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SAFETY EDUCATION

Safety education depends on obtaining and passing out safety-related information. Safety information is gained through inspections, experience from directives, and by performing an analysis of job requirements. An effective safety program creates interest as well as supplies information.

The following examples point up the different ways safety information may be disseminated.

1. POSTERS-The Navy provides safety posters that should be posted in appropriate places to emphasize the safety message.

2. PRINTED MATERIALS-This covers the required reading list of safety precautions pertaining to safety. Printed material also covers physically posting operating procedures on the equipment.

3. GROUP DISCUSSIONS-Group discussions are usually conducted when the information is applicable to all hands. Safety movies fall into this category.

4. INDIVIDUAL INSTRUCTION-Individual instruction is normally given when the problem involves individual work habits or a particular hazard is pointed out to an individual during the work process.

ENFORCEMENT

Enforcement as it applies to safety is defined as the formulation of rules and regulations and a safety policy that will be followed by all hands.

Enforcement includes reprimanding violators of safety rules, frequent inspections to determine adherence to rules, and continuous follow-up procedures to determine WHY THERE ARE VIOLATORS. Supervisors must enforce safety rules without fear or favor. Safety consciousness and the will of the worker to aid in preventing accidents lies with the supervisors. Supervisors must not jeopardize cooperation in safety by inconsistency in enforcement.

PLANNING FOR ADVANCED BASE OR FORWARD AREA OPERATIONS

AME Chiefs must be able to prepare for advanced base or forward area operations without sacrificing the safety program. They must estimate aircraft spare parts and supplies, equipment, and manpower requirements for aviation structural repair. In determining requirements for forward or advance base operations, consider the following:

1. Safety

2. Mission

3. Environment

4. Operating Factors

5. The availability of existing facilities

A knowledge of the material and manpower requirements listed in the Advanced Base Initial Outfitting Lists of Functional Components will be very helpful. The functional component is one of more than 300 standardized units of the system that the Navy has developed to enable it to build and operate its advanced bases in the least possible time and with minimum expenditure of planning and logistic effort.

A functional component is a list of the requirements for the performance of a specific

task at an advanced base. It is a carefully balanced combination of material, equipment, and/or personnel.

Each functional component is grouped according to its primary function into 1 of 11 major groups, including aviation. Each major group is identified by letter designation and title. The functional components contained in each are identified by a combination letter, number, and its title designation. The major group designation for aviation is "H."

"H" components are designed to provide maintenance, support, and operation of aircraft in an advanced area under combat conditions. "H" components may be combined with other functional components to form several types of air stations.

Complete information and data are given in the abridged and the detailed outfitting lists for functional components. It should be apparent to the AMEC that the advanced base requirements may not be exactly as they appear in the Advanced Base Initial Outfitting Lists. To use these lists as guides, it will be necessary, in most cases, to alter or tailor them to fit the individual needs of the unit about to deploy.

Other necessary repair parts, supplies, and equipment may be determined from the outfitting lists for the aircraft or other weapon systems to be supported.

It is quite likely that the AMEC will be required to advise the personnel office in making assignments of individuals to advance base or forward area operating units. It would seem logical that the number of AMEs assigned to deploy be in the same ratio as the percentage of supported aircraft scheduled to deploy. This may be true if the proposed flight hours per aircraft of the detachment exactly equalled the planned utilization of the remaining aircraft. There must also be no significant environmental problems to be overcome (i.e., excessive heat or excessive cold conditions, depending on the location of deployment). The list of personnel assigned to deploy should represent a cross section of the skill levels available unless special maintenance factors indicate otherwise. The selection of personnel should be made as objectively as possible so the deployed unit can function as safely and efficiently as possible.

SAFETY PRECAUTIONS FOR HAZARDOUS SUBSTANCES

Learning Objective: Identify safety precautions for working with hazardous substances and equipment.

There are many ways for a careless or inexperienced worker to hurt themselves or others on the job. This section discusses safety precautions in three hazardous work areas: liquid oxygen, gaseous oxygen, and high pressure air. Other specific safety precautions are discussed in OPNAVINST 5100.19 (series).

It has been said that every safety precaution has been originally written in blood. There is no room for complacency in the performance of AME tasks. Every job must be performed in a "heads-up" manner to ensure maximum safety awareness is maintained. Anything less can and will be disastrous.







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