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Yoonseok Shin - One of the best experts on this subject based on the ideXlab platform.
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Analysis on Current State on Safety Education of Korean Construction Sites in Overseas
Applied Mechanics and Materials, 2015Co-Authors: Yoonseok ShinAbstract:Heinrich (1980) claimed that Safety Education primarily relates with 88 percent of Safety accidents, and secondarily relates with Safety accidents. For this reason, Safety Education is of critical importance. However, while many studies have been performed on Safety Education in Korea for the prevention of Safety accidents, few studies have been done on Safety Education currently performed in other countries. Therefore, in this study, a comparative analysis was conducted on the Safety Education cases of three different construction companies that are currently carrying out overseas construction projects. With this study, we identified four shared features and some differences in the Safety Education of each company.
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an analysis of the Safety Education for foreign laborer in construction site
Advanced Materials Research, 2013Co-Authors: Yoonseok Shin, Seok Hoon Nam, Tae Yong Kim, Gwanghee KimAbstract:In recent years, the number of foreign workers employed on construction sites in Korea has been on the rise, and industrial accidents involving foreign workers have become a social issue. Yet despite this fact, the interest in Safety Education for foreign workers has still been relatively low. For this reason, the purpose of this study is to analyze the current state of Safety Education for foreign construction workers. To conduct an analysis of the current status, we surveyed foreign construction workers currently working at construction sites. Based on the results of this survey, we have derived an outline for an improvement plan founded on an awareness of and problems in Safety Education for foreign workers.
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a comparative analysis of the Safety Education awareness between site managers and foreign laborers in construction site
Advanced Materials Research, 2013Co-Authors: Dae Han Won, Gwanghee Kim, Kyung Taek Kwon, Kyeong Hwan Jung, Yoonseok ShinAbstract:Considering rapid growth in the number of foreign laborers, a systematic and practical management system and related laws need to be prepared. For this reason, this study is to survey and analyze the difference in awareness of construction Safety Education between site managers and foreign workers. As a result, both of them feel there is a need for additional Safety Education.
Patrick Walsh - One of the best experts on this subject based on the ideXlab platform.
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EVALUATION OF THE CHILD Safety Education COALITION IN ENGLAND
Injury Prevention, 2020Co-Authors: Caroline A. Mulvaney, Michael Craig Watson, G. Errington, Carol Coupland, Denise Kendrick, Patrick WalshAbstract:Background In 2008 the Royal Society for the Prevention of Accidents was awarded £1.6m from the UK government to establish the Child Safety Education Coalition (CSEC). CSEC9s role was to improve ‘the provision of practical Safety Education to give more children and young people the skills, knowledge and confidence to keep themselves safe’. Aims/Objectives/Purpose A team from the University of Nottingham evaluated CSEC in terms of: • its processes, such as establishing the coalition and working with partners • its impact on increasing the provision of practical Safety Education • its impact on those determinants of unintended injury which are amenable to change through practical Safety Education. Methods Multiple data collection methods were used: interviews of members, non-members and stakeholders, observations of meetings, questionnaires surveying members9 practical Safety Education provision, case studies of members to illustrate practice, and international expert review of CSEC9s achievements and future potential. Results/Outcome CSEC attracted a diverse membership of 129 organisations. Collaborative working facilitated the exchange of ideas. CSEC coordinators worked with members to develop the Resource Profiler and the Risk Competency Frameworks which members used to evaluate and improve their practical Safety Education and consequently the Safety knowledge and skills of children. This collaboration also established new opportunities for providing practical Safety Education. Significance/Contribution to the Field Coalitions provide a useful forum for members to enhance their own practice by learning from the experience of others. In the long term national coalitions have the potential to positively influence the provision of practical Safety Education.
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Practical child Safety Education in England: A national survey of the Child Safety Education Coalition
Health Education Journal, 2012Co-Authors: Caroline A. Mulvaney, Michael Craig Watson, Patrick WalshAbstract:Objective: To examine the provision of practical Safety Education by Child Safety Education Coalition (CSEC) organizations in England. Design: A postal survey. Setting: Providers of child practical Safety Education who were also part of CSEC. Methods: In February 2010 all CSEC organizations were sent a self-completion postal questionnaire which aimed to elicit details of Safety Education activities, priorities, target groups and information about evaluation. Frequencies of responses were calculated. Results: Responses were received from 60 organizations representing a response rate of 65%. They represented private, public and charitable organizations, and provided Safety Education for children aged 3 to 17 years. Respondents undertook a varied range of activities including talks, theatre work, utility distribution, experiential learning, hospital visits, and sports and leisure activities. The majority (n = 43, 72%) ran special events to teach children about Safety and most often this occurred at least once a month (n = 28, 47%). Respondents provided Education addressing the main causes of injury and mortality; road traffic injuries was the topic most often addressed (n = 42, 70%). Twenty per cent of respondents (n = 12) stated that they did not evaluate their activities and only one-third (n = 19, 32%) stated that they produced written reports. Conclusion: Child Safety Education was delivered using a variety of techniques and was provided by a range of organizations. This highlights the opportunities that exist for teaching children risk competence. Additional support will be needed if evaluation activities are to be robust and fully documented. Language: en
Caroline A. Mulvaney - One of the best experts on this subject based on the ideXlab platform.
