EPA 744-R-97-004b
May 1997
Training Curriculum
for Alternative Clothes Cleaning:
INSTRUCTOR'S MANUAL
prepared by
The Massachusetts Toxics Use Reduction Institute
under EPA Grant #X823854
for
Economics, Exposure and Technology Division
Office of Pollution Prevention and Toxics
US Environmental Protection Agency
401 M Street SW
Washington, DC 20460
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GARMENT WET CLEANTNC WORKSHOP
Instructor's Guide
Table of Contents
SECTION I
Methodology I"l
Logistics 1-8
Workshop Overview I'lO
Garment Wet Cleaning Workshop Agenda 1-11
Evaluation/feedback 1-13
SECTION II
Information and overheads for modules I-XI
This material is based upon work supported by the United States Environmental Protection Agency under Grant # X823854. Any opinions,
findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views
of the United States Environmental Protection Agency.
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The Instructor's Guide: This guide has been developed to assist Instructors who
will be delivering the Garment Wet Cleaning Workshop.
INTRODUCTION
This workshop is designed to introduce the concepts, skills, and benefits of garment wet
cleaning. A portion of the workshop is conducted in the classroom, and a portion is
conducted at an operating garment wet cleaning facility. The purpose of the classroom
component, which has a mixture of participatory lecture and small group activities, is to
provide participants with the basic concepts of garment wet cleaning. The purpose of the
portion that is conducted on-site at an operating facility is to provide participants the
opportunity to wet clean garments that have traditionally been "dry clean only."
The intended audiences for this workshop are operators of dry-cleaning establishments
and those with some garment industry experience interested in opening a garment wet
cleaning facility. Because of this, the workshop does not spend much time on basics of
garment care, although a review of issues relevant to garment care professionals does get
considerable attention.
This workshop was designed to be participatory and learner centered. In the next section
there is a discussion of learner centered methodology and some helpful hints for
instructors/facilitators. This instructor's guide is meant to accompany the participant
manual. All module objectives and text will be found in the participant manual.
This Instructor Guide is divided into two sections. Section I provides methodological and
logistical information that should prove useful to instructors. For example, this section
describes how to facilitate the small group activities that are found throughout the
workshop. It also has agendas for two day and three day workshops, giving the instructor
some flexibility in scheduling.
Section II contains module specific information for instructors, such as overviews, hints
for instructor preparation, and module highlights. This section also gives information on
how to conduct specific activities. Finally, this section contains overheads that the
instuctor might want to use in delivering the lecture portion of the workshop. These are
only suggested overheads. Instructors should feel free to eliminate, modify or replace
these overheads which are thought to be more appropriate.
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METHODOLOGY
The Alternative Garment Cleaning workshop was designed to be learner-centered and
participatory. This approach encourages and depends on participant participation. The
format of the sessions generally includes participant discussions of case studies and small
group exercises, rather than following a traditional classroom lecture model. This
interactive method is based on the understanding that people, adults in particular, learn
more fully by doing than by listening passively.
The following several pages lay out general guidelines for presenting this type of
workshop. These guidelines were used in the development of the workshop.
A supportive learning environment which puts participants at ease is critical and should
be established at the beginning of the workshop. Participants know more about their own
workplaces and businesses than the instructors; the methodology builds on the knowledge
and experience of participants and lets participants learn from each other as well as from
the instructor.
As instructors, we need to avoid the temptation of relying too much on the lecture format
- either because there is so much mformation to cover in a short time or because of
unfamiliarity or discomfort with participatory group activities. It is essential to this
workshop that participants bring their ideas and workplace experience into the classroom.
In keeping with the goals of mis workshop, each session allows:
time for learning new information,
time for applying new skills, and
time for discussing causes of problems and barriers to solving them.
Types of learning activities will include:
lectures,
small group exercises,
report-back sessions,
large group discussions,
hands-on exercises,
audio-visual presentations, and
evaluation sessions.
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LECTURES
The purpose of a lecture is to convey a basic body of information. It should:
be brief, and
be combined with participatory exercises that allow participants to work with
and apply information provided in the presentation.
Guidelines for lecturing:
keep presentations short (people can only sit and listen attentively for limited
periods of time),
begin with an overview of what the lecture will cover and its practical
application; end with a similar summary,
be explicit on why this information is useful or important,
make lectures relevant by drawing on examples from participants' workplaces,
make lectures interesting by using good visual aids and never reading your
notes, and
encourage active participation by inviting questions from the group and by
posing questions which require participants to apply the information being
presented to their own situations.
SMALL GROUP EXERCISES
The purpose of getting people to work together in small groups to solve problems is:
to increase participation,
to allow people to use their own experience and new information presented in
the workshop to answer questions or address complex issues,
to establish trust between and enhance the confidence of workshop participants.
Small group exercises can take different forms, including:
filling out worksheets as a group,
brainstoraihig a list of ideas on a given topic, or
analyzing situations presented.
These activities can be adapted for relevance to a particular group. Some guidelines for
designing case studies and role plays:
The situation presented should be familiar and evoke strong feelings among the
participants so they will want to act on it.
The situation should lend itself to in-depth analysis that requires participants to
explore underlying causes of a problem and a wide range of possible strategies
for solving it. Don't try to limit or direct participants' efforts too much; let them
explore how to proceed on the matter for themselves.
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ฎ Enough information should be provided to outline the basic problems and issues
to be dealt with, but it is not necessary to include every detail about a situation.
(Participants can improve on the scenarios, calling on their own experience to
make them realistic.)
ฎ Make it clear what you want participants to do with the role-play or case study
by posing questions to be addressed or tasks to be achieved by the group. A
good basic series of questions for most case studies include:
* what are the problems in the situation?
* how do these problems compare with ones in your own workplace?
ฎ what are the root causes of the problems?
ซ what can be done about them (what strategies are called for, what obstacles
will be faced)?
It is important for the instructor to facilitate small group activities well. Some guidelines
for administering small group activities:
Group size and selection
Each group should contain 4-6 people.
Each instructor can supervise up to 5 groups.
Each group should work in a separate area.
ฎ Group composition can be varied during the workshop for the widest sharing of
experience (this also prevents dominant people from establishing control over
any one group). One way to break up groups and allow people to mix is to vary
the size: for example, start with 5 groups of 3 each and change to 3 groups of 5.
Recording
Tell participants to select a recorder/discussion leader each time they break into a group.
This helps organize the group to work efficiently and enables people to learn important
communication and leadership skills. Some helpful techniques to review with participants
include:
Keep time. Try to prevent the group from running out of time before
completing the exercise.
Keep the group focused on one question at a time. Make sure all sides are heard
before moving on to the next question.
Encourage participation from everyone. If one person dominates, you can say,
"thanks for your information, maybe someone else would like to add
something?" Or ask someone who has been quiet if they have a different
perspective or experience to relate.
Be responsible for summing up the discussion (either the consensus reached or
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the many sides presented). This requires you to be neutral. Even though you
have your own personal opinion, your role now is to facilitate group discussion.
Listen for key words and basic ideas.
Check things out: "Is this what you meant?"
Supervising
The role of the instructor during small group activities is to ensure that the groups are
operating smoothly. At the start of a workshop, it is especially important to get people
talking instead of working quietly as individuals. Circulate among the groups and listen
in to assess their progress. Make sure a recorder is selected and is fulfilling his/her roles;
ask questions that will help them proceed if they get stuck and suggest resources they
may have overlooked.
It is important that the instructor NOT provide all the answers for the groups or distract
them from working things out for themselves. It is too easy for a small group to
disintegrate into a question and answer period between the instructor and the participants
if the instructor hovers. There is a fine line between ignoring and intervening too much.
Therefore, make your observations: intervene only when necessary; move on to the next
group. If the groups are talking among themselves and making progress, leave them
alone.
REPORT-BACK SESSIONS
Report-back sessions which follow small group activities are more than time for
summarizing and rehashing; they are separate and important activities. The effectiveness
of small-group work is drastically reduced if not followed by adequate report-back.
Report-back sessions:
are not optional; always end the small groups in time to allow for ample
discussion and analysis in the report-back sessions.
require as much preparation as other learning activities and need discussion
questions to be planned ahead of tune.
may begin with each group giving a summary of findings but the bulk of time
should be devoted to discussing questions that bring more depth to the issue.
In a report-back session there is time:
to explore what participants learned during the small group exercises,
to correct answers that are factually wrong,
to pursue a deeper analysis,
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to challenge the participants to defend their analyses and conclusions,
to allow groups that reached different conclusions for different reasons to learn
from each other,
to have the instructor summarize and raise any important points that did not
come up in small group discussions.
Sample questions for instructors to pose:
How did you come up with your conclusions?
Why did the groups come up with different conclusions?
Who benefits from the analysis you come up with?
What are some of the underlying reasons for the problems you have identified?
What further information would you need in order to come up with a more
thorough answer to the question(s) your group addressed?
Do not be afraid to leave some questions unresolved (for example, if different participants
express views at odds with each other or are unconvinced by the group discussion). Some
activities do not have correct answers and sometimes participants will push to have the
teacher tell what the right answer is. However, don't be afraid to take a stand on factual
issues.
LARGE GROUP DISCUSSIONS
It takes preparation to lead an effective discussion with a large group of people. Two
points to consider:
How will you initiate the discussion?
How will you ask questions and elicit participation to maintain the discussion?
To initiate discussion, you can:
Use a small group exercise or other activity (film, mini-lecture) to provide a
common experience that participants can talk about. Plan a few specific
questions which ask for opinions of the common experience. After a small
group activity, people already will have expressed their opinions and should
have less difficulty talking in a large group.
Use "brainstorming," a listening exercise, where the group is asked to generate
as many ideas on a given topic as possible. After a list is compiled, it is easier
to go back and get a discussion going on some of the points already raised.
Use "buzz groups": briefly break into pairs or small groups to come up with
ideas on an issue.
