Nonfatal bathroom injuries among persons aged ≥15 years--United States, 2008

Problem

Information about where nonfatal unintentional injuries occur is limited, but bathrooms commonly are believed to be a hazardous location.

Methods

Data from a nationally representative sample of hospital emergency departments (ED) was used to quantify and characterize nonfatal unintentional bathroom injuries among people aged ≥ 15 years.

Results

In 2008, an estimated 234,094 nonfatal bathroom injuries were treated in EDs. Most injuries (81.1%) were caused by falls and 37.3% of injuries occurred when bathing, showering, or getting out of the tub or shower. Both injury and hospitalization rates increased with age.

Summary

These results suggest that bathrooms tend to be most hazardous for persons in the oldest age groups.

Impact on Industry

Bathroom injuries among all household members might be reduced by increasing awareness about potentially hazardous activities in the bathroom combined with simple environmental changes such as adding grab bars inside and outside the tub or shower.     

公众应急准备素质与能力教育体系研究

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灾害教育理论研究与实践的初步思考

防灾减灾是可持续发展战略的重大课题,防灾减灾目标的实现在很大程度上依靠灾害教育。在国际灾害教育图景下,结合我国自然灾害多发的地理国情与公民防灾素养不高的实际情况,思考如何进行灾害教育研究与实践,从基本概念入手,提出研究思路,进行国际比较梳理其发展历程,分析灾害教育研究现状与存在问题,提出构建我国灾害教育体系的策略与设想,以促进其发展,确保人民群众生命财产安全。     

县级系统开展全民环境教育探讨

叙述环境教育的产生及发展,介绍目前环境保护及环境教育还存在的问题,讨论了开展环境教育的必要性及有利条件,及在县级开展环境教育的基本作法。     

先期示范院校职业教育教学能力测评实施策略

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Energy-Related Education and Awareness: The Role and Place for Exergy in Policy Development

Abstract

Exergy can play a key role in developing appropriate and beneficial energy-related policies relating to education and awareness. Two main areas where exergy can have an impact on policies are discussed in this article: public education and awareness and student education. The former is more general, but is supported by the latter. Regarding public education and awareness about exergy, it appears that the public is often confused when it discusses energy, and needs to be better educated about exergy if energy issues and problems are to be addressed appropriately. Regarding the education of students about exergy, it appears that the coverage of exergy in thermodynamics education is often insufficient and inappropriate. Better coverage of exergy is needed to improve thermodynamics education and to make it more interesting to students, and a basic level of “exergy literacy” is needed among engineers and scientists—particularly those involved in decision making.     

Debating ecological justice: implications for critical environmental education

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The Misdiagnosis: Rethinking “Nature-deficit Disorder”

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