A Research Project

Presented to the Senior High School Department

TALIGAMAN NATIONAL HIGH SCHOOL
Taligaman, Butuan City

In partial fulfillment of the requirements in

RESEARCH PROJECT

Bautista, Justin
Café, Leoniel
Caliwan, Rhalph Emmauel
Ducay, Jhon Robert
Ejoc, Mc Laurence
Larong, Angelito
Lague, Earl
Lamanilao, Jedrik
Ortizano, Jairo
Pitogo, Cleantmark
Somosot, Marknhill
Supas, John Kyle
Tugay, Soriano
Talaboc, Dave
Uriarte, Niel Jidrick
Verdijo, Angelou

Grade 12 – Switzerland
Electrical Installation and Maintenance- EIM

Nelgen M. Goloran
Research Adviser
BACKGROUND OF THE STUDY:

The background for this study could emphasize the critical role of

comprehensive knowledge about hazards and risks in electrical installation and

maintenance (E.I.M). In our rapidly evolving technological landscape, electricity's

significance in our daily lives has never been more prominent. It powers our homes,

schools, workplaces, and industries, making it an indispensable component of modern

society. Nonetheless, the advantages of electricity are intricately connected with

potential dangers and risks, particularly when it comes to electrical installation and

maintenance (EIM). In educational settings like Senior High School (SHS), where

aspiring technicians and professionals are trained, addressing and mitigating these

dangers and risks are of utmost importance, not only for safety but also for students'

overall performance in EIM courses. It aims to uncover the complexities of EIM,

addressing the challenges and dangers students face during hands-on training and

maintenance activities. Furthermore, the study seeks to shed light on the educational

implications of these hazards, evaluating how they affect the academic achievements

and overall well- being of EIM SHS students. By exploring real-world scenarios,

safety protocols, and best practices, this investigation intends to provide valuable

insights to educators, students, and stakeholders. Ultimately, the objective is to

establish a safer and more conducive learning environment for future electrical

technicians and engineers while enhancing their academic success

 in this critical field of study. As we embark on this journey, we will unveil the

intricate relationship between hazard and risk management, student performance, and

the future of electrical installation and maintenance education.

STATEMENT OF THE PROBLEM:

The goal of this study is to determine the effects of hazards and risks in electrical

installation and maintenance in the performance of EIM students in Taligaman SHS.

Specifically it strives to answer the following questions:

1. What are the typical hazard and risks that students at EIM SHS face when building

wiring, and how do such dangers and risks impact their practical performance and

safety?

2. What techniques will you use to make sure that the knowledge of Grade 12

E.I.M. students is thoroughly evaluated, and how do you intend to evaluate their

comprehension of risks and hazards?

3. Is there a significant relationship between the knowledge on Hazard and Risk

between practical performance.

CONCEPTUAL FRAMEWORK

 Student’s Knowledge
 Academic Practical
on Hazard and risk
Performance

The Conceptual framework that determines installation and maintenance in Taligaman

National High School.

 Hypothesis: Students in grade 12 E.I.M. who have a thorough understanding of the

risks and dangers in the field will perform better academically in practical

assessments than students who have little knowledge in this area.

SCOPE AND DELIMITATION

The study's purview may encompass evaluating Grade 12 students' theoretical

comprehension of risks and hazards associated with electrical installation and

maintenance. It could include testing their knowledge via theoretical evaluations,

scenario-based assessments, or quizzes.

Decide how many SHS students will be a part of the study. Make sure the sample is

manageable and representative.

SIGNIFICANCE OF THE STUDY:

 Safety: By recognizing risks and dangers, SHS students participating in EIM activities

can be kept safe and the likelihood of accidents or injuries is decreased.

 Skill development: Knowing how to protect themselves and others through an

understanding of risks and hazards aids students in developing stronger practical skills in

EIM.

 Performance: By minimizing disruptions brought on by accidents or injuries, increased

safety can have a favorable effect on pupils' academic performance.

 To the future researcher: The future researchers, it would help them to have

information about the level of electrical skills of the students, so it would help them in

terms of information that the study would provide

 performance.

DEFINITION OF TERMS:

Practical Performance: Practical performance entails using theoretical knowledge and

abilities in practical situations. It evaluates how well students can apply their knowledge

of risk and hazard to safe and efficient procedures in an engineering or industrial setting.

