Hazardous Waste Worker Training Program (HWWTP)

消防部门为全国各地的社区提供了宝贵的服务。他们应对所有紧急情况。他们还响应非紧急服务电话和善意的电话。通常向调度员描述的情况并不反映实际事件。尽管如此，消防部门都受过训练，准备应对各种情况。虽然“火灾”是部门名称的一部分，但消防部门实际上只有不到10%的运行涉及火灾。美国交通部（DOT）报告说，从1999年到2008年，170,527起危险材料事故造成2,857人受伤，137人死亡。据估计，36%的参与危险材料反应的消防部门没有向所有相关人员提供这些职责的正式培训。2008年，114名消防队员在执行任务时丧生。这些深刻的统计数据将第一反应者的健康和安全置于重大风险之中。此外，还没有确定的机制来确定长期发展的癌症等疾病造成的死亡，这些疾病往往与职业接触危险材料或有毒燃烧产物有关。因此，LAFF要求继续延长NIEHS危险废物工人培训计划（HWWTP）的资金，以进一步培训危险材料的第一反应人员，重点是健康和安全。在以下段落中，LAFF将记录其过去在规划、实施和操作工人健康和安全培训方案以及采用成人教育技术方面的成功和有效性。自1987年获得第一个NIEHS奖以来，LAFF更新了现有的计划，并开发了新的计划，以满足目标人群不断变化的需求。到目前为止，LAFF已经制定了15个培训计划，以满足第一反应者的需求。这些课程中有许多是以讲师培训/培训师培训师（TtT）的形式提供的，允许各部门发展自己的内部讲师骨干。 LAFF过去在培训计划的绩效和有效性方面的成功将被 在整个提案中进行了详细讨论。LAFF培训计划旨在满足或超过联邦法规和国家行业标准的最低要求。这些培训计划包括潜在危险的信息，描述适当的行动，包括使用个人防护和其他救援设备，并强调预先计划的重要性。此外，LAFF培训计划旨在满足成人学习者的需求，并结合学生积累的知识和经验。LAFF 提供了成人学习的七个关键组成部分： 1.一个让学生感到安全和支持的环境，个人需要和 独特性得到尊重，能力和生活成就得到承认， 尊重 2.一个促进知识自由和鼓励实验的环境， 创造力 3.一个环境，教师对待成人学生作为同龄人，接受和尊重作为聪明的经验丰富的成年人，他们的意见被听取，尊重和赞赏。 4.自主学习，学生对自己的学习负责。LAFF设计个人学习计划，解决每个人需要和想要学习的问题，以便在他们的职业中发挥最佳作用。 5.节奏或智力挑战。最佳节奏是挑战人们超越他们的 目前的能力水平。 6.积极参与学习，而不是被动地听讲座。在学生和教师互动和对话的地方，在练习和经验被用来支持事实和理论的地方，成年人成长得更多。 7.定期的反馈机制，让学生告诉主教练什么最适合他们，他们想要和需要学习什么，以及教练谁听到并根据学生的输入作出改变。 过去五年来参与计划的主要组织的工人健康和安全活动的总结

Fire departments provide invaluable services to communities nationwide. They respond to all emergency situations. They also respond to nonemergency service calls and good intent calls. Often what is described to dispatchers does not reflect the actual incident. Nevertheless, fire departments are trained and prepared to respond to a broad array of situations. While "fire" is part of the department name, less than 10 percent of runs made by fire departments actually involve fire.' The United States Department of Transportation (DOT) reports 170,527 hazardous materials incidents resulting in 2,857 injuries and 137 fatalities from 1999 to 2008.'' An estimated 36 percent of fire departments involved in hazardous material response have not provided formal training in those duties to all involved personnel.'" In 2008, 114 fire fighters were killed in the line of duty.'^ These profound statistics place the health and safety of first responders at significant risk. Additionally, there is no established mechanism for identifying fatalities that result from illnesses such as forms of cancer that develop over long periods oftime, and which are often related to occupational exposure to hazardous materials or toxic products of combustion. The lAFF, therefore, requests continued renewal of funding under the NIEHS Hazardous Waste Workers Training Program (HWWTP) to further train first responders in hazardous materials, with a focus on health and safety. In the following paragraphs, the lAFF will document its past successes and effectiveness in planning, implementing and operating worker health and safety training programs and employing adult education techniques. Since receiving its first NIEHS award in 1987, the lAFF has updated its existing programs and developed new programs to meet the changing needs of the target population. To date, the lAFF has developed 15 training programs to meet the needs of first responders. Many of these classes are offered in an Instructor Training/Train-ttie-Trainer (TtT) format, allowing departments to develop their own, in-house cadre of instructors. The lAFF's past successes in performance and effectiveness of training programs will be discussed in great detail throughout this proposal. lAFF training programs are designed to meet or exceed minimum requirements of federal regulations and national industry standards. These training programs incorporate information on potential hazards, describe appropriate actions including the use of personal protective and other rescue equipment, and stress the importance of preplanning. Additionally, lAFF training programs are designed to meet the needs of the adult learner, and incorporate students' accumulated knowledge and experience. The lAFF provides seven key components of adult learning: 1. An environment where students feel safe and supported, where individual needs and uniqueness are honored, where abilities and life achievements are acknowledged and respected. 2. An environment that fosters intellectual freedom and encourages experimentation and creativity. 3. An environment where instructors treat adult students as peers, accepted and respected as intelligent experienced adults, whose opinions are listened to, honored and appreciated. 4. Self-directed learning, where students take responsibility for their own learning. The lAFF designs individual learning programs that address what each person needs and wants to learn, in order to function optimally in their profession. 5. Pacing or intellectual challenge. Optimal pacing is challenging people just beyond their present level of ability. 6. Active involvement in learning, as opposed to passively listening to lectures. Where students and instructors interact and dialogue, where exercises and experiences are used to bolster facts and theory, adults grow more. 7. Regular feedback mechanisms for students to tell master instructors what works best for them and what they want and need to learn, and instructors who hear and make changes based on student input. Summarv of worker health and safetv activities for the last five years for the maior participating organizations in the proposed program