k e sure they are h e a lth y enough to actually wear s p e c ific types of respirators (O S H A , 1970a).
T h e regulation allows a g re a t deal of leeway on the exact testing that is required for the medical evaluation.
Instead of specifying the required te s tin g , OSHA requires workers to complete a medical questionnaire, which
is then reviewed by a licensed healthcare professional (LHCP). OSHA then allows the LHCP to determine
which, if a n y , a d d itio n a l tests would be required (O S H A , 1970a). In s o m e cases, the LHCP m a y decide that
an employee could wear o n e type of respirator but not another type because of d iffe re n c e s in the strains that
the types of respirators might place on the in d iv id u a l.
MOS 6 3 0 1 , Advanced In d u s tria l H y g ie n e
2
After a worker has been cleared p h y s ic a lly to wear a respirator, the s p e c ific
respiratorUNITxSTUDYthatwillGUIDEbeusedmustbe chosen. Choosing th e wrong respirator
T itle can reduce the
e ffe c tiv e n e s s of the respirator at reducing the concentration of the chemical in the a ir, resulting in higher
exposures. This p ro b le m occurs because of the vast d iffe re n c e s in individual face shapes and sizes and the
d iffe re n t shapes of respirator facepieces th a t a re manufactured. If a person with a fa irly round face c h o s e to
wear a respirator that had a fa irly oblong facepiece, there m a y be gaps in th e fit between the e la s to m e ric
material in the facepiece and the s k in , resulting in m a jo r air leakage into the facepiece.
Respirator F it T es tin g
T o reduce the ris k of leakage into the facepiece during use, O S H A requires anyone who is required to wear a
tight-fitting facepiece to be fit-te s te d (O S H A 1970a). A fit test is used to determine if a worker can get an
e ffe c tiv e fit using a p a rtic u la r respirator facepiece. B a s ic a lly , the fit test shows which respirator make, model,
and size works best for the individual. OSHA allows the fit test to be p e rfo rm e d using either q u a lita tiv e fit
testing (Q L F T ), or quantitative fit te s tin g (Q N F T ). H o w e v e r, they must only be O S H A -a c c e p te d fit-te s tin g
m e th o d s . C u rre n tly , there a re four O S H A -a c c e p te d Q L F T s and three O S H A -a c c e p te d Q N F T s . T H E QLFT
methods use one of four challenge agents (is o a m y l a c e ta te , Bitrex, saccharin, or irritant smoke), which is
introduced around the facepiece a fte r donning. A s e rie s of exercises are p e rfo rm e d by the w e a re r, and th e y
either do or do not taste, s m e ll, or c h o k e on (irritant smoke) the agent. Thus, the QLFT is a pass or fail te s t.
T h e three QNFT protocols are the aerosol-generated method, the condensation nuclei counter (CNC)
m e th o d , and the c o n tro lle d negative pressure (CNP) REDON method. Q N F T s result in a quantitative re s u lt fo r
the fit test, meaning that you receive a n u m b e r representing th e fit. OSHA requires you to achieve a minimum
result on the QNFT to pass (O S H A , 1970a). T h e required re s u lt is based on the ty p e of facepiece you are
wearing. Appendix A of the re s p ira to ry protection regulation c o n ta in s written p ro to c o ls that are required to be
followed for each of the methods.
F a c to rs A f f e c t in g R e s p i r a t o r U s e
Once the c o rre c t respirator has been determined, th e re s p ira to ry m a y still not provide adequate protection
because the worker does not use the re s p ira to r p ro p e rly . F o r example, the worker m a y not don the respirator
p ro p e rly . T o re d u c e the risk associated with this p ro b le m , OSHA requires workers to perform a seal check
(fo rm e rly called a fit c h e c k ) e v e ry time they don their re s p ira to r. T h e seal check h a s the wearer check the seal
during negative pressure a n d positive pressure to m a k e sure there are not le a k s in the seal (O S H A , 1970a).
Other user fa c to rs m a y also a ffe c t the e ffe c tiv e n e s s of the respirator during u s e . If the wearer has allowed
facial hair to grow since the fit test was p e rfo rm e d , the fit of the respirator to the fa c e will p ro b a b ly change. If
the employee re m o v e s a n y of the p a rts to the re s p ira to r (e.g., to s m o k e while wearing the respirator), the fit
will be c o m p ro m is e d . T h e s e types of problems require the employer to im p le m e n t administrative c o n tro ls fo r
respirator use. These controls could include a p o lic y requiring all employees who wear respirators to be
clean-shaven e a c h day and fo r no changes to be made to a re s p ira to r a fte r it has b e e n issued.