Ask an open-ended question of the group, or pose a controversial position to
evoke a response. This technique doesn't work so well early on in the workshop
when people are not yet used to talking together.
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Once a discussion is off the ground, think about keeping it lively and on track. Pointers
for maintaining discussions:
Be prepared to keep asking questions of the group which require them to come
up with ideas themselves (rather than just responding to instructor's ideas).
Questions should encourage participants to draw on their own experience to
make or illustrate points. Calling on people to answer may be necessary to keep
things moving.
If participants direct questions to you, you can redirect them to the group. Ask
if others have ideas that could address the situation.
Try to keep everyone involved in the discussion. Don't allow one or two people
to dominate. If necessary, stop the discussion and tell the group you will call on
only those who have not yet spoken. Set a good example yourself by keeping
your own comments brief.
Sometimes you will have to direct the discussion, with a class that likes to talk a
lot, to make sure the section you are doing is covered thoroughly and does not
expand to take time from later sections. If the discussion loses its focus, try a
couple of things to regain it; for instance, summarize points that have been
made on the blackboard or break into small groups to summarize where
discussion stands.
HANDS-ON EXERCISES
The purpose of hands-on exercises is to:
break up the day so participants are not all sitting at tables doing book work;
people can get up and move around, and
allow people to learn by doing.
Some pointers on running hands-on exercises:
As a rule, more instructors are needed to run hands-on exercises than other
activities.
Often classes will have participants with a range of prior experience.
Instructors should try to plan for this by pairing buddies, splitting groups, or
having additional instructors available to help some people.
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AUDIO-VISUAL PRESENTATIONS
A variety of audio-visual materials can be used in the workshop to supplement other
teaching methods. The more different ways that information is provided (graphics, audio,
print) the more likely people are to retain it.
Chalkboards or flip charts can be used for recording ideas generated by the
group. Having one participant record main points while you lead a discussion
makes it easier for people to remember what was last said, introduces
participants to a "teaching role," and reinforces the belief that solutions have to
start with them.
Flipcharts can be prepared ahead of time to accompany a presentation; the
visual outline helps participants listen effectively.
Overhead transparencies can be prepared to accompany a lecture. Using
overhead transparencies generally means dimming the lights, so some
instructors prefer to use pictures drawn on flipcharts.
Slides and videos can present information hi an entertaining way. Used
sparingly, they can stimulate large group discussions.
- Videos should always be short (less than 30 minutes).
- Make sure you pre-screen the video to check that its point of view ties in with
what you are teaching.
- Avoid showing videos right after lunch!
- Using videos and slides usually means darkening the room and therefore
reducing discussion.
EVALUATION
The final learner-centered teaching technique is the evaluation session. Evaluation is
important for:
ensuring that participants' needs are being met by the training; it allows the
instructor to make appropriate adjustments of workshop content to respond to
unmet needs.
helping participants to become more effective instructors by having them think
about what they would do the same or do differently hi teaching the workshop.
helping instructors to become more effective; although it can be difficult to hear
criticisms or suggestions, instructors can always improve their ability to provide
future training by getting feedback from the group.
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LOGISTICS
Registration: Mailing registration forms should take place three to five weeks before
the first session. This will give participants enough time to plan for the workshop, but not
enough that they put any notice or announcement aside and forget about it. Be sure to
include a closing date for registrations in any announcement for the workshop.
Participant Pre-work: Each participant should receive a confirmation of
attendance, a workshop Agenda (see later in this section), and a copy of the Garment
Wet Cleaning Manual prior to the beginning of the workshop. Participants should be
asked to review the Garment Wet Cleaning Manual and agenda, and to prepare a list
of questions that they might like to have addressed during the workshop.
Instructor Pre-workshop tasks: Several tasks should be completed before the first
session.
Reserve space and break-out areas for the workshop. The room should be set up
classroom style with round tables.
Select a site for the hands-on training. The site should have enough open area for
participants to gather for discussion and the facility owner should be agreeable to
workshop participants using equipment in the facility. A few chairs should be
available for participants to use if necessary.
Prepare signs to hang at each station in the plant. The signs should include; Stain
Removal, Sorting, Wet Clean Machine, Dryer and Finishing.
Review registrant names. Knowing the background of participants may be useful in
discussion groups. Individuals can be called upon to share unique experiences
thereby adding to the depth of discussion.
Review the Instructor Guide and your own notes. While it is true that instructors
use different styles, the content of the presentation should remain the same.
Prepare workshop materials. Be sure that there are enough hand-outs, exercises,
manuals and evaluation forms for all participants. Check handout material for
copy quality.
Review prepared overheads. Overheads have been prepared for the workshop and
are referred to in the instructor notes by title.
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Gather sufficient materials for Activities: Many of the Activities require
demonstration materials such as fabric, fibers, MSDS's, etc. Also, it is helpful to
bring a box supplied with masking tape, overhead markers, pens, flip chart
markers, scissors, paper clips, stapler, ruler etc.
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Garment Wet Cleaning Workshop
Workshop Overview
Workshop Overview; This 16 hour workshop provides practical information and
experiences which participants can immediately apply in their own facilities. The
workshop includes pre-work and in class exercises.
After attending the workshop participants will be more informed to answer the following
questions:
*> What is garment wet cleaning?
*J* Can I increase the percentage of wet cleaning I currently perform in my
facility?
*> Is it economically feasible to justify the purchase of a wet cleaning system?
Audience: An excellent workshop for facility managers or owners to evaluate the
garment wet cleaning.
Class Size: Maximum 15
Workshop Benefit: Participants will gain experience and insight into the practical
application of wet cleaning
Objective of the Workshop:
To provide participants a learning environment in which to:
*** Better understand the mechanics and logistics of garment wet cleaning.
*> Better understand the positive environmental and public health impact of wet
cleaning.
<ป Experience performing garment wet cleaning procedures.
Participant Pre-workshop Work:
1. To review the Garment Wet Cleaning Manual.
2. To review agenda and prepare a list of questions you would like addressed
during the workshop.
Suggested Workshop Agendas: The next two pages contain sample agendas for the
workshop. Option 1 agenda is for two day long sessions. Option 2 might be for an
evening, a full day, and a morning. For example, Option 2 might be used for Friday
night, Saturday all day, and Sunday morning. These are only sample agendas. Each
instructor will need to modify the agenda to fit the instructor's style.
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Day One
1 hour
1 hour
20min
2 hours
1 hour
1A hour
1 hour
20min
1 hour
1A hour
Day Two
2/4 hours
20min
2 hours
1 hour
1 hour
Vzhour
20min
Vsthour
1 hour
Option 1
Garment Wet Cleaning Workshop Agenda
Introductions
Health, Safety, and Environmental Regulations
Break
Fiber, Fabric and Soil
Lunch
Garment Cleaning Methods
Overview of Wet Cleaning
Break
Economics of Wet Cleaning
Available Wet Cleaning Equipment
Hands-On Wet Cleaning
Break
Hands-On Wet Cleaning (cont.)
Lunch
Hands-On Wet Cleaning (cont.)
Facility Design
Break
Labeling Liability
Wrap-up and Discussion
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Day One
1 hour
1 hour
20min
2 hours
Option 2
Garment Wet Cleaning Workshop Agenda
Introductions
Health, Safety, and Environmental Regulations
Break
Fiber, Fabric and Soil
Da Two
1 hour
20min
21A hours
1 hour
hours
Day Three
1 hour
Vzhour
Vzhour
20min
1 VShour
Garment Cleaning Methods
Overview of Wet Cleaning
Break
Hands-On Wet Cleaning
Lunch
Hands-On Wet Cleaning (cont)
Economics of Wet Cleaning
Available Wet Cleaning Equipment
Facility Design
Break
Labeling Liability
Wrap-up and Discussion
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Evaluation Form
GARMENT WET CLEANING WORKSHOP
FEEDBACK
As professionals, we are interested in continuously improving our services and products. We would appreciate
your comments to help us achieve this 'goal.
1 A. What were your expectations of this workshop?
IB. Were your expectations met? Yes
Please tell us whether the following were: Hi
2. Developing an understanding of garment
wet cleaning
3. Workshop materials
4. Workshop instructors/facilitators
5. All day hands-on session at the wet cleaning facility
In regards to Friday and Sunday session, did the following
help you better understand garment wet cleaning.
6. Fibers, Fabric, and Soil
Comments:
7. Garment Cleaning Methods
Comments
8. Overview of wet cleaning
Comments:
9. Health, Safety, and Regulations
Comments:
10. Economics of Wet Cleaning
Comments:
11. Available Wet Cleaning Equipment
Comments:
12. Facility Function and Design
Partially
hly effective
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
No
Not effective
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
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Please answer the following questions. Feel free to use additional paper if needed.
1. What concepts presented were most valuable?
2. What concepts presented were least valuable?
3. What suggestions do you have for improvement?
4. How will you use the ideas or information you learned at this workshop?
5. What barriers might you encounter in implementing garment wet cleaning?
6. Check the appropriate response
The training provided new insights into garment cleaning
The training provided new insights on the potential
benefits of garment wet cleaning
I would recommend this training to other cleaners
Strongly Don't Know/ Strongly
Agree Agree Unsure Disagree Disagree
2
2
4
4
TRAINING INTERESTS for ADDITIONAL COURSES
List personal interest for additional training related to garment wet cleaning.
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Garment Wef Cleaning Workshop
Module I: Introduction
Note: For all modules, all time allocations that involve group work assume a group of 15
people.
Module Overview:
This module gives the instructor an opportunity to welcome participants, and to set the
"tone" for the remainder of the workshop. It is important that the participants feel
comfortable asking questions during the sessions. The instructor should encourage
questions, and make participants feel involved in the workshop. There is an "icebreaker"
activity in this module.
Instructor Preparation:
Review overheads and Student Manual.
