CPR Certification and Training

Course Overview:

Protect your high-risk workforce from this notorious airborne health hazard. Asbestos is a natural, fibrous silicate mineral. Exposure has proved extremely dangerous; microscopic asbestos fibers, when inhaled, can cause certain types of often fatal lung disease, making asbestos hazard awareness an essential training topic.

Because asbestos was used in countless construction products before 1980, many buildings built before that year are considered to have incorporated asbestos materials (any material containing more that 1% asbestos) over the course of construction.

Today, industrial activity involving salvage, demolition, and construction, commonly present exposure risks to workers. But, even work like performing brake and clutch repairs or building maintenance and cleaning, can present exposure risks—it really depends on what you’re working with and where.

Learning Objectives:

• Identify the properties and uses of asbestos
• Recognize where asbestos may be found and how it may appear on a jobsite
• Recall health effects of asbestos exposure over time
• Identify how you can prevent workplace asbestos exposure

Time: 25 Minutes

OSHA/Regulation(s) Reference to Learning:

• 29 CFR 1910 Subpart Z - Toxic and Hazardous Substances - 1910.1001 Asbestos
• 29 CFR 1926 Subpart Z - Toxic and Hazardous Substances - 1926.1101 Asbestos
• California Code of Regulations, Subchapter 4. Construction Safety Orders, Article 4. Dusts, Fumes, Mists, Vapors, and Gasses, Safety Order 1529. Asbestos.
• California Code of Regulations, Subchapter 7. General Industry Safety Orders, Group 16. Control of Hazardous Substances, Article 110. Regulated Carcinogens, Safety Order 5208. Asbestos.

Course Overview

There's a very good reason to have the back of your workforce by giving them the proper personal protective equipment (PPE) to avoid injuries, and training them in safe lifting techniques.

Back pain is one of the most common health complaints in the United States and around the world. Back pain affects 8 out of 10 people at some point in their lives. Risks are higher for manufacturing, warehouse, hospitality and trades workers, as well as others with physically demanding jobs.

Learning Objectives:

• Recognize how back injuries occur in the workplace
• Identify ways you can care for your back and prevent back injuries
• Explain how best practices, such as using tools and equipment and moving loads properly, can prevent back injuries

Time: 35 Minutes

OSHA/Regulation(s) Reference to Learning:

• California Department of Industrial Relations, General Industry Safety Orders, 106 Ergonomics, Repetitive Motion Injuries

Course Overview

 Only properly trained personnel with the appropriate personal protective equipment should handle compressed gas cylinders because the release of these gases could result in injury or death from fire, explosion or exposure. If you are using compressed gases, you must be trained in the safe use of pressurized systems and the materials they contain. You should also be trained in all elements of your company's Hazard Communication Program and in the hazards and precautions associated with the materials you are using. 

Learning Objectives:

• Identify hazards associated with cylinder dispensing and control components and contents
• Recognize identification labels and markings on compressed gas cylinders
• Recall practices to safely use compressed gas cylinders and their components
• Identify safe methods of moving and storing compressed gas cylinders

Time: 29 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 29 CFR 1910 Subpart H -- Sections 1910.101 1910.102 1910.103 1910.104 1910.105 1910.110
• 29 CFR 1910 Subpart M -- Section 1910.169
• 29 CFR 1910 Subpart Q -- Sections 1910.253 and 1919.254

Course Overview

Many workplaces contain spaces that are considered “confined” because of their configurations. A confined space is large enough and configured in such a way that you can enter and perform assigned work. A confined space has a limited or restricted means of entrance or exit, and a configuration that can make first aid, rescue, evacuation, or other emergency response activities difficult. They are not designed or intended for continuous occupancy.

Examples include storage tanks or bins, mixing tanks, railroad tank cars, silos, vaults, and pits. Confined spaces create the ideal conditions for the onset of claustrophobia. Confined spaces can be large or small and above or below ground.

