Hazardous Waste Worker Training Program (HWWTP)

消防部门为全国各地的社区提供无价的服务。他们对所有紧急情况做出反应。他们也会对非紧急服务电话和善意电话做出回应。通常，向调度员描述的内容并不反映实际事件。尽管如此，消防部门已接受培训，做好了应对各种情况的准备。虽然“起火”是部门名称的一部分，但消防部门实际涉及火灾的航班不到10%。美国交通部(DOT)报告称，从1999年到2008年，发生了170527起危险材料事故，导致2857人受伤，137人死亡。据估计，在参与危险物质反应的消防部门中，有36%的人没有对所有参与其中的人员进行这些职责的正式培训。2008年，114名消防员因公殉职。这些深刻的统计数据将急救人员的健康和安全置于极大的风险之中。此外，没有既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暴露于危险物质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)下的资金，以进一步培训危险材料方面的急救人员，重点是健康和安全。在接下来的段落中，LAFF将记录其在规划、实施和运营工人健康和安全培训计划以及使用成人教育技术方面的过去成功和有效性。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，以满足目标人口不断变化的需求。到目前为止，LAFF已经制定了15个培训方案，以满足急救人员的需求。其中许多课程是以教师培训/培训-培训-培训员(TTT)的形式提供的，使各部门能够发展自己的内部教官队伍。 LAFF过去在培训方案的绩效和有效性方面取得的成功将是 在整个提案中都进行了非常详细的讨论。LAFF培训计划旨在达到或超过联邦法规和国家行业标准的最低要求。这些培训计划包括关于潜在危险的信息，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，并融入学生积累的知识和经验。《洛杉矶时报》 提供成人学习的七个关键组成部分： 1.学生感到安全和得到支持的环境，个人需求和 独特性得到尊重，能力和人生成就得到认可 受人尊敬。 2.营造促进知识自由和鼓励实验的环境 创造力。 3.在这样一种环境中，教师将成年学生视为同龄人，被接受和尊重为聪明的有经验的成年人，他们的意见被听取、尊重和欣赏。 4.自主学习，学生对自己的学习负责。LAFF设计了个人学习计划，解决了每个人的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.步调或智力挑战。最佳步速正在挑战着人们，不仅仅是他们 目前的能力水平。 6.主动参与学习，而不是被动地听课。在学生和教师互动和对话的地方，使用练习和经验来支持事实和理论，成年人会成长得更多。 7.定期的反馈机制，让学生告诉主要教师什么最适合他们，什么是他们想要和需要学习的，以及根据学生的意见听取和做出改变的教师。 拟议方案中主要参与组织过去五年的工人健康和安全活动总结

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