Noise in Baena. Didactic proposals for improving the quality of city life (página 2)
"SHORT" DIDACTIC INTERVENTIONS
Within the limits imposed by the time and scope of this
work, educational activities classified as "short" (in their
duration, as specific campaigns) have been carried out. They have
been adressed to citizens in general, trade unions, workers of
companies under high acoustic impact, as well as students of an
informal course on Environmental Education.
The didactic intervention addressed to citizens in
general was carried out on a total of 49 people (20 men and 29
women), the one addressed to trade unions was carried out on a
total of 7 shop stewards (6 men and 1 woman), the one addressed
to workers suffering from high acoustic impact was carried out
among the workers of a textile factory in Baena, on a total of 16
people (4 men and 12 women) and the didactic intervention aimed
at students of Environmental Education was carried out with the
students of an informal course on Environmental Education
organized by "Ecologistas en Acción"
(a local environmentalist group), on a total of 15 people (9 men
and 6 women).
These didactic interventions lasted 2 hours. In the
first place, an initial assessment of previous ideas is carried
out, later to do the intervention (dealing with general aspects
of noise as an agent that affects health and life quality) and,
finally, the short-term learning is assessed after this
intervention. The questionnaires being used are adapted to the
characteristics of the individuals, as well as to their most
basic learning needs. During the intervention, more stress is made on
the aspects of noise which are more suitable to their interests,
according to the individuals.
As an example, we now show on Table 1, 2 and 3 the
initial assessment questionnaires of previous ideas, the contents
of the didactic intervention on noise carried out, as well as the
final assessment questionnaire carried out among the citizens of
Baena.
Table 1
INITIAL QUESTIONNAIRE ON NOISE CARRIED OUT AMONG I request you to be so kind as to fill this the problem of noise in Baena and thus ______________________________________________________________________________________ Date: Age: Sex: Profession: ______________________________________________________________________________________ 1. -Define sound and noise. 2. -Indicate some of the effects that noise 3. -Indicate some measures to prevent the 4. – Does noise pollution diminish the quality 5. -Do you think fit to carry out campaigns to 6. – Indicate the most important sources of 7. – Indicate the most important measures that 8. – Do you consider that Baena is a city with a 9. – Indicate what you know on what legislation 10. -Indicate some similarities and differences |
Table 2
DIDACTIC INTERVENTION ON NOISE ADDRESSED TO THE |
1. -Introduction 2. – Fill in the questionnaire of previous 3. -Presentation of facts about noise gathered 4. -Oral presentation (using the transparencies on basic concepts related to noise: – Definition of noise – Sources of noise – Legal framework. – Effects of noise – Measuring and assessment of noise – Assessment of exposure to noise – Preventive measures – Personal protection – Noise conservation programmes. 5. -Reading and discussion of an informative on different aspects related to noise 6. -Measuring in situ with the 7. -Exchange of ideas between citizens and 8. -Filling in of the assessment |
DIDACTIC INTERVENTION ON NOISE (Transparencies) |
DEFINITION OF SOUND AND DIFFERENCES WITH NOISE Sound: Vibration that is transmitted through the Noise: Annoying or unwanted sound (Psychological factor) .dB level . Frequency: high, medium, low. SOURCES OF NOISE 1. – Means of transport – Automobiles – Aeroplanes – Railroad 2. -Industries 3. -Construction 4. – Other sources – Sirens – Bells – Electric Bells – Drums 5. – Playful and recreational – Voices and screams (Sports) – Musical performances – Parties – Fairs – Discos – Pubs – Background noise
LEGAL FRAMEWORK – Article 40 of the Constitution – Health and Safety at work (ILO); | 1. -Responsibilities of the – To spread techniques for health and safety at companies and workers – To advise and to rule technically on environmental conditions – To authorise or to refuse the opening of working premises. – To exercise supervision. 2. – The companies´ – Article 19 of the Workers Statute – Management must abide by legal – To allow training in health and – To provide protection means and to demand their 3. – The workers' responsibility – Article 19 of the workers Statute – To follow health and safety – To cooperate in the prevention of labour – To use protection means correctly and to keep them in perfect condition. – To report any damage and deficiencies that may result in danger in any place or 4. – EEC Directive (1990) – When 85 dBA are surpassed . To receive information on risks . Protection measures and use of – Workers should have access of noise assessment in their company and receive explanations on the results – Above 90 dBA . Appropriate signaling . limited access . To reduce the workers´ exposure to . To receive information on the excess and correcting measures . Compulsory use of protectors . Right to medical examination of their hearing function |
