EPA 56-1-89-002
TOXIC AND HAZARDOUS SUBSTANCES, TITLE HI AND COMMUNITIES
An Outreach Manual for Community Groups
Caroline McNeil
Elaine Bratic Arkin
David McCallum, Ph.D.
Institute for Health Policy Analysis
Georgetown University Medical Center
Washington, DC
September 1989
Prepared for
Maria Pavlova, M.D., Ph.D.
Project Manager
Office of Toxic Substances
U.S. Environmental Protection Agency
Washington, DC 20460
The information in this document has been funded by the United States Environmental
Protection Agency (EPA) under Cooperative Agreement CX-815190-02-0. It has been
subjected to the Agency's peer and administrative review, and approved for publication as
an EPA document.
-------
-------
Contents
Preface
Introduction
Part I: Before You Begin
1. Know The Law
2. Know How To Use the Information
3. Know Your Audiences
4. Know Who Can Help
5. Outline A Plan
Part IE: Getting People Involved
6. How To Get And Keep Volunteers
7. How To Work With Other Groups
Part III: Running a Communication Program
8. How To Talk About Risk
9. How To Publicize The Emergency Plan
10. How To Answer Questions
11. How To Work With The Media
12. How To Give A Speech
13. How To Hold A Meeting
14. How To Find Educational Materials
15. How To Produce Educational Materials
16. How To Communicate About Emergencies
Summary: The Seven Cardinal Rules Of Risk Communication
Appendices
A. Title IE Fact Sheet
B. Resources ;
1. Selected List Of Materials
2. EPA Regional Section 313 Contacts
3. SERC/Title III Contacts
- C. Communication Research And Reports
D. Glossary
E. User Comment Form
V
VI I
1
3
13
21
27
33
37
39
43
47
49
57
61
65
71
75
81
85
91
97
99
109
111
129
131
151
153
155
I !
-------
-------
Preface
This handbook was produced by the Institute for Health Policy
Analysis, Georgetown University Medical Center, under a coop-
erative agreement with the Office of Toxic Substances, EPA as
one outcome of the program, "Public Response to the Toxic Re-
lease Inventory: Needs Assessment and Resources Develop-
ment." Other project products include:
a summary of public opinion polling data related to atti-
tudes toward environmental pollution;
findings from focus groups conducted with citizens living
near industries subject to Section 313 reporting require-
ments;
a bibliography of public education materials related to
toxic substances;
a final project report including findings from discussions
with local emergency planning committee members, in-
dustry, government, and environmental representatives;
and recommendations to EPA regarding how to encourage
the public to become involved with the use of reported
data in communities.
This research was conducted May - November 1988.
Charles L. Elkins, Director, Office of Toxic Substances, was re-
sponsible for initiating this program, and the support and en-
couragement of Michael M. Stahl, Director, Environmental As-
sistance Division, were instrumental in implementing the
project. We also gratefully acknowledge the support of Anne
Giesecke, Julie Winters, Charlie Osolin, and Alison Freeman as
well as the assistance of John Borstel and Nancy Adams, who
designed the layout of this publication. Especially valuable
throughout the public needs assessment program were the advice
and support of Frederick Allen and Ann Fisher, Office of Plan-
ning, Policy, and Evaluation, and the recommendations of Doro-
thy McManus, Office of Solid Waste and Emergency Response;
Donald G. Barnes, now at the Science Advisory Board; and
Richard N. Hill from Pesticides and Toxic Substances. In addi-
tion, special thanks are due the many reviewers of this manual,
both in and outside the EPA, who shared their ideas and contrib-
uted valuable suggestions.
Maria Pavlova, M.D., Ph.D.
Project Manager
_
-------
-------
Introduction
"A basic tenet of risk communication in a democracy is that
people and communities have a right to participate in decisions
that affect their lives, their property, and the things they
value."
Seven Cardinal Rules of Risk Communication
U.S. Environmental Protection Agency
A new law gives citizens the right to know about the toxic and
other hazardous substances in their communities. But there is a
lot more than that to Title III of the Superfund Amendments and
Reauthorization Act of 1986 (SARA). Its intent is to give people
a say in deciding what to do about risks in their communities. Its
ultimate goal is public participation in these decisions.
How do communities get from emissions and inventory data to
participation in decisions? The answer lies in public informa-
tion, education, dialoguein short, communication. If you are a
member of a local emergency planning committee (LEPC), an
LEPC information subcommittee, or other community group
concerned with Title III, part of your job is communication.
About this manual:
This manual was prepared for State and local government offi-
cials, LEPCs, and other community groups that want to make
Title III work. It is intended as a practical guide for those who
have little or no previous experience in the field of communica-
tion, whose time must be snatched from home and office, and
whose resources are limited.
As a guide to the process of communication, this manual should
be used.in conjunction with other resources. Another EPA publi-
cation, Risk Communication About Chemicals in Your Commu-
nity, discusses ways to develop substantive responses to ques-
tions about the information becoming available under Title HI.
Technical experts within each community are valuable resourc-
es, as are State health and environmental agencies. Also see the
Resources listed at the end of each chapter and in Appendix B.
The manual has three major sections:
Part I discusses planning, which is vital to the success of
a communication program.
Part II suggests ways to get and keep people involved, es-
pecially important because Title III affects so many differ-
ent sectors of the community.
» Part III, a how-to-do-it section, talks about specific tasks,
such as giving a speech or writing a press release.
VII
-------
-------
Introduction
Appendices include a detailed explanation of the law, a glossary,
a list of recent studies related to Title III communications, a list
of educational materials, and a list of State contacts.
Title HI offers a new opportunity to address and resolve old
problems. Worn out patterns of confrontation between industry,
government, and the public can give way, over time, to more
productive patterns of cooperation. But cooperation requires in-
formed, participating communities. A two-way communication
program can help make the difference.
-------
-------
Part h Before You Begin
Part I is about planning, the first step in a communication pro-
gram. But'even before undertaking this first step, ask yourself
three questions.
Why conduct a communication program about toxic and
other hazardous substances?
What are the goals of a communication program?
° Why is planning important?
Why conduct a communications program?
Is it really a good idea to communicate about toxic substances?
Isn't the information too technical? Won't people get too emo-
tional? Isn't it too difficult to do anything about toxic risks any-
how?
These, in fact, are reasons to communicate.
Technical information does pose a challenge. This is why it is
vital to take the time and care to communicate it well. Rather
than worry about your audience's ability to understand, worry
about how to make the information as clear as possible. Help on
technical matters is available from State Emergency Response
Commissions (SERCs), regional EPA offices, local universities,
and other sources.
Second, it is true that environmental issues are often emotional
issues. But research shows that people are not alarmed by envi-
ronmental information so much as by environmental incidents.
And when incidents happen in an information vacuum, alarm
easily turns to anger and distrust.
Third, it is difficult for communities to manage risks, but it is
impossible without communication. People must understand a
situation before they can come to grips with it. For example, a
high volume of toxic emissions may actually pose a small risk
because human exposure is low. A seemingly low volume may
pose a higher risk if a vulnerable population, such as school chil-
dren or the elderly, is exposed to the emissions regularly at cer-
tain concentrations.
Finally, communication may not eliminate conflict but it can
minimize conflict based on misunderstanding. With a good com-
munication program, discussions can be based on facts rather
than vague fears, resentments, or knee-jerk reactions. Communi-
cation can help turn conflict into constructive dialogue.
Why Communicate?
-------
Part I: Before You Begin
What do you want to
accomplish?
Why plan?
What are your goals ?
Your overall mission may be to increase public awareness of Ti-
tle III and toxic and other hazardous substances, but a communi-
cation program needs a more specific focus. What that focus is
depends on your group's particular concerns and your communi-
ty's needs, but here are some possibilities:
» to make people aware of the existence of the LEPC and
the emergency plan ;
to encourage people to use the information available under
Title IE
to encourage the industrial community to reduce emis-
sions that cause the greatest risks
to prepare emergency personnel to respond to potential
hazards
to help local officials respond to questions from the public
to encourage public participation by recraiting volunteers
for LEPC subcommittees
to increase public understanding of specific substances
emitted from specific facilities and their impact on health
You may of course decide on a combination of goals. You may
target several audiences and convey several messages, or you
may tackle just one task at a time. In any case., your job will be
easier if, for each broad goal, you prepare a detailed plan.
Why is planning important?
Planning translates your broad goals into practical steps: a meet-
ing about the emergency plan in October, a speech at the Rotary
Club in March, a newspaper article in July.
Planning is an exercise in practicality. A calendar and a list of
resources make it clear that you can't do everything at once or
reach everyone at once. But a plan also attests to the fact that
you can achieve some things and reach many people; what's
more, it lets you see how and when. >
The following chapters are intended to assist with both planning
and implementing a communication program.
-------
Before You Begin
1. Know The Law
"All of this planning and information gathering is directed to-
ward a common goal: to help you and your community be bet-
ter prepared to make important decisions about how to deal
with toxic and hazardous materials."
Chemicals in Your Community
U.S. Environmental Protection Agency
Title III has four main sections, and each provides opportunities
for communication. Following is a brief look at the law, along
with ideas for communications activities related to each section.
More complete discussions of Title III are available in Appendix
A and in the resources listed at the end of this chapter.
Use this outline as an aid to planning. It suggests ways to tie a
communication program to the information available under Title
in. Also see the next chapter, which discusses specific ways to
use Title III information.
Sections 301-313:
What: This part of the law establishes State Emergency Re-
sponse Commissions (SERCs), emergency planning districts,
and LEPCs. It requires that each LEPC prepare an emergency
plan to respond to accidents involving hazardous materials and
keep the plan up-to-date. Under the law, SERCs review the plan
and provide coordination and oversight of LEPCs.
SERCs and LEPCs are community resources. LEPCs not only
develop and update emergency plans, but also receive, manage,
and provide public access to information about toxic and other
hazardous substances. They appoint a public information coordi-
nator and hold public meetings or give other public notification
of LEPC activities. LEPCs bring together many sectors of the
community, as the box on page 5 shows, and they are expected
to become the forums for discussions and decisions on Title III
information. Many have formed subcommittees on public infor-
mation with which other community groups can become in-
volved.
SERCs serve as a link to the technical expertise available in
State agencies and they may assist LEPCs in planning, manag-
ing information, or locating public information materials.
SERCs also may have information and ideas related to what oth-
er communities in the State are doing.
When: Emergency plans were due October 1988. They will be
reviewed annually by SERCs and revised by LEPCs as new in-
formation becomes available.
The Law Has Four
Sections
1. Emergency Planning
-------
1. Know The Law
Communication
Opportunities
Information available: Your community's emergency plan is
available from the LEPC. The plan outlines procedures for deal-
ing with an accident and analyzes what areas and populations in
the community are most vulnerable. Also available is the infor-
mation that the LEPC used in making the emergency plan, such
as hazard analyses and safety audits.
The law requires that LEPCs publicize the plan by publishing
notices and holding public meetings. If you are a member of an
LEPC subcommittee concerned with public information, you
may be involved in this form of communication. If you are a
member of another community group, you, could use the annual
review of the plan as a starting point for your communication
program.
Here are some suggestions:
Publicize the emergency plan
brochures, fact sheets
public meeting
small neighborhood meetings
Raise awareness of LEPC and other community activities
press releases
speeches
Introduce the concept of right-to-knpw
press releases
speeches
feature articles
guest editorials
public service announcements
talk show appearances
-------
c
1. Know The Law
Emergency plans must include the following elements:
Identification of the facilities and transportation routes
where hazardous substances are present
Emergency response procedures, including evacuation
plans, for dealing with accidental chemical releases.
Notifications procedures for those who will respond to
an emergency
Notification procedures for the public
Methods for determining the occurrence and severity of a
release and the areas and populations likely to be affect-
ed
Emergency equipment available in the community, in-
cluding equipment at facilities
A program and timetable for training local emergency re-
sponse and medical workers to respond to emergencies
Methods and timetables for conducting exercises (simu-
lations) to test elements of the emergency plan
Community coordinators and facility coordinators to car-
ry o'ut the plan
(Adapted from Chemicals in Your Community: A Guide to
the Emergency Planning and Community Right-to-Know
Act, U.S. Environmental Protection Agency)
LEPCs involve many sectors of the community. The law
requires that they include, at a minimum, representatives of
the following groups:
Elected State/local officials
Law enforcement officers
Civil defense organizations
Firefighters
First aid and health organizations
° Hospitals
Transportation officials
« Broadcast and print media
« Community groups
Facilities subject to emergency planning require-
ments
Summary:
Emergency Plans
Summary:
LEPC Members
-------
1. Know The Law
2. Emergency Releases
Communication
Opportunities
Section 304:
What: Facilities must notify LEPCs and SERCs of emergency
or accidental releases of extremely hazardous substances.
When: Immediately. Written followup from facilities must be
submitted as soon as practicable.
Information available: Notification of the release and a written
followup report, both of which must provide details on known or
anticipated health risks and advice regarding medical attention.
Communicate about the specific substance released, give back-
ground information on emissions and exposures and general in-
formation on Title in. Engineers, scientists, and teachers in the
community may help with technical information.
Inform the media
press releases
Answer questions
publicized telephone number
meetings
call-in radio shows
Promote public participation in the LEPC
speeches
small group meetings
-------
c
1. Know The Law
Immediate notification must include:
The name of the substance
The location of the release
Whether the substance is on the "extremely hazardous"
list
How much of the substance has been released
The time and duration of the incident
Whether the chemical was released into the air, water, or
land or some combination of the three
Known or anticipated health risks and necessary medical
attention
Proper precautions, such as evacuation
A contact person at the facility
(Adapted from Chemicals in Your Community: A Guide to
the Emergency Planning and Community Right-to-Know
Act, U.S. Environmental Protection Agency)
Followup reporting must include:
A written report to the LEPC and the SERC
Updated information for points covered in the initial noti-
fication
Description of response actions taken
More detailed information on health risks
« Advice regarding medical care needed by exposure vic-
tims, if appropriate
(Adapted from Chemicals in Your Community: A Guide to
the Emergency Planning and Community Right-to-Know
Act, U.S. Environmental Protection Agency)
Summary:
Immediate Notification
Summary:
Followup Reporting
-------
1. Know The Law
3. Community Right
to Know
Material Safety
Data Sheets
Inventory Forms
Communication
Opportunities
Sections 311 and 312:
What: These two sections give people the right to know what
substances are being made, used, or stored in their communities.
Reports are made to SERCs, LEPCs, and fire departments, and
LEPCs must make them available to the public during normal
working hours. LEPCs also must publish an annual notice in lo-
cal newspapers that the forms have been submitted and are
available for public viewing at a designated location.
Section 311: Material Safety Data Sheets
These fact sheets on hazardous substances must be available to
workers who come into contact with those substances. Section
311 requires that they now be made available to the public as
well, through LEPCs.
When: Material safety data sheets (MSDSs) or a list of MSDS
substances were due October 1987 under Section 311.
Information available: Data on the specific substances present
in the community. MSDSs include chemical and physical prop-
erties and health and safety information. (LEPCs may get a list
of MSDS substances first, after which anyone can request spe-
cific MSDSs.) |
Section 312: Inventory Forms
Inventory forms show amounts and locations of substances at
specific facilities.
When: Inventory forms are due each year on March 1.
Information available: Facilities may report in either of two
tiers unless State law requires otherwise. Tier I forms show the
amounts and general locations of chemicals in certain catego-
ries. Tier n forms, available on request if not already submitted,
give the same information but must name specific chemicals.
With expert assistance from local engineers or teachers, you can
help the community understand what this technical information
means.
Increase public understanding of specific substances
present in the community.
Prepare simplified versions of MSDSs. See Under-
standing MSDSs, under Resources at the end of this
chapter.
8
-------
1. Know The Law
Distribute fact sheets prepared State agencies, such as
New Jersey's Hazardous Substances Fact Sheets (See
under Resources at the end of this chapter; also see
Appendix B, Resources.
Give annual notice in local newspapers that inventory
forms are available to the public (if you work with an
LEPC).
pressrelease
Explain and interpret the data. . .
answer questions. See Risk Communication About
Chemicals in Your Community under Resources at the
end of this chapter.
guest editorial
letter to the editor
radio talk show appearance
Increase awareness of community right-to-know.
feature articles
guest editorials
school programs
A typical MSDS contains:
I. Product identification
II. Warning statements
HI. Precautionary measures
IV. Emergency and first aid procedures
V. Occupational control procedures
VI. Flammability and reactivity data
VII. Health effects
VIII. Physical data
IX. Spill, leak, and disposal information
Summary:
Typical MSDS
-------
c
1. Know The Law
4. Toxic Releases
Communication
Opportunities
Section 313:
What: Facilities must report the toxic substances they release,
either routinely or accidentally, into air, land, or water each year,
or transport as waste to another site. The EPA is using the re-
ports to establish an online database, called the Toxic Release
Inventory (TRI), available to the public through The National
Library of Medicine. .
When: Each year by July 1. The report will cover the previous
calendar year. Thus the data reported by July 1, 1989, will cover
emissions for 1988.
Information available: Estimates, in pounds, of specific sub-
stances released in the community. LEPCs will not receive the
TRI forms directly, but the forms will be available from SERCs
and the EPA, and the database will be accessible by computer.
Many public libraries have access to, or can inexpensively gain
access to, the National Library of Medicine's databases. In addi-
tion, anyone with a computer and modem can use the TRI. See
Chapter 2.
Explain what the data mean (again, with the help of technical
experts).
Publicize the TRI
Database demonstrations as part of a speech
Database demonstrations by libraries, schools, other
groups
Feature articles
Interpret the data
Feature articles
Speeches
Brochures, fact sheets
Talk shows
* Provide a question-and-answer service
Publicized telephone number
Talk shows
Call-in radio shows
10
-------
1. Know The Law
EPA's Toxic Chemical Release Inventory Reporting
Form, when completed by a facility, provides the follow-
ing information:
I. Facility Identification
II. Off-site locations to which toxic substances are
transferred in wastes
HI. Information on the substance released:
Identity
Mixture component identity
Activities and uses of the substance at the
facility
Releases of the substance to the environment
Transfers of the substance in waste to off-site
locations
Waste treatment methods and efficiency
Optional information on waste minimization (re-
ducing waste at its source)
IV. Supplemental information
(Adapted from Chemical Risk Communication: Preparing
for Community Interest in Chemical Release Data, Ameri-
can Chemical Society)
Each section of Title IE covers specific facilities and substances.
In working with the law, you will gradually become familiar
with the different lists of substances and facilities and with regu-
latory concepts, such as reporting thresholds andJhazard catego-
ries. There are also certain exceptions to the reporting require-
ments, notably with regard to trade secrets. These and other
details of the law are explained in Appendix A and in the re-
sources listed here.
Chemicals In Your Community: A Guide to the Emergency Plan-
ning and Community Right-to-Know Act, 1988. Emergency
Planning and Community Right-to-Know Information, U.S. En-
vironmental Protection Agency, OS 120, 401 M Street SW,
Washington, DC 20460.
Title III Fact Sheet, August 1988. Emergency Planning and
Community Right-to-Know Information, U.S. Environmental
Protection Agency, OS 120, 401 M Street SW, Washington, DC
20460.
Monsanto/Title III Community Videotape, 1987. Environmental
and Community Relations Manager, Monsanto Company,
G4WF, 800 North Lindbergh Boulevard, St. Louis, MO 63167.
Summary:
EPA's Toxic Chemical
Release Inventory
Reporting Form R
Details and Exceptions
Resources
11
-------
1. Know The Law
Reducing the Risk of Chemical Disaster: A Citizen's Guide to
the Federal Emergency Planning and Community Right-to-
Know Act, 1988. National Wildlife Federation, Environmental
Quality Division, 1400 16th Street NW, Washington, DC 20036.
Risk Communication About Chemicals in Your Community ,
1989. U.S. Environmental Protection Agency, EPA 230-09-89-
006 (manual); EPA 230-09-89-067 (manual and facilitator's
guide).
Understanding Title III: Emergency Planning and Community
Right-to-Know (videotape, 15 minutes, 1/2-inch and 3/4-inch).
Chemical Manufacturers Association, 2501 M Street, NW,
Washington, DC 20037.
What is the Emergency Planning and Community Right to Know
Act?, 1988. Environmental Policy Institute, 218 D Street SE,
Washington, DC 20003.
Also:
EPA's Title III Hotline: 800-535-0202; 202-479-2449. Or write:
Emergency Planning and Community Right-to-Know Informa-
tion, U.S. Environmental Protection Agency, OS 120, 401 M
Street, SW, Washington, DC 20460.
Notes
12
-------
Before You Begin
2, Know How to Use The Information
"There seems to be little understanding of what the data actu-
ally mean. Also what does this reporting system really have to
do with average citizens? They need a reason to be informed.
How can they participate?"
Environmental group member, focus groups,
EPA/Georgetown University
Toxic Substances Public Needs Assessment
Under Title III, the public will have access to several different
kinds of information:
Emergency planning information
a Reports of emergency releases
Material Safety Data Sheets (MSDSs)
Lists of toxic substances present in the community
Estimates of releases of toxic substances into air, water,
and land, plus transfers of wastes to other treatment or dis-
posal locations
What does this reporting system have to do with average citi-
zens? Although it is not complete, the data can help answer
some common questions arid can serve as a basis to investigate
others. This chapter explains some of the limitations and uses of
Title III data in a communication program.
Emergency Planning Information
To formulate an emergency plan, LEPCs must gather a great
deal of information, beginning with a list that identifies chemi-
cals or extremely hazardous substances present at facilities in
the community over a certain amount (the threshold planning
quantity or TPQ). Emergency plans must also identify the areas
and populations most likely to be affected. Hazard analyses,
conducted by the LEPC or submitted by facilities, may present
worst-case scenarios and attempt to estimate the probability of
an accident. Emergency planning information may also include
safety audits and data submitted by facilities to the LEPC.
Kinds of Information
Available
Emergency Planning
Information
13
-------
2. Know How To Use The Information
Emergency Releases
Uses: The information gathered for the emergency plan can help
focus a community's attention on the substances and facilities of
immediate concern. It is a first step. Also, since emergency
plans must describe the areas and populations most likely to be
affected, they can help set priorities for communication efforts.
Limitations: The extremely hazardous substances list does not
include all dangerous substances, but only those that are at the
top of the list for emergency planning because they have imme-
diate health effects. Although seen by some a:3 a limitation, this
also provides an opportunity for communities to focus their at-
tention on the substances that pose the greatest; potential risks. A
second limitation is that threshold planning quantities are not ab-
solute indicators of risk; substances may pose a danger below
the TPQ.
Reports of Emergency Releases
Accidental and emergency releases must be reported to both
SERCs and LEPCs. Transportation accidents may be reported
by dialing 911 or the local telephone operator. The substances
covered by this section of Title in are those on the extremely
hazardous substances list or those subject to the emergency noti-
fication requirement of the Comprehensive Emergency Re-
sponse, Compensation, and Liability Act (CERCLA), also
known as Superfund. Initial reports will include information on
the substance, the nature of the release, known or anticipated
health risks, and proper precautions. A follow-up report, also re-
quired, will give more detailed information including, if appro-
priate, advice on medical care required by exposure victims.
Uses: Emergency release notifications will activate the emergen-
cy plan when necessary. Over a period of time, the community
may see repeated releases of certain substances or from certain
facilities and decide to address the problem. As more informa-
tion on emergency releases becomes available, communities also
may want to consider these data when revising the emergency
plan.
Limitations: It is difficult to estimate exposure to a substance
from data on its release into the air, water, or land. Many factors
can affect exposure: wind direction and speed, location of water
supplies, type of soil.
14
-------
2. Know How To Use The Information
Material Safety Data Sheets
MSDSs are fact sheets that must be available to workers who
come in contact with toxic and other substances, as mandated by
an earlier Federal law. Title HI has extended their availability to
communities.
Uses: An MSDS provides an overview of basic information on a
substance, including data on its manufacturer, hazardous ingre-
dients, physical and chemical characteristics, and health hazards.
Use MSDSs as a starting point and as a way to identify toxic
substances present in the community, but supplement them with
other reference materials, such as those listed under Resources.
Limitations: MSDSs use technical language and many acro-
nyms. These can be deciphered with the help of technical ex-
perts. Also see Resources at the end of this chapter. However,
even once deciphered, MSDSs often yield information more ap-
plicable to employees than to the community at large. Also, if
facilities submit MSDSs instead of a list of MSDS chemicals,
the volume of paper may become difficult to manage.
Manual files full of MSDSs, arranged alphabetically by sub-
stance, make it hard for citizens to know what facilities are asso-
ciated with what substances. As a way around these problems,
some states and LEPCs are requesting lists of MSDS substances
instead of the MSDSs. Anyone then may request an MSDS for
any substance on the list. Other LEPCs are using computer pro-
grams to organize and cross reference the MSDS data.
Inventory Forms
These forms give the maximum and average daily amounts of
substances present at a facility as well as information on loca-
tion.
Uses: Tier II inventory forms, which may be requested if they
are not submitted voluntarily, are more useful than Tier I forms.
EPA encourages facilities to submit Tier II forms, which give in-
formation for specific substances instead of categories of sub-
stances, plus specific information on location.
Limitations: If a facility chooses to submit Tier I inventory
forms, the data will be limited to five general hazard categories:
(1) immediate health hazard, (2) chronic health hazard, (3) fire
hazard, (4) sudden-release-of-pressure hazard (e.g., explosive),
and (5) reactive hazard (e.g., corrosives). Also, Tier I forms re-
quire only the "general location" of a substance.
Material Safety
Data Sheets
Annual Inventories
15
-------
c
2. Know How To Use The Information!
Toxic Releases
Toxic Release Inventory
Annual reports on toxic releases, entered in the TRI database,
will provide a national inventory of toxic substances released be-
yond the fencelines of facilities. About half of the reportable
substances are identified by the EPA as possible or probable car-
cinogens, and the others may cause a variety of acute and chron-
ic health problems. The list of substances covered by this section
of the law differs from the "extremely hazardous substances"
list, although there is some overlap.
Uses: The TRI data allows communities to:
Determine which substances were released into the envi-
ronment during the preceding year.
Determine approximately how much of each onein
pounds per yearwent into air, land, and water from reg-
ulated facilities.
Determine whether the substances were transported away
from the facility.
Learn how the wastes were treated on-i;ite and how effi-
cient that treatment was.
« Determine total annual emissions of a single substance
from regulated facilities in a specific geographic area or
nationwide.
Compare releases by similar facilities in different parts of
the country.
Compare releases among different kinds of facilities.
Check the data against permits, to make sure facilities
have permission for releases and are in compliance.
Find out if there are hot spots (areas with an unusually
high number of releases).
Help set priorities for further investigation and reduction
of emissions.
Determine areas where substances are emitted, for use in
planning emergency responses.
Limitations: The TRI data has certain limitations, tied to the de-
tails that are not reported or cannot be determined from what is
reported:
16
-------
2, Know How To Use The Information
The law requires only that the information be based on
reasonable estimates. It does not require measurement or
monitoring beyond that required by other environmental
laws and regulations. EPA is helping facilities improve
the accuracy of their estimates.
Not all sources of a particular substance will be reported,
but only those that fall into certain regulatory categories,
so people cannot assume that the TRI gives a complete
picture of toxic emissions in their communities.
The TRI provides only total annual emissions to air, wa-
ter, and land. The rate of release is not given. A substance
can be released in a large amount over a short period or in
a small amount over a long period; the rate can determine
its health effects.
The extent of public exposure cannot be determined from
the TRI data. Many things can happen to a substance once
it enters the air, water, or land. Also some toxic substanc-
es may react in the air or water and be changed to differ-
ent chemicals.
The Toxic Release Inventory (TRI) database is part of a
user-friendly system called TOXNET maintained by the
National Library of Medicine. If you are a new database
user, easy-to-understand menus will lead you to informa-
tion on toxic releases by categories like geographic area,
type of substance, and specific facility. As you gain experi-
ence, you will be able to use a command structure. TRI us-
ers automatically have access to all TOXNET and other
NLM files and can use them to obtain supporting informa-
tion in such areas as health hazards and emergency han-
dling of TRI chemicals.
Anyone who has access to a computer equipped with a mo-
dem and communication software can search TRI. Write to
the address below for an introductory packet. Librarians in
many public, hospital, and university libraries also can
search this database for their communities.
For more information:
TRI Representative
Specialized Information Services
National Library of Medicine
8600 Rockville Pike
Bethesda, MD 20894
(301)496-6531
Using the TRI Database
17
-------
2. Know How To Use The Information
When Accidents and
Headlines Raise
Questions...
