AIHce Sunday PDCs

Sunday Professional Development Courses (PDCs)

PDC #s	DAY	LENGTH	AM / PM	HOURS
101 - 152	Saturday	Full Day	8:00 a.m.-5:00 p.m.	8
201 - 202	Saturday	Half Day	8:00 a.m.-Noon	4
301 - 302	Saturday	Half Day	1:00 p.m.-5:00 p.m.	4
401 - 453	Sunday	Full Day	8:00 a.m.-5:00 p.m.	8
501 - 505	Sunday	Half Day	8:00 a.m.-Noon	4
601 - 605	Sunday	Half Day	1:00 p.m.-5:00 p.m.	4
701 - 705	Sat. & Sun.	Full Day (Both Days)	8:00 a.m.-5:00 p.m. (Both Days)	16

Sunday Full Day Courses

All fees are listed as member/nonmember.

PDC 401
Adjustment of TLV's to Accommodate Specific Conditions in the Workplace

Prerequisites: A working knowledge of the Threshold Limit Values (TLV).

Objectives: Upon completion, the participant will be able to:

Reinforce that TLVs are designed to protect normal healthy workers under normal conditions and that to apply TLVs to unusual conditions stretches the reliability and viability of the recommendations
Reinforce the concept that TLVs are guidelines intended to be modified by individuals trained in industrial hygiene to compensate for specific or unusual conditions
Provide direction in terms of what conditions are beyond the original intent of the TLVs and therefore, what factors an industrial hygienist should be cognizant of in terms of requiring modification to the TLV
Provide practical guidance to “field” industrial hygienists in quantifying the degree of adjustment required for a given specific scenario
Quantify the significance of modifications relative to other biases in industrial hygiene such as analytical error and sampling pump flow rate variation.

Outline:

Introduction to course
Introduction to Methods of Adjusting TLVs for Specific Conditions of the Workforce
Introduction to Section
Adjustments
- for Age
- for Unusual Work Schedules
- for Health
- for Multiple Routes of Entry
- for Sexual and Developmental Differences
- for Exposure to Multiple Chemicals
- for External Exposures
- for Physical Exertion
- for Sensitization
- for variation in Exposure Profile
Summary

Description: Because of wide variations in individual susceptibility and working conditions, the TLVs are intended to be used as guidelines for industrial hygiene professionals. As guidelines, the TLVs should not be seen as fixed values defining acceptable and unacceptable exposures. They should be modified to accommodate specific conditions to ensure the protection of workers regardless of individual susceptibilities or unusual working conditions. Participants will be shown through lectures, case studies and examples how to adjust TLVs for specific conditions, such as how to deal with older or sensitized workers, workers with pre-existing health conditions, unusual work shifts, skin absorption, or high physical exertion.

Instructor: John Elias, John Elias, OHG Consulting, Winnipeg, Manitoba, Canada

PDC 402 NEW
Advanced Assessment of Moisture in Buildings with an Emphasis on Thermal Imaging

Prerequisites: Basic Understanding of Building Construction Methods

Objectives: Upon completion, the participant will be able to:

Identify construction faults and failures better
Describe the practical application of moisture assessments
Discuss knowledge of moisture meter readings have a familiarization with the capabilities and limitations of "thermal imaging" in the building sciences

Outline:

Introduction
Common Construction Defects and Failures — What to look for and why
- Foundation
- Utilities
- Framing
Walls
Windows
Doors
- Roof
- Chimneys, parapets, and other-flashing
- Vapor barrier
- Exterior sheathing
- HVAC
- Insulation
- Interior walls
Visible Signs of Moisture
Assessment of Moisture
- Moisture Meter Readings
- Thermal Imaging
Definitions
Theory
Types and Capabilities
Establishing the ideal environment
Interpretation
Examples (referring back to construction defects/failures)
Creating a Theory and Confirmatory Testing
Questions and Discussion

Description: This course provides an advanced perspective of construction defects and failures that result in moisture/water damage in commercial and residential buildings while expanding upon the means whereby moisture is assessed with an emphasis on thermal imaging. Thermal imaging is a non-destructive method for assessing building envelops. Yet, it is not the end-all, be-all; it is only a tool. The structural defects/failures of building, tools for assessing moisture, and interpretation of all the findings with a means to put-it-all-together are to be detailed.

