 | Guide to Health and Hygiene in Agricultural Work (ILO, 1979, 328 p.) |
 |  | (introduction...) |
| | Preface |
| | Acknowledgements |
|  | 1. Living conditions and environmental hygiene |
| | 1.1. Introduction |
| | 1.2. Housing |
| | (introduction...) |
| | 1.2.1. Construction |
| | 1.2.2. Physiological principles |
| | 1.2.3. Insect pests |
| | 1.2.4. Rodents |
| | 1.3. Farm buildings |
| | (introduction...) |
| | 1.3.1. Grain stores |
| | 1.3.2. Farm incinerators |
| | 1.3.3. Buildings for livestock |
| | 1.3.4. Piggeries |
| | 1.3.5. Poultry sheds |
| | 1.4. Water supply |
| | 1.4.1. Importance |
| | 1.4.2. Sources |
| | 1.4.3. Treatment |
| | 1.4.4. Distribution |
| | 1.5. Manure and sewage |
| | 1.5.1. Importance |
| | 1.5.2. The latrine |
| | 1.5.3. Disposal of solid wastes: composting |
| | 1.6. Environmental health |
| | (introduction...) |
| | 1.6.1. Man-made problems |
| | 1.6.2. Plants |
| | 1.6.3. Animal life |
| | Insects |
| | Worms |
| | Rodents |
| | Dead animals |
| | 1.7. Food sanitation |
| | (introduction...) |
| | 1.7.1. Sources of infection |
| | 1.7.2. The dairy farm |
| | 1.7.3. Milk sanitation |
| | 1.8. Other problems of agricultural life |
| | 1.8.1. some special problems |
| | 1.8.2. Health legislation |
| | 1.8.3. Examples of effective health education through community participation |
| | 1.8.4. Health services |
| | 2. Problems of occupational physiology and ergonomics |
| | 2.1. General principles of occupational physiology |
| | (introduction...) |
| | 2.1.1. Muscular work |
| | 2.1.2. Circulation of the blood and respiration during work |
| | 2.1.3. Basal metabolism |
| | 2.1.4. Static work |
| | 2.1.5. Thermal regulation |
| | 2.1.6. Co-ordination of physiological functions |
| | 2.1.7. Adaptation to environment |
| | 2.1.8. Working capacity |
| | State of health and working capacity |
| | Diet and work |
| | Training |
| | Age and aptitude for work |
| | Curve of physiological work and biological rhythm |
| | 2.1.9. Fatigue |
| | 2.1.10. Measurement of physical work |
| | Oxygen consumption |
| | Heart rate |
| | 2.2. Principles of ergonomics in agriculture |
| | 2.2.1. Definition and purpose |
| | 2.2.2. Arrangement of the workplace |
| | (introduction...) |
| | Posture of the body |
| | Tempo of work and body size |
| | Alternation of heavy and light work |
| | Precision work and visual effort |
| | Work done while walking |
| | Adaptation of tools to man |
| | Adaptation of machines to physiological capacities |
| | Arrangement of seats |
| | 2.2.3. Conditions of mechanised work1 |
| | (introduction...) |
| | Physiological aspects of mechanised work |
| | Vibration |
| | Noise |
| | Dust |
| | Exhaust gases |
| | Lighting |
| | 2.2.4. Vocational training and health protection |
| | Work and productivity in agriculture |
| | Apprenticeship methods |
| | Systematic apprenticeship and health protection |
| | 3. Prevention and management of occupational pesticide poisonings |
| | 3.1. Introduction and statement of the problem |
| | 3.2. General precautions for the prevention of pesticide poisonings |
| | 3.2.1. Storage of pesticide containers |
| | 3.2.2. Sanitation in space used for formulation, packaging and loading of application equipment |
| | 3.2.3. Worker education |
| | 3.2.4. Disposal of used containers |
| | 3.2.5. Re-entry of pesticide-treated fields |
| | 3.2.6. Cleaning and repair of equipment |
| | 3.3. Specific strategies to minimise worker injury by pesticides |
| | 3.3.1. Sanitary standards and protective gear |
| | 3.3.2. Medical surveillance |
| | 3.3.3. Management of poisonings |
| | 3.4. Physiology of pesticide absorption and action in man: general measures for management of poisonings |
| | 3.5. Toxic properties of specific classes of pesticide, and special precautions to avoid poisoning |