TRAIN DERAILS, RELEASING CHLORINE
Homes Evacuated
Chemical Used at Local Plant
Emergency units responded, the tank car leak was stopped,
and wind dispersed the gas cloud. People returned home.
But the town that read these hypothetical headlines now has
many questions. Here is how it could use Title HI data to
get answers.
Q. Is there any way chlorine could escape from the
plant itself?
The town's emergency planning process had to address this
issue, because chlorine is listed as an extremely hazardous
substance and because more than 100 pounds (chlorine's
TPQ) are stored at the plant. The hazard assessment con-
ducted by the LEPC found that chlorine is stored in 2 to 10
railroad cars, each containing about 10,000 gallons of the
gas. One of the cars is always connected to the treatment
building via a pipeline. The gas could escape if this pipe
developed a leak or if a tank car was punctured.
Q. Where would the chlorine go? Who would be at
risk?
With average atmospheric conditions, says the hazard as-
sessment, chlorine from a rapid leak would form a plume
(an area filled with the chemical) extending 6 kilometers
downwind of the plant. With prevailing winds, that area is
most likely to encompass the X and Y sections of town. Be-
cause chlorine is heavier than air, the plume would be near
the ground.
Q. What health effects does chlorine have?
The MSDS for chlorine, requested from the plant, outlines
the health effects: irritation of the respiratory tract, which at
high concentrations can lead to suffocation, and bums to
eyes and skin. Delayed effects include bronchitis and pneu-
monia. Reference books at the library fill in more details.
Q. How much chlorine is kept at the plant at one
time?
The Tier n forms show that the most at any lime in the pre-
vious year was 50,000 pounds.
18
-------
2. Know How To Use The Information
Q. Is any released in the community in the course of a
year?
The TRI database shows total airborne releases last year
were estimated at 100 pounds. The public contact person
within the facility, listed in the TRI data, may be able to
provide more details on the nature of those releases.
Q. Do these releases pose a health risk?
The TRI data cannot answer this question, because rate of
release is not reported. Dosage and exposures for individu-
als are very difficult to calculate, in any case, because there
are so many variables. However, by consulting health offi-
cials and others, the town may be able to develop an esti-
mate of general community exposures. Some of the re-
sources listed at the end of this chapter can help.
Q. Are there any other facilities reporting chlorine in
the area?
Lists of MSDS chemicals reveal that a local plant that
makes household bleach also has chlorine on site. A search
of this plant's Tier II inventory forms show the amount:
about 5,000 pounds on an average day. There also may be
TRI reports on chlorine from covered facilities, to supple-
ment MSDS reporting.
Q. Is there any way the chlorine risk can be reduced?
Title III data cannot answer this question. But citizens, the
plant manager, local government officials, and members of
the LEPC can decide whether to explore this question,
based on what they have learned so far. Other LEPCs, trade
associations, and environmental groups may have informa-
tion on ways to reduce risk.
For help in interpreting the data:
Chemicals in the Community: Methods to Evaluate Airborne
Chemical Levels, 1988. Chemical Manufacturers Association,
2501 M Street NW, Washington, DC 20037, (202) 887-1100.
Chemical Risk Communication: Preparing for Community Inter-
est in Chemical Release Data, 1988. American Chemical Socie-
ty, Department of Government Relations and Science Policy,
1155 Sixteenth Street NW, Washington, DC 20036.
...Title III Can Help
Provide Some
Answers
Resources
19
-------
c
2. Know How To Use The Information
Notes
High Tech and Toxics: A Guide for Local Communities, Chapter
4, "Evaluating the Community Health Hazards," 1985. S. Sher-
ry, Golden Empire Health Planning Center. National Center for
Policy Alternatives, 2000 Florida Avenue, NW, Washington,
DC 20009.
Layperson's Guide to Reading MSDSs, Massachusetts Depart-
ment of Environmental Quality, One Winter Street, Boston, MA
02108.
Making the Best of the Right to Know: Title III for LEPCs,
SERCs, and Citizens, 1988. S.G. Hadden, LBJ School of Public
Affairs, University of Texas, Austin, Texas 78713.
Risk Communication About Chemicals in Your Community,
1989. U.S. Environmental Protection Agency; EPA 230-09-89-
066 (manual); EPA 230-09-89-067 (manual and facilitator's
guide).
Toxic Substances and Human Risk: Principle of Data Interpre-
tation, edited by Robert G. Tardiff and Joseph V. Rodricks, New
York: Plenum, 1987.
For information on specific substances:
Casarett andDoull's Toxicology: The Basic Science of Poisons,
edited by Curtis D. Klaassen, Mary O. Amdur, and John Doull,
New York, NY: Macmillan, 1986.
Dangerous Properties of Industrial Materials, by N. I. Sax and
B. Feiner, New York: Van Nostrand Reinhold, 1984.
Handbook of Toxic and Hazardous Chemicals and Carcinogens,
by M. Sittig, New York, NY: Noyes Publications.
Hazardous Substances Fact Sheets, a series of fact sheets on
hundreds of toxic substances. Distributed by State contacts (see
Appendix B).
Also:
Natural Resources Defense Council, Toxic Substances Informa-
tion Line, 800-648-NRDC; 212-687-6862
Chemical Manufacturer's Association, Chemical Referral Cen-
ter, 800-262-8200.
20
-------
Before You Begin
3. Know Your Audiences
Recognize that not everyone is alike, and that you must com-
municate in different ways with different groups.
There is no such thing as the general public. The public is many
different subgroups, overlapping but separate, each with its own
attitudes or concerns. Just as television advertisers aim their
commercials at certain target audiences, educators design their
messages to appeal to certain groups. Their theory, basically, is
this: If you know something about the people you are talking
with, you are more likely to say things that are meaningful to
them.
In planning a communication program, first identify your audi-
ences, then learn about their needs and concerns.
Audience subgroups may be people in a certain age group, peo-
ple who have a certain job, people who live in a certain place,
people with certain interests. For an information program on
toxic substances, consider these:
People living near companies and other facilities required
to report under Title III
Citizens concerned about health and the environment
Also consider people who could help you reach your audience.
These intermediaries might include:
Newspaper and broadcast reporters
Health professionals
Libraries
Environmental groups
9 Community leaders
Teachers
« Business leaders and local industry representatives
Homeowners' and tenants' associations
Identify the Audience
Consider Intermediaries
21
-------
3. Know Your Audiences
Learning about Your
Audience:
Why...
...And How
It pays to take the time to learn about your audience. What you
learn will help:
« Determine what kind of information is needed.
Get that information to people in forms they will use.
Get that information to people through channels they can
use and trust.
Understand attitudes and feelings.
Few LEPCs will have the resources to conduct surveys or use
other formal audience research methods. The EPA and other
groups, however, have conducted research that may be useful;
see the boxes and graphs in this chapter.
There are other ways you can get to know your audiences. Con-
sider inviting representatives to LEPC meetings or meet with
them in another setting, such as a tenant or homeowner associa-
tion meeting. It also may help to talk with people in close touch
with the community, such as elected officials, and with people
who have carried out other educational programs in the commu-
nity. Try your health or social services department.
Ask questions like these:
What do people already know? Are they aware of the new
law? Do they know there is an emergency plant? Do they know
about the other information that has become available and that
they have a right to this information? Do they know that the
LEPC must help them obtain it?
What would they need or like to know? Do they want infor-
mation on the specific chemicals emitted from a nearby plant?
On their locations? On their health effects? On the plant's safety
precautions and the probability of an accident?
Where do people turn for information and who do they con-
sider credible? Do they read the local paper or listen to particu-
lar radio stations? Do they pick up materials on grocery store
racks or at libraries? Do they go to PTA meetings? Do they
know where to ask questionsor what questions to ask? (See
sidebar in Chapter 5, for more on channels of communication.)
22
-------
3. Know Your Audiences
How do they feel about business, government, and communi-
ty groups as sources of information about the environment?
Are they skeptical or hostile toward certain groups? What fac-
tors and incidents have helped shape their distrust? What can be
learned from these experiences? How do people feel about your
group or others that might help you reach your audience (e.g.,
media, health professionals, teachers, business representatives)?
How do people feel about the environment? Are they con-
cerned or indifferent? Do they feel they can get answers when
they have questions? Do they know where to go for answers? If
industries provide many jobs in your area, are people more con-
cerned about employment than the environmental and health im-
pact of industry?
In some communities, people who live near companies ex-
pected to report under Title III may:
Be unaware of Title III
Think it's a good idea
Be skeptical that industry will comply
Be skeptical that government will enforce
Be concerned about pollution in general
« Be uninterested in details, i.e. specific substances or
routes or levels of exposure
Not differentiate between emission and exposure
Think that all emissions are risky
» Think that all emissions should be illegal
Think that only a complete absence of risk is acceptable
Not believe that they can get information
Not believe that industries or authorities will act to cor-
rect the problems they see
(Source: EPA/Georgetown University Medical Center,
Toxic Substances Public Needs Assessment, 1988)
Research Results:
Views from Communities
23
-------
3. Know Your Audiences
Research Results:
Views of
Hazardous Materials
Personal Knowledge
about Chemicals
Personal Actions to Protect
Against Risk
Sources of Information
A 1988 survey measured people's knowledge, awareness, and
actions related to hazardous materials in six communities: Albu-
querque, New Mexico; Cincinnati, Ohio; Durhaun, North Caroli-
na; Middlesex County, New Jersey; Racine County, Wisconsin;
and Richmond, Virginia.
Here are some of the results.
Location of Facilities Where
Chemicals Stored/Used
Releases of Chemicals Into Atmosphere
Quality of Drinking Water
Community Right-to-Know Laws
Emergency Preparedness Plans in Area
Hazardous Waste Facilities in Area
Activities to Cleanup Spills
Risks of Chemicals in Area
Percent
Responding
"A Lot"
12
8
24
11
9
10
11
13
Percent
Responding
"Nothing"
22 %
20
9
20
30
23
21
14
Of Those Who Answered Yes:
High School More Than
% Yes
Contributed Time/Money to
Environmental Cause 37 %
Used Bottled Drinking Water 36
Attended Town or Community
Meeting 20
Talked to Doctor 20
Called/Written Government
Official 16
Gone To Library 15
Moved/Chosen Not to Live
in Certain House 13
or Less
25 %
33
13
17
9
9
10
High School
45 %
39
24
22
21
20
15
Newspapers
TV/Radio
Friends/Neighbors
Magazines
Government
Work
Family Members
Mail Notices
Town Meetings, Library, LEPC,
Doctors, Local Businesses
76
73
7
3
2
2
2
2
<2
24
-------
3. Know Your Audiences
News Reporters
Friends/Relatives
LEPC
Local Government
Federal Government
Chemical Industry
Officials
How much
Information
do you get
from source?
Percent
Responding
"A Lot"
27 %
7
6
, 5
4
How much
do you
trust source?
Percent "
Responding
"A Lot"
27 %
34
28
11
12
8
How
knowledgeable
is source?
Percent
Responding
"Very"
17 %
9
33
22
36
58
Perception of
Information Sources
Source:
EPA/Georgetown University Medical Center/Columbia Univer-
sity, Baseline Survey of Knowledge, Attitudes, and Behavior Re-
garding Environmental Issues: Research Conducted in Prepara-
tion for Risk Communication Interventions as Part of SARA Title
III.
The Community Partnership: A Hazardous Materials Manage-
ment Planning Guide, 1988. National Safety Council, 444 North
Michigan Avenue, Chicago, EL 60611-3991.
Do-It-Yourself Marketing Research, 1988. New York: McGraw-
Hill.
Making Health Communication Work: A Planner's. Guide, 1988.
Office of Cancer Communication, National Cancer Institute,
9000 Rockville Pike, Bethesda, MD 20892.
Resources
25
-------
3* Know Your Audiences
Research Results:
What Public Opinion
Polls Say
Notes
Forty two national surveys concerning environmental pollu-
tion were conducted between 1984 and 1987,, Here is a brief
review of their results:
Most people said they were aware of and concerned
about pollution, but few felt that it was directly related to
their own lives.
A substantial majority said they favored strict govern-
ment enforcement of regulations concerning toxic sub-
stances, even if it meant fewer jobs or higher prices.
More than half of all respondents felt that industry was
not adequately protecting the community, with a strong
majority expressing concern about the safe manufacture,
storage, and transport of toxic chemicals.
A strong majority acknowledged there was a risk in-
volved in living near a plant that manufactures chemi-
cals.
Chemical wastes were seen as one of the most serious en-
vironmental problems, according to a strong majority,
but fewer than half said it was among their own greatest
risks.
(Source: EPA/Georgetown University Medical Center, Tox-
ic Substances Public Needs Assessment, 1988.)
26
-------
Before You Begin
4. Know Who Can Help
"Title III introduced a new relationship among governments at
all levels, the private sector, public organizations, and the gen-
eral public. Each group has a different but equally important
role in making emergency planning and community right-to-
know work."
It's Not Over in 0 ctober
U.S. Environmental Protection Agency
Before you do anything else, take a look at what's going on in
your community. Some of the activities may fit your needs.
This stage of planning, often called a needs assessment, helps
you find out what public information needs are already being
met, or partially met, and what remains to be done. It also tells
you about programs with which you may be able to cooperate.
Have citizen groups produced a brochure you could use? Does a
chemical plant have a public relations program? Does the fire
department give school assemblies? Do these programs reach
the audiences you want to reach and get out the message you
want to get out?
Basic questions to ask are these:
What's already going on?
How can you work with other groups?
How can they help you meet your goals?
« Who else can help?
« What else is needed?
What's already going on?
Maybe more,.than you think at first. This is especially true in
towns near large plants and refineries, of course, but if you are
near truck routes, areas where pesticides are sprayed, areas
where landfills have been located or proposed, or areas with
much heavy industry, you may find some information programs
already underway.
Assessing Needs
What's Already
Going On?
27
-------
4. Know Who Can Help
Overcoming
Stereotypes
Consider these possibilities:
Government agencies. Health departments and departments of
environmental protection often have public affairs offices, espe-
cially on the state level, and many put out fact sheets, press re-
leases, or other materials on toxic hazards. The SERC in your
state can help you with contacts. Locally, fire departments and
health departments may have outreach programs with materials
or demonstrations that would fit your needs.
Business programs. After the 1984 Bhopal disaster in India, the
Chemical Manufacturers Association developed a public infor-
mation program called Community Awareness and Emergency
Response (CAER). If you have a large chemical plant in your
community, it may have a CAER program. Other plants or busi-
nesses affected by Title III may also have public relations offic-
es willing to help.
When working with any other group, whether business or envi-
ronmental, conservative or liberal, be sure that you understand
that program's objectives. They should contribute to, not re-
place, your objectives.
Citizen's, environmental, and health groups. In some places,
environmental problems have given rise to citizen groups that
may have communications programs in place. Also consider the
local chapters of groups such as the Sierra Club, the American
Lung Association, the National Audubon Society, and other vol-
untary groups like Greenpeace and the National Wildlife Federa-
tion.
Other LEPCs. You may be able to share ideas and resources
with neighboring LEPCs. The SERC may be able to provide
leads on what other communities in your state are doing.
How can you work with others?
Whether your group is an LEPC subcommittee or another com-
munity group, Title III will bring you in contact with govern-
ment, industry, and the public. For example, according to the
law, LEPCs must include elected State and local officials; po-
lice, fire and civil defense professionals; public health profes-
sionals; environmental, hospital, and transportation officials;
representatives of affected facilities; representatives of commu-
nity groups; and media representatives.
You may be working with all or some of these groups in a com-
munication program. As you do so, remember that the past sev-
eral decades have given rise to environmental stereotypes. De-
pending on your bias, the manufacturers may be manipulative,
the environmental groups self-serving, the public unreasonable,
the regulators unresponsive, the journalists irresponsible.
28
-------
4. Know Who Can Help
As these groups work together under Title IE, the stereotypes
must give way but it may be a gradual process. To facilitate
cooperation, keep in mind the different, and legitimate, perspec-
tives that each group brings to the risk management process.
Several of the resources at the end of this chapter discuss the
viewpoints and concerns of various groups in the community.
How can other information pro grams help?
Once you have learned about other programs, decide whether or
not, and how, they can help. Ask questions like these.
Do materials or programs convey the same message you
want to convey? Are they slanted in any way? Are they
about toxic substances in air, water, or soil, or do they fo-
cus on other topics, such as indoor air pollution? If they
do not further your group's goals, they are of little use to
you, no matter how attractive or obtainable they may be.
« Are they appropriate to your audience? Is a fact sheet too
technical? Is a presentation designed for children when
you want to reach adults, or vice verse? If so, do not use
thembut ask the following question.
« Could they be adapted or modified so that they would
work for your group? You may not have to start complete-
ly from scratch. See more about adapting materials in
Chapter 14.
Are cooperative ventures possible? Could you develop a
joint program with another group? More about working
with other groups is in Chapter 7.
What other groups can help?
In addition to the groups mentioned above, all communities have
clubs, associations, offices, and businesses that have nothing to
do with toxic substancesbut may be interested in helping. For
example:
Libraries can help organize and provide information. Also, of
course, they can help locate books and articles, and reference li-
brarians can help you identify State and local officials and com-
munity groups. Many public libraries have computer access to
various databases now, and can inexpensively gain access to the
TRI database. Libraries usually have files on a wide variety of
topics of local concern; ask about the "vertical file." In addition,
libraries can often provide meeting rooms, hand out fact sheets
at the check out desk, and mount exhibits.
Who Else Can Help?
29
-------
4,, Know Who Can Help
Example
Example
In Bay town, Texas, the Exxon facility donated a computer
to the city library to make it easier to access Title III data.
Software allows citizens to cross reference chemicals by
company; any hazard category by company name; all
chemicals by hazard categories; and all companies by
chemical name. The LEPC will add inventory and emis-
sions data as they are reported.
(From Communicating Title HI: A Newsletter on Outreach
Activities, Chemical Manufacturers Association)
Stores may be willing to serve as distribution points for materi-
als and to display posters.
Printers may be willing to donate their services for a pamphlet
or brochure.
Civic groups, such as the Lions Club, are often interested in
supporting programs that benefit the community, sometimes
with funds, sometimes with in-kind services, such as free public-
ity in a newsletter. Ask groups that have regular meetings for
time on their agenda to speak about Title III.
School or university journalism or public speaking classes
may be interested in helping with special projects.
Louisiana State University, Department of Environmental
Studies is helping the Baton Rouge LEPC catalog Title III
data on personal computers provided by industry in the re-
gion.
(From Communicating Title III: A Newsletter on Outreach
Activities, Chemical Manufacturers Association.)
Toastmaster's International, a public speaking club, might
also lend members for speaking occasions.
Homeowners' or tenants' associations may have newsletters,
meetings, or other channels of communication that you could
use to spread awareness.
Voluntary groups with local chapters, such as the American
Lung Association, the League of Women Voters, or the March
of Dimes Foundation may have materials or activities that would
fit in your objectives.
30
-------
4. Know Who Can Help
Environmental activist groups may be able to lend time and
resources.
Hospitals, clinics, or other groups that sponsor health fairs may
welcome an exhibit on environmental health.
Churches may be able to provide meeting space or publicity in
a newsletter.
Schools hold assemblies, and may be willing to arrange for a
presentation that appeals to students, such as a demonstration of
HAZMAT equipment to deal with hazardous material emergen-
cies, accompanied by an explanation of what the LEPC is doing.
Local newspapers, radio stations, and TV stations are, of course,
essential and valuable allies. See Chapter 11 for more on the
media.
Once you know what materials and activities exist, how you
could use them, and who else might help, decide what you need
to develop from scratch. This is the time to make your plans fi-
nal; see Chapter 5.
Chemicals In Your Community: A Guide to the Emergency Plan-
ning and Community Right-to-Know Act, 1988. Emergency
Planning and Community Right-to-Know Information, U.S. En-
vironmental Protection Agency, OS 120, 401 M Street SW,
Washington, DC 20460.
The Community Partnership: A Hazardous Materials Manage-
ment Planning Guide, 1988. National Safety Council, 444 North
Michigan Avenue, Chicago, IL 60611-3991.
It's Not Over in October: A Guide for Local Emergency Plan-
ning Committees, 1988. Emergency Planning and Community
Right-to-Know Information, U.S. Environmental Protection
Agency, OS 120, 401 M Street SW, Washington, DC 20460.
Locating Funds for Health Promotion Programs, 1988, ODPHP
National Health Information Clearinghouse, P.O. Box 1133,
Washington, DC 20013.
Making Health Communication Work: A Planner's Guide, 1988.
Office of Cancer Communication, National Cancer Institute,
9000 Rockville Pike, Bethesda, MD 20892.
What Else Is Needed?
Resources
31
-------
c
4,, Know Who Can Help
Notes
32
-------
Before You Begin
5. Outline A Plan
With homework done, you are ready for the final step in
planning.
The final step is to outline your plan in detail. This outline need
not be a long or formal document, but it should answer five
questions:
What do you want to accomplish in the community?
What information do you want to convey in order to have
that happen?
How will you convey it?
Who will do what? When?
How will you know if your strategy is working?
What do you want to accomplish ?
This will depend on your community. Say, for example, that a
large chemical plant is a major employer in the area; that a State
right-to-know law has been in effect for some time; that a local
environmental group has been active for the past decade; and
that many people are already aware of the presence of toxic sub-
stances. Then your overall goal might be to encourage citizens
to use the new law to learn more. Your objectives could focus
on telling concerned citizens about how to access and use the
TRI database, follow LEPC activities, and work to reduce risks.
Every community, of course, has a different combination of cir-
cumstances. But to illustrate the planning process, the remainder
of this chapter will use just one hypothetical situation.
Washington County has several businesses reporting un-
der Title III, but there has not yet been afire or a spill
that extended beyond the fencelines. Few people in the
county realize there is a potential risk; almost no one
knows the County needs or has an emergency plan.The
LEPC Public Information Subcommittee decides that its
communication goals are (1) to publicize the emergency
plan in the neighborhoods near the facilities, and (2) to
raise awareness of community leaders throughout the
county of the presence of toxic substances and of their
rights under the new law.
What Do You Want to
Accomplish?
33
-------
5. Outline A Plan
What Information Do You
Want to Convey?
How Will You Convey It?
Who Will Do What
and When?
What is your message ?
Try to put into single statements the ideas you want to convey
and then make sure that all activities and materials get across
that message.
The Subcommittee sums up the messages related to its
two goals as follows: (1) Although the risk of an accident
is very low, everybody who lives in the vicinity of busi-
nesses that handle large amounts of toxic substances
should know that there is an emergency committee and
an emergency plan. (2) There are toxic substances in
Washington County and there is a new federal law that
gives citizens the right to know about them.
What channels will you use?
There are dozens of different ways to convey information. Chan-
nels of communication can range from personal conversations to
mass media programming, and there are many more practical
ones between (see below). Choose channels that fit both your
message and your audience.
To reach people living near the facilities, the Subcommit-
tee chooses as channels their homeowners' and tenants'
associations, PTAs, and two busy neighborhood shop-
ping centers. To reach community leaders throughout the
county it chooses a countywide newspaper and local
town councils as channels.
Decide on activities, assign tasks, and devise a timetable.
Does someone need to make calls, arrange for a presentation,
write a fact sheet or press release, obtain brochures, distribute
brochures, invite people to subcommittee meetings, demonstrate
computer access to the TRI database? As with any workplan, the
more clearly it's spelled out, the fewer will be the frustrations.
The Subcommittee decides that its Information Coordi-
nator will personally visit the newspaper editor, leave
him materials, and invite him to an LEPC meeting. Three
other members will call the homeowners' and tenants'
association presidents and the PTAs to ask if Subcommit-
tee members can attend their meetings to make presenta-
tions. The presentation will be prepared by afire depart-
ment member, and delivered by the members who made
the first contact. A chemical company's public relations
department will send someone to the next Subcommittee
meeting to give public speaking tips.
34
-------
5. Outline A Plan
Someone else will design and write a brief fact sheet de-
scribing the emergency plan, and another member will
start looking into inexpensive ways to have it printed or
photocopied. Yet another member will call local scout
troops and ask them to help distribute the fact sheet at
the shopping centers one Saturday morning.
Where would you like or expect to find information about
toxic releases? People in several communities answered
like this:
News reports
Mail
Telephone number
Police and emergency agencies
Civic and community group meetings
Supermarkets
Y Drugstores
Malls
Post offices
Libraries
Schools
Environmental groups
Doctor's offices
Companies*
Elected officials*
Government offices*
* Some people voiced skepticism about these sources of in-
formation.
(Source: EPA/Georgetown University Medical Center,
Toxic Substances Public Needs Assessment, 1988.)
Plan to follow up.
It's a good idea to follow up on these activities to find out if they
are achieving your goals. If not, you may want to alter them in
some way or try something different. Known as evaluation, this
kind of followup is vital to making a program work and should
be built into your plan from the beginning.
Our hypothetical Subcommittee asks each speaker to re-
port at its next meeting on the size of his or her audience,
the amount of interest shown, and the kinds of questions
asked. It asks the scout troops to keep track of approxi-
mately how many people take materials. The Information
Coordinator scans the newspaper for stories related to
the LEPC or toxic chemicals. And finally, the member
who fields telephone calls for the Subcommittee asks
each caller how he or she found out about toxic sub-
stances and emergency planning.
Research Results:
Channels of
Communication
How Will You Know if
Your Strategy Is
Working?
35
-------
5. Outline A Plan
The information collected through followup helps give an idea
of the impact of each activity and helps members decide what to
do next. For example, if the newspaper does not run a story on
the LEPC and Title III, the Information Coordinator may decide
to try a press release or to approach a local radio talk show in-
stead.
Resources Making Health Communication Work: A Planner's Guide, 1988.
Office of Cancer Communication, National Cancer Institute,
9000 Rockville Pike, Bethesda, MD 20892,.
"Measuring Potential/Evaluating Results," Managing Your Pub-
lic Relations: Guidelines for Non-profit Organizations, 1980. In-
stitute for Public Relations Research and Education, 310 Madi-
son Avenue, Suite 310, New York, NY 10017.
"Planning and Setting Objectives," Managing Your Public Rela-
tions: Guidelines for Non-profit Organizations, 1980. Institute
for Public Relations Research and Education, 310 Madison Ave-
nue, Suite 310, New York, NY 10017.
Notes
36
-------
Part II: Getting People Involved
Promoting public participation, vital to the success of Title III, is
also an important part of your communication program. In fact,
it is a process that got started as you planned the program.
Planning forced you to come to terms with time and resources,
making it clear that no single person or group could handle com-
munication alone. As you planned, you spelled out the contribu-
tions that different groups and individuals could make, defining
your own role and that of others.
The following chapters suggest ways to build on what you have
started. Chapter 6 gives tips for attracting individual volunteers
to work with your organization. Chapter 7 discusses ways to es-
tablish joint ventures with other groups.
37
-------
-------
Getting People Involved
6. How To Get And Keep Volunteers
"Preparing for chemical accidents and controlling the release
of toxic substances into the environment is no longer the
exclusive responsibility of a handful of government and
industry specialists in emergency management and pollution
control. Now it's everybody's job."
Chemicals in Your Community
U.S. Environmental Protection Agency
If you are a member of an LEPC subcommittee or other group
that provides public information about toxic substances, then the
concept on which Title in is based"it's everybody's job"is
more than an abstract ideal. It has practical benefits. With more
people involved, you will have:
more channels through which to reach different segments
of the community
more feedback from different segments of the community
on information needs
more ideas for messages and channels
more help with specific tasks
Here are some ways to find and keep active group members.
Make a list. Put on it the names of people who might be inter-
ested in joining your subcommittee or group. You could begin
by contacting people who are active in other groupscitizen
and neighborhood associations, local environmental and health
groups, and business organizations. Chapter 4 lists some exam-
ples. And don't overlook word-of-mouth as a way to find volun-
teers.
Ask leaders to appoint representatives from their groups.
Remember that it may take some time for leaders to talk to peo-
ple and find out who is interested and has time. Offering to
speak at one of the group's meetings may help.
Make personal contact. In getting people involved, a personal
meeting is more effective than a telephone call and a telephone
call more effective than a letter. Some people recommend a let-
ter followed by a telephone call to arrange a meeting.
Finding Active Members
39
-------
6. How To Get And Keep Volunteers
Reporters and LEPCs:
A Conflict of Interest?
Keeping People Involved
Set up a structure that can accommodate various interests.
