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CONTENTS

Предисловие	5
Unit 1 What is an emergency situation?	6
Text A: Classifying emergencies	7
Text B: Emergency Action Planning	12
Text C: Making a Disaster Supplies Kit	15
Unit 2 Natural Hazards	18
Text A: Natural Disasters	19
Text B: Emergency behavior in case of natural disasters	26
Unit 3 Human-made Hazards	28
Text A: Sociological Hazards	28
Text B: Technological Hazards	30
Unit 4 Fire Safety	36
Text A: Fire Triangle	37
Text B: Fire Prevention at work	42
Text C: Fire Safety at home	43
Unit 5 Pollution	53
Text A: Nature pollution	53
Text B: Development of Environmental Engineering	56
Text C: Environmental Management	57
Unit 6 Workplace Hazards	63
Text A: Occupational Hygiene	63
Text B: Worksite analysis	64
Text C: Worksite Hazards (chemical, biological,          physical, ergonomic)	66
Translation Practice	73
Text A: Ministry of Emergency Situations (Russia)	73
Text B: Civil Defense	74
Text C: Terrorism	76
Reference	79
Appendix	80

 

ПРЕДИСЛОВИЕ

На сегодняшний день английский язык остается самым востребованным языком в мире коммуникации. Изучение иностранного языка способствует развитию мыслительных процессов у студентов высших образовательных учреждений, так как при изучении иностранного языка студенту приходится оперировать другой системой знаков. Синтаксические конструкции и грамматика развивают способности к анализу и синтезу, запоминание лексических единиц развивает оперативную память, работа с контекстом – языковую догадку, сообразительность и внимание.

Целью пособия является формирование ОК-5 в соответствии с ФГОС у студентов бакалавриата по направлениям подготовки «Безопасность жизнедеятельности», «Защита в чрезвычайных ситуациях», «Безопасность жизнедеятельности в техносфере». Изучение профессионально-ориентированных текстов, взятых из научно-популярных и научных англоязычных источников, позволяет развивать у студентов способность к коммуникации в устной и письменной формах на иностранном языке для решения задач межличностного и межкультурного взаимодействия. А также материал пособия помогает овладеть навыками межкультурной коммуникации в профессиональной и деловой сфере общения, научиться распознавать и продуктивно использовать профессиональную лексику в заданном контексте, соотносить лексику терминологического характера с предложенным определением, работать с текстом в соответствии с алгоритмом извлечения информации, познакомиться с особенностями социальной жизни страны изучаемого языка и особенностями зарубежной системы в области избранной профессии. 

Пособие содержит 6 блоков (Unit), каждый из которых включает в себя несколько текстов по заданной тематике. Тексты «А» предназначены для изучающего чтения. Перед текстом выделен список лексических единиц, рекомендуемых для усвоения по данной теме (Words to know). Далее представлен комплекс упражнений на отработку лексических и грамматических навыков, а также задания направленные на развитие навыков устной речи в виде докладов, презентаций. В пособии имеются задания для аудирования, необходимые для обучения пониманию речи носителей языка. Тексты «B» и «С» позволяют более широко раскрыть тематику “юнита” и закрепить лексический материал.

    Также в пособие включен раздел Translation Practice, в котором предложено несколько текстов для отработки навыков перевода. В предложенных тестах встречаются лексические и грамматические явления, вызывающие затруднения у студентов во время переводческой деятельности.

    Данное пособие может быть использовано как на практических занятиях со студентами бакалавриата, так и для организации их самостоятельной работы. Также, материал может быть использован для исследовательской деятельности студентов магистратуры и при подготовке специалистов в области профессионального перевода в рамках дополнительной квалификации.

UNIT 1

Classifying emergencies

Emergency situation is defined as a sudden, unexpected, or impending situation that may cause injury, loss of life, damage to the property, and/or interference with the normal activities of a person or firm and which, therefore, requires immediate attention and remedial action. Urgent intervention to prevent a worsening of the situation, although in some situations, mitigation may not be possible and agencies may only be able to offer help for the aftermath.

The extreme situations are hazardous ones, they may be caused by nature or by man. To the hazards caused by nature disasters may belong: earthquakes, storms, tornadoes, tsunamis, hurricanes, floods, eruptions of volcanoes, droughts, damages of roads, bridges, buildings, ships sinking, swamping (mashing) soils, avalanches, explosions at chemical enterprises, burning chemical substances resulting in poisonous fumes and smokes, lightning, landslides, glacier slides, ice storms, radiation, drowning, epidemics. To the hazards caused by a man may belong: fires, peril of arable soils in the result of superfluous fertilizes, drying up rivers and other basins, withering plants, crashes of airplanes, poisoning water basins with chemicals, crashes of dwelling houses, disrepair everything connected with electric current, terror acts, strikes, damages of pipelines, clashes of transport vehicles entailing death accidents.

In order to be defined as an emergency, the incident should conform to one or more of the following:

• poses an immediate threat to life, health, property, or environment
• has already caused loss of life, health detriments, property damage, or environmental damage
• has a high probability of escalating to cause immediate danger to life, health, property, or environment.

Whilst most emergency services agree on protecting human health, life and property, the environmental impacts are not considered sufficiently important by some agencies. This also extends to areas such as animal welfare, where some emergency organisations cover this element through the 'property' definition, where animals owned by a person are threatened (although this does not cover wild animals). This means that some agencies do not mount an 'emergency' response where it endangers wild animals or environment, though others respond to such incidents (such as oil spills at sea that threaten marine life). The attitude of the agencies involved is likely to reflect the predominant opinion of the government of the area.

Agencies across the world have different systems for classifying incidents. The first stage of any classification is likely to define whether the incident qualifies as an emergency, and consequently if it warrants an emergency response. Some agencies may still respond to non-emergency calls, depending on their remit and availability of resource. An example of this would be a fire department responding to help retrieve a cat from a tree, where no life, health or property is immediately at risk.

Many agencies assign a sub-classification to the emergency, when incidents that have the most potential for risk to life, health or property. For instance, many ambulance services use a system called the Advanced Medical Priority Dispatch System (AMPDS)¹ or a similar solution. The AMPDS categorises all calls to the ambulance service using it as either 'A' category (immediately life-threatening), 'B' Category (immediately health threatening) or 'C' category (non-emergency call that still requires a response). Some services have a fourth category, where they believe that no response is required after clinical questions are asked.

Other systems (especially as regards major incidents) use objective measures to direct resource. Two such systems are CHALET² and METHANE³, which are both mnemonics to help emergency services staff classify incidents, and direct resource. Each of these acronyms helps ascertain the number of casualties (usually including the number of dead and number of non-injured people involved), how the incident has occurred, and what emergency services are required.

________________________________________

1. The Advanced Medical Priority Dispatch System (AMPDS) is the system primarily used in the United Kingdom and Ireland, where it is medically, police and fire approved.

2. CHALET stands for casualties, access, location, emergency services, type.

3. METHANE stands for major incident declared exact location; type of incident e.g. explosion, building collapse; hazards present, potential or suspected; access – routes that are safe to use; number, type, severity of casualties; emergency services now present and those required.

_______________________________________

Answer the questions:

1. What may emergency situation cause?

2. What can prevent a worsening of the incident?

3. How can you understand that the situation is estimated as emergency?

4. Any environmental incident is considered sufficiently important by emergency agencies, isn’t it? If not, why?

5. If the situation refers to non-emergency, you shouldn’t expect the emergency agencies’ respond, should you?

6. What measures do the emergency classifications use in the text?

7. Do you guess other measures for the emergency classification?

 

Summarize the information from the Text A:

1. the definition of emergency;

2. two main types of emergency;

3. examples of  emergency;

4. the systems for classifying incidents.

Match the word combinations and check in the text:

emergency impending loss damage immediate remedial urgent to prevent extreme nature damages of chemical poisonous superfluous death emergency the environmental emergency potential for ambulance the number of

substances casualties situation situation response risk services roads fumes fertilizes of life to the property attention situations disasters action intervention a worsening accidents services impacts

Emergency Action Planning

Planning to minimize all workplace hazards is not easy. All employers face the possibility of emergencies. Having an emergency action plan that addresses unforeseen disasters is one of the best ways an employer can protect the workplace from fatalities. An emergency action plan (EAP) is a written document required by particular OSHA standards. The purpose of an EAP is to facilitate and organize employer and employee actions during workplace emergencies. Well-developed emergency plans and proper employee training (such that employees understand their roles and responsibilities within the plan) will result in fewer and less severe employee injuries and less structural damage to the facility during emergencies. A poorly prepared plan will likely lead to a disorganized evacuation or emergency response, resulting in confusion, injury and property damage.

At a minimum, the plan must include but is not limited to the following elements:

· Means of reporting fires and other emergencies;

· Evacuation procedures and emergency escape route assignments;

· Procedures to be followed by employees who remain to operate critical plant operations before they evacuate;

· Procedures to account for all employees after an emergency evacuation has been completed;

· Rescue and medical duties for those employees who are to perform them;

· Names or job titles of persons who can be contacted for further information or explanation of duties under the plan

· A description of the alarm system to be used to notify employees (including disabled employees) to evacuate or take other actions. The alarms used for different actions should be distinctive and might include horn blasts, sirens or public address systems.

· The site of an alternative communications center to be used in the event of a fire or explosion.

· A secure onsite or offsite location to store originals or duplicate copies of accounting records, legal documents, your employees' emergency contact lists, and other essential records.

There are many emergency services protocols that apply in an emergency, which usually start with planning before an emergency occurs.

Disaster management (or emergency management) is the managerial function charged with creating the framework within which communities reduce vulnerability to hazards and cope with disasters. Disaster management does not avert or eliminate the threats, although their study is an important part of the field. Events covered by disaster management include acts of terrorism, industrial sabotage, fire, natural disasters (such as earthquakes, hurricanes, etc.), public disorder, industrial accidents, and communication failures.

Management, as set out below:

• Recognition or identification of risks
• Ranking or evaluation of risks
• Responding to significant risks
• Tolerate
• Treat
• Transfer
• Terminate
• Resourcing controls
• Reaction Planning
• Reporting & monitoring risk performance
• Reviewing the Risk Management framework

Emergency management consists of five phases: prevention, mitigation, preparedness, response and recovery.

Prevention was recently added to the phases of emergency management. It focuses on preventing the human hazard, primarily from potential natural disasters or terrorist attacks. Preventive measures are taken on both the domestic and international levels, designed to provide permanent protection from disasters. Not all disasters, particularly natural disasters, can be prevented, but the risk of loss of life and injury can be mitigated with good evacuation plans, environmental planning and design standards.

The planning phase starts at preparedness, where the agencies decide how to respond to a given incident or set of circumstances. This should ideally include lines of command and control, and division of activities between agencies. This avoids potentially negative situations such as three separate agencies all starting an official rest centre for victims of a disaster.

Following an emergency occurring, the agencies then move to a response phase, where they execute their plans, and may end up improvising some areas of their response (due to gaps in the planning phase, which are inevitable due to the individual nature of most incidents).

Agencies may then be involved in recovery following the incident, where they assist in the clear up from the incident, or help the people involved overcome their mental trauma.

