SW915
RCRA PERSONNEL TRAINING GUIDANCE MANUAL
FOR OWNERS OR OPERATORS OF HAZARDOUS WASTE MANAGEMENT FACILITIES
This publication (SW-915) was prepared by
Aware, Inc., and RECRA Environmental and Health Sciences
for the Office of Solid Waste
U.S. ENVIRONMENTAL PROTECTION AGENCY
September 1980
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CONTENTS
Chapter No. Title Page No.
1 INTRODUCTION 1-1
1.1 What is RCRA? 1-1
1.2 Purpose of This Manual 1-1
1.3 • Scope and Organization of the Manual 1-3
1.4 Where Are You Now? 1-4
2 ' LEARNING ABOUT RCRA 2-1
2.1 General 2-1
2.2 Inspections 2-1
2.3 Compliance Orders, Civil and Criminal Penalties 2-1
2.4 . Where To Get Help 2-1
2.5 ' Other Sources of Information 2-2
3 Personnel and Training . 3-1
3.1 Training 3-1
3.1.1 Overview 3-1
3.1.2 , Training Strategies 3-2
3.1.3 Training Criteria 3-3
3.1.4 Basic Concepts 3-4
3.1.5 Training Response and Feedback 3-8
3.1.5.1 Internal Evaluation 3-3
3.1.5.2 External Evaluation 3-3
3.1.6 Instructor Skill Level 3-12
3.1.6.1 Lecture and Discussion Courses 3-12
3.1.6.2 On-The-Oob Training 3-12
3.1.7 Approximation to the Job 3-13
3.1.3 Adaption to Trainee Difference 3-13
3.1.9 Cost , 3-14
3.2 Training Methods and Evaluation 3-15
3.2.1 Lecture 3-15
3.2.2 Discussion 3-15
3.2.3 On-The-Oob Training (OJT) 3-16
3.2.4 Case Study 3-17
3.2.5 Simulation and Games 3-19
3.2.6 Programmed Instruction (PI) 3-20
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CONTENTS (Cont'd)
Chapter No. Title Page No.
3.3 Management Responsibility 3-21
3.3.1 Organizational Accountability . 3-21
3.3.2 The Rcle of the Supervisor 3-21
3.3.3 T^pes of Training _. 3-22
3.3.4 Need Under RCRA for Environmental Awareness 3-25
4 ASSIGNING TRAINING 4-1
4.1 . Basic Issues 4-1
4.1.1 What Types of Training Are Needed - 4-1
4.1.2 Who Should Be Trained: 4-1
4.1.3 What Types of Material Should be Recommended
for Inclusion in Training Programs? 4-2
4.1.4 What Levels of Training Are Necessary? 4-3
4.1.5 How Should Training be Implemented? 4-5
4.1.5 How Is Proficiency to be Demonstrated? 4-5
4.2 Related Issues 4-5
5 TRAINING PROGRAM ELEMENTS 5-1
5.1 Introduction 5-1
5.2 Training for Personnel Safety 5-2
5.2.1 Chemistry of Hazardous Materials and
Wastes 5-2
5.2.1.1 Broad Training 5-2
5.2.1.1.1 Introduction 5-2
5.2.1.1.2 ' Basic Concepts of the Chemistry of
Hazardous Materials and Wastes 5-3
5.2.1.1.3 Classification of Hazardous Materials
and Wastes 5-4
5.2.1.1.4 Physical and Chemical Properties for
Generic Hazard Classes 5-6
5.2.1.1,5 Chemical Aspects of Handling, Storage,
Treatment, and Disposal of Hazardous
Waste . 5-9
5.2.1.1.5 Acquisition and Utilization of
Chemical Data 5-10
5.2.1.2 Limited Training 5-10
5.2.2 Effects on Humans (Toxicology) 5-11
5.2.2.1 Broad Training 5-11
5.2.2.1.1 Introduction 5-11
5.2.2.1.2 Basic Concepts of Toxicology 5-13
5.2.2.1.3 Fate of Chemicals in Biological Systems
(Parmacokinetics) 5_j_3
5.2.2.1.4 Cardnogenicity, Mutageniclty,
Teratogenicity 5-15
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CONTENTS (Cont'd)
Chapter No. Title Page No.