Consider establishing subcommittees, task forces, or advisory
groups to study particular issues or carry out certain tasks. This
not only helps your group get its work done efficiently, but also
encourages volunteers who are interested or knowledgeable in
some particular area. For example you might have a subcommit-
tee on publicity, another on information management, and an-
other on hazards analysis.
A study of Virginia LEPCs found that some journalists feel
there is a conflict of interest between their jobs and LEPC
membership. Focus groups in Pennsylvania revealed a sim-
ilar problem. Reporters fear being used by special interests;
they feel that getting actively involved could limit their
ability to be objective about environmental news. One solu-
tion may be to encourage senior editors or producers to rep-
resent the media on the LEPC and its: subcommittees, in
place of reporters.
Take advantage of special skills. A task force on publicity
could be chaired by a member of the media, one on information
management by a librarian.
Know what you want members to do. Nothing is more discou-
raging than to volunteer for a community group and then find
out there is nothing specific to do. Designing tasks for volun-
teers takes time and thought. It is easy, therefore, to overlook or
gloss over this step, especially when you yourself are a volun-
teer with limited time. But try to avoid this mistake. Make a list
of activities that new recruits could take over, with guidelines
for implementation. In the long run, you will save yourself time.
(For communication jobs, the guidelines from this manual could
help.)
Set definite meeting times. If everyone knows that the Public
Information Subcommittee meets on the first Tuesday of every
month, members are more likely to remember meetings and less
likely to schedule conflicts. Ask people about important con-
flicts before setting up the schedule.
Send out reminders of meetings. These can be in the form of
minutes from the last meeting, postcards, or telephone calls.
Plan substantive agendas. Community group meetings range
from aimless get togethers to professional presentations. Try to
avoid both extremes. The organizations that keep members com-
ing to meetings are usually those that have fairly structured
agendas in which many people can participate. Include in the
agenda reports from subcommittees or individuals working on
projects, time to discuss the reports, and formal votes on next
steps.
40
-------
6. How To Get And Keep Volunteers
Schedule special presentations. Part of some meetings can be
devoted to presentations from other groups. An environmental
group, for example, could present its special concerns at one
meeting and an industry spokesman could speak at another.
Computer demonstrations of information management systems
and the TRI database could be arranged.
Be aware of the nature of volunteer work. What people get
out of volunteer work is surprisingly similar to what people get
out of paying jobs: a sense of satisfaction at contributing,to ,a
team effort, a sense of satisfaction at individual achievement,
recognition from peers, the opportunity for .personal growth.
Volunteers also may welcome the chance to enhance their work
experience or develop marketable skills; and there is the oppor-
tunity to improve the community's quality of life.
Volunteer work should be managed in the same way as any oth-
er work. It is usually recommended that volunteers:
set specific, attainable objectives
9 define tasks
be given the authority to get the job done
have a timetable
report back to the group on problems and progress
be recognized for contributions
"Volunteer organizations can make it more or less difficult for
members to serve by the procedures they adopt," notes a re-
port on a survey of Virginia LEPCs. Meeting times were
among the potential problems identified by the survey.
Percent of members saying
problem is:
Potential Problem
Finding time for work
outside of meetings
Finding time to go to
LEPC meetings
Meetings scheduled at
inconvenient times
Getting access to
needed information
Lack of cooperation from
affected firms
Getting time released from
work for the LEPC
Serious
28 %
21
19
14
12
7
Unimportant
21'%
34
45
51
56
82
(Source: Virginia Polytechnic Institute & State University,
Community Interpretation of Hazardous Materials Risk Infor-
mation, U.S. Environmental Protection Agency, 1989.)
Research Results:
Finding the Right Time
41
-------
6. How To Get And Keep Volunteers
How to Keep Volunteers
Resource
Notes
1. Fit the job to the person.
2. Set a realistic schedule.
3. Be specific about tasks.
4. Delegate authority as well as responsibility.
5. Give support and supervision.
6. Use the product or results.
7. Say thank you in a meaningful way.
"Working With Volunteers," Managing Your Public Relations:
Guidelines for Non-prof it Organizations, 1980. Institute for Pub-
lic Relations Research and Education, 310 Madison Avenue,
Suite 310, New York, NY 10017.
42
-------
Getting People Involved
7. How To Work With Other Groups
Reach more people and stretch your resources by cooperating
with other organizations.
Why work with other groups? Consider this hypothetical situa-
tion:
The Washington County LEPC Information Subcommit-
tee wants to distribute a fact sheet to every household in
a certain neighborhood. The American Lung Associa-
tion's (ALA's) local chapter -will be conducting its annu-
al, door-to-door fund drive in about two months. After a
telephone call and a meeting, the ALA agrees to let the
Subcommittee use its canvassers as a communication
channel; the canvassers will distribute fact sheets at the
same time they request donations. In return the LEPC
agrees to print on the fact sheets, "Distribution a service
of the Washington County Lung Association." The joint
venture gets the job done and benefits both groups.
Cooperation, in other words, saves time and money.
Another advantage to joint ventures is improved credibility.
When established community groups become involved, people
may be more likely to believe your message and take it serious-
ly. The Lung Association in the above example lends its prestige
and credibility to the Subcommittee's message.
To make a joint venture work, manage it carefully. Here are
some guidelines.
Identify interested groups. When you reviewed what was al-
ready going on in your community (Chapter 4), you may have
found organizations that were working on environmental or
health concerns. LEPC representatives from community groups
may know of ways their organizations could get involved. Ask
local newspapers and libraries if they know of other groups. Try
to find organizations that can influence your audience.
The LEPC in Louisville, Kentucky, worked with the Rub-
bertown Mutual Aid Association, which is the local Chemi-
cal Awareness and Emergency Response (CAER) group, to
develop a form for the public to use in requesting Title IE
data from the county clerk. A public library branch has
agreed to store the data.
(From Communicating Title III: A Newsletter on Outreach
Activities, Chemical Manufacturers Association)
Cooperation Improves
Efficiency, Access,
and Credibility
Identify Groups
Example
43
-------
(7. How To Work With Other Groups
Make Them Part
of the Program
Example
Approach group leaders personally. Don't issue a general call
for help or circulate a form letter. Personal contact is much more
effective. Try to identify someone you or another group member
knows in each organization, and call that person first to ask for
an introduction to group leaders. If you do not know anyone and
feel it is more appropriate to begin with a letter, make it a per-
sonal one and follow up with a telephone call.
Involve group leaders in planning as early as possible. Their
activities may influence yours and vice verse. For example, if
you have asked the PTA to sponsor a science award related to
chemicals in the community, both you arid the PTA will need
time to prepare. The PTA must meet with school officials, get
approval, make arrangements for judging, and so on. You will
want to make plans to incorporate news of the contest in press
releases and other publicity.
Be flexible. Remember that other groups have their own goals
and timetables. For the venture to be successful and worth re-
peating, it must serve their goals as well as yours. Don't lose
sight of your own objectives, but be willing to adjust your time-
table or strategy if necessary.
Avoid competition. Be willing to share responsibility and credit
for achievements.
Provide a structure for the cooperative effort. A written
agreement may or may not be necessary, but be sure to do more
than talk on the telephone. Meet with leaders to discuss plans,
progress, problems, and results. Decide who will do what and by
when. Photocopy the schedule and send it to everyone involved.
Choose specific, short-term activities that are likely to be suc-
cessful. Avoid vague objectives, such as "let your members
know about the new law." Instead specify "an article in your
newsletter" or "help in distributing a brochure."
The Information Subcommittee of the Louisville/Jefferson
County LEPC, in Kentucky, asked the water utility to mail
brochures explaining Title HI with its bills. Officials at the
water company agreed, as long as the brochures could be
designed to be handled by their automated mailing equip-
ment. Funds for the brochures were solicited from industry.
(From Communicating Title III: A Newsletter on Outreach
Activities, Chemical Manufacturers Association)
44
-------
7. How To Work With Other Groups
Recognize efforts with something tangible. A formal thank
you letter, with copies sent to local newspapers, is one way to do
this. For large projects, certificates of appreciation may be in or-
der.
Discuss results with the other group. Review what worked and
did not work, and prepare a short report for everyone who was
involved. Use these reports to improve future efforts.
Share your successes. Write a report on the project and why it
worked. Share it with other groups interested in communication
about toxic and other hazardous substances.
Making Health Communication Work: A Planner's Guide, 1988.
Office of Cancer Communication, National Cancer Institute,
9000 Rockville Pike, Bethesda, MD 20892.
Evaluation and Followup
Resource
45
-------
7. How To Work With Other Groups
Notes
46
-------
Part 111: Running A Communication
Program
Use the how-to-do-it chapters that follow as a primer. Each is a
brief introduction to a broad topic, in some cases a whole field.
Media relations and public speaking, for example, are the sub^
jects of books, courses, and magazine articles. Yet you don't
need an advanced degree to do them well; much is common
sense and practice.
For those who want to pursue a topic, a few titles are listed at
the end of most chapters. More can be found at libraries and
book stores.
As you move beyond planning and begin to talk with people
about toxic substances in the community, you may find yourself
dealing with a variety of reactions: worry, fear, anger, fatalism.
At this point it's important to remember your purpose, which is
neither to enflame nor to minimize concern and controversy, but
to channel them into productive dialogue. Listen to concerns, ac-
knowledge their legitimacy, suggest next steps. The overall goal
of a communications program is to allow the community to learn
about toxic substances and to participate in decisions about the
risks they pose.
47
-------
-------
Running A Communication Program
8. How To Talk About Risk
"I continuously get the feeling that people still think chemistry
is alchemy. It really is a mystery; it's a black box if you don't
work in it. And they kind of look at people in the chemical
industry as a little strange. They have no idea what you do.
They don't know what questions to ask. I think it's because
they're afraid to show ignorance or it's just so far afield for
them that they don't ask."
Chemical company employee focus groups,
EPA/Georgetown University
Toxic Substances Public Needs Assessment
People have a hard time talking about risk. As you begin to talk
about emissions and inventories and probabilities, you will prob-
ably begin to see why. Here are some of the special challenges
of risk communication and ways to begin coping with them.
Technical language. Information about toxic substances often is
expressed in numbers, acronyms, and multi-syllable terms that
tell the layman little. For example:
Methemoglobinemia is the most important result of ani-
line poisoning in man. Inhalation of 7-53 ppm causes
only slight symptoms but 1-160 ppm for over an hour
can cause serious difficulty.
Volume of data. There are 366 extremely hazardous substances
for which businesses must submit inventory information, and
similarly large numbers are covered by other sections of the law.
In industrial parts of the country, this can result in a flood of
data under Title III. Databases and computer programs are be-
ing developed to help deal with this problem.
Uncertainty. More scientific research is needed on almost all
toxic substances. Because one or two studies are not enough to
prove cause and effect, you will frequently run into information
like this:
Epidemiological evidence suggests that aniline is not a
human carcinogen. However, ingested aniline may be
concentrated to aniline hydrochloride which has been
shown to be carcinogenic in rats.
History of conflict in some communities. Distrust of officials
and business is high in some places that have experienced con-
flict over toxic waste dumps or other industrial pollution. "They
won't do anything about it," and "they only tell you what they
want you to hear," are the kinds of comments you may hear. A
good communication program can channel these feelings into
constructive action.
The Challenges
49
-------
8. How To Talk About Risk
Non-statistical
Aspects of Risk
Apathy in some communities. The other side of the coin is apa-
thy; people seem not to care. Apathy can stem from lack of in-
formation. But it can also stem from a feeling of powerlessness.
"You feel as if your hands are tied; there's nothing you can do,"
is a common sentiment.
Much exposure to risk, over which* one has no control, also can
breed a kind of paralysis. In one Pennsylvania community near a
major highway, emergency workers no longer can get people to
evacuate their houses when an truck accident spills chemicals on
the highway; it has happened too often.
What is the risk of aniline causing cancer in people who live 2
miles from a chemical plant that sometimes releases it into the
air? Science measures the risk in statistical terms: perhaps it is 1
death annually among 1,000,000 people. Residents measure the
risk in personal terms: that one death could be their child's.
There are many non-statistical aspects of risk. For example:
Voluntary risks are more acceptable than risks forced on us by
others. There is a difference between deciding to spray your ros-
es to get rid of Japanese beetles and having someone else decide
to spray your neighborhood from a helicopter, without your con-
sent.
Risks we can control as individuals are more acceptable than
those we cannot control. Many people would rather drive a car
than ride in an airplane, no matter what the statistics say about
car accidents vs plane crashes. A community that has some say
over the location of a chemical plant may feel more comfortable
with the risk from that plant.
Unfair risks that affect one group more than another are difficult
to accept. "Not in my backyard" is a natural and universal reac-
tion to toxic waste disposal landfills. It is not fair for one neigh-
borhood to bear the risk while others do not.
The source of risk information can play a role. Is the agency or
business trustworthy? Does it tell the community what's really
happening?
Risk concentrated in time and space is less acceptable than dif-
fused risk. Risks that are mathematically the same may really be
very different when time and space are considered. For example,
chemical A may kill 50 people a year in the U.S.; chemical B
may have one chance in 10 of killing 5,000 people in one com-
munity sometime in the next 10 years. Mathematically, the risk
in both cases is the same: an expected annual mortality of 50
people. But the second risk is less acceptable.
50
-------
8. How To Talk About Risk
People have always lived with risk, presently live with risk,
and will continue to live with risk. Some degree of risk of
adverse health effects from toxic substances is inevitable,
as a consequence of exposure to both naturally occurring
and manmade toxicants. Proper management of risk re-
quires risk assessment, risk management, and risk commu-
nication.
Risk is the potential of an adverse health effect as a result
of exposure to a hazardous substance or agent.
Risk assessment is a scientific process of estimating the
exposure to a substance and evaluating its adverse health
effects. Risk assessment consists of four steps:
Hazard identification is the process of determining
whether exposure to a substance can cause an effect
such as cancer.
Dose-response assessment establishes a quantitative
relationship between the exposure and the adverse
health effect determined in the hazard identification
process.
Exposure assessment is the process of measuring or
estimating the current or anticipated exposure from
various routes such as air, water, and food to a sub-
stance. Exposure assessment considers intensity, fre-
quency, and duration of exposure as well as the pop-
ulation involved.
Risk characterization is the final step in risk assess-
ment and combines the three steps mentioned above.
It estimates potential adverse health effects under
various conditions of human exposure.
Risk management is the the process of integrating risk as-
sessment results with engineering data and social, econom-
ic, and political concerns. Alternatives are weighed to se-
lect the most appropriate public health action that will lead
to a decision on appropriate controls, remedial actions, or
other measures.
Risk communication deals with public education and in-
formation. It aims at improving public understanding and
thus facilitating an informed individual and societal choice.
Effective risk communication increases the likelihood that
communities will find acceptable risk management solu-
tions and improves the quality of those solutions.
(Adapted from Risk Assessment in the Federal Govern-
ment: Managing the Process. National Academy Press,
Washington, DC, 1985.)
What Is Risk?
51
-------
8. How To Talk About Risk
Conveying Technical
Information
Exotic risks, from high-tech industries for example, are less tol-
erable than familiar risks, such as household chemicals. Similar-
ly, artificial risks, such as toxic air pollution, seem riskier than
naturally occurring radon.
Risks that are well understood by science are more acceptable
than those about which there is much uncertainty.
Risks that carry special dread, such as cancer, or are associated
with memorable events, such as the disaster at Bhopal or Cher-
nobyl, are less easy to accept than others.
Risks that are not easily detectable seem worse than those that
are. An invisible gas is more frightening than a chemical spill
at least until the spill gets into water supplies. People are also
more likely to fear a risk that takes many years to show up, such
as a chemical that may cause cancer 20 years after exposure.
Risks that seem unethical are less tolerable. If you feel that toxic
emissions are wrong, then there is no such thing as an acceptable
level of risk.
Experts point out that these factors are not distortions of risk.
They are intrinsic to our society's understanding of risk and any-
one who is talking about toxic substances and risk must take
them into account.
To explain risk, you may first have to explain some of the basic
principles of toxicology and the effects of specific substances.
Here are some general principles.
Avoid technical terms and jargon. These are shortcuts that
make communication easier within a field but shroud it in mys-
tery for others. For example, you can use "swallow" instead of
"ingest", "breathe" instead of "inhale", "contact with the skin"
instead of "dermal contact". To follow this rule, you often have
to observe the next.
Don't hesitate to use many plain words, if necessary, in place
of a few technical words. For example, say "a^substance that
may harm an unborn baby" instead of "teratogen."
Don't try to tell everything at once. Your main message can
get lost in a sea of relatively unimportant details. For example,
you could explain which trimester of pregnancy may be most
vulnerable to a certain teratogen, but in so doing you could ob-
scure your main point. Deciding what is important and unimpor-
tant means having a very clear idea of your owri message and
your audience's needs.
Start out with direct statements or answers. Don't try to add
qualifications and details all at once.
52
-------
8. How To Talk About Risk
Imagine how your first statement could be misinterpreted.
Then add background information that can prevent misinterpre-
tation. This is the time for details.
Add qualifiers. Explain what is not known, when it may be
known, and what kinds of other information could change the
situation.
Here is an example of technical information presented
clearly, taken from Risk Communication About Chemicals
in Your Community, U.S. Environmental Protection
Agency.
"Benzene is a chemical found in many common
products such as gasoline and often used in making
plastics, textiles, rubber, and solvents. It is known to
cause leukemia if people are exposed to it at levels
of hundreds of parts per million over many years. In
our town, concentrations in the air ;are about 20
parts per billion. Scientists do not know whether ex-
posures at this level have human health effects,
since it is about 400 times lower than exposures
known to cause leukemia. In other cities that do not
have factories emitting benzene, concentrations in
the air average about 9 parts per billion, because
both automobile exhaust and other everyday activi-
ties such as pumping gasoline result in benzene
emissions too."
Because the technical information is full of uncertainties, you
will have to talk also about probabilities and degrees of risk.
Acknowledge that there is uncertainty. Don't be on the defen-
sive because you can't give yes or no answers. Instead, put this
fact in context by talking about the uncertainty inherent in much
of science.
Don't use government standards as cut-off points. This im-
plies that risk is a safe-or-not-safe proposition when it is really a
matter of degree. People have a strong tendency to interpret ac-
tion levels, guidelines, and standards as the upper level of safe
exposure, which they are not intended to be. Use the terms "low-
risk" and "high-risk" to convey that risk is a matter of degree.
Give background information when using numbers. For ex-
ample explain the risk assessment process if the numbers come
from a risk assessment. Explain routes of exposure, and the dif-
ference that levels of exposure make.
Plain Speaking
Conveying Risk
Information
53
-------
8. How To Talk About Risk
Comparing Risks
Use graphs and charts. Visual explanations of probability are
easier to understand than numerical expressions. Be sure they
are clear, and don't include so many numbers that you obscure
the main message.
Make risk comparisons but do it very carefully. A useful way
to explain risks from toxic substances is to compare them with
other risks. But this can be very tricky. If you compare risks
people choose voluntarily with risks that are chosen for them by
someone elsee.g., smoking with breathing pollutantsyou
will be comparing apples and oranges, and you're likely to make
people angry. Before making risk comparisons, consider the
non-statistical aspects of risk discussed earlier.
The following box outlines risk comparisons that may work.
Rutgers University's Environmental Communication Re-
search Program suggests these kinds of comparisons:
Use comparisons of the same risk at two different times:
"in 1979 before regulation versus this year after regula-
tion."
Compare with a standard: "This level is 25% below the
Federal standard and somewhat below the State guide-
line." At the same time explain that standards are not
cut-off points for safety, but only indications of what
may be high-risk or low-risk. (Use this comparison care-,
fully if the standard is controversial.)
Compare with different estimates of the same risk: your
estimate of the risk side-by-side with the industry assess-
ment and the environmentalists'. Then explain the differ-
ences.
Explain how the risk compares with the risk in other
communities or to national or state averages.
(From Improving Dialogue With Communities, by Billie Jo
Hance, Caron Chessman, Peter M. Sandman )
Explain the processes that are taking place. Explain how stan-
dards are set, how risk assessments are made, how regulations
are enforced, and in general, how decisions are made.
Explain how people can have more control. Provide a tele-
phone number to report problems or to get information on pollu-
tion. Explain how to use the TRI data and to become involved
with groups working on the problem.
54
-------
8. How To Talk About Risk
Communicate on a personal level. Put the risk in personal
terms: e.g., "If you live two miles from the plant, your risk of
breathing in these routine emissions is in the low range." Also
acknowledge that personal feelings about risk are legitimate.
Be prepared for personal questions. When people are trying to
make personal decisions about technical matters (should I move
away or join a protest march or drink bottled water or just forget
it?) it is legitimate to ask a technical expert what his or her deci-
sion would be (are you drinking bottled water?). Some experts
are reluctant to answer such questions, especially if they repre-
sent an agency that makes policy decisions or if their answer
will receive publicity.
But answering this kind of question is a good way to make risk
and risk decisions intelligible. Some experts recommend giving
a direct answer, while making it clear that agencies and other
people may come up with different answers. For example: "I
personally wouldn't mind living this close to a plant that had
careful controls, because the risk seems low enough to me. I
have a brother, though, who wouldn't want to take even this
amount of risk."
Explaining Environmental Risk, Peter Sandman, U.S. Environ-
mental Protection Agency, 1987. Emergency Planning and Com-
munity Right-to-Know Information, U.S. Environmental Protec-
tion Agency OS 120, 401 M Street, SW, Washington, DC
20460.
Improving Dialogue With Communities, by Billie Jo Hance, Car-
on Chess, and Peter M. Sandman, Environmental Communica-
tion Research Program, Rutgers University, 1988. New Jersey
Department of Environmental Protection, Division of Science
and Research, Risk Communication Unit, CN 409, Trenton, NJ
08625.
Risk Communication About Chemicals in Your Community,
1989. U.S. Environmental Protection Agency; EPA 230-09-89-
066 (manual); EPA 230-09-89-067 (manual and facilitator's
guide).
Resources
55
-------
c
8. How T© Talk About Risk
Notes
56
-------
Running A Communication Program
9, How To Publicize
The Emergency Plan
".. .the industrial emergency response group put together a
plan, a major drill.. .for our emergency response...."
"We got a lot of good press out of it."
"A lot of good positive press.... But probably the best thing
that came out of it was what the community could do., .it had a
major impact, I think."
Chemical company employee participants, focus groups
EPA/Georgetown University
Toxic Substances Public Needs Assessment
If you are a member of an LEPC public information subcommit-
tee, one of your first jobs may be to publicize the emergency
plan. Other groups may be able to help. Information about the
plan is important to community safety, because people need to
be prepared. Talking about the plan is also a good introduction
to Title III and a way to start raising awareness of toxic risks.
The law requires that LEPCs publicize the emergency plan
through public meetings and public notification. Also consider
other ways to publicize the plan, choosing those that fit your au-
dience.
Use newspapers. Local newspapers can publish articles on the
emergency plan, based on interviews with you, press releases
written by you, or both (see Chapter 11, "How To Work With
the Media").
Articles about the emergency plan give you a chance to provide
background informationwhat the risks are and why a plan is
neededincreasing the likelihood that people will comply if
emergency actions are ever necessary. Also use this opportunity
to publicize the LEPC and the community's rights under Title
m.
Start Raising Awareness
57
-------
9. How To Publicize The Emergency Plan
IK YOU HEAK A SIREN SOUNDING!
A I.OHI) CONTINUOUS SIRKN. holding ils
pilch fur three (.1) minutes or mure, may mean
lhal Ihc PUUI.K- NOTIFICATION SYSTEM
h.-» been :itlw.ilc7vfc)-O9//
MIL(XUOTaERlEF(a5)727-6191 (312)672-5254
ILLINOIS STATE POLICE (815) 726-6291
LOCAL POLICE DECT.
LOCAL FIRE DEFT.
LOCAL AMBULANCE
CITY/VILLAGE HALL
FAMILY DOCTOR
HOSPITAL
t
\
rr
W
Jtf WILL COUNTY
LOCAL EMERGENCY
PLANNING COMMITTEE
302 North Chicago Street
Joliet, HUinois 60432
740-8351
The Will County, Illinois, LEPC has distributed this cardboard fact sheet through fire, police, and
emergency services departments. The reverse has text explaining the provisions of Title ILL
58
-------
9. How To Publicize The Emergency Plan
A newspaper ad in Midland, Texas, boosted public aware-
ness of emergency preparedness. The ad, headed "Are You
Prepared for a Hazardous Materials Emergency?" was pro-
duced by the Midland Community Awareness and Emer-
. gency Response (CAER) Committee, an advisory group to
theLEPC.
(From Communicating Title III: A Newsletter on Outreach
Activities, Chemical Manufacturers Association)
Consider newsletters. Those of local groups, such as home-
owners' associations, PTAs, and churches, may reach your audi-
ence.'.Write a brief article and contact editors to ask them to
print it.
Distribute emergency instructions to neighborhoods that
could be affected by a fire, explosion, spill, or other accident.
These should be brief and very clear; use direct statements, large
print, and bold type. They should also be in a form that is easily
saved. The instructions can be distributed in community centers,
libraries, city halls (where people pay water bills, for example),
supermarkets, and other public places. You could ask municipal
fire, police, and emergency departments to help distribute the in-
structions. Some municipalities have regular newsletters that
could print a copy. Also consider including emergency instruc-
tions in tax bills.
Be prepared for questions. Publicizing the emergency plan
may raise questions about toxic and other hazardous substances
and how much risk they pose. It is important to give as much in-
formation as is available, not only because it is the public's right
to have that information but also because it will establish your
credibility.
Make sure that newspaper articles and instructions tell where to
call for more information (when there is no emergency). Try to
anticipate questions, and if possible, have a brochure or fact
sheet to send out with more background information. Urge peo-
ple to learn more through the mechanisms established by Title
III.
When talking to people about toxic "substances, listen to their
concerns and acknowledge that they are legitimate. See Chapter
8, "How to Talk About Risk."
Produce a video or slide presentation. If you can solicit funds
from local businesses and services from audiovisual experts, you
may be able to do this. Audiovisuals make good introductions to
speeches and can be loaned to other groups.
Example
59
-------
c
9. How To Publicize The Emergency Plan
Example
Resources
Notes
An industry advisory group to the Midland, Texas, LEPC
produced a video on the emergency plan and Title HI.
"When the Siren Sounds" is being distributed free at local
video shops.
(From Communicating Title HI: A Newsletter on Outreach
Activities, Chemical Manufacturers Association)
Make a special effort to reach minority groups. Instructions
to evacuate are sometimes less effective with minority ethnic
groups, researchers have found, because of differences in lan-
guage, beliefs, and risk perceptions and a feeling of isolation
from authority. Translation of emergency instructions are one
solution. Holding small neighborhood meetings and working
with local ethnic associations may be even more effective. Make
a special effort to reach those who may be at particular risk.
Speak at other group's meetings. This may be easier than set-
ting up your own meeting, and it is an effective say to reach a
specific audience. Speak with group leaders in advance and ask
if you can be included on their agendas.
Hold meetings. Small group meetings may convey more infor-
mation more effectively than a general public hearing. Consider
less formal meetings with people who are most affected by or
concerned about toxic substances.
Keep it up. Publicizing the emergency plan should be a regular
part of your communication plan, not a one-time project. Do not
assume that people will remember it. Other opportunities for
press releases are when the plan is revised, when simulations
take place, or when responders receive special training.
"Using Publicity to Best Advantage," Managing Your Public
Relations: Guidelines for Non-profit Organizations, 1980. Insti-
tute for Public Relations Research and Education, 310 Madison
Avenue, Suite 310, New York, NY 10017.
Promoting Issues and Ideas: A Guide to PR for Nonprofit Or-
ganizations, 1987. New York, NY: The Foundation Center.
60
-------
Running A Communication Program
10. How To Answer Questions
"/ catted someplace because I wanted to know about
something my husband was using...I called a couple numbers
and kept getting different numbers."
"No one knows anything."
"I never got past the switchboard."
"There's nothing you can do."
Public participants, focus groups
EPA/Georgetown University
Toxic Substances Public Needs Assessment
These are comments from people who have tried to get informa-
tion on industrial pollution and failed.
But with the passage of Title III, citizens asking questions are
exercising a legal right, not asking a favor. And now a telephone
call can lead to other actions, such as accessing the TRI or work-
ing on an LEPC committee or other group. For these reasons, it
is important that local officials and the volunteers who may help
them develop a workable system for responding to telephone
calls.
People may have questions like these:
There's a bad smell in our neighborhood whenever smoke
starts coming out of the plant's stack. What's causing it?