The final phase in the circle is mitigation, which involves taking steps to ensure no re-occurrence is possible, or putting additional plans in place to ensure less damage is done. This should feed back in to the preparedness stage, with updated plans in place to deal with future emergencies, thus completing the circle.

Translate the nouns and write the verbs they are derived from:

recovery ___________________

prevention_________________

preparedness _______________

mitigation _________________

response __________________

management _______________

protection_________________

evacuation_________________

reduction__________________

improvement________________

Fill in prepositions if they are needed and write down your own sentences:

To reduce____ hazards; to prevent_____   fires; to protect ____ flooding; to rovide ____efficient tools; to respond ____emergency; to recover ____ disaster.

Fill in the table with the information of the text:

Phases	Aims	Measures
Prevention
Preparedness	to improve capabilities of organizations to prevent, protect against, respond to, recover from natural disasters, acts of terrorism, and other man-made disasters
Response		mobilization of the necessary emergency services and first responders such as firefighters, police and ambulance crews
Recovery
Mitigation		technological solutions, legislation, land-use planning, regulations regarding evacuation, communication of risks to the public.

UNIT 2

NATURAL HAZARDS

Words to know:

disaster to spread to cover to cause harm damage injury violent to explode devastation harsh to face landslide to miss missing people avert

катастрофа распространятся покрывать, охватывать быть причиной вред ущерб, вред травма сильный взрывать разрушения суровый столкнуться оползень пропадать пропавшие люди предотвращение

Fill the crossword:

            Across

                                                                                     

 

                                                                                                                                              

 

 

Use the words from the crossword to complete the sentences:

1. Last night volcano Maui ___________ and the hot ___________ poured downhill. Since there are two villages located at the foot of the volcano, the local population was ___________.

2. The devastation caused by superstorm Sandy, particularly in New York and New Jersey, is tragic, but the ___________ has at least put climate change back on the map.

3. After the harshest winter in decades, the Balkans region in the southeast of Europe is now facing its hottest summer and the worst _________ across the area in nearly 40 years.

4. A powerful ____________ off the coast of Indonesia sparked a three-metre-high ______________that killed at least 113 people.

5. A landslide caused by rains in southern China left 21 people missing today, adding to a growing death toll from China's worst _________ season in a decade.

6. This summer a dozen ____________, which are more common in the US, have hit Europe. The twister which swept through Poland yesterday flattened more than 400 hectares of woodland in the area.

7. The US navy has been deployed to help avert a looming environmental __________ in the Gulf of Mexico.

NATURAL DISASTERS

Words to know: adverse, eruption, property, to recover, severe, vulnerable population, consequence, to last, to require, weather-related, loss, event

 

A natural disaster is a major adverse event resulting from natural processes of the Earth; examples include floods, volcanic eruptions, earthquakes, tsunamis, and other geologic processes. A natural disaster can cause loss of life or property damage, and typically leaves some economic damage in its wake, the severity of which depends on the affected population's resilience, or ability to recover.

An adverse event will not rise to the level of a disaster if it occurs in an area without vulnerable population. In a vulnerable area, however, such as San Francisco, an earthquake can have disastrous consequences and leave lasting damage, requiring years to repair.

In 2012, there were 905 natural disasters worldwide, 93% of which were weather-related disasters. Overall costs were US$170 billion and insured losses $70 billion. 2012 was a moderate year. 45% were meteorological (storms), 36% were hydrological (floods), 12% were climatological (heat waves, cold waves, droughts, wildfires) and 7% were geophysical events (earthquakes and volcanic eruptions). Between 1980 and 2011 geophysical events accounted for 14% of all natural catastrophes.

 

Read the definitions of some natural disasters from the National Geographic site (http://environment.nationalgeographic.com):

Words to know: spiraling, to unleash

Hurricanes are giant, spiraling tropical storms that can pack wind speeds of over 160 miles (257 kilometers) an hour and unleash more than 2.4 trillion gallons (9 trillion liters) of rain a day. These same tropical storms are known as cyclones in the northern Indian Ocean and Bay of Bengal, and as typhoons in the western Pacific Ocean.

 

Words to know: to inundate, excessive rain, a ruptured dam, levee, rapid ice melting, beaver dam, to overwhelm, adjacent, floodplain, coastal flooding

A flood occurs when water overflows or inundates land that's normally dry. This can happen in a multitude of ways. Most common is when rivers or streams overflow their banks. Excessive rain, a ruptured dam or levee, rapid ice melting in the mountains, or even an unfortunately placed beaver dam can overwhelm a river and send it spreading over the adjacent land, called a floodplain. Coastal flooding occurs when a large storm or tsunami causes the sea to surge inland.

 

Words to know: dry powdery snow, wrought, slab, to shatter, per hour within about five second

 

Many avalanches are small slides of dry powdery snow that move as a formless mass. These "sluffs" account for a tiny fraction of the death and destruction wrought by their bigger, more organized cousins. Disastrous avalanches occur when massive slabs of snow break loose from a mountainside and shatter like broken glass as they race downhill. These moving masses can reach speeds of 80 miles (130 kilometers) per hour within about five seconds.

 

Words to know: unnoticeable, to stretch, to squeeze

Earthquakes, also called temblors, can be so tremendously destructive, it’s hard to imagine they occur by the thousands every day around the world, usually in the form of small tremors. Most earthquakes occur at fault zones, where tectonic plates—giant rock slabs that make up the Earth's upper layer—collide or slide against each other. These impacts are usually gradual and unnoticeable on the surface; however, immense stress can build up between plates. When this stress is released quickly, it sends massive vibrations, called seismic waves, often hundreds of miles through the rock and up to the surface. Other quakes can occur far from faults zones when plates are stretched or squeezed.

 

Words to know: to bolt, strike, discharge

 

Cloud-to-ground lightning bolts are a common phenomenon—about 100 strike Earth’s surface every single second—yet their power is extraordinary. Each bolt can contain up to one billion volts of electricity. This enormous electrical discharge is caused by an imbalance between positive and negative charges. During a storm, colliding particles of rain, ice, or snow increase this imbalance and often negatively charge the lower reaches of storm clouds. Objects on the ground, like steeples, trees, and the Earth itself, become positively charged—creating an imbalance that nature seeks to remedy by passing current between the two charges.

 

Words to know: wave, surge, to reach, height, widespread, ashore

 

A tsunami is a series of ocean waves that sends surges of water, sometimes reaching heights of over 100 feet (30.5 meters), onto land. These walls of water can cause widespread destruction when they crash ashore.

 

Words to know: awesome, vent, Earth's surface, molten rock, debris, to emit

 

Volcanoes are awesome manifestations of the fiery power contained deep within the Earth. These formations are essentially vents on the Earth's surface where molten rock, debris, and gases from the planet's interior are emitted.

 

Words to know: underbrush, wildfire, to burn. to consume, path, mere

Uncontrolled blazes fueled by weather, wind, and dry underbrush, wildfires can burn acres of land—and consume everything in their paths—in mere minutes.

 

Add natural disasters which are not mentioned in the text and give them definitions:

 

UNIT 3

HUMAN-MADE HAZARDS

Translate the definition in the writing form:

Anthropogenic hazards or human-made hazards can result in the form of a human-made disaster. In this case, anthropogenic means threats having an element of human intent, negligence, or error; or involving a failure of a human-made system. This is as opposed to natural hazards that cause natural disasters. Either can result in huge losses of life and property as well as damage to peoples' mental, physical and social well-being.

 

Word combinations to know:

governing authority some form of penalty private property human-induced fires law enforcement unemployment mass outrage armed conflict hostilities

руководящий орган форма штрафа частная собственность антропогенные пожары правоприменение безработица массовые возмущения вооруженный конфликт военные действия

Read and translate the Text A:

SOCIOLOGICAL HAZARDS

Crime is a breach of the law for which some (via the legal systems) can ultimately prescribe a conviction which will carry some form of penalty, such as imprisonment or a fine. At least in the view of the legislators, the criminal act will cause harm to other people. Modern societies generally regard crimes as offenses against the public or the state, distinguished from torts (offenses against private parties that can give rise to a civil cause of action).

Arson is the criminal intent of setting a fire with intent to cause damage. The definition of arson was originally limited to setting fire to buildings, but was later expanded to include other objects, such as bridges, vehicles, and private property. Arson is the greatest recorded cause of fire. Some human-induced fires are accidental: failing machinery such as a kitchen stove is a major cause of accidental fires.

Civil disorder is a broad term that is typically used by law enforcement to describe forms of disturbance. Although civil disorder does not necessarily escalate to a disaster in all cases, the event may escalate into general chaos. Rioting has many causes, including large-scale criminal conspiracy, socioeconomic factors (unemployment, poverty), hostility between racial and ethnic groups and mass outrage over perceived moral and legal transgressions. Examples of well-known civil disorders and riots are the Poll Tax Riots in the United Kingdom in 1990; the 1992 Los Angeles riots in which 53 people died; the 2008 Greek riots after a 15-year-old boy was fatally shot by police; and the 2010 Thai political protests in Bangkok during which 91 people died.

Terrorism is a controversial term with varied definitions. One definition means a violent action targeting civilians exclusively. Another definition is the use or threatened use of violence for the purpose of creating fear in order to achieve a political, religious, or ideological goal. Under the second definition, the targets of terrorist acts can be anyone, including civilians, government officials, military personnel, or people serving the interests of governments.

War is a conflict between relatively large groups of people, which involves physical force inflicted by the use of weapons. Warfare has destroyed entire cultures, countries, economies and inflicted great suffering on humanity. Other terms for war can include armed conflict, hostilities, and police action. Acts of war are normally excluded from insurance contracts and sometimes from disaster planning.

Write down 5 sociological hazards from the text, their causes and consequences:

Hazards 1. 2. 3. 4. 5.

Causes

Consequences

Translate from Russian into English:

1. Антропогенные опасности — это угрозы, источником которых является сам человек.

2. К социальным источникам опасностей принадлежат опасности, вызванные низким духовным и культурным уровнем: бродяжничество, проституция, пьянство, алкоголизм, преступность и тому подобное.

3. Неудовлетворительное материальное состояние, плохие условия существования, забастовки, конфликтные ситуации на межнациональной, этнической, расовой или религиозной почве провоцируют появление источников социальных опасностей.

4. Терроризм – это политика и тактика террора, то есть совокупность особо жестких форм и средств политического насилия, которые используют террористы для достижения своих античеловеческих целей.

5. Современные войны связаны с огромными людскими и материальными потерями, с небывалыми прежде разрушениями и бедствиями.

6. 13 марта 2014 года в Донецке на массовом митинге произошли столкновения, результатом которых стала гибель нескольких людей и множество пострадавших.

 

Read and translate the Text B:

Word combinations to know:

severe accident prevention of disasters mitigation of disasters engineering failure under-design power outage health facilities civil disorder relief actions human negligence arson emergency preparedness accessible emergency exits escape route fire extinguisher systems are abused the release of hazardous substances explosion pipeline rupture traffic collisions fatally or seriously injured oil spills

серьезная авария предотвращение катастроф уменьшение ущерба инженерная ошибка недостаточный запас прочности прекращение подачи электроэнергии помещения и оборудование медучреждений общественные беспорядки оказание помощи халатность человека поджег подготовленность к чрезвычайной ситуации доступные аварийные выходы маршрут эвакуации огнетушитель эксплуатировать систему с нарушением норм выброс опасных веществ   взрыв разрыв трубопровода столкновение транспорта на дороге смертельно/серьезно травмированный разлив нефти

TECHNOLOGICAL HAZARDS

 

Technological hazards are an increasing source of risk to people and their environment. This is an effect of the globalization of production, an increase of industrialization and a certain level of risk of accidents connected with production, processes, transportation and waste management. Severe accidents have happened which afflicted thousands of people. These have found expression in the public demand to provide technical and organizational tools for the prevention and mitigation of disasters.

