Developing Health and Safety for Fire Fighters

Developing Health and Safety for Fire Fighters CHAPTER 6 DISCUSSION This chapter contains the explanation and evaluation of the findings presented in the preceding section. This chapter provide us with evaluation and analysis based on the hypotheses, objectives, or research question. This chapter relates to the published works outlined and assessed in the review of literature chapter. 6.1. Demographic profile During the whole survey and during the analysis of data collection within the Mauritius Fire and Rescue services, it was observed that internal factors were dominant compared to external factors when indentifying the impact on the health and safety of fire fighters. While analysing the demographic profile section within the questionnaire, it was found that most of the respondents were between 20 and 30 years indicating a relatively young working force within this sector. 71 respondents had Higher School Certificate as highest education level and more than one year working experience. 6.2. Awareness of hazards and years of service. The results showed that all the respondents are of the hazards pertaining to their job The results collected shows that there was a weak significant association between the two variables (phi=0.353, p=0.00 6.3. Types of injury sustained during career Q 4: Which type of injury have you sustained during your career? The types of occupational injuries sustained by fire fighters are as such; Minor injuries, for example, minor cuts and bruises Major injuries, for example, major cuts, bruises, sprains, illness or injury resulting in less than 3 days lost workdays Over 3 days injuries, for example, head injuries, internal bleeding, eye injuries, spinal injuries, fractures, dislocation and any illness or injury resulting in 3 days or more lost workdays. Figure 7 above illustrates the types of injuries sustained by fire fighters at the workplace. 117 fire fighters have sustained minor injuries, 70 of them have sustained major injuries and the remaining 58 have sustained over 3 days injuries which is less compared to minor injuries. It was found that the majority of the fire fighters experience minor injuries Furthermore, figure 6 represents the degree to which fire fighters are exposed to fire. 73 fire fighters were exposed to hazards to a large extent and 128 of them were exposed to hazards to a certain extent. To a lesser extent 32 fire fighters were exposed to hazards and the remaining 12 fire fighters were not exposed to hazards at all. Objective 3: To examine the type of injuries sustained by the fire fighters and the degree of exposure to hazards in fire fighting. Fire fighters have great injury rates as a result of their occupations’ consequential demands and exposure to hazards conditions (anon, 2013). The data collected in the survey that appropriate training and attention is provided to the safety and health of the fire fighters. The perception of the fire fighters on types of injuries and degree of exposure to hazards is that they agree that appropriate training is given to them but the management system should be improved, new features should be taken into consideration. However, there is still room for improvement to reduce the other types of injuries that is major injuries and over 3 days injuries. The factor on injury risk potentially provides insight on how to target injury prevention attempts for the fire departments. 6.4. Assessing whether risk assessment carried out. A risk assessment is a process to identify potential hazards in a workplace and to analyze what could be the consequences if a hazard occurs. (HSE, anon). Every employer has the duty to effect a risk assessment within 30 days of the start of any operation (OSHA, 2005). The data collected have shown that the majority of fire fighters agreed that risk assessment is carried out in MFRS. Every employer has a legal obligation to effect a risk assessment within 30 days of the start of any operation (OSHA, 2005). The results showed that 183 respondents agreed that risk assessment was carried out on the fire ground and 62 respondents disagreed. We can therefore deduce that the views of the respondents were satisfactory as the majority of them agree that risk assessment in carried out and this confirms that the management was abiding to the law. Moreover, a one sample t-test was carried out to determine the relationship between awareness of risk assessment and fire fighters opinion whether risk assessment can eliminate or mitigate risks. The one sample test, statistics programs produce an estimate mean (1.27), with population mean ÃŽ ¼. The mean variable of the variable fir this particular sample of awareness of risk assessment is 1.27, which is statistically and significantly different from the test value 0.4. We can therefore conclude that fire fighters opinion on whether risk assessment can eliminate or mitigate risk has a significantly higher mean on awareness of risk assessment than 40%. The perception of the fire fighters in the fire departments is that they agree that risk assessment can help eliminate or mitigate risks. Yet there’s room for improvement in the MFRS. Improvement on risk management plan can be also made by making surveys on the hazards and risk that cause health problems and injuries. 6.5. Assessing management care and fire fighters ability to communicate One of the objectives of this study was to assess whether management care about the safety and health of fire fighters and fire fighters ability to communicate with management. The management has the duty to put the best of effort in providing safety, health and welfare of all the employees. However, it is a legal obligation for the management to provide as far as is reasonably practicable a safe place of work to all the employees (OSHA, 2005). A correlation test was carried out to determine whether there is a relationship between whether management care about the safety and health of fire fighters and fire fighters ability to communicate with the management a correlation test was carried out. For the correlation test the statistic program produced an estimate r (0.134). The Pearson’s r value 0.134 is positive at 1% confidence interval. Thus, the correlation test between management care and fire fighters ability to communicate with management shows that there is a weak relationship between management care about health and safety of fire fighters and fire fighters ability to communicate with management. The views of the respondents on the management was not satisfactory as the management was not abiding to the law and even the fire fighters hesitate or are in capable to communicate with the management. Therefore, we can deduce that there is a poor management system at the MFRS. 6.6. Providing suggestion for improving safety and health of fire fighters To provide suggestions for improving safety and health in the fire department is one of the objectives of this study. The minority of the fire fighters who are aware of the procedures in the fire department found that the management has the priority to give safety training to all of them concerning safety procedures, safety policy, rules and regulations and awareness on their rights to provide suggestions to improve their safety and health. Thus to improve the health and safety of fire fighters in fire departments certain standards of safety which include risk awareness by the fire fighters, fire fighters participation in risk assessment , the fire fighters should be given motivational benefits to increase safety culture and safety behaviours at the workplace and the fire fighters should be well trained and given appropriate personal protective equipment for the task they are assigned. The management should carry out investigation and find ways how to remedy a dangerous situation. Also the management should seek the perception of fire fighters about the risks and hazards. . The management can also implement health programs which will include regular check up of the fire fighters and a continuous report of the health of the fire fighters should be recorded