R e q u ir e d Use V e r s u s Voluntary U s e
One aspect of respirator use that is often confusing to both employers and employees is required use of a
respirator and v o lu n ta ry use of a respirator. It c a n b e important to understand the d iffe re n c e s because there
are large d iffe re n c e s in what O S H A requires for each type of use. R e q u ire d use o f a respirator requires the
employer to im p le m e n t a full re s p ira to ry protection program including a written program, designation of a
program administrator ( P A ) , medical clearance, fit te s tin g , training, and procedures fo r cleaning and s to ra g e of
respirators. V o lu n ta ry u s e of a respirator does n o t require all of those fa c to rs . In fa c t, voluntary use of a
filtering facepiece (dust mask) does not require any of the fa c to rs , o n ly that the wearer read Appendix D of the
standard. Because elastomeric facepieces can cause health p ro b le m s fo r s o m e individuals, voluntary use of
an elastomeric tig h t-fittin g respirator s till requires a medical clearance and instruction of cleaning and s to ra g e .
H o w e v e r, voluntary use of either type of respirator does not require fit testing and wearers can have fa c ia l hair
(OSHA, 1970a).
MOS 6 3 0 1 , Advanced In d u s tria l H y g ie n e
3
W h a t is the d iffe re n c e between re q u ire d use of a re s p ira to r and v o lu n ta ry use
UNITofarespirator?xSTUDYGUIDEAstheterm implies, required use is when th e workerT itle
is required to wear a
re s p ira to r. T h e requirement can c o m e because of an OSHA requirement. F o r example, if a measured
exposure exceeds a published OSHA PEL, re s p ira to ry protection is required until th e exposure can be
re d u c e d to less than the PEL using one of the c o n tro l methods in the h ie ra rc h y of controls. Other O S H A re q u ire d use would be fo r atmospheres that exceed a published im m e d ia te ly dangerous to life and health
(IDLH) value, an oxygen-deficient a tm o s p h e re , and the presence of a c h e m ic a l fo r which the employer
cannot reasonably e s tim a te the airborne concentration (OSHA, 1970a). Another reason fo r required use of a
respirator that is s o m e tim e s overlooked is when the employer includes a re q u ire m e n t for the use of
re s p ira to ry protection in written work practices—even if respirator use is not required b y an O S H A regulation
(O S H A , 1970a).
V o lu n ta ry use of a re s p ira to r is when the employer allows employers to wear a respirator even when it is not
required b y an OSHA re g u la tio n . In these cases, there are no airborne exposures or concentrations that
OSHA considers unacceptable, so s o m e of the requirements from the respiratory protection regulation are
relaxed (O S H A , 1970a).
PPE for D e r m a l P ro t e c t io n
Respiratory protection m a y be the most c o m m o n ly used PPE fo r chemical h a z a rd s b y industrial hygienists,
but for some chemicals, it is also important to protect against dermal exposures. T h e s e chemicals require the
industrial hygienist to be fa m ilia r with selection of PPE to protect from dermal exposures. T h e most commonly
used type of PPE for d e rm a l protection is c h e m ic a lly protective gloves. Other types of PPE providing d e rm a l
protection would be c h e m ic a lly protective suits, boots, a p ro n s , sleeves, goggles, and face shields. In medical
settings, s u rg ic a l m a s k s provide a lim ite d amount of protection against d e rm a l e x p o s u re to b o d ily fluids from
patients. Note, however, that s u rg ic a l m a s k s are not respirators and thus do not provide re s p ira to ry p ro te c tio n
against airborne hazards.
T h e p rim a ry problem with s e le c tin g the proper PPE for d e rm a l protection, such as gloves, is in choosing the
c o rre c t material. T h e re is n o material that will provide acceptable protection against all chemicals. Even when
a selected material provides adequate protection against a specific chemical, that protection will not last
fo re v e r. E v e n tu a lly , the c h e m ic a l will break through the material in the gloves, re s u ltin g in a d e rm a l exposure.
T h e task fo r the industrial h y g ie n is t is identifying the c o rre c t material fo r th e chemical(s) being used and then
setting up a changeout schedule to m a k e sure the workers throw a w a y gloves and don new gloves p rio r to
breakthrough occurring. T h is process can be s im p lifie d by contacting the s u p p lie r or manufacturer of the
gloves. Each manufacturer produced charts that show the breakthrough tim e s (and other variables) fo r the
gloves th e y produce and s p e c ific chemicals.
References
F u lle r, T . P . (2015). Essentials of industrial hygiene. Ita s c a , IL: N a tio n a l S a fe ty C o u n c il.