The newspaper said XYZ Company released 4,000
pounds of cyclohexane into the air last year; isn't that ille-
gal? Isn't it dangerous?
o How can the government let that happen?
Is anything being done to stop it?
What will breathing cyclohexane do to my family's
health?
» What about breathing cyclohexane together with XXX
chemical that another plant is releasing?
I've heard there are underground storage tanks at the ABC
chemical company. What's the chance of their developing
leaks?
« What steps are being taken to prevent explosions?
Could the leaks get into our water?
Questions.
61
-------
10. How To Answer Questions
.And Answers
Preparation
Talking With People
You will not have the answer to every question, or even to most
of them. You will need the help of technical experts from local
schools, businesses, and government agencies, and they in turn
will need to refer to the data specific to your community. Anoth-
er EPA manual, Risk Communication About Chemical in Your
Community, discusses the kinds of answers that are appropriate
in particular situations.
This chapter discusses the procedures involved in providing a
question-and-answer service that works smoothly for both those
who are asking and those who are answering questions.
Appoint one person to be the initial contact for all requests.
This person need not be an expert on toxic substances, but
should be accessible by telephone during specified times. He or
she could be in the library, health department, fire department,
or other local office. An answering machine can take messages,
if necessary, so that calls can be returned.
Publicize that telephone number and the hours it's available.
Include it in any printed materials (stamp it on materials from
other sources) and make sure the newspaper includes it in arti-
cles whenever possible.
Make the number known to other agencies and offices, so that
they can refer callers to you.
Start a card file of referral contacts for different topics. In-
clude names and telephone numbers as well as frequently asked
questions that have been referred to each contact. You can also
include easily available publications in your file, with ordering
information.
Listen to specific concerns. Every request will be a little differ-
ent. Let the caller know that you understand what he or she said.
Acknowledge feelings. Don't belittle worries.
If you don't know the answer, say so. Offer to refer him or her
to someone else who will have the answer or to a specific book;
explain how to obtain printed material.
Don't guess if you don't have the answer or a good referral
source. Tell the person you will call them back. Or say that you
don't know and suggest several places to try. In this case, you
might want to ask requestors to call you back and let you know
if they got the information they wanted. :
62
-------
10. How To Answer Questions
in
indus-
Focus groups (small group meetings) with people
trial areas reveal that:
There must be a personally relevant need for information
for someone to be motivated to learn more. Participants
said that tangible physical evidence of emissions and
news reports would motivate them.
Once a relevant need or hazard had been identified by
these participants, they cited examples of actions they
had taken. Most often, action meant seeking information
by telephone.
There must be an information source that is easily ac-
cessible, knowledgeable, and credible if the target audi-
ence is to be expected to become more knowledgeable
and concerned. Although printed information may help,
understanding of these complex issues is likely to require
a two-way exchange.
Information sources must be prepared to respond prior to
attempting to raise public awareness and concern, or ad-
ditional frustration may result.
Agencies or other information sources the public would
turn to with questions must at least be made aware of
where to refer callers if public frustration is to be less-
ened.
(Source: EPA/Georgetown University Toxic Substances
Public Needs Assessment, 1988.)
Help callers formulate specific questions. Some callers may
have general concerns but not know the right questions to ask.
You may be able to help by volunteering information. For
example, you could explain that health effects can be both
long-term and short-term; that some emissions are permitted and
some are not; that there are a number of different factors that
affect toxicity.
Suggest a next step. Depending on the caller's needs, you might
offer to send a fact sheet or brochure or tell where one can be
picked up; explain the procedures for obtaining MSDSs and Tier
II information; tell how to access the TRI database; or suggest
the caller become involved in a local group concerned with Title
III.
Research Results:
Seeking Information on
Toxic SubstancesThe
Process
63
-------
10. How To Answer Questions
Evaluation and Followup
Resource
Notes
Consider checking back with callers that, were referred to oth-
er sources to ensure that their questions were answered. This
could be especially important with complex questions or for
callers who represent groups to which they will be reporting the
answers.
Keep a record of the numbers and kinds of questions asked and
referrals made. If you find that the same questions are asked
over and over, you might consider preparing a question-and-
answer fact sheet to distribute in the community or at least to
keep by the telephone.
Check with your referral groups, if you find you are making
the same referrals over and over. Is it all right with them or are
they overloaded? Can they suggest another source? Could they
provide you with answers to the more routine questions?
Risk Communication About Chemicals in Your Community,
1989. U.S. Environmental Protection Agency; EPA 230-09-89-
066 (manual); EPA 230-09-89-067 (manual and facilitator's
guide).
64
-------
Running A Communication Program
11. How To Work With The Media
Understanding how the media work is the key.
Local newspapers may be your greatest allies. They can help
you publicize the emergency plan, announce the availability of
emissions data, discuss the significance of the data, tell people
when and how to obtain more information, announce meetings,
report on meetings, ask for volunteers, and serve as a forum for
debate. Local radio and television stations can be just as val-
uable. .
With that in mind, also remember that a communications pro-
gram is more than media relations. News and feature stories can
help raise awareness of toxic substances. But personal interac-
tionspeeches, meetings, answers to individual questions-^-can
result in much greater understanding and involvement. Ideally,
the mass media and personal interaction supplement each other
in a communication program.
What to ask of the media, and how and when to ask, will vary
from town to town and county to county. That is why one of the
first rules of media relations is to meet personally with editors
and station managers. The other rules given here concern basic
procedures and techniques, recognized and welcomed by media
people in almost every community.
Identify media contacts, such as editors, science and environ-
mental reporters, radio and television station managers. You can
do this by consulting community directories, libraries, and the
PR departments of large businesses in your community. In larger
cities, you may find that other groups have developed media
guides or that an environmental group has a press list.
Call or visit your media contacts. Ask about deadlines; pre-
ferred lengths of articles or radio scripts; possibilities for feature
articles, talk show appearances, guest editorials, and columns;
and kinds of photographs preferred or tapes preferred.
Keep a media list with names, telephone numbers, and prefer-
ences. Keep it current.
Choose one member to be the chief media spokesperson. This
person should be easily available by telephone. Having one chief
contact is easier for editors, and it helps prevent conflicting or
duplicative stories. The media spokesperson can, of course, refer
reporters to other members for certain kinds of information. For
example, a technical expert could give reporters information on
the properties of a certain substance.
Media Can Be Allies
Preparation
65
-------
11. How To Work With The Media
Getting the Media's
Attention
Compile a packet of background information on Title III, the
emergency plan, the kinds of information becoming available,
and ways to use that information. Distribute this to all media
contacts and keep extras on hand to give new contacts. EPA and
the National Safety Council are developing a background note-
book on Title IE for reporters which may be useful.
Plan your media program in advance. For example, you could
plan press releases in March and July when the inventory and
emissions data are reported; ask to take part in a radio talk show
in September to discuss the emissions data; publish a reminder
about the emergency plan each October (with background infor-
mation on right-to-know); and write a guest editorial in January
to recognize volunteers.
Be flexible. Look for other opportunities for media coverage.
For example, an accidental release in another cornmunity could
be interesting to your media contacts if it involved facilities or
substances similar to those in your community.
Observe standard formats for press releases. Type them dou-
ble- or triple-spaced on one side of 8 1/2" x 11" paper, and allow
wide margins. Give the media contact person's name and num-
ber at the top and give a release date (which may be "immediate-
ly"). Type "-more-" at the bottom of a page, if there is more, and
"-30-" or a row of asterisks at the end.
A news release should begin with a colorful lead paragraph
highlighting local people, places, or events. Include factual in-
formationthe traditional what, who, why, when, where, and
howand use clear, short sentences. Many public relations
primers, such as those listed at the end of this chapter, contain
more guidelines on writing press releases.
Don't stop at press releases. A letter to the editor can ask for or
thank volunteers. A guest editorial or op-ed article can give an
overview of an issue. A monthly column can report on LEPC ac-
tivities.
Choose the medium that fits the message. Radio and televi-
sion can give broad, fast coverage to simple announcements,
such as the existence of an emergency plan and the availability
of emissions data. Talk shows give an opportunity for discus-
sion. Newspaper stories can provide background information
and discuss complex issues, such as risk. '.
66
-------
11. How To Work With The Media
RACINE COUNTY
OFFICE OF EMERGENCY GOVERNMENT
Safety Building 730 Center Street Raclna. Wlaconaln 63403
Tatephona 414-838-3616
DATE: January 5, 1988
Peter R. Jensen, Coordinator
Racine County Emergency Govt.
730 Center Street
Racine, WI. 53403
TELEPHONE: 414-636-3515
"PRESS RELEASE"
, ... TO: Burlington, Standard Press
Caledonia Pictorial
Racine, Journal Times
Racine Labor
Shoreline Leader
Waterford Post
Westine Report
RADIO/TV STATIONS:
WRJN/WHKQ, WBSD, WRKR/WHBT, Gateway WGTD,
RACINE TELECABLE, TOTAL TV OF SOUTHERN WISCONSIN INC.
FOR RELEASE: IMMEDIATE.
HEADLINE: TIER II REPORTS
, , , TEXT:
THE WISCONSIN STATE EMERGENCY RESPONSE, COMMISSION (SERO), WHICH WAS CREATED
TO DEAL WITH THE REQUIREMENTS OF THE SUPERFUND AMENDMENTS AND RE-AUTHORIZATION
ACT OF 1986 (SARA), HAS PASSED A RESOLUTION REQUIRING ALL FACILITIES IN THE
STATE OF WISCONSIN TO SUBMIT TIER II REPORT FORMS ON THE CHEMICALS THEY HAVE
AT THEIR SITES.
UNDER SECTION 312 OF THE SARA LAW, ALL FACILITIES WITH OVER 10,000 LBS.
OF HAZARDOUS SUBSTANCES IN 1987 MUST FILE INVENTORY REPORTS WITH THE STATE,
LOCAL EMERGENCY PLANNING COMMITTEE, AND THE FIRE DEPARTMENT FOR THEIR FACILITY.
THE TIER II REPORTING FORMAT SELECTED BY THE SERC PROVIDES MORE DETAILED INFOR-
MATION TO THE STATE AND OTHER RECEIVING AGENCIES THAN DO THE TIER I REPORTS.
TIER II REPORTING CONSISTS OF THE CHEMICAL NAME OF THE PRODUCTS ON HAND,
THE MAXIMUM DAILY AMOUNT CF THE PRODUCT ON HAND, THE AVERAGE DAILY AMOUNT ON
HAND, AND THE NUMBER OF DAYS IN THE YEAR THE PRODUCT WAS AT THE FACILITY.
IN ADDITION, THE PHYSICAL AND HEALTH HAZARDS OF THE MATERIALS MUST BE INDICATED.
STORAGE LOCATIONS OF THE MATERIALS MUST BE PROVIDED, BUT MAY, AT THE OPTION OF
THE FACILITY, BE WITHHELD FROM PUBLIC FILES.
The Racine County, Wisconsin, Office of Emergency Government, prepared this press release on
Title m.
67
-------
11. How To Work With The Media
Example
The Racine, Wisconsin, LEPC has put together a media kit
to provide information on Title HI. It includes:
Two, double-spaced pages of background information
for the media
A fact sheet on the LEPC, outlining activities and giving
members'names and meeting times.
An article for newspapers to use
A photocopied, published magazine article on Title El
EPA's Title III Fact Sheet (see Appendix A)
Ask about public service programming. Broadcast stations are
encouraged by the Federal Communications Commission to de-
vote a certain percentage of air time to public service program-
ming of importance to the community. This is often in the form
of public service announcements (PSAs), which range from 10
to 60 seconds. Television PSAs can be expensive to produce, but
stations sometimes donate the needed skill and equipment.
Radio PSAs are not as expensive, although tapes are best made
in a professional studio. Many radio announcers prefer a written
script, called live copy, from which they will read the PSA. Ask
your local station what format it prefers.
Don't overlook news programs, talk shows, and radio call-in
shows. Keep their producers on your media list, and send them
press releases. Call them to find out what kinds of information
they might use.
Do not use press conferences unless there its a major news
story, such as a dangerous accident. See Chapter 16 on holding
a press conference in an emergency.
Consider press briefings, which are more informal and relaxed
than a press conference, to provide media people with back-
ground information on your activities. Press briefings often in-
volve several speakers, packets with fact sheets, brochures, and
press releases, plenty of time for questions and. answers, and re-
freshments.
Observe media courtesies. In a city with competing papers, be
impartial, sending the same releases and invitations to all. But if
an editor asks you for a special story or article, do not send it to
a competing paper. Don't send the same information to two de-
partments of the same paper, unless you note on the release that
you have done so.
68
-------
11. How To Work With The Media
Return calls and turn up for interviews promptly. Be considerate
of reporters' deadlines, and don't ask them to write to you for in-
formation.
Be accurate. It is embarrassing to both you and a reporter if you
guess at an answer that turns out to be wrong. If you do not
know an answer, say so, and offer to consult a technical expert
and get back to the reporter as soon as possible.
Send thank you notes to reporters, editors, and station manag-
ers who help you with publicity. Don't demand apologies or re-
tractions for minor errors, but do ask that serious errors be cor-
rected. . . ... :.
Monitor publications and broadcasts. Start a clippings note-
book, and keep a record of broadcast coverage. Use it to keep
your contact list up to date, noting the names of reporters who
write related stories. This record also can show what activities
resulted in press attention.
Ask editors for advice if you find they are not giving you cov-
erage. Don't complain; do ask how you can provide material
they will use.
Don't wait until there's an accident. Think in terms of
headlines like these:
Emergency Planning Committee Gets New Members
Local Committee Plans for Emergencies
Chemical Releases Down Last Year
Environmental Groups, Industry Working Together
League of Women Voters to Discuss Toxics in Air
Answers To Your Questions About Chemicals a Phone Call Away
Profile: Emergency Planning Chairman Answers Hard Questions
High Tech at the Library: New Database Available
Emergency Planning Volunteers Honored
LEPC Celebrates 3rd Anniversary
Evaluation and Followup
Making News
69
-------
11. How To Work With The Media
Resources
Notes
Explaining Environmental Risk, Peter Sandman, U.S. Environ-
mental Protection Agency, 1987. Community Right-to-Know
and Information Hotline, U.S. Environmental Protection Agen-
cy, OS 120,401 M Street, SW, Washington, DC 20460.
Getting Your Public Relations Story on TV/Radio, 1986. Pilot
Books, 103 Cooper, Babylon, NY 11703.
Lesly's Public Relations Handbook, 3rd ed., Englewood Cliffs,
NJ: Prentice-Hall, 1987.
The Only Press Guide You'll Ever Need, by J. Sellers, 1988.
Capital Ideas Press, 1730 Minda Drive, Eugene, OR 97401.
70
-------
Running A Communication Program
12. How To Give A Speech
"We've got to get it in layman's terms. You've got to get
laymen to go out in the community or to organizations. You
get these high priced peoplethey talk in words that
longand people don't understand them."
Public participants, focus groups
EPA/Georgetown University
Toxic Substances Public Needs Assessment
Whether you want to get people involved in a task force or ex-
plain the extent of hydrofluoric acid emissions from a nearby
plant, personal communication is likely to be your most effec-
tive tool. Speeches or presentations can reach a selected audi-
ence more surely than the mass media, and they can be tailored
to the needs and interests of a particular group.
The following guidelines can help take the dread out of public
speaking.
Find out about your audience. Talk to one or several group
leaders to find out what the members already know, what they
want to know, and what their concerns are. Tailor your speech
accordingly. For example, if you are talking to members of a
Clean Water Coalition, you can probably assume that they are
already very much interested in toxic substances as an issue, so
rather than explain the reasons for Title III, you could tell them
how to obtain Title III data.
Collect information and prepare an outline. Do not try to tell
everything you know in one speech. Limit your talk to two or
three main points, make it brief, and tell the audience where they
can get more information.
Give your speech a definite introduction, body, and conclu-
sion. Remember that your audience must depend on their ears to
follow your reasoning; they can't see subheadings or para-
graphs. Use signposts, such as "What I'm going to talk about
is..."; "My first point is..."; "My second point is..."
Begin with a provocative quote or short, startling statement.
Resist the temptation to start with a long anecdote or "a little
background before I begin."
Use humor carefully. Make sure it will appeal to all members
of your audience.
Preparation
71
-------
12. How To Give A Speech
Delivering the Speech
Make it clear what you would like your audience to do next,
such as reading the handouts, coming to a meeting, or becoming
familiar with the emergency plan.
Use a blackboard, newsprint board, slides, or overhead pro-
jections to emphasize certain points. Make sure the proper
equipment, will be available.
Make sure your speech is easy for you to read. Type your
speeches in all capitals or in a large typeface. Double or triple
space the lines. Indicate places where you want to pause, such as
at the ends of long sentences and between major points. Some
speakers use numbers in parentheses (1 - 2 - 3 - 4 - 5) to help
them pause a certain number of seconds.
Rehearse the speech several times. Eliminate urns and ahs.
Practice looking up from your notes. Rehearse in front of a mir-
ror. A videotape and tape recording can also help you see and
correct mistakes.
Beware of too much formality. Some experienced speakers
feel it is possible to over rehearse, making a speech too dry and
formal, robbing it of spontaneity. Depending on your experience
with public speaking, you may want to experiment with different
levels of preparation.
Ask for help from experienced speakers. The public relations
department of a business may be willing to coach you and lend
audiovisual equipment. Other resources are local college speech
departments and chapters of Toastmasters or Toastmistresses In-
ternational.
Arrive early so that you can become familiar with the room and
the tone of the meeting.
Ask if everyone can hear you, and if not, adjust the micro-
phone or speak more loudly. Sustain the volume throughout the
speech.
Don't speak too quickly. Force yourself to pause between sen-
tences and thoughts. What seems an eternity to the speaker
seems natural to the listeners.
Look at members of the audience. Establish eye contact.
Avoid reading the speech word for word. Paraphrasing can
make a speech more interesting. Practice this beforehand.
Use gestures to help make points, but don't overdo it. Too many
can be distracting.
72
-------
c
12. How To Give A Speech
Vary the rate and expression in your voice. Don't speak in a
monotone.
Repeat questions to make sure you have understood them and
that everyone in the room has heard them. Try to anticipate
questions so that you can answer briefly and directly. But if you
don't have the answer, don't hesitate to say so. Promise to find
out the answer and get the questioner's name and telephone
number after the meeting so that you can send the answer to him
or her.
Report on the speech, questions, and audience reactions at your
group's next meeting.
Consider asking a colleague or public speaking expert to ob-
serve your speech. Some organizations do this routinely to help
members improve their speaking skills. See a sample evaluation
checklist below.
Keep copies of all speeches and accompanying graphics to be
used or adapted for other audiences.
Use the speech as the basis for a news release.
Send additional information promised questioners as soon as
possible.
Could the audience hear?
Did the speaker made eye contact with audience?
Did the speaker appear to read speech?
Was the opening attention-getting?
Were the main points clear?
Was topic clearly summarized?
Did the speaker use a monotone?
Did the speaker talk too quickly?
Were audience questions repeated?
Were visual aids set up properly?
Did they provide emphasis and clarity?
Evaluation and Followup
Speech Evaluation
Checklist
73
-------
c
12. How To Give A Speech
Resources
Notes
Community Relations in Superfund: A Handbook, U.S. Environ-
mental Protection Agency, 1984. National Technical Informa-
tion Service, 5285 Port Royal Road, Springfield, VA 22161;
Order No. PB84-209378.
Evaluating Risk Communication Programs: A Catalogue of
"Quick and Easy" Feedback Methods, 1989, by Mark Kline,
Caron Chess, and Peter Sandman, Environmental Communica-
tion Research Program, Rutgers University. New Jersey Depart-
ment of Environmental Protection, Division of Science and Re-
search, Risk Communication Unit, CN 409, Trenton, NJ 08625.
Executive Speechmdker, Institute for Public Relations, 310 Mad-
ison Avenue, New York, NY 10017.
Fundamentals of Public Speaking, Donald C. Bryant and Karl R.
Wallace, Englewood Cliffs, NJ: Prentice-Hall.
How to Write and Give a Speech, by Joan Detz, 1985. St. Mar-
tin's Press. ;
74
-------
Running A Communication Program
13. How To Hold A Meeting
"They really weren't doing anything illegally in any way, but
no one knew what was going on there and that can really
create problems. That's what annoyed us most. If they had just
said, you know, reported in the paper about there having been
an explosion or this and that, nobody would have said
anything. But the whole thing was covered up."
Public participants, focus groups
EPA/Georgetown University
Toxic Substances Public Needs Assessment
Public meetings, like press conferences, should be used sparing-
ly. Most people in most communities do not give up evenings to
go to public meetings unless the benefit is clear and immediate.
Even community activists become very selective about what
meetings they attend.
Nevertheless, there are times when a public meeting does offer a
clear and immediate benefit. For example, LEPCs hold public
meetings on emergency plans. A large public meeting could be
useful after an accident when many people have questions. Or if
the current emergency plan has become controversial, a meeting
could offer the community a chance for wider participation in
revising it. The time to hold a public meeting is when:
many people have questions on a particular topic
you are seeking input on a particular topic in which there
is widespread interest
« there is widespread controversy on a particular topic
people have asked for a meeting
Communities affected by toxic waste have benefitted from pub-
lic meetings in the last two decades, and they have learned a lot
about them. The following guidelines are drawn primarily from
their experience.
Decide whether to hold a large public meeting or small
group meetings. A single, large public meeting allows you to
reach many people at once and may attract media attention, thus
reaching even more people. Very large meetings, however, are
not as likely to provoke meaningful, two-way discussion^ In fact,
they can turn into confrontations rather than discussions, if peo-
ple are angry and frustrated with previous attempts to get infor-
mation.
When Should You
Hold a Meeting?
Preparation
75
-------
C
13. How To Hold A Meeting
A series of small group meetings mean more work and may not
attract the media, but they do give more people a chance to
speak. Some public meetings begin large, with an introductory
session or presentation, and then break up into smaller groups
for discussion.
Consult with other community groups on the agenda. You
could talk with leaders informally or distribute an "Agenda In-
put Form" to all concerned groups to find out what they want the
meeting to address.
Decide on your agenda. Be clear what your purpose is. Public
meetings generally last from one to three hours. You should
have several different experts there to help answer questions.
The agenda could include an introductory statement, presenta-
tions by technical experts, presentations by community groups
or concerned individuals, time for discussion, and a concluding
statement. If there are presentations on several topics, you may
want to have separate discussion periods following each presen-
tation.
Make it clear who is sponsoring the meeting,, Industrial public
relations departments and government agencies that the public
distrust often run into problems at public meetings. Because
their credibility is low, the chance of disruption is high. If the
proceedings come to be dominated by a few articulate, angry in-
dividuals, there is no chance for a real dialogue, and little is ac-
complished. :
You may be able to prevent this by making it clear that a civic
group is the sponsor of the meeting. Do mis through advance
publicity and at the meeting itself. Make sure it's true; people
will see very soon if the meeting is being used as a channel for
what they perceive as biased views.
Also consider holding the meeting under the sponsorship of an-
other group, such as the League of Woman Voters or the Kiwa-
nis Club.
Anticipate questions from the audience* and get the informa-
tion you need to answer them. You can't anticipate all questions,
but it helps to have as much ready information as possible to an-
swer those that you think will be asked. Different people can be
prepared to answer different kinds of questions. Decide whether
you need someone who speaks Spanish or other language to help
with questions.
76
-------
13. How To Hold A Meeting
Prepare questions for the audience. One way to get discussion
started is to ask questions, e.g., "does anyone feel that this part
of the emergency plan needs more explaining?" This also can
help get discussions back on track when digressions seem to go
on too long: "Does anyone else have an idea how we might
strengthen this part of the plan?"
Pay attention to logistics. You will need a meeting room large
enough to hold everyone who makes the effort to attend. The
meeting location should have adequate seating, parking and
lighting. Also arrange, if necessary, for a microphone, a black-
board or large newsprint pad, and audiovisual equipment. Ask
about heat or air conditioning if the meeting is in a building
where these are turned off at night.
Publicize the meeting. Start your publicity several weeks ahead
of time. Call local organizations and civic groups and ask them
to publicize the meeting in their meetings and newsletters.
Newspapers and broadcast stations, of course, can publicize the
meeting too; consider a press release. Posters and flyers in su-
permarkets, malls, and public places are another way to publi-
cize. Send special invitations to media representatives.
Begin by telling who you are and give some personal back-
ground. People who lead meetings as impersonal experts or au-
thorities invite indifference or suspicion.
Announce the agenda. Be clear about the purpose of the meet-
ing and tell how it's going to be structured. You could even
write the agenda down on a newsprint pad or blackboard so that
everyone can see where the meeting is headed. This will help
everyone stick to the agenda.
Be responsive to major concerns, regardless of the agenda. If
most people really want to talk about something that is not on
the agenda, be flexible. For example, if you are finding it diffi-
cult to get beyond the topic of emissions, ask the audience if it
would like to set aside some time to talk only about emissions,
before you go on to discuss the evacuation plan. If it turns out
that, after all, only a minority is interested in emissions, make
other arrangements. For example, offer to set up another meet-
ing with that group or arrange to get information to them after
the meeting.
Take notes on the meeting. It will probably help to have some-
one there for the sole purpose of taking notes. Keep track of the
kinds of questions asked and the ideas and concerns that emerge.
Also make notes if you offer to send people information, say
you will hold another meeting, or promise to follow up in some
other way. It is easy to forget what you promised when ques-
tions were flying.
At the Meeting
77
-------
c
13. How To Hold A Meeting
Evaluation and Followup
Try to establish a two way dialogue. Often in meetings, your
goal will be not only to give information but also to learn how
the community feels and thinks about a certain issue. Encourage
comments from many different participants by asking questions
of the audience. Try to avoid setting yourself up as the authority.
Call for comments rather than questions. Think of the meeting in
terms of a discussion, rather than a question and answer session.
Acknowledge fear, anger, and other feelings. Remember that
it is important to respond to emotions before you plunge into
facts and figures:
"It is frightening to learn that this spill may have con-
taminated drinking water. I can understand your anger.
What we know so far is that...."
This won't make fear and anger disappear, any more than it will
make the contamination disappear, but it will make it easier to
talk about the problem. See more about answering questions in
Chapter 10.
Use the information and insights you obtained through the
meeting, and let the community know how you use them. For
example if the emergency plan is revised, make it clear in your
news release how public input influenced the plan.
Assess the meeting. You can do this informally, by talking af-
terwards with individual participants, or more formally, by ask-
ing all participants to fill out an evaluation form.
Another evaluation method is a 10- or 15-minute brainstorming
session at the end of a meeting, going over the same points
shown in the sample evaluation form.
Write a news release about the meeting. This will help spread
awareness of issues to people who did not attend.
Follow up on anything you said you would do. A quick way to
lose credibility is not to follow up.
78
-------
13. How To Hold A Meeting
RUTGERS
Environmental Communication Research Program
A Program of the Agricultural Experiment Station
Cook College
122 RydersLane
New Brunswick New Jersey 08903
201/932-8795
Date:
Group:_
Meeting Topic:_
This agency is very interested in knowing what you thought of this meeting so it can do better
next time. Please complete this survey before leaving to help in this effort.
I. How did you hear of this meeting?
2. Respond to the following statements using a scale of 1 - 5, where:
l=agrec
strongly
2=agree
moderately
3=neither agree
nor disagree
4=disagree
moderately
5=disagree
strongly
a. I had all my major questions answered in this meeting.
b. I learned a lot about the issues covered in this meeting.
c. Agency representatives seemed to listen carefully to the
opinions and questions of those outside of the agency.'
d. Agency representatives were difficult to understand.
e. Agency representatives seemed to be speaking honestly.
f. Agency representatives did not deal with the issues
that concerned me.
g. Agency representatives dealt with the hard questions
during this meeting.
h. Agency representatives were unclear about their actions and plans.
i. Agency representatives understood my feelings about the issues.
j. I believe the agency will use input from this meeting
in its decisions.
k. Agency representatives seemed authorized to speak for the agency.
1. I gained a better appreciation of the dilemmas involved
in this topic.
m. Arrangements for this meeting (selection of time and
place, directions, agenda, materials) were well-handled.
n. I feel a need for more meetings.
The thing I liked most about this meeting was:
4.
The thing I liked least about this meeting was:
5.
Please use the back of this sheet for other comments, questions, or concerns.