5.2.2.1.5 Toxicity Testing 5-15
5.2.2.1.6 Health Effects Aspects of Exposure
to Frequently Encountered Hazardous
Materials and Wastes 5-15
5.2.2.1.7 ' Acquisition and Utilization of
Additional Toxicological and.Health
Effects Information 5-16
5.2.2.2 Limited Training 5-17
5.2.3 Personal Safety - Selection and Use of
Personal and Protective Clothing and
Equipment 5-18
5.2.3.1 Introduction 5-18
5.2.3.2 Establishing Criteria for the Selection
of Protective Equipment 5-18
5.2.3.3 Establishing a Training Program for
Supervisory Personnel 5-19
5.2.3.4 Establishing a Respiratory Protection
Program 5-23
5.2.3.5 Recommended Training Program for
Employees Who Will 8e Required to Wear
Protective Equipment 5-24
5.2.3.6 ' Standard Safety Precautions to be
Observed 5-25
5.3 Release Prevention and Response 5-27
5.3.1 Sroad Training 5-27
5.3.1.1 Introduction 5-2?
5.3.1.2 Regulatory Aspects of Contingency Plan
Training 5-29
5.3.1.3 Planning for Emergencies - Preparation
of an Acceptable Contingency Plan 5-29
5.3.1.4 Emergency Equipment 5-30
5.3.1.5 Duties of the Facility Emergency Coordinator 5.31
5.3.2 Limited Training 5.33
5.4 Oecontamination Procedures 5.33
5.4.1 Personal Hygiene • 5.33
5.4.1.1 ' Shaving . 5.33
5.4.1.2 Long Hair 5.34
5.4.1.'3 Glasses 5.34
5.4.1.4 Contact Lenses 5.34
5.4.1.5 Clothing 5.34
5.4.1.6 Lunchrooms and Smoking Areas 5.34
5.4.2 Location of Lunchrooms 5.35
5.4.3 Laundry 5.35
5.4.4 Personnel Decontamination 5.35
5.4.4.1 Change House 5.35
5.4.4.1.1 Dressing Area 5.35
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CONTENTS (Cont'd)
Chapter No. Title Page No.
5.4.4.1.2 Protective Clothing Storage and Issue 5-36
5.4.4.2 Decontamination Procedures 5-36
5.4.5 Waste Specific Procedures 5-38
5.4.5.1 - Toxic Wastes • 5-38
5.4.5.2 Radioactive Wastes 5-39
5.4.5.3 Infectious Wastes 5-39
5.4.5.4 Carcinogenic and Mutagenic Wastes 5-39
5.4.5 Spill Cleanup Procedures 5-39
5.4.7 Decontamination Treatment Capability and
Capacity 5-39
5.5 Facility Operation and Maintenance 5-40
5.5.1 Introduction 5-40
5.5.2 Process Description 5-40
5.5.3 Waste Acceptance Procedures 5-41
5.5.4 Process Operation and Controls 5-41
5.5.5 Maintenance 5-42
5.5.6 Equipment Safety 5-43
5.5.6.1 Electrical Equipment 5-43
5.5.6.2 Mecnanical Equipment 5-44
5.5.6.3 Explosion and Fire Hazards 5-44
5.5.6.4 Materials Handling 5-46
5.5.6.5 Tank Hazards 5-46
5.5.6.6 Buddy System 5-48
5.5.6.7 Recommended Safety Equipment 5-43
5.6 _ High Hazard Operations- 5-48
5.7 ' Maintaining Documentation 5-49
6 SOURCES OF INFORMATION 6-1
6.1 Introduction 6-1
6.2 Textbooks and Reference Materials 6-2
6.2.1 General Information Sources 5-2
5.2.2 Chemical and Toxicological Data Reference
Sources • 6-13
6.2.3 Contingency Plan Training • 6-18
5.2.4 Legislation and Regulations 5-20
6.3 Audio Visual Aids 6-21
6,4 Courses 5-21
6.4.1 University Programs 6-21
6.4.2 Short Courses 6-22
6.5 Computerized Data Bases and Emergency
Response Centers 6-28
6.5.1 Computerized Data Bases 6-2S
6.5.2 Emergency Response Centers 6-32
5.6 Publishers' Addresses 6-33
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CONTENTS (Cont'd)
Appendices Title Page No.
A State/Territory Solid Waste Management
Agencies A-l
8 U,S. Environmental Protection Agency
Regional Offices • • 3-1
C Technical Assistance Manuals Being Prepared
8y The U.S. EPA C-l
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LIST OF FIGURES
Figure No. title Page No.
3-1 Interrelationships of Job, Duties, Tasks,
and Elements 3-5
4-1 Job Classifications and Corresponding
Training Recommendations 4-4
5-1 Sample Layout-Personnel Decontamination 5-37
Facilities
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CHAPTER 1
INTRODUCTION
1.1 WHAT IS RCRA?
In 1976, Congress passed the Resource Conservation and Recovery Act
(RCRA, the Act). The stated objectives of RCRA are to promote the protec-
tion of human health and the environment and to "conserve valuable material
and energy resources. Subtitle C of RCRA specifically concerns the manage-
ment of hazardous waste.
The following elements are the key to the Federal hazardous waste
management regulatory program under RCRA:
• definition of hazardous waste
0 a manifest system to track hazardous waste from its generation
to its final disposal
• standards for generators and transporters of hazardous waste
• permit requirements for facilities that treat, store, or dispose
of hazardous waste
• requirements for state hazardous waste programs
On May 19, 1980, regulations promulgated under RCRA require that
owners or operators of hazardous waste management facilities train their
personnel. This manual has been prepared specifically to provide guidance
concerning these personnel training requirements.
1.2 PURPOSE OF THIS MANUAL
Regulations promulgated under RCRA on May 19, 1980, require owners or
operators of hazardous waste management facilities to train their person-
nel. Specifically, 40 CFR 255.16 states:
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"Facility personnel must successfully complete a program of
classroom instruction or on-the-job training that teaches them to
perform their duties in a way that ensures the facility's compliance
with the requirements of this Part..."