Prepare flipcharts with the following, each on a separate sheet;
1. Your name / Organization (to be used when you introduce yourself)
2. Nine Dots Activity (The problem and solution should each be drawn on a
separate flipchart sheet, see participant manual)
Problem Solution
3. To be used when partipants introduce themselves:
Name
Organization
Reason for attending this workshop
Module Highlights:
Opening:
Have the "Welcome to the Garment Wet Cleaning Workshop" on the projector as
participants arrive. Introduce yourself and the organization which you represent. Discuss
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the evolution of the government's involvement in wet cleaning using the following
overheads:
1. Government Involvement
2. Cleaner Technology Substitution Assessment
3. Multiprocess Wet Cleaning
4. Times are Changing
5. Warning
Video clips which spotlight issues surrounding perchloroethylene usage are
available. This would be a good time in the course to show a short video.
Activity: See Activity on page 8 in student manual.
Ask the participants to connect all nine dots with four straight lines, without lifting their
pen from the paper. After a short period ask if any of the participants have figured out
how to connect the dots. The solution (shown above) can be demonstrated by the
instructor on a flip chart (prepared previously).
Ask the participants why they were not able to solve the problem. The solution is that
one has to go outside the "box" formed by the nine dots. Then ask the participants "who
restricted you to drawing inside the box." The answer is no-one, therefore, the limitations
were self imposed. This is true of many problems that people face. They create the
limits. The purpose of this workshop is to help participants think "outside the box," to
think creatively.
Introductions:
Using the prepared overhead (Name, Organization, Objectives), introduce yourself
stating your name and organization.
Participants should then introduce themselves by stating their name, organization, and
then: expectations for the workshop.
Agenda and handout material review:
Review the following handout material:
1 . Garment Wet Cleaning Workshop Agenda
2. Garment Wet Cleaning Workshop" Manual
Objectives: Review the module and course objectives (found in the participant manual).
Topics:
What is wet cleaning?
Who should take this course?
Why do we need a new way to clean?
A brief history of wet cleaning
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Course Objectives
To give participants the information and experience
they need to:
Understand how wet cleaning works
Understand how to set up and run a wet cleaning
facility
Understand how wet cleaning and dry cleaning
affect the environment, the health of workers, and
public health in general
Gain first-hand experience by actually cleaning
garments using the wet cleaning method
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Government Involvement
International Roundtable on Pollution Prevention
and Control in the Dry Cleaning Industry - May,
1992
-Convened by U.S. EPA and DfE
'> consider health and environmental concerns
> participants included dry cleaning industry, allied trades,
researchers, environmentalists and government officials
- Goal was to reduce risks associated with perc
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Cleaner Technology Substitutes
Assessment
DfE developing pollution prevention awareness and
practices
CTSA is a strategy for communicating methods fro
reducing risks
Evaluate potential substitutes for dry cleaning
considering
environmental,
health and
economic perspectives
Manual has been produced for the CTSA
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Multiprocess Wet Cleaning
Study showed it is technically feasible and
economically competitive
Obstacles include increased labor and labeling
requirements
- machine wet cleaning reduces labor
- proposed FTC labeling change
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"Times are Changing"
1930fs and 1940's were profitable
1950's home laundry was introduced
1960fs wash and wear clothing
1970's Polyester
1980fs discount dry cleaner
1990's casual office wear has opened a new market
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WARNING
PROPOSITION 65 COMPLIANCE STATEMENT
IT IS THE RESPONSIBILITY OF THIS
BUSINESS TO WARN ITS CUSTOMERS AND
EMPLOYEES THAT PRODUCTS SOLD OR
USED ON THESE PREMISES MAY CONTAIN
CHEMICALS KNOWN TO THE STATE OF
CALIFORNIA TO CAUSE CANCER OR BIRTH
DEFECTS.
t
CALIFORNIA HEALTH & SAFETY COD SEC. 25249.5 ET SEQ.
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Connect the nine dots
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Course Objectives
Better understand the mechanics and logistics of
garment wet cleaning
Better understand the positive environmental and
public health impact of wet cleaning
Experience performing garment wet cleaning
procedures
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Better understand the mechanics and
logistics of garment wet cleaning
Started with a high volume, short term "multiprocess
wet cleaning demonstration in Nov. and Dec. of
1992
- multiprocess wet cleaning is a process where garments are
spot cleaned and tumbled dried
Currently two full scale government funded studies
are on-going
ป Environment Canada
* Center for Neighborhood Technology
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Introduction
Curriculum and course have been developed to train
fabricare specialists and staff the techniques of wet
cleaning and how to operate a wet cleaning facility
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It is hoped that after
participating in this course you
will increase your percentage of
wet cleaning and/or water based
cleaning
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Module II: Health, Safety, and Environmental Regulations
Module Overview:
This module gives participants basic information that they need in order to understand the
regulatory framework in which they operate, and the occupational and environmental
risks associated with dry and wet cleaning.
Instructor Preparation:
Review overheads and student manual.
Review Activity and following MSDS
Module Highlights:
Activity:
This activity introduces participants to Material Data Safety Sheets (MSDS). There is no
standard format for an MSDS, although they are required to have certain information.
MSDSs should have the following information:
ingredients,
physical data,
fire and explosion hazard data,
reactivity data,
environmental and disposal information,
health hazard data,
ซ first aid,
handling precautions, and
additional information.
Have participants review the four following MSDSs. For a small class (about 10
participants) assign each individual all four. Review the sections of an MSDS pointing
out the relevance of each section. For a larger class break into groups of four or five
participants, and give each group all four MSDSs. Then ask the participants to try to
identify the product (by type, eg. Detergent) for each of the MSDS. The answer key is
below. Point out that even, chemicals that we normally think of as "harmless" have some
associated health issues.
MSDS # 1 - Perchloroethylene
MSDS # 2 - Wet Clean Detergent
MSDS # 3 - Dry Side Stain Removal Agent
MSDS # 4 - Toothpaste
Topics:
What are the hazards?
Who makes the rules?
What rules are currently in effect?
What are the potential liabilities?
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#1
1. INGREDIENTS: (% w/w, unless otherwise noted)
CAS# oooi27-i8-iป 99.9%
This document is prepared pursuant to the OSHA Hazard
Communication Standard (29 CFR 1910.1200). In addition, other
substances not 'Hazardous1 per this OSHA Standard may be
listed. Where proprietary ingredient shows, the identity
may be made available as provided in this standard.
2. PHYSICAL DATA:
BOILING POINT: 25ฐF (121.1C)
VAP PRESS: 13 mmHg ง 20C
VAP DENSITY: 5.76
SOL. IN WATER: 0.015 g/lOOg 25C
SP. GRAVITY: 1.619 @ 25/25C
APPEARANCE: Colorless liquid.
ODOR: Ether-like
1 FIRE AND EXPLOSION HAZARD DATA:
FLASH POINT: None
METHOD USED: TCC, TOC, COC
FLAMMABLE LIMITS
LFL: None
UFL: None
EXTINGUISHING MEDIA: Non-flammable material.
FIRE & EXPLOSION HAZARDS: No autoignition temperature.
FIRE-FIGHTING EQUIPMENT: Wear positive pressure self-contained
respiratory equipment.
MATERIAL SAFETY DATA SHEET
_
-------
4. REACTIVITY DATA:
STABILITY: (CONDITIONS TO AVOID) Avoid open flames, welding
arcs or other hJgh temperature sources which induce thermal
decomposi t i on.
INCOMPATIBILITY: (SPECIFIC MATERIALS TO AVOID) Strong acids and
oxidizing materials.
HAZARDOUS DECOMPOSITION PRODUCTS: Involvement in fire forms
hydrogen chloride and small amounts of phosgene and chlorine.
HAZARDOUS POLYMERIZATION: Will not occur.
5. ENVIRONMENTAL AND DISPOSAL INFORMATION:
ACTION TO TAKE FOR SPILLS/LEAKS: Small leaks - mop up, wipe up,
or soak up immediately. Remove to out of doors.
Large spills - evacuate area. Contain liquid; transfer to
closed metal containers. Keep out of water supply.
DISPOSAL METHOD: When disposing of unused contents, the
preferred options are to send to licensed reclaimers or to
permitted incinerators. Any disposal practice must be in
compliance with federal, state, and local laws and regulations.
Do not dump into sewers, on the ground, or into any body of
water.
6. HEALTH HAZARD DATA:
EYE: May cause pain, and slight transient (temporary) irritati
Vapors may irritate the eyes at about 100 ppm.
Vapors may irritate the eyes at about 100
SKIN CONTACT: Short single exposure not likely to cause
significant skin irritation. Prolonged or repeated exposure
on.
-------
6. HEALTH HAZARD DATA: (CONTINUED]
may cause skin irritation, even a burn. Repeated contact
may cause drying or flaking of skin.
SKIN ABSORPTION: A single prolonged exposure is not likely to
result in the material being absorbed through skin in harmful
amounts. The LD50 for skin absorption in rabbits is >10,000
mg/kg.
INGEST10N: Single dose oral toxicity is low. The LD50 for rats
is >5000 mg/kg. If aspirated (liquid enters the lung), may be
rapidly absorbed through the lungs and result in injury to
other body systems.
INHALATION: In confined or poorly ventilated areas vapors can
readily accumulate and can cause unconsciousness and death.
Dizziness may occur at 200 ppm; progressively higher levels may
also cause nasal irritation, nausea, incoordination, drunkeness;
and over 1000 ppm, unconsciousness and death. A single brief
(minutes) inhalation exposure to levels above 6000 ppm may be
immediately dangerous to life. Based on structural analogy
and/or equivocal data 'in animals, excessive exposure may
potentially increase sensitivity to epinephrine and increase
myocardial irritability (irregular heartbeats). Alcohol
consumed before or after exposure may increase adverse effects.
