4050|高等院校生物实验平台的比较研究外文翻译资料

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Abstract

Academic laboratories contain inherently substantial risk conditions that students could expose to chemical and physical hazards. Procedures and guidelines related to laboratory safety are commonly available for students to adhere. However, many injuries and accidents or even fatalities are reported due to studentsrsquo; violated safety practices while working in the laboratory. There was no reported proactive method or systematic technique to monitor and control studentsrsquo; at-risk behaviour in the laboratory. This paper presented a program known as laboratory at-risk behaviour and improvement system (Lab-ARBAIS) to monitor and control studentsrsquo; at-risk behaviours in the laboratory. Lab-ARBAIS used computer database for data acquisition and analysis on studentsrsquo; at-risk behaviours observed. Pre-program questions on studentsrsquo; at-risk behaviours that frequently violated safety regulations were utilized by observers to give observation feedback. The collected feedback was analysed and the results were posted in studentsrsquo; portal to allow everyone to acknowledge their safety habits and practices. The routine observations and posted results are to instill a psychology effect in studentrsquo;s habitual safety practices by reminding them on their frequently violated safety regulations. The implementation of the Lab-ARBAIS program to chemical engineering laboratory as a case study had shown a significant improvement on studentsrsquo; frequent at-risk behaviours. The Lab-ARBAIS can easily be adopted in any academic laboratories to manage studentsrsquo; at-risk behaviours to ensure safe work environment. With minor enhancement, the Lab-ARBAIS can easily be extended to be used in industrial laboratories.

Introduction

Most people have a perception that academic laboratory is a safe place for students to work and study. In fact, this perception may not be true since academic laboratory is a serious place of work that safety must be given a priority. Seriousness of academic laboratory safety was highlighted by Langerman (2009), who is a regular columnist for the Journal of Chemical Health and Safety. He had reviewed some of the 94 lab incidents identified by the Chemical Safety and Hazard Investigation Board (CSB) and other incidents recently published in various media and thus, he concluded that most academic laboratories are unsafe venues for work and study. This conclusion is similar to a statement made by Michael J. Halligan, associate director for Environmental Health and Safety at the University of Utah. He said that academic labs have more accidents than industrial labs, but in a smaller scale, because academic labs seldom work with the quantity of materials or scale of processes that are common in industries ( Schulz, 2005). In brief, the lab safety is not given a top priority due to the perception that small quantity of materials would not give a significant hazardous impact to people and environment. It is, therefore, not surprising to know that rate opportunities of lab accident in the schools and colleges is 100–1000 times greater than at Dow or DuPont as estimated by James Kaufman (Benderly, 2009a).

Lab accident is intrinsically linked to studentsrsquo; at-risk behaviours while working in the laboratory (Wu et al., 2007). This problem is worsening because there was no reported technique or implemented system that could be adopted to avoid or minimize the accident and the resulting injuries due to studentsrsquo; at-risk behaviours in the laboratory. The most common prevention practice applied is expecting students to have a business-like attitude all the time in the laboratory by depending on laboratory safety regulations provided by the academic institution. However, the students are often applying the rules only to some situations and not being possible to follow in all operations in the lab. Another factor of breaching the rules is students have the tendency to pride themselves on their inventiveness and curiosity while running experiments in the lab. The rules will always be difficult to fully impose and rely upon because the students have a conflict of interest built into them throughout the years of study (Hale, 1990).

Recently, a few cases of lab accidents and resulting injuries due to studentsrsquo; habitual at-risk behaviours were reported in literature. One of the accidents happened in a chemistry department laboratory at Texas Tech University on January 7, 2010. One student, Preston Brown, 29, was seriously injured on his face and hands when a mixture of nickel hydrazine perchlorate exploded (Johnson, 2010a). Another case occurred in an organic chemistry laboratory at the University of California, Los Angeles (UCLA) on 29 December 2008. A research assistant did not wear a lab coat while working with a pyrophoric chemical. She died due to the third-degree burns (43% of her body) and other complications (Benderly, 2009b, Kemsley, 2009a and Trager, 2009a). The accident prompted California Division of Occupational Safety and Health (Cal/OSHA) to conduct further investigations. They found that the lack of wearing protective coat was the main factor of the accident. Further investigation was done by Cal/OSHA and they found another unreported accident at UCLA (Christensen, 2010 and Kemsley, 2009b). The accident had caused a graduate student suffered first- and second-degree burns on his hands and chest when ethanol that he was handling splashed onto his clothing and hands and was ignited by a Bunsen burner in November 2007。

The above highlighted accidents due to human at-risk behaviours have caused a wake-up call to everybody. John Bresland, US Chemical Safety Board (CSB) Chairman, has announced that it is time to begin examining these accidents to see if they can be prevented through the rigorous safety management systems that industrial people have advocated in industrial settings (US Chemical Safety Board [CSB], 2010). However, the industrial practices may not be the perf

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