"This program must be directed by a person trained in hazardous
waste management procedures and must include instruction which
teaches facility personnel hazardous waste management procedures
(including contingency plan implementation) relevant to the positions
in which they are employed. At a minimum, the training program must
be designed to ensure that facility personnel are able to respond
effectively to emergencies by familiarizing them with emergency pro-
cedures, emergency equipment, and emergency systems, including where
applicable:
(i) Procedures for using, inspecting, repairing, and replacing
facility emergency and monitoring equipment;
(ii) Key parameters for automatic waste feed cutoff systems;
(iii) Communications or alarm systems;
(iy) Response to fires or explosions;
(v) Response to groundwater contamination incidents; and
(vi) Shutdown of operations."
This training must be completed either within six (6) months of the
effective date of the regulations, i.e., six (5) months from November 19,
1980, or six (6) months after the date of employment or assignment to a
facility or to a new position at a facility, whichever is later.
The regulations state explicitly that facility personnel must be
trained and that the training must be correlated to job classification.
The regulations do not provide criteria for acceptable training programs.
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The intent of this manual 'is the provision of guidance to owners or opera-
tors or other facility personnel concerning the design and implementation
of personnel training progams. Information is provided concerning train-
ing in general and specific recommendations are made concerning training
modules appropriate to training in hazardous waste management. Recommen-
dations are also provided concerning training module content. In all cases
the intent has been to recognize- sufficient flexibility in approach that
cost-effective programs can be implemented.
1.3 SCOPE AND ORGANIZATION OF THE MANUAL
For some types of activities exist nt at hazardous waste management
facilities, personnel training is required under the Occupational Safety
and Health Act. In the development of this manual these types of training
have been recognized; however, personnel training which is required under
RCRA has been interpreted as going beyond that designed to protect workers
and extending into the area of community protection as well.
This manual has bean prepared to provide guidance to an audience
consisting of owners or operators of hazardous waste management facilities
and also regulatory personnel responsible for facility permitting. It was
not considered appropriate to the scope of this manual to identify minimum
acceptable educational backgrounds and qualifications for facility person-
nel. Rather, information is provided in subsequent sections concerning
general training strategies and program design, types of training, train-
ing modules pertinent to hazardous waste management, suggested training
module elements, and sources of information. The correlation of training
to job description is also addressed.
Chapter 2 provides a discussion of pertinent elements of the RCRA
regulations and contains suggestions for additional sources of informa-
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tion. Chapter 3 discusses personnel training and the design and implemen-
tation of training programs in general. Fundamental issues pertinent to
hazardous waste management facility personnel training are considered in
Chapter 4. Chapter 5 presents detailed recommendations concerning train-
ing modules and training module elements and sources of information are
provided in Chapter 6.
1.4 WHERE ARE YOU NOW?
Training program design and implementation in accordance with the
regulations requires an evaluation of the following items:
• Are high level management personnel aware of the personnel
training requirements under RCRA?
• Have priorities been established?
t What is the status of existing personnel training?
• Has the required training been administered?
• Are the required records being kept?
Information concerning RCRA regulations can be found in the Federal
Register (May 19, 1980) and updates. Appendices A and 8 present aodresses
and phone numbers for state hazardous waste management personnel and the
USEPA regional division offices. Also EPA is preparing a series of techni-
cal manuals for various facility operations and regulatory activities.
These are listed in Appendix C.
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CHAPTER 2
LEARNING ABOUT RCRA
2.1 GENERAL
Regulations concerning personnel training under RCRA can be found in
40 CFR 264 and 40 CFR 265. The RCRA permit program is discussed in 40 CFR
122 and 40 CFR 124. Key elements of the Act are discussed below.
2.2 INSPECTIONS
Section 3007 of RCRA pertains to inspections. The following is taken
direct from Section 3007:
"...any person who generates, stores, treats, transports,
disposes of, or otherwise handles hazardous wastes shall, upon
request of any officer or employee of the Environmental Protection
Agency, duly designated by the Administrator, or upon request of any
duly designated officer or employee of a state having an authorized
hazardous waste program, furnish or permit such person at all reason-
able times to have access to, and to copy all records relating to such
wastes..."
The USEPA is currently preparing two manuals containing information
on facility inspection (see Appendix C.)
2.3 COMPLIANCE ORDERS, CIVIL AND CRIMINAL PENALTIES
'Section 3008 of RCRA contains sections pertinent to Federal enforce-
ment. Provisions are specified for compliance orders and violations.
Civil penalties may be incurred of up to $25,000 for each day of non-
compliance. Criminal penalties are defined for activities which include
transport of a hazardous waste to an unpermited facility; management of a
hazardous waste at an unpermited facility; and making false statements and
representations.
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2.4 WHERE TO GET HELP
Appendices A and B present information on addresses and phone numbers
for state and Federal hazadous waste management regulatory personnel.
2.5 OTHER SOURCES OF INFORMATION
Chapter 6 of this manual presents information on existing training
materials and training programs.
