The "Actively Caring for KIDS Process," a multi-component program that taught retail store sales associates to act as behavior-change agents for child passenger safety, was implemented at a nationwide-chain discount store and evaluated with an interrupted time series design and a similar control site for comparison. Key components of the KIDS Process included a) training of sales associates to act as behavior-change agents at the point-of-purchase, b) the use of in-store awareness and supportive materials such as posters and sales associate buttons, and c) incentives for participation in checkpoints. Safety-seat checks (n = 31) were held in store parking lots, where caregivers' safety-seat installations (n = 241) were recorded as safe or at-risk for a variety of criteria and then the seats were reinstalled correctly. Research assistants posing as child caregivers visited the retail stores (n = 156) with the purported objective of obtaining information about selecting and installing a safety seat. Information given by sales associates was systematically recorded as safe or at-risk on a checklist. A 2 (Store) x 2 (Phase) ANOVA on sales associates' percent safe information scores revealed a significant interaction and no main effects. The Control store did not differ across the two phases, but scores at the intervention store were significantly higher after the intervention than during pre-intervention and when compared to the Control store during post-intervention. The training of sales associates resulted in an average 65% increase in percent safe scores. At the parking lot checks, 93 percent of seats checked were misused in one or more ways, with an average of four errors per seat. ANOVA and Chi-square analyses indicated that the intervention failed to have an impact on child safety-seat misuse observed or on the number of participants attending the checkpoints. This is likely a result of few parents attending the checkpoints who had talked to our trained associates. To target more parents, this intervention might be better placed at well-baby checkups. / Ph. D.

School divisions have spent billions of dollars on school safety upgrades since the events at Columbine (Cox and Rich, 2018). However, the research on the effectiveness of policies and safety upgrades has been inconsistent. Further, research dedicated to teacher perceptions of school is limited. An in-depth examination of how teachers perceive safety policies and practices could assist school leaders in the creation of safe working spaces for their teachers. The purpose of the study was to identify factors that influence teacher perceptions of safety within the school environment. This study was an extension of Leonard's (2016) study entitled What School Factors Influence Teachers' Perceptions of Safety in Their Classrooms and Schools? This mixed-methods study surveyed 559 teachers in a medium-sized Virginia school division and had 353 participants. The survey tool consisted of qualitative and quantitative elements designed to measure teacher perceptions of safety regarding physical characteristics of school facilities, collegial relationships, school administrator practices, and the principal's adherence to school division safety policies. Descriptive tables for each survey question were created. The tables highlighted statistical trends gathered from the quantitative portion of the study and lists of common perceptions observed from the thematic analysis process. Potential relationships between perceptions of safety, school facilities, gender, years of experience, and teaching assignments were highlighted. The study indicated that physical and visible security measured impacted teacher perceptions of safety. Teachers identified that locked exterior doors, the presence of school resource officers, and security cameras positively impacted their perceptions of safety. The school environment had an impact on perceptions of teacher safety. Teachers determined that colleague support impacted perceptions of safety positively. In addition, school administrators' practices influenced teacher perceptions of safety. Teachers conveyed that principal visibility, administration support, and open communication enhanced their perception of safety. Further, teachers highlighted the importance of their awareness of school and district safety policies, and the existence of crisis plans at the school and division level. Moreover, the majority of teachers' perceptions of safety were not negatively impacted by student behavior or the potential of outside intruder threats. Thus, the researcher determined that, overall, teachers perceived that they felt safe at school. / Doctor of Education / School divisions have spent billions of dollars on school safety upgrades since the events at Columbine (Cox and Rich, 2018). However, the research on the effectiveness of policies and safety upgrades has varied. Further, research dedicated to teacher perceptions of school is limited. An in-depth examination of how teachers perceive safety policies and practices could assist school leaders in the creation of safe working spaces for their teachers. The purpose of the study was to identify factors that influence teacher perceptions of safety within the school environment. This study was an extension of Leonard's (2016) study entitled What School Factors Influence Teachers' Perceptions of Safety in Their Classrooms and Schools? The researcher surveyed 559 teachers in a medium-sized Virginia school division and had 353 participants. The survey consisted of qualitative and quantitative elements designed to measure teacher perceptions of safety regarding physical characteristics of school facilities, collegial relationships, school administrator practices, and the principal's adherence to school division safety policies. A summary table for each survey question was created. The tables highlighted statistical trends gathered from the quantitative portion of the study and lists of common perceptions observed within the qualitative questions responses. Potential relationships between perceptions of safety, school facilities, gender, years of experience, and teaching assignments were highlighted. The researcher determined that physical and visible security measured impacted teacher perceptions of safety. Teachers identified that locked exterior doors, the presence of school resource officers, and security cameras positively impacted their perceptions of safety. The school environment had an impact on perceptions of teacher safety. Teachers determined that colleague support positively impacted perceptions of safety. In addition, school administrators' practices influenced teacher perceptions of safety. Teachers conveyed that principal visibility, administration support, and open communication enhanced their perception of safety. Further, teachers highlighted the importance of their awareness of school and district safety policies, and the existence of crisis plans at the school and division level. Moreover, the majority of teachers' perceptions of safety were not negatively impacted by student behavior or the potential of outside intruder threats. Thus, the researcher determined that, overall, teachers felt safe at school.