Learning Objectives:

• Identify characteristics and examples of a confined space.
• Identify the potential hazards of a confined space
• Recognize the difference between a permit required confined space and a non-permit required confined space, as well as the criteria for reclassifying a confined space
• Identify the role of a worker who is not authorized to enter a confined space in the event of an emergency

Time: 20 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 29 CFR 1910.146 Subpart J - General Environmental Controls - 1910.146, Permit required confined spaces
• 29 CFR 1926.1200 Subpart AA - Confined Spaces in Construction - 1926.1200, Reserved

Course Overview

This course will familiarize you with the consequences of making unsafe decisions when driving as well as the safe driving practices and vehicle technologies that will protect you from potential driving incidents and accidents. This course is not intended to cover driving requirements associated with commercial motor vehicles (CMVs) or the use of a commercial driver's license (CDL). This course does not address safety concerns associated with the use of off-road (ATV) vehicles, motorcycles, towing a trailer, or load securement while hauling equipment such as in the bed of a pickup truck.

Target Audience:

The primary audience for this course is workers who routinely or incidentally drive passenger vehicles as part of their work.

Learning Objectives:

• Identify unsafe driving decisions that often cause vehicle accidents
• List driving practices and current vehicle technologies that will help to prevent vehicle accidents
• Identify ways to appropriately respond when driving in unexpected circumstances

Time: 35 Minutes

OSHA/ Regulation(s) Reference to Learning:

• Drive Safely, Safety Tips for Driving in Fog, 2021
• Drive Safely, Tips for Driving at Night, 2021
• Driving in Fog PDF
• Headlight Laws Vary Little Throughout the Nation
• Share the Road Tips Drivers Cyclists and Pedestrians
• http://www.dmv.org

Course Overview

 Electrical accidents can cause burns, shocks and electrocution, and without the proper electrical safety can lead to fatal accidents in a worst case scenario.

Approximately 230 electrical related fatalities occur each year. In one study, National Institute for Occupation Safety & Health (NIOSH) found that, “61% of electrocutions occur in two occupation divisions: 46% among craftsmen and 15% among laborers. These two groups also had the highest rates of electrocution death: 1.4 per 100,000 workers each.”

Electricity is everywhere, so reliable and useful these days that it is often taken for granted, and it is somewhat shocking how little is actually understood about its properties by the general public, another reason why electrical safety training is important.

Learning Objectives:

• Identify the hazards associated with electricity: shock and fire
• Explain how electricity works regarding hazards on the job
• Describe basic safety controls and practices at work
• Identify and explain how to respond to electrical emergencies

Time: 23 Minutes

OSHA/ Regulation(s) Reference to Learning:

• OSHA 29 CFR 1910 Subpart S - Electrical Safety-Related Work Practices - 1910.335 Safeguards for personnel protection
• National Fire Protection Association Standards NFPA 70E, Standard for Electrical Safety in the Workplace
• OSHA 29 CFR 1926 Subpart K - Electrical - 1926.416 General requirements
• OSHA 29 CFR 1926 Subpart K - Electrical - 1926.417 Lockout and tagging of circuits
• OSHA 29 CFR 1910 Subpart S - Electrical Safety-Related Work Practices - 1910.303 General
• OSHA 29 CFR 1910 Subpart S - Electrical Safety-Related Work Practices - 1910.301 Introduction
• OSHA 29 CFR 1910 Subpart S - Electrical Safety-Related Work Practices - 1910.332 Training

Course Overview

 Employers are required to provide a safe working environment for employees and that responsibility means having an emergency plan for responding positively to natural disasters. Readiness, through understanding of evacuation plans or drilling for regionally specific scenarios, is the key to keeping your workforce out of harm’s way.

Working safely and following proper procedures for emergency preparedness can prevent many emergency situations. However, some emergencies are out of your control. Covers fire protection, fire emergency plans, emergency action plans, and emergency preparedness. 

