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244 Cards in this Set
- Front
- Back
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Fraternization |
Officer <3 Enlisted = bad |
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College credits in the BE |
22 or 24 |
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Mission statement of BE |
provide health risk expertise to optimize performance, decision making, and health services support. |
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Vision Statement of BE |
optimize human performance through thorough health risk reduction |
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primary capabilities of BE |
health surveillance safe potable/non-potable water plan, prepare, provide CBRN response reduce vulnerabilities and health risks |
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Be Flight Structure |
Flight commander - Occupational Health surveillance - Community Health Surveillance - Readiness & Training - Radiation Surveillance |
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SAFETY |
they are basically like BEs with different expertise inspect workplaces |
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FIRE DEPARTMENT |
they arrive on the scene with us |
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PUBLIC HEALTH (base agency) |
useless, makes occupational health education and exam recommendations to the OEHWG |
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EMERGENCY MANAGEMENT |
plans responses to emergencies respond with BEs in HAZMAT entries and within Emergency Operations Center (EOC) |
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FORCE PROTECTION WORKING GROUP |
force protection/anti-terrorism |
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AIR FORCE MEDICAL SUPPORT AGENCY (AFSMA) |
BE directives comes from here. develops policies and guidance |
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MAJCOM |
BE sends info to the MAJCOM. BE officer gives info also. |
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USAFSAM |
consulting agency |
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Analytical Services Division (OEA) |
lab, test, analysis |
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Consultative Services Division |
consulting you with their expertise and knowledge |
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Education Division (EOD) |
education and training next leaders |
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Technical Operations Division (OET) |
management of education consulting and knowledge |
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RADIOISOTOPE COMMITTEE |
AF talks to them about rules for using radioactive materials except weapons and they are the point of contact of the Nuclear Regulatory Commission (NRC) which is the bigger organization |
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OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION (OSHA) |
regulation/guidance/enforcing these standards are used |
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EPA |
think about the environment in your decisions! BE interacts with them maybe during community health surveillance |
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State Emergency Response Commission / Local Emergency Response Committee |
SERC - makes LEPC LEPC - local .... seriously self explanatory okay fine, they make plans and procedures to respond to an emergency. |
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NATIONAL INSTITUTE FOR OCCUPATIONAL SAFETY AND HEALTH (NIOSH) |
research and reccomends AF use these standards |
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AMERICAN CONFERENCE OF GOVERNMENTAL AND INDUSTRIAL HYGIENIST (ACGIH) |
threshold limit values (tlv) safe exposure levels |
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AMERICAN NATIONAL STANDARDS INSTITUTE (ANSI) |
publish consensus standards of allowable concentration of agents and protective equipment |
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FEDERAL EMERGENCY MANAGEMENT AGENCY (FEMA) |
response to national disaster |
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DEPARTMENT OF HOMELAND SECURITY |
Homeland(US) security.... |
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process |
basic procedures |
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EOH |
E- environmental or exposure O - Occupational H - Health or Hazard |
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DEFENSE OCCUPATIONAL AND ENVIRONMENTAL HEALTH READINESS SYSTEM (DOEHRS) |
military database for exposures |
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LONGITUDINAL EXPOSURE RECORD (LER) |
military record of exposures when working |
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OEH hazards |
chemical: obvious biological: living things physical: noise, extreme temp., ergonomics |
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Purpose of OEH program |
promote health prevent injury/illness restore health optimize performance to protect the member's health while emhancing combat and operational capabilities |
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BE responsibilities |
assist supervisors OEH risk assessments occupational and environmental health site assessment provide response to emergency documenting data in DOEHRS provide consultation/expertise provide consultation on OEH exposures |
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INSTALLATION OCCUPATIONAL AND ENVIRONMENTAL HEALTH WORKING GROUP (OEHWG) |
people come to discuss OEH things and remember - recommend examination |
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Public Health (OEH program) |
seriously useless diseases and medical exams and training requirements and risk communication |
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workplace supervisors/employees |
boss and bees... bruh. |
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Occupational and environmental health site assessment |
provides information to help the commander make decisions with risks in mind |
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OEHSA: Step 1 - Pre-deployment/baseline activities |
research the site prepare to visit it |
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OEHSA: Step 2 - Site Identification/sectoring |
