HECOL 573: Clothing and Materials for Sport & Safety Winter 2017 Syllabus
Instructor Rachel McQueen
Associate Professor, Textile Science Office: 335 Human Ecology Building (HEB) Telephone: 780-492-2045
Email Address: [email protected] Office Hours: By appointment
Lecture Tuesday and Thursday 9:30 to 10:50 Human Ecology Building (HEB) 301 Lab/Tutorial Thursday 12:30-13:50
Credits 3 credits Calendar description
“A human ecological exploration of the selection, use and performance of clothing and materials used for workplace safety protection and sporting/recreational activities”
Course objectives:
As a student, you will be able to:
•
Describe the role clothing and equipment has in preventing or reducing the severity of injury in workplaces or within sports/recreational activities;•
Identify and understand different strategies for evaluating the effectiveness of protective clothing and equipment;•
Review the range of hazards (e.g., mechanical, thermal, chemical) that people may be exposed to in various workplaces or recreational activities and understand the potential effects on the human body;•
Examine the scope of protection against various hazards that might be provided through the use of clothing and protective equipment systems;•
Conduct research in an area related to protective clothing and equipment.Course readings:
Required readings are listed in the syllabus (pp. 7-13). You are responsible for retrieving articles that are available electronically.
Most of the links, which should get you directly to the online article, are provided. If you have any difficulty obtaining the articles by using the links then access them through the UofA library website.
Class format:
This course is made up of a combination of lectures and in-class discussions. The assigned tutorial/laboratory time will focus mostly on understanding research methods required for the major research assignment. The first few tutorials will cover important aspects of developing a research question, reviewing relevant literature and about how to write a research proposal. Later on in the term the tutorials provide an opportunity for students to work on their research project.
This course is made up of a combination of lectures and in-class discussions. HECOL 573 is a slash
related to conducting research projects which is primarily intended for the HECOL 473 students (Thursday from 12.30-1.50pm). The first few tutorials will cover important aspects of developing a
research question, reviewing relevant literature, and about how to write a research proposal. Therefore, it is recommended that you attend these first few tutorials. The later tutorials provide an opportunity for HECOL 473 students to work on their research project so it is not necessary for you to attend those.
Class protocol and expectations:
Reading and preparation: Course readings will be assigned and it is expected that you will have read the assigned readings prior to class. For in-class lectures you will normally only be required to read a maximum of two of the readings prior to class (three if the readings are short). Guiding questions will be posted on eClass a few days ahead of the lecture. As graduate students my expectation is that you will have read all the readings regardless of whether you have been specifically assigned them for in-class discussion or not. Therefore, you will be required to submit written answers to the guiding questions to me before the end of the week (i.e., Friday 11.59 pm).
Attendance/participation: Regular attendance is expected as well as active participation in class. If you must miss class due to personal matters, please let me know, preferably before class.
Electronic Devices and Computer Use: Students are requested to turn off their cellular phones (and other electronic devices) in class. Also, computers are to be used ONLY if students are accessing the articles online or writing notes. Texting, face book, and other electronic activities should not be conducted during class time.
Writing support available through the university:
Writing services
The Centre for Writers offers free one-on-one writing coaching for students and university staff. You can make an appointment with a tutor online: http://www.c4w.arts.ualberta.ca/
University Student Success Centre offers workshops or individual study assistance which may help in assignment writing. http://www.studentsuccess.ualberta.ca/
Library
If you would like to arrange a library instruction you can contact Angie Mandeville who is the Liaison Librarian for Human Ecology at: [email protected]
Human Ecology databases can be found at this following library link:
http://www.library.ualberta.ca/subject/humanecology/index.cfm
Policy regarding late assignments and/or missed presentation:
Assignments are to be handed in on (or before) the date they are due. EXTENSIONS WILL NOT BE GRANTED except in the case of illness or other extreme circumstances. Without an extension being granted, students who submit assignments after 5.00 pm (or specified time if later) on the due date will be penalized 25% for each day (24 hours) that the assignment is late.