DIDACTIC INTERVENTION ON NOISE (Transparencies) |
EFFECTS OF NOISE 1. – Hearing-deafness 2. – Hearing: air waves – electric (Cochlea)-nerves-brain. 3. – Audiometry – To prevent deafness (preventive – Apply in workers subject to 80-85 – Without being exposed to noise hearing is lost with age 4. – Effects of noise in the rest of the -It affects other organs and body – It is transmitted to other areas (although the – Similar effects to those of other types of – Increase of the breathing frequency – Arterial hypertension – Stomach and intestine complaints – Decrease of visual sharpness – Alterations in the function of the endocrine – Muscular tension – Nervous disturbances – Difficult attention – Interferences in the spoken – Effects on rest and sleep – Nuisances and irritation – Resistance of the skin – Bigger possibility of mental illnesses among MEASURING AND ASSESSMENT OF NOISE – The dBA – Noise . dB level . Frequencies that it contains . It is measured with the sound meter ASSESSMENT OF THE EXPOSURE TO NOISE It depends on: – dBA – Time of exposure | DBA Time of exposure in hours 90 8 93 4 96 2 99 1 102 0,5 105 0,25 PREVENTIVE MEASURES -To reduce the level of noise that reaches the – Personal protection (last resource) – Measures in project stage and not in operation 1. -To reduce noise in its source – To reduce vibrant surfaces – To diminish the fall height – To muffle the fall – To cover a leaf with a rubber layer – To avoid compressed air outlets. – To avoid machine vibrations by insulating 2. -To reduce the transmission noise – To keep machines in soundproof – To place insulating panels in roof and 3. -Personal protection – It produces eczema, inflammations – Officially approved hearing – Good placement of helmets and – Helmets: uncomfortable but more PROGRAMS OF HEARING CONSERVATION – To be applied in noisy businesses – Steps: 1. -To determine the sources of noise 2. -To reduce noise in the source 3. -To reduce the time of exposure 4. -To make audiometry 5. -Personal protection and appropriate 6. –Control of audiometric 7. -To repeat the measurements of noise |
Table 3
FINAL ASSESSMENT QUESTIONNAIRE ON CARRIED OUT AMONG THE CITIZENS OF I request you to be so kind as to fill this the problem of noise in Baena and, thus ______________________________________________________________________________________ Date: Age: Sex: Profession: ______________________________________________________________________________________ 1. – Define sound and noise. 2. – Indicate some similarities and differences 3. – Indicate what you know on what legislation 4. – Indicate some of the effects that noise has 5. – Indicate some measures used to prevent the or alterations caused by noise. 6. – Do you see fit to carry out campaigns to ailments or alterations caused by noise? 7. – Does noise pollution diminish the quality 8. – Indicate the most important sources of 9. – Do you think that Baena is a city with a 10. – Indicate some of the measures that you 11. – Has this intervention been useful to make generated by noise? Rate from 0 to 10 (0: very |
The results obtained in these "short" didactic
interventions show that:
1) In a scale between 0 and 10, they rate above 8.5 the
fact that the intervention has been useful to make them more
aware of the problem generated by noise.
To illustrate this aspect, we now show the results on
the increase in the awareness of the problem of noise produced
after the didactic intervention, which was addressed to the
citizens of Baena.
Table 4
REGARDING IF THE INTERVENTION Rating between 0 and 10 (0: very |
MEN´S AVERAGE | WOMEN´S AVERAGE |
Yes, the intervention has been | Yes, the intervention has been |
TOTAL AVERAGE (Men + |
Yes, the intervention has been of the problem generated by noise |
Note: The numbers represent: the average for |
As it can be seen in Table 4, this didactic intervention
has been useful to raise awareness of the problem generated by
noise among the citizens of Baena, with an average rating of
excellent (8.9), men giving an average rating of high (8) and
women of excellent (9.5). As we can see, the didactic
intervention has been able to increase their awareness of the
problem generated by noise more for women than for
men.
