Safety

-the condition of being safe from undergoing or causing hurt, injury, or loss.
-the state of being certain that adverse effects will not be caused by some agent under defined
conditions; "the reciprocal of safety is risk".
-Safety is the state of being "safe" (from French sauf), the condition of being protected against
physical, social, spiritual, financial, political, emotional, occupational, psychological, educational or
other types or consequences of failure, damage, error, accidents, harm or any other event.
-Freedom from whatever exposes one to danger or from liability to cause danger or harm; safeness;
hence, the quality of making safe or secure, or of giving confidence, justifying trust, insuring against
harm or loss, etc.

Hazard
-A hazard is a situation that poses a level of threat to life, health, property, or environment.
-A hazard does not exist when it is happening. A hazardous situation that has come to pass is called an
incident. Hazard and vulnerability interact together to create risk.
-to put in danger of loss or injury; to venture; to risk.
-is used to mean an event that could cause harm.

Risk
-concerns the deviation of one or more results of one or more future events from their expected value.
-are simply future issues that can be avoided or mitigated, rather than present problems that must be
immediately addressed.
-is always a probability issue.
-the probability of something happening.
-is often mapped to the probability of some event seen as desirable or undesirable.

Examples of hazard:

By its nature, a hazard involves something that could potentially be harmful to a person's life, health,
property, or the environment. One key concept in identifying a hazard is the presence of stored energy
that, when released, can cause damage. Stored energy can occur in many forms: chemical, mechanical,
thermal, radioactive, electrical, etc. Another class of hazard does not involve release of stored energy,
rather it involves the presence of hazardous situations. Examples include confined or limited egress
spaces, oxygen-depleted atmospheres, awkward positions, repetitive motions, low-hanging or
protruding objects, etc.
There are several methods of classifying a hazard, but most systems use some variation on the factors
of "likelihood" of the hazard turning into an incident and the "seriousness" of the incident if it were to
occur. (This discussion moved away from hazard to a discussion of risk.)
A common method is to score both likelihood and seriousness on a numerical scale (with the most
likely and most serious scoring highest) and multiplying one by the other in order to reach a
comparative score.
Risk = Likelihood of Occurrence x Seriousness if incident occurred
This score can then be used to identify which hazards may need to be mitigated. A low score on
likelihood of occurrence may mean that the hazard is dormant, whereas a high score would indicate
that it may be an "active" hazard.
An important component of "seriousness if incident occurred" is "serious to whom?" Different
populations may be affected differently by accidents. For example, an explosion will have widely
differing effects on different populations depending on the distance from the explosion. These effects
can range from death from overpressure or shrapnel to inhalation of noxious gases (for people
downwind) to being exposed to a loud noise.

Causes of hazards:
There are many causes, but they can broadly be classified as below. Lists of each type of hazard.
• Natural hazards include anything that is caused by a natural process, and can include obvious
hazards such as volcanoes to smaller scale hazards such as loose rocks on a hillside
• Man-made hazards are created by humans, whether long-term (such as global warming) or
immediate (like the hazards present at a construction site). These include activity related
hazards (such as flying) where cessation of the activity will negate the risk.
• Deadly force or retribution is that hazard involving any protective and responsive-ready threat
of harm or punishment that becomes active in the event of a breach of security, or violation of a
boundary or barrier (physical, legal, moral) intended to prevent unauthorized or unsafe access or
entry or exposure to a situation, to something, or to someone. This includes the consequences
that follow trespass, breach of covenant, outrage or moral panic.

Safety Engineer:

Scope of a Safety Engineer

To perform their professional functions, safety engineering professionals must have education, training
and experience in a common body of knowledge. They need to have a fundamental knowledge of
physics, chemistry, biology, physiology, statistics, mathematics, computer science, engineering
mechanics, industrial processes, business, communication and psychology. Professional safety studies
include industrial hygiene and toxicology, design of engineering hazard controls, fire protection,
ergonomics, system and process safety, system safety, safety and health program management, accident
investigation and analysis, product safety, construction safety, education and training methods,
measurement of safety performance, human behavior, environmental safety and health, and safety,
health and environmental laws, regulations and standards. Many safety engineers have backgrounds or
advanced study in other disciplines, such as management and business administration, engineering,
system engineering, requirements engineering, reliability engineering, maintenance , human factord,
operations, education, physical and social sciences and other fields. Others have advanced study in
safety. This extends their expertise beyond the basics of the safety engineering profession.