Course Summary:
WK LE Date Topic Assignment
due dates 1 1 Jan 10 Course introduction
MODULE ONE: INJURY & DISEASE IN THE WORKPLACE &
RECREATION
2 Jan 12 Overview of injury and disease in the workplace & recreational activities 2 3 Jan 17 Legislation & policies and impact on practices
4 Jan 19 Injury data
3 5 Jan 24 Evaluating performance and need for protective equipment: Cycle helmets
6 Jan 26 Evaluating performance of protective clothing: how to detect its useful life
4 7 Jan 31 Ergonomics, Fit, Design & Comfort
8 Feb 2 Case study: Children’s burn injuries influence of data on policy – Guest lecturer (Dr. Betty Crown)
5 9 Feb 7 Consumer Product Safety – Student led seminar (Michelle Furnald) Michelle MODULE TWO: PHYSICAL HAZARDS
10 Feb 9 Mechanical hazards & solutions for protection: Sports Research proposal 6 11 Feb 14 Mechanical hazards: Preventing workplace injury
12 Feb 16 High visibility clothing
7 Feb 21
Feb 22 No classes - Reading week
8 13 Feb 28 Thermal hazards: Heat strain and exercise
14 Mar 2 Thermal hazards: Research in thermal protection for fire fighters
9 15 Mar 7 UV radiation – Student led seminar (Sara Vaezafshar) Sara 16 Mar 9 Noise
10 17 Mar 14 Holistic protection against physical hazards - Motorcycle case study MODULE THREE: CHEMICAL & BIOLOGICAL HAZARDS 18 Mar 16 Chemical hazards
11 19 Mar 21 Chemical hazards: Agrichemicals 20 Mar 22 Biological hazards
MODULE FOUR: COMFORT & PERFORMANCE OF SPORTSWEAR 12 21 Mar 28 Trends in sportswear (There will be no lecture – eClass only)
22 Mar 30 Effect of fabric/fibre type on physiological function and performance (There will be no lecture – eClass only)
13 23 Apr 4 Affecting performance: Compression materials – Student led seminar
(Mariko Wakefield) Mariko
24 Apr 6 Odour in sportswear
COURSE FINALE
14 25 Apr 11 Student presentations Presentation
Apr 18 Final report
Note: The above course schedule may be altered at the discretion of the instructor. Any changes will be announced in advance for your convenience
Assignments and grading:
Assignment Due date Percent
(distance student)
1. Research project
• Research proposal Feb 9 15%
• Presentation Apr 11 15%
• Final report Apr 18 30%
2. Student led seminar/lecture See course
schedule 25%
3. Class participation Throughout term 15% (5%)
4. Assignment (distance taught students only) Apr 11 (10%)
100%
All assignments should be typed and in a proper format, that is, double spaced and size 10 or 12 font.
Cite all references in APA format (6th edition). Spelling and grammar are important. There is a 25%
penalty per day including weekend days for late assignments.
Description of assignments:
1. Research project (60%):
A major component of this course comprises a research project on the use of protective clothing or equipment or the measurement of its performance in the workplace or recreational activities. For this part of the course you will be expected to select a research topic of interest to you, integrate related literature into a review of literature, form a research question and/or hypotheses to test. You will be required to gather your own research data and analyse and interpret the data and present this into a final report. If your research involves human participants you will need to obtain ethical approval before beginning data collection. Guidelines for the research project will be handed out during the term.
2 Student led seminar (weight 25%):
You have been assigned one lecture to instruct for this slash HECOL 473/573 course. The topic fits into the course and has already been set out in the course schedule. For this lecture/seminar you will develop presentation slides and use other media (if desired) to present content on the specific topic. Your lecture will address issues to do with protection, safety and/or comfort and performance of clothing systems in relation to specific populations. The lecture (presentation) should be at least 25 minutes in length. The rest of the lecture time can be made up with some type of class discussion, this may involve dividing students into groups for them to work in smaller teams to discuss assigned readings, or with the class as a whole.
For your lecture you will need to find 1-3 readings which provide useful and relevant information on the topic. You will need to set guiding questions based on the readings for students to then discuss during class time. I would recommend assigning only one (or max two) readings to each student as this is the typical format of the course. However, you can be creative in how you would like to facilitate the class discussion and whether you have any other activities that will stimulate and provide an excellent learning opportunity for the other students. You can bring examples, props or media related to the topic to
enhance the learning experience if you wish.