| | 3.5.1. The large molecular organochlorine insecticides |
| | 3.5.2. The cholinesterase-inhibiting organophosphate pesticides |
| | 3.5.3. The cholinesterase-inhibiting carbamate insecticides |
| | 3.5.4. The nitrophenolic herbicides |
| | 3.5.5. Pentachlorophenol |
| | 3.5.6. Chlorophenoxy compounds |
| | 3.5.7. Dipyridyl compounds (paraquat, diquat, morfamquat |
| | 3.5.8. Dimethyldithiocarbamate fungicides |
| | 3.5.9. Urea-, uracil- and triazine-based herbicides |
| | 3.5.10. Liquid and gas fumigants |
| | 3.5.11. Arsenicals |
| | 3.5.12. Acetanilide-, acetamide-, carbanilate- and anilide-based herbicides |
| | 3.5.13. Anticoagulant rodenticides |
| | 3.6. Other chemical substances in agriculture |
| | 3.6.1. Mineral fertilisers |
| | (introduction...) |
| | Nitrogenous fertilisers |
| | Phosphatic fertilisers |
| | 3.6.2. Toxic properties of the salts of phosphoric acid and of commercial products containing them |
| | (introduction...) |
| | Basic slag |
| | 3.6.3. Calcium cyanamide |
| | 3.6.4. Fuels, lubricating oils and products of the incomplete combustion of fuel |
| | 3.6.5. Products of the incomplete combustion of fuel in motor engines |
| | (introduction...) |
| | Carbon monoxide |
| | 4. Occupational diseases in agriculture |
| | 4.1. Diseases due to climate |
| | (introduction...) |
| | 4.1.1. Hot climates |
| | (introduction...) |
| | Heat cramps |
| | Anhydrotic exhaustion due to heat |
| | Dermatoses caused by heat |
| | Heat exhaustion |
| | Heat stroke |
| | Sunburn |
| | 4.1.2. Cold climates |
| | (introduction...) |
| | General disorders due to cold |
| | Local disorders |
| | Chilblains |
| | Frostbite |
| | 4.2. Commonest lung diseases due to vegetable dusts |
| | 4.2.1. Byssinosis |
| | 4.2.2. Bagassosis |
| | 4.2.3. Farmer's lung |
| | 4.3. Dermatosis due to contact with plants |
| | (introduction...) |
| | 4.3.1. Irritant dermatitis of plants |
| | 4.3.2. Eczematous contact dermatitis |
| | 4.3.3. Phytophoto dermatitis (dermatitis bullosa striata pratensis) |
| | 4.3.4. Diagnosis |
| | 4.3.5. Prognosis |
| | 4.3.6. Prevention |
| | 4.3.7. Treatment |
| | 4.4. Pathology due to snake bites and insect, spider and scorpion stings |
| | 4.4.1. Snake bites |
| | 4.4.2. Insect stings |
| | 4.4.3. Spider bites |
| | 4.4.4. Scorpion stings |
| | 5. Diseases particularly related to agricultural work: Zoonoses, infectious and parasitic diseases |
| | 5.1. Introduction |
| | 5.2. Viral and rickettsial diseases |
| | 5.2.1. Classification and geographical distribution of diseases caused by Russian tick-borne complex |
| | 5.2.2. Q fever |
| | 5.3. Bacterial diseases |
| | 5.3.1. Anthrax |
| | 5.3.2. Brucellosis |
| | 5.3.3. Leptospirosis |
| | 5.3.4. Tetanus |
| | 5.3.5. Tuberculosis as an occupational health problem in agriculture |
| | 5.3.6. Tularaemia |
| | 5.3.7. Glanders |
| | 5.3.8. Melioidosis |
| | 5.3.9. Erysipeloid |
| | 5.4. Parasitic diseases |
| | 5.4.1. Ancylostomiasis |
| | 5.4.2. Schistosomiasis |
| | 5.4.3. Leishmaniasis |
| | 5.4.4. Contagious ecthyma (orf) |
| | 5.4.5. Milkers' nodules |
| | 5.4.6. Psittacosis |
| | 5.5. Other infectious diseases affecting agricultural workers |
| | (introduction...) |
| | 5.5.1. Rabies |
| | 5.5.2. Viral encephalomyelitis |
| | 5.5.3. Yellow fever |
| | 5.5.4. Dengue |
| | 5.5.5. Rocky Mountain spotted fever |
| | 5.5.6. Scrub typhus (tsutsugamushi fever) |
| | 5.5.7. Plague |
| | 5.5.8. Dermatoses |
| | 5.5.9. Actinomycosis |
| | 5.5.10. Echinococcosis (hydatidosis) |
| | 5.5.11. Other diseases of potential occupational significance to agricultural workers |
| | 6. Organisation of occupational health services and medical inspection of labour in agriculture |
| | 6.1. Introduction |