Structural collapses are often caused by engineering failures. Bridge failures may be caused in several ways, such as under-design (as in the Tay Bridge disaster), by corrosion attack (such as in the Silver Bridge collapse), or by aerodynamic flutter of the deck (as in Tacoma Narrows Bridge). Failure of dams was not infrequent during the Victorian era, such as the Dale Dyke dam failure in Sheffield, England in the 1860s, causing the Great Sheffield Flood. Other failures include balcony collapses or building collapses such as that of the World Trade Center.

A power outage is an interruption of normal sources of electrical power. Short-term power outages (up to a few hours) are common and have minor effect, since most businesses and health facilities are prepared to deal with them. Extended power outages, however, can disrupt personal and business activities as well as medical and rescue services, leading to business losses and medical emergencies. Extended loss of power can lead to civil disorder, as in the New York City blackout of 1977. Power outages often accompany other types of disasters, such as hurricanes and floods, which hampers relief actions.

Recent notable power outages include the 2005 Java–Bali Blackout which affected 100 million people and the 2009 Brazil and Paraguay blackout which affected 60 million people.

Bush fires, forest fires, and mine fires are generally started by lightning, but also by human negligence or arson. They can burn thousands of square kilometers. If a fire intensifies enough to produce its own winds and "weather", it will form into a firestorm. A good example of a mine fire is the one near Centralia, Pennsylvania. Started in 1962, it ruined the town and continues to burn today. Some of the biggest city-related fires are The Great Chicago Fire, The Peshtigo Fire (both of 1871) and the Great Fire of London in 1666.

Casualties resulting from fires, regardless of their source or initial cause, can be aggravated by inadequate emergency preparedness. Such hazards as a lack of accessible emergency exits, poorly marked escape routes, or improperly maintained fire extinguishers may result in many more deaths and injuries than might occur with such protections.

When nuclear weapons are detonated or nuclear containment systems are abused, airborne radioactive particles (nuclear fallout) can scatter and irradiate large areas. Not only is it deadly, but it also has a long-term effect on the next generation for those who are contaminated. Ionizing radiation is hazardous to living things, and in such a case much of the affected area could be unsafe for human habitation. During World War II, United States troops dropped atomic bombs on the Japanese cities of Hiroshima and Nagasaki. As a result, the radiation fallout contaminated the cities' water supplies, food sources, and half of the populations of each city were stricken with disease. The Soviet republics of Ukraine and Belarus are part of a scenario like this after a reactor at the Chernobyl nuclear power plant suffered a meltdown in 1986. To this day, several small towns and the city of Chernobyl remain abandoned and uninhabitable due to fallout.

Many technological risks are associated with the release of hazardous substances which could affect human health or the environment by contamination

in accident condition or with the production of such substances under certain conditions as fire.

Considering the amount and distribution of facilities using hazardous materials throughout the world, the risks posed by them to societies and the environment it has to be considered as an increasing global problem.

The following list indicates the type of actions which can constitute technological hazards:

release of chemicals to the atmosphere by explosion, fire;

release of chemicals into water (groundwater, rivers etc.) by tank rupture,

pipeline rupture, chemicals dissolved in water (fire), oil spills in marine environment;

contamination by waste management activities;

releases and contaminations as a consequence of military actions (e.g. depleted

uranium), or destruction of facilities;

releases as consequence of the industrial use of biological material (e.g. viruses,

bacteria, fungi).

An aviation accident is defined as an occurrence associated with the operation of an aircraft in which a person is fatally or seriously injured, the aircraft sustains damage or structural failure or the aircraft is missing or is completely inaccessible.

The category of the vehicle can range from a helicopter, an airliner, or a space shuttle. The world's worst airliner disaster is the Tenerife crash of 1977, when miscommunications between and amongst air traffic control and an aircrew caused two fully-laden jets to collide on the runway, killing 583 people.

04 in Sri Lanka when 1,700 people died in the Queen of the Sea train disaster. Other notable rail disasters are the 1989 Ufa accident in Russia which killed 574, and the 1917 Modane train accident in France which killed 540.

Traffic collisions are the leading cause of death, and road-based pollution creates a substantial health hazard, especially in major conurbations. The greenhouse effect of road transport is a significant fraction of the anthropogenic

warming effect, and the rapid consumption of fossil fuel accelerates the Hubbard peak.

 

Write down 6 technological hazards from the text, their causes and consequences:

Hazards 1. 2. 3. 4. 5. 6. 7. 8.

Causes

Consequences

 

Reconstruct the phrases by matching the words from list (a-l) to the words from list (1-12):

1) immediate 2) urgent 3) emergency 4) engineering 5) health 6) civil 7) human 8) accessible 9) escape 10) fire 11) hazardous 12) traffic

a) extinguisher b) risk c) disorder d) intervention e) collision f) response g) negligence h) exit i) facilities j) route k) failure l) substances

Complete the sentences below using the reconstructed phrases:

1) A situation which presents _________________ to people or environment is called an emergency.

2) _________________ can reduce damage and save people’s lives.

3) Emergency agencies are organized to provide quick and efficient

_________________.

4) The Tay Bridge collapse was caused by _________________.

5) _________________ can lead to many severe accidents such as fires and equipment breakdown.

6) Chemical contamination is associated with the release of _________________.

7) Every building must have _________________ for people to escape in case of fire.

8) The leading cause of transportation accidents is _________________.

9) _________________ is an active fire protection device used to control small fires, often in emergency situations.

10) Sometimes emergency situations may be worsened by _______________.

 

Write down Mind Map on the Texts A and B:

 

 

Choose the correct prepositions in the newspaper article:

TROUBLE AT NORTON MINING

   

The entire workforce of Norton Mining has gone on/in strike following a serious accident at the mine in Coolooma in Queensland. The cause for/of the accident is unclear, but the union is blaming management attitudes on/to safety regulations. A spokesperson said, ‘Damage of/to equipment was frequently ignored and union demand for/of safer working practices were rejected. The managers’ relationship with/to the union was very poor, so although we pointed out that there’d been a rise of/in number of minor accidents over the past year, they said there was no need for/of a change in working practices’.

    John Norton, the chairman of Norton Mining, is away on/in a business trip. His secretary said she had spoken to him by/on the phone. The news of the accident had come like/as a great shock to him, she added. She was unable to say he would be back.

    It is understood that the police would like to speak to Mr. Norton in connection with/to a number of his financial dealings.

FIRE SAFETY

Words to know:

combustion supporter of combustion	горение вещество, поддерживающее горение
combustible/flammable	горючий
development	развитие
fuel	горючее, топливо
to evolve to give off	выделять
to burn	гореть
to ignite	зажигать, воспламеняться
ignition source of ignition	зажигание, воспламенение источник зажигания
spread to spread	распространение распространяться
sufficient	достаточный
rate	скорость
rise to rise	повышение, подъем возрастать, повышаться
to raise	поднимать, повышать
to smolder	тлеть
incipient	начальный
flame to burst into flames	пламя вспыхнуть
smoke	дым
flashover	полный охват помещения огнем, искровой разряд
to remove	удалять
chain chain reaction	цепь цепная реакция
vigorous	сильный, бурный, энергичный
to extinguish fire extinguishing method	тушить метод тушения огня
to cool off	охлаждать

Read and translate the Text A:

FIRE TRIANGLE

 

The ancient Greeks believed that fire was one the four basic elements that composed all things in the universe. In the mythology of virtually every culture fire is a sacred substance that gives life or power. Fire is not, in fact, a substance. When you gaze at the leaping flames of a campfire, you are observing not an object, but a process – a chemical reaction. It is the same chemical reaction that occurs when a cut apple left on the counter turns brown, or when silver tarnishes or when an iron nail rusts. That process is oxidation: combining oxygen with another substance. The defining difference between a fire and your half – eaten apple is speed: fire is an oxidation process that happens very fast, so that light, heat and sound are released – often enough force and majesty to justify ancients’ reverence.

At the beginning the fire has no source of heat except the heat of ignition. The small number of oxidation reactions that occur at this point do not contribute much to the development of a fire. Therefore, this stage is called smoldering or the incipient stage; it gives off smoke but very little heat. Then the fire breaks into the open flame. Now there is a sufficient amount of heat to 6 accelerate the combustion process and the chain reaction begins. This period is often called the open flame production phase. When the fire breaks into open flame the process changes. The fire will begin to spread and the temperature in the area will rise rapidly. As the ignition temperature of almost all ordinary carbonaceous materials is between 40 and 1400 degrees Fahrenheit we may assume that the fire will be generating enough heat to involve all the fuels unless some extinguishing agent interferes. This period is called the critical period or flashover stage. So there are three stages in the development of a fire.

After a fire goes to a flashover stage fire control is a combination of methods to remove the heat and products of combustion, to channel the direction of spread to the smallest possible area of involvement, and to cool off the atmosphere or fuel so that combustion ceases. This requires keen insight into the combustion process.

Fire or combustion may be defined as a rapid chemical reaction between substances in which heat and light are evolved. It is usual to speak of one of the substances as the combustible and other as the supporter of combustion. In all ordinary fires the supporter of combustion is the oxygen of the atmosphere. In some limited circumstances other gases, e.g. chlorine, may support combustion.

The fire triangle identifies the three needed components of fire: fuel, heat and oxygen. Fuel is something which is capable of combining vigorously with oxygen, or in other words, will burn. Combustion will be fiercer as the more oxygen is supplied. Most materials require the application of heat in one form or another to bring them to the temperature at which they will combine with the oxygen so vigorously that they will ignite (ignition temperature) although some substances, e.g. phosphorous react so at ordinary temperature. All three components must be present to have a fire.

It is not necessary usually to heat all the fuel to its ignition temperature, because as one part of it ignites, the heat of the reaction is sufficient to raise the temperature of the adjoining parts so that they also ignite, and so on until the reaction has spread through the whole fuel.

Fire will burn until one or more of the components are removed. Traditional fire extinguishing methods involve removing the fuel, heat or oxygen. In more recent years a fourth component – the chain reaction has been added to explain fire. Once a fire has started, the resulting chain reaction sustains the fire and allows it to continue until or unless at least one of the elements of the fire is removed. In other words, the chain reaction provides the heat necessary to maintain the fire. The addition of this forth component forms what is called the “fire tetrahedron”.

 

Appendix 2: SUMMARY.