Learning Objectives:

• Identify dangers associated with fire and other emergencies
• Recall requirements for emergency action and fire prevention plans
• Recognize housekeeping guidelines for fire prevention
• Recall the importance of emergency exits and identify their components
• Recognize actions to take in response to emergency alarms

Time: 30 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 29 CFR Part 1910, Subpart L: Fire Protection
• 29 CFR Part 1926.35: Emergency Action Plans
• 29 CFR Part 1910.36: Exit Route Design and Construction
• 29 CFR Part 1910.37: Maintenance, Safeguards, and Operational Features for Exit Routes
• 29 CFR Part 1910.38: Emergency Action Plans
• 29 CFR Part 1910.39: Fire Prevention Plans
• 29 CFR Part 1910.165: Employee Alarm System

Course Overview

Fire extinguishers are one of the most reliable ways to put out fires in the workplace. Fire extinguishers are not a requirement, but if employers choose to provide them they must train workers in general fire extinguisher use to comply with OSHA standards. OSHA states that if employers expect workers to use the fire extinguishers themselves, hands-on training must be provided. 

Learning Objectives:

• Distinguish between the different types of fire classes
• Recognize how employers must maintain, inspect, and store fire extinguishers
• Select the correct fire extinguisher to use on different types of fires
• Recall factors you must consider before deciding to fight a fire safely
• Explain how to properly use a fire extinguisher to put out a fire

Why Train for Portable Fire Extinguisher Safety?

In August of 2012, four workers were hospitalized following a machine fire when a flammable solvent used for cleaning machines ignited. The employer, a Connecticut urethane coating and laminate fabric manufacturer, was cited for alleged serious and repeat violations of workplace safety standards, and assessed $74,000 in proposed penalties.

OSHA found that the employer had not taken adequate precautions to eliminate potential ignition sources. Violations related to the incident involved an inoperable fire alarm system, no assurance that fire precaution procedures were in place, improperly grounded machinery, a lack of hazard inspections, a lack of personal protective equipment for workers, and failure to provide and record adequate fire extinguisher training.

Time: 36 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 49 CFR 393 Subpart H - Emergency Equipment - 393.95 Emergency equipment on all power units
• 29 CFR 1910 - Subpart L - Fire Protection
• 29 CFR 1910 - Fire Protection - 1910.157 Portable fire extinguishers
• 29 CFR 1926 Subpart C - General Safety and Health Provisions - 1926.35 Employee emergency action plans
• 29 CFR 1910 Subpart E - Exit Routes and Emergency Planning - 1910.39 Fire prevention plans
• 29 CFR 1910 Subpart L - Fire Protection - 1910.165 Employee alarm systems
• National Fire Protection Association, NFPA 10, Standard for Portable Fire Extinguishers

Course Overview

This lesson provides an introduction to the hazards associated with hand and power tool use and describes the actions workers can take to reduce their risks of hand and power tool-related accidents and injuries. Completing this lesson does not on its own qualify or authorize a worker to operate a specific tool. 

Learning Objectives:

• Recognize the hazards of using hand and power tools and the work practices that will help you use them safely.
• Identify the hazards of electric and battery powered tools and the work practices that will help you use them safely.
• List the hazards of pneumatic, powder-actuated, fuel powered, and hand tools and the work practices that will help you use them safely.

Time: 27 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 29 CFR 1910 Subpart P, 1910.241, 1910.242, 1910.243, 1910.244

Course Overview

According to the Occupational Safety & Health Administration (OSHA), the Globally Harmonized System (GHS) covers over 43 million workers who produce or handle hazardous chemicals in more than 5 million workplaces across the country. The GHS is estimated to prevent over 500 workplace injuries and illnesses and 43 fatalities annually, and result in cost savings to American businesses of more than $475 million in productivity improvements, fewer safety data sheet and label updates, and simpler new hazard communication training.

The purpose of the Globally Harmonized System (GHS) is to standardize how we communicate about chemical hazards in the workplace. OSHA has adapted its Hazard Communication Standard to align with the globally harmonized system.