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CHAPTER 3
PERSONNEL AND TRAINING
3.1 TRAINING
3.1.1 Overview
This chapter provides information on many fundamental aspects and
components of effective training program design and implementation. One
methodology in particular, the instructional system development approach
(ISO) developed by the Department of Defense, is discussed in detail to
provide a basic vocabulary and foundation upon which owners or operators
and other interested parties could build specific training programs
designed to meet specific personnel training needs.
Clearly, training needs must be correlated to manpower requirements
and accompanying job descriptions. In Chapters 4 and 5, information is
provided to assist the owner or operator in establishing this correlation
and in identifying specific program elements. While it was not considered
appropriate to the development of this manual to establish educational
requirements ' and qualifications for facility personnel, owners or
operators are encouraged to identify and incorporate minimum personnel
qualifications for various job descriptions to ensure successful comple-
tion of training objectives and safe and effective facility operation.
Also, while there are no federal requirements for personnel certification
and licensing and educational levels, owners or operators are advised that
some states have proposed or enacted hazardous waste management laws and
regulations incorporating these requirements.
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3.1.2 Training Strategies
The sources of much of the material in sections 3.1.2 through 3.1.5
are the Instructional System Development (ISO) training manuals developed
for the Department of Defense. The ultimate purpose of ISO is to produce a
properly trained person; that is, a person who can do the job for which he
was trained. This means that in' order to design and carry out effective
training it is necessary to define the job in" detail. The ISO process
begins with specific questions about the job.
Some of the details which must be identified in order to develop
adequate training are:
a. What kinds of people will-be doing this job? 'How many will be
doing the job? Where will they be located?
b. What major duties does the job include?
c. What tasks make up the job?
d. Exactly how is each task accomplished? What work elements make
up the task? In what order must these be performed?
e. Under what conditions must each task be performed? What tools,
equipment, or other facilities are required to perform each
task?
f. What cues cause a worker or job holder, in the job situation, to
perform a particular task in a particular manner? (How does he
know when to start a task, when to perform each element that
makes up the task, and when the task is completed?)
g. To what standard of proficiency must each task be performed?
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3.1.3 Training Criteria
Requirements for personnel training originate from a number of sources:
a. Introduction of new equipment and processes.
b. New laws.
c. Realignment and/or consolidation of jobs.
d. Quality control reports indicating a training need that is not
being adequately met.
While training needs can and will arise from any and all of these
sources, the first step in the ISO process is to identify the discrepancy
that exists between whatever training is being given at the present time
and the training that must be given to satisfy the manpower need.
Discovery of this discrepancy begins by asking the question: Does anyone
do the job now? If the answer is "yes," then does a training program exist
now for this job?
If the. answer to both questions is yes, an evaluation of the existing
course can be made to insure that it meets the requirements. If the answer
is "no" to either of the above questions (that is, if no one does the job
now or no training programs for the job exist), a discrepancy is found. In
the first case, where no one does the job now, the job undoubtedly is just
being created because of some new or modified system or equipment. A
discrepancy is certain to exist between the ability of existing courses to
effectively and efficiently train personnel, and the training requirements
of an as yet undefined new job. In the second case, where there is no
existing training program, there is an obvious discrepancy. Therefore,
the correct place to begin in the ISD process is to analyze the job to
determine exactly what the job holder must do when he does the job right.
This is the foundation for all sound training programs. If this step is
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not done and done well, there will be no basis for development of
effective, efficient instruction.
3.1.4 Basic Concepts
It is essential that those involved in ISO define such terms as job,
duty, task, and element in the same way. Since one of the purposes of
analyzing jobs is to provide information for developing instruction, there
must be clear communication between those analyzing the job and those who
use the job analyst's findings as a basis for developing instruction.
Figure 3-1 illustrates the relationship between the several layers of a job
breakdown.
The duties and tasks performed by a single worker constitute his job.
If identical duties and tasks are performed by several individuals, they
all hold the same job. The job is the basic unit used in carrying out the
personnel actions of hiring, training, and assignment.
A duty is one of the major subdivisions of work performed by one
individual. A job is made up of one or more duties.
The following are some of the characteristics of duties:
a. A duty is one of the job holder's main functions. It sometimes
may be a particular job holder's total job.
b. A duty is a grouping of closely related tasks.
c. Duty requirements often are the basis -for initial assignment to
a job, for determining the qualifications required to perform in
the job, or for determining requirements for post-assignment
training.
Duties can usually be defined by asking a supervisor what he thinks
are the 5 or 6 most critical factors of a job or what he would demand of a
person being considered for a job. In the case of a clerk/typist, for
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T
ASK
1b
EL£M
1b{
ei eu
1b(2J
FIG. 3-1 . INTERRELATIONSHIPS OF JOB, DUTIES, TASKS, AND ELEMENTS
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example, he may say, "(1) Ability to operate equipment, (2) ability to
route correspondence, (3) ability to maintain files, and (4) ability to
prepare correspondence." The job of clerk/typist, even after exhaustive
analysis, probably will be found to consist of four duties, i.e., OPERATING
equipment, MAINTAINING files, ROUTING correspondence, and PREPARING cor-
respondence.