 

Read and translate the Text B:

Words to know:

fire safety smoke alarm to test weekly to smoke to leave a lit cigarette or candle to throw hot ash into the bin to keep out of children to overload electrical socket electrical appliances to store areas to block escape route to keep your escape route clean to be a fire risk to leave smth. unattended to catch fire to burn to start burning to make worse to turn off (to switch off) to leave the room to shout to warn warning to warn

to call for help to prevent fire spreading to unplug to plan your escape to follow your escape plan to feel warm fire brigade to arrive to rescue to go downstairs to protect (protection) flame to be responsible of walls and floor to put down on the floor building to determine the cause of fires to investigate to interview fire inspector or investigator fire safety regulation fire extinguisher sand box to call 112

FIRE PREVENTION AT WORK

Preventing Fire Hazards

You can help prevent fires at your worksite, by following these guidelines:

· Keep equipment and machinery clean and in good operating condition.

· Make sure that all electrical equipment is protected.

· Never overload circuits.

· Store flammable/combustible materials in appropriate containers away from heat sources.

· Keep work and refuse areas clean and free of debris.

· Dispose of flammables according to established safety guidelines.

· Never leave open flames unattended.

· Use caution when operating welding and other spark-producing equipment.

· Clean up (if appropriate) or report all spills.

· Keep fire exits/escape routes clear.

· Know where alarm boxes are located and the University emergency phone 112.

Fires are very costly. Each year they take many lives, cause workers and their families to suffer, and cost many millions of dollars in damages.

Fire control is everyone's business. You can do your part by observing and complying with fire prevention rules. If you notice any hazards or conditions that could cause a fire, report them to your supervisor immediately.

Matches and cigarettes are principal causes of fires. Many fires have started because of carelessly dropped live ashes, cigarette butts, or burning matches. The temperature of the ash is often as high as 1,200 degrees Fahrenheit and if it comes in contact with combustibles, fire can result.

Poor housekeeping is one of the major contributing factors that cause fires. Oily rags, paper, sawdust, solvents, paints and cartons should be disposed of properly. Trash should not be allowed to accumulate in the work area.

Oil or gasoline that is spilled on equipment should be cleaned up immediately. Make sure that oil-soaked rags are placed in proper safety containers.

Paint, paint thinners, alcohol, naphtha, lacquer thinner and gasoline should be used only for their intended purposes. Flammable liquids of any kind must be kept in approved safety containers.

The thoughtless use of welding equipment can easily destroy our jobs. Fire-resistant covers, spark shields and a fire watcher standing by, plus the proper use of the equipment are some of the ways to prevent damaging fire losses.

Defective wiring has caused many fires. Never try to repair wiring or equipment unless you are qualified to do so. Report defective items and have the repairs made by a properly trained person.

Explain what fire safety rules are on the pictures below:

Read and translate the Text C:

FIRE SAFETY AT HOME

The best way to practice fire safety is to make sure a fire doesn't break out in the first place. That means you should always be aware of potential hazards in your home. Start by keeping these tips in mind:

Portable Heaters

The number of residential fires always goes up during colder months, peaking between December and February. Portable space heaters substantially contribute to this increase. Before plugging in your space heater, make sure you know how to use it safely:

• Carefully read the directions for its use.
• Never place a space heater where a child or pet could accidentally knock it over.
• Never place a space heater too close to a bed, especially a child's bed.
• Keep newspapers, magazines, and fabrics from curtains, clothes, or bedding away from space heaters, radiators, and fireplaces.
• Heaters should be at least 3 feet from anything flammable.

Careful in the Kitchen

Did you know that cooking is the leading cause of home fires in the United States? The kitchen is rife with ways for a fire to start: food left unsupervised on a stove or in an oven or microwave; grease spills; a dish towel too close to the burner; a toaster or toaster oven flare-up; a coffee pot accidentally left on.

Always supervise kids while cooking and practice safe cooking habits — like turning all pot handles in so they can't be accidentally knocked over and not wearing loose-fitting clothing that could catch fire around the stove.

Beware of Cigarettes

 According to the National Fire Prevention Association (NFPA), cigarettes are the No. 1 cause of fire deaths in the United States and Canada, killing about 1,000 people per year. Most are started when ashes or butts fall into couches and chairs. If you smoke, be especially careful around upholstered furniture, never smoke in bed, and be sure cigarettes are completely out before you toss them into the trash.

Matches and Lighters

You've heard it again and again, but children playing with matches are still the leading cause of fire-related deaths and injuries for kids younger than 5. Always keep matches and lighters out of children's reach. Store flammable materials such as gasoline, kerosene, and flammable cleaning supplies outside of your home and away from kids.

Using Candles Safely

As decorative candles become more popular, candle fires are on the rise. If you light candles, keep them out of reach of kids and pets, away from curtains and furniture, and extinguish them before you go to bed. Make sure candles are in sturdy holders made of non-flammable material that won't tip over. Don't let older kids and teens use candles unsupervised in their rooms.

Be Aware of Holiday Dangers

Around the holidays, there are even more potential fire hazards to think about. If you use a real Christmas tree in your home, make sure to water it daily — electric lights strung on a dried-out tree are a recipe for disaster.

All lights and lighted window ornaments should be inspected every year to make sure that cords are not worn or frayed, and all candles should be used with care. According to the NFPA, the number of fires started by candles nearly doubles during the month of December.

 

Watch the video: http://www.youtube.com/watch?v=ovWF4MU25Z8

Check your comprehension and fill the gaps:

Hi kids, my name is Jim and I’m a volunteer __________. As a fireman, it’s my job to help people when there’s a fire. Today I want to tell you a few things you can do to help me _________ fires where you live.

Adults use ________ and lighters for many things like cooking food and lighting candles. Never _________ with matches lighters or candles. You could _________ a fire by accident. And that fire can very easily get out of  _________. Many times I’ve had to go to a house fire that was started by a child playing with matches. The child didn’t mean for anything to happen, but that one mistake put a lot of people in __________. Tell an adult if you see any matches or lighters lying around the house. That way they can put the matches away.

A lot of house fires start in the ________. That’s why it’s very important to start some simple ________ rules. Always stay away from hot stove burners. If your parents are cooking in the kitchen, please stay at least 3 feet away from the cooking area so you don’t get burned. And if you’re old enough to help cook, you should never use the stove unless an adult is with you.

One way to stay save is by having smoke _______  in your home. What is a smoke detector? It’s something that senses smoke even before you can _______ it. When it senses smoke it creates a loud _______ so that you can hear the __________  and get out fast. It’s very important to have working smoke detectors in your home. Ask your parents to put working smoke detectors in your bedroom and any room you need. Make sure they check the batteries every month so that the smoke detector can help _______ you safe.

When I’m fighting fires I need to stay very ________. When you’re caught in a fire you need to stay calm to. What would you do if the fire touched you. There’s one simple rule to remember: stop, drop and _________. Have a little help, James help me out. If fire __________ you don’t run, stop what you’re doing, drop to the ground, cover your face with your hands, and role back and forth until the fires out. Then find an adult to help you. Now why don’t you try it with the help of some of my friends? Why doesn’t everybody stand up? If fire touches you, you need to stop, drop to the floor and cover your face, and roll until the fire’s ­_________. Good job, now you’ll know what to do if fire ever touches you.

When I’m in a fire, I have to wear a lot of gear to __________  myself so I don’t get burned. If you’ve ever seen a fire before, it might look a little scary, so let’s look at the things I need to wear when I’m fighting fires. I need a helmet, long pants __________, and a heavy jacket to keep me safe. So I can breathe in a fire, I need a breathing tank and a __________. When I have the mask on, and talk through it, it can seem like I’m an alien from outer space. But really, it’s just me. If you’ve ever been _________  in a fire and see someone like this, don’t ever be scared. Its just a fire fighter that’s trying to help get you out. Never __________ from a firefighter if you see one coming toward you. The firefighter is just trying to help. It’s very important that you never hide in a closet in your room or under a bed during a fire. If you can’t get out in a fire, and you’re trapped in your room, you need to stay where a _________ can save you.

On this dvd, you can learn to make a plan for your family so you can get out of a fire safely. Ask your parents to watch it with you now, so you know how to get out safely.

Take the Test (write down True or False and give a detailed explanation):

 

1. You can put out all fires with water.                                                              

_____________________________________________________________

2. You shouldn't store things in or around your stove.

_____________________________________________________________

3. Lamps can use any wattage light bulb.

______________________________________________________________

4. Smoke detectors are of no value for people with hearing disabilities.

_______________________________________________________________

5. Not all clothing, bedding, and lampshades are fire-resistant.

______________________________________________________________

6. 911 works everywhere.

_______________________________________________________________

7. Burns are not always caused by fire.

_______________________________________________________________

8. As long as you use extension cords, you can always plug more appliances into a socket.

_______________________________________________________________

9. It's safer to run electrical cords under the rug.

_______________________________________________________________

10. Smoking is the number one cause of fires.

_________________________________________________________

UNIT 5

POLLUTION

Words to know:

pollution (to pollute, pollutant) environment (environmental) to release to tear up   tip abuse   arable species mammal extinction conquer depletion diminishing to call for to refine sewage purification reservoir internal combustion engine      to exhaust to poison (poison, poisonous) to disappear (disappearance)

[pə'lu:ʃən]      [In'vaIərənment] [rI'lI:s]                [tεə]                         [əˈbjuːs]   ['ærəbl]                 ['spI: ʃI:z]               ['mæməl]              [Iks'tIηkʃən]          ['kɔηkə]               [dI'plI: ʃən]              ['sju: Idჳ]                ['resəvwɑ:]           [Ig'zɔ:st]

загрязнение (загрязнять, загрязнитель) окружающая среда (экологический) освобождать, выпускать  рвать, изнашивать место свалки плохое обращение; злоупотребление                              пáхотный (земля) вид, род, порода млекопитающее жив-ое вымирание (рода) завоевывать, покорять истощение уменьшение вызывать, быть причиной усовершенствовать                                сточные воды очищать, очистка водохранилище двигатель внутреннего сгорания выпускать (газ, пар) отравлять  (яд, ядовитый) исчезать                                             (исчезновение)

Read and translate the Text A:

Nature pollution

For thousands of years people lived in harmony with environment. Nature has served Man, and it seemed that natural riches were unlimited. We have upset nature’s sensitive equilibrium releasing harmful substances into the air, polluting rivers and oceans with industrial waste and tearing up the countryside to accommodate rubbish. The most important problems in this field are: the environmental pollution, ozone layer depletion, diminishing water resources.

Pollution covers many things which can happen to the land, in towns and the country, because of our activities. The progress of mankind has turned into the threat to its health and life. The environmental pollution is called for the numerous industrial, chemical enterprises, which do not refine their wastes and in emergency cases have no sewage purification, the result of which is the pollution of reservoirs and water basins.

Rubbish tips, dumped poisonous chemicals, broken cars, thrown away bottles and dropped sweet papers are types of land pollution. Some types of land pollution except they are just unpleasant to look at, can be dangerous to people and to animals. Faun animals injure themselves on old tins and bottles. Young children are sometimes hurt while playing in broken – down cars. Small animals crawl into bottles and die because they cannot get out. Poisoned soil can make animals and people very ill.

The problem of ozone depletion is also of great importance for the people. There is the urgent need to protect the Earth’s ozone layer. In this connection the international Protocol to protect the ozone layer was worked out by 35 countries in Montreal, Canada in 1987.