Learning Objectives:

• Recognize the purpose and importance of a hazard communication program
• Recognize common physical and health hazards associated with hazardous chemicals
• Identify chemicals and their hazards, through labeling, markings, pictograms, and warning practices
• Identify the purpose and components of a Safety Data Sheet

Time: 21 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 29 CFR 1910.1200, Hazard Communication Standard, Appendix A - E
• OSHA Part 1910, Subpart Z, Toxic and Hazardous Substances

Course Overview

This lesson will help you recognize the impact of noise on your hearing, the warning signs of hearing loss, and the noise exposure limits that necessitate hearing protection. In addition, this lesson will introduce you to the types, benefits, and proper use of hearing protectors and address your responsibilities in supporting your employer's hearing conservation program. 

Learning Objectives:

• Identify the impact of workplace noise on your hearing
• Recognize the noise exposure limits that necessitate hearing protection
• Identify the types, benefits, proper use, and maintenance of hearing protectors
• Identify your responsibility to participate in your employer’s hearing conservation program

Time: 25 Minutes

OSHA/ Regulation(s) Reference to Learning:

• California Code of Regulations, Subchapter 7, General Industry Safety Orders, Group 15, Occupational Noise, Article 105, Control of Noise Exposure
• 29 CFR 1910 Subpart G - Occupational Health and Environmental Control - 1910.95 Occupational Noise Exposure
• California Code of Regulations, Subchapter 7, General Industry Safety Orders, Group 15, Occupational Noise, Article 105, Control of Noise Exposure, Safety Order 5907, Hearing Conservation
• California Code of Regulations, Subchapter 7, General Industry Safety Orders, Group 15, Occupational Noise, Article 105, Control of Noise Exposure, Safety Order 5908, Hearing Protectors
• California Code of Regulations, Subchapter 7, General Industry Safety Orders, Group 15, Occupational Noise, Article 105, Control of Noise Exposure, Safety Order 5909, Training Program

Course Overview

 This lesson will help you become aware of the hazards inherent to working in hot environments. Additionally, you will learn the nature, symptoms, and treatment of heat stresses, as well as the precautions you should take to protect yourself against these stresses. You will hear some general first aid guidelines; however, any treatment-related information provided in this lesson does not constitute medical advice and is not a substitute for evaluation by a qualified healthcare professional. 

Learning Objectives:

• Identify the hazards that can result from working in hot environments, including physical signs, symptoms, and treatments of heat stresses.
• Identify ways to protect yourself from heat stresses, including observing your employer's heat stress protective strategies, along with other preparations and practices.

Time: 19 Minutes

OSHA/ Regulation(s) Reference to Learning:

• California Department of Industrial Relations, Heat Illness Prevention, 2021

Course Overview

Poor ergonomics can lead to cumulative traumatic musculoskeletal disorders (MSDs) that put strain on our bodies. There are very good reasons for accounting for the ergonomic health of your workforce, because musculoskeletal injuries, once developed, can keep people off of the job for life.

Statistics: According to the Occupational Safety & Health Administration (OSHA), industries with the highest musculoskeletal disorders rates include health care, transportation, warehousing, retail, and wholesale trade and construction.

The term “ergonomics” refers to making the workplace conducive to the comfort and productivity of the employee. Applying ergonomic principles helps workers avoid on-the-job illness and injury and improves worker job satisfaction through measures that provide a greater comfort, helping people to perform assigned tasks more naturally. 

Learning Objectives:

• Recall the underlying principle of ergonomics in the workplace and core risk factors
• Identify causes of CTDs
• Recognize common types of cumulative trauma disorders
• Match warning signs and symptoms with solutions and actions
• Identify ergonomic principles
• Recognize elements of an effective ergonomic health and safety program

Time: 25 Minutes

OSHA/ Regulation(s) Reference to Learning:

• OSH Act of 1970, General Duty Clause, Section 5 (a)(1)(2)

Course Overview

As simple as using a ladder seems to be, the injury statistics indicate that it is one of the most abused tools we have. Accidents, particularly in the domestic setting, are frequently caused by overreaching or overextending from ladders to complete certain tasks, rather than doing the safe thing—climbing down and moving to a better access point. OSHA studies have shown that 100% of ladder related accidents could have been prevented using proper safety.