Hazard: A possible cause of injury or negative outcome. This could include

environmental processes or aspects in E.I.M. that endanger human health, ecosystems, or

other environmental components.

Risk: The likelihood that a danger may result in injury. It entails determining the

possibility and possible severity of unfavorable outcomes brought on by environmental

risks in the context of E.I.M.

Observation: Keep an eye on students while they engage in practical exercises or role-

plays to gauge their proficiency with safety procedures and managing possible risks.

CHAPTER II
 REVIEW OF RELATED LITERATURE

Risk perception and decision making in hazard analysis: improving safety for the

next generation of electrical workers

Electricity is unique among energy sources in that its use is ubiquitous in everyday life,

yet it also has the potential to be instantly fatal when contacted. Due to its familiarity and

everyday use, people are often complacent to electrical hazards and underestimate the

risks associated with exposure to electricity. Many veterans in the electrical industry

came of age in an era when best practices for electrical work had not yet been

established, and as a result experienced firsthand the consequences of electrical

incidents. Over the past several decades there has been a movement in the industry to

improve safe work practices based on these experiences. This has resulted in great

improvements to electrical safety, making electrical incidents less common. The

challenge faced today is to transfer the knowledge gained from past experience to

workers who may not have witnessed serious electrical incidents, and as a result, may

fail to recognize the potential for injury associated with electrical work. This paper will

explore how perception of risk affects a worker’s decision making process to recognize

electrical hazards, and assess the likelihood and severity of the associated risks. Several

case studies of electrical incidents will be presented to demonstrate flaws in the decision

making process that contributed to the incident. Specific examples will be used to

illustrate some of the less obvious hazards associated with electrical equipment. Finally,

there will be discussion on methods to facilitate knowledge transfer to better train the

next generation to recognize hazards and mitigate risks associated with electrical work.

Allison Haluik

Traditional Approach to Assessment of Fire Hazards of Electrical Cables

Traditional Approach to Assessment of Fire Hazards of Electrical Cables

The traditional approach to the assessment of the fire hazards of electrical cables was

based on an assessment of flame spread (rate) over the surface of the cable, the
occurrence of halogens (in cable polymer components, for example, in the insulation,

bedding or sheath) and the smoke density. Today, the traditional approach is based on an

assessment of the reaction to fire class and maintenance of circuit integrity. The reaction

to fire classification of electrical cables has 7 classes (Aca, B1ca, B2ca, Cca, Dca, Eca

and Fca) and there are additional classifications according to smoke production (s1, s2

and s3), flaming particles/droplets (d0, d1 and d2) and acidity (a1, a2 and a3). The

reaction to fire class reflects the cable’s contribution to fire development (its contribution

increasing, by severity, from Aca to Fca). Circuit integrity maintenance is only used for

cables that power critical devices (for example, emergency lifts). Circuit integrity is

quantified by the time that a cable is able to power a critical device under fire conditions.

The main deficiency of the traditional approach is the limited application of the reaction

to fire class and maintenance of circuit integrity in fire science and fire engineering.

Jozef Martinka

Fire Hazards of Electrical Cables, 55-66, 2022

Controlling electrical hazards through effective risk management

The Occupational Safety and Health Administration (OSHA) concluded that effective

management of worker safety and protection is a decisive factor in reducing the extent

and the severity of work-related injuries. Effective risk management addresses all work-

related hazards including those potential hazards that could result from a change in

worksite conditions or practices, whether or not they are regulated by government

standards. Risk is defined as the possibility of loss or injury. Risk is determined by the

probability of an incident occurring along with the physical and economic impact on

employees, as well as electrical equipment and systems. Managing risk means that the

electrical hazards must first be identified through assessments and analysis and then

prioritized in order to minimize, monitor, and control the probability and impact of

unfortunate incidents and events that may occur. With the knowledge, standards, and

regulations concerning electrical safety procedures and hazard assessments in today’s

industry, risk management should be a vital part of all electrical safety programs. This

paper addresses the decision-making techniques needed to make sound electrical safety

decisions by 1) using established industry standards and regulations, 2) understanding

electrical hazards and analysis, and 3) utilizing the electrical safety and risk assessment

(audit) process.