If you have additional questions, please contact_ _at
This sample meeting evaluation form was devised by the Environmental Communication Research
Program at Rutgers University. Copyright © Environmental Communication Research Program
79
-------
c
13. How To Hold A Meeting
Resources
Notes
Alternative Environmental Conflict Management Approaches: A
Citizen's Manual, by P. Bidol et al., Ann Arbor, MI: Environ-
mental Conflict Project. I
Evaluating Risk Communication Programs: A Catalogue of
"Quick and Easy" Feedback Methods, by Mark Kline, Caron
Chess, and Peter Sandman, Environmental Communication Re-
search Program, Rutgers University, 1988. New Jersey Depart-
ment of Environmental Protection, Division of Science and Re-
search, Risk Communication Unit, CN 409, Trenton, NJ 08625.
Improving Dialogue With Communities, 1988, by Billie Jo
Hance, Caron Chess, and Peter M. Sandman, Environmental
Communication Research Program, Rutgers University. New
Jersey Department of Environmental Protection, Division of Sci-
ence and Research, Risk Communication Unit, CN 409, Tren-
ton, NJ 08625.
80
-------
Running A Communication Program
14. How To Find Educational Materials
Existing materials may fit your needs. This chapter tells how to
obtain and, if necessary, adapt them for your community.
Brochures, videotapes, fact sheets, and other educational materi-
als offer special advantages as tools of communication. They
can be designed to appeal to specific audiences; they can pro-
vide a thoughtful discussion of issues; they can answer routine
questions; and, if in printed form, they can be kept for future ref-
erence.
This does not mean, necessarily, that you must get into the pub-
lishing business. It does mean that you should learn what has al-
ready been produced and is available.
Consider both public and private sources. Materials related to
public education on toxic substances come from a variety of
sources. While keeping in mind that each source has its own per-
spective on toxic substances, consider ways that you could use
or adapt its materials for your purpose.
The U.S. Environmental Protection Agency (EPA) is pro-
ducing fact sheets, brochures, videotapes, and other docu-
ments on Title III. Some are for businesses, some for State
and local officials and LEPCs, and some for citizens.
State environmental and health agencies have produced
fact sheets on specific substances. Although they are often
technical and written primarily for use at worksites, they
do contain basic reference information on the health ef-
fects of specific toxic substances.
Businesses produce MSDSs, and some larger companies
have prepared lay versions of these technical documents.
Like State fact sheets, MSDSs contain basic reference in-
formation.
Some labor unions have materials on specific substances
to which their members are exposed. These are likely to
be written in lay language, but again, the focus is occupa-
tional.
Identify Sources
81
-------
14. How To Find Educational Materials
Using Materials
Voluntary groups, such as the League of Women Voters,
the Conservation Foundation, the National Wildlife Feder-
ation, the Sierra Club, and others have published materials
on toxic substances and risk in general. Some of the mate-
rials that predate Title ni may urge citizens to take steps
that are no longer needed under the nev/ law, but others
explain general principles of toxicology and risk in lay
terms.
Appendix B lists materials related to public education on toxic
substances as well as some organizations that have information.
This could serve as a starting point in a search for materials.
Call or write these organizations. Ask for publications lists
and/or sample copies of titles in which you are interested. At the
same time, ask for information on how many you can order,
quantity discounts, and whether or not you need permission to
reprint or adapt a publication.
Evaluate the sample copy to determine whether it could meet
your needs. Ask questions like these:
Does it convey the message you want to convey? If it does
not fit your strategy, it will not be useful to you, no matter
how appealing or available. In fact by distributing other
messages you will diffuse your own message. Don't com-
pete with yourself!
Is the message accurate and complete?
Is it slanted? Do the authors seem to play up or play down
risks?
Is the format, style, and readability level appropriate for
your audience?
Is it affordable?
Can it be modified to better fit your needs?
Decide whether to purchase or reprint. Government materials
are often free but available only as single copies. You may be
able to borrow the original, camera-ready copy for reprinting.
Government publications are almost always in the public do-
main, which means you can reprint or photocopy them without
special permission. Private publishers usually require permis-
sion. See Chapter 15 for more on reproducing materials.
82
-------
14. How To Find Educational Materials
Decide whether to modify the document to make it better
serve your purpose. In general, public education materials on
toxic substances are national in scope and written at a high.
school or college level for the educated public, employees who
work with toxic substances, administrators and decisionmakers.
Most are available only in English. Modifications could include:
° simplifying the language
adding information on toxic substances emitted from local
sources
« adding information on the LEPC
translating it into a language spoken in your area
Also consider combining elements from different publications.
For example you may like the way one brochure explains Title
IE, the way another one uses graphics, and the way another is
laid out. With a little help from your printer's graphic artist (and
permission from the original publishers), you can have the publi-
cation you want.
Thank the groups whose publications you use. Let them know
how you have distributed the publications, and if you have mod-
ified them, send a copy. Attending to these details will make fu-
ture cooperation easier.
Keep files of sample publications by topic. These can help you
answer questions, and you may want to consider using them at
another time.
The Community Plume, a newsletter with information on re-
sources and activities related to Title in. The Environmental
Policy Institute, 218 D Street SE, Washington, DC 20003.
ODPHP National Health Information Clearinghouse, 800-336-
4797 (for referrals to groups that have materials on environmen-
tal topics).
Chemical Education for Public Understanding Project (for in-
structional materials to use both in middle schools and with the
public). CEPUP, Lawrence Hall of Science, University of Cali-
fornia, Berkeley, CA 94702.
Michigan State University (for public education materials on
toxic substances). Center for Environmental Toxicology, C231
Holden Hall, Michigan State University, East Lansing, MI
48824.
Evaluation and Followup
Resources
83
-------
14. How To Find Educational Materials
Notes
84
-------
Running A Communication Program
15. How To Produce
Educational Materials
"Will felt that the reader was in serious trouble most of the
time, a man floundering in a swamp, and that it was the duty
of anyone attempting to write English to drain this swamp
quickly and get his man up on dry ground, or at least throw
him a rope."
The Elements of Style
E.B. White and William Strunk, Macmillan
If (and only if) you have decided that a)there are no existing ma-
terials you can use and b)there are no existing materials you can
modify, then consider producing your own.
This chapter explains the basic steps needed to produce simple
print materials. Groups interested in audiovisual materials may
be able to obtain them on loan or to cooperate with a local or-
ganization, such as a radio station or public relations depart-
ment, that has the necessary resources to produce them.
Review your overall strategy. What do you want to say and to
whom? What distribution channels will best serve your purpose?
Decide on the format that fits your message, audience, and
channels. For example, you may want to tell everyone in a
neighborhood near a plastics factory about emergency proce-
dures in case a fire releases toxic fumes. This means that you
need something (a) that will fit into mailboxes; (b) won't take
too long to read; (c) is likely to be kept for future reference, per-
haps tacked up on household bulletin boards. A one page fact
sheet, or brochure that opens into a fact sheet, may be the an-
swer.
On the other hand, if you need a publication to answer routine
requests about obtaining emissions and inventory data, you may
want a longer brochure, perhaps folded to a size that will fit easi-
ly into a standard business envelope.
Talk with several printers. Ask them:
About cost; discuss the printing and typesetting options
listed in the boxes in this chapter.
Preparation
85
-------
15. How To Produce Educational Materials
Writing and Editing
What help they could provide. Many printers have graph-
ics departments that can design layout and even provide il-
lustrations. Some can provide, or refer you to, editorial
help. ;
About seeing samples of their work.
If they might donate some or all of the cost as a communi-
ty service; in exchange offer to give them a credit line on
the publication.
Investigate desktop publishing. Inexpensive desktop publish-
ing services are springing up in many places. Designed for per-
sonal computers, desktop publishing systems can lay out pages
and add screens (overlays of color) and graphics. These systems
offer great flexibility; it is easier, thus less expensive, to make
changes on a computer screen than on copy layed out and pasted
up by hand. Desktop publishing systems generally use laser
printers for near-typeset quality products. Although the type
quality is not quite as good as in typesetting, it is close and is
used increasingly for educational materials.
Observe the standard rules of clear writing:
Organize your text into short paragraphs, each with a sin-
gle idea.
Use frequent headings and subheadings to articulate main
ideas.
As much as possible, use active verbs instead of passive;
plain English instead of literary English; short words in-
stead of long words. These rules hold true for all audienc-
es.
Omit needless words. This is difficult to do in the first
draft, so read over and revise your text several times.
Watch out for adjectives and adverbs that sound good in
speech but wordy in print. Changing passive verbs to ac-
tive verbs often results in more concise sentences.
Vary sentence length and construction. Try beginning sen-
tences with clauses or prepositional phrases to avoid the
monotony of subject-verb-object.
Present technical material with care: See the guidelines in
this chapter.
Pay attention to visual appeal. Layout and. graphics should
clarify the text, not compete with it.
Use boldface type and italics to highlight important points.
Use bullets for lists and parallel ideas.
86
-------
15, How To Produce Educational Materials
The following guidelines can help in developing educational materials
on toxic substances.
STYLE GUIDELINES
Simplify language rather than content It may take more words to ex-
plain technical matters in plain English, but this is not always true.
Break up the text into very short sections, each with only one or two
points. Questions and answers may help.
Don't try to explain everything at once. First make direct statements
or give definite instructions. Then add reasons, qualifications, details,
or background information.
Define technical terms in the text or in a glossary, or both.
Avoid acronyms as much as possible. Define them in the text and
glossary.
Be brief. Avoid lengthy publications for the general public.
Personalize to the reader. For example, most readers want to know,
"am I safe?" They need guidance in answering this question for them-
selves.
Write at less than the 12th grade reading level.
Include an accessible and reliable source for additional information.
Pretest publications with the target audience where possible, especial-
ly for new and controversial information.
Use pictures, simple graphics, and a user-friendly layout to reinforce
the text.
CONTENT GUIDELINES
Generally, people are equally concerned about all sources and routes
of environmental pollution. Content should address this concern.
People do not often understand that some emissions are legal.
It is unlikely that most people are ready to interpret the meaning of
specific quantities of toxic releases, such as "4,000 pounds" as they
are reported in the TRI.
Words such as cancer-causing and toxic arouse fear.
People need to understand the purpose of the legislation, why it is im-
portant, and what value it provides the public.
People are skeptical about the accuracy of the reporting, and enforce-
ment of the law.
Content can go out of date quickly. Check publications periodically to
make sure they are still accurate.
(Adapted from recommendations by EPA/Georgetown University Medi-
cal Center Toxic Substances Public Needs Assessment, 1988.)
How to Present
Technical Materials
87
-------
15. How To Produce Educational Materials
Evaluation and FoIIowup
Leave enough white space to set off the text. A solid page of
print does not invite reading.
Use graphics such as charts, drawings, and photographs.
Make sure it is clear what they are at first sight. They should re-
inforce, not distract from, your message.
If you use drawings, they should be of professional quality; oth-
erwise they make the text seem less credible.
Use reasonably large type. Resist the temptation to squeeze in
more text by using small type. Generally, 10-point type is the
minimum for educational materials. Ask the printer to show you
different typefaces and sizes.
Conclude your text by suggesting the next step. Suggest a def-
inite action, such as saving a fact sheet for future reference, call-
ing for more information, going to a meeting, asking a librarian
for help in accessing the TRI, requesting Tier II information.
Decide whether to have materials printed or photocopied.
For more than a few hundred copies, it is often cheaper to print
than to photocopy. Consult with your printer. For what to ask
him or her, see the sidebars.
Carefully check the final version before printing or photocopy-
ing. Have at least three people proof the text for typos. Ask the
printer for bluelines or page proofs, which are versions produced
for proofreading that show the layout as well as well as the text.
Begin evaluation when materials are still in the formative
stage. Ask some of the people for whom they are intended
whether they seem appealing and get across the main idea. You
might take a rough draft of a brochure to a civic group's meet-
ing, for example, and ask for reactions.
This is an informal version of what communication experts call
pretesting. It takes some extra time but can make a big differ-
ence in the effectiveness of your final product.
For example, if people at the meeting say the language is hard to
understand, you can simplify it before you have spent time and
money on printing.
Have materials reviewed for accuracy by technical experts and
others, such as LEPC members, before they are printed. If you
have translated technical terms into less technical English, ask
the reviewers to make sure you have not changed the meaning.
After printing, continue to collect reactions to materials
whenever possible. Try to determine their impact by talking to
representatives of the intended audience. Ask if the materials are
remembered and are considered useful. This could be one way
to involve the audience when you are giving a presentation. Use
negative comments to improve the materials before you reprint.
88
-------
15. How To Produce Educational Materials
If you have decided to use offset printing rather than photo-
copying, be aware of factors that affect cost:
Quantity While photocopying costs remain constant per
item, printing costs per item go down as quantities go up. For
example you may pay $40.00 for 1,000 printed fact sheets
($.04 per copy) and $53.00 for 4,000 fact sheets ($.026 per
copy).
Paper Paper comes in many different weights, colors, and
finishes. The more expensive papers are generally heavier,
colojed, or coated (shiny). Ask to see samples and get costs
for different types of paper.
Ink Colored ink is more expensive than black ink, two col-
ors more expensive than one color, and four colors more ex-
pensive than two colors. Black is considered a color when
printers talk about two-color or four-color materials.
Ask the printer about screens, which are lighter patches of the
ink color, to set off sidebars or headings. Screens add variety
and visual interest but don't cost as much as an extra ink col-
or.
Artwork Materials with photographs, artwork, or screens
will cost more than materials with text alone, but the extra
fees are generally small.
Typesetting is more expensive than typewritten or word-
processed text, but it has several advantages:
It takes up less space. A 3-page typewritten document may
be reduced to one page when typeset. This can save you
printing and mailing costs.
It is easier to read.
Its professional appearance may make the material seem
more credible.
Electronic technology has brought down the cost of typeset-
ting in the last few years. Most printers and typesetters now
offer several options for typesetting copy that has been pro-
duced on a word processor. Consider these options:
Taking your disk to the printer and having the typesetting
done directly from the disk. You may have to have your disk
converted to a different operating system, e.g., DOS 3.3 to
MS-DOS, but this is not expensive.
Transmitting by modem. Many printers have equipment that
can receive manuscripts electronically through a modem con-
nection.
Using a desktop publishing service. This may be the least
expensive option of all.
Printing Options
Typesetting Options
89
-------
15. How To Produce Educational Materials
Resources
Notes
The Complete Guide to Creating Successful Brochures, 1988.
Asher-Gallent Press, 131 Heartland Boulevard, Brentwood, NY
11717.
Effective Writing for Engineers, Managers, Scientists, H. J.
Tichy, New York, NY: John Wiley and Sons, 1966.
The Elements of Style, William Strunk and E.B. White, New
York, Macmillan, 1979.
F, F, and B: Producing Flyers, Folders, and Brochures, 1984.
Ragan Communications, 407 South Dearborn, Chicago, IL
60605.
Writing With Precision, Jefferson D. Bates, Washington, DC,
Acropolis Books, 1987.
90
-------
Running A Communication Program
16- How To Communicate
About Emergencies
"The toxic event had released a spirit of imagination. People
spun tales, others listened spellbound. There was a growing
respect for the vivid rumor, the most chilling tale."
White Noise
A novel by Don DeLillo
Viyid rumors ami chilling tales are spun in the absence of real
information, which, in an emergency, most of us would rather
have.
The job of getting information to the public in an emergency in-
volving toxic substances usually rests with public officials who
work with local police, fire, and rescue squad spokespersons as
well as with contacts at the facility involved. The LEPC sub-
committee for public information and other community groups
are not likely to be deeply involved in emergency communica-
tion. However they may be called upon to help.
This chapter gives a very brief overview of emergency commu-
nications for the information of volunteers who may be in-
volved. It covers communication before, during, and after an
emergency.
Before a fire, spill, explosion, or other accident occurs, a
complete emergency communication plan should be in
place and citizens should know what actions may be nec-
essary in an emergency.
During an emergency, the community should have as
much information as possible about what is actually hap-
pening and clear instructions about what actions people
should take.
After an emergency, the community should know why
and how the accident occurred and how another one can
be prevented.
A Brief Overview
for Volunteers
91
-------
f 16. How To Communicate About Emergencies J
Before an Emergency
During an Emergency
Have an emergency communication plan. The community
will have a plan for public notification in the event of an emer-
gency: a siren, sound trucks, a particular radio station to which
people should listen. The plan should also include:
Name of chief spokesperson
Communication center
A telephone ladder (a list of people to be called first with
the people whom they call in turn) to inform everyone
concerned.
Tasks for individuals; the chief spokesperson will need
help in preparing for a press conference, maintaining con-
tact with the facility's communication center, and getting
information to people at evacuation centers.
A list of emergency contacts within plants and other facili-
ties that handle toxic and other hazardous materials.
Administrative details. Who has the key to the building
that will be the communications center? How does the
switchboard work after hours? How do you start the pho-
tocopier?
Consider holding a press conference. Standard public relations
advice is not to hold a press conference unless there is major
news on which reporters have numerous questions. A fire, spill,
or explosion that affects many people may fall into this catego-
ry. Standard guidelines for press conferences include these:
Telephone all media to invite theni; don't leave anyone
out.
Arrange for a quiet room with chairs.
Distribute print materials. Consider copies of the MSDS
or other fact sheet on the substance involved. Include a
news release with the basic facts, as far as they are known.
Arrange these materials into separate packets if there is
time.
Have at least three people to answer questions. A well-
known figure should be present and can make an opening
statement. Others, such as a technical expert, a fire depart-
ment spokesperson, a health professional, and an environ-
mental expert can help answer questions.
If you expect television cameras, try to have visual materi-
als available, such as an enlarged map of the affected area.
A smaller version can be included with handouts.
92
-------
f 16. How To Communicate About Emergencies
Be accurate, frank, and objective. Don't hold back infor-
mation in hope that the news will get better. If you do you
will damage your own credibility, and reporters will go
elsewhere next time. Do make it clear that the news is in-
complete, that it may get better, and that more information
will be available. Be frank about the worst-case scenario,
but tell what is being done to prevent it.
Avoid technical jargon, but don't underestimate people's
ability to understand the situation, especially when there is
high motivation to understand.
Visit evacuation centers. Get information directly to people by
visiting evacuation centers. The same principles that apply to the
media apply to the public: give all the facts that are known so
far, but make it clear what is still not known.
Continue to provide information. Write a press release or talk
to reporters about what has been learned since the emergency,
using information from the facility, emergency responders,
health professionals, and other technical experts. This is another
opportunity to urge that the community become involved in
emergency planning.
Evaluate the emergency communication plan. Did it work as
planned? Were there any problems? Made adjustments in case
there is a next time.
If the evacuation order is seen as a false alarm, make sure
that people understand why it was issued. People who have
studied emergencies find that residents who keep hearing false
alarms may not respond in a real crisis. But when people under-
stand why the false alarm was issued, say researchers, they are
less likely to discount the next alarm. So if people believe they
were evacuated unnecessarily, make a special effort to reach
them with'an explanation.
After an Emergency
93
-------
f 16. How To Communicate About Emergencies J
Questions and Answers
in an Emergency
QUESTIONS...
1. What will this substance do to me if I breathe it? If it
gets on my skin? In food or water?
2. Does it cause cancer? Does it cause birth defects?
3. What will it do to children?
4. What are the chances of its getting into food and water?
5. What is the worst that could happen?
6. How could this happen? What went wrong?
7. What is being done to clean it up?
8. When will it be over with?
9. When will we know for sure how much has gotten into
our water, soil, food?
10. Will the government do something about this?
11. Who is going to pay the medical bills?
12. Who is going to pay for the property damage?
...AND ANSWERS
These aren't as easy as the questions.
For questions on health effects, use the information in the
MSDSs, in the fact sheets distributed by the EPA (see Appen-
dix B), and in reference books. Also refer people to technical
experts in the area.
For why, how, and when questions, rely On the facts in the
hazard assessments prepared for the emergency plan and re-
ported by the facility and emergency responders. Give direct
answers as much as possible, but make it clear that informa-
tion is still incomplete; e.g. "A faulty valve in the refining
tower was the primary cause, as far as the fire department can
tell right now."
For questions about the aftermath of the accident, do not
hesitate to say you do not know the answers yet, if you do not,
but try to provide some information. Explain who is in charge,
and who will be making these decisions.
Remember that people have a right to ask these questions
and to get the best information available.
94
-------
t
f 16. How To Communicate About Emergencies J
Crisis Management: A Workbook for Survival, 1987. The Lem-
pert Co., 202 Belleville Avenue, Belleville, NJ 07109.
The Emergency Public Relations Manual, by Alan Bernstein,
1988. 3rd ed., PASE, FOB 1299, Highland Park, NJ 08904.
Lesly's Public Relations Handbook, 3rd ed., Prentice-.Hall, 1987.
Risk Communication About Chemicals in Your Community,
1989. U.S. Environmental Protection Agency; EPA 230-09-89-
066 (manual); EPA 230-09-89-067 (manual and facilitator's
guide).
Title III Community Awareness Workbook, Chemical Manufac-
turers Association, 2501 M Street, NW, Washington, DC 20037.
Resources
95
-------
[ 16. How To Communicate About Emergencies J
Notes
96
-------
Summary
The Seven Cardinal Rules Of
Risk Communication
The following rules sum up what other risk communicators have
learned over the past few years. While these and the other guide-
lines in this manual are important, none guarantees success. Risk
communication is still a trial and error process, and risk commu-
nicators may expect some failures along with some achieve-
ments. Learn from both as your program evolves, and add your
own guidelines to these.
1. Accept and Involve the Public as a Legitimate Partner
Involve the community early.
Involve all parties that have an interest or stake in the is-
sue.
i
Remember, you work for the public.
The goal of risk communication should be to produce an in-
formed public that is involved, interested, reasonable,
thoughtful, solution-oriented, and collaborative.
2. Plan Carefully and Evaluate Your Efforts
Begin with clear, explicit objectives.
Evaluate the information you have about risks and know
its strengths and weaknesses.
« Identify and address the particular interests of different
groups.
Train your staffincluding technical staffin communi-
cation skills.
Practice and test your messages.
Evaluate your efforts and learn from your mistakes.
3. Listen to the Public's Specific Concerns
If you do not listen to people, you cannot expect them to lis-
ten to you. Communication is a two-way activity.
Do not make assumptions about what people know, think,
or want done. Take the time to find out what people are
thinking.
Let all parties with an interest in the issue be heard.
« Identify with your audience. Put yourself in their place
and recognize their emotions.
People are often more concerned about trust, credibility,
competence, control, voluntary fairness, caring, and compas-
sion than mortality statistics or quantitative risk assessment.
4. Be Honest, Frank, and Open
° State your credentials; but do not ask or expect to be
trusted.
97
-------
The Seven Cardinal Rules Of Risk Communication
If you do not know the answer or are uncertain, say so.
Get back to people with answers. Admit mistakes.
Disclose risk information as soon as possible.
Do not minimize or exaggerate the level of risk.
Lean toward sharing more information., not lessor peo-
ple may think you are hiding something.
Trust and credibility are difficult to obtain. Once lost they
are almost impossible to regain completely.
5. Coordinate and Collaborate with Other Credible Sources.
Take time to coordinate with other organizations or
groups.
Devote effort and resources to the slow, hard work of
building bridges with other organizations.
Try to issue communications jointly with other credible
sources.
Few things make risk communication more difficult than
conflicts or public disagreements with other credible
sources.
6. Meet the Needs of the Media
Be open with and accessible to reporters; respect their
deadlines.
Provide risk information tailored to the needs of each type
of media.
Prepare in advance and provide background material on
complex issues.
Do not hesitate to follow up on stories with praise or criti-
cism.
Try to establish long-term relationships of trust with spe-
cific editors and reporters.
The media are frequently more interested in politics than in
risk; more interested in simplicity than in complexity; more
interested in danger than in safety.
7. Speak Clearly and with Compassion
Technical information and jargon are barriers to successful
communication with the public.
« Be sensitive to local norms, such as speech and dress.
Never let your efforts to inform people about risks prevent
you from acknowledgingand sayingthat any illness,
injury, or death is a tragedy. '
If people are sufficiently motivated, they are quite capable
of understanding complex risk information, even if they
may not agree with you.
98
-------
Appendix A: Title ill Fact Sheet
The fact sheet reprinted on the following pages summarizes
Title HI of the Superfund Amendments and Reauthorization Act
(SARA), also known as the Emergency Planning and
Community Right-to-Know Act.
99
-------
A. Title III Fact Sheet
TITLE HI FACT SHEET
EMERGENCY PLANNING AND
COMMUNITY RIGHT-TO-KNOW
j&EPA
August 1988
(Revised)
U.S. Environmental Protection Agency
INTRODUCTION
The Emergency Planning and
Community Right-to-Know Act of
1986 establishes requirements
for federal state, and local
governments and industry
regarding emergency planning
and "community right-to-know"
reporting on hazardous and toxic
chemicals. This legislation
builds upon EPA's Chemical
Emergency Preparedness Pro-
gram (CEPP) and numerous state
and local programs aimed at
helping communities to better
meet their responsibilities in
regard to potential chemical
emergencies. The community
right-to-know provisions will help
to increase tne puolic's knowl-
edge and access to information
on the presence of hazardous
chemicals in their communities
and releases of these chemicals
into the environment. States and
communities, working with
facilities, will be better able to
improve chemical sqfety and
protect public heatth. and the
environment.
Nothing in this document should
be construed to indicate that EPA
has determined states have Title
ni authority over Indian reserva-
tions. For purposes of this docu-
ment, definition of the terms
"state" and 'governor" includes
"Indian tribe" and Tribal Chair-
man." EPA has issued a draft
policy for comment regarding the
application of the emergency
planning and community right-to-
know law to Indian lands.
The emergency planning and
community right-to-know (also
known as Title m) provisions
have four major sections: emer-
gency planning (Section 301-
303). emergency release notifica-
tion (Section 304). community
right-to-know reporting require-
ments (Sections 311. 312) and
toxic chemical release reporting-
emtssions inventory (Section
313). Information from these
four reporting requirements will
help states and communities
develop a broad perspective of
chemical hazards for the entire
community as well as for individ-
ual facilities.
SECTION 301-303:
Emergency Planning
The emergency planning sec-
tions are designed to develop
state and local governments'
emergency response and prepar-
edness capabilities through
better coordination and plan-
ning, especially within the local
community.
The Emergency Planning and
Community Right-to-Know Act
required the governor of each
state to designate a state emer-
gency response commission.
Many state emergency response
commissions include public
agencies and departments
concerned with issues relating
to environment, natural re-
sources, emergency services.
public health, occupational
safety, and transportation.
Also, interested public and
private sector groups and
associations with experience in
emergency planning and com-
munity right-to-Imow issues ;
may be Included in the state I
commission. At this time, all
governors have established state
emergency response commis-
sions.
The state commission must also
have designated local emergency
planning districts and appointed
local emergency planning
committees for each district.
State commissions have desig-
nated over 4,000 local districts.
Thirty-five state commissions
chose counties as the basic
district designation (often with
separate districts for munici-
palities), ten state commissions
designated substate planning
districts and five state commis-
sions designated the entire state
as a district. Trie state commis-
sion is responsible for supervis-
ing and coordinating the activi-
ties of the local emergency
planning committees, for estab-
lishing procedures for receiving
and processing public requests
for information collected under
other sections of Title III. and for
reviewlng local emergency plans.
This local emergency planning
100
-------
c
A. Title 111 Fact Sheet
KEY DATES TO REMEMBER
November 17, 1986
November 17, 1986
January 27. 1987
March 17, 1987
April 17, 1987
April 22, 1987
May 17, 1987
June 4, 1987
July 17, 1987
August 17, 1987
(or 30 days after
designation of dis-
tricts, whichever Is
sooner)
September 17, 1987
(or 30 days after
local committee
is formed, which-
ever is earlier)
EPA published Interim List of Extremely
Hazardous Substances and^Threshold Plan-
ning Quantities in Federal Register (Sections
302, 303, 304)
EPA initiated comprehensive review of emer-
gency systems (Section 305 (b))
EPA published proposed format for Emer-
gency Inventory Forms and reporting require-
ments in Federal Register (Sections 311 &
312)
National Response Team published guidance
for preparation and implementation of emer-
gency plans (Section 303(f)l
State governors appointed state emergency
response commissions (Section 301 (a))
EPA published Final List of Extremely Haz-
ardous Substances and Threshold Planning
Quantities in Federal Register (Sections 302,
303, 304)
Facilities subject to Section 3O2 planning
requirements notified state emergency re-
sponse commission (Section 302(c)). Interim
report on emergency system review submit-
ted to Congress (Section 305(b))
published proposed toxic chemical
-ise (i.e.. emissions inventory) form (Sec-
tion 313(g))
State emergency response commission
designated emergency planning districts
(Section 301 (b))
State emergency response commission
appointed members of local emergency plan-
ning committees (Section 301 (c))
Facilities notified local planning committee of
selection of a facility representative (Section
303(d)(l))
(Continued on Page 4)
committee must include, at a
minimum, elected state and
local officials, police, fire, civil
defense, public health profes-
sionals, environmental, hospital.
and transportation officials as
well as representatives of facili-
ties subject to the emergency
planning requirements, commu-
nity groups, and the media. As
soon as facilities are subject to
the emergency planning require-
ments, they must designate a
representative to participate in
the planning process. The local
committee must establish rules.
give public notice of its activi-
ties, and establish procedures
for handling public requests for
information.