You will be required to prepare the reading list and guiding questions two weeks in advance of your seminar and send them to me so I can review them. I will post the guiding questions and reading one week in advance of your seminar.
3 Class participation (weight 15% - 5% for distance taught students):
Attending class regularly and actively engaging in class discussion will facilitate your learning in HECOL 573. Class participation grade will be based on your regular attendance at lectures. Active participation in class discussions and learning activities is possible only if you come to class prepared, having done and thought about all assigned readings. Guiding questions for each topic will be distributed to assist you in your preparation. You will be required to submit written responses to all the guiding questions on readings that were not specifically assigned during class time by the end of the week (i.e., Friday 11.59 pm).
4. Assignment (10% - Distance taught students only)
An assignment will be based on content related to the seminars. You are expected to research around the topic and provide a critical analysis of the assignment question using appropriate literature to support your argument. Assignments are expected to be in an essay format with a word limit of 1000-1500 words.
Assignment questions will be handed out in the first couple of weeks of term. You will select an option from a list of five questions.
Marking and grading:
A raw score and a percentage weight will be assigned for each of the course requirements. At the end of the term, the percentage weight for each requirement will be totalled (out of 100). Final grade
determination will be based on a combination of your absolute achievement (total percentage weight out of 100) and your performance relative to the entire class. The following descriptions will be used to guide the determination of final grades:
Excellent:
The student has demonstrated excellent understanding of course
content.
A+ Outstanding: The student has demonstrated an extraordinary grasp of the course content and performance reflects creativity and innovation, in addition to a high level of analytical ability.
A Excellent: The student has demonstrated superior understanding of the course content and a high level of analytical ability.
A- The student has demonstrated superior understanding of the course content, but has not shown the same level of analytical ability as students receiving an A.
Good:
The student has demonstrated a sound understanding of course
content.
B+ The student has demonstrated a sound understanding of course content in terms of scope, depth, and breadth, with superior understanding being evident in some topics.
B The student has demonstrated a uniformly sound understanding of course material.
Satisfactory:
The student has demonstrated adequate
awareness of course content.
B- The student has demonstrated adequate awareness of course content with sound understanding of some topics.
C+ The student has demonstrated adequate awareness of central dimensions of course content with superficial understanding of some topics.
Unsatisfactory C or lower
The student has demonstrated a limited understanding of the course content. Performance is characterized by a lack of knowledge of the majority of the central dimensions of the course content.
Student Accessibility Services:
Students who require specialized support in this course due to disability affecting mobility, vision, hearing, learning, or mental or physical health are advised to inform the instructor and to discuss their needs with Student Accessibility Services, 2-800 Students’ Union Building, 780-492-3381, [email protected] (email); www.uab.ca/accessibility.
Code of student behaviour
The University of Alberta is committed to highest standards of academic integrity and honesty. Students must be familiar with standards regarding academic honesty and uphold policies of the University.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.
All students at the University of Alberta are subject to the Code of Student Behaviour (available online:
http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStude ntBehaviour.aspx). Please familiarize yourself with it and ensure you do not participate in any
inappropriate behaviour defined by the Code. The following statements are particularly important:
30.3.2(1) Plagiarism. No Student shall submit the words, ideas, images or data of another person as the student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study.
30.3.2 (2)a Cheating. No Student shall, in the course of an examination or other similar activity, obtain or attempt to obtain information from another Student or other unauthorized source, give or attempt to give information to another Student, or use, attempt to use, or possess for the purposes of use, any
unauthorized material.
30.3.2(2)c Cheating. No Student shall represent another’s substantial editorial or compositional assistance on an assignment as the student’s own work.
Students should speak with the course instructor about any questions or concerns about the code.
Students should be particularly aware of the code as it pertains to internet and library research, use of previous class notes, reclamation plans of former students and interviews or discussions with others.
