Describe various occupational hazards that might

be related to your subject specialty while carrying

out research. You may design a hypothetical case
scenario. Describe what SOP’s should be adopted
and how to prevent it.

Oral Pathologist’s work is associated with potential health hazards including:

 Injuries involving infectious human tissue.
 Chemicals which are assumed to be carcinogenic.
 Long periods of microscope and computer work.

Occupations hazards – several types.

Important hazards requiring assessment and management have been identified as:
 Unsafe premises.
 Naked flames.
 Microbial hazards.
 Chemical hazards.
 Glassware hazards.
 Equipment hazards etc.

These may lead to consequences such as:

  Accidental ingestion.
 Inoculation and inhalation of pathogens.
 Serious injuries from toxic or harmful chemicals.
 Broken glass causing cuts.
 Bleeding.
 Infection.
 Spillage and splashes.

The most common types of injury were cutting injuries followed by splashes of fluids or
organic materials to mucous membranes. Rare other types of injury included formalin
contact to skin and mucous membranes, different types of stitches and special cutting
injuries from cover glasses, knives or wires.

Biological hazards or biohazards:

 Refer to biological substances that threaten the health of human beings and
other living organisms.

 Includes samples of a toxin of a biological source, a virus, or a microorganism.

 These exist in exposures to bacteria, viruses, fungi and other living organisms
that can cause acute and chronic infections by entering the body either directly
or through breaks in the skin.

 Biohazards are another intrinsic health risk for oral pathologists due to their
work with potentially infective fresh human tissues.

 There is a risk of human immunodeficiency virus (HIV) and hepatitis C (HCV)

transmission.
  Working in close proximity to infectious aerosols, contact with tubercle bacilli,
needle puncture and cutting injuries are other possible sources of infection.

Biohazardous materials include any organism that can

cause disease in humans, or cause significant
environmental or agricultural impact, such as:
 Bacteria.
 Viruses.
 Parasites.
 Prions and Prion-like Proteins.
 Fungi.
 Human or primate tissues, fluids, cells, or cell cultures/lines that are known
to or are likely to contain infectious organisms.
 Human or animal tissues, fluids, cells, or cell cultures/lines that have been
exposed to infectious organisms.
 Animals known to be reservoirs of zoonotic diseases.

Chemical hazards
Chemical exposure hazard: A chemical for which there is evidence that acute (immediate) or chronic (delayed)
health effects may occur in an exposed population. Exposure is related to the dose (how much), the duration
and frequency of exposure (how long and how often), and the route of exposure (how and where a material
gets in or on the body), whether through the respiratory tract (inhalation), the skin (absorption), the digestive
tract (ingestion), or percutaneous injection through the skin (accidental needle stick). The resulting health
effects can be transient, persistent, or cumulative; local (at the site of initial contact with a substance), or
systemic (after absorption, distribution, and possible biotransformation, at a site distant from initial contact
with a substance).

Caused by exposure to chemicals in the workplace.

Victims can suffer acute or long-term negative health effects.

Harmful chemical compounds in the form of solids, liquids, gases, mists, dusts, fumes and vapors exert toxic
effects by:

 Inhalation (breathing).
 Absorption (through direct contact with the skin).
 Ingestion (eating or drinking).

The degree of risk from exposure to any given substance depends on:

 Nature.
 Potency of the toxic effects.
 The magnitude.
 Duration of exposure.

Latex One of the most common chemicals that laboratory workers are exposed to is
latex, a plant protein. The most common cause of latex allergy is direct contact with
latex, a natural plant derivative used in making certain disposable gloves and other
products. Some healthcare workers have been determined to be latex sensitive,
with reactions ranging from localized dermatitis (skin irritation) to immediate,
possibly life-threatening reactions.

Exposure to formaldehyde:
 A toxic, irritant and possibly (debatable) carcinogenic substance.
 Widely used in a watery solution called formalin in pathology laboratories
worldwide for the fixation of human tissues.
 Exposure to formaldehyde can also cause allergies and irritative reactions.

Physical hazards
 May be factors, agents, or circumstances that can cause harm without or with
contact.
  Radiation, heat and cold stress, vibrations, and noise, for example, are types of
physical hazards.
 Cut injuries, accidental fires, radiation etc.

Musculoskeletal Disorders:
 The daily routine work of an oral pathologist researcher includes several hours of
microscope and computer work.
 Microscopes are often not ergonomically optimized and do not allow a neutral
sitting position, requiring the oral pathologist to bend forward.
 Researchers suffer from musculoskeletal discomfort including headache, neck
pain, stiffness, back pain and upper-extremity discomfort.
 The most common locations for musculoskeletal problems are neck and
shoulders.
 Other locations and problems included hip, face/head, ankles and a so called
“pathologists’ hump” (allegedly related to microscope work).
 The musculoskeletal disorders have a huge impact in the health care settings,
emerging as a new growing problem in our modern societies; they contribute to
the second largest cause of short-term or temporary work disability after the
common cold.