Instructors: Kathleen Hess-Kosa, MS, CIH, Omega Southwest Consulting, Inc., Canyon Lake, TX; Steve Hays, PE, CIH, FACEC, Gobbell Hays Partners Inc, San Antonio, TX

PDC 403
An Introduction to Stationary Source (Stack) Emissions Measurement

Sponsoring Committee: Sampling and Laboratory Analysis Committee

Objectives: Upon completion, the participant will be able to:

Select a competent testing contractor and laboratory
Participate in the development of test protocols
Liaison with the facility, test team, laboratory, and regulatory agency during testing
Review and evaluate the test data.

Outline:

Introduction and review of emission testing including Federal/State test requirements, selection of testing contractor and laboratory, development of test protocols, and the test protocol approval process
Review basic US EPA test methods (Methods 1-5)
Review of US EPA test methods including methods associated with PM10, PM2.5, and condensable particulate measurement
Workshop — Participants will be divided into small work teams and use actual test case studies to develop test protocols
Discussion — Teams present test protocols to entire group.

Description: This course is designed for the individual at an industrial site who has the responsibility for compliance with EPA airborne emission limitations, has or may be assigned emission testing responsibilities, or has a need to better understand stack testing. Emphasis will be on the development of testing strategies and protocols. Testing contractor and laboratory selection will also be considered. The strengths and limitations of current EPA methods will be discussed. Specific methods of current interest such as PM10 and PM2.5 and condensable particulate (Method 202) and dilution sampling for condensable particulate will be discussed. Small teams of participants will use actual emission test case studies to practice the development of test protocols. Each team will share the protocol that they develop with the entire group to expand the learning of all.

Instructor: Clifford Glowacki, CIH, Technikon LLC, Dublin, OH

PDC 404
Application of Microsoft® Excel to Industrial Hygiene and Laboratory Analysis

Sponsoring Committee: Computer Applications Committee

Prerequisites: Participants must have at least two years of practical experience using Microsoft® Excel. This course is particularly intended for those creating and developing spreadsheet templates or applications related to industrial hygiene or laboratory analysis.

Learning Aids: Participants are encouraged to bring their laptop computers in order to have full benefit and a closer look at the files described during this course.

Objectives: Upon completion, the participant will be able to:

Create a worksheet linking together many concepts, just like using Lego building blocks
Identify and become familiar with these Excel building blocks (formulas, format, graphic elements, list management, Visual Basic (VB) personalized functions and procedures, navigation tool, etc)
Create a complex Excel application template that can be used by low-skill users using the following procedure.

Outline:

Presentation of four Excel applications used as examples for the course/lecture-discussion
Ventilation: the two-zone model (very complex equation managed through VB functions)
Adjustment of PELs for unusual work shifts (list management, recording and editing VB procedure, links between sheets, data entry validation, conditional formatting)
Oil/particulate concentration calculations (significant figure control using VB function, selective protection)
Thermal stress and WBGT: work/rest calculation periods (getting values from or sending them to a worksheet using VB, iterative calculation managed by VB procedure (Do…while loop))
Explanations of the four “problems/applications” to solve (ventilation (acetone spill), laboratory quality assurance, TWA calculations, Non-detected result calculations, etc)
Working session with a given problem to solve. Each team will receive a file containing raw data in order to optimize their work
Questions and discussion

Description: Practical industrial hygienists or analytical chemists collect a lot of data and perform various calculations. Using Microsoft Excel can be very helpful for complex calculations but, too often, the worksheets created are very intricate, even for the author of the application, thus making the use of their files almost impossible for other people. This course is intended to give the participants methods and hints for organizing information, designing simple interfaces, building complex personalized functions using Visual Basic and finally, for “hiding” all the complexity in order to give the end-user a very simple file to work with. In response to previous comments, a practical working session has been added. In 2 hours, six working teams will be required to build a given Excel application (related to industrial hygiene or laboratory analysis) using their knowledge, their imagination and the concepts presented earlier in the day. During this period, the instructors will be circulating from team to team to help students in their work. Each team will have 10 minutes to present the developed application to all the participants.

Instructors: Daniel Drolet, IRSST, Montreal, Quebec, Canada; Jacques Lesage, IRSST, Montreal, Quebec, Canada; André Dufresne M.Sc, Ph.D., CIH, McGill University, Montreal, Quebec, Canada.