Job analysis actually is accomplished at the task level. Duties are
actually clusters of tasks, the performance of which constitute the
duties. Oob analysis goes much deeper into job activity description at the
task level than it does with the more general duty statements. A task is
the lowest level of behavior in a job that describes the performance of a
meaningful function in the job under consideration. Examination of the job
at the task level allows the job to be described in sufficient detail to
serve as the basis for a complete instructional system.
Task statements must be constructed carefully to assure that the
final analysis yields usable job performance data. The following are
characteristics of tasks and task statements:
a. A task statement is a statement of a highly specific action.
b. A task has a definite beginning and end.
c. Tasks are performed in relatively short periods of time, i.e.,
seconds, minutes, or hours, but rarely, if ever, days, weeks,
months, or years. Although no definite time limit can be set,
the longer the period of time between the beginning and the
completion of the activity, the greater the probability that the
activity is a generality or goal rather than a task.
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d. Tasks must be observable in that by observing the performance of
the job holder or the results of his efforts a definite deter-
mination can be made that the task has been performed.
e. A task must be measurable; that is, in the real world, a tech-
nically proficient individual can observe the performance of the
task or the product produced by the task and be able to conclude
that the task has or has not been properly performed.
f. Each task is independent of other actions. Each task statement
must describe a finite and independent part of the job. Tasks
are not components of a procedure. In the eyes of a job holder,
a task is performed for its own sake in the job situation. A
task is either performed or not performed by any one job holder.
The job holder is never responsible for only part of a task.
An element is the smallest "package" of behavior that has practical
meaning to the instructional designers. By "has practical meaning," is
meant that further subdivision of the element would be unnecessary since
the instructional designers fully understand the element without further
subdivision. To be useful as a basis for developing instruction, step-by-
step direction and guidance are required as to how the task is performed.
The work activities that make up this step-by-step direction and guidance
are the elements that make up the task.
By way of an example, the following demonstrates these definitions:
JOB - Material Handler.
DUTY - Off-Load vehicles using a drum handler.
TASK - Perform before operation maintenance on the drum handler.
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ELEMENT - 1. check oil, fuel, and coolant levels.
2. Visually inspect engine compartment for evidence of
leakage or damage.
3. Check tires for excessive wear, damage and correct
pressure.
4. ate.
3.1.5 Training Response and Feedback
An ideally developed training program is of no use if it does not
accomplish its designed purpose. It is vital that feedback be provided to
tall the trainers whether or not the program is working. This takes place
through internal and external evaluation.
3.1,5.1 Internal Evaluation. The primary purpose of internal evalu-
ation is to determine whether the instructional development effort has
accomplished what was intended. Through the analysis of test results ,
whether written, oral, or performance, the effectiveness of the instruc-
tion is determined. If the student can do what he was taught, the instruc-
tion was successful. This does not necessarily point out wnether the
method used 'was the most effective and efficient.
3.1.5.2 External Evaluation. The primary purpose for conducting
external evaluation is to find out whether students who successfully
complete training can do, to the established standards, the job for which
they were trained. A second purpose of external evaluation is to insure
that the job is still the same as when it was job analyzed.
External evaluation is different from internal evaluation in two
major ways. First, while internal evaluation is conducted before and
during the actual instruction, external evaluation is conducted after the
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students have completed the instruction and have been assigned to the job.
Second, internal evaluation is concerned with whether the learning objec-
tives are mastered by the students.
The results of a properly planned and carried out external evaluation
will result in either,
1. Assurance that students who complete the course will be able to
do the job to the level of their training, or
2. Data that indicate that students are not able to do the job to
the planned standard, and on which of the job tasks they are
failing.
In planning the external evaluation, one of the first concerns is the
question of who will provide data. In general, data will come from five
sources:
1. Baseline data gathered before development of instruction was
started.
2. Graduates being evaluated. These are graduates who are now
working on the job for which the instruction provided training.
3. Supervisors of the graduates listed above.
4. An evaluation team made up from the corporate hierarchy.
5. Records of students' performance during the instruction.
In addition to the above, it is advisable to check out some of the
graduates who are now assigned to other jobs. Why were they assigned to
other jobs? Were they first asigned to the job for which they were
trained, and then reassigned to a different job because they could not do
the first one?
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By making comparisons between the baseline data and data gathered
from the other four sources, it is possible to obtain at least partial
answers to questions like the following:
1, Do a greater percentage of graduates of the current instruction
show satisfactory performance on the tasks than graduates of
older courses or training methods?
2. Do graduates of the current instruction require less on-the-job
training than graduates of other courses or training methods?
From the graduates who are now working on the job, get answers to such
questions as:
1. How well are you able to perform the job?
2. How much and what kind of training have you received since you
arrived on the job?
3. How well did the instruction prepare you for the job?
4. What portions of the instruction were relevant to your job?
5. What portions of the- instruction were irrelevant to your job?
6. In your job, how often do you use the skills taught?
7. In your job, what tasks have given you. the most difficulty?
8. In your job, for which tasks do you feel the least adequately
prepared?
9. In your job, which tasks do you think you perform the best?
10. What parts of the instruction do you think could be changed to
better prepare students for the job?