It is really satisfying to see that after the analysis
of the results, the fundamental objective of the intervention has
been achieved: to raise citizens´ awareness of the problem
generated by noise, as a previous step to take further
action.
2) In all cases, new categories appear after the
intervention, as well as new examples within each category which
didn't appear before the intervention, which means that there has
certainly been short term learning.
As an example, we now show the categories obtained
before and after the intervention on the knowledge of legislation
referred to the workers of a company in Baena that suffers from
high acoustic impact.
Table 5
KNOWLEDGE OF LEGISLATION ABOUT |
CATEGORIES |
BEFORE THE | AFTER THE INTERVENTION |
1. Regarding the decibel limits: (100, 50, – Not to exceed the decibel limits (80 2. Regarding sanctions: (0, 25, 20) – Sanctions to motorcycles. 3. Regarding the acoustic insulation of – Public establishments are required to fulfil
He/she doesn't know: (75, 75, 75) |
1. Regarding the company: (27.3, 32.2, – To inform workers on the repercussions of – 85 decibels must not be exceeded – To provide workers with personal protection – To take measures about noise – To inform workers on audiometry the – To signal the noisiest places – Safety means against noise must be 2. Concerning the Administration: (27.3, 29.3, 28.8) – To set the level of exposure to – To see that companies comply with noise – To introduce legislation and to make it comply – To demand businesses an insulation project and – To locate noises – To carry out periodic measurings of – Supervision of companies 3. Regarding workers: (0, 26.3, 19.9) – Use of personal protection means – To take care of the protective – To comply with legislation – To demand the company the means of personal protection 4. Legislation: (36.4, 5.9, 13.3) – Must be complied with by the managers and workers – It is regulated by the Workers Statute (art. -There is regional Legislation on noise which – The Spanish Constitution looks after the |
Table 5 (Continuation)
KNOWLEDGE OF LEGISLATION ABOUT |
CATEGORIES |
BEFORE THE | AFTER THE INTERVENTION |
|
5. Insulation: (9.1, 5.9, 6.6) – To soundproof machines – Factory soundproofing He/she doesn't know: (0, 16.7, 12.5) |
Note: The numbers in bracketss represent: the |
First of all, we want to point out that our didactic
intervention, as far as legislation about noise is concerned,
focused on labour legislation. We also consider important to
highlight (see Table 5) that, before the intervention, 75% of the
workers don´t know (with identical percentages among men
and women). However, after the intervention, this percentage
decreases to 12.5% (16.7% of the women). Before the intervention,
their knowledge about legislation was, obviously, very
scarce.
Three categories are obtained that, from a higher to a
smaller percentage, refer to the limit of decibels, with a higher
percentage among men than among women (not to exceed limits of
decibels: 80 dB), to the sanctions, a category mentioned by women
only (sanction to motorcycles), as well as to the acoustic
conditioning of premises, a category mentioned by women only
(public establishments are required some acoustic
conditions).
On the contrary, after the intervention, their knowledge
has increased significantly. The answers can be classified in
five categories that, from a higher to a smaller percentage,
refer to the company, with a higher percentage among women than
among men (to inform workers on the repercussions of noise in
health; it must not exceed 85 decibels), to the Administration,
with a higher percentage among women than among men (to set the
level of exposure in decibels/time; to see that companies comply
with noise regulations), to workers, a category mentioned by
women only (use of personal protection; to take care of the
protective material; to comply with legislation), to the
legislation, with a higher percentage among men than among women
(it must be complied with by the Administration, managers and
workers; it is regulated by the Workers Statute, art. 19), as
well as to the insulation, with a higher percentage among men
than among women (to soundproof machines; factory soundproofing).
There is no doubt that, after the intervention, this is the
section in which a higher short term learning is observed, since
its previous knowledge was minimum. The simple observation of
Table 9 confirms this statement.
3) Likewise, the percentage of people that don't know
about the question asked decreases after the invervention, which
shows that some learning has actually taken place. In this sense,
Table 5, which has previously been referred to, shows how after
the intervention the percentage of people that don't know about
legislation on noise decreases significantly (12.5%), whereas
this percentage was much higher (75%) before the
intervention.