Occupational S a fe ty a n d Health Administration. (n .d .). C h e m ic a l hazards and toxic substances: Controlling
exposures. Retrieved from h ttp s ://w w w .o s h a .g o v /S L T C /h a z a rd o u s to x ic s u b s ta n c e s /c o n tro l.h tm l
Occupational S a fe ty a n d Health Administration. (1970a). Occupational safety and health s ta n d a rd s : Personal
protective e q u ip m e n t (Standard No. 1910.134). Retrieved from h ttp s ://w w w .o s h a .g o v /la w s regs/regulations/standardnumber/1910/1910.134
Occupational S a fe ty a n d Health A d m in is tra tio n . (1 9 7 0 b ). Occupational safety a n d health s ta n d a rd s : T o x ic and
hazardous substances (Standard No. 1910.1025). Retrieved from h ttp s ://w w w .o s h a .g o v /la w s regs/regulations/standardnumber/1910/1910.1025
MOS 6 3 0 1 , Advanced In d u s tria l H y g ie n e
4
S u g g e s te d R e a d i n g
UNIT x STUDY G U ID E
T itle
In order to access the following resources, click th e lin k s below.
T h e CSU Online L ib ra ry contains m a n y a rtic le s that relate to the Unit VII readings. T h e following are ju s t a
fe w of the related articles that can be found in the A c a d e m ic Search Complete database:
One of the m o re c o m m o n ly used administrative c o n tro ls is limiting the amount of time a worker spends in a
hazardous environment. S o m e tim e s called a w o rk -re s t regimen, the approach is c o m m o n ly used fo r reducing
the risk of heat illn e s s . T h e A m e ric a n Conference of G o v e rn m e n ta l and In d u s tria l Hygienists (ACGIH) has
published guidelines fo r working in hot environments. T h e following article examines how well the w o rk -re s t
re g im e n w o rk s fo r older workers.
L a m a rc h e , D. T . , Meade, R. D., D’Souza, A. W., Flouris, A. D., Hardcas tle , S. G., Sigal, R. J., & K e n n y , G. P.
(2017). The re c o m m e n d e d threshold lim it values fo r heat exposure fail to maintain b o d y core
temperature within s a fe limits in o ld e r working adults. Journal of Occupational and Environmental
Hygiene, 14(9 ), 703–7 1 1 . Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t= tru e & d b = a 9 h & A N = 1 2 5 1 8 5 4 8 3 & s ite = e h o s t-liv e & s c o p e = s ite
S o m e of you m a y not be fa m ilia r with respirators and th e OSHA requirements fo r their use. T h e following
article s u m m a riz e s s o m e of the c o m m o n terms used for respirator performance.
Janssen, L., & M c K a y , R . (2017). Letter to the editor: Respirator p e rfo rm a n c e te rm in o lo g y . Journal of
Occupational and Environmental Hygiene, 14(1 2 ), D181–D183. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t= tru e & d b = a 9 h & A N = 1 2 6 7 2 9 0 3 6 & s ite = e h o s t-liv e & s c o p e = s ite
One item that a lm o s t all in d u s tria l hygienists have to deal with is workers who w a n t to have facial hair while
wearing respirators. Most workers do not want to shave in order to wear a respirator! In the latest version of
the re s p ira to ry standard, OSHA specified that no facial hair be allowed that c o m e s between the s k in and the
elastomeric seal of the re s p ira to r. H o w e v e r, how much does facial hair a c tu a lly affect the re s p ira to r seal? T h e
following a rtic le s u m m a riz e s research to evaluate th e e ffe c t of fa c ia l hair on th e re s p ira to r seal.
Floyd, E. L., H e n ry , J . B., & Johnson, D. L . (2018). Influence of fa c ia l hair length, coarseness, and areal
d e n s ity on s e a l leakage of a tig h t-fittin g h a lf-fa c e re s p ira to r. Journal of Occupational and
Environmental Hygiene, 1 5 (4), 334–340. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t= tru e & d b = a 9 h & A N = 1 2 8 8 3 4 2 5 1 & s ite = e h o s t-liv e & s c o p e = s ite
At tim e s , there c a n be confusion for employees o n what constitutes a respirator. One c o m m o n m is ta k e is
when employees wear s u rg ic a l m a s k s believing they p ro v id e p ro te c tio n . The following article presents
research by National In s titu te fo r Occupational S a fe ty and Health (N IO S H ) employees about healthcare
workers’ use of respirators— including in c o rre c tly using s u rg ic a l m a s k s .