Ergonomics
Human error
A system design, procedure, or equipment that is error provocative.

Psychosocial hazards:
 Affect researcher’s psychological health.
  These hazards affect their ability to take part in a work environment with other
colleagues.
 Psychosocial hazards are associated with how the research was designed,
organized, and managed.
 They are also related to the social and economic contexts of the research.
The research laboratory is a unique, ever-changing environment. Research experiments change frequently and
may involve a wide variety of hazards (for example, chemical, physical, biological, radiological, and so forth).
The individuals or teams of people conducting the experiments may be at varying stages in their academic or
professional careers. Their backgrounds and experiences may vary, but hazard identification, hazard
evaluation, and hazard mitigation in laboratory operations are critical skills that must be part of any laboratory
worker’s education. Furthermore, integrating these concepts into research activities is a discipline researchers
must establish to ensure a safe working environment for themselves and their colleagues.

FIELD RESEARCH HAZARDS

Always check with your health care provider, Stamps Health Services or another travel health clinic before
traveling out of the country to learn about specific health risks for the region in which you will conduct your
research.

Type Location Cause Symptoms Prevention

Vehicle Accident Worldwide Distractive Driving, Fatigue, Roadway Issues, Impaired Driving Injuries vary Wear
Seatbelt Follow the posted speed limit Obey the traffic laws Only allow nine (9) passengers in a van

Slips/Trips and Falls Worldwide Improper footing Obstruction Improper footwear Unsafe walking surface
Improper use of ladder . Contusions Fractures Not paying attention to surroundings. Wear proper footwear
(PPE) Training Awareness

Dehydration Worldwide Lack of fluids Increased thirst Flushed face, Weakness Drink Plenty of fluids

Sunburn Worldwide Excessive exposure to the sun Irritated skin Use sun block. Wear protective clothing

Heat Exhaustion Hot Climate Prolong physical exertion in hot climate Excessive thirst Heavy Sweating Fatigue

Drink plenty of fluids Rest in a cool environment

HIV/AIDS Worldwide Exposure to blood or body fluids infected with HIV Flu-like symptoms 14-60 days post
infection Opportunistic infections/cancers Follow Bloodborne Pathogen training when handling any human
blood or tissue Do not engage in risky activities
HAZARD IDENTIFICATION AND EVALUATION.

Continual learning. What went Define the scope of what needs to

well, what went wrong. be done. “What steps need to be
performed to complete the
experiment? What type of
equipment is needed? Where will it
OBSERVATION THEORY be done? What materials are
needed to complete the
experiment?

EXPERIMENT PREDICTION

Performing the work using the Identify and evaluate hazards.

defined controls. Establish the controls needed to
mitigate them.
ESTABLISHING ROLES AND RESPONSIBILITIES
Safety in the research laboratory setting is the
responsibility of all stakeholders involved in research
activities throughout the institution, including
administrators as well as researchers.
Institutional and Departmental Administration
The principal role of the administration in the development
of hazard assessment and mitigation plans is to make
certain that all of the tools for conducting hazard
identification and evaluation are available to researchers
throughout the institution, and to ensure the use of hazard
identification and analysis becomes an expected and
routine part of any experiment, research plan, and general
performance. The administration has a responsibility to
ensure researchers have the training and critical support
needed to execute the analysis and mitigation process
Researcher and Laboratory Worker
Researchers and lab workers in the laboratory are on the
frontline of safety. As such, they must participate most fully
in the hazard analysis and mitigation process. Researchers
have a right and a responsibility to ask challenging and
clarifying questions to ensure the scope of work and all
hazards and controls are well understood before beginning
an experiment or research protocol. Researchers must have
a clear understanding of needed safety measures, and they
must feel comfortable in performing the upcoming
experiment using identified measures to minimize risks.
They must also be committed to performing their research
in a manner that has been determined in the analysis.
Given the constantly changing nature of the research
process, it is essential the researcher or lab worker
communicate changing or unexpected scope of work and
conditions, so the hazard analysis can be modified
Here are some policy statements on working alone that
institutions need to consider:  Undergraduate students are
not permitted to work alone in teaching or research
laboratories.  Graduate students and postdoctoral
students may work alone in the laboratory only after
completing all required safety training and when
performing experiments approved by the PI or lab
manager. Additionally, a telephone must be immediately
available to the individual working alone.

Standard Operating Procedures (SOPs)

Written instructions describing and explaining in detail how to carry out an experiment
or perform a process safely and effectively.
SOPs are utilized in both laboratory and non-laboratory procedures.
SOPs should be written for all materials and procedures that pose a potential risk to the
health and safety of laboratory personnel.
SOPs should include:
 The Purpose of the SOP.
 Exposure control measures and safety precautions. These should address both
routine and accidental chemical, physical, biological, or radiological hazards
associated with the procedure.
  Be implemented as a primary means to inform and educate laboratory personnel
about hazards in their work place.
 All SOPs should be written by someone who has sound knowledge and
experience with the material, equipment, and related procedures.
 The Principal Investigator (PI) or Laboratory Supervisor is ultimately responsible
for the development of SOPs and should review the information to determine if
it is accurate and adequate.

