Family Aquatic Safety List
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Water Safety Code
CONTENTS Water Safety Code Contents 1 The Water Safety Code 2 Appendices 2 Guidance Notes 6 Appendix 1 2.1 Definitions 6 Coach/Participant Ratios 30 2.1.1 Safety Adviser 6 2.1.2 Medical Adviser 7 Appendix 2 Safety Audit Sheet - 2.2 Safety Plan 8 Clubs 31 2.3 Safety Audit 8 Appendix 3 Safety Audit Sheet - 2.4 Accident/Incident reporting 9 Events 34 2.5 Responsibilities 10 Appendix 4 2.5.1 Education 10 Incident Report Form 36 2.5.2 The Athlete/Participant 10 2.5.3 Steersmen/women and coxswains 11 Appendix 4a 2.5.4 The Coach 12 ARA Regatta/Head Medical Return 38 2.5.5 Launch Drivers 13 2.5.6 Trailer Drivers 14 Appendix 5 Navigation, Sounds 2.6 Equipment 15 and Signals 39 2.7 Safety at Regattas and other rowing/sculling events 16 Appendix 6 2.7.1 General 16 Safety Launch Drivers 2.7.2 Duty of Care 18 - Guidance Notes 40 2.7.3 Risk Assessment 19 2.8 Safety Aids 21 2.8.1 Lifejackets and buoyancy aids 21 2.9 Hypothermia 23 2.10 Resuscitation 25 2.11 Water borne diseases 28 Page 1 THE WATE R SAFETY CODE 1 The Water Safety Code 1.1 Every affiliated Club, School, College, Regatta and Head Race (hereafter reference will only be made to Club) shall have at all times a Safety Adviser whose duty it will be to understand and interpret the Guidance Notes and requirements of the Code, and ensure at all times its prominent display, observation and implementation. -
4 Water Safety Plans
4 Water safety plans he most effective means of consistently ensuring the safety of a drinking-water Tsupply is through the use of a comprehensive risk assessment and risk manage- ment approach that encompasses all steps in water supply from catchment to con- sumer. In these Guidelines, such approaches are termed water safety plans (WSPs). The WSP approach has been developed to organize and systematize a long history of management practices applied to drinking-water and to ensure the applicability of these practices to the management of drinking-water quality. It draws on many of the principles and concepts from other risk management approaches, in particular the multiple-barrier approach and HACCP (as used in the food industry). This chapter focuses on the principles of WSPs and is not a comprehensive guide to the application of these practices. Further information on how to develop a WSP is available in the supporting document Water Safety Plans (section 1.3). Some elements of a WSP will often be implemented as part of a drinking-water supplier’s usual practice or as part of benchmarked good practice without consolida- tion into a comprehensive WSP. This may include quality assurance systems (e.g., ISO 9001:2000). Existing good management practices provide a suitable platform for inte- grating WSP principles. However, existing practices may not include system-tailored hazard identification and risk assessment as a starting point for system management. WSPs can vary in complexity, as appropriate for the situation. In many cases, they will be quite simple, focusing on the key hazards identified for the specific system. -
2 the Guidelines: a Framework for Safe Drinking-Water
2 The Guidelines: a framework for safe drinking-water he quality of drinking-water may be controlled through a combination of pro- Ttection of water sources, control of treatment processes and management of the distribution and handling of the water. Guidelines must be appropriate for national, regional and local circumstances, which requires adaptation to environmental, social, economic and cultural circumstances and priority setting. 2.1 Framework for safe drinking-water: requirements The Guidelines outline a preventive management “framework for safe drinking- water” that comprises five key components: — health-based targets based on an evaluation of health concerns (chapter 3); — system assessment to determine whether the drinking-water supply (from source through treatment to the point of consumption) as a whole can deliver water that meets the health-based targets (section 4.1); — operational monitoring of the control measures in the drinking-water supply that are of particular importance in securing drinking-water safety (section 4.2); — management plans documenting the system