Measures To Control Technological Hazards.

Measures To Control Technological Hazards.

Enumerated below are some of the measures that should be adapted to control technological hazards in our society.

Identifying and communicating hazards and risks

The “hazard identification” stage of risk analysis is the basis for risk management decision making. The output of this stage is often highly debated, since the process of reasoning is primarily qualitative and the results trigger other stages of analysis and decisions about preventive action (Crawford-Brown and Brown 1997). Interpreting scientific information about the hazards of nanomaterials is basic to communicating the hazards and risks posed to workers. Interpreting and communicating hazard and risk information is an integral part of risk management by employers. The employers’ decision making will focus on deciding which preventive controls should be used to assure a safe and healthful workplace.

Employers and workers look to scientists and authoritative organizations to help interpret hazard and risk information and to put it into context. The interface between science and morality is exceedingly complex, but scientists are generally considered to have ethical obligations to society at large (Pimple 2002; Schrader-Frechette 1994; Weil 2002). However, no consensus has been reached about the nature of those ethical obligations beyond fulfilling the professional responsibilities internal to scientific research. Framing a clear and coherent approach to the ethical responsibilities of scientists in nanotechnology is a difficult task. At the least, such an approach requires scientists to use appropriate qualifiers in published papers and to be cautious in generalizing their results. More broadly, it means not shrinking from considering the implications of their work, even if all the scientific details are not known.

Decision makers may have inadequate scientific information to help them decide how precautionary their approach should be (Cairns 2003). To determine whether a decision conforms with the principle of non-maleficence, decision makers must determine the harm that could occur if the nanoparticles were as toxic as suggested by preliminary hazard information. Data on air pollution and industrial ultrafine particles indicate that a given mass of nanoparticles would be more biologically reactive and hence potentially more toxic than the same mass of larger particles (Seaton 2006). Consequently, the level of control might need to be more stringent for smaller nanoscale dusts than for those with diameters > 100 nm. Ultimately, the more stringent level of controls may result in risks that are equal to or smaller than risks posed by larger particles. Authoritative organizations and employers are responsible for communicating the risk workers face after appropriate controls are implemented. Failure to do so may preclude workers from exercising autonomy. This issue may be confounded by the fact that the employer has a proprietary interest in not releasing information about “nanoproducts” and workplace controls.

Conclusion

Modern Technology has become very useful and important in our lives. Our daily lives have been improved and work became a lot easier. Science has introduced newer equipments and gadgets that make our lives easier and more manageable. It has improved a lot of aspects in our lives. Even the developing countries like Nigeria. It has contributed immensely in the development of various sectors such as health, communication, transportation and most importantly Education. Science and technology have made education more easier and for effective teaching and learning through information technology such as internet, any time learning, E-learning, E-library, Distance learning, Audio-visual and even scientific practicals. In fact, technology is bound to rule our present and our future. As our future generations are lucky to witness the technological reforms especially in our country Nigeria which have lead to a life of luxury and comfort. Although, the development of science and technology have a lot of advantages, especially in our educational development and in the present contest of knowledge base technology intensive culture, the question of moral values and ethics are very essential and central. So it will require an increasing emphasis on the teaching of values, moral and ethics in the school. The question of values and ethic should be the major concern at all levels of education example, the negative effect of ICT/ internet such as pornography, piracy, plagiarism, Security, human cloning or transfer of genes, mass destruction by nuclear, chemical and biological weapons may conflict with moral values and ethics of our society. And so the negative impact of science and technological advancement could be minimized through education. The first and the most important principle of this education movement is the doctrine of individual responsibility - each individual is responsible for everything he or she does. It is an ethical philosophy that elevates the individual to the global level, for example we are all responsible for loss of moral values, preserving the environment, avoiding nuclear warfare, eliminating poverty, face the challenge of extremism, terrorism , intolerance that is ravaging the world especially our country Nigeria. In other words science and technological education philosophy should primarily concern with our worth as individuals and with the processes that will make us more human and more civilized through self- regulated moral philosophy.

References

Cech, T.R. (2001). Conflicts of Interest—Moving Beyond Disclosure “Science”

Gewirth (1978, 1986). Science And Ethics.

Gallagher C. (1997). Scientific Approaches.

Kantrowitz (1995). Occupational safety and health.

Lenoir, N. (1996). The Ethics Of Science: Between Humanism And Modernity. UNESCO World Science Report, pp. 204–213.

Mike W. Artin, & Roland Schinzinger. (2006) Ethics In Engineering. Tata Mac Graw Hill Edition(3^rd ed.). ISBN 0-07-054073-X

Rotblat, J. (1999). A Hippocratic Oath For Scientists. FFB Publications. US

Vogel, G. (2001). Nobel Laureates Lobby For Stem Cells.

Ziman, J.  (2001). Getting Scientists To Think About What They Are Doing. Sci. Engl. Ethics, 7, 165­176.

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