Functionalism in Education

? Having attended public schools throughout my childhood and adolescence, I never was familiar with the term functionalism and its many elements. After observing and analyzing my field placement classroom I have come to understand the concept of functionalism to some extent. In general, functionalists â€Å"see schools as serving to socialize students to adapt to the economic, political, and social institutions of that society† (Feinberg, p. 6, 2004). They also theorize that in order for societies to survive, they must carry out vital functions such as, attaining fundamental knowledge and acquiring essential skills and proficiency, acknowledging certain norms and values within their community, and recognizing authority figures. It is also believed that social solidarity and role differentiation are the primary aspirations for a society and is achieved by means of the educational system. I can recall instances from my schooling experience, where functionalist aspects were taught and are presently being utilized in the classroom I observed. Some of the various features of functionalism that I identified within the classroom are hidden curriculum, role differentiation and specificity, which I will be addressing, more in depth throughout this paper. The classroom I analyzed from Smith Junior High consists of six special education students between the ages of 13 to 17. A majority of the students are racially diverse and come from a low income household. These students are classified as moderately mentally disabled and each have an IEP, which include their present level of academic achievement and functional performance. The setting of the classroom is comprised of a structured yet uncomplicated curriculum, where their teacher Angi Root, incorporates practical and efficient learning strategies. The entire curriculum is based upon the concept of functioning in every day situations so I was able to identify numerous functional activities. My first observation of the class was on January, 29th at 12pm in the afternoon. The students were just arriving back in the room from lunch and were quite boisterous because I was in the room. As soon as their teacher, Mrs. Root asked them to settle down, they instantly became silent. This is an example of an unspoken expectation of the teacher and is one of many hidden curriculums that I witnessed in the classroom. Another instance was during instruction; Mrs. Root had asked a question pertaining to shapes and who ever knew the answer, demonstrated this particular hidden curriculum by raising their hand. The functionalist concept, hidden curriculum, is best defined as â€Å"organizational features and routines of school life that provide the structure needed to develop the psychological dispositions appropriate for work and citizenship in industrial society† (Feinberg, p. 1, 2004). It is intended to assist in achieving norms, learning one’s position in society, and how to think of oneself. Hidden curriculum has also been explained as making the transition from family to the real world less difficult. This concept applies to the examples I gave because when the teacher asked the students to settle down, they instantly knew that they needed to follow directions. The idea that teachers are authority figures and deserve to be respected is instilled in children at a very young age and is expected to be upheld. As for students raising their hands when wanting to speak or answer a question, this has also been implanted in children’s minds and is a norm in today’s society. I conducted my second observation the following week on Monday, February 2nd, in the morning at 9am. The students had just barely arrived to school and it was the first day back after the weekend. Mrs. Root began the day by allowing the kids to choose their designated job o the week. The six jobs the students can select from are line leader, door holder, paper passer, sharpening pencils, turning the lights on/off, and errand runner. The kids get so excited about choosing their job or â€Å"role† for the week. This motivates them and makes them want to become more efficient and responsible. Functionalists dispute over the fact that all members within a society are compelled to perform different tasks. The concept of role differentiation is found in almost all communities and guarantees that even the most unpleasant jobs are completed. The process of selecting and fulfilling a classroom responsibility helps student’s form a personal identity of themselves. Role differentiation facilitates individuals to gain a sense of belonging in their society and helps build their character. It also assists them in learning responsibility which they can apply to every day life. My final observation took place on Tuesday, February 3rd, at 2:30pm. I was able to observe the teacher, Mrs. Root, enact the norm of specificity. One of the students, a girl named Shelby, is required to wear leg braces because she has a difficult time walking. When walking to Adapted P. E, we had to travel up stairs, which proved to challenging for Shelby. So she wouldn’t trip and fall, Mrs. Root helped Shelby maneuver up the steps until she was safely at he top. Another student named Marcus asked why we didn’t help him up the steps. Mrs. Root answered, saying that Shelby has a harder time getting up the stairs then he does. While Marcus can easily run up and down the steps twenty times, Shelby can barely make it up once with assistance. Specificity â€Å"refers to the treatment of a person in terms of some standardized basis of comparison† (Feinberg, p. 19, 2004). Universalism, which is equal treatment of individuals, is quite the opposite of the term specificity, permitting exceptions to be made for special circumstances. In lieu of the observations I made, Mrs. Root used her judgment on how to handle the situation of fairness. Instead of requiring the same treatment for all her students, certain exceptions are made for individuals with specific needs and disabilities. Overall, I was surprised to discover exactly how many differential functionalist aspects were actually utilized in the classroom I observed. Analyzing the roles and behaviors of the students and teacher, I now feel I have a greater grasp on the functionalist concepts. As for my view on functionalism, I am a bit concerned with the increasing diversity of school populations and the effect this is having on teaching functionalism in schools. At Smith Junior High, where I conducted my observations, â€Å"curriculum mapping†, which is quite the opposite of functionalist ideals, was being used by most of the teachers. There are many challenges that must be dealt with, in regards to this, because of the â€Å"No Child Left Behind Act†. I am not in opposition to the cohesion of different ethnic groups but am worried about the direction public schools are taking. I sense that the main functionalist approaches taught in public schools may become phased out, which in turn, will be extremely detrimental for the society as a whole.