making boundaries and area of concerns |
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OEHSA: Step 3 - Site Reconnaissance |
observe the surroundings for hazards literally thats it. you look around for problems. use your brain and eyes bro. oh yeah, you're at the site. "boots on the ground" |
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OEHSA: Step 4 - Conceptual Site Model |
data to communicate BE-specific risks hazards and thoughts to the decision makers |
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OEHSA: Step 5 - Routine and Special Assessment |
Routine: short analysis of the hazards Special: more data collecting |
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OEHSA: Step 6 Reassessment |
checking to see if the data is the same or changing |
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BE responsibilities in the OEHSA |
- execute OEHSAs - Identify OEH hazards - Analyze hazards - control them - assist with risk management - associate exposure with the affected personnel |
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Health threat/risk |
i don't know, basically the same thing? threat: the hazard risk: what it can do to you and who it affects |
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Health Risk Assessment (HRA) |
anticipating/identifying hazards collect info and evaluate exposures assign a value of health risk |
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Health Risk Estimate (HRE) |
estimate of probability and severity of the risk |
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Health Risk Management (HRM) |
the process of thinking and working to reduce the risk |
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Exposure Assessment |
evaluate the potential exposure of health threat |
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toxicological assessment |
human toxicological impact of a material |
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Risk Management Principles |
- Accept no unnecessary Risk - Make risk decisions at the appropriate level - Accept the risks when benefits outweigh the costs - Anticipate and manage risk by planning |
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RM steps |
- identify hazards - assess them - develop ways to control them - try to control them - check to see if the controls are working |
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HRA/HRM process |
same as RM HRA: - identify hazards - analyze hazards HRM: - think of controls - finalize the health controls - implement them - supervise and review |
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Workplace categorization |
Categorizing workplaces by assessment frequency determined by the potential workplace health risks. |
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workplace categories |
1 - High hazard - 12 months 2 - Medium Hazard - 30 months 3 - Low Hazard Area - As needed |
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Routine Assessments |
short data collection to see what the workers do in their job |
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Purpose of routine assessment |
- identify OEH support requirements - Identify potential OEH hazards related to their work - see if you are confident in the existing hazards data and the way it is being controlled and that the exposure is within standards - assign a risk value to the hazard - check to see if you are in regulations |
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Chemical Hazards |
Paints solvents oils/grease welding fumes etc |
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Physical hazards |
Noise thermal radiation ergonomics |
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Biological hazards |
Bacteria Viruses Bloodborne Pathogen |
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Shop/workplace |
where workers work and it could be dangerous |
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Similar Exposure Group (SEG) |
similar potential exposure from the common work they perform - they are grouped basically by what they are exposed to |
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Control |
action taken to eliminate hazards or reduce risk |
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Routine Assignment Structure: Step 1 - Perform a pre-survey |
look at pasts assessments and data, make obvious route of plan |
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Routine Assignment Structure: Step 2 - Perform opening conference |
contact workplace supervisor, tell him when you are coming, tell him of old assessments, the trends. When arriving: make introductions and tell them why you're here, review the previous assessments, answer whatever questions they have. |
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Routine Assignment Structure: Step 3 |
collect data on how the workers work and what they could be exposed to |
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Routine Assignment Structure: Step 4 |
Identify/evaluate controls designed to address each OEH hazard |
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Routine Assignment Structure: Step 5 |
establish one or more SEGs |
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Routine Assignment Structure: Step 6 |
Assign affected personnel to the SEGs |
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Routine Assignment Structure: Step 7 - perform closing conference |
communicate results of assessment to supervisor. - review findings - make recommendations - recommend follow up actions - discuss expectations |
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Special Assessment |
quantitative assessment that focuses resources on OEH-related hazards that require additional evaluation or classification. |
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Exposure Assessment Priority (EAP) |
priority is assigned only if the exposure if deemed unacceptable or uncertain. |
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unacceptable exposure |
exposure can hurt you, so do a special assessment |
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uncertain exposure |
the unknown, don't know if the exposure can hurt someone |
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Steps to calculating the EAP - Step 1 |