SYSTEMIC (OTHER TARGET ORGAN) EFFECTS: Signs and symptoms of
excessive exposure may be central nervous system effects and
anesthetic or narcotic effects.. Observations in animals include
liver and kidney effects.
CANCER INFORMATION: For hazard communication purposes under OSHA
Standard 29 CFR Part 1910.1200, this chemical is listed as a
potential carcinogen by IARC and MTP. Perchloroethylene has
been shown to increase the rate of spontaneously occurring
malignant tumors in certain laboratory rats and mice. Other
-------
8. HiALTH HAZARD DATA: (CONTINUED)
long-term inhalation studies in rats failed to show tumorigsnic
response. Epidemiology studies are limited and have not
established an association between perchloroethylerie exposure
and cancer. Perchloroethylene is not believed to pose a
measureabJe carcinogenic risk to man when handled as
recommended.
TERATOLOGY (BIRTH DEFECTS): Birth defects are unlikely.
'" Exposures having no effect on the mother should have no effect
on the fetus. Did not cause birth defects in animals; other
effects were seen in the fetus only at doses which caused toxic
effects to the mother.
HUTAGENICJTY (EFFECTS ON GENETIC MATERIAL) : Results of in vitro
(test tube) mutagenicrty tests have been negative.
7. FIRST AID:
EYES: Irrigate immediately with water for at least 5 minutes.
SKIN: Wash off in flowing water or shower.
INGESTION: Do not induce vomiting. Call a physician and/or
transport to emergency facility immediately.
INHALATION: Remove to fresh air. If not breathing, give
mouth-to-mouth resuscitation. If breathing is difficult, give
oxygen. Call a physician.
NOTE TO PHYSICIAN: Because rapid absorption may occur through
lungs if aspirated and cause systemic effects, the decision of
whether to induce vomiting or not should be made by a
physician. If lavage is performed, suggest endotracheal and/or
esophageal control. Danger from lung aspiration must be
-------
7. FIRST AID: (CONTINUED)
weighed against toxicity when considering emptying the stomach.
If burn is present, treat as any thermal burn, after
decontamination. Exposure may increase "myocardia!
irritability". Do not administer sympathomimetic drugs unless
absolutely necessary. No specific antidote. Supportive care.
Treatment based on judgment of the physician in response to
reactions of the patient.
8. HANDLING PRECAUTIONS:
EXPOSURE GUIDELINE (S)s Perchloroethylene: OSHA PEL is 25
TWA. ACGIH TLV is 50 ppm TWA; STEL is 200 ppm.
VENTILATION: Control airborne concentrations below the exposure
guideline. Use only with adequate ventilation. Local exhaust
ventilation may be necessary for some operations. Lethal
concentrations may exist in areas with poor ventilation.
RESPIRATORY PROTECTION: Atmospheric levels should be maintained
below the exposure guideline. When respiratory protection is
required for certain operations, use an approved air-purifying
respirator. For emergency and other conditions where the
exposure guideline may be greatly exceeded, use an approved
positive-pressure self-contained breathing apparatus or positive
pressure airline with auxilliary self-contained air supply. In
confined or poorly ventilated areas, use an approved positive
pressure self-contained air breathing apparatus.
SKIN PROTECTION: For brief contact, no precautions other than
clean body-covering clothing should be needed. When prolonged
or frequently repeated contact could occur, use protective
clothing impervious to this material. Selection of specific
items such as gloves, boots, apron, or full body suit will
depend on operation.
_
-------
8. HANDLING PRECAUTIONS: (CONTINUED)
EYE PROTECTION: Use safety glasses. Where contact with liquid
5s likely, chemical goggles are recommended because eye contact
with this material may cause discomfort, even though it is
unlikely to cause injury.
9. ADDITIONAL INFORMATION:
SPECIAL PRECAUTIONS TO BE TAKEN IN HANDLING AND STORAGE: Handle
with reasonable care and caution. Avoid breathing vapors.
Vapors of this product are heavier than air and will collect in
low areas such as pits, degreasers. storage tanks, and other
confined areas. Do not enter these areas where vapors of this
product are suspected unless special breathing apparatus is
used and an observer is present for assistance.
MSDS STATUS: Revised section 9 and regsheet.
-------
#2
1.1 CHEMICAL CHARACTERIZATION: Combination of surface active agent,
proprietary anti shrinkage, anti felting and protecting agents dissolved in water.
1.2 FORM: Liquid 1.3 COLOR Amber
2. PHYSICAL DATA AND SAFETY DATA
1.4 ODOR Perfumed
2.1 Change in Physical State
2.2 Density at 20
2.3 Vapor Pressure at 20
2.4 Viscosity at 20
2.5 Solubility in Water
2.6 ph Value (1%) at 20
2.7 Flash Point
2.8 Ignition Temperature
2.9 Explosion Limits
2.10 Thermal Decomposition
2.11 Hazardous Decomposition Products
2.12 Hazardous Reactions
2.13 Further Information
1.04 g/ccm
Approx. 18m bar
30-50 cps
Miscible
5-5.5
> 100 degrees C
Not tested
Not tested
None
None
3. TRANSPORT
Not Regulated
GGVS/GGV'F/ADR/RID: Class:
Technical Name:
Packing Group:
GGVSee/IMDG Code:
Technical Name:
Packing Group: N/A
IATA: Class: N/A
Technical Name: N/A
N/A
N/A
N/A
Class: N/A
N/A
EmSNo: N/A
UN No: N/A
Number: N/A
UN No: N/A
MFAGNo: N/A
4. REGULATIONS
Not regulated by the Environmental Protection Agency.
Not classified under CHIP regulations ( Hazardous Substance Regulations) 1995
MATERIAL SAFETY DATA SHEET
-------
5. PROTECTIVE MEASURES, STORAGE & HANDLING
5.1 Technical Protective Measures: Not Necessary
5.2 Personal Protective Equipment
-Respiratory Protection:
-Eye Protection: Not necessary unless significant risk of splashing during handling.
-Hand Protection: Not necessary unless repeated or continuous contact.
-Other:
5.3 Industrial Hygiene: Standard hygiene practice to be observed
5.4 Protection Against Fire and Explosion: Not Necessary.
5.5 Disposal: After dilution, may be passed to a biological waste water purification
plant through the sanitary sewer.
6. MEASURE IN CASE OF ACCIDENTS & FIRE
6.1 Spillage/Leakage: Flush away with water.
6.2 Extinguishing Media: Suitable foam powder water C02
Not Suitable:
6.3 First Aid
-Skin contact: Wash with soap and water
-Eye contact: Rinse immediately with plenty of water, seek medical advice if
irritation persists.
-Ingestion: Seek medical attention.
-Inhalation: N/A
6.4 Further information:
7. INFORMATION ON TOXICITY: Not tested. No harmful effects to health are
known to date.
8. INFORMATION ON ECOLOGICAL EFFECTS: No adverse effects upon
waste water treatment plants have been found.
9. FURTHER INFORMATION: Water Hazard Class 2 (self classification)
This information is based upon present information and knowledge. This MSDS
describes products with relation to safety requirements. The information does not
assure absolute properties.
-------
MATERIAL SAFETY DATA SHEET
I. IDENTIFICATION
Product Name:
Chemical Name:
CAS Number: Mixture:
Emergency Telephone Number:
II. COMPONENTS AND HAZARD INFORMATION
Component
CAS No. Of
Component
TLVof
Component
OSHA
PEL
Approximate:
Concentration
None under 29 CI.R 1910.1200 N.T.P. ACGIH, NEPA, JARC
D.O.T. Hazard Classification: Not applicable,
Hazardous Materials Identification System (HMIS)
'Health Flammability Reactivity
1 0 0
BASIS
Recommended by company
BASIS
Calculated TLV Ref ACGIH
III. PHYSICAL DATA
Boiling Point: 215oF
Vapor Pressure: Not determined
Specific Gravity: 1,0100
Vapor Density: Not determined
Percent ???
Evaporation Rate: Not determined
IV. FIRE AND EXPLOSION DATA
Flash Point (oF TCC): Not applicable
Extinguishing Media: Not applicable
Special Firefighting Procedure: None
Unusual Pure & Explosion Hazards: None
National Fire Protection Association: (NFPA) - Hazard Identification
Health Flammability Reactivity Basis
1 0 0
V. HEALTH HAZARD DATA
Effects of Overexposure:
Eyes: Mild transient irritant
Skin: Mild irritant skin with prolonged contact
Breathing: None known
Swallowing: Can contribute to gastrointestinal irritant
-------
First Aid Procedures:
Swallowing: Obtain medical attention
Skin: Wash with soap and water
Inhalation: If affected remove individual to fresh air
Eyes: Flush with water for at least 15 minutes
Health studies have shown that health risks vary from person to person. As a precaution
exposure to hazards, vapors, misty fumes or dust should be minimized.
VI. REACTIVITY DATA
Hazardous Polymerization: Will not occur
Stability: Stable
Incompatibility: Not applicable
Hazardous Decomposition Products: None known
VII. SPILL OR LEAK PROCEDURES
Steps to be taken in case material is released or spilled
Check local, state and federal regulations. May be flushed into sewage system
VIII. PROTECTION AND PRECAUTIONS
Respiratory Protection: None required
Ventilation: local exhaust ventilation recommended
Protective gloves: Not necessary
Eye Protection: Chemical splash goggles if eye contact is likely
Other Protective Equipment: Not necessary
IX. PRECAUTIONS OR OTHER COMMENTS
Precautions to be taken in handling and storing: Maintain good housekeeping. Avoid contact
with eye. Wash thoroughly after handling. Use with adequate ventilation.
The information and recommendations accumulated herein are to the best of knowledge and
belief, accurate and reliable as of the date issued. The company does not warrant or guarantee
their accuracy or reliability, and shall not be liable for any loss or damage arising out of the use
thereof.
HMIS ans NFPA recommended ratings are based upon the criteria supplied by the developers of
these rating systems together with interpretation of the available data.