The local committee's primary
responsibility is to develop an
emergency response plan by
October 17, 1988 and review it
at least annually thereafter. In
.developing this plan, the local
committee evaluates available
resources for preparing for and
responding to a potential chemi-
cal accident. The plan must:
identify facilities and trans-
portation routes of extremely
hazardous substances;
describe emergency response
procedures, on-site and off-
site:
designate a community
coordinator and facility
coordlnator(s) to implement
the plan:
outline emergency notifica-
tion procedures;
describe methods for deter-
mining the occurrence of a
release and the probable
affected area and popula-
tion:
101
-------
c
A. Title 111 Fact Sheet
describe community and
Industry emergency equip-
ment and faciJltles and the
Identity of persons respon-
sible for them:
outline evacuation plans:
describe a training program
for emergency response per-
sonnel (Including sched-
ules): and.
present methods and sched-
ules for exercising emer-
gency response plans.
In order to assist the local
committees in preparing and
reviewing plans. Congress
required the National Response
Team (NRT), composed of 14
federal agencies with emergency
response responsibilities, to
publish guidance on emergency
response planning. This guid-
ance, the "Hazardous Materials
Emergency Planning Guide."
was published by the NRT in
March 1987.
The emergency response plan
must be initially reviewed by the
state commission and, at least.
annually by the local committee.
Regional Response Teams.
composed of federal regional
officials and state representa-
tives, may review the plans and
provide assistance to the local
committees upon request.
Planning actMtte* of local
committees and facilities should
be Initially focused on. but not
limited to. the 366 extremely
hazardous substances pub-
lished in the Federal Register.
Plans should be comprehensive.
addressing all hazardous mate-
rials of concern and transporta-
tion as well as fixed facilities.
The list includes the threshold
planning quantities (minimum
limits) for each substance.
Through mlemaking. EPA can
revise the list and threshold
planning quantities based on
the toxicity, reactivity, volatility.
dlspersability, combustibility, or
flammability of a substance.
Any facility that has present any
of the listed chemicals in a
quantity equal to or greater than
Its threshold planning quantity
is subject to the emergency
planning requirements. In
addition, the state commission
or the Governor can designate
additional facilities, after public
comment, to be subject to these
requirements. Covered facilities
must notify the state commis-
sion and local committee that
they are subject to these re-
quirements within 60 days after
they begin to have present any
of the extremely hazardous sub-
stances in threshold planning
quantities.
Each state commission must
notify the EPA Regional Office of
all facilities subject to the emer-
gency planning requirements.
including facilities designated by
the state commission or the
governor.
SECTION 304:
Emergency Notification
Facilities must immediately
notify the local emergency
planning committees and the
state emergency response
commissions likely to be
affected if there Is a release into
the environment of a listed haz-
ardous substance that exceeds
the reportable quantity for that
substance. Substances subject
to this requirement are those on
the list of 366 extremely hazard-
ous substances as published In
Federal Register (40 CFR 355) or
on a list of 721 substances
subject to the emergency notifi-
cation requirements under CER-
CLA Section 103(a) (40 CFR
302.4). Same, chemicals are
common to both lists.
Initial notification can be made
by telephone, radio, or in per-
son. Emergency notification
requirements involving trans-
portation incidents can be met
by dialing 911, or in the
absence of a 911 emergency
number, calling the operator.
This emergency' notification
needs to include:
the chemical name:
an Indication of whether the
substance is extremely
hazardous:
an estimate of the quantity
released Into the environ-
ment:
the time and duration of the
release:
whether the release oc-
curred Into air. water, and/
or land:
any known or anticipated
acute or chronic health
risks associated with the
emergency, and where nec-
essary, advice regarding
medical attention for ex-
posed individuals:
proper precautions, such as
evacuation: and,
name and telephone num-
ber of contact person.
Section 304 also requires a
written follow-up emergency
notice after th« release. The
follow-up notice or notices
must:
update Information in-
cluded in the Initial notice.
and
provide Information on
actual response actions
taken; and.
102
-------
c
A. Title III Fact Sheet
KEY DATES TO REMEMBER (Continued)
October 15. 1987
October 17, 1987
December 17, 1987
February 16. 1988
February 25. 1988
March 1. 1988
(and annually
thereafter)
June 1988
June 20, 1988
July 1. 1988
(and annually
thereafter)
July 29. 1988
August 4. 1988
EPA published final format for emergency In-
ventory forms and reporting requirements In
the Federal Register (Sections 311 and 312)
EPA published proposed regulation governing
trade secret claims (Sections 322 and 323)
Manufacturing facilities submitted MSDS's or
lists of MSDS chemicals to state commission,
local committee and local fire department
(Section 311 (d))
EPA published a final rule delistlng four
chemicals from the Extremely Hazardous
Substance List (Section 302)
EPA published final toxic chemical release
regulations, form and instructions (Section
313 (g))
EPA published a final rule delistlng 36
chemicals from the Extremely Hazardous
Substance List (Section 302)
Manufacturing facilities submit their hazard-
ous chemical inventory forms to state
commission, local committee and local fire
department (Section 312(a)(2))
Final report on emergency systems study
submitted to Congress (Section 305(b))
EPA published final rule delistlng titanium
dioxide from the Toxic Chemical List
(Section 313)
Covered facilities submitted initial toxic
chemical forms to EPA and designated state
officials (Section 313 ..a))
EPA published final regulation governing
trade secret claims (Sections 322 and 323)
EPA clarified Reporting Dates for facilities
newty covered by the OSHA expansion of the
Hazard Communication Standard (Sections
311 and 312)
(Continued on Page 6)
advice regarding medical
attention necessary for
exposed Individuals.
If local committees are not yet
formed, releases should be
reported to appropriate local
response officials.
SECTION 311-312:
Community Right-To-
Know Requirements
There are two community
right-to-know reporting re-
quirements within the Emer-
gency Planning and Commu-
nity Right-to-Know Act. Sec-
tion 311 requires facilities
that must prepare material
safety data sheets (MSDS)
under the Occupational Safety
and Health Administration
(OSHA) regulations to submit
either copies of their MSDSs
or a list of MSDS chemicals
to:
- the local emergency
planning committee:
- the state emergency
response commission;
and.
- the local fire department.
If the facility owner or opera-
tor chooses to submit a list of
MSDS chemicals, the list
must include the chemical or
common name of each sub-
stance and must identify the
applicable hazard categories.
These hazard categories are:
- immediate (acute) health
hazard;'
- delayed (chronic) health
hazard:
- fire hazard:
- sudden release of pres-
sure hazard: and.
- reactive hazard.
103
-------
A. Title Id Fact Sheet
If a list Is submitted, the facility
must submit a copy of the
MSDS for any chemical on the
list upon the request of the local
emergency planning committee
or state commission. Also. EPA
has established threshold
quantities for hazardous chemi-
cals below which no facility
must report. The current
thresholds for Section 311 are:
for extremely hazardous
substances: 500 pounds or
the threshold planning
quantity, whichever Is lower.
for all other hazardous
chemicals: before October
17. 1989: 10.000 pounds:
on or after October 17.
1989: zero pounds (Note:
the zero threshold will be
revised pending further
study.)
The Initial submission of the
MSDSs or a list of MSDS chemi-
cals was due on October 17.
1987. or three months after the
facility Is required to prepare or
have available an MSDS under
OSHA regulations. Currently.
OSHA regulations require only
manufacturers and Importers in
Standard Industrial Classifica-
tion (SIC) codes 20-39 to have or
prepare MSDSs for their chemi-
cals. But as of June 24. 1988.
those OSHA regulations ex-
panded to include non-manu-
facturers except the construc-
tion industry. Thns, under the
emergency planning and com-
munity right-to-know statute.
facilities newly covered by the
expanded OSHA regulations
must submit MSDSs or a list of
MSDS chemicals within 3
months after they become cov-
ered.
An MSDS or a revised list must
be provided when new hazard-
ous chemicals become present
at a facility In quantities above
the established threshold levels
after the deadline. A revised
MSDS must be provided to
update the original MSDS if sig-
nificant newjnformatlon Is dis-
covered about the hazardous
chemical.
Reporting under Section 312
requires a facility to submit an
emergency and hazardous
chemical Inventory form to the
local emergency planning
committee, the state emergency
response commission, and the
local fire department. Hazard-
ous chemicals covered by
Section 312 are those for which
facilities are required to prepare
or have available an MSDS
under OSHA's Hazard Commu-
nication Standard and that were
present at the facility at any
time during previous calendar
year above specified thresholds.
EPA established threshold
quantities for Section 312 for
hazardous chemicals below
which no facility must report.
Currently those thresholds are:
for extremely hazardous
substances: 500 pounds or
the threshold planning
quantity, whichever is lower
for all other hazardous
chemicals:
January to December 1987
or first year of
reporting...lO.OOO pounds.
January to December 1988
or second year of reporting
...10.000 pounds.
January to December 1989
or third year of
reporting...zero pounds.
(Note: the zero threshold will
be revised pending further
study.)
The inventory form incorporates
a "two-tier" approach. Under
Tier I. facilities must submit the
following aggregate Information
for each applicable hazard
category:
an estimate (in ranges) of the
maximum amount of
chemicals for each category
present at the facility at any
time during the preceding
calendar year:
an estimate (In ranges) of the
average daily amount of
chemicals In each category;
and.
the general location of
hazardous chemicals in each
category.
If requested by a local commit-
tee, state commission or local
fire department, the facility
must provide the following Tier
II Information for each sub-
stance subject to the request:
the chemical name or the
common name as indicated
on the MSDS;
an estimate (in ranges) of the
maximum amount of the
chemical present at any time
during the preceding calen-
dar yean
a brief description of the
manner of storage of the
chemical;
the location of the chemical
at the facility; and.
an indication of whether the
owner elects to withhold lo-
cation information from
disclosure' to the public.
EPA published a uniform format
for the Inventory forms on
October 15, 1987. Since many
state commissions have addi-
tional requirements or have
incorporated the federal con-
104
-------
A. Title III Fact Sheet
tents in their own forms. Tier I/
II forms should be obtained
from the state commission.
Tier I information must be
submitted for covered manufac-
turing facilities on or before
March 1. 1988 and annually
thereafter on March 1, for all
covered facilities.
The Tier II form may be sent by
the facility instead of a Tier I.
form. The public may also
request Tier II information from .
the state commission and the
local committee. The 'informa-
tion submitted by facilities
under Sections 311 and 312
must generally be made avail-
able to the public by local
emergency planning committees
(LEPCs) and state emergency
response commissions (SERCs)
during normal working hours.
SECTION 313: Toxic
Chemical Release
Reporting
Section 31.3 of the Emergency ,
Planning .and Community Right-.
to-Know Act of 1.986 requires'
EPA to establish an inventory of
routine toxic chemical emissions
from certain facilities. . Facilities
subject to this reporting require-
ment are required to complete a ,
Toxic Chemical Release, Form
(Form R) for specified chemicals.
The form must be submitted to
EPA arid those state officials
designated by the governor, on
or before July 1. 1988,'arid an-
nually thereafter on July 1. . ,
KEY DATES TO REMEMBER (Concluded)
September 24. 1988
(three months
after the OSHA
expansion)
October 17, 1988
(and review at
least annually
thereafter)
March 1. 1989
October 17,1989
June 20. 1991
October .17. 1991
Non-manufacturing facilities covered under
the new OSHA expansion as of June 24,
1988 submit MSDSs or a list of chemicals
present in quantities over the first year
threshold to the state commission, local
committee, and local fire department
(Section 311) : '
Local emergency planning committees.com-
plete preparation of an emergency plan ,
(Section 303(a))
Non-manufacturing facilities submit their
emergency inventory forms to state commis-
sion, local committee, and local fire depart-
ment (Section 312 (a)(2))
Manufacturing facilities submit MSDS or a
list of chemicals over the final threshold to
the state commission, local committee, and
local fire department (Section 311)
Comptroller General submits Report to Con-
gress on toxic chemical release Information
collection, use and availability (Section 313
(W)
EPA submits to Congress a Mass Balance
Study (Section 313(1))-
These reports should reflect
releases during the preceding
calendar year.
The purpose of this reporting
requirement is to inform the
public and government officials
about routine releases of toxic
chemicals to the environment.
It will also assist in research
and the development of regula-
tions, guidelines, and stan-
. dards.
The reporting requirement
applies to owners and operators
of facilities that have 10 or more
full-time employees, that are in
Standard Industrial Classifica-
tion (SIC) codes 20 through 39
(i.e.. manufacturing facilities)
and that manufacture (including
importing), process or otherwise
use a listed toxic chemical in
excess of specified threshold
quantities.
Facilities manufacturing or pro-
cessing any of these chemicals
in excess of 75.0OO pounds in
1987 must report by July 1,
1988. Facilities manufacturing
or processing in excess of
50.000 pounds in 1988 must -
report by Jury 1, 1989: thereaf-
ter, facilities manufacturing or
processing more than 25,000
pounds In a year are required to
submit the form. Facilities
otherwise using listed toxic
chemicals in quantities over
10,000 pounds In a calendar
year are required to submit
toxic chemical release forms by
July 1 of the following year.
EPA can revise these threshold
quantities and covered SIC
codes.
The list of toxic chemicals
subject to reporting consisted
Initially of chemicals listed for
similar reporting purposes by
the States of New Jersey and
Maryland. There are over 300
chemicals and categories on
these lists. Through rule-
105
-------
A. Title 111 Fact Sheet
making. EPA can modify this
combined list.
The final Toxic Chemtral Re-
lease Form and regulations were
published in the Federal Regis-
ter on February 16. 1988. The
following Information Is required
on the form i
the name, location and type
of business:
off-site locations to which
the facility transfers toxic
chemicals In waste:
whether the chemical Is
manufactured (including im-
portation), processed, or
otherwise used and the
general categories of use of
the chemical:
an estimate (in ranges) of the
maximum amounts of the
toxic chemical present at the
facility at any time during
the preceding year:
quantity of the chemical
entering each medium-air.
land, and water-annually:
waste treatment/disposal
methods and efficier.Tv of
methods for e , -
stream:
optional information on
waste minimization: and,
a certification by a senior
facility official that the
report Is complete and
accurate.
Reports are sent to EPA and
designated state agencies. EPA
must establish and maintain a
national toxic chemical Inven-
tory based on the data submit-
ted. The public must be able to
access this national database.
and obtain the data through
other means.
In addition to the toxic chemical
release reporting requirements.
Section 313 authorizes EPA to
arrange for a Mass Balance
Study to be carried out by the
National Academy of Sciences
(MAS). The study will determine
the feasibility, utility, and alter-
natives to collecting mass
balance type information as a
supplement to the currently re-
quired toxic release data. A
report of this study must be
submitted by EPA to Congress
no later than October 17, 1991.
An interim report from NAS is
due to EPA in early 1989.
OTHER TITLE III
PROVISIONS
Trade Secrets
Section 322 of the Emergency
Planning and Community Right -
to-Know Act addresses trade
secrets as they apply to emer-
gency planning, community
right-to-know, and toxic chemi-
cal release reporting. Any
facility may withhold the spe-
cific chemical Identity on these
submittals. No trade secrets are
allowed to be claimed under
Section 304 of the statute. The
withholder must show that:
the information has not been
disclosed to any person
other than a member of the
local planning committee, a
government official, an
employee of the withholder
or someone bound by a con-
fidentiality agreement;
measures have been taken
to protect the confidentiality;
and the withholder intends
to continue to take such
measures;
the information is not re-
quired to be disclosed to the
public under any other
Federal or State law;
the information is likely to
cause substantial harm to
the competitive position of
the withholder; and.
the chemical identity is not
readily discoverable through
reverse engineering.
However, even if chemical
identity Information can be
legally withheld from the public.
Section 323 provides for disclo-
sure of this information to
health professionals who need
the information for diagnostic
and treatment purposes or local
health officials who need the in-
formation for prevention and
treatment activities. In non-
emergency cases, the health
professional receiving :he infor-
mation must sign a confidential-
ity agreement with the facility
and provide a written statement
of need. In medical emergency
situations, the health profes-
sional must, if requested by the
facility, provide these docu-
ments as soon as circumstances
permit.
Information claimed as a trade
secret and substantiation for
that claim must be submitted to
EPA. More detailed information
on the procedure for submitting
trade secrecy claims can be
found in. the trade secrets final
rule, published In the Federal
Register on July 29, 1988. Any
person may challenge trade
secret claims by petitioning
EPA. The Agency must then
review the claim and rule on its
validity.
The trade secret regulations
cover the process for submis-
sion of claims, petitions for dis-
closure and the review process
for petitions.
106
-------
A. Title III Fact Sheet
Title III Penalties
Section 325 of the Emergency
Planning and Community Rlght-
to-Know Act addresses the pen-
alties for failure to comply with
the requirements of this law. .
Civil and administrative penal-
ties ranging from up to $10.000
- $75.000 per violation or per
day per violation can be as-
sessed to facilities that fail to
comply with the emergency
planning (Section 302). emer-
gency notification (Section 304),
community right-to-know
(Sections 31 Land 312), toxic
chemical release (Section 313) -
and trade secret (Sections 322
arid 323) reporting require-
ments.
Criminal penalties up to
$50.000 or five years In prison
may also be given to any person
who knowingly and willfully falls
to provide emergency release
notification. Penalties of not
more than $20.00O and/or up
to one year in prison may be
given to any person who
knowingly and willfully discloses
any information entitled to pro-
tection as a trade secret. In
addition. Section 326 allows
citizens to initiate civil actions
against EPA. state emergency
response commissions, and/of
the owner or operator of a
facility for failure to meet the re-
quirements of the emergency
planning and community right-
to-know provision*. A state
emergency response commis-
sion, local emergency planning
committee, state or local govern-
ment may institute actions
against facility owner/operators
for failure to comply with Title
III requirements. In addition.
states may sue EPA for failure
to provide trade secret informa-
tion.
Training Grants
Section,305(a) of the Emergency
Planning and Community Right-
to-Know,Act authorizes the Fed-
eral Emergency Management
Agency to provide $5 million for
each of fiscal years 1987, 1988.
1989, and 1990 for training
grants to support state and local
governments. These training ,
grants are designed to Improve
emergency planning, prepared-
ness, mitigation, response, and
recovery capabilities. Such pro-
grams must provide special
emphasis to hazardous chemi-
cal emergencies. The training
grants may not exceed 80
percent of the cost of any such
programs. The remaining 20
percent must come from non-
federal sources. These training
grants are coordinated within
each state by the state emer-
gency response commission.
Public Access
Section 324 of the Emergency
Planning and Community Rlght-
to-Know Act provides for public
access to Information gathered
under this law. Under this
section, all material safety data
sheets, hazardous chemical
Inventory forms, toxic chemical
release form follow-up emergency
notices, and the emergency
response plan must be made
available during normal working
hours by the state commissions
and local committees. In order to
inform the public of the availabil-
ity and location of the Informa-
tion provided to the local emer-
gency planning committee, the
local committee must publish a
notice annually in the local
newspaper. In addition. Toxic
Release Inventory (Section 313)
information Is being collected by
EPA and will be made available
by telecommunications and other
means.
Emergency Systems Study
Under Section 305(b). EPA is
required to review emergency
systems for monitoring, detect-
ing, preventing and warning of
accidental releases of extremely
hazardous substances at repre-
sentative U.S. facilities that pro-
duce, use. or store these sub-
stances. EPA reported interim
findings to Congress In May 1987
and issued a final report of find-
ings and recommendations to
Congress in June 1988.
For more Information, .contact
the Emergency Planning &
Community Rlght-to-Know
Information Hotline:
Hotline: 1-800-535-0202
(in Washington. D.C. -
(2O2) 479-2449)
Hours: 8:30 am - 7:30 pm
(Eastern Time) Monday - Friday
This is NOT an
emergency number.
107
-------
A. Title III Fact Sheet
CHEMICAL LISTS ASSOCIATED WITH
EMERGENCY PLANNING/COMMUNITY RIGHT-TO-KNOW
LIST
SECTION
PURPOSE
jLlst of Extremely Hazardous
Substances (366 Substances)
(40CFR355)
§302: Emergency Planning
§304: Emergency Notification
§311/312: Material Safety Data
, Sheets and Emer-
gency Inventory
Facilities with more than
estimated planning quantities
of these substances must notify
the State commission and local
committee
r Initial focus for preparation of
emergency plans by local emer-
gency planning committees,
Certain releases of these sub-
stances trigger Section 304
notification to State commission
and local committees.
Separate and lower thresholds
are established for these sub-
stances of concern for the
MSDS and Tier I/II reporting
requirements.
Substances requiring notifica-
tion under Section 103(a) of
CERCLA [721 substances] (40
CFR 302.4)
§304: Emergency Notification
1 Certain releases of these trigger
Section 304 notification to State
commission and. local commu-
nities as well as Section 104(a)
requirement for National Re-
sponse Center notification.
Hazardous Chemicals consid-
ered physical or health hazards
under OSHAs Hazard Commu-
nication Standard (29 CFR
1910, 1200) [This is a per-
formance standard; there is no
specific list of chemicals.]
§304: Emergency Notification
§311: Material Safety Data
Sheets
§312: Emergency Inventory
Identifies facilities subject to
emergency notification require-
ments.
MSDS or list of MSDS chemi-
cals provided by covered facili-
ties to state commissions, local
committees and local fire de-
partments.
Tier I/II hazardous chemical
inventory forms must be pro-
vided by facilities to state
commissions,'local committees
and local fire departments.
Toxic Chemicals [327 chemi-
cal/chemical categories] (40
CFR 372)
§313: Toxic Chemical Release
Reporting
These chemicals are reported
on an emissions Inventory to
Inform government officials and
the public about the release of
toxic chemicals into the envi-
ronment.
108
-------
Appendix B: Resources
Appendix B provides information of the following three areas:
1. Selected List of Materials about the Emergency Planning
and Community Right-to-Know Act and Risk Communi-
cation. .
2. EPA Regional Contacts for Section 313.
3. State Emergency Response Commission/Title III Contacts.
109
-------
-------
Appendix B: Resources
1. Selected List Of Materials
Emergency Planning & Community Right-to-Know (Title III) Factsheet
August 1988 (OSWER-88-003)
A 9-page summary of the Emergency Planning and Community Right-to-
Know Act of 1986. This document includes the requirements of each section,
the facilities covered by each section and a chart of key dates for Title III.
Chemicals in Your Community, A Citizen's Guide to the Emergency Plan-
ning and Community Right-to-Know Act.
September 1988 (OSWER-88-002)
This booklet is intended to provide a general overview of the Title III require-
ments and benefits for all audiences. Part I of the booklet describes the provi-
sions of Title HI and Part II describes more fully the authorities and responsi-
bilities of the groups of people affected by the law.
Extremely Hazardous Substances List and Threshold Planning Quantities;
Emergency Planning and Release Notification Requirements; Final Rule
FR April 22,1987 (OSWER 42287)
This Federal Register contains the final rule on Sections 302 and 304 of Title
III, the emergency planning and emergency notification sections. This docu-
ment does not contain the extremely hazardous substance list; that list is an
appendix to this Federal Register and is distributed separately.
Extremely Hazardous Substance List
March 1,1988 (OSWER-EHS-1)
The complete list of extremely hazardous substances as defined under Sec-
tion 302 of Title III. This document lists the chemicals alphabetically and by
CAS number. The reportable quantity and threshold planning quantity of
each chemical is also listed.
It's Not Over in October; A Guide for Local Emergency Planning Commit-
tees; Implementing the Emergency Planning and Community Right-to-
Know Act of 1986
September 1988 (OSWER-88-004)
The purpose of this pamphlet is to offer suggestions to LEPCs to help them
implement Title III. The pamphlet describes the function of LEPCs and pro-
vides ideas and examples based on past LEPC, EPA, and FEMA experiences.
Technical Guidance for Hazards Analysis
December 1987 (OSWER-88-001)
This document provides technical assistance to local emergency planning
committees in assessing the lethal hazards related to airborne releases of ex-
tremely hazardous substances. This guide should be used with NRT-1, Haz-
ardous Materials Emergency Planning Guide.
List of State Emergency Response Commissions
May 5,1989
The EPA's revised list of state emergency response commissions contacts.
The name, title, address, and phone number of the contacts for each state as
well as some U.S. territories are listed.
Emergency Planning and
Community Right-to-
Know Act Resources
111
-------
B-1. Selected List Of Materials
Review of Emergency Systems: Final Report to Congress
June 1988 (OSWER 305B)
This document details the approach, findings, and recommendations of the
EPA's review of emergency systems as required under Section 305(b) of
SARA Title HI. This report documents the surveys, evaluations, site visits,
and expert panels that contributed to the Review.
Emergency and Hazardous Chemical Inventory Forms and Community
Right-to-Know Reporting Requirements; Final Rule
FR October 15,1987 (OSWER-101587)
The final rule on Sections 311 and 312 of Title HI, the community right-to-
know section. This Federal Register contains the MSDS and Inventory re-
porting requirements, the Tier I and Tier II forms and instructions for these
forms.
Community Right-to-Know and Small Business
September 1988 (OSWER-88-005)
This illustrated brochure is directed toward businesses that will be newly cov-
ered under Sections 311 and 312 of Title in as a result of the OSHA expan-
sion of the Hazard Communication Standard to include non-manufacturing
businesses. The brochure provides background information of Title IE and
the Community Right-to-Know reporting requirements (Sections 311 and
312). It describes the requirements for small businesses and helps them deter-
mine if they need to comply.
Trade Secrecy Claims for Emergency Planning and Community Right-to-
Know Information; and Trade Secret Disclosures to Health Professionals;
Final Rule
FR July 1988 (OSWER-72988)
The final rule containing the procedures for claims of trade secrecy, for
EPA's handling of such claims, for submission and handling of petitions re-
questing reviews of trade secrecy claims and for disclosure to health profes-
sionals of information claimed as a trade secret. This Federal Register con-
tains the substantiation form and instructions.
Guide to Exercises in Chemical Emergency Preparedness Programs
May 1988 (OSWER-88-006)
The purpose of this guide is to provide local and state officials with a self-
contained manual for use in conducting a wide range of chemical emergency
exercises. It includes three technical bulletins published by the EPA:
1. Introduction to Exercises in Chemical Emergency Preparedness Pro-
grams
2. A Guide to Planning and Conducting Table-Top Exercises
3. A Guide to Planning and Conducting Field Simulation Exercises
112
-------
B-1. Selected List Of Materials
Tort Liability in Emergency Planning
May 1989 (OSWER-89-007)
This document is the seventh in a series of technical bulletins to assist inter-
ested persons in various emergency planning, preparedness, or prevention ac-
tivities. This bulletin, developed by Dr. John Pine of Louisiana State Univer-
sity, addresses concerns raised by many- members of local emergency
planning committees about the liability that may arise from their planning
and administrative duties. Liability and protection from liability is discussed
from the Federal and State employee perspective.
Successful Practices in Title III Implementation
January 1989 (OSWER-88-006.1)
This document is the first in a series of technical bulletins to provide exam-
ples of Title III programs and practices that are innovative or have proven to
be effective.
Criteria for Review of Hazardous Materials Emergency Plans
May 1988 (OSWER-NRT-1A)
This document contains a set of criteria that may be used by the Regional Re-
sponse Teams (RRT) under the provisions of Section 303(g) of the Emergen-
cy Planning and Community Right-to-Know Act of 1986.
Explaining Environmental Risk
November 1986
This document provides tips on communicating environmental risks to both
the media and the general public in an effective and understandable way. The
booklet was written by Peter Sandman, a noted expert on risk communica-
tion.
Seven Cardinal Rules of Risk Communication
April 1988
This brochure provides guidelines that should be used to adequately commu-
nicate environmental risk.