Assess the HER or severity if you have nothing (no controls) how bad would it hurt you? 1-5, where 5 is most bad |
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Steps to calculating the EAP - Step 2 |
Assess Exposure rating - considers frquency of exposure and likelihood of exceeding exposure limits 1-5, 5 is the most bad |
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Steps to calculating the EAP - Step 3 |
level of confidence in existing controls: how well and consistently an OEH hazard is being controlled. level of confidence in exposure characterization or knowledge: determining if the data collected is adequate for making good conclusions [LOW] Confidence = BAD [HIGH] Confidence = GOOD input into DOEHRS calculate EAP - 1-125, 125 is highest priority |
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Matter |
any substance that has mass and occupies space |
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Mass |
quantity of matter in particular body |
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Weight |
gravitational force between a body's mass and the mass of the planet or satellite |
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Volume |
cubic space taken up by matter |
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Temperature |
degree of hotness of matter |
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Density |
Mass over volume (D=m/v) |
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Atomic mass number |
# of protons added to the # of neutrons in an atom |
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Atomic Weight |
average weight of all naturally occurring forms of the element |
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Atomic Number |
number of protons in a nucleus - determines the element of an atom |
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Neutral |
solution where hydrogen ions equals the hydroxide ion |
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Buffer |
weak acid or base to maintain the constant pH of a solution |
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Salt |
solid compound composed of both metallic and non-metallic elements |
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Organic Compound |
carbon-based compound |
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Solution |
homogeneous mixture involving 2 or more pure substances |
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Solute |
substance dissolved in a solution - sugar in water : sugar is the solute |
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Solvent |
dissolving substance in solution - sugar in water: water is the solvent |
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Solid |
(1) lack of expansion (2) definite shape (3) constant volume (4) lack of compressibility (5) high density (6) severely limited mixability |
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Liquid |
(1) limited expansion (2) lack of characteristic shape (3) maintenance of volume (4) slight compressibility (5) high density (6) slow diffusion in other liquids |
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Gas |
(1) infinite and uniform expansion (2) indefinite shape or volume (3) compressibility (4) low density (5) complete and rapid mixing in other gases |
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Compound |
any pure substance that can be broken down by chemical means into two or more different simpler substances |
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Elements |
any pure substance that cannot be broken down by chemical means |
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Mixtures |
consist of heterogeneous matter composed of two or more pure substances |
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Proton |
1 amu positive charge |
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Neutron |
1 amu no electrical charge |
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Electron |
negative electrical charge 0.0005486 amu orbits around the nucleus of the atom |
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Major categories of elements on a periodic table |
Groups - columns - all have the same number of valence electrons in their outer shell Horizontal Rows - indicate the orbits and number of electrons in the outer shell |
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Noble Gases |
outer orbits are full with electrons and no advantage to react with anything else |
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Akali Metals (IA) |
considered metals - have luster and conduct heat and electricity react vigorously with water to form a basic solution while releasing hydrogen gas |
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Halogens (VII) |
non-metals very reactive react with water to form acid compounds but release no oxygen commonly combined with organic compounds and very toxic to humans |
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Acid |
any substance that increases the concentration of hydrogen ion in a solution. pH <7 |
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Base |
any substances that increase the concentration of hydroxide ion in a solution pH > 7 |
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Molecular weight |
sum of the atomic weights of atoms that constitute a molecule |
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Mole |
unit of measure to describe the number of atoms in 12 grams of pure carbon-12 |
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Percentage Solutions |
consists of a given weight of a solute in a given weight of solvent (usually water) |
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BOYLE's LAW |
effect of pressure change on the volume of gas at constant temperature P1 x V1 = P2 x V2 |
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CHARLES'S LAW |
effect of temperature change on the volume of a gas at constant pressure V1/T1 = V2/T2 |
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GAY-LUSSAC'S LAW |
effect of temperature change on the pressure of a gas at constant volume P(initial) / T(initial) = P(final) / T(final) |
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Anatomy |
the parts of the body |
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Physiology |
what the parts do or functions |
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Cell |