For more information, please consult:
The Office of Student Judicial Affairs at: http://www.osja.ualberta.ca/. On the left-hand side of the screen select Students and navigate to relevant sections, including subheadings under Academic Integrity Undergraduate Handbook.
Proposed Class Schedule and Readings January 10, Lecture 1: Course introduction
MODULE ONE: INJURY & DISEASE IN THE WORKPLACE & RECREATION
Objectives of Module One:
• Understand how injury and disease is classified and coded
• Discuss different methods for evaluating injury data and how these can be used to prevent workplace & recreational injuries
• Identify cases where injuries and diseases can influence policy, design and evaluation of personal protective clothing & equipment
• Identify challenges related to the evaluation protective performance of clothing and equipment during use
January 12, Lecture 2: Overview of injury and disease in the workplace & recreational activities No required reading
January 17, Lecture 3: Legislation & policies and impact on practices
View sections of the: Alberta Occupational Health and Safety Code, 2009. Accessible online at:
http://work.alberta.ca/documents/whs-leg_ohsc_2009.pdf (NOTE: this is a 568 page document – don’t accidently print it).
January 19, Lecture 4: Injury data
Sharpe, A., & Hardt, J. (2006). Five Deaths a Day: Workplace Fatalities in Canada, 1993-2005. CSLS Research Paper 2006-04. Ottawa: Centre for the Study of Living Standards.
http://www.csls.ca/reports/csls2006-04.pdf (NOTE: this is 155 pages long – don’t accidently print it!) Mackenzie, S. G., & Pless, I. B. (1999). CHIRPP: Canada's principal injury surveillance program. Injury Prevention, 5, 208-213.
https://www-ncbi-nlm-nih-
gov.login.ezproxy.library.ualberta.ca/pmc/articles/PMC1730529/pdf/v005p00208.pdf
Pickett, W., Hartling, L., Dimich-Ward, H., Guernsey, J. R., Hagel, L., Voaklander, D. C., & Brison, R. J.
(2001). Surveillance of hospitalized farm injuries in Canada. Injury Prevention, 7(2), 123–128.
http://injuryprevention.bmj.com.login.ezproxy.library.ualberta.ca/content/7/2/123.short
January 24, Lecture 5: Evaluating performance and need for protective equipment: Cycle helmets Ching, R. P., Thompson, D. C., Thompson, R. S., Thomas, D. J., Chilcott, W. C., & Rivara, F. P. (1997).
Damage to bicycle helmets involved with crashes. Accident Analysis & Prevention, 29(5), 555-562.
http://login.ezproxy.library.ualberta.ca/login?url=http://www.sciencedirect.com/science/article/pii/S000145 7597000080
Chow, T. K., Corbett, S. W., & Farstad, D. J. (1995). Do conventional bicycle helmets provide adequate protection in mountain biking? Wilderness & Environmental Medicine, 6(4), 385-390.
http://login.ezproxy.library.ualberta.ca/login?url=http://www.sciencedirect.com/science/article/pii/S108060 3295710808
Depreitere, B., Van Lierde, C., Maene, S., Plets, C., Vander Sloten, J., Van Audekercke, R., Van der Perre, G., et al. (2004). Bicycle-related head injury: a study of 86 cases. Accident Analysis and
Prevention, 36(4), 561–7.
http://www.sciencedirect.com.login.ezproxy.library.ualberta.ca/science/article/pii/S0001457503000629 LeBlanc, J. C., Beattie, T. L., & Culligan, C. (2002). Effect of legislation on the use of bicycle helmets.
Canadian Medical Association Journal, 166(5), 592-595.
http://www.cmaj.ca.login.ezproxy.library.ualberta.ca/content/166/5/592.short
Linn, S., Smith, D., Sheps, S., Hospitals, C., & Reporting, I. (1998). Epidemiology of bicycle injury, head injury, and helmet use among children in British Columbia: a five year descriptive study. Injury Prevention, 4(2), 122–125.
http://injuryprevention.bmj.com.login.ezproxy.library.ualberta.ca/content/4/2/122.short
Robinson, D. L. (2007). Bicycle helmet legislation: Can we reach a consensus? Accident Analysis and Prevention, 39, 86-93.