Functions of a Safety Engineer

The major areas relating to the protection of people, property and the environment are:
• Anticipate, identify and evaluate hazardous conditions and practices.
• Develop hazard control designs, methods, procedures and programs.
• Implement, administer and advise others on hazard control programs.
• Measure, audit and evaluate the effectiveness of hazard control programs.
• Draft a future safety plan and statement based on real time experiences and facts.
Personality and role
Oddly enough, personality issues can be paramount in a safety engineer. They must be personally
pleasant, intelligent, and ruthless with themselves and their organization. In particular, they have to be
able to "sell" the failures that they discover, as well as the attendant expense and time needed to correct
them. They can be the messengers of bad news.
Safety engineers have to be ruthless about getting facts from other engineers. It is common for a safety
engineer to consider software, chemical, electrical, mechanical, procedural, and training problems in
the same day. Often the facts can be very uncomfortable as many safety related issues point towards
mediocre management systems or worse, questionable business ethics.

Teamwork
It's difficult and expensive to retrofit safety into an unsafe system. To prevent safety problems, an
organization should therefore treat safety as an early design and "architecture" activity, using the
principles of Inherent safety, rather than as a "paperwork requirement" to be cleaned up after the real
design is done.
Safety engineers also must work in a team that includes other engineering specialties, quality
assurance, quality improvement, regulatory compliance specialists, educators and lawyers.
Subpar safety and quality problems often indicate underlying deficiencies in an organization's goals,
recruitment, succession, training, management systems and business culture.
Safety often works well in a true matrix-management organization, in which safety is a managed
discipline integrated into a project plan.

RA 9292:

SEC. 4. Categories of Practice. - The following shall be the engineering and

technician categories covered by this Act:
(a) Professional Electronics Engineer (PECE)
(b) Electronics Engineer (ECE)
(c) Electronics Technician (ECT)

SEC. 5. Nature and Scope of Practice of Electronics Engineering and

Electronics Technician Professions.

(a) The scope and nature of practice of the Electronics Engineer shall embrace and consist of any
work or activity relating to the application of engineering sciences and/or principles to the
investigation, analysis, synthesis, planning, design, specification, research and development, provision,
procurement, marketing and sales, manufacture and production, construction and installation,
tests/measurements/control, operation, repair, servicing, technical support and maintenance of
electronic components, devices, products, apparatus, instruments, equipment, systems, networks,
operations and processes in the fields of electronics, including communications and/or
telecommunications, information and communications technology (ICT), computers and their
networking and hardware/firmware/software development and applications, broadcast/broadcasting,
cable and wireless television, consumer and industrial electronics, electro- optics/photonics/opto-
electronics, electro-magnetics, avionics, aerospace, navigational and military applications, medical
electronics, robotics, cybernetics, biometrics and all other related and convergent fields; it also includes
the administration, management, supervision and regulatory aspects of such works and activities;
similarly included are those teaching and training activities which develop the ability to use electronic
engineering fundamentals and related advanced knowledge in electronics engineering, including
lecturing and teaching of technical and professional subjects given in the electronics engineering and
electronics technician curriculum and licensure examinations.
(b) The scope and nature of practice of the Professional Electronics Engineer shall embrace and
consist of all of the above plus the sole authority to provide consulting services as defined in this Act
and to sign and seal electronics plans, drawings, permit applications, specifications, reports and other
technical documents prepared by himself/herself and/or under his direct supervision.
(c) The scope and nature of practice of the Electronics Technician profession shall embrace and
consist of any non-engineering work or activity relating to the installation, construction, operation,
control, tests and measurements, diagnosis, repair and maintenance, manufacture and production, sales
and marketing of any electronic component/s, device/s, products, apparatus, instruments, equipment,
system/s, network/s, operations and processes located on land, watercraft, aircraft, industrial plants or
commercial establishments, including the teaching and training of technical and professional subjects
given in the electronics technician curriculum and licensure examinations.

Approved.
FRANKLIN M. DRILLON
JOSE DE VENECIA, JR.
President of the Senate
Speaker of the House
of Representatives

This act which is a consolidation of House Bill No. 5224 and Senate Bill No. 2683 was finally passed
by the House of Representatives and the Senate on February 2, 2004.
OSCAR G. YABES
ROBERTO P. NAZARENO
Secretary of the Senate
Secretary General
House of Representatives
Approved: April 17, 2004
GLORIA MACAPAGAL-ARROYO
President of the Philippines