| Course | PU635 Survey of Environmental and Occupational Health |
|---|---|
| Unit | Unit 9 |
| Paper type | Worker training material |
| Length | About 1,070 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | Master of Public Health (MPH) |
| Updated | October 2026 |
Free sample paper for PU635 Unit 9
No More Air Hoses on the Lines: A Unit 9 Worker Training Package for Twenty-Two Night Sanitation Workers at a Composite Bakery, in Two Languages, With the Vacuum Handled Before Anyone Asks a Question
[Student Name]
Purdue University Global
PU635: Survey of Environmental and Occupational Health
Unit 9 Worker Training Material
[Instructor Name]
[Date]
Corliss Street Bakery, its night crew and its staff are composite; the training principles, the health effects and the research cited are real.
Cover Memo to the Safety Committee
To: Corliss Street Bakery safety committee. From: the program manager. Subject: night sanitation training on the compressed-air ban. Starting the week of the ban, the air hoses come off the production floor and four HEPA vacuums go to sanitation. The night crew cleans every line, so the change succeeds or fails with them. Most of the crew is employed by the staffing agency, and the bakery and the agency share responsibility for training them: the agency for general safety orientation, the bakery for the hazards and procedures specific to this plant. The agency lead has reviewed this package and will attend the first session. Three choices are explained below. The materials are in English and Spanish because a show of hands at the last crew meeting found that 15 of 22 prefer Spanish. The handout is written near a sixth-grade reading level because several workers read little in either language, and the talk script repeats everything the handout says. A live demonstration sits in the middle of the talk, because hands-on and engaging methods produce more learning and greater reductions in injuries and illness than lectures, pamphlets or videos (Burke et al., 2006).
Handout, English Side
Title: No air hoses on the lines. The rule: Do not use compressed air to clean flour. Use the vacuum. Why: Flour dust in the air gets into your nose and chest. Over months, it can make some people allergic. Then flour makes them cough, sneeze and have trouble breathing, at work and sometimes at home. Air hoses blow the dust into the air you breathe. The vacuum catches it. How to use the vacuum:
1. Check the filter light on top. Green means ready. Red means tell your lead before you start. (Photo 1: the filter light.)
2. Use the flat tool on belts and the round brush on guards. (Photo 2: a worker cleaning the divider with the wand.)
3. Start high and work down. Ledges first, then machines, then the floor.
4. When the bag is full, the light turns yellow. Your lead changes the bag. Do not open it yourself.
5. Lock out the machine before you clean it, the same as always.
Tell your lead if: your nose runs, your eyes itch or you cough at work, or your chest feels tight at night. Night lead: Marisol, extension 214. (Photo 3: the old air hose with a red line through it. Photo 4: the vacuum.) The rule takes eleven words and comes first, before any reason, because a worker who reads only one line should still know what changed.
Handout, Spanish Side
The Spanish side carries the same content in the same order, with the same four photographs. It was translated by a bilingual quality technician on the day shift and checked by the agency lead, who read it aloud to two crew members and changed three words they did not use.
Toolbox Talk Script, Twelve Minutes
To be read aloud by the night lead at the start of the shift, in Spanish and then English, or the reverse, with the crew standing at the divider. Minute 0 to 2. "Starting tonight, the air hoses are gone. We clean flour with the vacuum. That is the one change." Minute 2 to 4. "Why. Flour dust in the air can make people allergic. It takes months. Then flour makes them cough and sneeze and some people get asthma. Some of you already have a runny nose at work. That can be the start. Air hoses put the dust in your face. The vacuum takes it away." Minute 4 to 8. Demonstration. The lead checks the filter light, cleans the divider guard with the round brush, then the belt with the flat tool, top to bottom. Two crew members then do the same while the others watch, and the lead corrects grip and order. Minute 8 to 10. Questions to the group. "Where do you start on a machine?" "What does a red light mean?" "Who changes the bag?" The lead waits for answers from the crew before giving them. Minute 10 to 12. "If your nose runs or your chest is tight, tell me. It will not count against you. Lockout is the same as before. Sign the sheet."
Trainer's Note
1. Reading level of the English handout, checked with a standard readability formula: grade 5.8.
2. Translator: day-shift quality technician, bilingual. Checker: agency night lead.
3. Attendance: sign-in sheet with printed names, signatures and the agency name, kept by the bakery and copied to the agency.
4. Repeat: the talk is repeated on the first night for each new agency worker, and for the whole crew after one month, with the demonstration.
5. Evaluation: the night lead observes each worker using the vacuum during the first week and records it on the sheet, and the sanitation lead checks that no air hoses have returned to the floor.