Ladders are used in many jobs for cleaning, painting, changing light bulbs, accessing storage areas, reaching platforms, and more. Because going up and down a ladder all day can cause fatigue, when performing these tasks workers will naturally want to maximize the effort they’ve spent to climb the ladder and will occasionally stretch themselves or their tools to accomplish little jobs a little faster, which is when an inherently risky situation may become even more dangerous.

Safety hazards associated with ladder use include slips and falls, tip-overs, electric shocks, failure due to defects and damage, and failure from overloading. Examples of improper safety include using one that is too short, using the wrong type of ladder, not using a ladder when one should be used, reaching too far to the side, and using not as intended.

If an employee gets injured at work, on a ladder, and the company did not properly train on Ladder Safety, the employer can be found liable. 

Learning Objectives:

• Identify common ladder types used in industry.
• Recognize common hazards associated with ladder use.
• Recall requirements and best practices for ladder safety.

Time: 20 Minutes

OSHA/ Regulation(s) Reference to Learning:

• Subpart D of 29 CFR 1910 (1910.21 - 1910.30)--Walking Working Surfaces

Course Overview

The goal of this lesson is to provide awareness level training for all employees about the existence of hazardous energy sources; the isolation of those energy sources during certain maintenance and repair activities; and the communication and control procedures that limit access to those energy sources through the use of tags and locks. 

Learning Objectives:

• Recognize the purpose of lock and tag procedures
• Identify the responsibilities of authorized, affected, and other employees during lockout/tagout procedures
• Identify sources of energy hazards and consequences of improper control
• Recall employer responsibilities and requirements for lock and tag
• Recognize different types of lock and tag devices
• Identify procedural steps for lock and tag
• Recognize when lockout/tagout is occurring, and the role of an affected worker in keeping the procedure safe

Time: 25 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 29 CFR 1910.147 - The control of hazardous energy (lockout/tagout)

Course Overview

Machines that are not properly safeguarded can cause serious injury, such as crushed or severed fingers, hands and arms, eye injuries, and even blindness.

If you’ve ever seen the gruesome result of a complex machinery accident, then you will appreciate the need for machine safeguards. When we talk about safeguards, we’re talking about simple devices or methods that protect make it difficult for workers from to inuring themselves while working on a machine, like a shield or guard to protect from sparks, or a grate that keeps them away from the churning part of a rotary blade.

Shortcuts around machine safety features are a frequently cited cause for many machine related accidents, occurring when workers decide to forego the normal protocol of working with a safeguard and bypass it altogether, leaving them with considerable risk of harm and injury. Workers should never ignore the engineered controls or safety features of machinery—these devices exist for a reason.

OSHA requires that one or more methods of machine guarding be provided to protect the operator and other employees in the machine area from hazards created by moving parts, as well as preventing contact with other hazards such as heat, non-ionizing radiation, sharp edges, etc. Additionally, safeguards must remain securely in place, protect against falling objects, create no new hazards or interference, and allow for safe maintenance and lubrication of the machinery. Maintenance of machinery is a situation commonly related to machine accidents, so awareness in those situations is critical to personal safety, as is recognition of safeguards and proper protocol, like shutting down equipment, and locking out operation.