    One of the sources of environmental pollution is automobile transport. The internal combustion engines which work on oil fuel exhaust a lot of harmful gases. The main task here is: to replace the conventional gasoline powered engines with pollution-free electrical ones. Moreover, the oil supplies are not unlimited and the people will have to look for other sources of energy. By this it is necessary to remember that the most important problems for protection of nature are the nuclear power stations.

There are many consequences of damaging the environment: acid rain, water shortage resulting from abuse of arable lands in agriculture, damage to wild-life. According to the International Union for the Protection of Nature 76 species of animals and some hundred species of plants have disappeared from the planet in the course of the last 60 years. 132 mammal and 26 bird species face extinction not so much due to hunting as due to the pollution of the biosphere.

In 1952 many people died in London as a result of air pollution. This pollution came from coal fires in fire-places and from power stations. It combined with the winter fog to form poisonous smog. Vast forests are cut and burnt in fire. Their disappearance upsets the oxygen balance. As a result a number of rivers and lakes dry up.

By now the pollution and poisoning of the soil, water and air have reached a critical level. Environmental pollution has become a significant obstacle to economic growth. The discharge of dust and gas into the atmosphere returns to the Earth in the form of “acid rains” and affects crop, the quality of forests, the amount of fish. To this can be added the rise of chemicals, radioactivity, noise and other types of pollution. Our duty is to help to prevent it.

Sum up the information from the text using following tips:

a) the most important problems of environment;

b) the reasons of environmental pollution;

c) the problem of ozone layer depletion and its prevention;

d) the task of preventing oil fuel exhaustion by automobile transport.

Translate into English:

1. Природа обеспечивает человека своими ресурсами, если человек живет в гармонии с окружающей средой.

2. Огромное количество сломанных и выброшенных вещей могут испортить экологическое состояние земли.

3. Выброс вредных газов в атмосферу отрицательно влияет на состояние окружающей среды и здоровье человека.

4. Люди нарушают равновесие в природе, выбрасывая вредные вещества в воздух, воду и почву.

5. Бытовые и промышленные отходы наносят вред природе.

6. В результате деятельности человека происходит загрязнение окружающей среды.

7. Различные типы загрязнения не только неприятны на вид, но и опасны.

8. Люди и животные, подвергающиеся воздействию загрязнителей, могут болеть и даже умирать.

9. Из-за загрязнения биосферы многие виды животных и птиц исчезли.

10. Бурная деятельность человека нанесла непоправимый ущерб природе.

11. В результате обширной вырубки лесов нарушился кислородный баланс.

12. Отравление почвы, воды, воздуха стало значительным препятствием экономического роста.

13. Следует предотвратить загрязнение окружающей среды вредными газами, химикатами и радиоактивными веществами.

 

Watch the video about Land, Air and Water Pollution (http://www.youtube.com/watch?v=vP3pbh_-pu8):

 

Read and translate the Text B:

ENVIRONMENTAL MANAGEMENT

Environmental resource management is the management of the interaction and impact of human societies on the environment. Environmental resources management aims to ensure that ecosystem services are protected and maintained for future human generations, and also maintain ecosystem integrity through considering ethical, economic, and scientific (ecological) variables. Environmental resource management tries to identify factors affected by conflicts that rise between meeting needs and protecting resources. It is thus linked to environmental protection and sustainability.

The three main issues that affect managers are those involving politics (networking), programs (projects), and resources (money, facilities, etc.). Environmental management is therefore not the conservation of the environment solely for the environment's sake, but rather the conservation of the environment for humankind's sake.

Environmental management involves the management of all components of the biophysical environment, both living (biotic) and nonliving (abiotic). The environment also involves the relationships of the human environment, such as the social, cultural and economic environment with the biophysical environment.

As with all management functions, effective management tools, standards and systems are required. An environmental management standard or system or protocol attempts to reduce environmental impact as measured by some objective criteria. The ISO 14001 standard (ISO – International Standardization Organization – Международная организация стандартизации , МОС) is the most widely used standard for environmental risk management. Other environmental management systems (EMS) tend to be based on the ISO 14001 standard and many extend it in various ways.

Label the pictures and complete the table:

 

weakness, stomachache, burn, smog, skin rash, headache, disease/sickness, hole in the ozone layer, breathing problem, chemical reaction, acid rain, deafness.

 

Fill the table:

Effects of pollution on people	Effects of pollution on the environment

	Verb form in if-clause	Verb form in result -clause	Meaning of if-clause	Use	Examples
0	If + Simple Present	Simple present	Real and Possible situations at any time, but most commonly in present	1) situations that can occur at any time(more than once) and their results 2) general truths 3) general instruction	If you press this key, the game starts If you boil water, it turns into steam If you want to start, press the red button
I	If + Simple Present	Simple Future	Possible in the present or future	1) possible future events and their results 2) command 3) offer 4) warnings	If it rains, I will stay at home If you come home late, don’t make noise I’ll call the hotel if you don’t have time I’ll call the police if you don’t leave now!
II	If + Simple Past	Would or         + verb  Could	. Impossible or not true in the present .   improbable in the future . imaginary situations	1) improbable future event or situation 2) a hypothetical current situation which is contrary to known facts 3) giving advice	If I won a lottery, I would buy an island If I knew the answer I would tell you If I were you, I would see a doctor
III	If + Past Perfect	Would or + had + past participle Could Should	Impossible in the past	1) regret 2) criticism .	If I had seen the red light, I would have stopped If you had worked hard, you could have passed your exam

UNIT 6

WORKPLACE HAZARDS

Read and translate the Text A:

Words to know:

occupational well-being profile to apply consumer to evaluate to refer to issue rigorous judgment goal

профессиональный благополучие параметры, методы применять потребитель оценить относиться к ч-л., ссылаться на ч-л. проблема строгий решение, суждение цель

OCCUPATIONAL HYGIENE

Occupational (or "industrial" in the U.S.) hygiene (IH) is the anticipation, recognition, evaluation, control and prevention of hazards from work that may result in injury, illness, or affect the well-being of workers. These hazards or stressors are typically divided into the categories biological, chemical, physical, ergonomic and psychosocial. The risk of a health effect from a given stressor is a function of the hazard multiplied by the exposure to the individual or group. For chemicals, the hazard can be understood by the dose response profile most often based on toxicological studies. Occupational hygienists work closely with toxicologists for understanding chemical hazards, physicists for physical hazards, and physicians and microbiologists for biological hazards. Environmental and occupational hygienists are considered experts in exposure science and exposure risk management. Depending on an individual's type of job, a hygienist will apply their exposure science expertise for the protection of workers, consumers and/or communities.

The British Occupational Hygiene Society (BOHS) defines that "occupational hygiene is about the prevention of ill-health from work, through recognizing, evaluating and controlling the risks". The International Occupational Hygiene Association (IOHA) refers to occupational hygiene as the discipline of anticipating, recognizing, evaluating and controlling health hazards in the working environment with the objective of protecting worker health and well-being and safeguarding the community at large. The term "occupational hygiene" (used in the UK and Commonwealth countries as well as much of Europe) is synonymous with industrial hygiene (used in the US, Latin America, and other countries that received initial technical support or training from US sources). The term "industrial hygiene" traditionally stems from industries with construction, mining or manufacturing and "occupational hygiene" refers to all types of industry such as those listed for "industrial hygiene" as well as financial and support services industries and refers to "work", "workplace" and "place of work" in general. Environmental hygiene addresses similar issues to occupational hygiene, but is likely to be about broad industry or broad issues affecting the local community, broader society, region or country.

The profession of occupational hygiene uses strict and rigorous scientific methodology and often requires professional judgment based on experience and education in determining the potential for hazardous exposure risks in workplace and environmental studies. These aspects of occupational hygiene can often be referred to as the "art" of occupational hygiene and is used in a similar sense to the "art" of medicine. In fact "occupational hygiene" is both an aspect of preventative medicine and in particular occupational medicine, in that its goal is to prevent industrial disease, using the science of risk management, exposure assessment and industrial safety. Ultimately professionals seek to implement "safe" systems, procedures or methods to be applied in the workplace or to the environment.

Find English equivalents for these terms in the text:

производственная гигиена, риск для здоровья человека, специалист по охране труда, ответные методы, тесно связан, инженер-эколог, производственная среда, обеспечение безопасности общества, службы поддержки, широкая промышленность, медицина труда.

 

WORKSITE ANALYSIS

A worksite analysis is an essential first step that helps an industrial hygienist determine what jobs and work stations are the sources of potential problems. During the worksite analysis, the industrial hygienist measures and identifies exposures, problem tasks, and risks. The most-effective worksite analyses include all jobs, operations, and work activities. The industrial hygienist inspects, researches, or analyzes how the particular chemicals or physical hazards at that worksite affect worker health. If a situation hazardous to health is discovered, the industrial hygienist recommends the appropriate corrective actions.

Industrial hygienists recognize that engineering, work practice, and administrative controls are the primary means of reducing employee exposure to occupational hazards.

Engineering controls minimize employee exposure by either reducing or removing the hazard at the source or isolating the worker from the hazard. Engineering controls include eliminating toxic chemicals and substituting non-toxic chemicals, enclosing work processes or confining work operations, and the installation of general and local ventilation systems.

Work practice controls alter the manner in which a task is performed. Some fundamental and easily implemented work practice controls include (1) changing existing work practices to follow proper procedures that minimize exposures while operating production and control equipment; (2) inspecting and maintaining process and control equipment on a regular basis; (3) implementing good housekeeping procedures; (4) providing good supervision; and (5) mandating that eating, drinking, smoking, chewing tobacco or gum, and applying cosmetics in regulated areas be prohibited.

Administrative controls include controlling employees' exposure by scheduling production and tasks, or both, in ways that minimize exposure levels. For example, the employer might schedule operations with the highest exposure potential during periods when the fewest employees are present. When effective work practices or engineering controls are not feasible or while such controls are being instituted, appropriate personal protective equipment must be used. Examples of personal protective equipment are gloves, safety goggles, helmets, safety shoes, protective clothing, and respirators. To be effective, personal protective equipment must be individually selected, properly fitted and periodically refitted; conscientiously and properly worn; regularly maintained; and replaced, as necessary.

 

Complete the verbs with nouns used in the text:

example: measure and identify exposures

reduce or remove ____________

isolate ____________________

eliminate __________________

substitute __________________

install _____________________

inspect and maintain _________

provide ____________________

schedule ___________________

 

Make a plan of the article in the form of ten questions:

1. What is the main task of worksite analyses?

2.

3.

4.

5…………………

 

 

CHEMICAL HAZARDS

These are commonly classified as either particulate or gas and vapor contaminants. The most common particulate contaminants include dusts, fumes, mists, aerosols, and fibers.

Dusts are solid particles that are formed or generated from solid organic or inorganic materials by reducing their size through mechanical processes such as crushing, grinding, drilling, abrading or blasting.

Fumes are formed when material from a volatilized solid condenses in cool air. In most cases, the solid particles resulting from the condensation react with air to form an oxide.

Fibers are solid particles whose length is several times greater than their diameter.  

The term mist is applied to a finely divided liquid suspended in the atmosphere. Mists are generated by liquids condensing from a vapor back to a liquid or by breaking up a liquid into a dispersed state such as by splashing, foaming or atomizing. Aerosols are also a form of a mist characterized by highly respirable, minute liquid particles.