http://www.sciencedirect.com.login.ezproxy.library.ualberta.ca/science/article/pii/S0001457506001126
January 26, Lecture 6: Evaluating performance of protective clothing: how to detect its useful life Cotterill, D., & Easter, E. (2011). Firefighter turnout gear durability study— evaluation of visibility trim. Fire Technology, 47, 601-613. doi: 10.1007/s10694-010-0189-2
http://login.ezproxy.library.ualberta.ca/login?url=http://www.springerlink.com/content/k802568w8461517w/
Rezazadeh, M., & Torvi, D. A. (2011). Assessment of factors affecting the continuing performance of firefighters' protective clothing: A literature review. Fire Technology, 47(3), 565-599. doi: 10.1007/s10694- 010-0188-3
http://link.springer.com.login.ezproxy.library.ualberta.ca/article/10.1007%2Fs10694-010-0188-3 Woods, R. I. (1996). Specification of motocyclists' protective clothing designed to reduce road surface impact injuries. In J. S. Johnson and S. Z. Mansdorf (Eds), Performance of Protective Clothing: ASTM STP 1237. West Conshohocken: American Society for Testing and Materials. 3-56.
http://enterprise.astm.org.login.ezproxy.library.ualberta.ca/SUBSCRIPTION/DIGITAL_LIBRARY/STP/PA GES/STP14053S.htm
January 31, Lecture 7: Ergonomics, Fit, Design & Comfort
Reilly, T., Kozey, J., and Brooks, C. (2005) Structural anthropometric measurement of Atlantic offshore workers. Occupational Ergonomics, 5(2), 111-120.
Tan, Y.B., Crown, E. M., & Capjack, L. (1998). Design and evaluation of thermal protective flightsuits.
Part I: The design process and prototype development. Clothing and Textiles Research Journal, 16(1), 47-55.
http://login.ezproxy.library.ualberta.ca/login?url=http://ctr.sagepub.com/content/16/1/47.full.pdf+html Crown, E. M., Ackerman, M. Y., Dale, J. D., & Tan, Y. B. (1998). Design and evaluation of thermal
protective flightsuits. Part II: Instrumented mannequin evaluation. Clothing and Textiles Research Journal, 16(2), 79-87.
http://login.ezproxy.library.ualberta.ca/login?url=http://ctr.sagepub.com/content/16/2/79.full.pdf+html Watkins, S. M. (1977). The design of protective equipment for ice hockey. Home Economics Research Journal, 5(3), 154-166. doi: 10.1177/1077727x7700500303
http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1177/1077727X7700500303/abstract
February 2, Lecture 8: Case study: Children’s burn injuries influence of data on policy Guest: Dr Betty Crown, Professor Emeritus, Human Ecology, University of Alberta.
Stanwick, R. S. (1985). Clothing burns in Canadian children. Canadian Medical Association Journal 132(10), 1143–1149.
http://login.ezproxy.library.ualberta.ca/login?url=http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1345939/p df/canmedaj00261-0049.pdf
Spinks, A., Wasiak, J., Cleland, H., Beben, N., & Macpherson, A. K. (2008). Ten-Year Epidemiological Study of Pediatric Burns in Canada. Journal of Burn Care and Research, 29(3), 482-488.
The Children’s Sleepwear Flammability Requirements Guidelines are policy guidelines published by Health Canada. You can access the full document online: http://www.hc-sc.gc.ca/cps-
spc/alt_formats/hecs-sesc/pdf/pubs/indust/sleepwear-vetements_nuit/sleepwear-vetements_nuit-eng.pdf February 7, Lecture 9: Consumer Product Safety
HECOL 573 Student led seminar: Michelle Furnald Readings TBD
MODULE TWO: PHYSICAL HAZARDS
Objectives of Module Two: Physical Hazards Students will be able to:
• Review mechanical, thermal, noise and UV radiation hazards that people may be exposed to in various workplaces or recreational activities
• Understand the effects that these physical hazards can have on the human body
• Identify examples of sports or workplaces where the risk of injury or disease from various physical hazards is present
• Identify how personal protective clothing and equipment can be constructed or designed in order to provide protection against physical hazards
February 9, Lecture 10: Mechanical hazards & solutions for protection: Sports
Crowley, P. J., & Crowley, M. J. (2014). Dramatic impact of using protective equipment on the level of hurling-related head injuries: an ultimately successful 27-year programme. British Journal of Sports Medicine, 48(2), 147–50.
http://bjsm.bmj.com.login.ezproxy.library.ualberta.ca/content/48/2/147.abstract
Finch, C. F., Elliott, B., & McGrath, A. C. (1999). Measures to prevent cricket injuries: An overview. Sports Medicine, 28, 263-272.