Standard Operating Procedures in Research - "The

Sandbox"
Standard Operating Procedures pose a unique challenge in the research environment.
Research is working towards the development of reproducible results and procedures.
Research is working towards the development of SOPs. Often, research labs will not
have a step-by-step set of instructions to work with, and may plan on using a variety of
techniques during their experiment. However, SOPs can still be used during research, if
thought about from a different perspective.
When preparing SOPs in a research environment, they can be viewed as a set of
guidelines for working in a “sandbox”. The materials used are known, and therefore the
hazards and associate risk are also known. The exact quantities and conditions between
experiments may vary, but limits can be placed based on the estimated needs of the
experiment, and the risks associated with them. These limits form the edges of the
sandbox.
Considering the parameters set by the SOP like a sandbox, you are able to define what
tools you can use, and the limits at which you can use them. This will involve selecting
and performing a risk assessment on a range of parameters ahead of time, such as the
risks associated with approved solvents or temperature and pressure limits.
Once the research expands beyond the scope (edges) of the sandbox, the SOP should
be reevaluated and a new risk assessment should be performed. Expanding beyond the
“box” can include scaling up a reaction beyond the limits placed initially, utilizing a new
solvent other than the approved solvents, adjusting the temperature, changing the
pressure, or any variety of adjustments made beyond the scope defined in the SOP.
The existing SOP can be updated to reflect the change in materials or conditions, and
the new risk assessment can be performed.

The Role of Risk Assessment

A risk assessment is the foundation of a good SOP. Before writing an SOP, the author
should think through all steps of a procedure and perform a risk assessment. A good
risk assessment evaluates the hazards present during a procedure, as well as the risk
associated with those hazards.
Evaluation and assessment of risk is an integral step in designing an experimental
protocol. Not only does a thorough risk assessment allow researchers to systematically
identify and control hazards, but also improves science through better planning and
understanding of the research question and variables.

Explore – Determine the scope of your work, beginning with your research
objective. What scientific question(s) are you trying to answer or problem(s) are you
trying to solve? Conduct a broad review of the literature. Consider querying other
disciplines. Talk with others who have done similar work.

Plan – Outline your procedure/tasks. This may include a deeper dive into specific
topics in the literature. Determine hazards associated with each step/task and the
control measures for reducing risk. EH&S can help with more detailed guidance on how
to control certain hazards.
Challenge – What assumptions did you use? Question the importance of each
step. Seek advice from others to challenge your thinking. Ask yourself “what could go
wrong?” Assign a risk rating (revising steps or controls particularly if risk category is
“high” or “unacceptable”).

Assess – Implement a model, prototype, or trial run. Can you perform a dry run to
familiarize yourself with equipment and procedures? Can you test your experimental
design at a smaller scale or with a less hazardous material? Determine if any design
changes are needed. Run your experiment and monitor how your controls perform.
Assess as you go and make changes as necessary.

Who should do Risk Assessments?

All researchers should conduct a risk assessment prior to conducting an experiment for
the first time. When repeating an experiment/process, researchers may refer to a
previous risk assessment.
Risk Assessments and Standard Operating Procedures (SOPs) are complementary
tools.
There are risks while carrying out research in the lab and we
have to balance those risks against our goals. Safety is of core
value in any research because it tells us how we want to do our
work. Safety in the research starts when you conceive the
experiment and start to design the experiment, build safety
protocols from the start, execute the experiment and then learn
from the execution as what could be done better and use next
time.
Researcher is exposed to a unique set of hazards that include chemical, biological,
physical and radiological hazards.
We will discuss general safe laboratory practices to understand and implement
procedures so we can minimize the effects of different hazards and toxic exposures.
HBV vaccination of medical professionals is a standard
precautionary measure in most developed countries.
Chemical Safety Levels (CSLs): Defined levels of hazard (1
through 4), based on a risk assessment conducted by a qualified
individual:
 CSL Level 1: Minimal health or physical hazard from
chemicals. No concentrated acids or bases, toxics, carcinogens,
or teratogens. Less than 4 liters of flammable liquids. No fume
hood required and no general ventilation rate specified. Typical
examples include: temperature-controlled rooms; K–12 science
teaching and demonstration labs; research labs with chemical
usage in prepackaged kits; or less than 500 milliliters (mL) of
chemicals with the Globally Harmonized System (GHS) “danger”
signal words, laser labs (below Class 2B), and microscopy
rooms.
 CSL Level 2: Low health or physical hazard from chemicals.
Small amounts, less than 1 liter, of concentrated reagent
strength acids or bases, possesses none or limited amounts of
toxic or high hazard materials. Less than 40 liters of flammable
liquids stored. May need a fume hood for specific activities.
Typical examples include: undergraduate chemistry or
biochemistry teaching and demonstration labs, and standard
biomedical research labs.
 CSL Level 3: Moderate chemical or physical hazard. Lab work
with concentrated acids, bases, toxic, other high hazard
chemicals, or cryogenic liquids. Carcinogens or reproductive
toxins are handled. Corrosive, flammable, or toxic compressed
gases are present in cabinets or fume hoods. Larger volumes (>
40 liters) of flammable liquids are stored in the lab. High hazards
in limited quantities may be in the lab with Environmental Health
and Safety (EHS) approval (for example, hydrofluoric acid,
pyrophoric chemicals, or cyanides). Labs are fume hood or local
exhaust intensive. Some uses of a glove box for air or water
reactive chemicals. Examples include: chemistry research,
pharmacology, chemical engineering, and pathology labs, as
well as other chemical intensive research labs.
 CSL Level 4: High chemical or physical hazard. Work with
explosives or potentially explosive compounds, or frequent use
of larger quantities of pyrophoric chemicals. Use of large
quantities or high hazard materials with significant potential for
Immediately Dangerous to Life and Health (IDLH) conditions in
the event of uncontrolled release or foreseeable incident.
SOP’S TO PREVENT CHEMICAL HAZARDS:
 Know your chemicals and their properties.
 Know the hazards of the chemicals you are using.
 If unaware, consult the MATERIAL SAFETY DATA SHEET that lists the information
for the use of different substances and products or any other references.
 Consider all chemicals as TOXIC and their mixtures more toxic than the
compounds.
 Always avoid the skin contact.
 Never sniff to test or detect any chemical.
 Avoid inhaling fumes of chemicals.
 Know the location and proper use of emergency equipment such as safety
showers, fire extinguishers, and fire alarms.
 Minimize chemical exposure through consistent and proper use of laboratory
fume hoods, glove boxes, or other ventilated enclosures.