Character Analysis of Aminata: Book of Negroes Essay

The Book of Negroes by Lawerence Hill started as a story of the capture of a West African girl and her journey to become a slave. Her traumatizing experience was written with a desperate tone that was achieved through the use of literary devices such as metaphors and alliteration. Emphasis was put on the conflict between Aminata and society which helped to develop her as a hopeful character. â€Å"We walked for many suns, growing slowly in members, lumbering forward until we were an entire town. Each time, people swarmed out to stare at us. Initially, I believed that the villagers were coming to save us. Surely they would oppose this outrage. But they only watched and sometimes brought out captors roasted meat in exchange for cowrie shells and chunks of salt. Some night when they had us lie down in fields, our captors paid village women to cook for us-yams, millet cakes, corn cakes, sometimes with a bubbling peppered sauce. We ate in small groups, crouching around a big calabash, spooning out the hot food with the curved fingers of our right hand. While we ate, our captors negotiated with local chiefs. Ever chief demanded payment for passage through his land. Every night, our captors bartered and bickered well into the evening. I tried to understand, in the hope of leaning something about where we were going and why† (p. 34, Hill). In this quotation, Aminata’s journey is described with a bleak and demoralizing tone. The journey of Aminata and her hostages lasted â€Å"for many suns† and wore down their hope for freedom and their faith in humanity. The hostages continued â€Å"lumbering forward† as â€Å"an entire town of kidnapped peoples,† with no hope of being saved. When â€Å"people swarmed out to stare at us †¦ e initially believed that the villagers were coming to save us. † Eventually the captives realize that the people are only interested in making exchanges with their captors. This leaves the hostages with the forlorn realization that no one would make an attempt to liberate them. The captives were demoralized further when they â€Å"crouched around a big calabash, spooning out hot food with the curved fingers of our right hands. † As captives, the native West Africans were treated as less than human. Like animals, they were forced to gather around a bucket of food and eat without tools. The lack of respect and dignity given to the captives corrupted their sense of self-worth until there was little left but the instinct to survive. Literary devices are a key element in setting the tone of this novel. As the captives were continuing they were â€Å"slowly growing in number†¦ until we were an entire town of kidnapped people. † This metaphor emphasizes the number of prisoners the captors have taken hostage and that the group goes far beyond Aminata. It also emphasizes the amount of power the captors have other the captives. Even though the captives outnumber the captors, the captors are still capable of preventing any rebellion and power within the hostages. Another literary device that highlights the hopeless situation of the captives is parallel structure. On their journey they â€Å"passed village after village, and town after town. † The us of parallel structure creates a sense that the journey of the slaves is perpetual and induces the feeling that the slaves are stuck on a ceaseless journey. This also contributes to the hopeless mood of the novel; with no end in sight the slaves find little to look forward to. Although the captives lose hope in their future, Aminata manages to keep a part of herself hopeful and this is essential to her characterization. Aminata knows that there is a very small chance of escaping, but she also knows that if she has more knowledge of the captor’s plans, she has a better chance at freedom: â€Å"Every night I heard the captors barter and bicker well into the evening. I tried to understand, in the hope of learning something about where they were going, and why. † This also demonstrates her thirst for knowledge. Growing up Aminata strived to learn reading and writing and any other skills she could. She does not let go of this