Machold, W., Kwasny, O., Eisenhardt, P., Kolonja, A., Bauer, E., Lehr, S., et al. (2002). Reduction of severe wrist injuries in snowboarding by an optimized wrist protection device: A prospective randomized trial. The Journal of Trauma, 52(3), 517-520.
Marshall, S. W., Loomis, D. P., Waller, A. E., Chalmers, D. J., Bird, Y. N., Quarrie, K. L., et al. (2005).
Evaluation of protective equipment for prevention of injuries in rugby union. International Journal of Epidemiology, 34(1), 113-118.
http://login.ezproxy.library.ualberta.ca/login?url=http://ije.oxfordjournals.org/content/34/1/113.full
Nicholls, R. L., Elliott, B. C., & Miller, K. (2004). Impact injuries in baseball: prevalence, aetiology and the role of equipment performance. Sports Medicine, 34, 17-25
February 14, Lecture 11: Mechanical hazards: Preventing workplace injury
Caple, D. C. (2000). Reduction in laceration injuries in meat workers through introduction of cut resistant cotton gloves. Human Factors and Ergonomics Society Annual Meeting Proceedings, 44, 320-323.
http://pro.sagepub.com.login.ezproxy.library.ualberta.ca/content/44/29/320.short
Sullman, M. J. M. (1999). Factors influencing the effective life of chainsaw protective legwear.
International Journal of Forest Engineering, Volume 10, Number 1 (1999), 10(1), 100-110.
http://login.ezproxy.library.ualberta.ca/login?url=https://journals.lib.unb.ca/index.php/IJFE/article/view/997 4/10215
February 16, Lecture 12: High visibility clothing
Balk, S. A., Tyrrell, R. A., Brooks, J. O., & Carpenter, T. L. (2008). Highlighting human form and motion information enhances the conspicuity of pedestrians at night. Perception, 37, 1276-1284.
http://www.perceptionweb.com/perception/fulltext/p37/p6017.pdf
Turner, J. D., Simmons, C. J., & Graham, J. R. (1997). High-visibility clothing for daytime use in work zones. Transportation Research Record, 1585, 1-8.
http://trb.metapress.com.login.ezproxy.library.ualberta.ca/content/d8n46p5560550608/fulltext.pdf Sayer, J. R., & Buonarosa, M. L. (2008). The roles of garment design and scene complexity in the daytime conspicuity of high-visibility safety apparel. Journal of Safety Research, 39(3), 281-286. doi:
10.1016/j.jsr.2007.12.004
http://login.ezproxy.library.ualberta.ca/login?url=http://www.sciencedirect.com/science/article/pii/S002243 7508000443
Feb 21 & 22: Reading Week, No classes February 28, Lecture 13: Thermal hazards Heat:
Jay, O., & Kenny, G. P. (2010). Heat exposure in the Canadian workplace. American Journal of Industrial Medicine, 53(8), 842-853.
http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1002/ajim.20827/abstract
Nunneley, S. A. (1989). Heat stress in protective clothing. Scandinavian Journal of Work, Environment &
Health, 15(suppl 1), 52-57.
http://www.jstor.org.login.ezproxy.library.ualberta.ca/stable/40965609?seq=1#page_scan_tab_contents Cold:
Holmer, I. (1993). Work in the cold. Review of methods for assessment of cold exposure. International Archives of Occupational and Environmental Health, 65, 147–155.
http://link.springer.com.login.ezproxy.library.ualberta.ca/article/10.1007/BF00381150 Heat strain & exercise:
Armstrong, L. E., Johnson, E. C., Casa, D. J., Ganio, M. S., McDermott, B. P., Yamamoto, L. M., et al.