The employer must ensure that no worker is exposed to an airborne concentration of

formaldehyde which exceeds 0.75 parts formaldehyde per million parts of air (0.75
ppm) as an 8-hour time weighted average (TWA
When working with hazardous materials or physical hazards, wear:
  Personal protective equipment (PPE), including a lab coat, safety glasses, and
disposable gloves (at minimum).
 Some hazards require additional PPE.
 Understand the capabilities and limitations of personal protective equipment.
 When properly selected and used, personal protective equipment can be
effective in minimizing individual exposure.
 Always inspect personal protective equipment prior to use, and if found to be
defective, replace gear as appropriate.
Durable PPE includes the following categories:
 Protective clothing (e.g., laboratory coats).
 Eye / face protection (e.g., safety glasses, goggles, face shields).
 Gloves (e.g., chemical resistant, thermal protection, cut-resistant).
 Protective footwear.
 Hearing protection (e.g., ear muffs).
Appropriate street clothing, which includes long pants (or equivalent) that cover legs
and ankles and non-perforated, closed-toe shoes that completely cover the feet.
 Supervisors have the primary responsibility for ensuring that workplace hazards
have been evaluated, that the appropriate protection is available, and that
researchers have received the necessary instructions.
 Consult with the PI if you are planning to work alone or are running an
unattended experiment.
 Communicate with others in the building when working alone in the lab.
 Let them know when you arrive and leave.
 Avoid working alone in the lab when performing high-risk experiments.
 Use cautious judgment when leaving unattended experiments.
 Post signs to communicate appropriate warnings and precautions.
Do:
  Wash your hands frequently to minimize chemical exposure through ingestion
and direct contact with the skin.
 Always wash hands before eating, drinking, smoking, or applying cosmetics.
Don’t:
 Use mouth suction for pipetting or siphoning.
 Consume or store food or beverages or apply cosmetics in laboratories (including
refrigerators and cold rooms) or in chemical storage areas.

Labeling:
 Label all chemical containers with the identity of the contents.
 Do not use abbreviations or acronyms.
 Include hazard warning and chemical concentration information.

Transporting:
 Use appropriate safety carriers (secondary containment) when transporting
chemicals, either inside or outside of the building.
 Make sure the jar carrying the sample is biologically safe.
 Make sure that the sample is statically fixed in one position to avoid disruption.

Lab cleanliness
 Keep work areas clean and uncluttered.
 Clean up work areas on completion of an experiment or at the end of the day.
Cold and warm rooms.
As most controlled temperature rooms (i.e. cold or warm rooms) lack mechanical
exhaust (100% recirculated air), storage and use of toxic substances, flammable
solvents, and open flames (e.g. Bunsen burners) is strictly prohibited.
Promptly report accidents and unsafe conditions to your supervisor and lab PI.
Complete all required health and safety training.
Participate in the medical surveillance program, when required.
Provide the PI or laboratory supervisor with a written scope of work for your proposed
research.
Notify and consult in advance with the PI or laboratory supervisor if they intend to
deviate from their written scope or scale of work.
Laboratories must be inspected to identify and address potential safety and health
deficiencies and to comply with regulations.

General Laboratory Self-Inspection.