The development of Automated Driving Systems (ADS) has been ongoing for decades in varying levels of sophistication. Levels of automation are defined by Society of American Engineers (SAE) as 0 through 5, with 0 being full human control and 5 being full automation control. Another way to describe levels of automation is through concepts of Functional Safety (FuSa) and Operational Safety (OpSa). These terms of FuSa and OpSa are important, because ADS testing relies on both. Current recommendations for ADS testing include both OpSa and FuSa requirements. However, an examination of ADS safety requirements (e.g., industry reports, post-crash analysis reports, etc.) reveals that ADS safety arguments, in practice, depend almost completely on well-trained human operators, referred to in the industry as in vehicle fallback test drivers (IFTD). To date, the industry has never fielded a truly SAE L4 ADS on public roads due to this persistent hurdle of needing a human operator for Operational Safety. There is a tendency in ADS testing to reference International Standards Organization (ISOs) for validated vehicles for vehicles that are still in development (i.e., unvalidated). To be clear, ISOs for ADS end products are not necessarily applicable to ADS in development. With this in mind, there is a clear gap in the industry for unvalidated ADS literature. Because of this gap, ADS testing for unvalidated vehicles often relies on safety requirements for validated vehicles. This issue remains a significant challenge for ADS testing. Recognizing this gap in on-road, in-development vehicle safety, there is a need for the ADS industry to develop a clear strategy for transitioning from an IFTD (Operational Safety) to an ADS (Functional Safety). Therefore, the purpose of this thesis is to present a framework for transitioning from Operational Safety to Functional Safety. The framework makes this possible through an inductive analysis of available definitions of onroad safety to arrive at a definition that leverages Functional and Operational Safety along a continuum. Ultimately, the framework aims to contribute to onroad safety testing for the ADS industry. / Master of Science / The development of Self-Driving Cars has been ongoing for decades in varying levels of sophistication. Levels of automation are defined by Society of American Engineers (SAE) as 0 through 5, with 0 being full human control and 5 being full automation control. Another way to describe levels of automation is through concepts of Robotic Control and Human Control. If a vehicle relies completely on Human Control, a human operator is responsible for all on-road safety. On the other hand, a fully autonomous would be considered fully in Robotic Control. These terms of Robotic Control and Human Control are important, because Self-Driving Car testing relies on both. Current recommendations for Self-Driving Car testing include both Robotic Control and Human Control requirements. However, an examination of Self-Driving Cars documentation (e.g., industry reports, post-crash analysis reports, etc.) reveals that Self-Driving Car safety arguments, in practice, depend almost completely on well-trained human operators. To date, the industry has never fielded a truly SAE L4 Self-Driving Car on public roads due to this persistent hurdle of needing a human operator for Human Control. There is a tendency in Self-Driving Car testing to reference standars for validated vehicles for vehicles that are still in development (i.e., unvalidated). To be clear, standards for Self-Driving Car end products are not necessarily applicable to Self-Driving Cars in development. With this in mind, there is a clear gap in the industry for unvalidated Self-Driving Car literature. Because of this gap, Self-Driving Car testing for unvalidated vehicles often relies on documentation for validated vehicles. This issue remains a significant challenge for Self-Driving Car testing. Recognizing this gap in on-road, in-development vehicle safety, there is a need for the Self-Driving industry to develop a clear strategy for transitioning from Human Control to Robot Control. Therefore, the purpose of this thesis is to present a framework for transitioning from Human to Robot Control. The framework makes this possible through an inductive analysis of available definitions of onroad safety to arrive at a definition that leverages all definitions of Safety along a continuum. Ultimately, the framework aims to contribute to onroad safety testing for the Self-Driving industry.

