This week’s unit lesson focuses on recommending controls for workplace hazards.  One topic that has been at the center of debate during the Covid19 pandemic is the mandate of face masks in public places.  Please share your thoughts on where you stand on this issue.  Your response post should be addressed to a classmate who does NOT share your opinion.  For example, if you support face masks mandates, your response should be addressed to someone who does not support face mask mandates.  You are encouraged to share your opinions as this is a class discussion however you are reminded to be respectful in your debates as this is a class
ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW

LOGAN:

I am guessing that I will be on the unpopular side of this debate. I do not think face masks should be mandated in public places. However, I am not saying that they are not effective at reducing the spread of the virus. It has been shown that face masks can reduce the number of droplets and airborne particles that escape when people cough, sneeze, and even during normal conversation. At the same time, I would guess 90% of people are not wearing them correctly and taking proper precautions like not touching their masks and only wearing them once before discarding them. Also, I do not think it is right that the government can tell you you have to wear a mask in a public place such as walking down the sidewalk or in a park. To me, this is taking away from people’s freedom. If I chose to accept the risks associated with not wearing a mask that is my choice. I do try to socially distance myself from people especially if they are wearing masks and I am not. This is only respectful. If someone is that worried or offended that I could spread the virus to them because I am not wearing a mask they should keep their distance or not be out in public. Also, I am okay with private companies such as businesses and stores saying you have to wear masks. It is their property/business, and you have to respect their wishes.

Ergonomic Hazard Assessment: Machine Shop

Reagan Holley

Columbia Southern University

Ergonomic Hazard Assessment: Machine Shop

A machine shop is one of the popular workstations today. Most of them comprise both electrical and mechanical works. Consequently, such workshops occasion numerous critical mechanical and electrical works risks. The current post explores the ergonomics hazards involved in these sites. Machine shops expose people to ergonomics dangers such as high temperatures and heat, noise, and electric shocks; hence, there should always be extreme appropriate preventive measures such as wearing protective gear.

High temperatures are one of the common stressors in machine shops. The heat from burning frames or electric heaters is necessary for electroplating and soldering, among other purposes. Nevertheless, it exposes workers to the risks of catching fire and burning (Akaninwor, Obed, & Enyiche, 2019). Approximately 40% of deaths in the construction industry in the U.S are heat-related (OSHA, 2021). High temperatures are also associated with heat illnesses such as heat stroke, heat exhaustion, and heat rash, which appear with symptoms like confusion, seizures, heavy sweating, irritability, dizziness, nausea, and headache, besides painful cramps and tired muscles.

Noise is another stressor. In machine shops, noise originates from works such as welding and grinding. Noise is unpleasant because it damages the delicate hair cells in the inner ear and causes noise-induced hearing loss (NIHL). Once damaged, Akaninwor, Obed, and Enyiche (2019) argue that cilia—the microscopic hair cells inside the cochlea, cannot repair themselves, leading to deafness. One of the preventive measures against noise is periodic testing of noise to ensure that it does not exceed recommended levels. Workers should also wear protective gear such as sound marks (OSHA, 2021). Noise is a dangerous stressor, and no workplace should ever overlook it.

Machine shops also entail numerous risks, and electric shock is one of them. Common causes of this risk involve workers’ contact with uninsulated conducting wires. Electric shocks are associated with fatal injuries such as burns, cardiac arrest and other internal damages, and death. Precautionary measures against this risk include wearing dry gloves (Gibson & Wayne, 2013). Firms should also always inspect electrode holders for damage and insulation.

Other risks comprise welding, machine fumes, and gases. All these fumes contain toxic substances such as metal oxides, which cause severe health issues when inhaled. Short-term inhalation is associated with nausea, dizziness, or eye, nose, and throat irritation. On the other hand, long-term exposure may lead to lung cancer, larynx cancer, and urinary tract cancer, other than the nervous system, and kidney damages or failure (Gibson & Wayne, 2013). Accordingly, workers should always wear gas masks and welding goggles to protect themselves from the gasses besides working in open air or well-aerated rooms. Moreover, while working with welding machines, OSHA (2021) warns that workers should also put on resistive utile, safety boots, and protective gloves. Above all, employers and supervisors need to have safety rules and standards and ensure that all their teams are observing them to the latter.

In the bottom line, machine shops are risk-intense areas because they involve many stressors and hazards associated with a variety of damages and injuries. Characteristically, high temperatures and heat, noise, and electric shocks cause burning, heat illness, NIHL, different kinds of cancer. Accordingly, employers and supervisors should always set and ensure proper adherence to safety rules and standards besides providing and ensuring the use of protective gear such as boots, gloves, and welding goggles. Without these measures, machine workshops would no less dangerous zones for people.