assessment and monitoring plans and describing actions to be taken in normal operation and incident conditions, including upgrade and improvement, documentation and communication (sec- tions 4.4–4.6); and — a system of independent surveillance that verifies that the above are operating properly (chapter 5). In support of the framework for safe drinking-water, the Guidelines provide a range of supporting information, including microbial aspects (chapters 7 and 11), chemi- cal aspects (chapters 8 and 12), radiological aspects (chapter 9) and acceptability aspects (chapter 10). Figure 2.1 provides an overview of the interrelationship of the individual chapters of the Guidelines in ensuring drinking-water safety. -
Diving Safety Manual Revision 3.2
Diving Safety Manual Revision 3.2 Original Document: June 22, 1983 Revision 1: January 1, 1991 Revision 2: May 15, 2002 Revision 3: September 1, 2010 Revision 3.1: September 15, 2014 Revision 3.2: February 8, 2018 WOODS HOLE OCEANOGRAPHIC INSTITUTION i WHOI Diving Safety Manual DIVING SAFETY MANUAL, REVISION 3.2 Revision 3.2 of the Woods Hole Oceanographic Institution Diving Safety Manual has been reviewed and is approved for implementation. It replaces and supersedes all previous versions and diving-related Institution Memoranda. Dr. George P. Lohmann Edward F. O’Brien Chair, Diving Control Board Diving Safety Officer MS#23 MS#28 [email protected] [email protected] Ronald Reif David Fisichella Institution Safety Officer Diving Control Board MS#48 MS#17 [email protected] [email protected] Dr. Laurence P. Madin John D. Sisson Diving Control Board Diving Control Board MS#39 MS#18 [email protected] [email protected] Christopher Land Dr. Steve Elgar Diving Control Board Diving Control Board MS# 33 MS #11 [email protected] [email protected] Martin McCafferty EMT-P, DMT, EMD-A Diving Control Board DAN Medical Information Specialist [email protected] ii WHOI Diving Safety Manual WOODS HOLE OCEANOGRAPHIC INSTITUTION DIVING SAFETY MANUAL REVISION 3.2, September 5, 2017 INTRODUCTION Scuba diving was first used at the Institution in the summer of 1952. At first, formal instruction and proper information was unavailable, but in early 1953 training was obtained at the Naval Submarine Escape Training Tank in New London, Connecticut and also with the Navy Underwater Demolition Team in St. -
Not One More Child Drowns: Infant Swimming Resource a Mother Shares Her Story of Tragedy and Explains How You Can Prevent Infant Drowning
Not One More Child Drowns: Infant Swimming Resource A mother shares her story of tragedy and explains how you can prevent infant drowning. By Marla Carnes August 2011 Courtesy of Marla and Dwain Carnes My son, Sterling, was born when I was 27 years old. I stayed home with him. In fact, he never spent a moment away from me during the first two years of his life. We never had a babysitter. He was with me every second of the day, except when we both slept. We had such an extraordinary bond with each other and loved each other more than words could describe. 1 of 9 Copyright © 2011 CrossFit, Inc. All Rights Reserved. Subscription info at journal.crossfit.com CrossFit is a registered trademark ® of CrossFit, Inc. Feedback to [email protected] Visit CrossFit.com ISR ... (continued) the back yard. My first thought when we walked into the house was, “Oh no, there is a pool. I’m going to have to watch Sterling a lot more carefully. Oh wait, it’s winter and we won’t be outside.” I felt a little relief about that. Then I noticed the stairs in the house. I thought, “Oh no, there are stairs. I’m going to have to watch Sterling a lot more carefully.” We didn’t have stairs in our house, so Sterling was not good at going up and down them yet. For some reason, Sterling stayed right by my side, which was out of his character. He was the type of child to just do what he wanted and go where he wanted. -
Environmental, Health and Safety Supplemental