"LONG"
DIDACTIC INTERVENTIONS
On the other hand, the "long" didactic interventions
refer to formal educational activities (in educational centers).
It has not been possible, so far, to carry out long activities
with other social communities. Using a methodology close to the
new Education Act (LOGSE) with students in the fourth year of
Secondary ( E.S.O) of the Sagrada Familia School in
Baena, it has been possible to work in depth during a whole
school year. The work was carried out with the 28 students of the
class, during some hours of tutorship as well as 1.30 hours a
week (one afternoon a week, on Mondays from 17 to 18.30 hours).
Unfortunately, there have been no opportunities so far to find a
human group, preferably adults, with whom to work continually for
one year or more with these materials. The conclusions are,
therefore, necessarily tentative.
The long didactic interventions addressed to formal
education were the following ones:
1. Viewing of didactic videos on noise.
2. The Press and noise: reading, exhibition, comment and
discussion.
3. Perception and knowledge of the citizens of Baena
about noise.
4. Visit to a noisy factory of the town.
5. Amplification of concepts about noise.
In these "long" interventions, an initial assessment is
made in the first place, an exhaustive assessment of the process
is developed and, lastly, a final assessment of the didactic
activities carried out.
We understand assessment as continuous and formative
accompanying the whole teaching-learning process. In the
development of these didactic activities there are some
suggestions about the initial assessment of previous ideas and
the final assessment.
Subsequently, we present in Table 6, as an example, the
initial assessment questionnaire on previous ideas that was
handed to the pupils of 4th year of E.S.O of the SA.FA School in
Baena.
This questionnaire consists of 44 open-end and closed
questions (the former being the great majority). The questions as
a whole encompass all the environments that intervene in the
problem of noise as a polluting agent, i.e., they treat noise
comprehensively. Making the questionnaire open is due to the
great quantity of information which is thus obtained and to the
fact that it allows to express shades of meaning which are so
necessary in the topic of noise.
Table 6
INITIAL ASSESSMENTQUESTIONNAIRE ON CARRIED OUT AMONG THE STUDENTS OF 4TH OF AT THE SA.FA. SCHOOL IN BAENA. _____________________________________________________________________________________ Date: September 23 2005 Age: Men (between 14 and 16 years); Women Sex: (15, 13, 28) Profession: Students of 41 of E.S.O. Observations: The classroom of these students is ______________________________________________________________________________________ 1.-Define sound and noise. 2.-Point out some similarities and differences 3.- Point out some of the effects that noises 4.-Point out how the illnesses, ailments or 5.-What should public and private Health Centers 6.-What should City councils do to prevent 7.- What should citizens do to prevent against 8.-What should the Local Police Headquarter do 9.-What should the workers of noisy companies do 10.-What responsibilities have rmagistrates 11.-What should the media (the press, radio 12.-What should the managers of noisy companies 13.-What do you mean by quality of 14.-What factors lower the quality of life in 15.-Do you consider noise pollution as a problem 16.-Do you think fit to carry out campaigns to 17.-Is Baena a city with a noteworthy noise 18-What are the most important sources of noise 19.-What are the noisiest areas in Baena in your 20-What measures would you take to reduce 21.-What would you do to reduce noises in your 22.-To fight efficiently against noises, which a) Legislation with tough penalties. b) Education to make citizens aware of the topic 23.-Point out what you know on what legislation 24.-Do you know the ordinances of Baena about 25-Point out what you know on what labor 26-What does acoustic insulation 27.- How, when and where should acoustic 28- What is an audiometry? What is it used 29.-How is noise measured? 30.-What is a sound map? What is it used 31.-What is the meaning of personal protection 32.-Point out the name of some personal 33.-What is a Hearing Conservation 34.-Point out the parts of the human 35.-How does the human ear work? 36.-Do the workers of noisy companies see their 37.-Should those responsible for noisy companies 38.-Should those responsible for trade unions 39.-Point out the most efficient ways to educate 40.-Point out the most efficient ways to educate 41.-Do you consider noise to be a negative 42.-Does noise hinder the communication 43.-If you had been able to choose the location a) A place with few noises farther away from b) A place near your home with a higher level of 44.-Comment your opinion on the |
Likewise, in Table 7, we show, as an example, the final
assessment questionnaire on the 5 didactic interventions carried
out with the pupils of 4th of E.S.O during the School Year
2005/06.