Gases are formless fluids that expand to occupy the space or enclosure in which they are confined. Examples are welding gases such as acetylene, nitrogen, helium, and argon; and carbon monoxide generated from the operation of internal combustion engines or by its use as a reducing gas in a heat treating operation. Another example is hydrogen sulfide which is formed wherever there is decomposition of materials containing sulfur under reducing conditions.

Liquids change into vapors and mix with the surrounding atmosphere through evaporation. Vapors are the volatile form of substances that are normally

in a solid or liquid state at room temperature and pressure. They are formed by evaporation from a liquid or solid and can be found where parts cleaning and painting takes place and where solvents are used.

Airborne chemical hazards exist as concentrations of mists, vapors, gases, fumes, or solids. Some are toxic through breathing and some of them irritate the skin on contact; some can be toxic by absorption through the skin or through ingestion, and some are corrosive to living tissue.

The degree of worker risk from exposure to any given substance depends on the nature and potency of the toxic effects and the magnitude and duration of exposure.

Read and translate the text about biological hazards:

Fungi acute forearm gloves contagious

грибы острый предплечье перчатки инфекционный

BIOLOGICAL HAZARDS

These include bacteria, viruses, fungi, and other living organisms that can cause acute and chronic infections by entering the body either directly or through breaks in the skin. Occupations that deal with plants or animals or their products or with food and food processing may expose workers to biological hazards. Laboratory and medical personnel also can be exposed to biological hazards. Any occupations that result in contact with bodily fluids pose a risk to workers from biological hazards.

In occupations where animals are involved, biological hazards are dealt with by preventing and controlling diseases in the animal population as well as proper care and handling of infected animals. Also, effective personal hygiene, particularly proper attention to minor cuts and scratches, especially those on the hands and forearms, helps keep worker risks to a minimum.

In occupations where there is potential exposure to biological hazards, workers should practice proper personal hygiene, particularly hand washing. Hospitals should provide proper ventilation, proper personal protective equipment such as gloves and respirators, adequate infectious waste disposal systems, and appropriate controls including isolation in instances of particularly contagious diseases such as tuberculosis.

PHYSICAL HAZARDS

These include excessive levels of ionizing and nonionizing electromagnetic

radiation, noise, vibration, illumination, and temperature.

In occupations where there is exposure to ionizing radiation, time, distance, and shielding are important tools in ensuring worker safety. Danger from radiation increases with the amount of time one is exposed to it; hence, the shorter the time of exposure the smaller the radiation danger.

Distance also is a valuable tool in controlling exposure to both ionizing and non-ionizing radiation. Radiation levels from some sources can be estimated by comparing the squares of the distances between the worker and the source. For example, at a reference point of 10 feet from a source, the radiation is 1/100 of the intensity at 1 foot from the source.

Shielding also is a way to protect against radiation. The greater the protective mass between a radioactive source and the worker, the lower the radiation exposure.

Nonionizing radiation also is dealt with by shielding workers from the source. Sometimes limiting exposure times to nonionizing radiation or increasing

the distance is not effective. Laser radiation, for example, cannot be controlled effectively by imposing time limits. An exposure can be hazardous that is faster than the blinking of an eye. Increasing the distance from a laser source may require miles before the energy level reaches a point where the exposure would not be harmful.

Noise, another significant physical hazard, can be controlled by various measures. Noise can be reduced by installing equipment and systems that have been engineered, designed, and built to operate quietly. Substituting quiet work methods for noisy ones is another significant way to reduce noise.

Also, treating floors, ceilings, and walls with acoustical material can reduce

reflected or reverberant noise. In addition, erecting sound barriers at adjacent work stations around noisy operations will reduce worker exposure to noise generated at adjacent work stations.

It is also possible to reduce noise exposure by increasing the distance between the source and the receiver, by isolating workers in acoustical booths, limiting workers' exposure time to noise, and by providing hearing protection.

Another physical hazard, radiant heat exposure in factories such as steel mills, can be controlled by installing reflective shields and by providing protective clothing.

Read and translate the text about ergonomic hazards:

to evaluate to involve assembling irritation inflammation employer demand overall

оценить привлечь монтаж раздражение воспаление работодатель спрос в общем, в целом

ERGONOMIC HAZARDS

The science of ergonomics studies and evaluates a full range of tasks including lifting, holding, pushing, walking, and reaching. Many ergonomic problems result from technological changes such as increased assembly line speeds, adding specialized tasks, and increased repetition; some problems arise from poorly designed job tasks. Any of those conditions can cause ergonomic hazards such as excessive vibration and noise, eye strain, repetitive motion, and heavy lifting problems. Improperly designed tools or work areas also can be ergonomic hazards. Repetitive motions or repeated shocks over prolonged periods of time as in jobs involving sorting, assembling, and data entry can often cause irritation and inflammation of hands and arms.

Ergonomic hazards are avoided primarily by the effective design of a job or jobsite and by better designed tools or equipment that meet workers' needs in terms of physical environment and job tasks. Through thorough worksite analyses, employers can set up procedures to correct or control ergonomic hazards by using the appropriate engineering controls (e.g., designing or redesigning work stations, lighting, tools, and equipment); teaching correct work practices (e.g., proper lifting methods); employing proper administrative controls (e.g., shifting workers among several different tasks, reducing production demand, and increasing rest breaks); and, if necessary, providing personal protective equipment. Evaluating working conditions from an ergonomics standpoint involves looking at the total physiological and psychological demands of the job on the worker.

Overall, industrial hygienists point out that the benefits of a well-designed,

ergonomic work environment can include increased efficiency, fewer accidents, lower operating costs, and more effective use of personnel.

Do the crossword using information from the previous four texts:

Across:

1) organism that can cause infection by entering the body;

2) volatile solids or liquids;

3) solid organic or inorganic particles formed as a result of mechanical

processing of some material;

4) state of being uncovered or left without protection;

5) a tool to protect from radiation, noise, heat;

6) something likely to cause damage or loss;

7) formless fluids that expand to occupy the space or enclosure in which

they are confined;

8) liquid in a dispersed state;

9) a loud or disturbing sound;

10) a slight continuous shaky movement.

Down:

a piece of equipment protecting against biological and chemical hazards.

Write down Mind Map about types of workplace hazards and be ready to tell:

 

Find out five statements which are not correct, explain and correct them:

PREPARING

• Clear all surfaces before beginning experiments.

• Read the entire experiment before you start.

• Know the hazards of the experiments and anticipate dangers.

PROTECTING YOURSELF

• Follow the directions step by step.

• Perform several experiment at a time.

• Locate exits, fire blanket and extinguisher, master gas and electricity shut-offs, eyewash, and first-aid kit.

• Make sure there is adequate ventilation.

• Wear open-toed shoes.

• Keep floor and workspace neat, clean, and dry.

• Clean up spills immediately.

• Tie back long hair.

• Wear safety glasses or goggles, apron, and gloves

• Never eat, drink, or smoke in the laboratory or workspace.

USING EQUIPMENT WITH CARE

• Set up apparatus far from the edge of the desk.

• Use knives or other sharp, pointed instruments with care.

• Pull cords, not plugs, when removing electrical plugs.

• Check glassware for scratches, cracks, and sharp edges.

• Do not use reflected sunlight to illuminate your microscope.

• Do not touch metal conductors.

USING CHEMICALS

• Always taste and smell chemicals.

• Read labels carefully.

• Avoid chemical contact with skin and eyes.

• Do not touch chemical solutions.

HEATING SUBSTANCES

• Keep your face away from test tubes and beakers.

• When heating substances in a test tube, point the top of the test tube toward other people.

• Never leave apparatus unattended.

• Take care when lighting your Bunsen burner; light it with the airhole closed and  use a Bunsen burner lighter rather than wooden matches.

•Turn off hot plates, Bunsen burners, and gas when you are done.

• Keep flammable substances away from flames and other sources of heat.

FINISHING UP

• Thoroughly clean your work area and any glassware used.

• Wash your hands.

• Be careful not to return chemicals or contaminated reagents to the wrong containers.

• Dispose of all chemicals according to all local, state, and federal laws.

Watch the full video “Donald Duck. How to have an accident at work” ( https://www.youtube.com/watch?v=OYGAal4hgEw ) and answer the following questions:

What’s the name of the speaker?

What is the difference between Donald Duck at home and Donald Duck at work?

What’s the first accident Donald has?

Why did he have an accident in the punch press?

What happened when he threw away the cigarette?

Where is he supposed to have lunch instead of the work area?

What are the consequences for Donald of falling asleep at work?

Name the accidents Donald had in the video.

TRANSLATION PRACTICE:

Text A:

MINISTRY OF EMERGENCY SITUATIONS (RUSSIA)

The Ministry of the Russian Federation for Affairs for Civil Defence, Emergencies and Elimination of Consequences of Natural, also known as The Ministry of Emergency Situations, or internationally as EMERCOM (derived from "Emergency Control Ministry"), was established on January 10, 1994 by President Boris Yeltsin. There is a consideration that the real date of birth of the agency was on December 27, 1990, when the Russian Rescue Corps was established and assigned the mission of rapid response in the case of emergencies.

Current Head of Ministry is Vladimir Puchkov, who was appointed in May 17, 2012, replacing Sergey Shoygu, who was the first Emergencies Minister and has served as a minister for sixteen years.

According to an EMERCOM publication, the Ministry is an agency of Federal Executive Power with the following tasks:

• developing proposals and initiatives in the sphere of State policy on issues within the Ministry's competence;
• managing the Civil Defence and Search and Rescue Service in the Russian Federation;
• providing for the functioning and further development of the Russian System of Disaster Management (RSDM);
• directing activities aimed at eliminating the consequences of large-scale disasters, catastrophes and other emergencies;
• conducting special submarine activities;
• supervising the use of finance resources allocated to the Government for disaster management and response;
• organizing the training of the population, and governing agencies and the RSDM forces for disaster management and response;
• and organizing international cooperation in the fields of the Ministry's competency.

Working through the office of the Prime Minister, the Ministry can ask for private, Ministry of Defence or Internal Troops of the MVD assistance. That is, the Ministry has international coordination power and the ability to tap local resources if required.

To perform rapid response operations the following forces and equipment are available:

• Russian State Fire Service is the highest fire service body of Russian Federation.
• Central Air-Mobile Rescue Team - these teams are equipped with aviation facilities that include helicopters and cargo aircraft (Ilyushin Il-76, Antonov An-72, An-148-100EM, Ka-32A11VS). The teams have taken part in United Nations' humanitarian delivery operations.
• Civil Defense Troops - these troops consist of military troop divisions and regiments stationed in various regions of the country aimed at civil defense measures during natural and man-made disasters.
• EMERCOM Civil Defense Academy, Moscow - trains all officers and non-commissioned personnel of the Ministry in the duties of civil defense.
• Search and Rescue Service - this service maintains 30 units in various republics, regions and provinces.

Text B:

CIVIL DEFENSE

Civil defense (civil defence) protection is an effort to protect the citizens of a state from military attack. It uses the principles of emergency operations: prevention, mitigation, preparation, response, or emergency evacuation and recovery. Programs of this sort were initially discussed at least as early as the 1920s and were implemented in some countries during the 1930s as the threat of war and aerial bombardment grew. It became widespread after the threat of nuclear weapons was realized.