part of herself even in her futile situation. As well as being hopeful and clever, Aminata proves to be innocent and naive. While travelling through villages she believes â€Å"the villagers were coming to save us. Surely they would oppose this outrage. † But Aminata eventually realises that the villagers are not interested in freeing the captives. The only concern the villagers have is to make deals with the captors. Her ideals, that the people of her country would band together to bring a stop to their exploitation, are crushed and strips her of her innocence on her journey to slavery. Aminata finds herself in many conflicts with many different elements. One example is the conflict between her and society. Society viewed Aminata and her fellow prisoners as less than human and with little value. The slaves were treated like animals, â€Å"people swarmed out to stare at us†. They are seen as another species and not as people with intelligence and skills. But contrary to the beliefs of the society, Aminata is an intelligent and skillful girl whose thirst for knowledge is never put to rest. She continues to try â€Å"to understand the chiefs, in the hope of learning something. She also knows how to read and write which is considered extremely valuable in her culture. But because society views slaves as non humans who are not capable of being intellectual, Aminata’s capabilities are not seen by others and she is continual seen as an inferior. The Book of Negroes tells a story about the degrading experience many had to go through because they were seen as inferior. This degradation is apparent through the demoralizing and bleak tone. But Aminata manages to keep hope and a clear head and provide a beacon for herself and others around her. She continues to expand her horizon of knowledge and aspire to better herself. Although she is faced against the power or society, Aminata holds strong to herself and carries on. Her story is told with the use of literary devices such as parallel structure and metaphors to emphasize the desperation and inadequacy of her journey. She manages to look past all the horrors that surround her and hope for a better future, and perhaps with her strong will and knowledge she will achieve this someday.

Essay about Cell Phone Radiation - 1306 Words

In todays society there have been numerous advancements to help us in our everyday lives. One of this advancement is cell-phones, which is one of the greatest development in technology. We have become dependent on mobiles phones and it seem like a high percentage of the population including elderly people, young adult and even kids under 18 have one of this devices. There are numerous advantages and disadvantages related to cell phones. In one hand there is the importance of being communicated for emergencies, business, social and personal purposes. On the other hand, the usage of cell phone had become addictive to people of all around the world and the abuse of prolongated hours on the cell phones can cause health hazard. Cell phones†¦show more content†¦Cell phone exposure to kids can lead to a significant relationship to childhood emotional problems and hyperactivity. However there had done others study that express the connection between cell phones and different ty pes of biological damage to human body. For example The European Journal of Scientific Research conducted a lab experiment with normal human astrocytes, an LG Verizon cell phone and MRET-Nylon chip. The experiment revealed that normal human astrocytes cell that were exposed to cell phone radiation at a room temperature without the MRET-Nylon chip decreased by 20% less . Igor Smirnov is one of the author of this experiment and he stated on his article that It is well documented that cell phones, which emit electromagnetic fields in the radio frequency range, can cause DNA damage, headaches, blurred vision, dizziness,fatigue, short term memory loss, neuralgias, tumors, sleep disturbances, aberrant brain wave activity and changes to cerebral blood flow, including altering the permeability of the blood brain barrier (Smirnov, 2009). 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