building blocks of your body or any living thing can maintain life and reproduce themselves |
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Tissue |
organization of a many cells |
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Organ |
organization of several different kinds of tissues that they perform a function |
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Organ System |
group of organs that work together to perform complex functions for the body |
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How many cells is in the adult human body? |
75 trillion |
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Cell Division |
process involving the growth of a cell until it divides and becomes two new cells |
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The three basic parts of a cell |
Nucleus Cytoplasm Cell Membrane |
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Nucleus |
the brain of the cell has chromosomes, DNA (genetics and directs protein synthesis), and RNA (sends out to give commands to the cell) |
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Cytoplasm |
contains all the living substances of a cell besides the nucleus and where metabolism takes palce |
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Cell Membrane |
outermost layer of the cell composed of lipids and proteins has molecules that acts as channels and pumps in and out of the cell. |
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Epithelial Tissue |
- not all of these tissues are identical, comes in different sizes and shapes - form the covering of all body surfaces, line body cavities and are the the major tissues in glands - functions include protection, secretion, absorption, excretion, filtration, diffusion, and sensory reception |
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Connective Tissue |
most abundant and widely distributed of primary tissues major functions: binding and support, protection, insulation, and blood, transportation of substances in the body Able to bear weight, withstand great tension, and endure abuses |
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Muscle Tissue |
cells that have the ability to shorten or contract in order to produce movement of the body parts |
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Nervous Tissue |
tissue found in the brain, spinal cord, and nerves responsible for coordinating and controlling many body activities made up of two types of cells: supporting cells and neurons |
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Skeletal System |
consists of bones cartilage, ligaments, and tendons provides a rigid framework, supports, and protects the soft organs of the body |
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Division of the Skeleton |
consists of 206 named bones axial skeleton and appendicular skeleton |
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Joints |
where two bones come together 3 types: immovable, slightly movable, and freely movable |
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Muscular System |
works with the skeletal system provide movement and support composed of muscle fibers chief function is contractibility other functions: posture, joint stability, and heat production |
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Integumentary System |
Skin system 3 major layers: Epidermis, Dermis, Subcutaneous tissue |
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Endocrine System |
works well with the nervous system function in the regulation of body activities acts through chemical messengers called hormones that influence growth, development, and metabolic activities two major glands: exocrine and endocrine |
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Cardiovascular System |
circulatory system consists of heart, arteries, veins, and capillaries maintains homeostasis by continuous and controlled movement of blood through thousands of miles of capillaries that permeate every tissue and reach every cell in the body. |
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Lymphatic System |
3 functions: - returns excess interstitial fluid to the blood - absorbs fats and fat-soluble vitamins from the digestive system and transports this substance to the venous circulation - defense against invading microorganisms and disease |
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Respiratory System |
- works with the circulatory system to provide oxygen and to remove the waste products of metabolism. - helps to regulate pH of the blood - controlling factor: carbon dioxide level in the blood |
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Digestive System |
processes food into molecules to be absorbed and used by the cells of the body waste products are eliminated |
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Urinary System |
to maintain the volume and composition of body fluids within normal limits rid the body of waste products that accumulate as a result of cellular metabolism |
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Reproductive System |
devoted completely to the reproduction of offspring not necessarily vital to survival Primary Organs: Ovaries / Testes |
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Nervous System |
major controlling, regulatory, and communicating system Center of all metal activity with endocrine system - regulates homeostasis Functions: sensory, integrative, motor |
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Ear |
organ of hearing and balance |
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External Ear |
funnels sound collect sound waves and funnel them down the narrow passage |
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Middle Ear |
transfers sound to the inner ear |
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Inner Ear |
analyzes sound waves and has a mechanism by which the body keeps its balance |
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Sight (Eye) |
organ of sight essentially a hollow sphere filled with a water-like fluid |
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Outer Fibrous Layer |
Contains - Sclera : white and opaque, protects and shapes the eyeball Cornea: transparent covering in front of the eyeball - protects the eye and bends light |
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Middle (Vascular) Layer |