Dennis K Neitzel

2011 Record of Conference Papers Industry Applications Society 58 th Annual IEEE

Petroleum and Chemical Industry Conference (PCIC), 1-8, 2011

Risk management of electrical hazards: Bridging the gap in understanding hazard

versus risk

Most occupational health and safety (OHS) professionals understand the difference

between hazard and risk. However, the distinction between these terms is not well

understood in the electrical industry, where they are often used interchangeably. This gap

in understanding between OHS and electrical professionals needs to be bridged to ensure

that electrical hazards, and the risks arising from those hazards, are effectively

addressed. The objective of this article is to clarify the difference between hazard and

risk and explain how OHS risk management principles can be applied to electrical

hazards.

Most occupational health and safety (OHS) professionals understand the difference

between hazard and risk. However, the distinction between these terms is not well

understood in the electrical industry, where they are often used interchangeably. This gap

in understanding between OHS and electrical professionals needs to be bridged to ensure

that electrical hazards, and the risks arising from those hazards, are effectively

addressed. The objective of this article is to clarify the difference between hazard and

risk and explain how OHS risk management principles can be applied to electrical

hazards.
Dennis K Neitzel

2011 Record of Conference Papers Industry Applications Society 58 th Annual IEEE

Petroleum and Chemical Industry Conference (PCIC), 1-8, 20111

Assessment on Electrical Installation and Maintenance (EIM) Delivery among

Technical Vocational Livelihood Students

Reynante Lucas Bulosan

The study investigated the assessment on electrical installation and maintenance on the

basic standard core competency and level of knowledge and skills on safety measures

and procedures for electrical installation and maintenance of the knowledge and skills

assessment among TVL students. Descriptive quantitative research design employed in

the measures of the study and purposive sampling was gathered for the sample

population of the respondents. The study comprised twenty-nine (29) respondents only.

Findings showed that knowledge and skills assessment on electrical installation and

maintenance of TVL students evaluated the success program in electrical installation and

maintenance, involved and confirms teachers for proper registration and training

programs in electrical installation and determined the course type of development

assessment instruments and implementation of the work practice among students. It also

showed that basic core competency of knowledge and skills assessment in terms of

critical aspect of competency developed technology, resource application utilized the

system, methods of assessment process presented a model of training in technology of

electrical installation and maintenance, context of assessment required intensity on

multifaceted and electrical installation process and content, and safety procedures

provided electrical installation on the increased capacity and maintenance of the trends

and process of safety procedures. Similarly, the level of knowledge and skills safety

measures and procedures identified hazards and risks constructed the TVL subject on

hazards and risks as safety of students during electrical installation actual activities,

evaluation of hazards and risk verified the system of hazards and risks evaluation
techniques that applied to some aspects and consideration of hazard process and risk, and

control of hazard and risk provided limitations to overcome the control of hazards and

risks for students during actual activities in electrical installation and maintenance.
 Chapter III

Methodology

This chapter presents the research design, research locale, respondents, research instrument, data

gathering procedure, and data analysis for this study

Research design

This study will examine the relationship between students’ comprehension of environmental

impact management hazards and risks and its impact on the practical performance of Grade 12

EIM students using a correlational research design. Correlational studies look at the strength and

direction of the relationship between variables. In this example, the purpose is to establish the

strength and type of any potential link between students’ hazard and risk knowledge and their

practical performance, aiding in understanding the interplay between these aspects within the

framework of Grade 12 E.I.M schooling.

Research locale

This study will be conducted at Taligaman National High School, located at P-1

Brgy,Taligaman Municipal of Butuan City, Province of Agusan Del Norte

Respondents

The respondents of this study will be Grade 12 EIM Students in Taligaman National High

School s.y. 2023-2024,in total of 67 students from Grade 12 Switzerland and Grade 12 Italy

served as the study’s responders. A sample size of 20 EIM students will be chosen stratified

random selection and Slovin’s Formula. With this strategy, 10 students from Grade 12 Italy and

10 from Grade 12 Switzerland will be represented out of 33 and 34.

Research Instruments

In this study, the researchers will be using a self-made likert-scale survey questionnaires. The

researchers chose to make a likert-scale survey questionnaires to make it easy for them to

analyze the response of the respondents.

Data gathering procedure

The survey questionnaire will be given out by the researchers to participants in their classrooms

during the school day. A consent form to sign will be given to participants before they begin the

questioning. The participant-signed questionnaires will then be gathered by the researchers and

safely stored.