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EVALUATION OF THE CHILD Safety Education COALITION IN ENGLAND
Injury Prevention, 2020Co-Authors: Caroline A. Mulvaney, Michael Craig Watson, G. Errington, Carol Coupland, Denise Kendrick, Patrick WalshAbstract:Background In 2008 the Royal Society for the Prevention of Accidents was awarded £1.6m from the UK government to establish the Child Safety Education Coalition (CSEC). CSEC9s role was to improve ‘the provision of practical Safety Education to give more children and young people the skills, knowledge and confidence to keep themselves safe’. Aims/Objectives/Purpose A team from the University of Nottingham evaluated CSEC in terms of: • its processes, such as establishing the coalition and working with partners • its impact on increasing the provision of practical Safety Education • its impact on those determinants of unintended injury which are amenable to change through practical Safety Education. Methods Multiple data collection methods were used: interviews of members, non-members and stakeholders, observations of meetings, questionnaires surveying members9 practical Safety Education provision, case studies of members to illustrate practice, and international expert review of CSEC9s achievements and future potential. Results/Outcome CSEC attracted a diverse membership of 129 organisations. Collaborative working facilitated the exchange of ideas. CSEC coordinators worked with members to develop the Resource Profiler and the Risk Competency Frameworks which members used to evaluate and improve their practical Safety Education and consequently the Safety knowledge and skills of children. This collaboration also established new opportunities for providing practical Safety Education. Significance/Contribution to the Field Coalitions provide a useful forum for members to enhance their own practice by learning from the experience of others. In the long term national coalitions have the potential to positively influence the provision of practical Safety Education.
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Practical child Safety Education in England: A national survey of the Child Safety Education Coalition
Health Education Journal, 2012Co-Authors: Caroline A. Mulvaney, Michael Craig Watson, Patrick WalshAbstract:Objective: To examine the provision of practical Safety Education by Child Safety Education Coalition (CSEC) organizations in England. Design: A postal survey. Setting: Providers of child practical Safety Education who were also part of CSEC. Methods: In February 2010 all CSEC organizations were sent a self-completion postal questionnaire which aimed to elicit details of Safety Education activities, priorities, target groups and information about evaluation. Frequencies of responses were calculated. Results: Responses were received from 60 organizations representing a response rate of 65%. They represented private, public and charitable organizations, and provided Safety Education for children aged 3 to 17 years. Respondents undertook a varied range of activities including talks, theatre work, utility distribution, experiential learning, hospital visits, and sports and leisure activities. The majority (n = 43, 72%) ran special events to teach children about Safety and most often this occurred at least once a month (n = 28, 47%). Respondents provided Education addressing the main causes of injury and mortality; road traffic injuries was the topic most often addressed (n = 42, 70%). Twenty per cent of respondents (n = 12) stated that they did not evaluate their activities and only one-third (n = 19, 32%) stated that they produced written reports. Conclusion: Child Safety Education was delivered using a variety of techniques and was provided by a range of organizations. This highlights the opportunities that exist for teaching children risk competence. Additional support will be needed if evaluation activities are to be robust and fully documented. Language: en
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Safety Education Impact and Good Practice: A Review.
Health Education, 2011Co-Authors: Caroline A. Mulvaney, Michael Craig Watson, G. ErringtonAbstract:Purpose – The aim of this literature review was to examine recent evidence of the impact of Safety Education for children and young people on unintentional injury rates and to update an earlier review. Evidence was sought that linked Safety Education for children and young people in schools, centres and other settings with changes in knowledge, skills, attitudes, and reductions in injury. The relevance of ten principles of effective Safety Education to the papers was considered.Design/methodology/approach – A range of bibliographic databases was searched for potentially relevant papers. Titles and abstracts, and then full copies of papers were examined and retained if considered relevant.Findings – From 495 potentially relevant papers, 12 papers were retained that met the aims of the review. The papers covered a range of topics including home Safety, use of all‐terrain vehicles and pedestrian Safety. While the majority of papers described the effect of an intervention on injury prevention, several describ...
