Safety, health, and loss prevention

Safety, Health, and Loss Prevention in Chemical Processes Student Problems Instmctor s Guide for Undergraduate Engineering Curricula Ha2ard Evaluation Procedures, with Worked Examples, 2nd ed. 

The Center For Chemical Process Safety of the American Institute of Chemical Engineers Instructor s Guide—Safety, Health and Loss Prevention in Chemical Processes—Problems For Undergraduate Engineering Curricula, American Institute of Chemical Engineers, New York, 1990. 

Levitzky, J. J. (1988). Safety, health, and loss prevention in the undergraduate chemical engineering curriculum. P/a //Operarto s Progress, 7(3), 190-194. 

Safety committees are also an exceptional opportunity by which to express the need for employees ideas and creativity to address specific safety, health, and loss prevention issues and to acquire their ideas. Additionally, the safety committee members or representatives should be provided the appropriate education and training through which to acquire the ideas properly from the employees and to transfer or communicate these ideas to the committee members. 

The first-line supervisors or team leaders should be educated, trained, and motivated to make safety, health, and loss prevention part of their everyday activities. First-line supervisors and team leaders must be provided the tools with which they can effectively manage the safety, health, and loss prevention function just as they manage production, quality, and the other job requirements. Necessary to acquire the appropriate buy-in are the commitment and motivation of upper-level management combined with the necessary education and training (i.e., the tools ) for supervisors or team leaders to manage safety and loss prevention effectively, as well as holding the supervisor or team leader accountable for the safety performance or achievement of the goals or objectives. 

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