No / Estimates show that as many as one in 10 patients are harmed while receiving hospital care. Previous strategies to improve safety have focused on developing incident reporting systems and changing systems of care and professional behaviour, with little involvement of patients. The need to engage with patients about the quality and safety of their care has never been more evident with recent high profile reviews of poor hospital care all emphasising the need to develop and support better systems for capturing and responding to the patient perspective on their care. Over the past 3 years, our research team have developed, tested and refined the PRASE (Patient Reporting and Action for a Safe Environment) intervention, which gains patient feedback about quality and safety on hospital wards. Methods/design A multi-centre, cluster, wait list design, randomised controlled trial with an embedded qualitative process evaluation. The aim is to assess the efficacy of the PRASE intervention, in achieving patient safety improvements over a 12-month period. The trial will take place across 32 hospital wards in three NHS Hospital Trusts in the North of England. The PRASE intervention comprises two tools: (1) a 44-item questionnaire which asks patients about safety concerns and issues; and (2) a proforma for patients to report (a) any specific patient safety incidents they have been involved in or witnessed and (b) any positive experiences. These two tools then provide data which are fed back to wards in a structured feedback report. Using this report, ward staff are asked to hold action planning meetings (APMs) in order to action plan, then implement their plans in line with the issues raised by patients in order to improve patient safety and the patient experience. The trial will be subjected to a rigorous qualitative process evaluation which will enable interpretation of the trial results. Methods: fieldworker diaries, ethnographic observation of APMs, structured interviews with APM lead and collection of key data about intervention wards. Intervention fidelity will be assessed primarily by adherence to the intervention via scoring based on an adapted framework. Discussion This study will be one of the largest patient safety trials ever conducted, involving 32 hospital wards. The results will further understanding about how patient feedback on the safety of care can be used to improve safety at a ward level. Incorporating the ‘patient voice’ is critical if patient feedback is to be situated as an integral part of patient safety improvements.

Introduction: This study considered the role that safety, health and environmental (SHE) risk culture should play in the improvement of SHE risk management. The study focused on the perception of SHE risk culture at management and non-management levels in a manufacturing organisation in South Africa. SHE risk culture was viewed in terms of tone from the top and operational understanding of the risk management process. Method: A SHE risk culture questionnaire was created based on information available in the academic literature. The aim of this exploratory questionnaire was to assess the status of the SHE risk culture within the targeted organisation and to recommend improvements. The questionnaire included items designed to assess five aspects of SHE risk culture: understanding of the SHE risk approach; understanding of SHE risks and controls; SHE risk involvement and buy-in; communication; and governance, leadership and accountability. The target group for this study consisted of operations personnel and risk and SHE employees at different levels in the company. Survey data were obtained from 224 employees from a wide range of jobs in the company. Results: The data from the Likert-scale items in the questionnaire showed a number of significant differences between the perceptions of managers and non-managers with respect to the status of the SHE risk culture in the organisation. These differences indicated that management felt more comfortable with their understanding of the SHE risk approach, of the actual SHE risks, and of risk management controls than the non-management group. Also, management showed greater support for, and buy-in to, the SHE risk approach than the non-management group. In addition, participants shared their views of how the SHE risk culture in the organisation may be improved. The top five recommendations were: improve communication on SHE risk culture; standardise the SHE risk management approach; enhance SHE risk-related training to build capacity and understanding; emphasize the significance of leadership’s approach to embedding the SHE risk culture; and acknowledge the importance of involving employees in the development and implementation of the desired SHE risk culture. Conclusion: This study illustrated the importance of a number of factors required to improve the SHE risk culture in the organisation both in terms of tone from the top and operational understanding of SHE risks: they include well-structured communication; standardising and simplifying SHE risk management; SHE risk capacity building; and encouraging employee participation when developing and improving the desired SHE risk culture. The central role played by leadership to set the tone from the top and lead by example when implementing the desired organisational SHE risk culture was also highlighted by the participants. Practical application: This study provides evidence-based guidance for the manufacturing sector on how to evaluate and improve a desired SHE risk culture. The paper also shows how the concept of risk culture can be applied to SHE risk culture. The questionnaire used in this study can be used by management teams wishing to get an understanding of the prevailing SHE risk culture in their organisations. The results of the survey can be used to inform change interventions to improve the existing SHE risk culture in the organisation studied. The questionnaire should also be useful for further research on the concept of risk culture and in particular SHE risk culture.