The above mentioned documents are available through written request to:
Emergency Planning and Community Right-to-Know
Mailcode: OS-120
401 M Street, SW
Washington, DC 20460
The Emergency Planning and Community Right-to-Know Act Section 313
Release Reporting Requirements
English Version: December 1988 (EPA 560/4-88-001)
Spanish Version: October 1988 (EPA 560/4-88-00ISP)
This 24-page brochure alerts businesses to their reporting obligations under
Section 313 and helps them determine whether their facility is required to re-
port. The brochure contains the Section 313 EPA Regional contacts, the Sec-
tion 313 toxic chemical list and a description of the Standard Industrial Clas-
sification, (SIC), Groups subject to 313. This brochure was originally
distributed to every manufacturing facility in the U.S.
Source of Above-Mentioned
Documents
113
-------
c
B-1. Selected List Of Materials
Toxic Chemical Release Reporting; Community Right-ta-Know; Final Rule
PR February 16,1988 (OTS FR 021688)
The final rule on Section 313 of Title III, toxic chemical release reporting.
This Federal Register contains the toxic chemical release inventory reporting
form, Form R. It also contains a list of the Section 313 toxic chemicals.
Toxic Chemical Release Inventory Reporting Package for 1988
January 1989 (EPA 560/4-89-001)
Includes the Form R and instructions document, Questions and Answers doc-
ument, Magnetic Media Submission Guidance Package, Title III List of Lists,
and the Section 313 final rule all in one document.
Toxic Chemical Release Inventory Reporting Form R and Instructions
January 1989 (EPA 560/4-88-005)
Step-by-step expanded instructions for completing the toxic chemical release
inventory reporting Form R. This document includes a sample completed
Form R and a list of the State 313 contacts as well as a copy of Form R.
Title III List of Lists
December 1988 (EPA 560/4-88-003)
A consolidated list of chemicals subject to reporting under Title III of SARA.
This document lists by CAS number the extremely hazardous substances with
their threshold planning quantities, the CERCLA hazardous substances with
their reportable quantities, the Section 313 toxic chemicals and the RCRA
Hazardous Wastes from the P and U lists.
Common Synonyms for Chemicals Listed Under Section 313 of the Emer-
gency Planning and Community Right-to-Know Act of 1986.
Revised December 1988 (OTS-ETD-001)
This glossary is divided into two parts. Part I is a listing by CAS number of
each Section 313 toxic chemical followed by common synonyms for that
chemical. Part 2 contains names and synonyms in an alphabetical listing. This
glossary enables the trade and common names of a substance to be matched
to that substance's CAS number or to other synonyms.
Supplier Notification Requirements
January 1989 (EPA 560/4-89-003)
This pamphlet assists chemical suppliers who may be subject to the supplier
notification requirements under Section 313 of Title III. The pamphlet ex-
plains the supplier notification requirements, gives examples of situations
that require notification, describes the trade secret provision, lists the Region-
al Section 313 contacts and contains a sample notification.
Industry Specific Technical Guidance Documents for Estimating Releases
January-July 1988
These documents were developed to assist specific industries with comple-
tion of Part III (Chemical Specific Information) of the toxic chemical release
inventory reporting Form R. The documents include general information on
the toxic chemicals used and process wastes generated, along with examples
of release estimate calculations.
114
-------
B-1. Selected List Of Materials
Electroplating Operations
January 1988 (EPA 560/4-88-004g)
Presswood & Laminated Wood Products Manufacturing
March 1988 (EPA 560/4-88-0041)
Wood Preserving
February 1988 (EPA 560/4-88-004p)
Roller, Knife and Gravure Coating Operations
February 1988 (EPA 560/4-88-004J)
Spray Application of Organic Coatings
January 1988 (EPA 560/4-88-004d)
Electrodeposition of Organic Coatings
January 1988 (EPA 560/4-88-004c)
Rubber Production and Compounding
March 1988 (EPA 560/4-88-004q)
Paper Paperboard Production
February 1988 (EPA 560/4-88-004k)
Leather Tanning and Finishing Processes
February 1988 (EPA 560/4-88-0041)
Semiconductor Manufacture
January 1988 (EPA 560/4-88-004e)
Printing Operations
January 1988 (EPA 560/4-88-004b)
Monofilament Fiber Manufacture
January 1988 (EPA 560/4-88-004a)
Textile Dyeing
February 1988 (EPA 560/4-88-004h)
Formulating Aqueous Solutions
March 1988 (EPA 560/4-88-004f)
Toxic Chemical Release Inventory Questions and Answers
January 1989 (EPA 560/4-S9-002)
This document has been developed to expedite facility reporting and to pro-
vide additional explanation of the reporting requirements under Section 313
of Title III. It supplements the instructions for completing Form R.
115
-------
c
B-1. Selected List Of Materials
Source of Above-Mentioned
Documents
Toxic Chemical Release Inventory Magnetic Media Submission Instruc-
tions
January 1989 (EPA 560/7-88-003)
This document provides specifications for the use of magnetic media to sub-
mit EPA Form R. The structural record specifications for each section of
Form R are presented. These specifications must be followed exactly for the
EPA to accept the magnetic media submission.
The above mentioned documents are available through written request to:
Emergency Planning and Community Right-to-Know
Document Distribution Center
P.O. Box 12505
Cincinnati, OH 45212
Hazardous Materials Emergency Planning Guide
March 1987 (NRT-1)
The purpose of this guide is to assist communities in planning for hazardous
materials incidents. This guide outlines the development of planning teams
and hazardous materials emergency plans. It also addresses approaches to
plan appraisal and continuing planning.
This document is available through written request to:
Hazmat Planning Guide (NRT-1)
OS-120
401 M Street, SW
Washington, DC 20460
Estimating Releases and Waste Treatment Efficiencies for the Toxic Chem-
ical Release Inventory Form
December 1987
This manual provides an overview of the general methods that may be used
to estimate releases subject to the reporting requirements. Examples of the
application of most of the methods discussed are included. Sources of addi-
tional information on release estimation are also provided.
This document is available for $ 11 through:
Superintendent of Documents
Government Printing Office
Washington, DC 20402-9325
Telephone number: (202) 783-3238
GPO stock number: 055-000-00270-3 '
116
-------
B-1. Selected List Of Materials
The Toxic Release Inventory: Meeting the Challenge
April 1988
This 19-minute overview videotape is designed to explain toxic release re-
porting to plant facility managers and others who need to know about the re-
quirement. State governments, local groups, universities, and others may also
find the video program useful and informative.
To purchase, write or call:
Color Film Corporation
Video Division
770 Connecticut Avenue
Norwalk, CT 06854
(800)882-1120
3/4-inch = $30.75; Beta = $22.95; VHS = $22.00
Title III: What It Means To You
1987
This brochure briefly explains the main provisions of Title III and tells how
citizens can participate in and obtain information from their LEPCs.
Source:
U.S. Environmental Protection Agency
Attention: Title III Coordinator
841 Chestnut Building
Philadelphia, PA 19107
1987 Emergency Response Guidebook
September 1987
This guidebook lists over 1,000 hazardous materials by name and DOT num-
ber. General hazards and isolation distances for these materials are also dis-
cussed.
This document is available through:
Office of Hazardous Materials Transportation
Attn: DMH-50
Research and Special Projects Administration/DOT
400 7th Street, SW
Washington, DC 20590
The Emergency Planning and Community Right-to-Know Act: A Status of
State Actions
April 1988
This report provides state-by-state descriptions of how the states and territo-
ries are implementing the requirements of Title III.
This report is available by sending a pre-paid written request to:
National Governors Association, Hall of the States
444 North Capitol Street, Suite 250
Washington, DC 20001-1572
Price: $10.00
117
-------
B-1. Selected List Of Materials
Title III Community Awareness Workbook
January 1988
Written for the chemical industry, this guide examines communication issues
that chemical companies must consider in light of Title III, including risk
communication methods, community relations, and working with the media.
Source:
Chemical Manufacturers Association
2501 M Street, NW
Washington, DC 20037
(202)887-1100
$26.25 nonmembers; $17.50 members
Community Guide to Title HI
1988
Questions and answers outline the basic provisions of Title III in this handout
for chemical companies to distribute in their communities.
Source:
Chemical Manufacturers Association
2501 M Street, NW
Washington, DC 20037
(202)887-1100
$.50 nonmembers; $.35 members
Monsanto/Title HI Community Videotape
1987
This 20-minute video discusses the four main provisions of Title III and de-
picts community members with environmental concerns, community organi-
zations, local officials, and plant managers all working together to implement
the law.
Source:
Environmental and Community Relations Manager
Monsanto Company, G4WF
800 North Lindbergh Boulevard
St. Louis, MO 63167
118
-------
c
B-1. Selected List Of Materials
Understanding MSDSs: Your Right To Know
West Newton, MA: Massachusetts Department of Labor Industries. No
date.
Material Safety Data Sheets (MSDSs), the fact sheets on specific chemicals
prepared by manufacturers, will be available to the public under Title III.
This tabloid-sized pamphlet explains how to interpret them section-by-
section, and defines some frequently encountered terms.
Source:
Massachusetts Department of Labor and Industries
Division of Occupational Hygiene, Right to Know Program
1001 Watertown Street
West Newton, MA 02165
(617) 969-7177
Of Mice and Men: Health Risks and Safety Judgments
By Celia Epting, Washington, DC: League of Women Voters of the Unit-
ed States, 1977.
This fact sheet for the general public discusses the concept of risk, its meas-
urement, the setting of standards, and risk communication.
Source:
League of Women Voters of the United States
1730 M Street, NW
Washington, DC 20036
Improving Dialogue With Communities: A Risk Communication Manual
for Government.
By Billie Jo Hance, Caron Chess, Peter M. Sandman, and the Environ-
mental Communication Research Program, Rutgers University. Trenton,
NJ: New Jersey Department of Environmental Protection, [January
1988].
Government agencies can generate two-way communication with communi-
ties, says this guide, which emphasizes understanding the community's point
of view; earning trust; releasing information; interacting with the community
(especially at public meetings); and explaining risk.
Source:
New Jersey Department of Environmental Protection
Division of Science and Research
Risk Communication Unit, CN 409
Trenton, NJ 08625
(609) 984-6072
Risk Communication and
Community Awareness
Resources
119
-------
B-1. Selected List Of Materials
High Tech and Toxics: A Guide for Local Communities
By Susan Sherry, Washington, DC: Golden Empire Health Planning
Center, 1985.
The electronics manufacturing and semiconductor industry uses a variety of
toxic substances. This manual examines problems of pollution in the high
tech industry and provides a detailed guide to citizen involvement in evaluat-
ing and regulating these and other local health hazards.
Source:
National Center for Policy Alternatives
2000 Florida Avenue, NW
Washington, DC 20009
(202)387-6030 '.
Medicine for the Layman: Environment and Disease
By David P. Rail. Bethesda, MD: National Institutes of Health, 1982.
An overview of how scientists study the link between chemicals and health
and what they have learned is presented in general lay terms. The issue of an-
imal testing receives special attention.
Source:
Office of Clinical Reports and Inquiries
Building 10, Room 5C305
National Institutes of Health
Bethesda, MD 20892
Toxicology for the Citizen, 2nd ed.
By Alice E. Marczewski and Michael Kamrin. East Lansing, MI: Michi-
gan State University, Center for Environmental Toxicology, 1987. (Fund-
ed in part by the Charles Stewart Mott Foundation)
This booklet explains in lay terms the science of toxicology, describing fac-
tors that determine toxicity, how toxicity is measured, and how standards for
exposure are set
Source:
Center for Environmental Toxicology
C231 Holden Hall
Michigan State University
East Lansing, MI 48824
120
-------
c
B-1. Selected List Of Materials
Toxics in the Air
By Richard A. Liroff. Washington, DC: The Conservation Foundation,
1987.
One of the Foundation's Issue Reports, this monograph summarizes the risks
of indoor and outdoor air pollution and describes Federal, State, and local
programs to reduce pollution. The Foreword explains that the emphasis is on
"focusing attention and remedial action on where the greatest risks occur.
This requires paying greater attention both to reducing indoor exposures and
to preventing industrial accidents."
Source:
The Conservation Foundation
Publications Department-86
1250 24th Street, NW
Washington, DC 20037
Strategies for Explaining Very Small Risks in a Community Context
By Ann Fisher, Gary H. McClelland, and William D. Schulze. Pitts-
burgh, PA: Air Pollution Control Association, 1988.
This paper, prepared for APCA's 1988 meeting, discusses risk communica-
tion within communities.
Source:
Air Pollution Control Association
P.O. Box 2861
Pittsburgh, PA 15230
(412) 232-3444
The Community Partnership: A Hazardous Materials Management Plan-
ning Guide
Chicago, IL: The National Safety Council, 1987.
This guide discusses the formation of Local Emergency Planning Committees
and sets out the steps a Committee must take for formulate an Emergency
Preparedness Plan, as mandated by Title HI. Separate sections address partici-
pation in such Committees from industry's point of view, from government's
point of view, and from the point of view of a partnership between the public
and private sectors.
Source:
National Safety Council
444 North Michigan Avenue
Chicago, IL 60611-3991
(312) 527-4800
121
-------
B-1. Selected List Of Materials
Toxic Chemicals: Information is the Best Defense
Sacramento, CA: League of Women Voters of California, 1986. (Funded
by the BKK Corporation)
A two-part, award-winning documentary, this videotape with accompanying
handbook shows why it is important for citizens and local officials to know
about chemicals being used in their communities. Part I, "Who Needs to
Know," gives an overview of the problems posed by toxics; Part II, "Devel-
oping a Community Right to Know Law," shows how people in one commu-
nity worked together to create a model local ordinance. Available on video-
cassette, each part 26 minutes.
Source:
Bullfrog Films, Inc. ':
Oley.PA 19547
(800) 543-FROG
Chemical Risk Communication; Preparing for Community Interest in
Chemical Release Data
October 1988
This handbook, prepared by the American Chemical Society, provides a basic
understanding of risk assessment concepts and risk communication tech-
niques that can be used as a framework when responding to questions from
the public about releases of chemicals to the environment It is designed to
help local public health officials and other local leaders encourage citizen dis-
cussions that are productive and constructive.
Source:
American Chemical Society
1155 16th Street, NW
Washington, DC 20036
Air Toxics 1; Air Toxics Update 2; Air Toxics Update 3
Sacramento, CA: California Air Resources Board, 1986,1987.
This series of three fact sheets explains to the general public what one State is
doing to control toxic substances in the environment and discusses the risks
associated with several specific chemicals.
Source:
Air Resources Board Stationary Source Division
Chief, Toxic Pollutants Branch
P.O. Box 2815
Sacramento, CA 95812
(916) 322-6023
122
-------
c
B-1. Selected List Of Materials
What To Do In Case of a Chemical Emergency
Baltimore, MD: Mayor's Hazardous Materials Advisory Council, no
date.
A list of short, simple instructions telling people how to protect themselves
during a chemical emergency.
Source:
City of Baltimore Fire Department
Oldtown Station
' 1100 Hilien Street
Baltimore, MD 21202
(301)396-5756 .
Waste minimization or reduction means reducing hazardous waste at its
source, before it is generated. The following publications promote waste re-
duction as a general policy.
Cutting Chemical Wastes: What 29 Organic Chemical Plants Are Doing To
Reduce Hazardous Wastes
By David J. Sarokin, Warren R. Muir, Catherine G. Miller, and Sebas-
tian R. Sperber. New York, NY: INFORM, 1985.
Case studies explore some of the methods used by organic chemical plants to
reduce hazardous waste at its source. Hazardous waste in this case refers not
only to solid wastes but also to air emissions and wastewater discharges. The
book's purpose is to "spur heightened initiatives and broader consideration
by government and business of how waste reduction can be accelerated."
Source:
INFORM, Inc.
381 Park Avenue South
New York, NY 10016
(212)689-4040
Promoting Hazardous Waste Reduction: Six Steps States Can Take
By Warren R. Muir and Joanna Underwood. New York, NY: INFORM,
1987.
This report identifies six organizational initiatives that State governments can
take to promote reduction of hazardous waste at its source before it is gener-
ated.
Source:
INFORM, Inc.
381 Park Avenue South
New York, NY 10016
(212)689-4040
Waste Minimization
Resources
123
-------
B-1. Selected List Of Materials
Other Sources of
Information
Organizations
American Chemical Society (ACS)
ACS distributes educational brochures on various topics, including ground-
water, risk assessment, and risk communication.
To contact:
American Chemical Society
1155 16th Street, NW
Washington, DC 20036
Chemical Education for Public Understanding Project (CEPUP)
With the goal of fostering greater public awareness, knowledge, and under-
standing about chemicals and how they interact with our lives, CEPUP is de-
veloping hands-on instructional materials for use both in middle schools and
with the public.
To contact:
CEPUP
Lawrence Hall of Science
University of California ;
Berkeley, CA 94702
Public Health Foundation, Environmental Health Program
Established by the Association of State and Territorial Health Officials, the
PHF publishes directories of environmental health and laboratory services
and other publications on environmental health.
To contact:
PHF Environmental Health Program :
1220 L Street, NW
Washington, DC 20005
(202) 898-5600
Environmental and Occupational Health Sciences Institute
Among other activities the Institute has developed a model program to pro-
vide information and services to the general public, small industry, employ-
ees, schools, and professionals. The Institute is jointly sponsored by the Uni-
versity of Medicine and Dentistry of New Jersey-Robert Wood Johnson
Medical School and Rutgers University.
To contact:
EOHSI
657 Hoes Lane
Piscataway, NJ 08854-5635
124
-------
c
B-1. Selected List Of Materials
Working Group on Community Right To Know
This group, affiliated with the Environmental Policy Institute, represents a
coalition of voluntary groups with environmental concerns. It has compiled
nine information packets for citizens on Title HI, each covering a topic such
as documents for LEPCs, risk communication, and risk assessment. The
packets contain newspaper articles, fact sheets, sample forms, case studies,
and more.
To contact:
Working Group on Community Right To Know
218 D Street, SE
Washington, DC 20003
(202)544-2600
Community Right To Know News
Washington, DC: Thompson Publishing Group
Published twice a month, this publication is aimed at companies and commu-
nities affected by Title III. It reports on Federal and State activities, emergen-
cy response programs, and industry liability.
Source:
Thompson Publishing Group
Subscription Service Center
P.O. Box 76927
Washington, DC 20013
(800) 424-2959 or (202) 872-1766
The Great Lakes United
Buffalo, NY: Great Lakes United
This newsletter is published by a voluntary organization that monitors pollu-
tion in the Great Lakes area and works for a cleaner environment. Articles fo-
cus on legislative and regulatory news and on the activities of other environ-
mental groups.
Source:
Great Lakes United
24 Agassiz Circle
Buffalo, NY 14214
(716) 886-0142
National Air Toxics Information Clearing House Newsletter
Research Triangle Park, NC: National Air Toxics Information Clearing-
house
This bimonthly newsletter for State and local air pollution control agencies
contains news of clearinghouse and other agency activities, State and local
programs, and current research.
Source:
Pollutant Assessment Branch
U.S. Environmental Protection Agency, MD-12
Research Triangle Park, NC 27711
Newsletters
125
-------
B-1. Selected List Of Materials
Databases
Sierra Club Hazardous Materials/Water Resources Newsletter
Olympia, WA: Sierra Club National Hazardous Materials and Nations
Water Resources Committees
A quarterly, this newsletter provides a means for volunteer activists to com-
municate with each other about resources, research, and activities.
Source:
Hazardous Materials/Water Resources Newsletter
P.O. Box 474
Olympia, WA 98507
TOXLINE
Bethesda, MD: National Library of Medicine
Available online through a modem connection or in a medical library, this da-
tabase provides citations, and often abstracts, for journal articles and mono-
graphs. Topics are human and animal toxicity studies, effects of environmen-
tal chemicals and pollutants, and adverse drug reactions.
For information:
National Library of Medicine
MEDLARS Management Section
8600 Rockville Pike
Bethesda, MD 20894
(800) 638-8480 or (301) 496-6193
TOXNET
Bethesda, MD: National Library of Medicine
Also available online, this database contain technical information on hazard-
ous substances and research results on potential carcinogens.
TRI
Bethesda, MD: National Library of Medicine
One part of TOXNET, this database contains toxic releases to the environ-
ment, as reported under Section 313 of Title III.
For information:
National Library of Medicine
Specialized Information Services Division
8600 Rockville Pike
Bethesda, MD 20894
(301)496-6531
126
-------
B-1. Selected List Of Materials
CCINFOdisc
Hamilton, Ontario, Canada: Canadian Center for Occupational Health
and Safety
CCINFOdisc is a compact disk with several toxic substance databases. New
Jersey's Hazardous Substance Fact Sheets are also accessible through this
service. Subscribers receive four updated disks a year.
For information:
CCINFOdisc, Inquiries Service
Canadian Center for Occupational Health and Safety
250 Main Street East
Hamilton, Ontario, Canada L8N1H6
(416) 572-2981
Directory of Accredited Laboratories, 1988
Gaithersburg, MD: American Association for Laboratory Accreditation,
1988.
Included in this listing are laboratories accredited for environmental testing
of drinking water, wastewater, solid waste, hazardous waste, toxic substanc-
es, and pesticide residues.
Source:
American Association for Laboratory Accreditation
656 Quince Orchard Road, No. 704
Gaithersburg, MD 20878
(301) 670-1377
Health Effects of Toxic Substances: A Directory of References and Re-
sources, 1986
By Hanafi Russell et al. Sacramento, CA: California Department of
Health Services, c!984,1985.
Print reference books, online databases, and organizations are included in this
directory; asterisks indicate books essential for a basic reference library on
toxics.
Source:
California Department of General Services
Publications Section
P.O. Box 1015
North Highlands, CA 95660
(916) 924-4800; 7540-958-1300-3
Information Resources in Toxicology, 1988
2nd ed. by Philip Wexler, Toxicology Information Program, National Li-
brary of Medicine
This is a comprehensive listing of materials and other resources.
Source:
Elsevier Science Publishing Company
52 Vanderbilt Avenue
New York, NY 10017
Directories
127
-------
B-1. Selected List Of Materials
Risk Assessment, Management, Communication: A Guide to Selected
Sources
Washington, DC: U.S. Environmental Protection Agency, 1987
This bibliography includes many journal articles and some monographs on
risk assessment, management, and communication, and includes a section on
"Informing the Public."
Source:
U.S. Environmental Protection Agency
Office of Information Resources Management and Office of
Toxic Substances
Washington, DC 20460
128
-------
Appendix B: Resources
2. EPA Regional Section 313 Contacts
(CT, MA, ME, NH, RI, VT)
Dwight Peavey
Pesticides & Toxics Branch
USEPA Region 1 (APT2311)
JFK Federal Building
Boston, MA 02203
(617)565-3230
FTS 835-3230
(NJ, NY, PR, VI)
Nora Lopz
Pesticides & Toxics Branch
USEPA Region 2 (MS240)
Woodbridge Avenue, Building 209
Edison, NJ 08837
(201) 906-6890
FTS 340-6890
(DE, MD, PA, VA, WV, DC)
Kurt Eisner
Toxics & Pesticides Branch
USEPA Region 3 (3HW42)
841 Chestnut Street
Philadelphia, PA 19107
(215) 597-1260
FTS 597-1260
(AL, FL, GA, KY, MS, NC, SC, TN)
Jill Perry
Pesticides and Toxic Substances Branch
USEPA Region 4
345 Courtland Street
Atlanta, GA 30365
(404) 347-5053
FTS 257-5014
(IL, IN, MI, MN, OH, WI)
Dennis Wesolowski
Pesticides & Toxic Substances Branch
USEPA Region 5 (5SPT-7)
230 South Dearborn Street
Chicago, DL 60604
(312) 353-5907
FTS 353-5907
Region 1
Region 2
Region 3
Region 4
Region 5
129
-------
B-2. EPA Regional Section 313 Contacts
Region 6
Region 7
Region 8
Region 9
Region 10
(AR,LA,NM,OK,TX)
Gerald Carney
Pesticides & Toxic Substances Branch
USEPA Region 6 (6TPT)
1445 Ross Avenue
Dallas, TX 75202-2733
(214) 655-7244
FTS 255-7244
(IA,KS,MO,NE)
Ed Vest
Congressional & Intergovernment Liaison
USEPA Region 7 (CIGL)
726 Minnesota Avenue
Kansas City, KS 66101
(913) 236-2806
FTS 757-2834
(CO, MT, ND, SD, UT, WY)
Diane Groh
Toxic Substances Branch
USEPA Region 8 (8AT-TS)
999 18th Street
Denver, CO 80202-2405
(303) 293-1730
FTS 564-1735
(AZ, CA, ffl, NV, AS, GU, MP)
Kathleen Goforth
Pesticides & Toxic Branch
USEPA Region 9 (A-4-3)
211 Main Street
San Francisco, CA 94105
(415) 974-7280
FTS 454-7280
(AK, ID, OR, WA)
Phil Wong
Pesticides & Toxic Substances Branch
USEPA Region 10 (AT083)
1200 Sixth Avenue
Seattle, WA 98101
(206) 442-4016
FTS 399-4016
130
-------
Appendix B: Resources
3. SERC/Title III Contacts
This list is the U.S. Environmental Protection Agency's listing of State Emer-
gency Response Commissions and State designated agencies for the Emer-
gency Planning and Community Right-to-Know Act The EPA has verified
each contact individually. All addresses listed under State Commissions re-
ceive the Section 302 emergency planning notification and the Section 304
emergency release notification unless otherwise specified, the State designat-
ed agencies receive the submissions for the sections listed in their headings.
If one address is listed with no heading, the State commission receives all
submissions for every section of the Act. If an additional address is listed un-
der the heading "Mailing Address," this address is to be used for mailings to
the State Commissions other than the P.O. boxes used for the form submis-
sions.
