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IDENTIFICATION OF CHARACTERISTICS OF EXPOSURE: 1. Collect and organize information in a way that clearly identifies the production process: tasks, associated risks, etc. (see as an example annex 2 card 3) 2. Make a brief description of each risk, taking into account the information on the products and substances, and the information about related reasons and factors of risk. (see an example annex 2 card 2) (see as an example annex 3 A and annex 3 B) 3. Try to establish a relationship between risks and their causes. 70
Unit 3: IS YOUR JOB PUTTING YOU AT RISK? QUALITATIVE RISK ASSESSMENT This unit will mainly address the following issues: 1. What are the potential risks in the workplace? 2. What is a qualitative risk assessment? Risk assessment aims at obtaining the necessary information to make an appropriate decision on whether and how preventive measures should be adopted. Technical assessments are not always necessary to evaluate, act, eliminate or control a risk. Actually, on many occasions, the risk is so obvious and its solution so evident that any prior formal evaluation is simply a waste of time and money. In this section it is not expected that a technical evaluation of the risks will be carried out, nor taking samples and developing measurements of the contaminants or other technical actions. On the contrary, it is proposed that the importance of the identified risks along with the need to act on them be evaluated from available documentation and the information collected during the visits and the talks/interviews undertaken with workers. This method is called qualitative assessment. It will be useful to analyse the information collected until then, based on: • Hazardous properties of substances (toxicity, etc.); • Exposure characteristics: level, type, duration; • Conditions of use and factors of risk; • Record of inconveniences or illnesses related to exposure to chemical products; • Existence of wastes, emissions or non control of spillage; and • Workers’ opinions on the risk. Among the different qualitative models available to evaluate risk, many Unions propose to use the Column Model, which is considered as one of the easiest and the handiest. Based on the R-phrases (see annex 1-B), the Column Model permits to classify each substance according to different levels of risk. In case of doubt, the immediate higher level of classification should be systematically selected. 71
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Sound and Sustainable Management of
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SOUND AND SUSTAINABLE MANAGEMENT OF
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Training Manual Prepared by the Int
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UNEP Review / Editon Team: • Oliv
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BACKGROUND The Training Manual on S
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NOTES: 10
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world. According to the Internation
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(f) capacity for rehabilitation of
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MODULE 1: INTRODUCTION TO CHEMICALS
Page 21 and 22: There are different international i
Page 23 and 24: PHYSICAL HAZARDS The physico-chemic
Page 25 and 26: Although some chemicals are less ha
Page 27 and 28: Below are listed some of the most t
Page 29 and 30: These effects may appear at extreme
Page 31 and 32: LD 50 (lethal dose) refers to the a
Page 33 and 34: accumulative substances (TPB). For
Page 35 and 36: Box 1.8. Asbestos: the world’s bi
Page 37 and 38: • Dermal absorption: skin contact
Page 39 and 40: • The nervous system is sensitive
Page 41 and 42: ADVERSE EFFECTS ON THE ENVIRONMENT
Page 43 and 44: fall on earth as rain, snow, mist,
Page 45 and 46: maximum “tolerable” levels. Add
Page 47 and 48: • Substitution of equipment and p
Page 49 and 50: The production and use of chemicals
Page 51 and 52: Box 1.15. Clean Production Cleaner
Page 53 and 54: Module 1 references Official websit
Page 57 and 58: MODULE 2: SAFE USE OF CHEMICALS IN
Page 59 and 60: Box 2.1. Collective agreements and
Page 61 and 62: In this case, they should first ide
Page 63 and 64: Manufacturers and suppliers, in par
Page 65 and 66: Every chemical container in the wor
Page 67 and 68: 14. Transport information: provides
Page 69 and 70: In drafting this list, workers and
Page 71: The risk factors, i.e. the conditio
Page 75 and 76: What to do? 1. Check the hazard pot
Page 77 and 78: Box 2.9. Benefits associated with r
Page 79 and 80: A personal protective equipment pro
Page 81 and 82: Several factors need to be taken in
Page 83 and 84: When a spillage occurs, suitable pr
Page 85 and 86: Unit 5: SAFE CHEMICALS - SAFE PRODU
Page 87 and 88: Questions to raise, among others:
Page 89 and 90: Box 2.16. Informative matrix on the
Page 91 and 92: Unit 6: KEEP AN EYE ON WHAT IS HAPP
Page 93 and 94: A chemical leak or spill can have d
Page 95: NOTES: 93
Page 98 and 99: UN RECOMMENDED SYMBOLS FOR THE TRAN
Page 100 and 101: R 22 R 23 R 23/24 R 23/24/25 R 23/2
Page 102 and 103: still appear in cards not modified
Page 104 and 105: R 68/21/22 R 68/22 Harmful: possibl
Page 106 and 107: S 34 S 35 S 36 S 36/37 S 36/37/39 S
Page 108 and 109: Annex 2: CARDS The following cards
Page 110 and 111: Card 4 - Risk evaluation On a scale
Page 112 and 113: 9. Have you suffered or are you suf
Page 114 and 115: 7. Are workers told of the hygienic
Page 116 and 117: Annex 4: EXAMPLE OF A BASIC CARD TO
Page 118 and 119: 116
Page 120 and 121: Unit 1: INTERNATIONAL GOVERNANCE OF
Page 122 and 123:
The main working areas are Occupati
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In the late 1980s, a tightening of
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Likewise, old ships are exported to
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What still needs to be done… 42 T
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Examples of substances regulated…
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national policy of chemical safety
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It is important, then, to demand th
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What still needs to be done… REAC
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Social dialogue, which includes all
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Box 3.10. ITUC Annual Survey of vio
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Box 3.14. Successful alliances on p
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Collective bargaining serves a dual
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Module 3 references Official websit
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EP 05/08#2008-40693
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