Contains - Choroid: supplies eye with nutrition Ciliary Body: helps control lens shape Iris: diaphragm capable of stretching and reducing the size of the opening (pupil) |
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Inner Layer (Retina) |
Contains rods and cones: Cones provide color vision rods and cones send nerve impulses to the optic nerve and onto the brain |
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Eyelids and tears |
physical protection for the eye tissue and can wash the eye and provide lubrication for the lids |
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Toxicology |
study of the adverse effects of chemicals or physical substances on living organisms |
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Toxic |
the natural ability of a substance to be poisonous |
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Toxicity |
amount of substance needed to be toxic |
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Poison |
toxicants that cause immediate illness or death when experienced in very small amounts |
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Risk |
the probability a substance will cause harm under specific conditions of use |
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Dose |
quanity or amount of a substance that is absorbed into the body |
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Response |
the effect of the substances on the body or organ |
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Epidemiology |
science that deals with the incidence, distribution, and control of disease in a population |
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Simple Asphyxiants |
gases which have no toxic effect of their own but displace oxygen when present in high enough concentrations deals with only that chemical |
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Chemical Asphyxiants |
allows oxygen in; however through their chemical properties, they reduce the body's capacity to use oxygen chemical that deals with the body as well |
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Systemic Poison |
any substance that damages specific organs or organ systems of the body |
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Mutagen |
substance that affects the genetic material of the exposed organisms |
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Teratogen |
agent of substance that may cause physical defects in the developing embryo or fetus when a pregnant female is exposed to the substance |
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Carcinogen |
substance that is capable of causing canser |
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Lethal Dose (LD) |
amount of substance absorbed in a unit volume of an organ or an individual does that caused death in a given percentage of test animals. |
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Lethal Concentration (LC) |
same as lethal dose but is for airborne chemicals |
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Effective Dose (ED) |
dose which produces the chosen/wanted (whether good or bad) response in a given percentage of the test subjects |
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Inhalation |
a route of exposure and biggest concern because of the ease of substances to enter the upper respiratory tract through breathing |
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Ingestion |
less likely to be a problematic exposure because people know not to put chemicals in their mouth contact includes - drinking, eating, smoking with contaminated hands |
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Injection |
rarest form of entry for occupational exposures when the skin is broken by an object contaminated with some toxic substance |
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Absorption VIA Dermal Contact |
exposure route through the hair follicles, sebaceous glands, sweat glands, and cuts or abrasions of the outer layers of the skin. second most frequent route of chemical exposure |
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Dose Response Relationships |
the correlation between the amount of exposure to an agent or toxic chemical and the resulting effect on the body an increased dose increases the effect |
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Threshold |
smallest dose capable of eliciting a response |
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Non-Threshold |
any exposure will increase the probability of having a negative effect |
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Rate of Entry |
a factor affecting biological response the time over which the dose was received one of the most important considerations affecting the intensity of the toxic action |
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Acute Exposure |
involves short-term high concentrations and immediate or prompt health effects. short duration / rapid absorption of the chemical |
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Chronic Exposure |
repeated exposures at lower to moderate concentrations of contaminants over long periods of time - may result in systemic damage |
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Tolerance & Sensitivity |
Factors Affecting Biological Response after exposed to the chemical, the body can adapt to it and show less response or display a greater adverse effects to the same dosage of a chemical |
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Exposure Routes |
Factor affecting biological response the way the chemical enters the body can result in different effects on different organs |
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Individual Differences |
Factor affecting biological response Just being different in any way like age, sex, nutrition, health, sensitivity |
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Irritants |
causes inflammation or aggravation of the tissue the substance contacts |
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Sensitizers |
foreign agent or substance that is capable of causing an immune response in an individual |
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Anesthetics |
called Central Nervous System (CNS) depressants prevent the central nervous system from doing its normal job |