Since the end of the Cold War, the focus of civil defense has largely shifted from military attack to emergencies and disasters in general. The new concept is described by a number of terms, each of which has its own specific shade of meaning, such as crisis management, emergency management, emergency preparedness, contingency planning, emergency services, and civil protection.

The advent of civil defence was stimulated by the experience of the bombing of civilian areas during the First World War.The bombing of Britain began on 19 January 1915 when zeppelins dropped bombs on the Great Yarmouth area, killing six people. German bombing operations of the First World War were surprisingly effective, especially after the Gotha bombers surpassed the zeppelins. The most devastating raids inflicted 121 casualties for each ton of bombs dropped and it was this figure that was used as a basis for predictions.

After the war, attention was turned toward civil defence in the event of war, and the Air Raid Precautions Committee was established in 1924 to investigate ways for ensuring the protection of civilians from the danger of air-raids.

The Committee produced figures estimating that in London there would be 9,000 casualties in the first two days and then a continuing rate of 17,500 casualties a week. These rates were thought conservative. It was believed that there would be "total chaos and panic" and hysterical neurosis as the people of London would try to flee the city. To control the population harsh measures were proposed—bringing London under almost military control; physically cordoning London with 120,000 troops to force people back to work. A different government department proposed setting up camps for refugees for a few days before sending them back to London.

A special government department, the Civil Defence Service was established by the Home Office in 1935. Its remit included the pre-existing ARP as well as wardens, firemen (initially the Auxiliary Fire Service (AFS) and latterly the National Fire Service (NFS)), fire watchers, rescue, first aid post, stretcher party and industry. Over 1.9 million people served within the CD and nearly 2,400 lost their lives to enemy action.

The organisation of civil defence was the responsibility of the local authority. Volunteers were ascribed to different units depending on experience or training. Each local civil defence service were divided into several sections. Wardens were responsible for local reconnaissance and reporting, and leadership, organisation, guidance and control of the general public. Wardens would also advise survivors of the locations of rest and food centres, and other welfare facilities.

Rescue Parties were required to assess and then access bombed out buildings and retrieve injured or dead people. In addition they would turn off gas, electricity and water supplies, and repair or pull down unsteady buildings. Medical services, including First Aid Parties, provided on the spot medical assistance.

The expected stream of information that would be generated during an attack was handled by 'Report and Control' teams. A local headquarters would have an ARP controller that would direct rescue, first aid and decontamination teams to the scenes of reported bombing. If local services were deemed insufficient to deal with the incident then the controller could request assistance from surrounding boroughs.

Fire Guards were responsible for a designated area/building and required to monitor the fall of incendiary bombs and pass on news of any fires that had broken out to the NFS. They could deal with an individual magnesium electron incendiary bomb by dousing them in buckets of sand, water or by smothering. Additionally, 'Gas Decontamination Teams' were kitted out with gas-tight and waterproof protective clothing and were to deal with any gas attacks. They were trained to decontaminate buildings, roads, rail and other material that had been contaminated by liquid or jelly gases.

Little progress was made over the issue of air-raid shelters, because of the apparently irreconcilable conflict between the need to send the public underground for shelter and the need to keep them above ground for protection against gas attacks. In February 1936 the Home Secretary appointed a technical Committee on Structural Precautions against Air Attack. During the Munich crisis, local uthorities dug trenches to provide shelter. After the crisis, the British Government decided to make these a permanent feature, with a standard design of precast concrete trench lining. They also decided to issue free to poorer households the Anderson shelter and to provide steel props to create shelters in suitable basements.

During the Second World War, the ARP was responsible for the issuing of gas masks, pre-fabricated air-raid shelters (such as Anderson shelters, as well as Morrison shelters), the upkeep of local public shelters, and the maintenance of the blackout. The ARP also helped rescue people after air raids and other attacks, and some women became ARP Ambulance Attendants whose job was to help administer first aid to casualties, search for survivors, and in many grim instances, help recover bodies, sometimes those of their own colleagues.

As the war progressed, the effectiveness of aerial bombardment was, beyond the destruction of property, very limited. There were less than three casualties for each ton of bombs dropped by the Luftwaffe in many British cities and the expected social consequences hardly happened. The morale of the British people remained high, 'shell-shock' was not at all common, and the rates of other nervous and mental ailments declined.

Text C:

TERRORISM

Terrorism is commonly defined as violent acts (or the threat of violent acts) intended to create fear (terror), perpetrated for an economic, religious, political, or ideological goal, and which deliberately target or disregard the safety of non-combatants (e.g., neutral military personnel or civilians). Another common definition sees terrorism as political, ideological or religious violence by non-state actors. Some definitions now include acts of unlawful violence and war. The use of similar tactics by criminal organizations for protection rackets or to enforce a code of silence is usually not labeled terrorism, though these same actions may be labeled terrorism when done by a politically motivated group. Usage of the term has also been criticized for its frequent undue equating with Islamism or jihadism, while ignoring non-Islamic organizations or individuals. In the international community, terrorism has no legally binding, criminal-law definition.

History of terrorism

Depending on how broadly the term is defined, the roots and practice of terrorism can be traced at least to the 1st-century AD Sicarii Zealots, though some dispute whether the group, a radical offshoot of the Zealots which was active in Judaea Province at the beginning of the 1st century AD, was in fact terrorist. According to the contemporary Jewish-Roman historian Josephus, after the Zealotry rebellion against Roman rule in Judea, when some prominent collaborators with Roman rule were killed, Judas of Galilee formed a small and more extreme offshoot of the Zealots, the Sicarii, in 6 AD. Their terror also was directed against Jewish "collaborators", including temple priests, Sadducees, Herodians, and other wealthy elites.

The term "terrorism" itself was originally used to describe the actions of the Jacobin Club during the "Reign of Terror" in the French Revolution. "Terror is nothing other than justice, prompt, severe, inflexible," said Jacobin leader Maximilien Robespierre. In 1795, Edmund Burke denounced the Jacobins for letting "thousands of those hell-hounds called Terrorists ... loose on the people" of France.

In January 1858, Italian patriot Felice Orsini threw three bombs in an attempt to assassinate French Emperor Napoleon III. Eight bystanders were killed and 142 injured. The incident played a crucial role as an inspiration for the development of the early terrorist groups.

Arguably the first organization to utilize modern terrorist techniques was the Irish Republican Brotherhood, founded in 1858 as a revolutionary Irish nationalist group that carried out attacks in England. The group initiated the Fenian dynamite campaign in 1881, one of the first modern terror campaigns. Instead of earlier forms of terrorism based on political assassination, this campaign used modern, timed explosives with the express aim of sowing fear in the very heart of metropolitan Britain, in order to achieve political gains.

Another early terrorist organisation was Narodnaya Volya, founded in Russia in 1878 as a revolutionary anarchist group inspired by Sergei Nechayev and "propaganda by the deed" theorist Pisacane. The group developed ideas—such as targeted killing of the 'leaders of oppression'—that were to become the hallmark of subsequent violence by small non-state groups, and they were convinced that the developing technologies of the age—such as the invention of dynamite, which they were the first anarchist group to make widespread use of—enabled them to strike directly and with discrimination. Modern terrorism had largely taken shape by the turn of the 20th century.

Types

Depending on the country, the political system, and the time in history, the types of terrorism is varying.

In early 1975, the Law Enforcement Assistant Administration in the United States formed the National Advisory Committee on Criminal Justice Standards and Goals. One of the five volumes that the committee wrote was titled Disorders and Terrorism, produced by the Task Force on Disorders and Terrorism under the direction of H. H. A. Cooper, Director of the Task Force staff. The Task Force classified terrorism into six categories.

• Civil disorder – A form of collective violence interfering with the peace, security, and normal functioning of the community.
• Political terrorism – Violent criminal behaviour designed primarily to generate fear in the community, or substantial segment of it, for political purposes.
• Limited political terrorism – Genuine political terrorism is characterized by a revolutionary approach; limited political terrorism refers to "acts of terrorism which are committed for ideological or political motives but which are not part of a concerted campaign to capture control of the state.
• Official or state terrorism – "referring to nations whose rule is based upon fear and oppression that reach similar to terrorism or such proportions". It may also be referred to as Structural Terrorism defined broadly as terrorist acts carried out by governments in pursuit of political objectives, often as part of their foreign policy.
• Data-terrorism – "The unjust storage or use of private information for economic, political or personal gains". Commonly seen in governments and countries like the United States, Canada and Australia. Large corporations such as Facebook are also guilty of using user data without confirming explicit user knowledge and consent to do so when joining.
• Passive Terrorism - (Passive + Terrorism) is an, inert or quiescent behavior towards terrorism; an inaction, non-reaction, non-participation, non-involvement in countering terrorism. Passive terrorism describes a behavior of general public or government which silently allows the spread or promotion of terrorism by turning a blind eye or tolerating terrorism. Passive terrorism prevails when there is no deliberate effort or decision to either counter it or raise voice against it.

The term hasn’t been widely defined or discussed openly as yet and has just been recently emerging in the wake of recent ongoing terrorism activities against or in the countries like Pakistan. The word “Passive” has its origin from 1350 – 1400; Middle English Latin passīvus literally means submissive or to submit. “Terrorism” originated in 1795 from French terrorisme, from Latin terror; used as government intimidation during the reign of terror in France in 1795. Professor Daniel L Byman, in his article "Passive Sponsorship of Terrorism," (published in Journal "Survival" 2005), in the MIT Security Studies Seminar in 2004 defined the term "Passive Sponsorship of Terrorism" as the individuals assistance of terrorists without their permission. A regime is guilty of passive sponsorship if it knowingly allows a terrorist group to raise money, enjoy a sanctuary, recruit, or otherwise flourish but does not directly aid the group itself. Professor Byman define the following characteristics of Passive support of terrorism:

The regime in question itself does not provide assistance but knowingly allows other actors in the country to aid a terrorist group; The regime has the capacity to stop this assistance or has chosen not to develop this capacity, and Often passive support is given by political parties, wealthy merchants, or other actors in society that have no formal affiliation with the government.

Several sources have further defined the typology of terrorism:

• Political terrorism
• Sub-state terrorism
• Social revolutionary terrorism
• Nationalist-separatist terrorism
• Religious extremist terrorism
• Religious fundamentalist Terrorism
• New religions terrorism
• Right-wing terrorism
• Left-wing terrorism
• Single-issue terrorism
• State-sponsored terrorism
• Regime or state terrorism
• Criminal terrorism
• Pathological terrorism

REFERENCES

1. Воскресенская Л.И. Чрезвычайные ситуации (Emergency Situations): учебное пособие по английскому языку. Омск: ОМГТУ, 2009. – 79 с.

2. Ульянова О.В. Английский для специалистов по защите окружающей среды и безопасности жизнедеятельности: учебное пособие. Томск: Томский политехнический ун-т, 2011. – 135 с.

3. Ященко М.В. Английский язык для инженеров специальности пожарная безопасность (English for fire safety engineers): сборник иностранных текстов. Xабаровск: ДВГУПС, 2013. – 60 с.