-------
#4
MATERIAL SAFETY DATA SHEET
Hazard Rating:
Health: 0
Flammability: 0
Reactivity: 0
4=EXTREME
3=HIGH
2=MODERATE
1=SLJGHT
Date:
3/1/95
2. COMPOSITION & INGREDIENTS
Components
Water
Sodium fluoride
Hydrated silica
Sorbitoi
Trisodium phosphate
Sodium lauiyi sulfate
Sodium phosphate
Xanthan gum (not in Icy Clean paste)
Flavor
Titanium dioxide
Carbomer 956
Sodium saccharin
FD&CBIueNo. 1
Mica
Cellulose gum
3. HAZARDS IDENTIFICATION
Emergency Overview: Tsls may produce transient eye irritation. Ingestion of small
amounts may cause nausea, vomiting, and mild GI irritation; ingestion of larger amounts may cause symptoms of
fluoride toxicity which should be evaluated by medical professional.
Potential Health Effects:
Eye - May produce transient superficial eye irritation.
Skin - Prolonged exposure may produce transient irritation.
Inhalation - NA
Ingestion - Nausea and vomiting may occur within minutes, and diarrhea and mild GI
irritation may occur up to 24 hours after ingestion of small amounts (1 oz or more).
Ingestion of larger amounts (> 3oz in children; > 8 oz in adults) may cause symptoms of
fluoride toxicity.
-------
4. FIRST AID MEASURES
Eye - Rinse thoroughly with water.
Oral irritation - Discontinue use. See MD if symptoms persist
Skin - Rinse with water.
Ingestion - If a small amount (1 oz or more) has been ingested, administer milk (water or other liquid if milk is
not available) to dilute stomach contents. If a large amount (> 3 oz in children; > 8 oz in adults) has been
ingested, administer milk (water or other liquid if milk is not available) to dilute stomach contents and contact a
medical professional for fcrther advice.
e Inhalation - NA
5. FIRE FIGHTING MEASURES
o Flash Point & Methoฑ >200ฐF (closed cup)
ซ Explosive Limits: NA
a Augoignition Temperaisre: NK
e Fiammabiiity Classifksrion: Non-flammable
a Hazardous Products of Combustion: None known
e Extinguishing Media: Use water spray, dry chemical, alcohol foam or CC>2
o Fire Fighting Instructions: No special instructions
e Other Fire Fighting Considerations: None Known
6. ACCIDENTAL RELEASE MEASURES
e Persona! Precautions: None known
o Environmental Precautions: None known
ซ Procedures for Spill/Leak Clean-up: Wipe up with sorbent material. Collect and place in a suitable disposal
container. Prevent front reaching waterways. Landfill for small quantities.
7. HANDLING AND STORAGE
a Precautions for Safe Handling: None
Conditions for Safe Storage: None
e Other Recommendations: None
8. EXPOSURE CONTROLS. PERSONAL PROTECTION
e Engineering Controls: None required
ซ Personal Protective Equipment
- Eye: None required
- Skin: None required
- Inhalation: None required
e Other Controls: None
9. PHYSICAL AND CHEMICAL PROPERTIES
Melting Point: NA
Odor Threshold: NK
Physical State: Paste
Vapor Density: NK
Boiling Point: NA
Solubility in Water: Moderately soluble
Other Data: None
Vapor Pressure: NA
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Module III: From Fiber to Garment
Module Overview:
This module is a review of basic textile science. It will help ensure that all participants
have at least a common vocabulary during the workshop.
Instructor Preparation:
Review overheads and student manual.
This module has two activities. In order to prepare for these activities, the instructor
should carefully read about the activities in the participant manual (pages 43 and 44.)
Materials needed for these activities include:
Burn test
Be sure that the facility knows that you will be preforming this test. Make sure that
participants are careful with matches and that all work is done over the aluminum foil.
- aluminum foil (approximately one square foot/participant)
- swatches of a variety of fabric, eg. rayon, cotton, silk, wool, acrlyic, polyester, nylon
(enough for several swatches / participant)
- matches
- tweezers (one for each two participants)
Tensile test
- strands of fibers (two strands per participant)
- paper cup with eyedropper (one set for each two participants)
- water
Module Highlights:
Activities:
Fiber and fabric burn test
Fiber identification by tensile strength
Topics:
Fibers, yarns, and fabrics
The effect of cleaning on fibers
The effect of cleaning on fabrics
Garment construction
How to identify fibers
-------
FIBER, FABRIC AND
SOIL
-------
Learning Objective
To provide a basic understanding of
fiber properties, yarn structure and
fabric structure, and their impact on
the process of cleaning clothes.
-------
OUTLINE
I. Fibers
II.
A. Definitions
B. Types of fibers
C. Properties
1. Mechanical
2. Chemical
D. Identification
Yarns
HI. Fabric Types
A. Woven fabrics
B. Knitted fabrics
C. Nonwoven fabrics
IV. Coloring Textiles
A. Dyeing
B. Printing
V. Finishing Textiles
VI. Garment Construction
-------
DEFINITIONS
a formation with a length at least one
hundred times greater than the width;
with hairlike dimensions
fiber
fiber of relatively short length,
measured in inches or centimeters
filament fiber
indefinitely long fibers, measured in
yards or meters
natural fiber
fiber that exists as a fiber in the natural
- animal, plant, or mineral
\
manufactured fiber
fiber produced commercially through
regeneration of natural materials or
synthesis from chemicals
-------
DEFINITIONS
abrasion
the wearing away of material through
rubbing against another surface
crocking
transfer of color from the surface of a
colored fabric to another surface
bleaching
the procedure of improving the whiteness
of a textile by oxidation or reduction of the
coloring matter
hydrophilic
having an affinity for water; "water-loving"
hydrophobic
having no affinity for water; "water-hating"
oleophilic
having an affinity for oil; "oil-loving"
-------
DEFINITIONS
tenacity
the strength of a fiber when expressed as
force per unit linear density
unit linear density
the weight of a specified length of fiber
elasticity
the immediate recovery of size and shape
after deformation
dimensional stability
the ability of a fiber or yarn to withstand
shrinking or stretching
-------
Major Classifications of Textile Fibers (Chart in Excel)
-------
FIBER PROPERTIES
Tenacity (Strength)
Acetate
Acrylic
Cotton
Linen
Modacrylic
Nylon
Olefin
Polyester
Rayon
Silk
Wool
Dry
(grams/denier)
1.2-1.5
2.0 - 3.5
3.0 - 5.0
Wet
(grams/denier)
0.8-1.2
1.8-3.3
3.3 - 6.4
stronger than cotton
2.0 - 3.5
3.0 - 6.0*
4.8 - 7.0
4.0 - 5.0*
0.73 - 2.6*
2.4 - 5.1
1.0-1.7
2.0 - 3.5
2.6 - 5.4
4.8 - 7.0
4.0 - 5.0
0.70-1.8
1.8-4.2
0.8-1.6
high tenacity nylon as high as 9.5 g/den
high tenacity polyester as high as 8.0 g/den
high wet modulus rayon - 4.5 g/den
-------
FIBER PROPERTIES
Elasticity & Dimensional Stability
Acetate
Acrylic
Cotton
Linen
Modacrylic
Nylon
Olefin
Polyester
Rayon
Silk
Wooi
Elasticity
poor
good
poor
poor
fair
excellent
excellent
excellent
poor
good
excellent
Dimensional Stability
fair
poor
good
good
good if not exposed to
high temperatures
good if not exposed to
high temperatures
good if not exposed to
high temperatures
good if not exposed to
high temperatures
poor
good
poor
-------
FIBER PROPERTIES
Absorbency
Acetate
Acrylic
Cotton
Linen
Modacrylic
Nylon
Olefin
Polyester
Rayon
Silk
Wool
Moisture Regain (%)*
6.0-
1.0-
7.0-
8.0-
0.4-
4.0-
6.5
2.5
11.0
12.0
4.0
4.5
0.01-0.1
0.2-
11.0-
11
13.0-
0.8
15.0
.0
18.0
as a percentage of the dry weight at
70ฐF and 65% relative humidity
-------
FIBER PROPERTIES
Effect of Bleaches
Acetate
Acrylic
Cotton
Linen
Modacrylic
Nylon
Polyester
Rayon
Silk
Wool
resistant to peroxygen bleaches* under 90 ฐF
highly resistant
resistant, but chlorine bleaches will destroy if
uncontrolled
similar to cotton
some fibers may be harmed by chlorine bleach
resistant to reducing bleaches;
may be harmed by chlorine and strong oxidizers
highly resistant
can withstand reducing and oxidizing bleaches;
attacked by strong oxidizing bleaches
deteriorates in chlorine bleach;
resistant to peroxygen bleaches
will yellow and dissolve in sodium hypochlorite;
damaged by most oxidizing bleaches;
less damage by reducing bleaches
e.g.; hydrogen peroxide and sodium perborate
-------
FIBER PROPERTIES
Effects of Alkalies
Acetate
Acrylic
Cotton
Linen
Modacrylic
Nylon 66
Olefin
Polyester
Rayon
Silk
Wool
little effect from cold, weak alkalies
destroyed by strong alkalies at a boil;
resists weak alkalies
swells when treated with caustic soda, but
is not damaged
very resistant
resistant to alkalies
little or no effect
very resistant
resistant to cold alkalies; slowly
decomposed at a boil by strong alkalies
no effect by cold, weak alkalies; swells
and loses strength in concentrated
alkalies
similar to wool, but damage is slower
attacked by weak alkalies; destroyed by
strong alkalies
-------
FIBER PROPERTIES
Effects of Acids
Acetate
Acrylic
Cotton
Linen
Modacrylic
Nylon 66
Olefin
Polyester
Rayon
Silk
Wool
soluble in acetic acid; decomposed by
strong acids
resistant to most acids
similar to rayon
similar to rayon
resistant to most acids
decomposed by strong mineral acids,
resistant to weak acids
very resistant
resistant to most mineral acids;
disintegrated by 96% sulfuric
disintegrates in hot dilute and cold
concentrated acids
similar to wool, but more sensitive
destroyed by hot sulfuric, otherwise
unaffected by acids
-------
FIBER PROPERTIES
Effects of Organic Solvents
Acetate
Acrylic
Cotton
Linen
Modacryiic
Nylon 66
Olefin
Polyester
Rayon
Silk
Wool
soluble in acetone; dissolved or swollen
by many others
unaffected
resistant
unaffected
soluble in warm acetone, otherwise
unaffected
generally unaffected; soluble in some
phenolic compounds
soluble in chlorinated hydrocarbons
above 160ฐF
soluble in some phenolic compounds,
otherwise unaffected
unaffected
unaffected
generally resistant
-------
FIBER PROPERTIES
Effect Of Heat
Things to consider:
Softening, melting, or decomposition
temperatures
Tendency of a fiber or fabric to
shrink when heat-relaxed, or to
stretch when heated and tensioned
Ability of a fabric to be heat set
Ability of a fabric to function properly
after exposure at high temperature
for a given period of time
Ability of a fabric to function properly
at elevated temperatures in single or
repeated use
-------
FIBER PROPERTIES
Thermal Properties1
Fiber Type
Melting Point
Fฐ
Cฐ
Softening or
Sticking Point
Fฐ
Cฐ
Safe Ironing
Temperature
Fฐ
Cฐ
NATURAL
Cotton
Flax
Bilk
Wool
Nonmelting
Nonmelting
Nonmelting
Nonmelting
425
450
300
300
218
232
149
149
MANUFACTURED
Acetate
Triacetate
Acrylic
n/godacrylic
Nylon 6
Nylon 66
Olefin*
Polyester
Rayon
Saran
Spandex
Vinyon
446
575
230
302
Does not melt
410
414
482
275
480
210
212
250
135
249
364
482
400-490
300
340
445
260
460
184
250
204-254
149
171
229
127
238
Nonmelting
350
446
285
177
230
140
300
347
200
149
175
93
350
464
300-350
200-250
300
350
150
325
375
177
240
149-176
93-121
149
177
66
163
191
Do not iron
300
149
Do not iron
Iron at lowest possible setting
Adapted from Moser, 1994
-------
BURN TEST2
1. Clip a small sample from an unexposed area of the garment.
2. Unravel to a single yarn. If the fabric has several different yarns,
it is imporatant to test all.
3. Hold yarn with tweezers.
4. Bring a flame to the edge of the yarn arid observe reaction.
5. Bring the flame to the yarn until it burns.
6. Observe the result in three ways:
smell and look at the smoke
look at the appearance of the burnt residue
once it has cooled, feel the residue
Compare observed results with Fiber Identification by Burning
table.
adapted from SEFA's Wet Cleaning Clinic, C.J.Schwass.
-------
FIBER IDENTIFICATION BY BURNING3
FIBER
BURNING
CHARACTERISTICS
ODOR OF
RESIDUE
APPEARANCE
CELLULOSE FIBERS
acetate
cotton
linen
rayon
yellow flame,
meits
yellow flame, continues to
burn when flame removed
yellow flame, continues to
bum when flame removed
yellow flame, continues to
burn when flame removed
acetic acid or
vinegar
burning wood
, or paper
burning wood
or paper
burning wood
or paper
hard bead - cannot crush
grey fluffy ash
grey fluffy ash
grey fluffy ash
PROTEIN FIBERS
silk
wool
burns in short jumps, does
not burn when flame
removed
burns in short jumps, does
not burn when flame
removed
burning hair
burning hair
crushable black bead
crushabfe black bead
SYNTHETIC FIBERS
acrylic
modacrylic
nylon
olefin
polyester
spandex
ignites and burns
meits, does not burn when
flame is removed
melts, does not burn when
flame is removed
meits, burns with sooty
smoke, continues to burn
when flame removed
shrinks from flame and
melts; may self-extinguish
meits
acrid
acrid
burning wax
chemical odor
strong
pungent or
sweet odor
mustv
hard black bead - cannot
crush
hard bead - cannot crush
amber bead - cannot
crush
hard bead - cannot crush
hard bead - cannot crush
soft sticky, gummy
3 Adapted from table by Jane Rising, IFI, and Tortora, Phyllis, Understanding Textiles. Fourth
Edition, MacMillan, NY, 1992.
-------
DEFINITIONS
yarn
an assembly of fibers twisted or otherwise
held together in a continuous strand
twist
"turns" given to fibers in a yarn to help them
stay together
ply
a single yarn twisted into a consolidated "ply
yarn"
simple yarns
yarns with uniform size and regular surface
fancy yarns (a.k.a. complex or novelty
yarns)
yarns made to create interesting or
decorative effects
-------
\ \,
-FIBERSTWISTED INTO
SINGLE YARNS
TWO SINGLE YARNS TWISTED
INTO PLY YARNS
THREE PLY YARNS TWISTED
INTO A CORD
Figure 14.2. Yarns depicted are.-
(a) monofilamentsolid single strand
of unlimited length; (b) multifilament
many continuous filaments;
(c) staplemany short fibers twisted
together? (d) two-plytwo single
yarns twisted together. Drawings re-
produced courtesy of John Wiley &
Sons, Inc., from Textile yarns-. Technol-
ogy, Structure, and Applications, by
B. C. Goswami, J. G. Martindale, and
F. L Scardino, p. 2.
-------
DEFINITIONS
woven fabric
two sets of parallel yarns - one horizontal set and
one vertical set - that are interlaced to form a
fabric
warp
yarn running lengthwise in a woven fabric
filling or weft
yarn running crosswise in a woven fabric
knitted fabric
one or more continuous yarns that are looped
through themselves to form interconnected
chains
courses
lines of stitches that run in rows along the
crosswise direction of the knitted fabric
wales
lines of stitches that run in columns along the
lengthwise direction of the knitted fabric
lace
made of yarns that are knotted, twisted or looped
to provide a fragile, sheer pattern, often with
intricate designs
-------
TYPES OF WOVEN FABRICS
PLAIN
TWILL
SATIN
I.
I
X
1
-------
TYPES OF WOVEN FABRICS
PILE
UNCUT LOOP
CUT LOOP
FLOATS
WARP YARNS'
CORDUROY
Floats Are Cut
Cut Floats Form Pile
FILLING YARN
FLOATS
BINDER YARNS
BASE FILLINGS
PILE FILLING YARNS,
BASE WARPS
Cross-action of Pile Fabric (Corduroy)
BASE FILLING BINDER YARNS
-------
DEFINITIONS
fabric count
the "closeness" of the weave, or
the number of yarns in one square inch of
fabric
examples:
a) 80x64
80 warp yarns (length)
64 fill yarns (width)
b) 80 x 80 = 80 square = 160 count
80 warp yarns (length)
80 fill yarns (width)
-------
DEFINITIONS
fabric weight
weight of a specified area of fabric
ounces/yard (grams/meter)
high number -ป heavy fabric
yards/pound (meters/kilogram)
high number -ป light fabric
WEIGHT
light
medium
heavy
very heavy
OZ / SQ.YD.
1 -4
5-7
9-11
over 14
EXAMPLES
sheers, gauze, blouses
shirts, slacks
jeans
upholstery
-------
TYPES OF KNITTED FABRICS
WEFT KNITS
PLAIN
PURL
TRANSFER
SPREAD
MISS OR FLOAT
TUCK
CROSS
WARP KNITS
-------
FABRIC CHARACTERISTICS
WOVEN FABRICS
stability
high lengthwise shrinkage
strength
KNITTED FABRICS
Comfortable
Tend to stretch/distort
High shrinkage
Can be "blocked"
Snagging -> single yarn
Pilling
> especially synthetics & loose twist
yarns
> abrasion =f> tiny balls
> weak fibers break
> stronger fibers hold on
-------
NONWOVEN FABRICS
Fabrics made by bonding together a web of
fibers through physical or chemical adhesion,
knotting, stitching, or other means.
Examples
* interfacings
* insulation materials
* shoulder pads
* upholstery & drapes
Characteristics
* low strength
* poor abrasion resistance
* delamination
o- differential shrinkage
felt
made primarily of wool fibers, activating the
natural "felting" properties of wool through
mechanical and chemical action, moisture
and heat
-------
SHRINKAGE
Natural Shrinkage
depends on fiber properties
wool & rayon
Progressive Shrinkage
ซ continues through successive cleanings
Residual Shrinkage
ป shrinkage remaining in a fabric even after
preshrinking
Relaxation Shrinkage
' takes place during initial cleaning
fibers, yarns, fabric have "memory"
fabric is stretched in processing
tension is removed
water helps relaxation of tension
ป woven fabrics
ฐ* warp yarns under greater pressure,
so tend to shrink more
knitted fabrics
ฐป stretch a lot in process, so shrink
and distort in wash
-------
DYEING & COLORFASTNESS
A textile can get its color as a:
ฎ^ polymer
*& fiber
^ yarn
* fabric
o- garment
Batter dye penetration = Better colorfastness
Different dyes used for different fibers
varying levels of colorfastness
Possible Causes of Color Loss
ง> water
*& chemicals
(perchloroethylene, chlorine)
* (sun)light
ง> perspiration
^ heat
^ abrasion (crocking)
*& poor dyeing process
-------
TEXTILE FINISHES
Why use finishes?
modify appearance
modify behavior
both
How are they applied to fabrics?
* mechanical means
ป chemical means
* both
How long do they last?