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Vapors (toxic materials) |
the gaseous form of a substance which is in a liquid or solid state at normal temperature and pressure |
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Mists (toxic materials) |
very small liquid particles that are generated by condensation of liquids from the vapor back to the liquid state |
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Fogs (toxic material) |
visible aerosols |
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Liquids (toxic material) |
can be dispersed as an aerosol which is basically liquid droplets dispersed in the air |
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Fumes |
solid that is airborne after metal is heated |
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Smokes |
Solid particles produced by incomplete combustion of substances containing carbon or organic material |
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Dusts |
Solid particles generated by burning, crushing, sawing, sanding, grinding, polishing, rapid impact, or detonation of material. |
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Fibers |
an elongated particle with a length several times greater than their diameter |
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Chemical forms |
organic - contains carbon inorganic - compounds that do not contain carbon |
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Biotic |
the collection of all organisms in the ecosystem the living |
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abiotic |
nonliving chemical and physical factors of an environment |
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autotroph |
organisms that are able to make their own food by using the energy of the sun also called primary producers ps: Mendoza's favorite food |
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Heterotroph |
obtains their organic material by consumption |
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Primary Consumers |
animals that feed directly on producers |
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Secondary Consumers / Carnivors |
animals that feed on primary consumers |
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Omnivores |
Consumers that feed on both plants and animals |
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Saprotroph |
decompose and feed on organic litter - aka decomposers |
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Components of the biosphere |
lithosphere (land) hydrosphere (water) atmosphere (air) |
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Contamination |
introduction or presence of a foreign substance in the environment |
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Pollution |
potential or actual damage or harm caused by the presence of a foreign substance in the environment |
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Exposure Pathway: Source |
origin of environmental contamination |
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Exposure Pathway: Environmental Fate and Transport |
contaminants move through and across different media and some degrade the link between the release of a chemical from a source and its contact with a receptor at the exposure point |
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Exposure Pathway: Exposure Point |
the specific location where individuals might come into contact with a contaminated medium |
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Exposure Pathway: Exposure Route |
the means by which the contaminant actually enters or contacts the body - ingestion, inhalation, or dermal contact |
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Exposure Pathway: Receptor Population |
individuals that may come or may have come in contact with contaminants |
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Transport and Fate Mechanism: Emission |
actual release or discharge of the material from a source |
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Transport and Fate Mechanism: Advection/Convection |
normal migration or movement of the contaminant through a medium |
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Transport and Fate Mechanism: Dispersion |
the spreading of contaminants in a liquid, gas, or solid phase due to impingement of the contaminant by that phase material |
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Transport and Fate Mechanism: Attenuation |
the retardation(suppression), degradation, or absorption of a contaminant |
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Water Solubility |
A property influencing a contaminant's fate maximum concentration of a chemical that dissolves in a given amount of pure water using water to neutralize a chemical |
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Density of Liquid |
Liquid's mass per volume |
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Vapor Pressure |
measure of the volatility of a chemical in its pure state |
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Henry's Law Constant |
A measure of the tendency for a chemical to pass from an aqueous solution to the vapor phase |
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Henry's Law Constant |
A measure of the tendency for a chemical to pass from an aqueous solution to the vapor phase |
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Transformation and Degradation |
Physical, chemical, and biological changes in a contaminant over time and it's break down |
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Henry's Law Constant |
A measure of the tendency for a chemical to pass from an aqueous solution to the vapor phase |
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Transformation and Degradation |
Physical, chemical, and biological changes in a contaminant over time and it's break down |
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Site-Specific Factors: Climate |
Influences a contaminate's fate and transport
- Annual precipitation and evaporation rates - Temperature Conditions - Wind Speed and Direction - Seasonal Conditions |
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Site Specific Factors: Geological and Hydrogeologic |
Influences how fast and in what direction contaminants in soil and groundwater might move, and, how they might come into contact with people.