W iz n e r, K., Nasarwanji, M., F is h e r, E., Steege, A. L., & Boiano, J . M . (2018). Exploring re s p ira to ry protection
practices fo r prominent hazards in healthcare s e ttin g s . Journal of Occupational a n d Environmental
Hygiene, 15(8 ), 588–597. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t= tru e & d b = a 9 h & A N = 1 3 2 0 8 5 3 0 7 & s ite = e h o s t-liv e & s c o p e = s ite
MOS 6 3 0 1 , Advanced In d u s tria l H y g ie n e
5
L e a rn in g A c t iv itie s (N o n g rad ed )
UNIT x STUDY G U ID E
T itle
Nongraded Learning Activities are provided to aid students in their course of s tu d y . Y o u do not have to s u b m it
them. If you have questions, contact your instructor fo r further guidance and information.
OSHA has produced n u m e ro u s videos on several h e a lth and s a fe ty to p ic s . Y o u can see them listed at
h ttp s ://w w w .o s h a .g o v /v id e o /. Look through th e list, and view s o m e that d e a l with personal protective
e q u ip m e n t (e.g., re s p ira to ry protection). H o w well do the videos increase your k n o w le d g e about these types
of control m e th o d s ?
T h e transcript for these videos can be found by c lic k in g the “View the tra n s c rip t” lin k directly b e lo w th e video.
MOS 6 3 0 1 , Advanced In d u s tria l H y g ie n e
6
UNITED STATES
DEPARTMENT OF LABOR
!”#$%&
CONTACT US
Occupational Safety and Health Administration
OSHA
STANDARDS
TOPICS
FAQ
A TO Z INDEX
HELP AND RESOURCES
(
ENGLISH
ESPAÑOL
SEARCH OSHA
Recommended Practices for
Safety and Health Programs
GETTING
Hazard Prevention and Control
CORE
Effective controls protect workers from workplace hazards; help avoid injuries,
illnesses, and incidents; minimize or eliminate safety and health risks; and help
employers provide workers with safe and healthful working conditions. The
processes described in this section will help employers prevent and control
hazards identified in the previous section.
STARTED
ELEMENTS
Management Leadership
Worker Participation
Hazard Identification and
Assessment
Hazard Prevention and
Control
Education and Training
Program Evaluation and
Improvement
Communication and
Coordination for Host
Employers, Contractors, and
Staffing Agencies
EXPLORE
TOOLS
To effectively control and prevent hazards, employers should:
Involve workers, who often have the best understanding of the conditions that
create hazards and insights into how they can be controlled.
Identify and evaluate options for controlling hazards, using a “hierarchy of
controls.”
Use a hazard control plan to guide the selection and implementation of
controls, and implement controls according to the plan.
Develop plans with measures to protect workers during emergencies and
nonroutine activities.
Evaluate the effectiveness of existing controls to determine whether they
continue to provide protection, or whether different controls may be more
effective. Review new technologies for their potential to be more protective,
more reliable, or less costly.
Action item 1: Identify control options
Action item 2: Select controls
Download OSHA’s
Recommended
Practices for Safety
and Health
Programs
Download OSHA’s
Recommended
Practices for Safety
and Health
Programs in
Construction
Action item 3: Develop and update a hazard control plan
Action item 4: Select controls to protect workers during nonroutine
operations and emergencies
Action item 5: Implement selected controls in the workplace
CASE
Action item 6: Follow up to confirm that controls are effective
STUDIES
Action item 1: Identify control options
ADDITIONAL
RESOURCES
DOWNLOAD
THE
A wealth of information exists to help employers investigate options for controlling
identified hazards. Before selecting any control options, it is essential to solicit
workers’ input on their feasibility and effectiveness.
How to accomplish it
Collect, organize, and review information with workers to determine what types of
hazards may be present and which workers may be exposed or potentially
RECOMMENDED
exposed. Information available in the workplace may include:
PRACTICES
Review sources such as OSHA standards and guidance, industry consensus
standards, National Institute for Occupational Safety and Health (NIOSH)
publications, manufacturers’ literature, and engineering reports to identify
potential control measures. Keep current on relevant information from trade or
professional associations.
Investigate control measures used in other workplaces and determine whether
they would be effective at your workplace.
Get input from workers who may be able to suggest and evaluate solutions
based on their knowledge of the facility, equipment, and work processes.
For complex hazards, consult with safety and health experts, including OSHA’s
On-site Consultation Program.
Action item 2: Select controls
Employers should select the
controls that are the most
feasible, effective, and
permanent.
How to accomplish it
Eliminate or control all
serious hazards (hazards
that are causing or are
likely to cause death or
serious physical harm)
immediately.
Use interim controls
while you develop and implement longer-term solutions.