PDC 405
Applied Industrial Ergonomics

Prerequisites: A basic knowledge of industrial work settings and a desire to learn about occupational ergonomics

Objectives: Upon completion, the participant will be able to:

Identify contributing factors to work-related musculoskeletal disorders
Determine ergonomic criteria for manual work, including applied forces, working postures, frequency of movements, and exposure to vibration
Apply the application of ergonomics to workstation retrofit and design
Evaluate workstations and equipment for good ergonomic design
Identify high priority jobs/workstations for ergonomic improvement
Accurately apply ergonomic assessment/solution tools
Select tools and equipment according to ergonomic criteria for manual work
Evaluate proposed and existing manufacturing processes for good ergonomic design.

Outline:

Introduction to Occupational Ergonomics
Human Performance Ergonomics
Ergonomics as a business agenda
Overview of the assessment tools
Work-Related Musculoskeletal Disorders
Posture, Force, and Frequency
Types of WMSDs
Recognizing Ergonomic Issues
Evaluating Ergonomics Risk Factors
Prioritizing Ergonomic Risks
Ergonomic Design Guidelines
Design basis for human performance
Design and build guidelines
Static anthropometry data
Hands-on Exercises
Evaluating workstation design with the design and build guidelines
Identifying ergonomics improvements
Cost Justifying Ergonomic Improvements
Ergonomics and value-added analysis
Ergonomics and motion time analysis
Cost justifying improvements
Performing an Ergonomics Review
Steps to conduct an ergonomics review
Gathering data
Hands-On Exercises
Data collection, ergonomic assessment, ergonomic improvements, action plan, and presentation
Implementing improvements
Course Wrap-Up / Knowledge check

Description: This course provides the resources and tools to make simple yet effective human performance improvements in your industrial workplace. Hands-on problem solving methods will help you recognize, evaluate, and control ergonomic risk in the industrial environment. Attendees will learn to conduct complete ergonomic risk assessments using proven methodologies.

Instructor: Tony Silva, CPE, Humantech, Ann Arbor, MI

PDC 406 NEW
Cancer and the Work Environment

Sponsoring Committee: Occupational Epidemiology Committee

Prerequisites: Introductory courses in biology and toxicology

Objectives: Upon completion, the participant will be able to:

Name and define the most prevalent types of cancer in the US by gender
List known risk factors for cancer, including occupational carcinogens
Describe classification systems to identify and classify carcinogens
Interpret measures of relative risk
List the components of a cancer risk assessment
List some Do’s and Don’ts when communicating cancer risks to workers

Outline:

Introduction Cancer Terms and Definitions Trends and Statistics
The Process of Carcinogenesis Cellular Mechanisms of Disease Genes and susceptibility
Identification of Carcinogenic Substance Occupational Medicine
Examples of case series and the role of medical surveillance Toxicology: Mutagenicity testing and animal assays Occupational Epidemiology Studies
Classification of Carcinogens IARC; NTP, ACGIH
Overview of Specific Risk Factors: Smoking, Alcohol; Diet Biological Agents; Medical Drugs; Physical Agents; Particulates; Metals; Solvents; Polyaromatic; Hydrocarbons
Regulatory Aspects
OSHA Carcinogen Standard Hazard Communication
Cancer Risk Assessment
Risk Communicating
Investigation of Cancer Cluster

Description: Cancer is the second leading cause of death in the US, and according to the American Cancer Society, the risk of an American man developing cancer over his lifetime in 2005 is one in two, and the risk for women is one in three. As many as two thirds of cancers can be attributed to environmental exposures, and therefore, may be preventable. Many of the known human carcinogens were initially discovered due to occupational exposure. Protecting workers from exposure to known or suspected carcinogens remains one of the most challenging aspects of industrial hygiene. This course will provide the industrial hygienist with a general overview of cancer and the risk factors for cancer, with a focus on occupational exposures. A multi-disciplinary approach will be taken to familiarize attendees with current knowledge about the causes of cancer and strategies for prevention. Topics to be covered include the identification and classification of carcinogens, including the roles of occupational medicine, toxicology, and occupational epidemiology. Known and suspected risk factors for cancer will be discussed, including life style factors in addition to environmental and occupational exposures. The course will cover regulatory aspects of carcinogens, as well as risk management and hazard communication strategies in the context of a cancer cluster investigation.