For all laboratories.

At least quarterly (more frequently where determined appropriate by PI or laboratory supervisor).

Hazardous Materials Storage Area Self-Inspection.

For rooms designated as hazardous materials storage areas (including shared/common work areas and
designated storage rooms).

At least monthly.

Waste Accumulation Area Self-Inspection.

For specially designated waste accumulation areas.

At least weekly.

Controlled Substance Laboratory Self-Inspection.

For laboratories where controlled substances are used or stored (applicable to labs enrolled under the
institutional program).

At least quarterly.

Preparing for an Outage:

 Power outages can be unpredictable in duration and timing.
 Make sure to designate an emergency contact person for your lab.
 This person should be available for contact 24 hours a day should an emergency
arise during a power outage.
 Refrigerators and freezers will maintain their temperature for several hours if
they are not opened.
 Do not use dry ice in walk-in refrigerators, cold rooms, or other confined areas.
 While the power is off: Do NOT run experiments that involve hazardous
materials.
 Make sure the generators are functional and ready to run when needed.

IN CASE OF LATEX ALLERGY

Under OSHA’s Personal Protective Equipment standard, 29 CFR 1910.132, the
employer must ensure that appropriate personal protective equipment (PPE) is
accessible at the worksite or issued to workers. Latex-free gloves, glove liners,
powder-free gloves, or other similar alternatives are obtainable and must be readily
accessible to those workers who are allergic to latex gloves or other latex-containing
PPE, 29 CFR 1910.1030(c)(3)(iii).
Latex allergy should be suspected in workers who develop certain symptoms after
latex exposure, including: • nasal, eye, or sinus irritation • hives or rash • difficulty
breathing • coughing • wheezing • nausea • vomiting • diarrhea
An exposed worker who exhibits these symptoms should be evaluated by a
physician or other licensed healthcare professional because further exposure could
cause a serious allergic reaction.
Once a worker becomes allergic to latex, special precautions are needed to prevent
exposures. Certain medications may reduce the allergic symptoms, but complete
latex avoidance is the most effective approach.
Animal Allergies
What laboratory animal species can cause allergy problems?
Rats and rabbits are the most frequently implicated species, but mouse allergies are
becoming more apparent, especially as the numbers of mice utilized increases and the
research projects using them require more direct handling.
I have ALA and I want to continue working with animals. What can I do?
Allergen avoidance is the only complete solution to ALA. If avoidance is impossible, it’s
critical that exposure is minimized as much as possible. Many people with ALA are able
to continue working with animals by taking some simple precautions, such as:
Wear personal protective equipment including:
 A tight-fitting mask.
 Gloves.
 A long-sleeved lab coat (or other dedicated uniform) at all times when working
with animals.

Biological Safety
Handle all biological material as potentially infectious;
Are biological materials used in this area? If yes…
Biological materials are not stored in hallways in unlocked freezers or refrigerators.
Biohazard signs are posted in labs handling infectious materials (BSL2 and higher).
Disinfectants are on hand for sanitizing bench tops and treating spills.
Biological safety cabinet(s) was certified within the last 12 months.

Equipment and Physical Hazards Safety

 Are equipment safety signs posted and in good condition?
Are all guards and shields in place and secured?
Traditional Laboratory Safety Checklist
Are safe work practices (long hair tied back, no loose clothing, etc.) being adhered to by
all equipment users?
Is equipment in good repair with evidence of proper maintenance?
Are electrical cords in good condition, out of travel paths, and free of any cracks or
breaks in insulation?
proper PPE available and being used by equipment operators?
Is a tagging system in place to prevent use of damaged equipment?
Is access to the equipment restricted?
Have all users been trained to operate this equipment?
Are any additional or new hazards present at or around the equipment?
Have there been any modifications to the equipment?

General Laboratory Safety

Smoking, eating, and drinking prohibited in lab?
Lab is maintained secure; door is locked when no one is in lab?
Appropriate warning signs posted near lab entrance?
Unobstructed aisles maintained at least 36 in. wide throughout?
Lab benches and work areas free of clutter?
Shelves and cabinets in good condition?
Shelves have seismic restraints, e.g., lips or wires?
Shelves and cabinets secured to walls?
Storage above eye level minimized and items restrained from falling?
Refrigerators and freezers clearly labeled "Not for Storage of Food for Human
Consumption"?
No storage of food or drink in refrigerators, unless dedicated for such and clearly
labeled?

Ergonomically optimized office chairs and microscope.

The majority of pathologists who used ergonomically optimized office chairs felt their
symptoms were alleviated by the chairs.
More than 60% of pathologists reported alleviation of their musculoskeletal problems
by the use of an ergonomically optimized microscope.
 A B

Ergonomically optimized and conventional microscopes and office chairs. Comparison

of seating position and neutral relaxing posture between ergonomically optimized
office chair (HÅG) and microscope (Zeiss) (A) and a conventional office chair and
microscope (B).