From the supervisors of graduates who are now working on the job, get
answers to such questions as:
1. How well are the graduates able to perform on the job?
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2. How do these graduates compare to those who received no training
or were trained by an alternate method?
3. How much and what kind of training have the graduates received
since arriving on the job?
4. In what areas were the graduates the most adequately prepared?
5. In what areas were the graduates inadequately prepared?
5. What suggestions would you make for improving the training
program?
7. Has the graduate had accidents or been reprimanded for misuse or
improper operation of equipment?
8. Has the graduate been warned or commended for unusually good or
bad performances?
9. Has the graduate been recommended for promotion?
From the evaluation team, get answers to such questions as:
1. How well did graduates score on the job performance measures?
2. Which- tasks did they fail?
3. What is the relationship between the tasks and the actual job
requirements?
4. Were performance tests properly administered and scored?
5. Does the firm perform the job in accordance with regulations or
approved doctrine?
6. How well does the supervisor know the job?
7. What other factors should be considered in making revision deci-
s i ons ?
It is not advisable to contact a graduate or the graduate's supervisor
until the graduate has been on the job for at least 30 days. This is
because it probably will take that long for the graduate to get some feel
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of how well the instruction prepared him for the job, and exactly what the
real job is all about. Also, it probably would take that long for the
supervisor to get a clear picture of how well the new graduate can perform.
On the other hand, it is recommended that no longer than three months
elapse before contacting the graduate and his supervisor. After that
period, the graduate will be hard pressed to remember details of the
instruction. He likely will have a difficult time making realistic judge-
ments about how well it prepared him for the job. Also, the supervisor
likely will have difficulty in recalling intervening training and the
graduate's initial capabilities.
Once all of this information has been gathered, an accurate appraisal
of the effectiveness of the training can be made, changes can be imple-
mented, and the training cycle started again.
3.1.5 Instructor Skill Level
3.L.5.1 Lecture and Discussion Courses. Generally speaking, an
instructor for a lecture and/or discussion type program should be an
acknowledged expert in the field or highly qualified, at a minimum, since
answers to questions that could arise during the class may require a
backlog of considerable experience and expertise.
3.1.6.2 On-The-Oob Training. For performance type training pro-
grams, the instructor should be a supervisor who is skilled in the current
methods of performing the task. The supervisor is recommended since he is
the one who must ultimately make the determination of whether or not the
trainee has mastered the skills necessary to perform those tasks called for
in his job description.
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3.1.7 Approximation to the Job
Realism is vital for any training. If the training is unrealistic,
the value received from the training diminishes.
It is vital that the trainer be cognizant of the site functions and
equipment. He must structure his training so that it parallels as realist-
ically as possible, "the actual job. The training should approximate "real-
world" activities as much as possible.
Qn-the-job training is a special case since it is performed at the
site, using actual equipment, under actual job conditions, and with close
supervision.
3.1.8 Adaption to Trainee Difference
To be effective, any training program must be geared to the level of
the class. This can be accomplished by several methods.
The obvious method is to screen the personnel records of the class
participants. This allows the instructor to determine the educational
level of the class. It also enables him to determine how much knowledge
the trainees should have by the amount of time they have been working and
by their position within the firm.
Another method that is widely used is pre-testing. Prior to class
startup, an examination is administrated to the trainees. The pre-test
results should allow the instructor to determine the knowledge level of the
trainees; consequently the presentation can be tailored to correspond to
specific needs.
Tests administered during the course (Internal evaluation) allow the
instructor to determine whether or not the instruction is being retained.
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Observation of the students during training will show the instructor
if the students are paying attention. If the instruction is at too high or
too low a level for them, or if it is confusing, the students will become
bored and will be inattentive.
3.1.9 Cost
Costs for training will vary greatly dependent upon the type of train-
ing being given, the location of the training, the length of training, and
the number of personnel to be trained. Certain generalizations can be made
concerning costs, however.
In all training programs, certain fixed costs exist. These are:
a. The salary of the trainer.
b. The salaries of the trainees and the corresponding loss of
productivity during the training period.
c. Direct expenses associated with- the training program.
In on-site training, several costs are minimized. The facilities
belong to the firm, thus they are "free." The student travel is minimized;
hence, student expenses are negligible.
In off-site training, student travel and living expenses must be
added to the normal wages and loss of productivity. These make off-site
training more expensive unless personnel from many sites can be trained at
one time*thereby eliminating repetitive iterations of the program and the
resulting costs of the trainer. Prior to contracting for a course to be
given many times at different locations, a cost analysis should be con-
ducted to determine if a one course program might not be less expensive.
On-the-job training is a special case. A supervisor's time is taken
up in the preparation, conduct, and supervision of the training for the
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trainee. The supervisor's span of control during this type of training is
extremely limited - usually to no more than two trainees. A benefit is
gained, however, in that the trainees will have some productivity during
their training.
Programmed instruction is relatively expensive to develop compared to
other types of training, but once it is developed, it is the least expen-
sive form of training to provide for any quantity of trainees and it is the
easiest to administer.