Introduction: This study considered the role that safety, health and environmental (SHE) risk culture should play in the improvement of SHE risk management. The study focused on the perception of SHE risk culture at management and non-management levels in a manufacturing organisation in South Africa. SHE risk culture was viewed in terms of tone from the top and operational understanding of the risk management process. Method: A SHE risk culture questionnaire was created based on information available in the academic literature. The aim of this exploratory questionnaire was to assess the status of the SHE risk culture within the targeted organisation and to recommend improvements. The questionnaire included items designed to assess five aspects of SHE risk culture: understanding of the SHE risk approach; understanding of SHE risks and controls; SHE risk involvement and buy-in; communication; and governance, leadership and accountability. The target group for this study consisted of operations personnel and risk and SHE employees at different levels in the company. Survey data were obtained from 224 employees from a wide range of jobs in the company. Results: The data from the Likert-scale items in the questionnaire showed a number of significant differences between the perceptions of managers and non-managers with respect to the status of the SHE risk culture in the organisation. These differences indicated that management felt more comfortable with their understanding of the SHE risk approach, of the actual SHE risks, and of risk management controls than the non-management group. Also, management showed greater support for, and buy-in to, the SHE risk approach than the non-management group. In addition, participants shared their views of how the SHE risk culture in the organisation may be improved. The top five recommendations were: improve communication on SHE risk culture; standardise the SHE risk management approach; enhance SHE risk-related training to build capacity and understanding; emphasize the significance of leadership’s approach to embedding the SHE risk culture; and acknowledge the importance of involving employees in the development and implementation of the desired SHE risk culture. Conclusion: This study illustrated the importance of a number of factors required to improve the SHE risk culture in the organisation both in terms of tone from the top and operational understanding of SHE risks: they include well-structured communication; standardising and simplifying SHE risk management; SHE risk capacity building; and encouraging employee participation when developing and improving the desired SHE risk culture. The central role played by leadership to set the tone from the top and lead by example when implementing the desired organisational SHE risk culture was also highlighted by the participants. Practical application: This study provides evidence-based guidance for the manufacturing sector on how to evaluate and improve a desired SHE risk culture. The paper also shows how the concept of risk culture can be applied to SHE risk culture. The questionnaire used in this study can be used by management teams wishing to get an understanding of the prevailing SHE risk culture in their organisations. The results of the survey can be used to inform change interventions to improve the existing SHE risk culture in the organisation studied. The questionnaire should also be useful for further research on the concept of risk culture and in particular SHE risk culture.

This study was conducted in order to determine what safety practices and procedures were employed in the industrial plastics laboratories in the secondary schools of the Fort Worth Independent School District. Data were obtained from literature in the field of safety education in industrial arts and from an information form mailed to the teachers of industrial plastics in the Fort Worth Independent School District. Hazardous conditions were found to exist in a majority of the laboratories due to a lack of sufficient floor space and work stations and the absence of proper guards on machines, proper storage facilities for flammable liquids, painted danger zones and nonskid surfaces on floors around machines.