 Do not use a microscope for more than 5 hours per day. (This interval is the
recommendation of the CDC and was not modified.) The number may be
 arbitrary. However, the message is clear: greater exposure duration to risk-
associated activities will increase the probability of developing a CTD (cumulative
trauma disorder).

 Take frequent short breaks from microscopy work.

 Vary your activities during the work day to avoid long, uninterrupted periods of
microscope work.
 Exercise: During breaks and throughout the day, try to incorporate brief
stretching exercises involving the back, neck, shoulders, arms, wrists, and hands.
Remember that muscles are working and become fatigued even when we are
still.
 Promote neutral spinal posture (avoid forward leaning)
 Try pulling the microscope toward the edge of the work surface to position the
operator in a more upright posture.
 Make sure there is adequate room under the work surface so you can pull the
chair up to the microscope eyepieces.
 Consider using a cutout work table. This puts you close to the scope and gives an
area for supporting forearms.
 If feasible, use a microscope with tilting and telescoping eyepieces.
 Alternatively, try elevating the microscope or placing it at an angle so you can
look directly into the eyepiece.
 Use an ergonomically designed chair that provides adequate upper and lower
back support and has an adjustable seat height, adjustable seat angle, and
adjustable arm rests.
 Arm support is essential; however, the arm rests on a chair may prevent sitting
close to the table. If so, detach the arm rests from the chair and use table-
mounted arm rests to support the forearms.
 If your feet do not rest squarely on the floor, use a footrest; this will decrease the
load on the arms and shoulders.
Hepatitis B Vaccination
 Hepatitis B is a serious disease that affects the liver.
 Itis caused by the hepatitis B virus.
 Hepatitis B can cause mild illness lasting a few weeks, or it can lead to a serious,
lifelong illness.
 Per the OSHA regulation, individuals who have an occupational exposure risk are
eligible to receive the Hepatitis B vaccine.
 Hepatitis B vaccine can prevent hepatitis B and its consequences, including liver
cancer and cirrhosis.

Biosafety Cabinet
 The biological safety cabinet (BSC) is an engineering control designed to provide
protection to personnel, the researcher, and the environment when appropriate
practices and procedures are followed.
 It is the primary means of containment developed for working safely with
infectious microorganisms, so proper setup and operation is essential.
 The biosafety cabinet requires regular maintenance and certification by a
professional technician to assure that it protects you, your experiments, and the
environment.
 Each cabinet shall be certified when it is installed, each time it is moved or
repaired, and at least annually.
 If a BSC needs to be relocated outside of its current location (either for disposal,
storage, or re-use in another lab), it must first be professionally decontaminated
with either formaldehyde gas or vaporized hydrogen peroxide (VHP).
To prevent needle stick injuries:
 Sharps Safety / Needle Recapping.
 Use and Disposal of Sharps.
 Avoid using needles whenever possible.
 Do not bend, break, or otherwise manipulate needles by hand.
 Do not recap needles by hand.
 Do not remove needles from syringes by hand.
 Immediately after use, discard needle and syringe (whether contaminated or
not) into puncture resistant sharps containers.
 Never discard sharps into regular trash.
 Never discard sharps into bags of biological waste.
  Use care and caution when cleaning up after procedures that require the use of
syringes and needles.
 Do not overfill sharps containers.
 Close completely when they are 3/4 full.
 Although recapping needles is not recommended in the lab, there are times in
which it must be done. In the event that needles must be filled in advance of
their use, there are safe needle recapping methods that can be used to "recap"
them using one hand.
 Locate sharps containers in areas in which needles are commonly used.
 Make containers easily accessible.

In the event of a needle stick injury:

 Try to squeeze out the blood from the point of injury.
 Wash thoroughly with soap and water.
 Notify supervisor and go immediately to the nearest medical center.
Health Hazards
Pictogram Hazard Class Description
Corrosion Skin corrosion Irreversible skin damage

Irreversible eye damage

Serious eye damage

Skull and Acute toxicity, oral

Crossbones
Acute toxicity, dermal
Highly toxic in small amounts, serious health effects or death

Acute toxicity, inhalation

Aspiration Hazard May be fatal if aspirated

Sensitization, respiratory Induces hypersensitivity of the airways
Health Germ cell mutagenicity May cause genetic defects
Hazard
Carcinogenicity May cause cancer
Reproductive Toxicity May damage fertility; may damage the unborn child
Specific target organ toxicity,
Causes damage to organs
single exposure
Specific target organ toxicity, Causes damage to organs through prolonged or repeated
repeated exposure exposure
Eye irritation Causes serious eye irritation
Skin irritation Causes skin irritation

Exclamation Acute Toxicity, oral Harmful if swallowed

Mark
Sensitization, skin May cause an allergic skin reaction
Acute toxicity, dermal Harmful in contact with skin
Specific target organ toxicity,
single exposure, Respiratory tract May cause respiratory irritation
irritation
Specific target organ toxicity,
May cause drowsiness or dizziness
single exposure, Narcotic effects
Safety Data Sheets
Safety Data Sheets (SDS), formerly called Material Safety Data Sheets (MSDS),
communicate the hazards associated with using chemicals.

