Field & Laboratory Work What could possibly go wrong?!

1. Field & Laboratory WorkWhat could possibly go wrong?! Dr Richard Waller SL in Physical Geography Keele University Dr Simon Jones Associate Dean Leeds Metropolitan Univ.

2. Introduction • Field work and laboratory work are distinctive elements of the GEES disciplines. • Development of key skills and competencies associated with a variety of careers opportunities for both staff and students. • Commonly viewed as the most enjoyable, engaging and enriching experiences. • BUT – they’re associated with a range of challenges that you should be aware of. • Within the session we’ll consider: • What you can do to maximise the chances that things go smoothly. • What to do if you find yourself faced with a crisis.

3. The joys of field work! “If you aren’t having fun in the field, you’re doing something wrong. Fieldwork is one of the greatest rewards of the discipline.” (p25) Whitlock, C. (2001) Doing fieldwork in the mud. The Geographical Review, 91, 19-25.

4. The Role of Field Work Kent, M. & Gilbertson, D.D., 1997. Fieldwork in Geography Teaching: A critical review of the literature and approaches. Journal of Geography in Higher Education, 21, 313-332. • Subject-specific skills Training and first-hand experience in specialist field techniques and research methods. • Transferrable skills Leadership skills, team working skills, problem solving, independent thinking etc. • Personal development Enhancement of enthusiasm, social integration, respect for environment, staff-student relations.

5. Laboratory Work

6. Session Structure Promoting safe practice Coping with crises Disabilities and inclusive practice Some final thoughts

7. 1. Promoting Safe Practice http://www.nmsu.edu/safety/news/news-items/TTechfire1a.jpg

8. Legal Framework • “Duty of Care” • Everyone has a duty of care to prevent foreseeable harm. • “Higher duty of care” • Higher standard of care and vision associated with someone with experience/expertise. • “Standard of care” • Level of competence associated with the proper discharge of one’s professional duties. Fundamental Principles

9. Negligence Key statute: Health & Safety at Work Act (1974) What we want to avoidat all costs: “Acts or omissions by someone with duty of care in which breach falls below the expected standard of carein the circumstances to protect others from reasonable risk of harm.” Results from: • Having responsibility • Being careless • Results in injury or death

10. Case Study: Stainforth Beck (2000) • Inquiry following the drowning of two children: • No official risk assessment. • Teachers hadn’t read guidance booklets. • No relevant qualifications. • Continued with activity despite earlier incidents and rising water levels. • No safety rope. • No contingency plans.

11. Risk Assessment Key statute: Management of Health & Safety Regulations (1999) What is risk assessment? “The conscious process applied to the identification of hazards, the subsequent evaluation of associated risks and the implementation of a series of control measures to minimise the risks highlighted.” Why? • To minimise risk to staff and students. • Legal obligation (risk assessment is a legal document)

12. The Risk Assessment Process Consider… Travel arrangements, venue, programme and environmental conditions. • (Review previous risk assessments). • Identify the hazards. • Who could be affected? • Evaluate the level of risk. • Identify and implement control measures. • Record process. • Review.

13. Common hazards: lab. work http://www.cartoonstock.com/lowres/rmc0097l.jpg Completion of COSHH forms provides the primary risk assessment framework. • Fire & explosions. • Toxic chemicals. • Contamination and infection. • Radiation. • Use of equipment, handling...

14. Key issues to consider Each of these issues is ordinarily covered by the COSHH risk assessment. • Safe handling procedures. • Safe exposure limits. • Safe disposal procedures. • What to do if there’s a mishap.

15. Weather-related hazards Environmental hazards http://www.photolib.noaa.gov/historic/nws/ Flora & Fauna Techniques-related hazards http://www.fs.fed.us/rm/waterlab/samplingprotocols/index.shtml http://www.udap.com/images/Booth%20Bear%20for%20web.jpg Common Hazards: field work

16. Field work: control measures • Adequate training (staff AND students) – especially relevant first-aid training • Checked relevant forecasts (weather, tides etc.) • Appropriate clothing and footwear • Supplementary kit: e.g. sun cream • First aid kits and other medical supplies • Other relevant safety equipment: hard hats, two-way radios, survival bags, spare clothing etc.