* permanent
ป durable
* temporary
-------
TYPES OF FINISHES
Sizing
forms a film around yarns and
individual fibers
adds body
starch & gelatins =ฃ> temporary
used on cottons & rayon for hand &
luster - lost in laundering
resins =ฃ> durable
Glazing
* Dolished surface finish
temporary (starch) or durable (resin)
Embossing
-e- iurable if done on thermoplastic fibers
ซr with resins
Flockirg
siort fibers glued to surface
-------
FINISHES / TREATMENTS
Permanent / Durable Press
* resin treatment
> special care in laundering
Stain Repellency
* diminishes with laundering
can be reapplied
Soil Release j
* diminishes with laundering !
* difficult to reapply !
t
i1
i
Water Repellency
renewable finish j
<*> inexpensive & easy to reapbly
durable finish /
^ wash according to care la(M only
-------
GARMENT CONSTRUCTION
Seam puckering
Seam ravelling
Edge fray
Buttons & trim
Multiple fabrics
* differential shrinkage
* color bleed
-------
-------
-------
-------
Module IV: Soils, Odors, Stains
Module Overview:
This module provides a basic review of exactly what are soils, odors, and stains. It helps
ensure that participants have a common understanding of issues relating to removal of
soils, odors, and stains from garments.
Instructor Preparation:
Review overheads and student manual.
Module Highlights:
Topics:
Soils, odors and stains
Separating soils, odors and stains from fabrics
-------
Reasons for Cleaning
1 Garment is soiled with dirt
1 Garment has a stain
Garment has objectionable odor
Garment is wrinkled or creased
Garment has lost its color or brightness
Garment has lost its desired shape or finish
Garment has been worn and customer wants it
cleaned before wearing again
-------
Soil Origins
Inorganic dust, dirt and particulates
Inorganic dirt
Organic oils
Perspiration stains
Food and drink stains
Blood and urine
Grease, tar or adhesive
Skin cells
-------
Soil Removal
Dry mechanical action ,
Dry mechanical spinning
Flushing with water, surfactant or solvent solution,
or
A combination of the above
-------
Odor Origins
Perspiration and body oil
Organic contaminants
Bacteria or mites
Smoke or soot participates
Synthetic volatile organic compounds
-------
Odor Removal
ซ Agitation, steaming or washing with water,
surfactant or solvent
"Airing out"
ป Disinfecting with bleach, peroxide or ozone
Masking the odor with another
Heating to promote oxidation or
A combination of the above
-------
Stains
There are several different kinds of stains
- some adhere to the surface of the fiber
- some soak into the fibers
+ may "set" over time
Color a fiber like a dye
Stains can be removed by
- flushing with water, surfactant or solvent
bleaching or dyeing
- a combination of the above
-------
Separation Technologies
Mechanical agitation
Water
Chemical additives
Steaming
Heating
Drying
-------
Chemical Agents
Detergents
- Surfactant
+ surround or emulsify
- both surfactants and fabrics have negative charges
preventing dirt from being redeposited onto fabric
- Made up of hydrophilic and hydrophobic segments
+ surfactants have affinity for both segments, orient at
interface and reduce interfacial tension, resulting in
removal of dirt
-------
Chemical Agents continued
Soaps
- made when fatty acids are reacted with alkali
- soil = slightly acidic soap = alkaline
- results in breaking of bonds and removing soil
ป Synthetic solvents
- many are petroleum based
Bleaches and oxidizers
- whitening, odor removal and organic stain removal
- bleaching only disinfects
- disinfection kills bacterial and mites
-------
Chemical Agents continued
Digesters
biologically removing organic material
- enzymes consume and digest organic soil
ป Finishing agents
designed to restore body and handle
- forms a film around surface of fiber
* dissipates the build up of static
* protects the fiber
* gives body back to the fiber
* decreases wrinkling
-------
-------
-------
-------
Module V: Garment Cleaning Methods
Module Overview:
This module addresses current methods in garment cleaning. It provides participants with
an overview of a variety of approaches to clean garments. This module also compares the
two most available methods, wet and dry cleaning.
Instructor Preparation:
Review overheads and student manual.
Review activity in student manual.
Module Highlights:
Activity:
This activity should take place at the end of the module and will lead directly into the
next module.
The answers to the question are:
ปtime
ฎ moisture
temperature
ฎ agitiation
chemicals (ie. detergents, etc.)
Topics:
Current and alternative garment cleaning methods
A comparison of dry cleaning and wet cleaning
-------
GARMENT CLEANING
METHODS
-------
Garment Cleaning Methods
Conventional dry cleaning
Carbon dioxide
Ozone
Ultrasonics
Rynex
Wet cleaning
-------
Conventional Dry Cleaning
4 generations of machines
- transfer
- dry to dry
- control technology
- control technology with air recycling
Improvements in technology resulted in
- increased solvent mileage
decrease in the amount of human exposure
-------
Cleaning With Carbon Dioxide
Low human toxicity
Ease of recyclability
Low cost
No ozone depletion
Non-corrosive
Non-flammable
Non-polluting to ground water or soil
Availability
-------
Carbon Dioxide
ป Supercritical
- Artificially increase temp, and pressure
- Temperature = 88 T Pressure =1071 psi
Grease and oils ate solubilized
Separate dissolved materials by reducing pressure
- Commonly used for metal parts cleaning
- More research need for garment cleaning
ซ Liquid
- No surface tension and surfactants enhance cleaning abilities
- Early research done by aerospace industry
- Lower temperature and pressure than supercritical
- Research is on-going
-------
Ozone Cleaning System
Ozone acts a oxidizing agent
- disinfects
- deodorizes
- bleaches
Ozone combined with detergents
- cleans
- disinfects
- deodorizes
-------
Ozone Cleaning Process
Garment remains on hanger
Results in reduced labor (cleaning and finishing)
Researchers report
- no shrinkage
- deformation
- wrinkling
- no removing ornamental buttons
-------
Ultrasonic Cleaning
Cooperatively funded by U.S. DOE and Garment
Care
Mechanics of process
- ultrasonic waves directed at fabric through soap/water
denser contamination particles are excited and dislodged
- needs careful monitoring
- research is ongoing
-------
Rynex
' Made from plant material - waste is non-hazardous
| Can be used in perc machines with minor
modifications
127 modifications
Testing done on Grace and Multimatic machines for
compatibility
Does not corrupt seals and gaskets
In a five minute wash cycle with 20 water and
solvent soluble stains
perc removed 5
- Rynex removed 20
-------
-------
-------
Module VI: Overview of Wet Cleaning
Module Overview:
This module provides participants with a "walk through" of a wet cleaning facility. The
module also discusses a wet cleaning perspective on common cleaning practices such as
stain removal.
Instructor Preparation:
This module will prepare participants for the hands-on (on-site) portion of the workshop.
Discuss each of the five stations (stain removal, sorting, wet clean machine, drying and
finishing) making notations on flip chart paper of participant questions that will be
answered during the hands-on session. This is a technique that is often used in training
workshops and is called the "parking lot" or "bicycle rack". The purposes for listing the
participant questions are: 1. participants get to see then- questions written before the entire
class thus validating the questions, 2. the list serves as a reminder for the instructor that
there is a question or are questions that need to be answered, 3. reviewing and answering
the questions (and checking them off as they are addressed) brings closure to the class,
ensuring that all students' questions are answered (their needs are met.)
Review overheads and student manual.
Module Highlights:
Topics:
Front counter
Garment measuring
Sorting
Testing for colorfastness
Stain removal
Cleaning with water
Drying
Finishing
-------
OVERVIEW OF
WET CLEANING
-------
OVERVIEW OF WET CLEANING
Many skills are transferrable
Key factors
- well trained and skilled personnel
- following manufacturers directions
- quality detergents
- appropriate finishing techniques
-------
Wet Cleaning Process
The wet cleaning process utilizes
- wet cleaning machine
- detergents
- finishers
- stain removal agents
specialized dryer
- process enhanced with quality finishing equipment
-------
Wet Cleaning Technology
Environmentally friendly method
Gentle mechanical action of hand washing with
convenience of laundry
Dependent upon knowledge of fiber science
Requires a larger amount of observation and skill
Success is dependent upon
- quality detergents
- proper training
- commitment to process
-------
FRONT COUNTER
The forgotten station
- only person in shop to interact with customers
turnover rate may decrease if well trained and challenged
Need to examine garments for...