Why the Package Is Built This Way
Workers who read little, speak another language at home or are employed through an agency are often the hardest to reach with standard safety training, and guidance for programs serving them stresses materials matched to language and literacy, participation and attention to evaluation (O'Connor et al., 2014). This package follows that in small, concrete ways: one rule, pictures for every step, a script that does not depend on reading, practice by the crew rather than watching only, and a named person to report symptoms to. Sensitization to flour builds over months to years of exposure, and once a worker is sensitized, even low levels can provoke symptoms, so the hours the night crew spends with air hoses matter long before anyone wheezes (Brisman, 2002). The goal is not to make the crew experts in occupational asthma. It is to make the vacuum the obvious tool at 2:00 a.m., when nobody from day production is watching.
References
Brisman, J. (2002). Baker's asthma. Occupational and Environmental Medicine, 59(7), 498-502. https://doi.org/10.1136/oem.59.7.498
Burke, M. J., Sarpy, S. A., Smith-Crowe, K., Chan-Serafin, S., Salvador, R. O., & Islam, G. (2006). Relative effectiveness of worker safety and health training methods. American Journal of Public Health, 96(2), 315-324. https://doi.org/10.2105/AJPH.2004.059840
O'Connor, T., Flynn, M., Weinstock, D., & Zanoni, J. (2014). Occupational safety and health education and training for underserved populations. New Solutions, 24(1), 83-106. https://doi.org/10.2190/NS.24.1.d
Reading the PU 635 Unit 9 instructions
Unit 9 usually asks you to create training material for workers on one hazard or control from your project. Define the audience first, including language, literacy and employment arrangements, and design for them. Focus on a single change or behavior rather than a complete safety course. State the rule plainly, give the reason in terms workers use, show the steps with pictures or demonstration, and say what symptoms or problems to report and to whom. Include a delivery plan, such as a script for a short talk, and build in practice. Document reading level, translation and attendance. Many instructors also want a short memo explaining your design choices to management. Plan how you will check whether workers actually adopted the change after training.
Inside the PU635 Unit 9 example
The package opens with a cover memo that states the change, explains shared training duties between the bakery and the staffing agency, and justifies three design choices with a crew survey and training research. The English handout follows in full: an eleven-word rule, a plain reason, five numbered steps with photographs and a named night lead for reporting symptoms. A highlighted line explains why the rule comes first. The Spanish side is described with its translation and check. The talk script runs minute by minute, with a demonstration in the center and three questions for the crew. A trainer's note lists reading level, translator, checker, attendance, repeat sessions and observation. A final section links the design to guidance on underserved workers and to sensitization over time.
Where the points sit in the PU635 Unit 9 rubric
Graders in PU 635 typically reward fit between the material and the audience above polish. Credit goes to appropriate language, reading level and format, supported by a stated rationale. Points also follow a clear single message, steps that can be followed, and an explanation of the health reason in plain words. Instructors value active methods such as demonstration and practice, consistent with training research, and a delivery plan realistic for the setting. Documentation of reading level, translation and attendance earns marks because it shows accountability. An evaluation plan that checks behavior, not only attendance, strengthens the score. Accurate health information with APA citations in the supporting memo completes the rubric; the handout itself rarely needs citations.
PU635 Unit 9 help: mistakes that cost points
The usual pitfall is producing a dense document written for a manager rather than a worker. Shorten sentences, cut jargon and test the reading level. Another is covering every hazard at once, which leaves workers remembering nothing. Do not assume one language fits the crew; ask, then translate and have the translation checked by someone who speaks it daily. Avoid training built only on reading or video; include practice. Name a person to report symptoms to, especially on shifts managers do not see. Make sure the training supports a real change in equipment or procedure, since training alone rarely reduces exposure. If you know your audience and the change you need to teach, we can prepare the handout, script and trainer's note for you.
Get a PU635 Unit 9 example written to your instructions
Who will receive the training, what language and reading level fit them, and which single hazard or procedure should it change? Those answers and the PU635 Unit 9 rubric are enough. Returned in 24-48 hours, the free first custom sample is written for those workers, with one clear rule, plain reasons and a way to confirm it was understood. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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PU635 Unit 9 questions, answered
What reading level should worker training use?
Match the audience rather than a fixed number, though many safety programs aim near sixth to eighth grade for general workforces. Measure the draft with a readability formula, then read it aloud to check that it sounds like speech. Short sentences and common words help every reader, and they matter most when the material will be translated.
Should training cover all the hazards in the workplace?
Usually not in one piece. A session that tries to cover everything tends to leave workers remembering nothing specific. Choose the change or hazard that matters most for this group, teach it well, and note in a cover memo how other hazards are handled in separate sessions. Graders tend to reward depth over coverage in this assignment.
Do I need to translate the material?
Only if the prompt or the audience calls for it. If the described workforce includes people more comfortable in another language, a translated version, or at least a plan for one, shows attention to who actually receives the training. Say who would translate and how the translation would be checked, since unchecked translations often carry errors.
Where can I find a free PU635 Unit 9 sample paper?
The full Unit 9 training package, including the handout, talk script, trainer's note and memo, can be read on this page.
Should safety training include a demonstration?
Yes when possible. Research comparing training methods found that hands-on and modeled practice led to more learning and fewer injuries than lectures or videos.