4. Study-english.info. E – source: http://study-english.info/modal.php# ixzz3Ya

JFNthe
5. BusyTeacher. E – source: http://busyteacher.org/

6. You-tube. E – source: http://www.youtube.com/

7. Wikipedia. E – source: http://en.wikipedia.org

8. The National Geographic. E – source: http://video.nationalgeographic.com

9. The National Geographic. E – source: http://environment.nationalgeographic.

com

10. Journal of the National Institute of Environmental Health Sciences. E – source: http://www.niehs.nih.gov/

11. National Institute for Occupational Safety and Health. E – source: http://www.cdc.gov/niosh/

12. Journal Newsweek. E – source: http://europe.newsweek.com/

13. United States department of labor. E – source: https://www.osha.gov/

 

APPENDIX 1:

Preparation

It is essential to identify WHY you are giving your presentation.

To help you establish your objective, ask yourself these three questions:

• Why am I giving this presentation?

• What knowledge do I expect my audience to take away with them?

• What action do I expect the audience to take at the end of my presentation?

• Divide your presentation into three or four main subject areas.

• Then make notes under each heading.

• Remember it is important to give facts, evidence and examples as well as opinions. Concrete examples bring your presentation to life and support your objective.

Opening

The opening is your chance to grab the audience’s attention and make them sit up and listen to you. The opening section should take no more than a couple of minutes maximum. In your opening section you should include some or all of the following stages:

• Open with a bang!

Start with an incredible fact, a visual stimulus, a joke, an anecdote, a quote Anything which grabs the audience’s attention and focuses them on the matter at hand.

• Welcome the audience.

• Be polite and welcome everyone to the presentation.

• Introduce yourself. Give a brief introduction of yourself if there are people in the audience you have never met.

• Say why you are here.

Tell the audience what the presentation is going to be about. Be careful, don’t tell them YOUR objective, e.g. ‘My objective is to sell you 100 computers for as high a price as possible’, but turn it around, e.g. ‘The reason I am here is to explain to you exactly why our computers are the best on the market.’

• Outline the structure of your presentation

Before you start, briefly run through the main points or subject areas you are going to talk about. Again this will help you to clearly organize your talk, but also it means the audience will be able to follow you much better.

• Give instructions about questions

Make sure your audience know when to ask questions. At the end? During? At half time? Keep them informed and make sure you don’t lose control of them.

Possible language

Greeting:	Good morning, ladies and gentlemen. Good afternoon, everybody.
Introducing your subject:	Today I’m going to talk about … The purpose of my presentation is …
Outlining your structure:	To start with I’ll describe … Then I’ll mention … After that I’ll consider Finally, I’ll summarise my presentation…
Giving instructions about questions:	Do feel free to interrupt me if you have any questions. I’ll try to answer all your questions after the presentation.

Development

This is when you go back to your first point and start your presentation properly.

Make sure you highlight when you are moving between points by using phrases such as ‘Next, let’s turn to …’, or ‘To conclude…’ or by counting, ‘Firstly,…secondly etc…’

Remember these key points while delivering the body of the presentation.

• Do not hurry.

• Be enthusiastic.

• Give time on visuals.

• Maintain eye contact.

• Modulate your voice.

• Look friendly.

• Keep to your structure.

• Remain polite when dealing with difficult questions.

Closing.

Closing is as important as opening. Your audience will remember the last few points more clearly than most of the presentation. This is the chance for you to leave a lasting impression and ensure that your objective has been achieved.

In conclusion:

• Sum up

• Give recommendations if appropriate

• Thank the audience

• Invite questions

Possible language

Summing up:	To conclude… In conclusion… Now, to sum up… So, let me summarise what I’ve said. Finally may I remind you some of the main points…
Giving recommendations:	In conclusion my recommendations are… I therefore suggest/recommend the following …
Thanking the audience:	Many thanks for your attention. May thank you all for being such an attentive audience.
Inviting questions:	Now I’ll try to answer all the questions you may have. Are there any questions?

Let’s sum up. Use the three parts of your presentation. In the opening part, you tell your audience what your message is going to be. In the main part, you tell your audience your real message. In the closing part, you summarize what your message was about.

APPENDIX 2:

WRITING SUMMARIES

(Аннотирование)

Аннотация – это предельно сжатая характеристика материала, заключающаяся в информации o затронутых в источниках вопросах. Аннотация включает характеристику основной темы, проблемы объекта, цели работы и ее результаты. В аннотации указывают, что нового несет в себе данный документ в сравнении с другими, родственными по тематике и целевому назначению.

Существуют различные виды аннотаций в зависимости от назначения аннотации или от вида документа, на который составляется аннотация. Аннотирование может осуществляться как на языке оригинала, так и на языке перевода.

С точки зрения объема аннотации подразделяются на краткие и

развернутые (или подробные).

Краткая аннотация (brief summary), как правило, характеризует документ в определенном аспекте: уточнение тематического содержания, расшифровка или пополнение заглавия, оценка уровня материала и так далее.

Развернутая аннотация (detailed summary) часто представляет собой перечисление рубрик первичного документа. Она составляется в тех случаях, когда документ представляет значительный научный интерес, а также при описании многоаспектных документов (учебники, справочники, сборники и т.д.).

С точки зрения метода анализа и оценки документа аннотации можно разделить на описательные (или справочные) и рекомендательные (в том числе и критические).

Описательная аннотация дает общее представление о документе, в то время как рекомендательная аннотация характеризует тематику и содержание документа под определенным углом зрения. В информационной

сфере наибольшее применение находит описательная аннотация.

В зависимости от тематического охвата содержания документа аннотации делятся на общие и специализированные. Общие аннотации характеризуют весь документ в целом, они не ориентированы на определенный круг потребителей. В специализированных аннотациях находят отражения только те части, те аспекты содержания документа, которые интересуют потребителей данной информационной системы (данного круга читателей).

В информационной практике используется, как правило, специализированная аннотация, рассчитанная на информирование специалиста определенной отрасли научной или практической деятельности. Такой вид аннотации целесообразен и при работе с литературой в учебном процессе – при подготовке рефератов, докладов и других научных работ студентами.

Аннотации всегда предпосылаются библиографические данные первоисточника (см. примеры аннотаций выше).

В аннотациях обычно содержатся следующие данные:

1) предметная рубрика;

2) тема;

3) сжатая характеристика материала;

4) выходные данные (автор и заглавие статьи, название и номер периодического издания, где помещена статья, место и время издания).

EMERGENCY RISK MANAGEMENT

 

Учебно-методическое пособие

 

 

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CONTENTS

Предисловие	5
Unit 1 What is an emergency situation?	6
Text A: Classifying emergencies	7
Text B: Emergency Action Planning	12
Text C: Making a Disaster Supplies Kit	15
Unit 2 Natural Hazards	18
Text A: Natural Disasters	19
Text B: Emergency behavior in case of natural disasters	26
Unit 3 Human-made Hazards	28
Text A: Sociological Hazards	28
Text B: Technological Hazards	30
Unit 4 Fire Safety	36
Text A: Fire Triangle	37
Text B: Fire Prevention at work	42
Text C: Fire Safety at home	43
Unit 5 Pollution	53
Text A: Nature pollution	53
Text B: Development of Environmental Engineering	56
Text C: Environmental Management	57
Unit 6 Workplace Hazards	63
Text A: Occupational Hygiene	63
Text B: Worksite analysis	64
Text C: Worksite Hazards (chemical, biological,          physical, ergonomic)	66
Translation Practice	73
Text A: Ministry of Emergency Situations (Russia)	73
Text B: Civil Defense	74
Text C: Terrorism	76
Reference	79
Appendix	80

 

ПРЕДИСЛОВИЕ

На сегодняшний день английский язык остается самым востребованным языком в мире коммуникации. Изучение иностранного языка способствует развитию мыслительных процессов у студентов высших образовательных учреждений, так как при изучении иностранного языка студенту приходится оперировать другой системой знаков. Синтаксические конструкции и грамматика развивают способности к анализу и синтезу, запоминание лексических единиц развивает оперативную память, работа с контекстом – языковую догадку, сообразительность и внимание.

Целью пособия является формирование ОК-5 в соответствии с ФГОС у студентов бакалавриата по направлениям подготовки «Безопасность жизнедеятельности», «Защита в чрезвычайных ситуациях», «Безопасность жизнедеятельности в техносфере». Изучение профессионально-ориентированных текстов, взятых из научно-популярных и научных англоязычных источников, позволяет развивать у студентов способность к коммуникации в устной и письменной формах на иностранном языке для решения задач межличностного и межкультурного взаимодействия. А также материал пособия помогает овладеть навыками межкультурной коммуникации в профессиональной и деловой сфере общения, научиться распознавать и продуктивно использовать профессиональную лексику в заданном контексте, соотносить лексику терминологического характера с предложенным определением, работать с текстом в соответствии с алгоритмом извлечения информации, познакомиться с особенностями социальной жизни страны изучаемого языка и особенностями зарубежной системы в области избранной профессии. 

Пособие содержит 6 блоков (Unit), каждый из которых включает в себя несколько текстов по заданной тематике. Тексты «А» предназначены для изучающего чтения. Перед текстом выделен список лексических единиц, рекомендуемых для усвоения по данной теме (Words to know). Далее представлен комплекс упражнений на отработку лексических и грамматических навыков, а также задания направленные на развитие навыков устной речи в виде докладов, презентаций. В пособии имеются задания для аудирования, необходимые для обучения пониманию речи носителей языка. Тексты «B» и «С» позволяют более широко раскрыть тематику “юнита” и закрепить лексический материал.

    Также в пособие включен раздел Translation Practice, в котором предложено несколько текстов для отработки навыков перевода. В предложенных тестах встречаются лексические и грамматические явления, вызывающие затруднения у студентов во время переводческой деятельности.

    Данное пособие может быть использовано как на практических занятиях со студентами бакалавриата, так и для организации их самостоятельной работы. Также, материал может быть использован для исследовательской деятельности студентов магистратуры и при подготовке специалистов в области профессионального перевода в рамках дополнительной квалификации.

UNIT 1

WHAT IS AN EMERGENCY SITUATION?

Add the transcription and translation to the words without:

emergency injury urgent mitigation aftermath cause disaster earthquake ['ə:θkweIk] tsunami [tsu'nɑ:mI] hurricane ['hΛrIkən] flood     [flΛd] eruption     volcano [vɔl'keInou] drought [drɔ:t] swampying ['swɔmpI Iη] avalanche   poisonous ['pɔIznəs] drowning [draunIη] negligence ['neglIdჳəns] notify        ['noutIfaI] arable    ['ærəbl] fertilizes withering ['wIðərIη] contamination      disease   [dI'zI:z] asthma  ['æsmə] catarrh   [kə'tα:] silicosis ['sIlIkɔsIs]   incident immediate environment [In′vaIərənmənt] welfare marine assign priority measure      [′meჳə]       casualty occur

чрезвычайная ситуация травма   смягчение последствия причины катастрофа землетрясение цунами ураган наводнение извержение вулкан засуха заболачивание лавина, снежный обвал ядовитый утопление, потопление небрежность сообщать, уведомлять пахотный (о земле)   иссушение загрязнение, заражение болезнь астма (приступ удушья) катар (воспаление дыхательных путей) силикоз (болезнь, возникающая вследствие вдыхания пыли, содержащей силикаты кремния)     окружающая среда     мера