C Remenyi - One of the best experts on this subject based on the ideXlab platform.
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The principles of learning and teaching in traffic Safety Education
2020Co-Authors: C RemenyiAbstract:The first part of this paper describes the elements of the recently developed Principles of Learning and Teaching P-12 in Victoria. The Principles support schools to: "build consistent, comprehensive and improved pedagogical approaches, while still allowing flexibility, innovation and local decision making at the school level; focus teaching to meet the diverse needs of students; and strengthen learning communities within and beyond the school." The second part of the paper argues that, while the Principles are applicable across all key learning areas and all stages of learning, Traffic Safety Education activities exemplify the Principles extremely well. The paper illustrates how Traffic Safety Education activities align with the different elements of the Principles. The paper shows that Traffic Safety Education activities, such as assessing risks and defining Safety for self and others, emphasise the building of rich meanings and deep thinking rather than completing tasks. Students in Traffic Safety Education classrooms are seen to be intellectually engaged by real experiences; they feel a sense of empowerment and collaboration with their peers, their teachers and their whole school community. Schools that tackle the harm minimization and prevention approaches embedded in effective Traffic Safety Education activities are characterized in this paper as rewarding and reality-based 'learning communities'.
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A checklist for schools to monitor traffic Safety Education
2007Co-Authors: C RemenyiAbstract:In Victoria, core traffic Safety Education activities are encouraged by the key road Safety agencies at primary and secondary school level in all school sectors. School initiatives are based on harm prevention and minimisation strategies associated with transport use by young people. School traffic Safety Education policy and programs are based on a whole-school approach, which involves strategies to help teachers identify student/school needs at critical stages of student development and to take action to meet these needs within the school program. However, there is no resource tool which allows schools to monitor and review their progress and effectiveness as part of their whole school planning and strategy development. This paper explores the basis for the development of a survey tool to enable schools to evaluate and monitor their traffic Safety Education programs, in terms of student outcomes, over time. It then proposes a model to show what the survey tool will include to measure a range of traffic Safety Education indicators, including learning and teaching about traffic Safety, student and the whole schools community's sense of responsibility for self and others in the transport systems that they use, connectedness to school, and student welfare support. (a) For the covering entry of this conference, please see ITRD abstract no. E216178.
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TRAFFIC Safety Education IN VICTORIAN SCHOOLS: AN EVALUATION OF THE TRAFFIC Safety Education TEACHER PROFESSIONAL DEVELOPMENT PROGRAM
1998Co-Authors: C RemenyiAbstract:In 1996, the Department of Education and the Transport Accident Commission developed a local-area based professional development program for primary and secondary school teachers in traffic Safety Education, the Traffic Safety Education Teacher Professional Development Project (TSETPDP). This project aimed to increase the level of traffic Safety Education activity in Victorian schools. In 1996, the Monash University Accident Research Centre conducted a survey to collect baseline data to provide a measure of the level of traffic Safety Education in schools. In 1998, the Department of Education is conducting the survey again. This paper outlines the key strategies of the TSETPD, explores their effectiveness and evaluates them in the context of the survey findings and analysis and within the context of programs and strategies adopted by other key traffic Safety Education support agencies. The paper then considers recommendations for further teacher professional development. (a) For the covering entry of this conference, please see IRRD abstract no. E200232.
Gwanghee Kim - One of the best experts on this subject based on the ideXlab platform.
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an analysis of the Safety Education for foreign laborer in construction site
Advanced Materials Research, 2013Co-Authors: Yoonseok Shin, Seok Hoon Nam, Tae Yong Kim, Gwanghee KimAbstract:In recent years, the number of foreign workers employed on construction sites in Korea has been on the rise, and industrial accidents involving foreign workers have become a social issue. Yet despite this fact, the interest in Safety Education for foreign workers has still been relatively low. For this reason, the purpose of this study is to analyze the current state of Safety Education for foreign construction workers. To conduct an analysis of the current status, we surveyed foreign construction workers currently working at construction sites. Based on the results of this survey, we have derived an outline for an improvement plan founded on an awareness of and problems in Safety Education for foreign workers.
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a comparative analysis of the Safety Education awareness between site managers and foreign laborers in construction site
Advanced Materials Research, 2013Co-Authors: Dae Han Won, Gwanghee Kim, Kyung Taek Kwon, Kyeong Hwan Jung, Yoonseok ShinAbstract:Considering rapid growth in the number of foreign laborers, a systematic and practical management system and related laws need to be prepared. For this reason, this study is to survey and analyze the difference in awareness of construction Safety Education between site managers and foreign workers. As a result, both of them feel there is a need for additional Safety Education.
