PUB HLTH 7031 - Occupational Hygiene and Ergonomics
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code PUB HLTH 7031 Course Occupational Hygiene and Ergonomics Coordinating Unit Public Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Internal & external mode Available for Study Abroad and Exchange N Course Description This course is an introduction to practical occupational hygiene and ergonomics. There is broad coverage of chemical and physical hazards and of technologies for evaluation and control. Topics include noise, vibration, thermal stress, shift work, biohazards and toxic chemicals. There will be discussion of exposure standards and the interpretation of hygiene data. There will also be an overview of ergonomics, including consideration of workstation and process design; displays and information systems; biomechanics; anthropometry; and psychological aspects.
Course Coordinator: Professor Dino Pisaniello
The full timetable of all activities for this course can be accessed from Course Planner.Timetable details are located on MyUni.
Course Learning OutcomesThis course builds on the basic principles and concepts in the Introductory Environmental and Occupational Health Course.
By the end of the course, each student should be able to:
- Apply theoretical frameworks and concepts of occupational hygiene and ergonomics for a variety of common hazardous environments.
- Contextualise professional relationships and team activity in occupational health
- Analyse risk factors and undertake basic risk assessment in selected workplace situations
- Demonstrate skills in the use of common risk assessment tools and equipment in occupational hygiene and ergonomics
- Critically assess existing or proposed interventions
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-3, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,4,5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2,3 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Recommended ResourcesA list of recommended resources will be provided on the MyUni course site.
Reed S, Pisaniello D, Benke G. (2019) Principles of Occupational Health and Hygiene – An Introduction.
Allen and Unwin 3rd Edition. ISBN 9781760528508. Available from Booktopia.
Online LearningThis is a blended course, but can be taken online. MyUni will provide the online learning management system.
The course utilises Discussion Boards for asynchronous student-student engagement. Zoom will be used for synchronous activities, including practical demonstrations.
Learning & Teaching Activities
Learning & Teaching ModesMuch of the contact you have with fellow students and staff will be online.
Online activity is supplemented by field visits and face to face hands-on classroom or laboratory demonstrations.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that, for this course, you are expected to commit approximately 12 hours per week to private study. Students are encouraged to attend face to face activities where possible.
Learning Activities Summary
Topic Content Introduction to Ergonomics Ergonomics as a Discipline
Work related Musculoskeletal Disorders I Hazardous Manual Tasks
Anatomy & Biomechanics of the Low Back
The REBA Tool
Work related Musculoskeletal Disorders II
The Upper Limb
The RULA Tool
Introduction to Occupational Hygiene Occupational Hygiene Conceptual Frameworks and Practical Application
Professional Relationships and Team Activity
Physical Hazards Risk Factor Analysis and Risk assessment for Physical Hazards, including noise, vibration and thermal factors Chemical Hazards Risk Factor Analysis and Risk Assessment for Chemical Hazards
Environmental and Biological Monitoring Techniques
Hazard Control Engineering Controls, Administrative Controls and Personal Protective Equipment.
Critical Assessment of Interventions.
Microbiological hazards Bioaerosols
Indoor environments Work and vision
Indoor Air Quality, Working from Home, Office environments
Special topics in Occupational Hygiene Occupational Hygiene for Managers and Supervisors
Occupational Hygiene Reports
The course is set up in 10 modules, seven for occupational hygiene and three for ergonomics
Specific Course RequirementsN/A
Small Group Discovery ExperienceN/A
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome ERGONOMICS Ergonomics Exercises
· The Ergonomics Model
· Ergonomics Tools
OCCUPATIONAL HYGIENE Occupational Hygiene Quiz Summative 20% 1,3,5 Physical and Chemical Hazard Exercises
Hazard Control Exerccies
1-5 Occupational Hygiene Tutorial Summative
1-5 Participation (field visits, online discussion) Formative and Summative 10% 1-5
Assessment Related RequirementsN/A
The ergonomic exercises are worth 20% of the total mark for the course (10% each).
Using an activity in your own workplace (or one you are familiar with) as an example, describe how you might conduct an assessment using either of the two Ergonomics Models provided as a framework.
Complete either a REBA or RULA analysis on the relevant tasks pictured at the end of the Module 2 Study Guide. Submit the results sheet and provide some dot point comments (no more than half-a-page) on its potential usefulness for developing control options.
The assessment comprises a quiz, scenario-based exercises and an asynchronous online tutorial.
The quiz will comprise open book mutiple choice and short answer questions.
Each of the exercise sets has a series of questions addressing key concepts and has an emphasis on authentic learning. For example, questions may relate to the investigation of occupational illness; the derivation, manipulation and interpretation of data for exposure assessment; risk communication to workers, health and safety representatives and managers; and the development and justification of control measures.
The tutorial poses thought-provoking questions, often relating to contemporary issues or recent research and is an opportunity for student-student engagement eliciting personal or industry experience, discussion of policies or recent articles in the professional literature.
The word limit for each exercise set or tutorial response is approximately 1000 words. References, figures and tables are excluded from the word count.
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent externalcounsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those submitted late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process <https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.As a result of student feedback, the occupational hygiene exercises and tutorial are supported by guidance videos. In addition, the opportunities for optional participation in field visits and professional activities have been broadened.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.