Data Analysis procedure:

 Chapter IV
PRESENTATION AND ANALYSIS OF DATA

This chapter includes the discussion of the data gathered through the questionnaire of the EIM

Students, Appropriate statistical tools were utilized to interpret the findings of this study

assessing EIM related stress of Respondents, this part presents the analysis and interpretation of

data of the EIM students.

PROBLEM 1. Exam on Hazard and Risk that students at EIM SHS face when building wiring,

and how do such dangers and risks impact their practical performance and safety.

Hazard and Risks that students at EIM SHS face when

building wiring and how do such dangers and risks impact

their practical performance and safety

The data in Table 1 provides insights into the perceptions of students at EIM SHS

regarding hazards and risks associated with building wiring, and the impact of these risks on

practical performance and safety. Here's an analysis:

Source of Knowledge (Mean: 2.1, SD: 0.64 - Moderate): Students generally possess a

moderate level of knowledge about the hazards and risks associated with building wiring. The

relatively low standard deviation suggests a degree of agreement among students in this

aspect.

Awareness and Understanding (Mean: 2, SD: 1.03 - Moderate): Similar to the source of

knowledge, students demonstrate a moderate level of awareness and understanding.

However, the higher standard deviation indicates a wider range of perspectives among

students.

Priority and Approach (Mean: 2.4, SD: 0.75 - High): Students perceive a higher level of risk

and priority in the aspect of priority and approach. The lower standard deviation suggests a

more consistent viewpoint among students, highlighting a shared concern in this area.

Variation in Knowledge (Mean: 2.1, SD: 0.79 - Moderate): The variation in knowledge is

perceived to be at a moderate level, with a reasonable degree of agreement among students.

Resources and Tools (Mean: 1.9, SD: 0.91 - Adequate): Students believe that resources and

tools available for building wiring are adequate. The standard deviation indicates some

variability in opinions, suggesting differing perspectives.

Importance of Communication and Teamwork (Mean: 1.8, SD: 1.01 - Low): There's a lower

perceived impact of communication and teamwork on practical performance and safety. The

high standard deviation implies a diverse range of opinions among students.

Adaptability to Unexpected Hazards (Mean: 1.85, SD: 1.04 - Moderate): Students exhibit a

moderate level of adaptability to unexpected hazards, with a considerable range of

perspectives, as indicated by the standard deviation.

Reporting Incidents (Mean: 1.7, SD: 0.98 - Low): The importance of reporting incidents is

perceived to be low, with some variability in opinions among students.

Time Allocation (Mean: 2.05, SD: 1.19 - Moderate): Students have a moderate perception of

time allocation in the context of building wiring, but opinions vary widely, as suggested by

the high standard deviation.

Effectiveness of Training (Mean: 1.55, SD: 0.94 - Low): The effectiveness of training is

perceived to be low, with some variability in opinions among students.

In summary, there is a general consensus among students on certain aspects, such as the high

priority and approach to hazards, and the adequacy of resources and tools. However, there are

divergent opinions on the importance of communication, adaptability to unexpected hazards,

reporting incidents, time allocation, and the effectiveness of training, indicating potential

areas for improvement and targeted interventions in the safety training program for building

wiring at EIM SHS.

FIGURE 1

The primary source of knowledge for Grade 12 E.I.M Students regarding hazard and risk in
Electrical Installation and Maintenance.

Awareness and Understanding

0, 0%

4, 20%
6, 30%

10, 50%

VERY AWARE SOMEWHAT AWARE NOT VERY AWARE NOT AWARE AT

ALL

Figure 1 reveals the awareness levels of Grade 12 E.I.M students regarding hazards and risks

in electrical installation and maintenance. Six students are classified as "Very Aware,"

indicating a high level of understanding and proactive engagement with safety protocols. The

majority, comprising ten students, falls into the category of "Somewhat Aware," suggesting a

moderate yet foundational grasp of potential risks. However, four students are categorized as

"Not Very Aware," signaling a need for targeted educational initiatives to enhance their

awareness and ensure safer practices. Notably, none of the students are labeled as "Not

Aware at All," indicating a baseline awareness across the entire cohort. This data underscores

the importance of continuous safety education, with a focus on addressing specific

knowledge gaps to ensure a uniformly high level of awareness and adherence to safety

protocols among Grade 12 E.I.M students.