Instructors: Joseph Coble, Rockville, MD; Judy Harvey, CIH, United Technologies, East Hartford, CT; Mary Brophy, PhD, CIH, CPE, NY State Dept of Transportation, Binghamton, NY; Lawrence Betts, MD, PhD, CIH, FACOEM, Poquoson, VA; Brian Betts, MD, University of Minnesota, Minneapolis, MN

PDC 407 NEW
Testing Emergency Response Plans

Prerequisites: Basic understanding of OSHA's Emergency Action Plan Standard; experience developing emergency plans including evacuation and shelter in place.

Learning Aids: Attendees are encouraged to bring a copy (or portion) of their organizations Emergency Action Plan

Objectives: Upon completion, the participant will be able to:

List the different methods of testing their emergency plans
Explain the pro’s and con’s of each testing method
Develop effective and efficient testing methods appropriate to their specific situation.

Outline:

Introduction
- Instructor’s background
- Why plan for emergencies
- Why test these plans
How do we know they will work
What obstacles are there to the plan performing as expected
How will we familiarize people to their roles in the plan
- Setting the stage
Logistics
- What is needed to test the plans?
TIME!
The people with parts in the plan
Management support
Actual or test equipment as per the plan
Understanding of the plan
A testing method and an outline of how the test will be conducted
A feedback system
- Finding time
- The role of Management Support
- The role of feedback
Testing Methods
- Written Tests/Walk-throughs
Pros
Cons
- What-if scenarios
Pros
Cons
- Drill/Demonstration
Pros
Cons
- Table-top
Pros
Cons
- Simulations
Pros
Cons
- Exercise
Pros
Cons
Using the Methods
- In class conduction of:
Written Test/Walk-through
What-if
Drill
Table-top
Simulation
Exercise
Feedback
- How is feedback obtained from the various methods
- How is the feedback communicated
- How is the feedback utilized
Conclusion
- Summary
- Questions

Description: In this class, the various methods that can be utilized to test emergency plans will be outlined, with the pro's and con's highlighted. The students will spend most of the session participating in the various testing methods. The class will conclude with a discussion on collecting feedback from the various methods and how to efficiently utilize this feedback.

Instructor: Bob Coffey, CSP, CPEA, WRC Safety and Risk Consultants, Seven Valleys, PA

PDC 408 NEW
Conducting Mold Investigations as Exposure Assessments

Objectives: Upon completion, the participant will be able to:

Conduct a mold investigation as a systematic exposure assessment
Develop and implement a sampling plan appropriate for the objectives
Select the appropriate sampling methods and sample media
Describe laboratory methods and how various samples are analyzed by the laboratory
Interpret the reported laboratory data to formulate conclusions

Outline:

Introduction
Overview and Perspectives
Structuring a mold investigation
The Eight elements of a mold investigation
Detailed discussion of visual inspections, sampling plan, sampling methods, and data interpretation
Selecting sample media
Laboratory methods and how they are used to generate results
Interpreting the laboratory report

Description: The course will focus on the practical aspects of performing a residential mold investigation, with an emphasis on the “how” and “why”. The course has two Objectives: to provide a systematic framework for performing residential mold investigations; and to educate the mold investigator to become an informed consumer of laboratory services. The course separates the investigation into discrete steps, including incident history, visual inspection, sampling plan, sample collection, sample analysis, occupant interview, data interpretation, and investigator’s recommendations. Case studies will be used to illustrate important concepts. The practical aspects of using laboratory services will be discussed. Example topics include analyzed volume vs. sample volume, direct vs. dilution plating, “Asp/Pen” spores, and spore types that can be identified (and reported) with confidence.

Instructors: Joe Spurgeon, Ph.D., MBA, CIH, Bi-Air, Inc., Placentia, CA; Florence Wu, Ph.D., Aemtek, Inc., Fremont, CA

PDC 409 NEW
Elements of Biosafety Level 3 (BSL-3) Containment: Management and Operation of BSL-3 Research and Facilities

Sponsoring Committee: Biosafety & Environmental Microbiology Committee

Prerequisites: As safety precautions, equipment and facilities for BSL-3 research build upon BSL-1 and BSL-2 practices, course participants should have a foundation in basic biosafety principles. Introductory biosafety coursework and or relevant biosafety experience is required as BSL-1 and BSL-2 will not be covered.