17. Sources of advice See handout provided for a more exhaustive list • UCEA – Guidance on Health & Safety in Fieldwork • http://www.ucea.ac.uk/objects_store/guidance_on_health_and_safety_in_fieldwork.pdf • RGS-IBG – Resources on Expeditions & Fieldwork • http://www.rgs.org/OurWork/Fieldwork+and+Expeditions/Fieldwork+Expeditions.htm • BS8848 – British Standard for Overseas Fieldwork • http://www.rgs.org/OurWork/Fieldwork+and+Expeditions/BS8848+British+Standard.htm • RSC – Environment, Health & Safety Guidance • http://www.rsc.org/ScienceAndTechnology/Policy/EHSC/EHSCGuidance.asp

18. KEY: Know your students… • Level of risk is strongly dependent on the background of your students (e.g. medical conditions, previous experience). • Some medical conditions to look out for (ask for this…): • Allergies (foods, stings, medications etc.) – anaphylactic shock • Epilepsy • Asthma • Mental illness • Things to think about… • What are the implications of the stated condition and how might this be dealt with – individual risk assessment, adjustment to field course activities? • Not uncommon for students to fail to disclose serious medical conditions for fear of being excluded. • COMMUNICATION is key.

19. The Reality Note: Insurance cover is often invalidated by accidents/injuries sustained as a result of excessive alcohol or drug consumption… • Focus is on hazards resulting from field work but most incidents tend to occur “out of hours”. • Alcohol-related problems: accidents, fights, muggings, abductions… • You may well be the first on the scene. Think about how you would deal with the incident… • Be ready for the “knock on the door” • Are you fit and able to assist (e.g. drive casualty to health centre) – establish and agree a rota?

20. 2. Coping with Crises

21. Contingency Planning Consider the “what ifs”… Transport breakdown, delay, illness, injury, inclement weather… • Ensure sound procedures in place before leaving. • Staff & students aware of emergency procedures. • Nearest phone, nearest medical facilities? • Clear lines of communication in place (emergency number in overseas countries, phrasebook). • Take all relevant documentation. • Establish code of behaviour. • Spare field kit.

22. Incident Management • Major Incident • STOP & THINK • Make sure you’re safe, then the rest of the group. • Emergency services. • Treat the injured. • Keep rest of group occupied. • Info for emergency services. • Where casualties being taken? • Contact base/insurance/home police. • Report forms. • Minor Incident • Deal with incident. • Manage group. • Assess the situation – continue or return to base. • Report forms. RIDDOR - Report of Injuries, Disease or Dangerous Occurrences Regulations (1992) Requires the reporting of serious injuries to HSE.

23. 3. Disabilities and inclusive practice

24. Exclusivity & Discrimination Discrimination is not only treating someone less favourably than someone else for a reason related to his/her disability without justification but also failing to make a reasonable adjustment. • Participation of disabled students within U.K. Higher Education programmes involving field and lab work remains low. • Portrayal of field work within advertising as involving youthful and able-bodied students. • Tendency to prematurely set alternative work. • Key legislation: • Disability Discimination Act (1995) • Special Educational Needs & Disability Act (2001) • Equality Act (2010)

25. “Reasonable Adjustment” • Education providers are expected to make ‘reasonable adjustments’ to ensure that disabled students aren’t discriminated against.  • Could include: • changes to practices or procedures • changes to physical features • changes to how learners are assessed • providing extra support and aids (such as specialist teachers or equipment)

26. Working with disabled students • Talk to them! Involve them at each stage of the decision making process. • Ensure they don’t feel excluded. • Try as far as possible to treat them in the same way as the rest of the cohort (“reasonable adjustment”). • Ellie’s recommendations: • Ask the disabled student if they think they can complete the task or if they have any suggestions how to adapt it. • If they can’t do the task alone, try to provide a task they can accomplish with a group of able-bodied students.

27. Planet Special Edition Planet Special Edition No. 3 (April 2002) “Special Educational Needs and Disabilities: Learning and teaching guidance for Geography, Earth & Environmental Sciences”

28. 4. Some Final Thoughts • Field and laboratory work provide some of the most valuable learning experiences for students. • Getting involved with field and laboratory work can be beneficial for our careers: • Development of “soft skills”: creativity, problem solving, social skills etc. • Involvement in Departmental or University committees. • Development of administrative roles and responsibilities that can be used in bids for promotion. • Engagement with outside organisations, e.g. Royal Geographical Society (development of best practice), local interest groups (widening participation).