 FIGURE 2
The awareness and confidence levels of students regarding potential consequences and
their ability to identify/mitigate hazards and risks

Source of Knowledge
16 14

8 4
2
0
0
Formal Hands-on Both Others
classroom ... training

Figure 2 illuminates the awareness and confidence levels of students in Grade 12

E.I.M concerning potential consequences and their ability to identify and mitigate hazards

and risks. Surprisingly, none of the students attribute their understanding solely to formal

classroom instruction, underscoring potential limitations in traditional learning settings. Four

students credit their awareness to hands-on training, emphasizing the importance of practical

experience in developing skills and confidence for real-world scenarios. The majority,

consisting of 14 students, acknowledge a dual influence from both formal classroom

instruction and hands- on training, suggesting that a balanced approach yields the highest

levels of awareness and confidence. Two students report other sources not captured by the

specified categories, prompting further exploration of alternative effective methods. Overall,

the data advocates for an integrated educational strategy that combines theoretical knowledge

with hands-on experiences to optimize safety training programs in electrical installation and

maintenance for Grade 12 E.I.M students.

PROBLEM 2: What techniques will you use to make sure that the knowledge of

Grade 12 E.I.M. students is thoroughly evaluated, and how do you intend to

evaluate their comprehension of risks and hazards?

Table 2
That the knowledge of eim students in grade 12 is thoroughly assessed, as well as
how they plan to assess their understanding of risk and hazard

1.I only splice wires with my gloves on.

2. I always use the proper technique in during

electrical diagram.

3. I am familiar with the proper usage of

Personal Protective Equipment (PPE).

4. When installing CCTV, I am geared with

appropriate PPE.

5. I am proficient in the use of hand tools and

aware of their Hazard and Risk.

Table 2 delves into the assessment techniques employed to gauge the knowledge of Grade 12

E.I.M. students, specifically focusing on their understanding and application of safety

practices related to electrical installation and maintenance. The mean values, alongside their

corresponding interpretations, offer valuable insights into the consistency of safety behaviors.

Notably, students demonstrate a generally positive safety attitude, as reflected in practices

like splicing wires with gloves (Mean: 2.9 - Sometimes) and being familiar with Personal

Protective Equipment (PPE) usage (Mean: 2.9 - Sometimes). However, the interpretation

"Sometimes" across multiple categories suggests occasional lapses in adherence to safety

protocols, particularly in the proper technique during electrical diagram work (Mean: 2.75 -

Sometimes) and the consistent use of PPE during CCTV

 installation (Mean: 2.7 - Sometimes). While students claim proficiency in hand tool usage

with hazard awareness (Mean: 2.8 - Sometimes), the interpretation underscores the need for

reinforcing this knowledge consistently. The findings highlight areas for improvement in

ensuring a more uniform application of safety practices, suggesting the importance of

targeted interventions and practical exercises in safety education for Grade 12 E.I.M.

students.

PROBLEM 3: Is there a significant relationship between the knowledge on Hazard

and Risk between practical performance.

Table 3
Correlational analysis between knowledge on Hazard and Risk between practical
performance among Grade 12 E.I.M. students

Academic Practical Performance - 0.78

Knowledge on Hazard and Risk 0.78 -

The correlational analysis conducted between knowledge on Hazard and Risk and

academic practical performance among Grade 12 E.I.M. students revealed a substantial and

positive relationship with a correlation coefficient of 0.78. This strong correlation suggests

that as students' understanding of hazard and risk factors increases, their academic practical

performance tends to improve. While this correlation is significant, it is important to note that

correlation does not imply causation, and other factors may influence academic practical

performance. The findings imply potential practical implications for educators, indicating that

a focus on hazard and risk knowledge in the curriculum may positively impact students'
performance in practical academic activities. However, further research is recommended to

explore specific aspects of hazard and risk knowledge that contribute most significantly to

practical performance, considering potential confounding variables and conducting

longitudinal studies to assess the stability of this relationship over time.

 This chapter presents the conclusions and recommendations of the study.

In the analysis of the data, several key insights emerged regarding the knowledge,

understanding, and practical performance of Grade 12 E.I.M. students at EIM SHS in relation

to hazards and risks associated with electrical installation and maintenance.

