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Physical Hazards: A Case Study of Mitchell Dufault

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  Figure 1:  Mitchell Dufault, the late Yale University Student Physical hazards describe the potential risks contributing to physical injury or user harm. Conditions or factors in laboratories or workplaces cause these potential risks. There are different categories of physical hazards in laboratories. Some of them encompass electrical, hot surface, flammable material, oxidizing material, radiation (ionizing and non-ionizing radiation, UV radiation), glassware hazard, laser hazard, explosive, cryogenic, and high voltage hazards (Odhiambo et al., 2020). Therefore, technician assistants and students need to understand laboratory practices and management to make their space safer. In some circumstances, students think laboratory accidents do not happen to "experienced personnel or brilliant students". This is a misplaced conception, which is justified by an incident that took place at Yale University in 2011. Michele Dufault, a 22-year-old senior student, passed on when her h
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Leadership and Organizational Culture

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  Introduction Relationship between organizational culture and leadership The organization is guided by leadership and organizational culture. Organizational culture describes rules, systems, attitudes, beliefs, and values that influence employees' behaviours in an organization (Chalmers & Brannan, 2023). On the other hand, leadership is the act of leading a group of individuals or an organization (Kruse, 2013). As a result, it is essential to determine the importance of organizational culture to organizational development and how leadership affects organizational culture. Importance of Organizational Culture to Organizational Development Organizational culture is essential to the success of any organization. For instance, it aligns with the objectives of the organization. In such circumstances, it supports the mission and visions of the organization, enabling it to achieve its long-term objectives (Chalmers & Brannan, 2023). This allows workers to work toward common
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What Beliefs and Preferences do Chinese Students have Regarding Appropriate Approaches when Dealing with Psychological Issues in GIC? A Mixed Method Research

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  Data Analysis The data was subjected to univariate and bivariate (correlation) analyses to establish a relationship between the variables for quantitative data. The variables were coded as described in Appendix A, and thematic analysis was used to identify and report themes within qualitative data. As a result, the data was categorized into different themes: psychological issues, psychological methods, school counselling system, benefits of schooling counselling system, seeking help, willingness to talk, talk preference, and psychological improvement. RESULTS Quantitative Data Analysis 56% of participants were females, while 44% were males (Figure 1). Furthermore, Figure 2 indicates that participants in the age brackets 22-25 were the majority, followed by 18-21. Participants over 25 years old were the minority. More participants had pre-master's than pre-undergraduate certificates (Figure 3). The most common psychological issues affecting Chinese students in GIC are anxi
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