AUTHORIZED COPY Document title: Document number: Environmental, Health and Safety ADMP-EHS-EHS-00032 Supplemental Requirements Revision No.: Coal Combustion Products (CCP) 001 Keywords: Applies to: ADMP-SAF-HSF-00048 Duke Energy Table of Contents PURPOSE ...............................................................................................................................................2 SCOPE ............................................................................................. 2 KEYS TO LIFE .........................................................................................................................................2 EVENT REPORTING AND INVESTIGATIONS .........................................................................................3 ORIENTATIONS - POWERSAFE 3 CONTRACTOR COMPANY PRE-QUALIFICATION PROCESS 4 LOCK OUT–TAG OUT ............................................................................................................................ 5 CRANES, RIGGING AND LIFTING ..........................................................................................................5 HOT WORK PERMITS .............................................................................................................................5 TRENCHING, EXCAVATIONS, AND LAND DISTURBING ACTIVITIES ....................................................6 CONFINED SPACE ENTRY .....................................................................................................................6 LIGHTNING .............................................................................................................................................6 -
Scientific Review: Minimum Age for Swim Lessons
Scientific Review: Minimum Age for Swim Lessons (Approved June 2009) Conducted by selected members of the Aquatics Sub-Council and American Red Cross Advisory Council on First Aid, Aquatics, Safety, and Prevention (ACFASP): Stephen J. Langendorfer, PhD, Linda Quan, MD, Francesco A. Pia, PhD, Roy Fielding, MA, Peter G. Wernicki, MD, David Markenson, MD, FAAP, EMT-P Questions to Be Addressed What Scientific Evidence Exists to Support Setting a Minimum Age for Swimming Lessons? Corollary questions: Does evidence exist to support an optimal age for acquiring swimming and aquatic skills? Does evidence exist to support a universal order of acquisition for swimming and aquatic skills? Does evidence exist to identify the most appropriate purposes and methods for aquatic programs for young children? Introduction/Overview The earliest and/or optimal age(s) at which aquatic skills should be introduced within structured (a.k.a., formal) swim lessons has continued to be a persistent and controversial issue in the aquatic and medical fields for over four decades. The controversy in part stems from differing theoretical perspectives underlying the nature of skill acquisition as well as the practical purposes for which swim lessons are offered. One developmental theory, maturation, assumes that all behaviors including aquatic skills change over time in a regular, ordered pattern as a result of internal, hereditary-based processes mainly dependent upon a person’s chronologic age. A contrasting theory, learning, presumes that behavioral changes primarily depend upon specific environmental experiences or sometimes the 450 Scientific Reviews/Advisories 451 interaction of those experiences with age. Finally, a new contemporary theory, dynamical systems, sees behavioral change as possessing inherent emergent char- acteristics strongly associated with the elements of complex systems as well as dynamic, physical, and psychological principles. -
Generic Risk Assessment 2.4: Flooding and Water Safety
This document was archived on 30 March 2020 Fire and Rescue Service Operational Guidance Archived GRA 2.44.3 IncidentsFlooding involving and transport systemswater safety – Air 6013 GRA A4 5.10 V0_1.indd 1 22/10/09 09:59:51 This document was archived on 30 March 2020 Generic Risk Assessment 2.4 Flooding and water safety November 2011 Archived London: TSO This document was archived on 30 March 2020 Published by TSO (The Stationery Office) and available from: Online www.tsoshop.co.uk Mail, Telephone, Fax & E-mail TSO PO Box 29, Norwich, NR3 1GN Telephone orders/General enquiries: 0870 600 5522 Fax orders: 0870 600 5533 E-mail: [email protected] Textphone: 0870 240 3701 TSO@Blackwell and other Accredited Agents Archived Published with the permission of the Department for Communities and Local Government on behalf of Her Majesty’s Stationery office. © Crown copyright 2011 ISBN 