Objectives: Upon completion, the participant will be able to:

Establish a BSL-3 Containment Program at their institutions
Create a BSL-3 Containment Manual with assistance from relevant groups at their host institutions
Perform a risk assessment for BSL-3 research and how to develop a subgroup at your institution to determine containment requirements
Discuss core BSL-3 facility design elements and facility evaluation methods
Inspect BSL-3 laboratories with relevant personnel at their site to ensure compliance with applicable regulations, standards, and guidelines
Develop and evaluation program at their host institutions to determine and certify the suitability of proposed BSL-3 researchers for compliance with BSL-3 safety requirements
Assess baseline biosecurity measures for their containment laboratories
Develop incident response protocols to address BSL-3 incidents.

Outline:

Introduction/Review of Course Components and Schedule/Expectations of Participants
BSL-3 Regulations, Standards, and Guidelines
Registration, Risk Assessment and Review of BSL-3 Protocols
Medical Surveillance
BSL-3 Training and Work Practices
BSL-3 Facility Design and Operation
Biosecurity
BSL-3 audits (researcher, lab operations, facility, security)
Emergency Response Course will include exercises in Risk Assessment, Risk Management, Lab Design and Work Practice Evaluation

Description: The course will provide a comprehensive model to assist participants who wish to learn how to develop and sustain a BSL-3 containment program. Participants currently managing a BSL-3 program may also find the course useful as a refresher class. It also has been formulated to assist health and safety professionals who have responsibility for BSL-3 research safety programs or those who are interested in learning about BSL-3 containment. The course will provide a framework for establishing and maintaining a program, encompassing: Registration & Risk Assessment; BSL-3 Training; BSL-3 Work Practices and Engineering Controls (with emphasis on effective use of the biosafety cabinet); BSL-3 Facility Design, Operation and Management; Exposure and Incident Response; Review of Pertinent Regulations, Standards and Guidelines (including CDC, NIHIH, USDA, OSHA and WHO); Medical Surveillance; Documentation and Reporting Requirements; BSL-3 inspections; and Biosecurity.

The course focus will be to address the essential elements of a BSL-3 containment program enabling participants to apply the knowledge gained and the materials provided to augment their existing programs or create a program if needed. It will not provide sufficient depth in the course time to certify participants to design a BSL-3 laboratory work with or handle BSL-3 agents or establish a complete Biosecurity program. Additional courses and specialized assistance may be necessary for these areas.

Instructor: Benjamin Fontes, MPH, CBSP, Yale University, New Haven, CT

PDC 410
Establishing, Interpreting and Applying Occupational Exposure Limits: Current Practices and Future Directions

Sponsoring Committee: Workplace Environmental Exposure Levels Committee

Prerequisites: Basic knowledge of toxicology principles

Learning Aids: Calculator

Objectives: Upon completion, the participant will be able to:

Explain the process involved in the derivation of Occupational Exposure Limits (OELs) to Industrial Hygienists who may not be involved in setting OELs but are responsible for monitoring and evaluating exposure against OELs

Outline:

Introduction to Limit Setting
Organization and Documentation of OEL Setting Process
Evaluation of Data
- Assembling a complete data set
- Identification of the critical endpoint
Performance Based OELs
Procedures for Setting OELs
- Methods for setting OELs
Analogy
Correlation
Low dose extrapolation
Safety factors
- Benchmark dose
- Selection of uncertainty factors
- Use of pharmacokinetic data
Industrial Hygiene Considerations
- 8-hour TWA vs. STEL vs. Ceiling
- Skin notations / Wipe testing
- Alternative work schedules
OEL Setting Exercise with Sample Data Set
OEL Setting Workshop
Workshop Presentations
Interpretation of OEL Documentation
Application of OELs
Summary

Description: Occupational Exposure Limits (OELs) are established by governmental authorities, consensus groups, and individual companies. In order to better evaluate the occupational risks associated with a particular exposure scenario, the Industrial Hygienist needs to know more about the toxicological endpoints that drive the OEL. This course will cover: basic and advanced procedures used in setting OELs and the interpretation of supporting documentation to determine proper evaluation and application of OELs. The course will also include several exercises where attendees will set OELs based on various sample data sets. Throughout the course, specific attention will be given to how OELs and their documentation should be interpreted and applied by Industrial Hygienists

Instructors: Robert Sussman, Ph.D., DABT, SafeBridge Consultants, Inc., New York, NY; Paul Hewett, Ph.D., CIH, Exposure Assessment Solutions, Inc., Morgantown, WV; Mike Delorme, Ph.D., Dupont Haskell Laboratories, Newark, DE; Tony Havics, CHMM, CIH, PE, pH2 Environmental, Inc., Indianapolis, IN