References

Akaninwor, K., Obed, O. O., & Enyiche, C. E. (2019). Application of safety measures in machine-shop practice in technical colleges in rivers state. International Journal of Innovative Scientific & Engineering Technologies Research, 7(3), 25-35. https://seahipaj.org/journals-ci/sept-2019/IJISETR/full/IJISETR-S-3-2019.pdf

Gibson, J., & Wayne, N. (2013). Proceedings of the 2012 University of California Center for Laboratory Safety Workshop. Journal Of Chemical Health And Safety, 20(1), 4-17. http://dx.doi.org/10.1016/j.jchas.2012.10.002

OSHA, (2021). General requirements for all machines. United States Department of Labor. https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.212

Offshore Fishery Harvest

Objectives:

1. Observe the effects of over harvest on a hypothetical offshore fishery when the primary motive is profit.

2. Identify methods to create a sustainable fishery operation.

Introduction:

Seafood is a valuable resource, with the industry worth approximately $70 billion per year in the United States. To meet the high demand for seafood we have increased the number and size of ships as well as advancing net design to maximize the harvest of seafood and more recently to reduce the catch of non-target species such as turtle and dolphins. This pattern of resource exploitation is not sustainable as we are harvesting many species faster than they can reproduce. The northeastern United States’ fishing industry was built on the abundant cod fishery. The population of cod off of the northeastern coast is now so small that it is not economically feasible to fish for them because there are not enough left to be able to catch enough to pay for operating expenses.

Materials Needed:

1. Computer with Microsoft excel 2000 or better (older versions might work)

2. Fish harvest worksheet, “offshore fish harvest.xls” (save it to your computer or a disk)

Methods:

1. In this exercise your objective is to maximize profits and develop your fishing fleet as funds become available. There are two sizes of ship (small and large) and you can find purchase price and operating expenses in rows 1-3 of the worksheet. Rows 7-10 reflect your operating expenses for the first season with 1 small boat.

2. Look at Season 1. Along the left side is an account summary reflecting your account balance (what you are worth), your operating costs, your balance to sea (what is left after paying operating costs), Balance after catch (balance to sea + value of catch), and balance after purchase (purchase of additional ships). Cell 17F indicates the value of your season’s catch and rows 21-23 are where you indicate the purchase of new ships. THE ONLY CELLS YOU CAN CHANGE ARE THE QUANTITY CELLS FOR PURCHASING SHIPS (in yellow). YOU MAY ONLY PURCHASE A MAXIMUM OF 2 OF EACH SIZE SHIP PER SEASON. The shipyards can only build them so fast.

3. After you indicate your purchase of ships at the end of season 1, scroll down to season 2 and make sure your balance to sea is positive. IF THE BALANCE TO SEA IS NEGATIVE (printed in red) YOU NEED TO CHANGE THE NUMBER OF SHIPS YOU PURCHASED IN THE PREVIOUS ROUND. You will not be able to purchase any ships during season 1 because you won’t have the money.

4. In season 2 you can see your fleet composition (rows 30-32) and your account summary (rows 30-38). Purchase as many ships as you can afford (up to the limit of 2 of each type per season). Your balance to sea for the next season must be in the black (not red).

5. Continue through the rest of the seasons, purchasing ships as you can afford them. If you begin running out of money you can sell back ships by typing a negative number in the purchase cell (-1 will sell back one ship).

Results:

After completing all 16 seasons view the accounting worksheet by clicking the “accounting” tab at the bottom of the excel window. Print the Accounting Worksheet and all three graphs.

1. In what season did your fleet value reach its peak?

2. In what season did your number of fish caught reach its peak?

3. How do those two numbers compare? What explanation can you give for this result?

4. In what season did you have to start selling back ships?

5. View the Harvest Progress graph. What season should have been the last season that you bought any ships?

6. View the Fish Population Size graph. Due to the exponential growth of wild populations, the fish population was able to rebound to the carrying capacity after each of the early seasons. Which was the first season that the starting population size did not fully rebound?

7. How does that compare to the peak in fish harvest value? (Harvest Progress Graph)

8. Did the population sizes begin to increase in the final seasons? If so, why?

9. View the Fish Harvest graph. If the large ships can catch 7500 fish per season and the small ships can catch 3500 fish per season, why did the number of fish caught decrease before you began selling back ships?

Conclusions

1. How could this fishery be harvested sustainably?

2. Could more money be made by fishing sustainably than by trying to maximize early profits?

Test your conclusions. Delete the ship purchase cells (yellow) in the worksheet and conduct the experiment again.

2

In Units IV and VII, you explained a workstation and identified whether or not you thought it was ergonomically safe. For this assignment, imagine that you are an organization’s safety professional and are explaining the issues you noted previously regarding the workstation. Additionally, you will include strategies for improving the safety of the employees, and you will make recommendations for what management can do to address the ergonomics issues specific to the organization. (Hint: Make sure that you read the Unit VIII Lesson!)

Your PowerPoint presentation must be a minimum of 10 slides in length, not counting the title and reference slides. Additionally, you must use at least your textbook as an outside source, and all sources used must be cited and referenced according to APA standards.

Additionally,  you will use the notes section to further explain your ideas