9780117540279 Copyright in the typographical arrangement and design rests with the Crown. This is a value added publication which falls outside the scope of the HMSO Class Licence. Applications for reproduction should be made to The National Archives, Information Policy Team, Kew, Richmond, Surrey, TW9 4DU. Printed in the United Kingdom by The Stationery Office ID 2467867 11/11 16668 19585 This document was archived on 30 March 2020 The Generic Risk Assessments in this series only apply to England Contents SECTION 1 Generic Risk Assessment 2.4 Flooding and water safety 5 Scope 5 Significant hazards and risks 6 Working environment 6 Contamination and biological/chemical -
Code of Practice for the Design, Construction, Operation, Management & Maintenance of Aquatic Facilities
Code of Practice for the Design, Construction, Operation, Management & Maintenance of Aquatic Facilities January 2020 Contents SECTION 1 – ADMINISTRATIVE PROVISIONS 5 SECTION 2 – DESIGN AND CONSTRUCTION REQUIREMENTS 9 SECTION 3 – CIRCULATION AND WATER TREATMENT SYSTEMS 21 SECTION 4 – CHEMICAL SAFETY 32 SECTION 5 – WATER QUALITY AND TESTING 33 SECTION 6 – QUALIFICATION REQUIREMENTS FOR AQUATIC FACILITY OPERATORS, SUPERVISORS AND EMERGENCY CARE PERSONNEL 41 SECTION 7 – GENERAL SANITATION AND OPERATIONAL REQUIREMENTS 47 SECTION 8 – REQUIREMENTS FOR SPECIAL FEATURES 52 SECTION 9 – PUBLIC SPA POOLS 54 SECTION 10 – SPECIAL REQUIREMENTS FOR WATERSLIDES 58 SECTION 11 – HYDROTHERAPY POOLS 62 SECTION 12 – WATER SPRAY GROUNDS AND INTERACTIVE WATER FEATURES 63 APPENDIX 1 – APPROVED COLOURS FOR AQUATIC FACILITIES 64 APPENDIX 2 - SAFETY RULES SIGNAGE 67 APPENDIX 3 – REQUIREMENTS FOR AQUATIC WATER HEATING SYSTEMS 69 APPENDIX 4 – REQUIREMENTS FOR OZONE WATER TREATMENT SYSTEMS 70 APPENDIX 5 – STAIRWAYS, LADDERS AND PLATFORMS 72 APPENDIX 6 – SLIP RESISTANCE TESTING AND PERFORMANCE 74 APPENDIX 7 – WATER BALANCING 75 APPENDIX 8 – REFERENCES 78 APPENDIX 9 – ACKNOWLEDGEMENTS 80 APPENDIX 10 SUGGESTED EXAMPLE OF AQUATIC FACILITY OPERATION MANUAL and OTHER RISK/EMERGENCY MANAGEMENT ARRANGEMENTS 81 APPENDIX 11 BASIC WATER BODY FILTRATION AND SYSTEM DESIGN PERFORMANCE TABLE 84 2 FOREWORD This Code of Practice has been prepared to ensure public aquatic facilities are operated to consistently high health and safety standards, by minimising the occurrence of disease, injury and other health-related complaints associated with the use of these facilities. The Code is divided into 12 sections, which include administrative provisions, design and construction requirements, water treatment, chemical safety, water quality, management and supervision, operational and sanitary requirements, plus requirements for special facilities such as spas, hydrotherapy pools, waterslides and water spray grounds / interactive water features. -
1 Water Safety Plans: Methodologies for Risk Assessment and Risk
Water safety plans: methodologies for risk assessment and risk management in drinking-water systems JOSÉ MANUEL PEREIRA VIEIRA Department of Civil Engineering, University of Minho, 4704-553, Braga, Portugal [email protected] Abstract Providing good and safe drinking-water is world-wide considered to be a fundamental political issue for public health protection, and must be the primary objective of water supply systems. Drinking-water quality control has currently been based on detection of pathogens and toxic concentrations of chemicals by means of monitoring programs and compliance with national or international guidelines and standards, relying mainly on indicator bacteria and chemicals maximum concentration levels. However, this methodology is often slow, complex and costly. Even for sophisticated and well-operated systems these monitoring schemes have proved to be inefficient in preventing waterborne diseases like, for instance, Giardia or Cryptosporidium outbreaks. From this evidence we can conclude that end-product testing is a reactive rather than preventive way to demonstrate confidence in good and safe drinking-water. This justifies the need for the formulation of a new approach in drinking-water quality control based on understanding of system vulnerability for contamination and on preventive means and actions necessary to guarantee the safety of the water supplied to the consumer. Water safety plan is a concept for risk assessment and risk management throughout the water cycle from the catchments to the point of consumption. This approach includes the identification of the hazards and introduction of control points that serve to minimize these potential hazards, providing for more effective control of drinking- water quality. -