Learning Objectives:

• Recognize the hazards of working with mechanical equipment, including where those hazards occur and the motions and actions that cause the hazards
• Identify the purpose of machine safeguarding, safeguarding device requirements, factors that influence safeguarding methods, and the safeguarding methods used to protect you from mechanical hazards
• Recognize your responsibilities to utilize machine safeguards properly

Time: 25 Minutes

OSHA/ Regulation(s) Reference to Learning:

• OSHA 29 CFR 1910.217 and Appendices A,B,C, and D
• OSHA Act Section (5)(a)
• OSHA 29 CFR 1910.119 – Process Safety Management of Highly Hazardous Chemicals
• OSHA 29 CFR 1910.147 Control of Hazardous Energy “Lockout/Tagout”
• OSHA 29 CFR 1910 Subpart O – Machinery and Machine Guarding
• OSHA 29 CFR 1910.211 – Definitions
• OSHA 29 CFR 1910.212 – General requirements for all machines
• OSHA 29 CFR 1910.213 – Woodworking machinery requirements
• OSHA 29 CFR 1910.214 – Cooperage machinery (Reserved)
• OSHA 29 CFR 1910.215 – Abrasive wheel machinery
• OSHA 29 CFR 1910.216 – Mills and calendars in the rubber and plastics industries
• OSHA 29 CFR 1910.217 – Mechanical power presses (Plus Appendices A,B,C, and D)
• OSHA 29 CFR 1910.217 (e)(2) and (f)(2) Operator Training
• OSHA 29 CFR 1910.217 (H)(I) A through and (ii) Operator Training
• OSHA 29 CFR 1910.218 (a)(2) (iii) Forging Machines- Inspection and Maintenance Training
• OSHA 29 CFR 1910.219 Mechanical Power Transmission Devices
• OSHA 29 CFR 1910.252 (2)(xiii)(c) Welding Cutting and Brazing – General Requirements
• OSHA 29 CFR 1910.254 (a)(3) Arc Welding & Cutting
• OSHA 29 CFR 1910.255 (a)(3) Resistance Welding
• OSHA 29 CFR 1910.261 (h)(3)(ii) Pulp, Paper and Paperboard Mills
• OSHA 29 CFR 1910.263 Bakery Equipment
• OSHA 29 CFR 1910.264 (d)(1)(v) Laundry Machinery
• OSHA 29 CFR 1910.265 (c)(3)(x) Sawmills
• OSHA 29 CFR 1910.268 Telecommunications
• OSHA 29 CFR 1910.268 (b)(2)(i) and (c)(1) thru (3) Telecommunications
• OSHA 29 CFR 1910 Subsection I Personal Protective Equipment

Course Overview

According to the Occupational Safety & Health Administration (OSHA), industries with the highest cumulative trauma disorders (CTDs) rates include health care, transportation, warehousing, retail, and wholesale trade and construction. Each year, cumulative trauma disorder (CTD) cases account for around 33% of all worker injury and illness.

CTDs comes from physical demands that exceed our maximum capacity; that put strain on tendons, muscles, nerves, joints, ligaments, cartilage or the spine; or that disregard environmental factors like heat, humidity, noise and glare which can cause stress. CTDs are the result of an accumulation of stress factors involving repetitive, forceful, or prolonged exertions; frequent or heavy lifting, pushing, pulling, or carrying of heavy objects; or prolonged awkward postures. Carpal tunnel syndrome is a commonly cited issue alleviated by a bit of attention to ergonomics.

Learning Objectives:

• Recall key information about office ergonomics and how you and your employer can apply it on the job
• Recognize common cumulative trauma disorders (CTDs) and CTD risk factors that may result from office work
• Select strategies for reducing your risk of developing a CTD and appropriate responses to CTD symptoms

Time: 29 Minutes

OSHA/ Regulation(s) Reference to Learning:

• California Occupational Safety and Health Administration (CalOSHA), General Industry Safety Orders, Article 106, Ergonomics
• OSH Act of 1970, General Duty Clause, Section 5 (a)(1)(2)

Course Overview

Immediate bystander intervention can make a lifesaving difference in opioid overdoses. This online course presents an overview of the opioid crisis and training on how to recognize an overdose and use three different naloxone delivery devices. 