PDC 411
Identification, Evaluation and Control of Dermal Exposures

Sponsoring Committees: Biological Monitoring and Exposure Assessment Strategies Committees

Prerequisites: Basic understanding of industrial hygiene practice and principles

Learning Aids: calculator

Objectives: Upon completion, the participant will be able to:

Identify potential skin exposure hazards in workplaces
Recognize the significant and consequences of overlooking skin exposures
Utilize risk assessment approaches for rating potential hazards
Select and apply methods for measuring exposures, including documenting the benefit of intervention efforts
Formulate new ideas for creative improvements that will reduce exposures

Outline:

Course Introduction and Logistics
Overview of Risk Assessment Approaches The skin, its physiology, and Impact of its exposure to chemicals
- what the skin is and how it functions
- effect on skin (dermatitis)
- effect on systemic toxicity
Government regulations and sources of information involving skin exposure
Qualitative and quantitative approaches to modeling
- irritants and allergens
- systemic intoxication Introduction to Exposure Assessment Methods
- identifying goals, limitations, and selecting a method(s)
- description and status of exposure assessment methods
Biological Monitoring and skin exposure
- what is human biological monitoring?
- how do you do biological monitoring?
- what does biological monitoring measure relative to skin exposure?
- what compounds/circumstances are best for biological monitoring?
- ACGIH Biological Exposure Indices, BEIs and other Guidelines
- Questions
Case Study Exercises Introduction of Case Study 1
- Subpart 1 — Calculation exposure/risk assessment with biomonitoring
- Subpart 2 — Dermal contact exposure calculation
- Subpart 3 — Exposure assessment characterization
Presentations of solutions/discussions by each group
Introduction of Case Study 2
- Subpart 1 — Dermal Exposure Calculation
- Subpart 2 — Exposure/risk assessment with biomonitoring 2
- Subpart 3 — Control technology options
Presentations of solutions/discussions by each group
Review/Wrap up/Outstanding Issues Course evaluations

Description: This course is designed to enhance the ability of the occupational health and safety professional to apply the basic principles of occupational hygiene to skin exposure hazards. The course consists of a combination of lectures, demonstrations, and case studies with group exercises and discussions that are intended to fully develop the attendee’s appreciation of the consequences of excessive skin exposures and develop the skills needed for assessing and managing this exposure route. Topics include why skin exposure is important, the regulatory requirements, tools for risk assessment, where to obtain essential information, how to measure, and possible ways to control and manage skin exposures along with each of their attributes and limitations.

Instructor(s): Mark Boeniger, NIOSH/CDC, Cincinnati, OH; Shane Que Hee, PhD, University of California- Los Angeles, Los Angeles, CA; Jennifer Sahmel, CIH, National Park Service, Denver, CO

PDC 412
If I'm Teaching, Why Aren't They Learning?! How to Provide World-Class Training That Works!

Prerequisites: A good working knowledge and experience with teaching adults

Learning Aids: Students are encouraged to "bring" their own training examples as models to work on during the course.

Objectives: Upon completion, the participant will be able to:

Describe the “Training Cycle” correctly
Explain the value of a careful needs assessment
Explain the importance of being a flexible trainer and facilitator
Describe four basic principals of adult learning
List 5 each dos and don’ts and likes and dislikes
Identify possible solutions to frequent training “problems”
Contrast and compare the pros and cons of testing
Demonstrate at least one method used in class in a session of their own design.

Outline:

Overview, Introductions, Expectations, Goals, and Objectives — discussion and Q&A
Review of the “Training Cycle” — game/”team” challenge
Needs Assessments — workshop
Flexibility in Topics and Discussion — demonstration, discussion, and Q&A
Adult Learning Principals (ALPs) — discussion, Q&A, video
Dos and Don’ts/Likes and Dislikes — brainstorming, demonstration, and game
Facilitating Discussion — discussion, Q&A, and role-play exercise
Hands-on training — hands-on exercise
Training “problems” — discussion, Q&A, role-play exercise
Games, Games, Games!
To test or not to test (pre-test/post-test) — small group work, discussion
Effective Evaluation — video, discussion, dyads/triads
Wrap-up and Final Considerations — discussion and Q&A

Description: Many trainers become frustrated when trainees don’t seem to learn or otherwise “benefit” from the training. This course is designed to provide students with the skills necessary to improve the training they offer and to have the training “stick”. In this very different course/session, the students will participate in the learning process throughout the day. The course is designed to both educate as well as involve the students in the process of improving their training courses. Students will be equal participants in the day’s agenda and topics. Methods and approaches to be used include demonstration, hands-on, small group work, role-playing, games, discussion, question/answer, brainstorming, and brief video clips. This course will give students the where-with-all to improve their training. Come prepared to learn, educate, participate, and have more fun than you’re used to having at a course!