(2010). The American football uniform: Uncompensable heat stress and hyperthermic exhaustion. Journal of Athletic Training, 45(2), 117-127. doi: 10.4085/1062-6050-45.2.117
http://login.ezproxy.library.ualberta.ca/login?url=http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2838463/p df/i1062-6050-45-2-117.pdf
Grundstein, A., Ramseyer, C., Zhao, F., Pesses, J., Akers, P., Qureshi, A., et al. (2012). A retrospective analysis of American football hyperthermia deaths in the United States. International Journal of
Biometeorology, 56(1), 11-20. doi: 10.1007/s00484-010-0391-4
Gavin, T. P. (2003). Clothing and thermoregulation during exercise. Sports Medicine, 33(13), 941-947.
http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a 9h&AN=11415056&site=ehost-live&scope=site
March 2, Lecture 14: Thermal hazards (continued)
No additional reading required: Presentations based on previous class readings March 7, Lecture 15: UV radiation
HECOL 573 Student led seminar: Sara Vaezafshar Readings TBD
March 9, Lecture 16: Noise
Abel, S. M., Sass-Kortsak, A., Kielar, A. (2002). The effect of earmuff attenuation of other safety gear worn in combination. Noise & Health, 5(17), 1-13.
https://goo.gl/sRlqaY
Canetto, P. (2009) Hearing Protectors: Topicality and Research Needs. International Journal of Occupational Safety and Ergonomics, 15(2), 141-153.
http://www.ciop.pl/29523
Royster, J. D., Berger, E. H., Merry, C. J., Nixon, C. W., Franks, J. R., Behar, A., et al. (1996).
Development of a new standard laboratory protocol for estimating the field attenuation of hearing protection devices. Part I. Research of Working Group 11, Accredited Standards Committee S12, noise.
Journal of the Acoustical Society of America, 99(3), 1506-1526.
http://scitation.aip.org.login.ezproxy.library.ualberta.ca/content/asa/journal/jasa/99/3/10.1121/1.414729 Williams, W. (2009) Is it reasonable to expect individuals to wear hearing protectors for extended periods? International Journal of Occupational Safety and Ergonomics, 15(2), 175-181.
http://www.ciop.pl/29526
March 14, Lecture 17: Holistic protection against physical hazards - Motorcycle case study
Wishart, D., Watson, B., & Rowden, P. (2009). Motorcycle rider protective apparel wearing: Observational study results from the Brisbane and Canberra regions. Journal of the Australasian College of Road Safety, 20(4), 52-59.
http://eprints.qut.edu.au/29299/1/c29299.pdf
MODULE THREE: CHEMICAL & BIOLOGICAL HAZARDS Objectives of Module Three: Chemical & Biological Hazards Students will be able to:
• Review chemical and biological hazards that people may be exposed to in various workplaces
• Understand the effects that these chemical and biological hazards can have on the human body
• Identify workplaces where the risk of injury or disease from various chemical and biological hazards
• Identify how protective clothing and equipment may be used to reduce the likelihood of injury or disease from chemical and biological hazards
March 16, Lecture 18: Chemical hazards
Stull, J. O. (1987). Considerations for design and selection of chemical-protective clothing. Journal of Hazardous Materials, 14(2), 165-189.
http://www.sciencedirect.com.login.ezproxy.library.ualberta.ca/science/article/pii/0304389487870127
March 21, Lecture 19: Chemical hazards: Agrichemicals
Salvatore, A. L., Bradman, A., Castorina, R., Camacho, J, López, J., Barr, D. B., Snyder, J., Jewell, N. P., and Eskenazi, B. (2008). Occupational behaviors and farmworkers' pesticide exposure: Findings from a study in Monterey county, California. American Journal of Industrial Medicine, 51, 782-794.
http://login.ezproxy.library.ualberta.ca/login?url=http://onlinelibrary.wiley.com/doi/10.1002/ajim.20622/abst ract
Fenske, R. A. (1990). Nonuniform dermal deposition patterns during occupational exposure to pesticides, Archives of Environmental Contamination and Toxicology, 19, 332-337.
http://login.ezproxy.library.ualberta.ca/login?url=http://www.springerlink.com/content/u31473439365701m/
March 22, Lecture 20: Biological hazards
Lazary, A., Weinberg, I., Vatine, J. J., Jefidoff, A., Bardenstein, R., Borkow, G., & Ohana, N. (2014).