Select controls according to a hierarchy that emphasizes engineering solutions
(including elimination or substitution) first, followed by safe work practices,
administrative controls, and finally personal protective equipment.
Avoid selecting controls that may directly or indirectly introduce new hazards.
Examples include exhausting contaminated air into occupied work spaces or
using hearing protection that makes it difficult to hear backup alarms.
Review and discuss control options with workers to ensure that controls are
feasible and effective.
Use a combination of control options when no single method fully protects
workers.
Note: Whenever possible, select equipment, machinery, and materials that are
inherently safer based on the application of “Prevention through Design” (PtD)
principles. Apply PtD when making your own facility, equipment, or product design
decisions. For more information, see the link to the NIOSH PtD initiative in
Additional Resources.
Action item 3: Develop and update a hazard control plan
A hazard control plan describes how the selected controls will be implemented. An
effective plan will address serious hazards first. Interim controls may be necessary,
but the overall goal is to ensure effective long-term control of hazards. It is
important to track progress toward completing the control plan and periodically (at
least annually and when conditions, processes or equipment change) verify that
controls remain effective.
How to accomplish it
List the hazards needing controls in order of priority.
Assign responsibility for installing or implementing the controls to a specific
person or persons with the power or ability to implement the controls.
Establish a target completion date.
Plan how you will track progress toward completion.
Plan how you will verify the effectiveness of controls after they are installed or
implemented.
Action item 4: Select controls to protect workers during nonroutine
operations and emergencies
The hazard control plan should include provisions to protect workers during
nonroutine operations and foreseeable emergencies. Depending on your
workplace, these could include fires and explosions; chemical releases; hazardous
material spills; unplanned equipment shutdowns; infrequent maintenance activities;
natural and weather disasters; workplace violence; terrorist or criminal attacks;
disease outbreaks (e.g., pandemic influenza); or medical emergencies. Nonroutine
tasks, or tasks workers don’t normally do, should be approached with particular
caution. Prior to initiating such work, review job hazard analyses and job safety
analyses with any workers involved and notify others about the nature of the work,
work schedule, and any necessary precautions.
How to accomplish it
Develop procedures to control hazards that may arise during nonroutine
operations (e.g., removing machine guarding during maintenance and repair).
Develop or modify plans to control hazards that may arise in emergency
situations.
Procure any equipment needed to control emergency-related hazards.
Assign responsibilities for implementing the emergency plan.
Conduct emergency drills to ensure that procedures and equipment provide
adequate protection during emergency situations.
Note: Depending on your location, type of business, and materials stored or used
on site, authorities including local fire and emergency response departments, state
agencies, the U.S. Environmental Protection Agency, the Department of Homeland
Security, and OSHA may have additional requirements for emergency plans. Ensure
that your procedures comply with these requirements.
Action item 5: Implement selected controls in the workplace
Once hazard prevention and control measures have been identified, they should be
implemented according to the hazard control plan.
How to accomplish it
Implement hazard control measures according to the priorities established in
the hazard control plan.
When resources are limited, implement measures on a “worst-first” basis,
according to the hazard ranking priorities (risk) established during hazard
identification and assessment. (Note, however, that regardless of limited
resources, employers have an obligation to protect workers from recognized,
serious hazards.)
Promptly implement any measures that are easy and inexpensive—e.g.,
general housekeeping, removal of obvious tripping hazards such as electrical
cords, basic lighting—regardless of the level of hazard they involve.
Action item 6: Follow up to confirm that controls are effective
To ensure that control measures are and remain effective, employers should track
progress in implementing controls, inspect and evaluate controls once they are
installed, and follow routine preventive maintenance practices.
How to accomplish it
Track progress and verify implementation by asking the following questions:
Have all control measures been implemented according to the hazard
control plan?
Have engineering controls been properly installed and tested?
Have workers been appropriately trained so that they understand the
controls, including how to operate engineering controls, safe work
practices, and PPE use requirements?
Are controls being used correctly and consistently?
Conduct regular inspections (and industrial hygiene monitoring, if indicated) to
confirm that engineering controls are operating as designed.
Evaluate control measures to determine if they are effective or need to be
modified. Involve workers in the evaluation of the controls. If controls are not
effective, identify, select, and implement further control measures that will
provide adequate protection.
Confirm that work practices, administrative controls, and personal protective
equipment use policies are being followed.
Conduct routine preventive maintenance of equipment, facilities, and controls
to help prevent incidents due to equipment failure.
UNITED STATES
DEPARTMENT OF LABOR
Occupational Safety and Health
Administration
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Washington, DC 20210
‘ 800-321-6742 (OSHA)
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