12 safety questions to ask
- What are the steps of your job?
- What safety measures do you currently take?
- Do you feel you’ve received effective safety training?
- How do you determine what protective gear you need?
- What are some potential hazards you’ve identified in our workplace?
Meer items
Contents
What are the safety conversation questions?
THE DISCUSSION ON SAFETY
| (1) | What is safety? |
|---|---|
| (6) | What safety features do you think should be in all cars? |
| (7) | What do you do to ensure the safety of your valuables? |
| (8) | If you had to create a memorable safety slogan, what would it be? |
| (9) | What safety issues will we worry about in the future? |
What should you do if you have doubts about the safety of a situation?
Yes or no? –
- The Occupational Health and Safety Act says that you have the right to know about hazards in your workplace.
- If a hazard can make you sick, you will always start to feel sick right away.
- To keep from getting hurt on the job, you need to find out about the hazards while you’re working.
- If you have any doubts about the safety of the work you’re doing, you should keep those doubts to yourself.
- If you see a hazard while you’re working, you should report it to your supervisor or employer right away.
What makes a good safety meeting?
4. Create a space for employee engagement – To keep employees engaged, your safety meetings should foster two-way communication. Encourage employees to ask questions, voice concerns, and provide feedback. Ahead of the meeting, ask trusted employees to share their own experiences and recognize them for doing the right things.
Who is concern for safety?
A Safety Concern is defined as any condition, practice, or violation that causes a substantial probability of physical harm, property loss, and/or environmental impact such as:
Loose railing on a stairwell Tripping hazards Anything you feel has the potential to cause harm to people, property, or the environment.
For Safety Concerns related to Building, Parking, Traffic, and Pedestrian:
Building issues (i.e., water leaks, egress, lighting, etc.) – contact your Building Manager Vehicle related issues requiring a real-time response (i.e., parked incorrectly or blocking a walkway, etc.) – contact Security & Emergency Services at (510) 486-6999.
For safety concerns not related to those listed above, employees and affiliates can report a Safety Concern by:
Going to the askUS website Emailing [email protected] Calling ext: 7233 (SAFE)
We will do our best to address your Safety Concern or triage it to the correct person/s for resolution. If you submit your Safety Concern anonymously you will not receive updates or notifications. Visit the EH&S Laboratory Safety site for more information.
What creates a feeling of safety?
Feeling safe at home – Home is where you might spend a large amount of time, so it is important to feel secure and safe there. Connecting with the community in which you live is also important. Taking part in social events or group exercise or even going for a walk can add to your feeling of stability.
Being surrounded by people you trust and having supportive friends and family are all strongly linked with wellbeing. Having healthy and respectful relationships can help you to feel safe and valued. If something is feeling not quite right in your relationship with a loved one, or you begin to feel unsafe, it’s important to reach out for help.
For more relationship information and guidance, visit Family Relationships Online or 1800RESPECT,
What are the 7 keys questions?
7 Key Questions: Who, What, Why, When, Where, How, How Much? – Consultant’s Mind.
What are the 3 level questions?
Lesson Plans – This strategy can be used with any type of text—historical documents, literature, newspaper articles, films, artwork, photographs, etc. Prepare questions that students will answer. We suggest writing two to three questions for each of the following categories:
Factual questions (level one) can be answered explicitly by facts contained in the text. Inferential questions (level two) can be answered through analysis and interpretation of specific parts of the text. Universal questions (level three) are open-ended questions that are raised by ideas in the text. They are intended to provoke a discussion of an abstract idea or issue.
The following are example questions related to the story “Those Who Don’t” from Sandra Cisneros’s The House on Mango Street :
Factual: According to Esperanza (the narrator of the piece), how do “those who don’t know any better” define the identities of the people in her neighborhood? How is this different from Esperanza’s ideas about the people in her neighborhood? Inferential: Who are “those who don’t know any better”? What does the line “That’s how it goes and goes” mean? Universal: What are stereotypes? Why do people form stereotypes of “others”? When are stereotypes harmful? What prevents people from forming damaging stereotypes of others?
Have students watch or read the text silently or aloud. As they read (or watch), ask students to underline or record key words and phrases. Students can answer the questions individually or in small groups. Review responses to level-one and level-two questions to make sure everyone understands the text.
As you go over level-two questions, encourage students to share different interpretations of the text and use evidence to explain their answers. The universal questions make effective prompts for a larger class discussion. After using this strategy a few times, have students generate their own questions in each of the categories.
In small groups, they can write questions. Then groups can trade questions and respond to these as a way to assess their understanding of the text. You can have struggling readers focus on level-one questions, average readers focus on level-one and level-two questions, and advanced readers be responsible for addressing all three levels of questions. paperclip Use these activities to help students reflect on the themes in Amanda Gorman’s Inauguration Day poem and consider how their unique experiences and voices can help America “forge a union with purpose.” paperclip Deepen students’ understanding of a topic by having them connect to their prior knowledge. paperclip Deepen students’ understanding of a topic by having them connect to their prior knowledge. paperclip Students practice gratitude by naming and recording three good things that have happened that day. paperclip Students use poetry as a spark for reflection and discussion about what’s happening in their lives and the world. paperclip Students practice debate and perspective taking by taking a stand on a controversial statement. paperclip Students reflect on the day by asking them to share an appreciation, an apology, and an “aha” moment. paperclip Students identify one personal or academic goal that they would like to commit to in the week ahead. paperclip Students reflect on the past year and generate ideas for the kind of learning community and learning experiences they are hoping for this year. paperclip Students consider what parts of our identities we choose for ourselves and what parts are chosen for us, as well as the impact our names can have on our identities. paperclip Students explore the idea of “community” in order to identify its key aspects and deeper meaning. The resources I’m getting from my colleagues through Facing History have been just invaluable. — Claudia Bautista, Santa Monica, Calif