Workplace accidents and injuries are a growing problem for organizations in Sweden as well as in many other countries. As a consequence, improving workplace safety has become an area of increasing concern for employers and politicians as well as researchers. The aim of this thesis was to contribute to an increased understanding of how leadership and management practices can influence safety in organizations. In Study I, three leadership styles were investigated to determine their relative importance for different safety outcomes. A leadership style specifically emphasizing safety was found to contribute the most to employee safety behaviors; transformational leadership was found to be positive for safety behaviors only when it also involved a safety focus; and a transactional leadership style (management-by-exception active) was shown to be slightly negatively related to workplace safety. Study II examined the role of leader communication approaches for patient safety and the mechanisms involved in this relationship. Support was found for a model showing that one-way communication of safety values and leader feedback communication were both related to increased patient safety through the mediation of different employee safety behaviors (safety compliance and organizational citizen behaviors). Study III explored whether and in what ways the use of staff bonus systems may compromise safety in high-risk organizations. The three investigated systems were all found to provide limited incentives for any behavioral change. However, the results indicate that design characteristics such as clearly defined and communicated bonus goals, which are perceived as closely linked to performance and which aim at improved safety, are imperative for the influence that bonus programs have on safety. Group-directed goals also appeared to be more advantageous than corporate- or individual-level goals. The thesis highlights the importance of actively emphasizing and communicating safety-related issues, both through leadership and in managerial practices, for the achievement of enhanced workplace safety. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 1: Manuscript.</p>

Doctor of Philosophy / Department of Human Nutrition / Valentina M. Remig / Preventing foodborne illness and promoting safe food practices among all age groups is a high priority, particularly for college students because little about their food safety awareness and food handling practices has been reported. The research aim was to evaluate food safety attitudes, beliefs, knowledge, and self-reported practices of current upper-division college students, and to determine whether a three-module interactive educational intervention, developed for this study, positively influenced these variables. Comparisons between health and non-health majors were made. Two methods of data collection were used with volunteer health and non-health majors: focused food safety discussion groups during academic year 2004-05, and a pre-experimental design. Prior to engaging in either method, students completed an on-line food safety questionnaire (FSQ), adapted from a telephone survey used at K-State with older adults. The FSQ was administered again to those in the pre-experimental design group one week after exposure to the food safety educational intervention. Five weeks later, the FSQ was administered to determine whether changes in attitudes, beliefs, knowledge, and self-reported practices persisted over time. Focused food safety discussion group responses were qualitatively evaluated. Pre-experimental statistical analyses included Wilcoxin Signed Rank, Friedman, Mann-Whitney U, Chi Square tests, and Spearman rho. Focused discussion group findings indicated that students perceived themselves at low risk for foodborne illness; few used food thermometers; students without health backgrounds mimicked undesirable home practices; and students stated being open to changing non-recommended behaviors. Pre-experimental findings showed the effects of intervention were improved food safety attitudes, beliefs, and knowledge, with the strongest effects seen in health majors. Students' FSQ attitude scores increased from 114 to 122 (P<0.001), FSQ belief scores increased from 86 to 98 (P<0.001), and FSQ knowledge scores increased from 11 to 13 (P<0.001). Intervention resulted in some improved food safety self-reported practices for health majors but not non-health majors. Intervention module post-test scores improved significantly for all students; health majors had greater increases. Conclusions. Focused food safety discussion groups were useful for obtaining food safety information from college students; educational intervention improved college students’ food safety attitudes, beliefs, and knowledge and for health majors, some self-reported practices improved.

Thesis (LLM.) -- University of Limpopo, 2017. / In South Africa, during the then apartheid era, the mining sector had records of extremely high fatalities, injuries and occupational diseases that led to massive death of miners predominantly the Blacks. In the post-apartheid era, numerous laws have been enacted to address the problem. One of the laws that was introduced is the Mine Health and Safety Act 29 of 1996 which provides for radical enforcement of health and safety standards using various mechanisms, such as monitoring systems and inspections, investigations, and employers' and employees' duties to identify hazards and eliminate, control and minimise the risk to health and safety of mine workers. This study examines the extent, efficient and efficacy of the implementation and enforcements of these laws and points out the challenges being encountered and prospects made thus far. The study used Australia and Chile for comparative study and showcased how the government and the laws they have passed are being effectively used to contain and curtail health hazards, accidents and fatalities in the mining environment.