3.2 TRAINING METHODS AND EVALUATION
3.2.1 Lecture
This is normally the least desired method of instruction. It has the
greatest output of information but usually has the least retention by the
students. The instructor is normally an expert in his field who, unless he
has a "feel" for the group, can easily talk above-or below the level of the
group. In a lecture'class, there is little chance for exchange between the
student and instructor, especially with large classes. In an "informa-
tional-type class," the lecture is an ideal vehicle since it allows the
maximum amount of information to be disseminated in a minimum amount of
time. The formal lecture also lends itself to introductory classes where
the student, under proper supervision in later classes, will have an
opportunity to reinforce his learning through actual performance of the
tasks that were taught in the lecture.
3.2.2 Discussion
The discussion, or conference, is an excellent learning vehicle when
used properly. Although less information can be taught than in a lecture,
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the student comprehension and retention is usually greater. There are two
types of discussions - structered and unstructured.
Structured. The instructor is normally an expert, or is at least
highly-qualified, in the subject to be covered. He begins the class
using specific guidelines for the items to be discussed. He reaches
an item and then "allows the student to question or discuss the item.
Once the instructor is assured that the students comprehend the item,
he proceeds to the next item. At all times, the instructor maintains
control of the class and guides the discussion.
Unstructured. An unstructured discussion is often beneficial as
a "brain storming" session. It does not lend itself to the dissemin-
ation of a large amount of material. It is best used as a problem-
solving tool where an item can be brought up and discussed with the
entire class. In this instance, a minimum is said by the instructor
or leader and the students actually conduct the class and discuss the
subject. The instructor merely guides and maintains order.
3.2.3 On-The-Oob Training (OJT)
OJT is a planned training program designed to qualify or upgrade
trainees through self-study and supervised instruction, to perform a given
job while actually working on the job. The training is conducted in the
actual work situation generally by designated supervisors who also work in
support of the organization.
The OJT supervisor should be carefully selected as one who has the
knowledge and experience to conduct the training and evaluate the job
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performance. He is normally the best qualified person available. He
maintains the OJT records and selects, trains, and counsels the students.
He also selects the tasks for each trainee, instructs, motivates, and
evaluates the trainees.
Properly conducted OJT requires comprehensive planning, careful
scheduling, timely implementation, capable direction, skillful apolica-
tion, and expert evaluation. It should be used only when the necessary
supervisory manpower resources are available.
OJT is used most effectively where tasks are complex and can be
learned faster or to a higher proficiency level with hands-on experience.
Such programs can be particularly effective for persons newly hired or for
persons reassigned to an area that has systems that are new to them.
Another major advantage is that most programs permit the trainee to make a
positive contribution to the job while they are being trained to perform
more advanced tasks.
3.2.4 Case Study
Case studies are an excellent vehicle for either teaching or evalu-
ating the lesson comprehension. A properly prepared case study will con-
sist of several parts which may be actual or fictional.
Scenario. In this portion, all necessary background information
is given to the student. This may consist of an oral or written
presentation or both. Visual aids may also be used to further develop
the scenario. It is vitally important that the student be given all
necessary information. Extraneous material may be given if one of the
desired results is that ths student be able to differentiate between
necessary and unnecessary information. For maximum benefit to be
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derived, it is necessary both that the student have ample time to
afasoro the material and that he understands it.
Problem. At this point, the student is either given- the problem
in writing or is told what he is expected to do. Dependent upon the
level of expertise in the group, the problem difficulty and defini-
tion should be geared to the class-ranging from simple to complex.
Student Solution. The critical factor at this juncture is_ to
allow sufficient time for the student to work out his solution. If
insufficient time is allowed, the student will tsnd toward frustra-
tion and will not derive the maximum benefit of the exercise. If too
much time is allowed, once the student arrives at this solution, he
will be idle, he may become bored, and valuable training time will be
lost. Depending on the objective of the exercise, the solution may be
an individual effort or it may be a group effort.
Solution Discussion. Here the student or the group presents the-
solution that was determined- The solution is discussed by the class
and the instructor. At this point, construction criticism may be
offered. The instructor should point out the adequacies or discrep-
ancies of the solution.
Actual Solution. If the case study is actual, the real solution
.should be presented. If it is fictional, the recommended solution
should be given. Obviously, all actual cases are not going to have
perfect solutions, the student benef-its from being shown what was
done as opposed to what should have done.
Discussion. Ample time should be allotted to thoroughly discuss
the solution. Any differences between student solutions and
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recommended solutions should be pointed out and explained as to why
the recommended solution was chosen unless the student solution is
obviously better. In that case, it should be explained why the
student solution is better.
3.2.5 Simulation and Games
Simulation is best used in the testing of contingency plans. It is
best utilized by following most of the steps used in the case-study. ••
Scenario. The situation is explained fully just as though it
were an actual operation.
Problem. The class is told that a problem exists. They are to
remedy the problem using the existing contingency plans. At this
time, they should be informed of any simulations and items that,
although called for in the plan, are not available.
Student Solution. Using the steps of the contingency plan, the
class should attempt to remedy the problem. If they are unable-to do
so, any deviations should be noted.