Instructor: Jonathan Klane, M.S.Ed., CIH, CHMM, CET, KEITH, Fairfield, ME

PDC 413
IH Writing & Speaking: Concise as News, Precise as Law

Prerequisites: A critical mind eager for reasons — not just rules — about how to write and speak on the job. (Optional: By Friday, January 20, 2006, email a writing sample to hankwallace@WSLN.com for possible excerpting in the course booklet and possible in-course critique. Include or omit identifiers as you like. Subject: OK AIHce critique.)

Objectives: Upon completion, the participant will be able to:

Master nine journalism skills that will advance your IH career
Inform and convince from the start by leading with the future (rather than with background)
Speak with the ease of a conversation and the power of TV news
Speak your audience's language
Be positive, for both clarity and power
Lay out logically
Choose crisp verbs
Be consistent
Be precise
Be brief; strengthen your supervisory style and create a "plain-English” workplace

Outline:

Lead with the future — including IH crisis communication
Add power to your voice
Speak your audience's language
Be positive, for both clarity and power
Lay out logically
Choose crisp verbs
Be consistent
Be precise
Be brief

Description: Master nine journalism skills that will sharpen your IH communication. We'll critique newspapers and TV news, and we'll have a few voluntary writing and speaking exercises. (Optional: by Friday, January. 20, 2006 email a writing sample to hankwallace@WSLN.com for possible excerpting in the course booklet and possible in-course critique. Include or omit identifiers as you like. Subject: OK AIHce critique.)

Instructor: Hank Wallace, JD, Write & Speak Like the News, Washington, DC

PDC 414
Implementing Reproductive & Developmental Health Programs

Sponsoring Committee: Law Committee

Prerequisites: Students should have a broad understanding of EHS hazards, risks, and risk management. Toxicological concepts such as Lowest Observed Adverse Effect Level (LOAEL) should be understood but are not required.

Objectives: Upon completion, the participant will be able to:

Describe the basic concepts of reproductive and developmental biology
Summarize legal, ethical, and societal trends impacting protection of unborn children from workplace hazards
Explain the business imperative for managing this risk
Recognize reproductive and developmental hazards
Understand the major elements of a workplace reproductive and developmental health program
Develop working knowledge of the European Union (EU) regulations and practices for risk assessments for pregnant workers that can be used by U.S. employers
Conduct effective risk communication.

Outline:

Overview and perspectives
Basic reproductive and developmental biology
Trends and emerging issues
Recognizing R/D hazards
Evaluating R/D risks
EU and International Labour Organization (ILO) risk assessment for pregnant workers
Risk communication
Exercises.

Description: Course examines the growing movement in society, laws, and the courts to view an embryo/fetus as an "unborn child" that has rights, including rights that extend to protection from workplace hazards. More than one-half of all children born in the U.S. today are born to working mothers, 70% of workers worldwide are of reproductive age, and rapidly evolving science is discovering more workplace hazards to reproductive and developmental health. The ILO calls for all employers worldwide to conduct risk assessments for pregnant workers. EU employers are required by law to conduct this risk assessment. U.S. approach to conducting risk assessments for pregnant workers requires involvement by EHS pros.

Instructors: Daniel Markiewicz, CIH, CSP, CHMM, Markiewicz & Associates Ltd., Toledo, OH; Elena Lougovskaia, JD, Gallagher Sharp, Cleveland, OH; Paul Schumacher, JD, Gallagher Sharp, Cleveland, OH; Cheryl Rice, HazCorp Environmental Services, Inc., Toledo, OH

PDC 415
Introduction to CBRN Agents

AIHce 2005 Top Ten PDC

Sponsoring Committee: Toxicology Committee

Objectives: Upon completion, the participant will be able to:

List the major chemical warfare agents, their characteristics, toxicology and symptoms of exposure and treatment
Identify the five primary biological threat agents, the symptoms of exposure and treatment
List the primary hazards associated with exposure to the three types of ionizing radiation, the methods for reducing exposure, and the treatment for exposure
Apply the basic principles of identification, evaluation and control to incidents involving the accidental or intentional release of chemical, radiological, or biological agents.