This questionnaire consists of 15 questions, all closed
ones (rating them from 0 to 10), except for an open one (making a
comment). They are questions on the concepts, procedures,
attitudes and values dealt with, on the activities carried out,
on the materials and resources used, on the actions carried out,
on the process followed, on the work of the group, on their own
work, on the teacher and his/herr work, as well as on the
experience carried out.
Table 7
FINAL ASSESSMENT QUESTIONNAIRE ON THE DIDACTIC CARRIED OUT WITH THE PUPILS OF 4TH ESO AT THE DURING THE SCHOOL YEAR 2005/06 _____________________________________________________________________________________ Date: Age: Sex: ______________________________________________________________________________________ 1.-Rate from 0 to 10 what you have learned on 2.-Rate from 0 to 10 what you have learned on 3.-Rate from 0 to 10 what you have learned about 4.-Rate from 0 to 10 what you have learned with 5.-Rate from 0 to 10 the activities carried out 6.-Rate from 0 to 10 the materials and resources 7.-Rate from 0 to 10 the actions carried out 8.-Rate from 0 to 10 the process followed for 9.-Rate from 0 to 10 the work carried out by the 10.-Rate from 0 to 10 the teacher's attitude 11.-Rate from 0 to 10 the methodology used by 12.-Rate from 0 to 10 the work of the group of 13.-Rate from 0 to 10 your own work 14.-Rate from 0 to 10 what the use of this 15.- Make a comment in which you give your |
Note: 0: very little, 10: very high. |
In the same way, as far as assessment is concerned, we
now show as guidance some assessment instruments that we have
also used during the process.
Other assessment instruments:
-Follow-up Guide for the fundamental contents (concepts,
procedures, attitudes and values).
-Observation lists on attitudes and values. They should
be made for all the attitudes and values which have been dealt
with during the didactic activity or, at least, for those which
the teacher considers more outstanding. In the observation lists
that we present below, we show an example (for an attitude or
concrete value) for each didactic activity done.
– Record of anecdotes.
-Student's workbook. Where they write down everything
related to the didactic activity that they are developing. This
workbook is exclusively for the work on noise that they carry
out.
– The teacher's diary (teacher's logbook). Where he/she
notes down in detail all that happens during the activity, in
which aspects it is necessary to insist, what he/she should clear
up, the students' behavior, evolution of the concepts,
procedures, attitudes and values which the didactic activity
implies, etc, that is to say, all that is carried out in each of
the didactic activities is described in this notebook.
– The student's and teacher`s diary. In order that the
student takes part in his learning process (and thus see his
needs, difficulties, opinions…) we have used as resource the
"student's and teacher`s diary". The process followed is
this:
. In the classroom there is a notebook titled <<
the student's and teacher`s diary >>, located in a visible
place and each session the date is noted.
.Students express their thoughts, queries, ideas,
difficulties, etc. at any time and the teacher writes down
aspects that he considers relevant in connection with the
didactic activity that is being carried out.
. Each session the professor will read and he will
comment those points that he considers of interest.
-Written Tests
To illustrate this, we subsequently show, as an example,
the assessment instruments used in the didactic activity on the
press and noise: reading, exhibition, comment and
discussion.
FOLLOW-UP GUIDE |
CONCEPTS: 1. Generalities on noise | ATTITUDES AND VALUES: 1. Attention 2. Concentration 3. Respect 4. Critique 5. Pleasure for knowing 6. Responsible participation 7. Appreciation 8. Interest |
PROCEDURES: 1. Reading Comprehension 2. Oral exhibition 3. Comment of impressions 4. Asking questions | REPORT: A. S/he progresses satisfactorily B. S/he knows but some aspects are C. S/he has not internalized new |
PUPILS |
CONCEPTS 1 |
PROCEDURES 1 2 3 4 | ATTITUDES AND VALUE 1 2 3 4 5 6 7 8 |
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