- groundwater hydrology and geologic composition - physical characteristics of aquifers below or near a site - depth to groundwater - soil characteristics - ground cover and vegetative characteristics - topography - man made objects |
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5 fears of writer's block |
- fear of failure - fear of rejection - fear of success - fear of offending - fear or running out of ideas |
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Effective communication step 6 |
Edit
First pass: big picture - you stayed on the purpose? Second Pass: paragraph, structure, and clarity - is this clearly presented and flows smoothly? Does it look like it was professionally done Third Pass: sentences, words, and phrases - the little details |
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Effective communication step 7 |
Fight for feedback
Feed back should: - be consistent, objective, and sensitive to the stated purpose - distinguish between necessary, desirable, and unnecessary changes - avoid using general statements - concentrate on improving message's content |
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Avoid barriers and obstacles |
- define your terms - attend to verbal cues - eye contact - appropriate body movement - meaningful gestures - information overload - reduce noise - use concrete words - Be open minded - avoid overreaction - adjust to the situation |
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Listening |
- attending - recovering - assign meaning - remembering |
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Obstacles to affective listening |
- conceptual - organizational - procedural - language - attitudes |
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Types of speeches |
Briefings Teaching lectures - formal (large audience) - informal (small audience) Formal speeches - to inform, persuade, and entertain |
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Official memorandum |
For official uses Reports |
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Personal letter |
Thank you letters Keep brief Avoid using acronyms |
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Memorandum for record |
Document a discussion or oral agreement |
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Health Effects of Air Pollution |
Short term: irritation to eyes, nose, throat, and upper respiratory infections. Also headaches, nausea, and allergic reactions
Long term: chronic respiratory disease, lung cancer, heart disease |
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Health Effects of water pollution |
Waterborne human infectious disease/ chemicals, dangerous to human health
Contaminated by airborne pollutants - carried in rain, washed into water, or direct discharge |
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Health Effects of Soil Pollution |
Impacts health when humans ingest, inhale, or touch contaminated soil of eat affected plants/animals
Can lead to water pollution |
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7 steps of effective communication |
1. Analyze Purpose and Audience 2. Research the topic 3. Support Ideas 4. Organize and Outline 5. Draft 6. Edit 7. Fight for feedback |
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Effective communication step 1 |
Choose the purpose Draft the purpose statement Know yourself Know your organization Know your audience - primary receiver - secondary receiver - decision makers - gatekeepers |
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Effective Communication Step 2 |
Research the topic - many approaches
Approach 1- review purpose and scope of the overall project Approach 2 - assign a deadline Approach 3 - ask the boss Approach 4 - Determine what is known Approach 5 - determine where to look for info |
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Effective communication step 3 |
Support your ideas With: - definitions - testimony - statistics - facts - explanations |
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Effective communication step 4 |
Organize and Outline - topical - compare and contrast - Chronological - sequential - spatial or geographical - problem and solution - reasoning and logic - cause and effect |
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Effective communication step 5 |
Draft - intro - body - conclusion
Use In your writings: - logical paragraphs - plain language - transitions - concise sentences - active voice - precise verbs - parallel construction |