Outline:

History of Chemical and Biological Warfare
Description of recent incidents (intentional and accidental) involving release of toxic materials
Description and discussion of classic Chemical and Biological agents
Description and discussion of the Radiological Threat
Discussion of the role of Occupational Health Professionals in planning for and responding to incidents
Sources for reference and future studies are provided to the students.

Description: The intent of this course is to provide Occupational Health Professionals with a basic background and understanding of the threat from chemical/biological/radiological/Nuclear (CBRN) materials, their mechanisms of action and treatment modalities.

Instructors: Warren Jederberg, MS, CIH, RPIH, US Navy, Arlington, VA; Kenneth Still, PhD, CSP, CIH, CHMM, US Navy, Pearl Harbor, HI

PDC 416
Introduction to Risk Assessment for the IH

Sponsoring Committee: Risk Assessment Committee

Prerequisites: A general interest or curiosity about the topic of risk assessment as it relates to the practice of industrial hygiene.

Learning Aids: A calculator would be helpful in doing the case studies.

Objectives: Upon completion, the participant will be able to:

Define or recognize their options and responsibilities as Industrial Hygienists and practicing Risk Assessors (i.e., that published exposure limits are never “written in stone” but are subject to interpretation, understanding and judgment relative to their documentation and level of acceptable risk to society)
Describe or demonstrate that true risk is never known but it is typically overestimated vis-à-vis the Precautionary Principle (i.e., err on the side of safety in the face of uncertainty)
Recall that the degree of risk overestimation is inversely proportional to the resources applied to the estimation
Recognize that the IH is a working technologist that uses science and that the heart and soul of this science is in the building, testing and use of models
Describe “expert judgment” as legitimate and valued to the extent that the assumptions and data underlying it can be revealed and explained
Describe the primary elements of risk assessment and their relationship to one another.

Outline:

Introduction to RA (General concepts — definitions)
What do we want to accomplish today?
NAS paradigm — 1983 Red Book
Overview to occupational health risk assessment as practiced at R&H
Hazard characterization
What really is happening at environmental concentrations?
Selected topics: NOEL or LOEL / SF, EPA method for determining unit risk (assumed linear model), comparisons of TLV®s, RFC, Proposition 65 Exposure Limits
Selected topics: Difference between occupational and environmental standards, NCELS, PB – PK, the “OMICS”
Exposure assessment
RA of uncharacterized or under assessed chemicals anticipation (Toxicology and Exposure)
Software demonstration
Example: (The game of “EL versus EXP” for hygienist)
Example: Worked in groups by students
Reports by groups with discussion
Summary

Description: Almost everyone involved with industrial hygiene is doing risk assessment at some level. This course is designed to show the relationship between industrial hygiene and risk assessment and its elements. It is designed to be a general and broad overview of the process. It will not go into a significant amount of depth into any of the areas covered. It will, however, provide the IH practitioner with an appreciation of where he or she is in this scheme and where he or she could be to learn and do more to ultimately grow in the profession.

Instructors: Michael Jayjock, PhD CIH, The LifeLine Group, Langhorne, PA

PDC 417
Investigative Photography for Safety and Health Professionals

AIHce 2005 Top Ten PDC

Sponsoring Committee: Safety Committee

Prerequisites: Basic camera skills required.

Objectives: Upon completion, the participant will be able to:

Manage a program for photographic documentation
Choose the appropriate camera equipment and techniques for evidence collection and analysis
Prepare photographic documentation for use in legal proceedings.

Outline:

Developing and Implementing an Investigative Photography Program
Standard Procedures for an Investigative Photography Program
Photographic Techniques Evidence Collection and Analysis
Photographs and Legal Proceedings
Photography Equipment, Techniques and Selection
Full Scale Practical Exercises
Photographic Techniques Evidence Collection and Analysis

Description: This course provides information that is necessary to implement and manage a program that will achieve photographic results in photographic documentation. Applications of the critical skills for using cameras in evidence collection and legal proceedings will