特种设备作业人员培训考核工作存在的问题与建议

特种设备作业人员具备一定的安全知识和必要的操作技能,是保障特种设备安全运行的重要因素。分析了培训、考核、发证、用人单位等环节的现状及存在问题,并对特种设备作业人员培训考核工作提出了改革建议。     

美国海军工作服发展现状

本文主要介绍了美国海军现用的工作服装种类、服装构成及穿着场合,并与我国海军07式作训服进行了对比分析。     

国内特种作业培训考核管理工作机制现状研究

特种作业培训考核管理工作是安全生产的一项十分重要的基础工作,是国家为加强危险岗位管理而制定的一项强制性政策。2011年,北京市安监局将研究改进特种作业培训考核管理工作机制调研列为市局重点研究课题,调研工作分为现场调研、函件调研及电话咨询三种形式。本文在对北京市、其他直辖市,以及四川、江苏、辽宁、吉林、安徽、浙江和山西等九个主要省市特种作业培训考核管理工作机制调研基础上,阐述了目前我国主要省市特种作业培训考核管理工作机制现状,分析了国内主要的特种作业培训考核管理模式、特点、基本状况及主要优缺点。按照各部门之间的职能划分,全国各主要省市主要采取"一条龙"、"1+1"和"2+1"三种特种作业培训考核管理模式。     

浅谈如何提高海外突发事件应急能力

本文根据近期国际安全局势变化,海外工程项目社会安全风险不断加大,结合公司应急处置经验,从提高海外突发事件应急能力入手,从五个方面进行了分析:一是提高应急预案针对性、操作性和实用性;二是加强出国人员安全培训;三是加强中国"走出去"企业间交流合作;四是加强同驻外领事馆联系;五是加强同当地政府、部落、居民的联系取得多方帮助。     

Beyond demographic identities and motivation to learn: The effect of organizational identification on diversity training outcomes

There is a pressing need for better explanations of diversity training effectiveness so that organizations can administer training programs that facilitate positive intergroup interactions. In this paper, we consider the unique predictive effect of organizational identification on diversity training outcomes beyond the effects of the traditional predictors of demographic-based identities and motivation to learn across two samples of employees involved in diversity-related training at their employing organizations. Organizational identification predicted unique variance in voluntary participation in diversity training, diversity training-related knowledge application, motivation to transfer diversity training, and diversity training-related organizational citizenship behavior intentions. Research and practitioner implications are discussed based on our findings.     

牛栏江-滇池补水工程流域水污染主要来源初探

根据2002～2008年连续7a牛栏江流域（昆明段）河道和流域库区水质现状监测结果,对牛栏江-滇池补水工程流域的水环境质量现状进行了调查分析,初步探讨了流域水污染的主要来源,由此提出水污染防治的对策措施与建议。     

How do children learn to cross the street? The process of pedestrian safety training

Objective: Pedestrian injuries are a leading cause of child death and may be reduced by training children to cross streets more safely. Such training is most effective when children receive repeated practice at the complex cognitive–perceptual task of judging moving traffic and selecting safe crossing gaps, but there is limited data on how much practice is required for children to reach adult levels of functioning. Using existing data, we examined how children's pedestrian skills changed over the course of 6 pedestrian safety training sessions, each composed of 45 crossings within a virtual pedestrian environment.

Methods: As part of a randomized controlled trial on pedestrian safety training, 59 children ages 7–8 crossed the street within a semi-immersive virtual pedestrian environment 270 times over a 3-week period (6 sessions of 45 crossings each). Feedback was provided after each crossing, and traffic speed and density were advanced as children's skill improved. Postintervention pedestrian behavior was assessed a week later in the virtual environment and compared to adult behavior with identical traffic patterns.

Results: Over the course of training, children entered traffic gaps more quickly and chose tighter gaps to cross within; their crossing efficiency appeared to increase. By the end of training, some aspects of children's pedestrian behavior was comparable to adult behavior but other aspects were not, indicating that the training was worthwhile but insufficient for most children to achieve adult levels of functioning.