Risk Assessment As a Tool to Improve Water Quality and the Role of Institutions of Higher Education
Risk Assessment as a Tool to Improve Water Quality and The Role of Institutions of Higher Education Kyana Young (Michigan State University) , Joan B. Rose (Michigan State University), John Fawell (Cranfield University), Rosina Girones Llop (University of Barcelona), Hung Nguyen (Hanoi School of Public Health), and Maureen Taylor (University of Pretoria) 1. Water Quality Grand Challenges It is often said “water is life” but it must also be said that Water Quality is Health. Of all the global struggles around the protection and restoration of water quality addressing waste, wastewater and sanitation to control waterborne pathogens, chemicals of emerging concerns and overloading of nutrients to water systems may be the most significant challenge and opportunity in the anthropocene. The Blue Planet depends upon water, one of the most critical of all the world’s life support systems. Water quantity and quality (access and management) are interlinked with our global biohealth servicing a sustainable plant, animal and human network. The understanding of water quality at larger scales, ground and surface water interactions impacted by land and climate is essential to our future investments for protection and restoration. In the last 60 years we have seen a great acceleration of population growth (in people and animals), landuse change, use of fertilizers, and water. This has led us into the anthropocene where continued water quality degradation as demonstrated by widespread recalcitrant chemical contamination, increased eutrophication, hazardous algal blooms and fecal contamination associated with microbial hazards and antibiotic resistance is a global phenomenon. This is exacerbated by climate change and extreme events. These directly affect health associated with disease, malnutrition and loss of economic development opportunities. -
ACFASP Scientific Review Minimum Age for Swimming Lessons
ACFASP Scientific Review Minimum Age for Swimming Lessons Questions to be addressed: Primary Question: What scientific evidence exists to support setting a minimum age for swimming lessons? Corollary questions: Does evidence exist to support an optimal age for acquiring swimming and aquatic skills? Does evidence exist to support a universal order of acquisition for swimming and aquatic skills? Does evidence exist to identify the most appropriate purposes and methods for aquatic programs for young children? Introduction/Overview: The earliest and/or optimal age(s) at which aquatic skills should be introduced within structured (a.k.a., formal) swim lessons has continued to be a persistent and controversial issue in the aquatic and medical fields for over four decades. The controversy in part stems from differing theoretical perspectives underlying the nature of skill acquisition as well as the practical purposes for which swim lessons are offered. One developmental theory, maturation, assumes that all behaviors including aquatic skills change over time in a regular, ordered pattern as a result of internal, hereditary-based processes mainly dependent upon a person’s chronologic age. A contrasting theory, learning, presumes that behavioral changes primarily depend upon specific environmental experiences or sometimes the interaction of those experiences with age. Finally, a new contemporary theory, dynamical systems, sees behavioral change as possessing inherent emergent characteristics strongly associated with the elements of complex systems as well as dynamic, physical, and psychological principles. Theoretical perspectives strongly influence how persons or organizations understand why and how behaviors such as aquatic skills change over time. More pragmatically, aquatic programs, while indirectly and subtly influenced by theory, have been primarily shaped by their underlying purposes.