They are an important source of information for the researchers, lab personnel,
emergency responders, and emergency medical personnel.

Managing SDS in a Laboratory

 SDS can be available as electronic version or as hardcopies.
 A computer with internet connection is particularly useful to quickly access the
latest SDS.
 Webpages like Sigma-Aldrich or Fisher Scientific are convenient and reliable
sources for finding SDS.
 If no internet access is available, SDS of the most hazardous, largest volume, and
most frequently used materials should either be stored on a computer accessible
to everybody working in the lab, or as hardcopies in a binder.
 Besides electronic access it is highly recommended to have hardcopies of highly
toxic and corrosive chemicals available in the laboratory so they can be taken to
the hospital if an exposure occurs.

Content of a Safety Data Sheet

1. Identification: Product identifier used on the label; manufacturer or distributor
name, address, phone number, emergency phone number; recommended use; and
restrictions on use.
2. Hazard Identification: This section lists the classification and hazard
statements. Every hazard statement has a corresponding precautionary statement
recommending measures to minimize or prevent adverse effects such as “Do not
breathe dust.” This section may also show the label pictograms and give any other
information related to known hazards of the product. Classifications by other entities
such as OSHA, HMIS, or NFPA may also be given.
3. Composition/Information on Ingredients provides a list of all
hazardous ingredients, their concentrations or concentration ranges in the product.
 4. First-Aid Measures describes potential symptoms and acute or delayed effects
resulting from exposure. It gives information on how to respond to exposure and on
appropriate medical treatment.
5. Fire-Fighting Measures lists suitable extinguishing techniques and equipment
as well as potential hazards arising from a fire, such as toxic fumes.
6. Accidental Release Measures lists emergency procedures for responding to
a spill, required protective equipment, and basic methods of containment and cleanup.
7. Handling and Storage lists brief precautions for safe handling and storage. It
should contain information about incompatibilities with other chemicals.
8. Exposure Controls/Personal Protection lists OSHA's Permissible
Exposure Limits (PELs) and Threshold Limit Values (TLVs) for each ingredient. This
section should also give information on personal protective equipment (PPE); e.g.,
appropriate respirators and gloves, and engineering controls.
9. Physical and Chemical Properties lists the characteristics of the product
such as color, boiling point, pH, and density etc.
10. Stability and Reactivity lists chemical stability, possibility of hazardous
reactions, conditions to avoid, incompatible materials, and hazardous decomposition
products.
11. Toxicological Information describes possible routes of exposure; symptoms
related to physical, chemical and toxicological characteristics; acute and chronic
effects.
12. Ecological information includes available information on Eco toxicity,
degradability, bioaccumulation, and other adverse effects on the environment.
13. Disposal considerations is relevant for professional waste disposal services.

Emergencies Procedures
Accidental Exposure
Skin Contact
Rinse off affected skin immediately with copious amounts of water for about 15 min; if
necessary, use the safety shower. Remove contaminated clothing.

Eye Contact
Use the eye wash to rinse the eye thoroughly for at least 15 min, occasionally lifting upper
and lower eyelids and rolling the eyeballs. 

Inhalation
Move into fresh air immediately.

Ingestion
Do not induce vomiting. Rinse mouth with water. 

If any symptoms persist after following first aid procedures, seek medical attention
immediately.

Spills
Spills must be cleaned up thoroughly.

Storage
The containers should be stored in secondary containment preferably made from glass,
porcelain, ceramic, or other non-absorbing, non-combustible material. 

Disposal 
Discarding Contaminated Sharps:

Contaminated or other sharps must be discarded immediately into a sharps disposal.

The following is a list of regulated sharps that must be disposed of in red plastic sharps disposal containers
(SDCs):
 Hypodermic, intravenous, or other medical needles;

 Hypodermic or intravenous syringes and cannulas;

 Pasteur pipettes and capillary pipettes;

 Scalpels, razor blades, and lancets;

 Blood vials;

 Contaminated glass (test tubes, centrifuge tubes);

 Microscope slides and cover slips.

Specimens of blood or OPIM (other potentially infectious materials) must be placed in a labeled or color-coded
container that prevents leakage during collection, handling, processing, storage, transport, or shipping.

If contamination of the primary specimen container occurs, place the primary container within a second
container that prevents leakage during handling, processing, storage, transport, or shipping, and that is labeled
or color-coded.

Warning Labels

Warning labels shall be affixed to containers of regulated waste; refrigerators, and freezers containing blood or
OPIM; and other containers used to store, transport, or ship blood or OPIM.

If labels are not used, red bags or red containers shall be used.

Warning labels shall:

 Include the international biohazard symbol;

 Be fluorescent orange or orange-red or predominately so, with lettering or symbols in a contrasting color;

 Be affixed as close as possible to the container by string, wire, adhesive, or other method that prevents their
loss or unintentional removal.