Conclusions: Repeated practice in a simulated pedestrian environment helps children learn aspects of safe and efficient pedestrian behavior. Six twice-weekly training sessions of 45 crossings each were insufficient for children to reach adult pedestrian functioning, however, and future research should continue to study the trajectory and quantity of child pedestrian safety training needed for children to become competent pedestrians.     

A new look at the psychological contract during organizational socialization: The role of newcomers' obligations at entry

Previous studies have demonstrated that the psychological contract is largely shaped during socialization. This study adopts a complementary perspective and analyzes how the psychological contract at the start of employment shapes the subsequent socialization process. Drawing upon social exchange theory, we propose that newcomers with a higher sense of their personal obligations at entry will perceive orientation training as more useful and develop better relationships with their supervisors and peers, which in turn will facilitate their work adjustment. Results of a longitudinal survey on a sample of 144 recruits from a European Army show that newcomers with a higher initial sense of their employee obligations toward their employer report higher perceived training utility, higher leader–member exchange (LMX) with their instructors, and higher team–member exchange (TMX) with their platoon peers. Moreover, perceived training utility and LMX predict the fulfillment of employers' obligations; and training utility predicts the level of newcomers' employee obligations. Finally, training utility, LMX, and TMX predict some of three indicators of newcomers' adjustment, namely, role clarity (training utility and LMX), group integration (TMX), and organizational values understanding (training utility). These results highlight how newcomers' obligations at the start of employment contribute to the social exchange dynamic underlying organizational socialization. Copyright © 2015 John Wiley & Sons, Ltd.     

Double-conscious professional self-expression of racial minority scientists-in-training

Double-consciousness pervades the workplace experiences of minority professionals. Prior research captures various manifestations of double-consciousness in the workplace, yet much of what we know comes from understanding the experiences of minority professionals in predominantly White workplaces. Inherent in conceptions of double-consciousness is the sense of twoness in one's self concept that arises from seeing oneself through the eyes of both the predominantly White profession and one's own racial community. In this study, we examine contrasts as well as commonalities in experiences of double-consciousness across different social contexts in the socialization of minority scientists-in-training. We draw from qualitative data collected from 64 individuals (including 39 underrepresented minority doctoral students, and 25 faculty, staff, and administrators) in science, technology, engineering, and mathematics (STEM) doctoral programs in both predominantly White and historically Black institutions to examine and compare the factors across different contexts that influence how minority scientists-in-training are able to express their emerging professional identity. Our findings reveal how minority scientists-in-training experience twoness as both a struggle and a strength, and we develop an inductive model of how different socializations influence the double-conscious professional self-expressions of minority scientists in training.     

Associations between driver training, determinants of risky driving behaviour and crash involvement

The core aim of the study is to examine associations between formal and informal practical driver training as well as driving experience on the one hand and young drivers’ safety attitudes, self-assessment of driving ability and self-reported driver behaviour on the other hand. An additional aim is to examine the associations between attitudes, self-assessment and behaviour on the one hand and crash involvement on the other hand. The results are based on a self-completion questionnaire survey conducted among a representative sample of Norwegian drivers aged 18–20 years (n = 1419). The results showed that there were small yet significant associations between driver training, on the one hand and traffic safety attitudes and risky driving behaviour on the other hand. The amount of formal driver training was negatively associated with the respondents’ evaluation of their driving skills; although the amount of lay instruction was positively associated with such self-evaluation. The results also showed that attitudes as well as self-assessment of driving ability were significantly associated with self-reported risk behaviour. This was especially true for attitudes related to rule violations. There was a strong association between crash involvement and exposure (measured as months holding a licence). Young novice drivers’ crash involvement seems stronger associated with driving skills (manifested as self-assessment of driving ability) than safety attitudes and self-reported driver behaviour. The consequences of the results for driver training and accident prevention are discussed.