POINT ONE. I got the guidelines and they are going to be very helpful. I would make a tiny criticism (no surprise) that the list of concepts students should be taught in order to do a risk assessment doe not include the physiology needed to understand routes of entry and how different the toxicity of a chemical may be by different routes.
From: Secretary, ACS Division of Chemical Health and Safety <secretary**At_Symbol_Here**DCHAS.ORG>
To: DCHAS-L <DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU>
Sent: Fri, Aug 19, 2016 6:10 am
Subject: [DCHAS-L] New Publications from ACS Committee on Chemical Safety
Guidelines for Chemical Laboratory Safety in Secondary Schools and Guidelines for Chemical Laboratory Safety in Academic Institutions.
To assist educators with integrating safety education throughout the entire chemistry curriculum where principles of safety are taught over time rather than just during one-time safety trainings ACS has published new Guidelines for Chemical Laboratory Safety in Secondary Schools and Guidelines for Chemical Laboratory Safety in Academic Institutions.
The Safety Education Guidelines are organized around the concept of R.A.M.P.. - an acronym for the Four Principles of Safety: Recognize the hazard, Assess the risk of the hazard, Minimize the risk of the hazard, and Prepare for emergencies. The guidelines also include student learning outcomes statements which clearly state the expected knowledge, skills, attitudes, competencies in the area of chemical safety that students are expected to acquire as they progress with their education. To request the printed copy of the guidelines please contact safety**At_Symbol_Here**acs.org.
Previous post | Top of Page | Next post