Reduction of healthcare-associated infections in a long-term care brain injury ward by replacing regular linens with biocidal copper oxide impregnated linens. International Journal of Infectious Diseases, 24.
http://www.ijidonline.com/article/S1201-9712(14)00059-9/abstract
Ahmad, F., Sherman, S. J., & Hagglund, K. H. (1998). The use and failure rates of protective equipment to prevent blood and bodily fluid contamination in the obstetric health care worker. Obstetrics and Gynecology, 92(1), 131-136.
http://login.ezproxy.library.ualberta.ca/login?url=http://www.sciencedirect.com/science/article/pii/S002978 4498001525
Leonas, K. K. (1998). Effect of laundering on the barrier properties of reusable surgical gown fabrics.
American Journal of Infection Control, 26(5), 495-501.
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Kotilainen, H. R., Avato, J. L., & Gantz, N. M. (1990). Latex and vinyl nonsterile examination gloves:
status report on laboratory evaluation of defects by physical and biological methods. Applied and Environmental Microbiology, 56(6), 1627-1630.
http://login.ezproxy.library.ualberta.ca/login?url=http://aem.asm.org/cgi/content/abstract/56/6/1627 Laine, T., & Aarnio, P. (2001). How often does glove perforation occur in surgery? Comparison between single gloves and a double-gloving system. The American Journal of Surgery, 181(6), 564-566.
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MODULE FOUR: COMFORT AND PERFORMANCE OF SPORTSWEAR Objectives of Module Four: Comfort and Performance of Sportswear Students will be able to:
• Discuss advancements in textile technology that drives current trends in sportswear
• Identify examples of how clothing may influence sporting performance and sportswear comfort
• Discuss the relationship between fibre and fabric properties on odour retention March 28, Lecture 21: Trends in Sportswear
Please note there will be no in-class lecture the content will be discussed through eClass only
Bramel, S. (2005). Key trends in sportswear design. In R. Shishoo (Ed.), Textiles in Sport (pp. 25–43).
Woodhead Publishing Ltd.
(Access this through the library website by searching for the e-book)
March 30, Lecture 22: Effect of fabric/fibre type on physiological function and performance Please note there will be no in-class lecture the content will be discussed through eClass only Laing, R. M., Sims, S. T., Wilson, C. A., Niven, B. E., & Cruthers, N. M. (2008). Differences in wearer response to garments for outdoor activity. Ergonomics, 51(4), 492-510.
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Park, S.-J., Tokura, H., & Sobajima, M. (2006). Effects of moisture absorption of clothing on pitching speed of amateur baseball players in hot environmental conditions. Textile Research Journal, 76(5), 383- 387. doi: 10.1177/0040517506063388
http://login.ezproxy.library.ualberta.ca/login?url=http://trj.sagepub.com/content/76/5/383.short April 4, Lecture 23: Affecting performance: Compression materials
HECOL 573 Student led seminar: Mariko Wakefield Readings TBD
April 6, Lecture 24: Odour in sportswear
McQueen, R. H., Harynuk, J. J., Wismer, W. V, Keelan, M., Xu, Y., & de la Mata, P. (2014). Axillary odor build-up in knit fabrics following multiple use cycles. International Journal of Clothing Science and Technology, 26(4), 274–290.
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Klepp, I. G., Buck, M., Laitala, K., & Kjeldsberg, M. (2016). What’s the problem? Odor-control and the smell of sweat in sportswear. Fashion Practice, 8(2), 296–317.
http://www-tandfonline-com.login.ezproxy.library.ualberta.ca/doi/abs/10.1080/17569370.2016.1215117
STUDENT PRESENTATIONS OF RESEARCH PROJECTS April 11, Lecture 25: Student presentations