Learning Objectives:

• Actions, benefits, and risks of opioids on the human body
• Causes and effects of opioid overdose
• The opioid epidemic in the U.S.
• How bystander intervention impacts survival rates
• How to safely recognize a possible opioid overdose
• How to administer naloxone using Narcan Nasal Spray, the EVZIO ® auto-injector, and a prefilled syringe and mucosal atomizer device
• Precautions following the administration of naloxone

Time: 40 Minutes

OSHA/ Regulation(s) Reference to Learning:

• NA

Course Overview

Where employees are exposed to serious fall hazards, and protection by other means such as guard rails or nets are not used, the Occupational Safety & Health Administration (OSHA) requires employers to establish a personal fall arrest program for fall protection. These programs typically identify common hazards and offer solutions for mitigating them, usually by instructing the use of fall protection systems, outlining situations where fall arrest devices are appropriate for use.

It is important to understand how personal fall arrest systems work and what behaviors are required to use them safely. It is of course good practice to visually inspect these systems and physically test them prior to use.

Learning Objectives:

• Identify the most common hazards posed by falling and the reasons you should use fall protection equipment
• Identify the components of a personal fall arrest system and how they work together to arrest a fall
• Identify key fall arrest system design and selection requirements
• Identify the steps for properly inspecting and donning the most common personal fall arrest system equipment

Time: 30 Minutes

OSHA/ Regulation(s) Reference to Learning:

• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.140 Personal fall protection systems
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.68 Manlifts
• 29 CFR 1910.21 Subpart D Walking-Working Surfaces - 1910.21 Scope and definitions
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.22 General Requirements
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.23 Ladders
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.27 Scaffolds and rope descent systems
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.28 Duty to have fall protection and falling object protection
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.29 Fall protection systems and falling object protection—criteria and practices
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.30 Training requirements
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.66 Powered platforms for building maintenance
• 29 CFR 1910 Subpart D - Walking-Working Surfaces - 1910.67 Vehicle-mounted elevating and rotating work platforms

Course Overview

The purpose of this lesson is to provide workers with high level knowledge and skills regarding general PPE, as commonly required by regulatory agencies. 

Learning Objectives:

• Define PPE
• Explain the value of PPE
• Identify common workplace hazards related to PPE
• Identify the common types of PPE
• Explain the basic characteristics of PPE
• Explain the general worker and employer responsibilities regarding PPE

Time: 14 Minutes

OSHA/ Regulation(s) Reference to Learning:

• OSH Act Section 5 (a) (1), known as the General Duty Clause
• 1910.132 General Requirements (including 1910.132 (h)(1), employer payment for PPE changes that became effective May 15 2008
• 1910.133 Eye and Face Protection
• 1910.134 - Respiratory Protection
• 1910.135 - Head Protection
• 1910.136 - Occupational Foot Protection
• 1910.137 - Electrical Protective Devices
• 1910.138 - Hand Protection
• 1910.95 - Occupational Noise Exposure
• 1910.146 - Permit Required Confined Spaces
• 1910.252 - Welding, Cutting & Brazing - General Requirements
• California Code of Regulations, Title 8, Subchapter 7, General Industry Safety Orders, Article 105, Control of Noise Exposure, 5098, Hearing Protectors
• California Code of Regulations, Title 8, Subchapter 7, General Industry Safety Orders, Article 10, Personal Safety Devices and Safeguards, 3381, Head Protection
• California Code of Regulations, Title 8, Subchapter 7, General Industry Safety Orders, Article 10, Personal Safety Devices and Safeguards, 3382, Eye and Face Protection
• California Code of Regulations, Title 8, Subchapter 7, General Industry Safety Orders, Article 10, Personal Safety Devices and Safeguards, 3383, Body Protection
• California Code of Regulations, Title 8, Subchapter 7, General Industry Safety Orders, Article 10, Personal Safety Devices and Safeguards, 3384, Hand Protection
• California Code of Regulations, Title 8, Subchapter 7, General Industry Safety Orders, Article 10, Personal Safety Devices and Safeguards, 3385, Foot Protection