sun damage
tears
missing adornments
stains
seams and hems in need of repair
-------
GARMENT MEASURING
Use inside seams on legs and sleeves
Measure wearer's right side
Close the waist and double measurement
Don't include waistbands on pants or cuffs of shirts
in measurements
Note any additional measurements taken
-------
TESTING FOR
COLORFASTNESS
Most wet cleaning detergents are slightly acidic
Testing done with 1:4 detergent/water mixture
- white cloth moistened w/solution, gently rub garment
-------
STAIN REMOVAL PROCESS
Proper combination of
- agitation
- stain removal agents
time
70% water based - 30% grease based
- water based may go directly into machine
- grease based must be dealt with at the stain removal board
-------
FACTORS CRITICAL FOR
STAIN REMOVAL
Thorough inspection
Full spectrum fluorescent lighting
1:4 detergent/water mixture for ground in dirt
Perform stain removal before sorting
Process silks immediately after stain removal
-------
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-------
SORTING
ป Sorting procedures are defined by soap/machine
manufacturers. Programs may include
Outergarments
- Delicates
- Wools
Cycles may be further split into lights and darks
ป When mixing loads default to gentler cycle
-------
Sorting
Sort loads according to machine/detergent
manufacturers directions
Sort complete full loads and half loads
Ties should be pinned inside pant leg
Put fine knit sweaters in knit bag
Suit pieces should be sorted into same load
-------
WET CLEAN MACHINE
Microprocessor controlled drum
- precise control which mimmics hand washing
ป Cycles control
- drum rotation as low as 5 RPM's
- timing
' temperature
- addition of chemicals
- water level
- extraction
ซ Water temperature critical
- too warm may cause dimensional change
too cold may not clean properly
-------
Wet Clean Machine
Match machine program to load size and type
Take clothes out upon completion of cycle
ป Switch machine to wet clean cycle
Clean drum after waterproofing/fire retard cycle
ป Cycle downs in a quick fill/extract cycle to completely wet down
Use only EPA approved soaps and detergents
ซ Wet clean suit pieces in same load
If very soft water is encountered: decrease detergent and increase
sizing to protect fabric
Watch for cracks in through the door tubing - may cause
problems
Process jackets in p.m. so you have room to hang overnight
If using machine for both laundry & wet cleaning rinse well
between cycles
-------
FACTORS CRITICAL FOR
WET CLEANING
Water temperature critical
- too warm may cause dimensional change
too cold may not clean properly
80 degrees F is commonly recommended
Water hardness/softness
- extremely soft water may warrant decreasing additive
amounts
- most detergents will function in hard water
-------
DETERGENTS
Three major functions
- protect the fiber against damage
remove the dirt
- prevent redeposition of suspended dirt
Work best in about 80 degree F water
warm water increases surface activity of chemicals
- surface activity enables detergents to decrease interfacial
tensions between fabric, soil and solvent
- decreased interfacial tensions results in soil removal
Strong anti-deposition properties
Slightly acid pH decreased color loss
-------
Dryer
Use large enough dryer for adequate tumbling
Utilize shortest cycle possible to prevent relaxation
damage
Take clothes out immediately after processing
Do not dry clothes to < 10% humidity
Air dry garments when necessary
Very fine and loose weave sweaters should be dried
flat
Molded black plastic form hangers work best
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Three types of dryers available
, ซ/ A */ "
Home dryers
time and temperature controlled
Wet cleaning dryers
two types
* eornpares humidity of exhaust air with ambieht air
* huniidity sensors in drum measure humidity 400
times/sec6nd
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DRYING
Dryer should be twice the wet cleaning capacity of
wet clean machine
- allows for even circulation of heated air
Using an undersized dryer may result in
-shrinkage (most occurs at humidity < 10%)
- deformation
excess wrinkling
Drying should be done at high temp, for brief
periods of time
Monitor temperature and humidity
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Finishing
Finish garments only when moisture content has
reached equilibrium with ambient air
Finishing time will be decreased if stretching
equipment utilized
Conditioners (starches) will reduce finishing time
on some garments
Brush suedes with copper wire brush toward nap to
bring back nap
Heavy wool coat should be brushed w/dog brush to
pickup pile
Wipe velvet with your hand to get pile going in
same direction
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Module VII: Hands-on Wet Cleaning
Module Overview:
This module is the heart and soul of the workshop. It give participants the opportunity to
do hands on wet cleaning, and to see the results of wet cleaning garments that have been
traditionally "dry clean only."
Instructor Preparation:
Review overheads and student manual.
Gather approximately 250 pounds of garments to be processed hi the wet clean machine,
include mostly "Dry Clean Only", delicates and garments with bead work or trim for
demonstration. Participants will be most interested in seeing rayons, silks, and wools
processed.
Hang signs at each station in the facility where the hands-on training will take place. The
signs should include: Stain Removal, Sorting, Wet Clean Machine, Dryer and Finishing.
See "Logistics" for site selection and preparation. Breaks and lunch should be taken at
appropriate times.
Module Highlights:
Topics:
Sorting
Stain removal
Wet cleaning
Drying
Finishing
Participants should be instructed how to sort garments for the machine they will be using.
The group should then be allowed to sort all of the garments to be processed. The
instructor will inspect the sorted piles for garments that don't belong. The instructor
should then explain why he/she might sort the particular garment differently, if
appropriate.
Participants will then be split up into three groups of five persons. The groups will be
assigned to three areas for 2 hours each; stain removal, wet clean machine/dryer and
finishing. This will allow participants adequate time at each station to participate and ask
questions.
The remaining time will be spent answering further questions and discussing what was
learned.
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Module VIII: Economics of Wet Cleaning
Module Overview:
This module discusses the economic "bottom line" of wet cleaning. Included in this
module are tools for dry cleaners to use in analyzing costs of converting to a partial or
complete wet cleaning operation.
Instructor Preparation:
Review overheads and student manual.
Module Highlights:
Activity:
The instructor should review the cost sheets with the participants. This is a good
opportunity to review, line by line, what each entry means. Participants should be
encouraged to offer estimates of their costs so some actual comparisons can be made.
Topics:
Understanding and finding costs
Converting from dry to wet
Identifying and comparing costs of dry vs. wet cleaning
Cost comparison worksheets
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UNDERSTANDING AND
FINDING COSTS
Capital Costs
Operating Costs
Intangible Costs
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CAPITAL COSTS
New Equipment
New Buildings
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Why Are Costs Neglected?
Perception that
...some costs are not relevant
...some costs are not significant enough to quantify
...some costs are too difficult to quantify
Environmental costs are often
...hidden
...assigned to overhead accounts
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Which Costs Are Typically
Neglected?
Less Likely To Be
Neglected
* One-Time Investment
Costs
* Direct Costs
* Certain Costs
* Short-Term Costs
> Easily Quantifiable
Costs
More Likely To Be
Neglected
- Annual, Recurring Costs
- Indirect, Hidden Costs
- Uncertain, Probabilistic
Costs
- Long-Term Costs
- Difficult-To-Quantify
Costs
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Examples of Costs/Savings
Typically Neglected
Indirect Hidden
- One-Time Investment Costs
Start-up/training
Permitting
Annual, Recurring Costs
Regulatory Compliance
Green Market Revenues
Liability
Difficult-To-Quantify
Long Term
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Examples of Costs/Savings
Typically Included
Direct, Certain Easily Quantifiable
- One-Time Investment Costs
> Purchased Equipment
* Construction/Installation
- Annual, Recurring Costs
* Raw Materials
* Operating Labor
* Waste Hauling and Disposal
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Comprehensive Cost/Savings
Inventory
One valuable tool for ensuring inclusion of all
relevant and significant costs and savings is to
start project analysis with a comprehensive
cost/savings list, or inventory.
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Activity V
Tasks
- Identify components of the operation
- List possible costs foreach component
* use handout
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Module IX: Available Wet Cleaning Equipment
Module Overview:
This module discusses the types of equipment available for wet cleaning. Charts are
included that compare different types of wet clean and drying equipment.
Instructor Preparation:
Review overheads and student manual.
Module Highlights:
Topics:
Wet cleaning machines
Dryers
Wet cleaning equipment features and specifications
Discuss each of the entries on the tables on pages 98-100 of the Garment Wet Cleaning
Manual. Be sure to remain generic in your description of standard and optional features.
Using the equipment at the hands-on site in the facility, demonstrate the features which
make that brand unique.
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EQUIPMENT OPTIONS
Max. load capacity
Extract G force
DrumRPMs
Frequency controlled motor
Programmable microprocessor
Number of programs
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EQUIPMENT OPTIONS cent
Average wash cycle
Steam heat (direct or indirect)
Electric heat
No. of detergent/chemical dispensers
Auto spray thru door (waterproofing and flame
retardant)
Low level/empty tank alarm
automatic shut-off
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EQUIPMENT OPTIONS cont.
No. of recycling tanks for water/chemicals
Pump/filter recirculation system
Wet cleaning detergents/chemicals recommended
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Module X: Facility Function and Design
Module Overview:
This module provides basic information on the design of a wet cleaning facility,
especially as it relates to the functions of a wet cleaning operation.
Instructor Preparation:
Review overheads and student manual.
Module Highlights:
Topics:
Adapting the staff to wet cleaning procedures
Designing a functional floor plan
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FACILITY FUNCTION
AND DESIGN
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Facility Function
When converting or retraining you need staff with
an open mind
Commitment to process is crucial
Counter personnel
- the "forgotten station"
- critical to success of business
- need to be well trained, motivated and pleasant
ซ Many skills are transferable with minor
modifications
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Floor Plan Design
ซ Efficient design is critical
- labor costs affected
Streamline the flow of garments
Think about efficiency when replacing equipment
Work flow should be "U" or "O" shaped
Additional hanging space required
- ?drying cabinet?
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Module XI: Labeling Liability/Wrap-up
Module Overview:
This module discusses the issue of labeling liability as it pertains to garment wet cleaning.
Instructor Preparation:
Review overheads and student manual.
Module Highlights:
Topics:
Proposed changes in care labeling
The current situation
Wrap-up
The wrap-up component of this module should focus on some of the organizations (see
overheads) that participants should consider valuable resources.
Evaluations (see 1-13) should be handed out for participants to complete, and collected
before participants leave.
Certificates, if available should be distributed.
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What's Next for Wet Cleaning?
ป Center for Neighborhood Technology
- results from The Greener Cleaner study
- contact CNT at
ป wet cleaning hotline (312)278-4800, ext. 299
.-fax (312)278-3840
- download a copy
http://www.pond.com/~hhoniing/wetclean/gcrep/gcrepO.html
* e-mail sylvia@cnt.org
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What's Next? cont.
Environment Canada
- Green Clean Trial
* six month study to research and evaluate customer
acceptance
+ two cleaners funded to wet clean only
Green Clean Extension
+ Depot taken over by private operator
" 3 more cleaners funded & giver option to dry clean
- Green Clean Facility
* 100% wet clean conversion
* any dry cleaning sent off-site
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What's Next? cont.
ป University of California at Los Angeles
- Cleaner By Nature
* plant in LA
* drop shop in Santa Monica
Project parallels the demonstration at The Greener
Cleaner
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THE FABRICARE LIST
e-mail list service
send e-mail to Dave Spensley at
cleanlist@uncled.com
include in your message
your name
company name
- industry affiliation
- street address
city
- e-mail address where you want messages sent
interesting Web addresses
-http://www.cnt.org/sus_man/wet_cln.html
- http://members.aol.com/nadagroup
- http://www/pond.com/~hhorning
-http://www.epa.gov/docs/enviro/html/ejf_home.html/
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