State Commission:
J. Danny Cooper, Co-Chair
Alabama Emergency Response Commission
Director, Alabama Emergency Management Agency
520 South Court Street
Montgomery, AL 36130
(205) 834-1375
Contact: Dave White
Section 311/312 Submissions:
Leigh Pegues, Co-Chair
Alabama Emergency Response Commission
Director, Alabama Department of Environmental Management
1751 Congressman W.G. Dickinson Drive
Montgomery, AL 36109
(205) 271-7700
Contact: L.G. Linn (205) 271-7700
E. John Williford (205) 271-7931
Section 313 Submissions:
E. John Williford, Chief of Operations
Alabama Emergency Response Commission
Alabama Department of Environmental Management
1751 Congressman W.G. Dickinson Drive
Montgomery, AL 36109
(205) 271-7700
Contact: L.G. Linn (205)271-7700
E. John WUIiford (205) 271-7931
Alabama
131
-------
B-3. SERC/Title III Contacts
Alaska
American Samoa
Arizona
Arkansas
Linda VanHouten, Chair
Alaska State Emergency Response Commission
P.O. Box O
Juneau.AK 99811
(907) 465-2630
Mailing Address:
Linda Van Houten
Alaska State Emergency Response Commission
3220 Hospital Drive
Juneau, AK 99801
State Commission:
Maiava O. Hunkin
Program Coordinator for the Territorial Emergency Management
Coordination Office
American Samoan Government
Pago Pago, American Samoa 96799
International Number (684) 633-2331
Section 311/312 & 313 Submissions:
Pati Faiai, Director
American Samoa EPA
Office of the Governor
Pago Pago, American Samoa 96799
International Number (684) 633-2304
Carl F. Funk, Executive Director
Arizona Emergency Response Commission
Division of Emergency Services
5636 East McDowell Road
Phoenix, AZ 85008
(602)231-6326
State Commission:
Randall Mathis, Acting Director
Arkansas Hazardous Materials Emergency Response Commission
P.O. Box 9583
8001 National Drive
Little Rock, AR 72219
(501) 562-7444
Contact: Mike Bates (501) 455-6888
Section 311/312 & 313Submissions:
Becky Bryant
Depository of Documents
Arkansas Department of Labor
10421 West Markham
Little Rock, AR 72205 :
Contact: John Ward (501)562-7444
132
-------
c
B-3. SERC/Title III Contacts
Mailing Address:
. Arkansas Department of Pollution Control and Ecology
P.O. Box 9583
8001 National Drive
Little Rock, AR 72219
Attn: John Ward
State Commission:
William Medigovich, Chair
California Emergency Planning and Response Commission
Director, Office of Emergency Services
2800 Meadowview Road
Sacramento, CA 95832
(916)427-4287
Section 302,304,311/312 Submissions:
California Emergency Planning and Response Commission
Office of Emergency Services
Hazardous Materials Division
2800 Meadowview Road
Sacramento, CA 95832
(916)427-4287
Contact: Gary Burton
Michelle La Bella
Dave Zocchetti
Section 313 Submissions:
Chuck Shulock
Office of Environmental Affairs
P.O. Box 2815
Sacramento, CA 95812
Attn: Section 313 Reports
(916) 324-8124
(916) 322-7236 Completed Form R Information
State Commission:
David C. Shelton, Chair
Colorado Emergency Planning Commission
Colorado Department of Health
4210 East llth Avenue
Denver, CO 80220
(303) 273-1624
Emergency Release Notification: (303) 377-6326
After Hours & Weekends (Emergencies Only): (303) 370-9395
California
Colorado
133
-------
B-3. SERC/Title III Contacts
Connecticut
Delaware
Section 302,304,311/312 & 313 Submissions:
Colorado Emergency Planning Commission
Colorado Department of Health
4210 East llth Avenue
Denver, CO 80220
Contact: Richard Bardsley (303)273-1789
Judy Waddill (303) 331-4858
Sue Vaughn, Title IE Coodinator
State Emergency Response Commission
Department of Environmental Protection
State Office Building, Room 161
165 Capitol Avenue
Hartford, CT 06106
(203) 566-4856
State Commission:
Patrick W. Murray, Chair
Delaware Commission on Hazardous Materials
Department of Public Safety
Administration Center
Dover, DE 19901
Contact: George Frick (302) 736-3169
Section 302 Submissions:
Dominick Petrilli, Acting Director
Division of Emergency Planning and Operations
P.O. Box 527
Delaware City, DE 19706
(302) 834-4531
Section 304 Submissions:
Phillip Retallick, Director
Division of Air and Waste Management
Department of Natural Resources and Environmental Control
Richardson and Robbins Building
89 Kings Highway
P.O. Box 1401
Dover, DE 19901
(302) 736-4764
Section 311/312 Submissions:
Dr. Lawrence Krone, Chief
Bureau of Health and Social Services
802 Silver Lake Boulevard
Dover, DE 19901
(302) 736-4731
134
-------
c
B-3. SERG/Title III Contacts
Section 313 Submissions:
Robert French, Chief Program Administrator
Air Resource Section
Department of Natural Resources and Environmental Control
P.O. Box 1401
Dover, DE 19901
(302) 736-4791
Joseph P. Yeldell, Chair
State Emergency Commission for Title III in the District of Columbia
Office of Emergency Preparedness
2000 14th Street, NW
Frank Reeves Center for Municipal Affairs
Washington, DC 20009
(202) 727-6161
Contact: Pamela Thurber
Environmental Planning Specialist
Mr. Thomas G. Pelham, Chair
Florida Emergency Response Commission
Secretary, Florida Department of Community Affairs
2740 Centerview Drive
Tallahassee, FL 32399-2149
(904) 488-1472
In FL: (800) 635-7179
Contact: , Greg Dawkins
State Commission:
J. Leonard Ledbetter, Chair
Georgia Emergency Response Commission
Commissioner, Georgia Department of Natural Resources
205 Butler Street, SE
Floyd Towers East, llth floor
Atlanta, GA 30334
(404)656-4713
Section 302,304,311/312 & 313 Submissions:
Jimmy Kirkland
Georgia Emergency Response Commission
205 Butler Street, SE
Floyd Towers East
Atlanta, GA 30334
(404)656-6905
Emergency Release Number (800) 241-4113
District of Columbia
Florida
Georgia
135
-------
B-3, SERC/Title III Contacts
Guam
Hawaii
Idaho
State Commission & Section 311/312 Submissions:
Dr. George Boughton, Chair
Guam State Emergency Response Commission
Civil Defense
Guam Emergency Services Office
Government of Guam
P.O. Box 2877
Aguana,Guam 96910
(671) 734-3410
FTS 550-7230
Section 313 Submissions:
Roland Solidio
Guam EPA
P.O. Box 2999
Aguana, Guam 96910
(671) 646-8863
State Commission and Section 311/312 Submissions:
Dr. Brace S. Anderson, Vice-Chair
Hawaii State Emergency Response Commission
Hawaii Department of Health
P.O. Box 3378
Honolulu, ffl 96801
(808) 548-2076
(808) 548-5832
Contact:
Samir Araman
Mark Ingoglia
(8108) 548-5832
(808) 548-2076
Section 313 Submissions:
Dr. John C. Levin, Chair
Hawaii State Emergency Response Commission
Hawaii Department of Health
P.O. Box 3378
Honolulu, ffl 96801-9904
(808) 548-6505
State Commission:
Idaho Emergency Response Commission
Department of Health and Welfare
State House
Boise, ID 83720
(208) 334-5888
Section 311/312 & 313 Submissions:
Idaho Emergency Response Commission
State House
Boise, ID 83720
Attn: Jenny Records
Contact: Jenny Records (208) 334-5888
136
-------
B-3. SERC/Title HI Contacts
State Commission and Section 311/312 Submissions:
Oran Robinson
Illinois Emergency Response Commission
Illinois Emergency Services & Disaster Agency
Attn: Hazmat Section
110 East Adams Street
Springfield, IL 62706
(217) 782-4694
Section 313 Submissions:
Joe Goodner
Emergency Planing Unit
Illinois EPA
P.O. Box 19276
2200 Churchill Road
Springfield, IL 62794-9276
(217) 782-3637
Skip Powers, Director
Indiana Emergency Response Commission
5500 West Bradbury Avenue
Indianapolis, IN 46241
(317) 243-5176
State Commission and Section 302 Submissions:
Ellen Gordon, Co-Chair
Iowa Disaster Services
Hoover Building, Level A
Room 29
Des Moines, IA 50319
(515)281-3231
Section 304 Submissions:
Air Quality & Solid Waste Protection Bureau
Department of Natural Resources
Wallace Building, 5th Floor
Des Moines, IA 50319
(515) 281-8694
Contact: Pete Hamlin
Section 311/312 Submissions:
Iowa Emergency Response Commission
Iowa Division of Labor
1000 East Grand Avenue
Des Moines, IA 50319
(513) 281-6175
Contact: Don Peddy
Illinois
Indiana
Iowa
137
-------
B-3. SERC/TItle III Contacts
Kansas
Kentucky
Section 313 Submissions:
Department of Natural Resources
Records Department
900 East Grand Avenue
Des Moines, IA 50319
(515) 281-6175
Contact: Don Peddy
State Commission:
Karl Birns, Staff Director
Kansas Emergency Response Commission
Building 740, Forbes Field
Topelca,KS 66620
(913) 296-1690
Section 302 & 304 Submissions:
Karl Birns
Kansas Department of Health and Environment
Right-to-Know Program
Building 740, Forbes Field
Topeka.KS 66620
(913) 296-1690
Emergency Release Number Only (24 hrs): (913) 296-3176
Section 311/312 & 313 Submissions:
Right-to-Know Program
Kansas Department of Health and Environment
Building 740, Forbes Field
Topeka,KS 66620
(913) 296-1690
Contact: Karl Birns
State Commission & Section 311/312 Submissions:
Colonel James H. "Mike" Molloy, Chair
Kentucky Emergency Response Commission
Kentucky Disaster and Emergency Services
Boone National Guard Center
Frankfort, KY 40601-6168
(502) 564-8660
(502) 564-8682
Contact: Mike Molloy or Craig Martin
Section 313 Submissions:
Valerie Hudson
Kentucky Department of Environmental Protection
ISReillyRoad
Frankfort, KY 40601
(502) 564-2150
138
-------
B-3. SERC/Title III Contacts
Mailing Address:
Lucille Orlando
SARA Title HI
Kentucky Department of Environmental Protection
Kentucky Disaster and Emergency Services
Boone National Guard Center
Frankfort, KY 60601-6161
State Commission & Section 311/312 Submissions:
Sergeant Ronnie Mayeaux
Louisiana Emergency Response Commission
Office of State Police
P.O. Box 66614
7901 Independence Boulevard
Baton Rouge, LA 70896
(504)925-6113
Section 313 Submissions:
R. Bruce Hammatt
Emergency Response Coordinator
Department of Environmental Quality
P.O. Box 44066
Baton Rouge, LA 70804-4066
(504) 342-8932
David D. Brown, Chair
State Emergency Response Commission
Station Number 72
Augusta, ME 04333
(207) 289-4080
In ME: (800) 452-8735
Contact: Tammy Gould
State Commission:
June L. Swem
Governor's Emergency Management Agency
c/o Maryland Emergency Management Agency
2 Sudbrook Lane, East
Pikesville, MD 21208
(301) 486-4422
Section 302,304,311/312 & 313 Submissions:
Marsha Ways
State Emergency Response Commission
Maryland Department of the Environment
Toxics Information Center
2500 Broening Highway
Baltimore, MD 21224
(301)631-3800
Louisiana
Maine
Maryland
139
-------
B-3. SERC/Title 111 Contacts
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Arnold Sapenter
c/o Title Three Emergency Response Commission
Department of Environmental Quality Engineering
One Winter Street, 10th floor
Boston, MA 02108
(617) 556-1096
For LEPC Information: Jack Callahan (508) 820-2060
Title III Coordinator
Michigan Department of Natural Resources
Environmental Response Division
Tide III Notification
P.O. Box 30028
Lansing, MI 48909
(517) 373-8481
Lee Tischler, Director
Minnesota Emergency Response Commission
Department of Public Safety
Room B-5
State Capitol
St. Paul, MN 55155
(612) 296-0488
J.E. Maher, Chair
Mississippi Emergency Response Commission
Mississippi Emergency Management Agency
P.O. Box 4501
Fondren Station
Jackson, MS 39296-4501
(601) 960-9973
Contact: Bill Austin
Dean Martin, Coordinator
Missouri Emergency Response Commission
Missouri Department of Natural Resources
P.O. Box 3133
Jefferson City, MO 65102
(314) 751-7929
Mailing Address:
Dean Martin, Coordinator
Missouri Emergency Response Commission
Missouri Department of Natural Resources
2010 Missouri Boulevard
Jefferson City, MO 65109
140
-------
B-3. SERC/Title III Contacts
Tom Ellerhoff, Co-Chair
Montana Emergency Response Commission
Environmental Sciences Division
Department of Health & Environmental Sciences
Cogswell Building A-107
Helena, MT 59620
(406) 444-3948
Clark Smith, Coordinator ,
Nebraska Emergency Response Commission
Nebraska Department of Environmental Control
P.O. Box 98922 :.
State House Station
Lincoln, NE 68509-8922
(402) 471-4217
State Commission and Section 311/312 Submissions:
Joe Quinn
Nevada Division of Emergency Management
2525 South Carson Street
Carson City, NV 89710
(702)885-4240
Emergency Release Number (After Hours & Weekends): (702) 885-5300
Section 313 Submission:
Bob King
Division of Emergency Management
2525 South Carson Street
Carson City, NV 89710
(702) 885-4240
Richard Strome, Director
State Emergency Managment Agency
Title III Program
State Office Park South
107 Pleasant Street
Concord, NH 03301
(603)271-2231
Contact: Leland Kimball
State Commission:
Tony McMahon, Director
New Jersey Emergency Response Commission
SARA Title HI Project
Department of Environmental Protection
Division of Environmental Quality
CN-405
Trenton, NJ 08625
(609) 292-6714
Montana
Nebraska
Nevada
New Hampshire
New Jersey
141
-------
B-3. SERC/Title HI Contacts
New Mexico
New York
North Carolina
Section 302,304, & 311/312 Submissions:
New Jersey Emergency Response Commission
SARA Title HI Project
Department of Environmental Protection
Division of Environmental Quality
CN-405
Trenton, NJ 08625
(609) 292-6714
Section 313 Submissions:
New Jersey Emergency Response Commission
SARA Title HI Section 313
Department of Environmental Protection
Division of Environmental Quality
CN-405
Trenton, NJ 08625
(609) 292-6714
Samuel Larcombe
New Mexico Emergency Response Commission
New Mexico Department of Public Safety
P.O. Box 1628
Santa Fe.NM 87504-1628
(505) 827-9222 .
State Commission:
Anthony Germain, Deputy Director
State Emergency Management Office
Building 22
State Campus
Albany, NY 12226
(518) 457-9994
Section 302,304, & 311/312 & 313 Submissions:
New York Emergency Response Commission
New York State Department of Environmental Conservation
Bureau of Spill Response
50 Wolf Road/Room 326
Albany, NY 12233-3510
(518)457-4107
Contact: William Miner
State Commission:
Joseph Myers, Chair
North Carolina Emergency Response Commission
116 West Jones Street
Raleigh, NC 27603-1335
(919) 733-3867
142
-------
c
B-3. SERC/Title HI Contacts
Section 302,304, & 311/312 & 313 Submissions:
North Carolina Emergency Response Commission
North Carolina Division of Emergency Management
116 West Jones Street
Raleigh, NC 27603-1335
(919) 733-3867
In NC: (800) 451-1403 General Information Only
Contacts: Vance Kee (919)733-3844
Emily Kilpatrick (919)733-3865
Darian Maybry (919) 733-3890
State Commission:
Ronald Affeldt, Chair
North Dakota Emergency Response Commission
Division of Emergency Management
P.O. Box 5511
Bismarck, ND 58502-5511
(701)224-2111
Section 302, & 311/312 & 313 Submissions:
SARA Title HI Coordinator
North Dakota State Department of Health and Consolidated Laboratories
1200 Missouri Avenue
P.O. Box 5520
Bismarck, ND 58502-5520
(701)224-2374
Contact: Charles Rydell
State Commission and Section 311/312 Submissions:
Felix A. Sasamoto, Civil Defense Coordinator
Office of the Governor
Capitol Hill
Commonwealth of Northern Mariana Islands
Saipan,CNMI 96950
International Number (670) 322-9529
Section 313 Submissions:
Russell Meecham, III
Division of Environmental Quality
P.O. Box 1304
Saipan, CNMI 96950
International Number (670) 234-6984
North Dakota
Commonwealth of
Northern Mariana
Islands
143
-------
c
B-3. SERC/Title 111 Contacts
Ohio
Oklahoma
Oregon
Pennsylvania
State Commission and Section 311/312 Submissions:
Ken Schultz, Coordinator
Ohio Emergency Response Commission
Ohio Environmental Protection Agency
Office of Emergency Response
P.O. Box 1049
Columbus, OH 43266-0149
(614) 644-2260
Section 313 Submissions:
Cindy Sferra-DeWulf
Division of Ak Pollution Control
1800 Watermark Drive
Columbus, OH 43215
(614) 644-2270
Jack Muse, Coordinator
Emergency Response Commission
Office of Civil Defense
P.O. Box 53365
Oklahoma City, OK 73152
(405)521-2481
Contact: Aileen Ginther
Ralph M. Rodia
Oregon Emergency Response Commission
c/o State Fire Marshall
3000 Market S treet Plaza
Suite 534
Salem, OR 97310
(503) 378-2885
State Commission:
Sanders Cortner
Pennsylvania Emergency Response Commission
SARA Title HI Officer
PEMA Response and Recovery
P.O. Box 3321
Harrisburg, PA 17105
(717) 783-8150
(717) 783-8193
Emergency Release Number24 hours: (717) 783-8150
144
-------
B-3. SERC/Title III Contacts
Section 311/312 Submissions:
Pennsylvania Emergency Response Commission
c/o Bureau of Right-to-Know
Rm 1503
Labor and Industry Building
7th & Forrester Streets
Harrisburg, PA 17120
(717) 783-2071
Section 313 Submissions:
James Tinney
Bureau of Right-to-Know
Rm 1503
Labor and Industry Building
7th & Forrester Streets
Harrisburg, PA 17120
(717) 783-8150
State Commission and Section 311/312 Submissions:
Mr. Santos Rohena, Chair
Puerto Rico Emergency Response Commission
Environmental Quality Board
P.O. Box 11488
Sernades Juncos Station
Santurce.PR 00910
(809)722-1175
(809) 722-2173
Section 313 Submissions:
SERC Commissioner
Title III-SARA Section 313
Puerto Rico Environmental Quality Board
P.O. Box 11488
Santurce,PR 00910
(809) 722-0077
State Commission:
Joseph A. DeMarco, Executive Director
Rhode Island Emergency Response Commission
Rhode Island Emergency Management Agency
State House Room 27
Providence, RI 02903
(401) 277-3039
Emergency Release Number: (401) 274-7745
Contact: John Alcott
Puerto Rico
Rhode Island
145
-------
B-3. SERC/Title III Contacts
South Carolina
South Dakota
Section 311/312 Submissions:
Lynn Colby
Rhode Island Department of Labor
Division of Occupational Safety
220 Elmwood Avenue
Providence, RI 02907
(401) 457-1847
Section 313 Submissions:
Department of Environmental Management
Division of Air and Hazardous Materials
291 Promenade Street
Providence, RI 02908
Attn: Toxic Release Inventory
(401) 277-2808
Contact: Martha Mulcahy
State Commission and Section 302 Submissions:
Stan M. McKinney, Chan-
South Carolina Emergency Response Commission
Division of Public Safety Programs
Office of the Governor
1205 Pendleton Street
Columbia, SC 29201
(803) 734-0425
Section 304 & 311/312 Submissions:
South Carolina Emergency Response Commission
Division of Public Safety Programs
Office of the Governor
1205 Pendleton Street
Columbia, SC 29201
Attn: Purdy McLeod
(803) 734-0425
Section 313 Submissions:
Ron Kinney
Department of Health and Environmental Control
2600 Bull Street
Columbia, SC 29201
(803) 734-5200
State Commission and Section 311/312 Submissions:
Clark Haberman, Director
South Dakota Emergency Response Commission
Department of Water and Natural Resources
Joe Foss Building
523 East Capitol
Pierre, SD 57501-3181
(605)773-3151
146
-------
B-3. SERC/Title 111 Contacts
Section 313 Submissions:
Lee Ann Smith, Title III Coordinator
South Dakota Department of Water and Natural Resources
Joe Foss Building
523 East Capitol
Pierre, SD 57501-3181
(605) 773-3153
Lacy Suiter, Chair
Tennessee Emergency Response Commission
Director, Tennessee Emergency Management Agency
3041 Sidco Drive
Nashville, TN 37204
(615) 252-3300
(800) 258-3300 (out of TN)
(800) 262-3300 (in TN)
Contact: Lacy Suiter or Tom Durham
State Commission:
Mike Scott, Coordinator
Texas Emergency Response Commission
Division of Emergency Management
P.O. Box 4087
Austin, TX 78773-0001
(512) 465-2138
Section 302 & 311/312 Submissions:
Dr. William Elliot
Texas Department of Health
Division of Occupational Safety and Health
1100 West 49th Street
Austin, TX 78756
(512) 458-7410
Section 313 Submissions:
David Barker, Supervisor
Emergency Response Unit
Texas Water Commission
P.O. Box 13087-Capitol Station
Austin, TX 78711-3087
(512) 463-8527
Contact: Priscilla Seymour
Tennessee
Texas
147
-------
B-3. SERC/TItle III Contacts
Utah
Vermont
Virgin Islands
State Commission:
Lorayne Tempest-Frank, Director
Comprehensive Emergency Management
P.O. Box 58136
1543 Sunnyside Avenue
Salt Lake City, UT 84158-0136
(801) 533-5271
Section 311/312 & 313 Submissions:
Neil Taylor
Utah Hazardous Chemical Emergency Response Commission
Utah Division of Environmental Health
288 North 1460 West
P.O. Box 16690
Salt Lake City, UT 84116-0690
(801) 538-6121
State Commission:
Jeanne VanVlandren, Chair
Vermont Emergency Response Commission
Department of Labor and Industry
120 State Street
Montpelier, VT 05602
(802) 828-2286
Contact: Robert McLeod (802)828-2765
Section 311/312 & 313 Submissions:
Dr. Jan Carney, Deputy Commissioner
Department of Health
60 Main Street
P.O. Box 70
Burlington, VT 05402
(802) 863-7281
Allan D. Smith, Commissioner
Department of Planning and Natural Resources
U.S. Virgin Islands Emergency Response Commission
Title III
Suite 231
Nisky Center
Charlotte Amalie
St. Thomas, VI 00802
(809) 774-3320 Extension 169 or 170
Contact: Gregory Rhymer
148
-------
B-3. SERC/TitleJII Contacts
Wayne Halbleib, Director
Virginia Emergency Response Council
Department of Waste Management
James Monroe Building
18th Floor
101 North 14th Street
Richmond, VA 23219
(804) 225-2513
Chuck Clarke
Washington Emergency Response Commission
Department of Community Development
Mail Stop GH-51
9th and Columbia Building
Olympia,WA 98504
(206) 753-5625
Contact: BUI Bennett (206)459-9191
(800) 633-7585 (in WA)
Section 313 Submissions:
IdellHansen
Department of Ecology
Mail Stop PV-11
Olympia, WA 98504
(206)459-6312
Carl L. Bradford, Dkector
West Virginia Emergency Response Commission
West Virginia Office of Emergency Services
State Office Building, EB-80
Charleston, WV 25305
(304) 348-5380
Emergency Release Number (304) 348-5380
Contact: BillJopling
State Commission:
Richard I. Braund, Director
Wisconsin Emergency Response Commission
Division of Emergency Government
4802 Sheboygan Avenue
P.O. Box 7865
Madison, WI 53707
(608) 266-3232
Virginia
Washington
West Virginia
Wisconsin
149
-------
B-3. SERC/Title III Contacts
Wyoming
Section 313 Submissions:
Department of Natural Resources
P.O. Box 7921
Madison, WI 53707
Attn: Russ Dumst
(608) 266-9255
Ed Usui, Executive Secretary
Wyoming Emergency Response Commission
Wyoming Emergency Management Agency
P.O. Box 1709
Cheyenne, WY 82003
(307) 777-7566
Contact: Brooke Hefner
Mailing Address:
Ed Usui
Wyoming Emergency Response Commission
Wyoming Emergency Management Agency
5500 Bishop Boulevard
Cheyenne, WY 82009
150
-------
Appendix C: Communication Research
And Reports
The following reports provided much valuable background information for
this manual.
U.S. Environmental Protection Agency. Office of Toxic Substances. Research
conducted through a cooperative agreement with the Institute for Health Pol-
icy Analysis, Georgetown University Medical Center: Public Response to the
Toxic Release Inventory; Needs Assessment and Resources Development.
Campbell Communications, Environmental Protection Agency Toxic
Substances Project: 1988 General Public Focus Groups. Summary of
Findings, presented to Institute for Health Policy Analysis, Georgetown
University Medical Center, 1988.
Campbell Communications, Environmental Protection Agency Toxic
Substances Project: Survey of York, Pennsylvania Emergency Response
Committee Members: Summary of Responses, presented to Institute for
Health Policy Analysis, Georgetown University Medical Center, 1988.
Campbell Communications, Environmental Protection Agency Toxic
Substances Project: Information Sources Focus Groups, presented to In-
stitute for Health Policy Analysis, Georgetown University Medical Cen-
ter, 1988.
Arkin, E.B., Public Knowledge and Attitudes: Environmental Issues Related
to Toxic Chemicals. A Review of Public Polling Data, 1984-1987, Institute
for Health Policy Analysis, Georgetown University Medical Center, May
1988.
Hadden, S.G. with L. Flores, Community Right to Know: Results of Four Sur-
veys, Working Paper, No. 49, Lyndon B. Johnson School of Public Affairs,
The University of Texas at Austin, 1988.
Institute for Health Policy Analysis, Georgetown University Medical Center,
Health Risk Reporting: Roundtable Workshop on the Media and Reporting of
Risks to Health. Workshop Summary Report, The Institute, 1985.
Institute for Health Policy Analysis, Georgetown University Medical Center
and Columbia University Center for Risk Communication, Baseline Survey of
Knowledge, Attitudes, and Behavior Regarding Environmental Issues: Re-
search Conducted in Preparation for Risk Communication Interventions as
Part of SARA Title HI, prepared for the U.S. Environmental Protection Agen-
cy, 1989.
McCallum, D.G. and Klaidman, S.P., Experience and Issues in Crisis Com-
munication: Planning in a Post Chernobyl World, Institute for Health Policy
Analysis, Georgetown University Medical Center, 1988.
151
-------
-------
Appendix D: Glossary
CAER: Chemical Awareness and Emergency Response; a communication
program that may be in place at larger chemical companies; sponsored by the
Chemical Manufacturers Association.
Channel: The way a message reaches an audience. The mass media are one
kind of channel; personal communication, such as a speech or a meeting, is
another.
Communication: Not just speaking and writing; this is the term used fre-
quently today to encompass public information, public education, public rela-
tions, and community relations.
Dose: The concentration of a substance multiplied by the length of time a
person comes in contact with it.
Emission: The release of a substance from a facility into the air, land, or wa-
ter.
Evaluation: Following up on activities to see if they are achieving what they
were intended to do.
Exposure: The concentration of a substance at the time a person comes in
contact with it.
Focus group interview: A kind of audience research in which a trained
moderator leads a group of 8-10 people through a discussion of a particular
topic. It is not possible to" tell from a focus group what everyone else in the
community is thinking; the groups are too small for that. But one can gain
deeper insights into feelings and attitudes than is possible from a survey.
Goal: The broad, long-term aim of a communication program. In planning,
goals are usually differentiated from objectives, which are short-term and
specific.
Hazard assessment: Analysis of the consequences of a worst case accident
at a facility. LEPCs had to request hazard assessments, or conduct their own,
in order to come up with emergency plans.
Hot spots: Areas exposed to a large quantity of emissions. The TRI will be
able to help identify these.
Intermediaries: Groups or individuals that can act as channels for getting
messages and materials to target audiences.
LEPC: Local Emergency Planning Committee; there is one in each local
emergency planning district.
153
-------
D. Glossary
MSDS: Material Safety Data Sheets; fact sheets containing technical infor-
mation about hazardous substances in the workplace, including physical and
chemical characteristics, health hazards, and safety precautions.
Needs Assessment: Assessing what programs and materials exist and what
programs and materials need to be developed to accomplish objectives.
PSA: Public Service Announcement. Radio and television stations, and
sometimes even newspapers and magazines, will carry these free advertise-
ments as a community service.
Media Kit: A packet of information for reporters, editors, and other media
people. It usually includes press releases and background information on a
topic.
Press release: Also known as a news release, this is a one- or two-page
news story sent to editors and reporters. They may use it as is, do a little edit-
ing, or base a story on it.
Right-to-know: This concept was first embodied in State laws requiring that
employers inform workers about the dangers of substances with which they
come in contact. Right-to-know was extended to the public in a few States,
including New Jersey, which provided the model for the Federal law.
SARA: Superfund Amendment and Reauthorization Act of 1986. The Emer-
gency Planning and Community Right to Know Act is Title III of SARA.
SERC: State Emergency Response Commission, appointed by the Governor.
SERCs designated emergency planning districts and review and support the
workofLEPCs.
Target audience:
materials.
The intended audience for program messages and
Tiers I and II: Two different levels of inventory reporting permitted under
Section 312 of Title III. Tier I reports give the general categories and loca-
tions of hazardous materials; Tier II reports give specific names and loca-
tions.
TPQ: Threshold Planning Quantity; the amount of an extremely hazardous
substance, above which a facility's owner/operator must give emergency
planning notification to SERC and LEPC.
TRI: Toxic Release Inventory; this is the national database on Section 313
releases which is available through the National Library of Medicine.
154
-------
Appendix E: User Comment Form
We would appreciate any comments or suggestions about this manual.
1. How much of this book did you read?
All of it Some of it.
Did not read it
2. If you read some of the manual, please put a check beside the chapters you read:
Part I: Before Your Begin
1. Know the Law
2. Know How to Use the Information
3. Know Your Audience
4, Know Who Can Help
5. Outline a Plan
Part II: Getting People Involved
6. How To Get and Keep Volunteers
7. How To Work With Other Groups
Part III: Running a Communication Program
8. How To Talk About Risk
9. How to Publicize the Emergency Plan
10, How To Answer Questions
11. How To Work With the Media
12. How To Give a Speech
13. How To Hold a Meeting
14. How To Find Educational Materials
15. How To Produce Educational Materials
16. How To Communicate About Emergencies
3. Did you the find the book to be
very useful; somewhat useful;
not useful?
4. Please circle the chapters listed above that you found most useful.
5. Do you belong to an LEPC or other group?
If another group, what is its name? ;
6. What is your position or principal role within the LEPC or other group?
(continued on next page)
155
-------
E. User Comment Form
7. How might this book be improved?
Thank you
Please send to:
Elaine Bratic Arkin
Institute for Health Policy Analysis
2121 Wisconsin Avenue NW
Washington, D.C. 20007
156
------- |