| | 6.2. Practical organisation of agricultural health services |
| | (introduction...) |
| | 6.2.1. Preliminary investigation |
| | 6.2.2. Implementation |
| | 6.3. Medical inspection of agricultural work1 |
| | 6.4. Problems of education and training in occupational health and hygiene in agriculture |
| | (introduction...) |
| | 6.4.1. Education |
| | 6.4.2. Training |
| | 6.4.3. How to train |
| | 6.4.4. Where to train |
| | 6.4.5. Provision of training |
| | 6.5. Organisation of first aid |
| | (introduction...) |
| | 6.5.1. First-aid training |
| | 6.5.2. The treatment centre |
| | 6.5.3. Poisoning prevention centres |
| | Guide to further reading |
| | Some other ILO publications on occupational safety and health |
| | Back cover |
6.4.5. Provision of training
The university
The teaching staffs of universities are particularly well qualified to conduct training courses. Their experience in research and teaching enables them to master the subjects, express them with the maximum of clarity, keep abreast of changes and (provided that they have the necessary resources at their disposal) undertake research into practical needs.
The medical inspectorate
The medical inspectorate plays an important role in providing agricultural health education in undertakings. It should therefore also co-operate with the universities in the provision of training in occupational health and hygiene. On the practical side, the inspectorate can arrange visits and participate actively in investigations and research projects.
Practitioners
Rural practitioners' experience of specific everyday problems enables them to make a positive contribution to training. They can also participate in education and research through the work of their learned societies and in collaboration with the inspectorate and the universities.
Institutes
Effective collaboration between the various persons and establishments concerned with training in occupational health and hygiene can most often best be achieved within the framework of institutes. Depending on needs and resources, these institutes may be national or regional in scope.
The institutes discussed here may specialise in agricultural medicine or form part of a health institute or an occupational medical institute.
Their personnel should include not only teachers, medical inspectors and practitioners but also all who can contribute to the declared educational and research goals. Some of the staff would be directly concerned with agricultural medicine (veterinary surgeons, toxicologists, bacteriologists and virologists, physiologists, agricultural engineers), while others, indirectly concerned, would make useful contributions of a statistical, psychological or sociological character.
The function of these institutes would be to harmonise education and research. Their three fields of action would be education, research and evaluation.
The importance of evaluation cannot be over-emphasised. It is poor practice to undertake research without knowing whether earlier work has been undertaken on the same subject and, if so, what its results were.
Such an institute, serving simultaneously as a centre of agricultural medicine, a documentation centre and a statistical office for the rational processing of information, should be supplemented by a centre for conditions of employment, which would be concerned with job analysis, rationalisation, ergonomics, and so forth. There should also be a centre for occupational pathology, which would study toxicology, epidemiology and various advanced medical and technical subjects as the need arose, and a centre for psycho-sociology.
The need for collaboration between the different disciplines must be especially stressed.
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