Acutely Toxic Liquids and Solids, Health Hazard Chemicals

, Chemicals that are classified as carcinogens, mutagens or reproductive toxins are referred to as health hazard
chemicals. Use of these chemicals should be minimized; if possible they should be substituted with less
hazardous chemicals.

Chemicals with a high degree of acute toxicity can cause serious injury or even death upon exposure to small
amounts. In particular the handling of highly toxic chemicals requires extra care:
• Quantities of these chemicals used and stored in the laboratory should be minimized, as should their
concentrations in solution or mixtures.

• Work should only be performed within a functioning fume hood, ventilated glove box, sealed system, or
other system designed to minimize exposure to these substances. (The exhaust air from the ventilation systems
may require scrubbing release into the atmosphere.)

• Where appropriate, an area within the laboratory should be designated for work with highly toxic chemicals
or chemicals dangerous to health. This area should be marked with an appropriate hazard warning such as
"DANGER, specific agent, AUTHORIZED PERSONNEL ONLY" or comparable warning sign.

• The use of acutely toxic materials requires wearing eye protection, lab coat, and gloves.

• The designated working area should be cleaned after each work procedure and thoroughly decontaminated
at regular intervals determined by the laboratory supervisor based on the frequency of usage and level of
hazard.

• All laboratory workers with access to a designated area for use with extremely toxic chemicals must be
trained about the deleterious effects of these substances, signs and symptoms regarding exposure, and how to
respond in an emergency situation like a spill or exposure. This training is required even for those who do not
actually work with the substances.

• Highly toxic chemicals should be transported in secondary containment.

Chemical Storage Chemicals should be stored safely in cabinets and on shelves in an upright position. Toxic or
corrosive liquids and any fragile containers (glass) should not be stored above 5 feet.

Waste Management Wastes are not discarded via trash or drain disposal unless specifically approved by the
appropriate institutional authority (e.g., Environmental Health and Safety)?

Is hazardous chemical waste generated in this area? If yes…

Chemical inventory management/ordering system in place and checked before ordering new chemicals?
Waste containers tightly closed unless actively adding or removing waste?

Waste storage area has communication equipment readily available?

Waste containers are in good condition (not leaking, rusted, bulging or damaged)?

Each container is marked with the words “Hazardous Waste”?

 Each container is marked with full chemical names identifying the contents stored inside (no abbreviations or
formulas)?

Waste containers are kept closed unless adding waste?

Waste containers storing liquid hazardous waste at or near sinks and drains are stored within secondary
containment?

Traditional Laboratory Safety Checklist (Example)

Secondary containment is in good condition (e.g., free of cracks, gaps and impervious to leaks)?

Is sharps waste (e.g., needles, syringes, scalpel blades, or other instruments that has the potential to cut,
puncture, or abrade skin) generated in this area? If yes…

Sharps wastes are immediately discarded into proper puncture resistant containers?

Sharps containers are readily available and managed appropriately (e.g., not overfilled)?

Reiterative training, enforce lab rules, supervision, ascertaining worker knowledge, ensure worker is
wellinformed, practice small, SOPs, buddy system. Ensure student has taken all relevant training including
emergency response. Student should be directly supervised until he/she has shown proficiency in all aspects of
hazard control and emergency response. Student should write SOP and review with senior lab staff.

Since PCR is a highly sensitive technique, the most critical point along all analysis procedure is the
considerable risk of carry-over contaminations, and the false positive results that could be obtained in this
situation. The contamination could be due to the ASFV itself present in the positive analyzed samples or in the
positive controls included in the DNA extraction procedure. It could also be due to ASFV DNA obtained after
amplification and manipulated by agarose gel electrophoresis during the amplicon analysis of a previous PCR. It
is mandatory that personnel working on PCR follow and carry out strict work-flow rules in order to minimize
contamination risk associated to PCR technique. • All steps of sample analysis by PCR must be performed in
separate designated rooms or locations using equipment and material specific for each as follows: sample
preparation, DNA extraction, PCR mix preparation, and analysis of PCR products by agarose gel electrophoresis.
• Personnel must always work with clean nitrile or latex gloves in the PCR laboratory. Whenever personnel go
into a different PCR area, they should change PPE including gloves. • All material/equipment must be used only
at the designated area as per step for the PCR procedure to avoid cross contamination. • Materials/equipment
used in these procedure must be used in the designated area as per where is located/labelled.

• Use a new pipette tip each time that a tube containing any sample or DNA material is to be manipulated. •
Tubes containing amplified products should never be opened and manipulated in other laboratory areas except
in the distinctly assigned areas for their electrophoresis and analysis, where they will be discarded. • Ethidium
bromide (BrEt) is a known mutagen in powdered form and should be handled as a hazardous chemical. It is
highly recommended to order as dropper solution to minimize its manipulation. Ethidium bromide handling
must be performed exclusively in the laboratory assigned to it while observing laboratory safety measures. In
case of any unintended contact, wash immediately with abundant water and contact the biosafety officer.