For Problem 1, the data presented in Table 1 shed light on students' perceptions of various

hazards and risks in building wiring. Notably, students demonstrated a moderate to high level

of awareness and priority in certain aspects, such as the source of knowledge and the priority

and approach to hazards. However, diverse opinions were evident in areas such as

communication, teamwork, reporting incidents, and the effectiveness of training. These

findings indicate potential areas for improvement in safety training programs, emphasizing

the need for targeted interventions to enhance students' understanding and adherence to safety

protocols.

Accompanying figures, Figure 1 and Figure 2, further enriched the analysis. Figure 1

highlighted the primary sources of knowledge for students, emphasizing the importance of

continuous safety education. Meanwhile, Figure 2 illuminated the awareness and confidence

levels of students, reinforcing the significance of a balanced and integrated educational

strategy combining theoretical knowledge with hands-on experiences.

Problem 2 addressed the assessment techniques used to gauge the knowledge of

Grade 12 E.I.M. students. The results presented in Table 2 indicated a generally positive

safety attitude among students. However, occasional lapses in adherence to safety protocols

were observed, suggesting the need for consistent reinforcement of safety knowledge.

Finally, for Problem 3, the correlational analysis in Table 3 revealed a strong and positive

relationship (correlation coefficient of 0.78) between knowledge on Hazard and Risk and

academic practical performance among Grade 12 E.I.M. students. This significant

correlation suggests that as students' understanding of hazard and risk factors increases, their

academic practical performance tends to improve. However, caution is advised in inferring

causation, and further research is recommended to explore specific aspects of hazard and risk

knowledge contributing most significantly to practical performance.

In summary, the data analysis provides valuable insights into the strengths and potential areas

for improvement in the safety knowledge, perceptions, and practical performance of Grade 12

E.I.M. students. These findings are essential for informing targeted interventions and refining

safety education programs to enhance overall safety practices within the educational setting.

The analysis of the data pertaining to the knowledge, perceptions, and practical performance

of Grade 12 E.I.M. students regarding hazards and risks associated with electrical installation

and maintenance, the following recommendations are proposed:

Strengthen and expand safety education programs to ensure comprehensive coverage

of hazards and risks in building wiring. Integrate practical, hands- on experiences

alongside theoretical knowledge to enhance students' understanding and application of

safety protocols.

Identify specific areas with diverse opinions, such as communication, teamwork,

reporting incidents, and training effectiveness, and implement targeted interventions

to foster a more consistent and shared understanding among students.

Emphasize the importance of continuous safety education and explore innovative

methods to ensure that students stay informed about the latest developments and best

practices in electrical installation and maintenance safety.

Implement additional training sessions focused on the proper technique during

electrical diagram work to address occasional lapses in adherence to safety protocols

identified in the assessment.

Ensure that students have access to adequate resources and tools for building wiring

to support a safe and efficient learning environment. Address any variability in

opinions regarding the adequacy of resources.

Develop initiatives to enhance the importance of communication and teamwork in

practical performance and safety. Foster a collaborative culture

among students to improve overall safety practices.

Incorporate scenarios and exercises that simulate unexpected hazards, promoting

adaptability among students. This can include real-life simulations and case studies to

prepare students for a variety of situations.

Implement strategies to emphasize the importance of reporting incidents, creating a

culture of transparency and continuous improvement. Provide clear guidelines and

incentives for incident reporting.

Offer training sessions focusing on time allocation in the context of building wiring to

improve students' perception of time management and efficiency in practical tasks.

Regularly assess the effectiveness of training programs and adjust curriculum content

based on feedback and performance assessments. Ensure that the training methods

align with the learning preferences of the students.

Emphasize the interconnectedness of theoretical knowledge, hands-on experience, and

a safety-conscious mindset. Encourage students to view safety as an integral part of

their overall skill set in electrical installation and maintenance.

 Encourage students to pursue continuous professional development beyond their

academic studies. This may include participating in industry conferences, workshops,

and engaging with relevant publications to stay abreast of evolving safety standards

and practices.

These recommendations aim to address specific areas for improvement identified in the data

analysis and promote a culture of safety, continuous learning, and collaboration among Grade

12 E.I.M. students at EIM SHS. Regular assessments and feedback mechanisms should be

implemented to gauge the effectiveness of these recommendations and guide further

refinements in safety education programs.