Solution Discussion. A more proper term for this activity is
performance critique. A critical review of all activities should be
conducted. Deviations from the master plan should be thoroughly
discussed and a determination made of why the deviation was
necessary. Wherever student mistakes, rather than plan failure,
occurred, the mistakes should be discussed, explained as to why it was
a mistake, and when possible, the consequences of the mistake detail-
ed.
Remedial Action. Simulation, in essence, is a rehearsal. As
such, it should be used to improve performance. When plan short-
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comings are shown, the plan should be critically reviewed and revised
as necessary.
General. Simulation, or gaming, is one of the most efficient
methods for learning. The person does what was taught. This "doing"
reinforces the skills that have been taught from the manager and
trainer and it requires, extensive planning and supervision. There-
fore, it is not always practical to use as a sole teaching vehicle.
For facilities it is most appropriate to contingency plan training
and emergency response.
3.2.6 Programmed Instruction (PI)
P! is designed to be used without an instructor being present. PI may
include printed materials, audio or audio/visual delivery systems,
relatively small training kits of tools and items to be assembled, repair-
ed, or operated, and any other compact, transportable items. Also, the
course may be designed to make use of facilities and equipment known to be
available to the students.
While an instructor is not required at the student's location, assist-
ance from the instructor should be available within a reasonable period of
time. PI generally is intended for individual use and can be used by the
individual on his own time; however, PI can also be used by two or more
individuals meeting- together and holding discussions and critiques for
their mutual benefit.
PI is a very difficult teaching media to develop. It must be
thorough, accurate, and interesting. If it is none of these, the student
rapidly perceives its lack of usefulness. The PI must also contain a
feedback mechanism to the student so that he can determine his progress.
PI is best utilized to teach routine, non-complex items.
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Trainer. On many occasions, the supervisor will be the trainer
or will assist the trainer since he is the single person most know-
ledgeable of the job to be trained. He is also the one who normally
has the closest relationship to the persons under him.
All of these roles are in addition to his inherent responsibilities of
being the trainee's supervisor. He has a vested interest in assuring
himself that his personnel receive adeauate training. He is also the one
who will normally supervise OJT programs for those under him.
3.3.3 Types of Training
Entry Behavior. Entry behavior includes the skills, informa-
tion, and attitudes that an individual possesses at the time he comes
for instruction. An instructional program assumes that students who
begin instruction will already have certain skills, knowledge, and
attitudes. The primary purpose of this effort is to establish exactly
what these entry level behaviors are. One goal of efficient,
effective instruction is to base new learning on what the students
already have, and to avoid having them waste time on objectives they
have already mastered.
Since the entry behaviors of individuals may vary greatly, it is not
always practical to start instruction at the point that matches the
behaviors of alj^ prospective students. This means some individuals should
either be rejected or given remedial lessons. Usually, the entry level is
set at a point where most prospective employees will have the prerequisite
skills, knowledge, and attributes.
The assumptions made about student entry behavior were based on
familiarity with the general level of skills, knowledge, and attitude of
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3.3 MANAGEMENT RESPONSIBILITY
3.3.1 Organizational Accountability
In the design and implementation of a personnel training program for a
specific facility, it is highly desirable that input be provided from the
appropriate health and safety personnel accountable to the organization
for worker and community protection. The effectiveness of these
individuals in training activities can be hampered through 1-ines of commu-
nication and position in the chain of command which conflict with health
and safety accountability. Consequently, it is recommended that health
and safety directors removed from the line of command from operational
considerations, be held accountable for training.
3.3.2 The Role of the Supervisor
The supervisor has a multi-faceted role in the training cycle.
Designer. He must have input to training program design. He is
the most knowledgeable of what tasks are to be performed by the
trainees. Usually, he has either written, or has had input into the
writing of the various job descriptions for the people under him. He
should have considerable input into the design, since he alone knows
what he will expect from the trained personnel as far as job perform-
ance is concerned.
Scheduler and Coordinator. Since the personnel work for him,
the supervisor is the logical person to schedule and coordinate the
effects of the trainer and trainees. Even if the organization is
large enough to have a separate training section, all efforts must be
coordinated with him to insure that the trainees are at the right
place at the right time.
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personnel hired for the particular job and on external systems require-
ments. These external requirements are statements of minimum entry
behaviors usually established by the personnel section. These require-
ments exclude from all or certain courses of instruction individuals who do
not meet minimum industry or specific-assignment requirements. Some of
these external requirements are as follows:
a. Administrative requirements which involve personnel compliance
with regulatory requirements, e.g., a person may be known to be a
habitual safety offender; thus, he may be undesirable for hire
and/or training in a particularly hazardous environment.
b. Physical requirements which include specific skills and general
fitness which may include age, height, color perception, vision,
etc.
c. Academic requirements which include educational or aptitude con-
siderations, specific courses, academic degrees, foreign
language fluency, etc.
Orientiation. Any new employee should be allotted an orienta-
tion period. This, as practicable as possible, should be a formalized
procedure so that management will be assured that all required
information will be imparted to the newly hired person.
A thorough program should include, but not be limited to:
a. Administrative briefing: Work hours, sick leave, vacation, pay
procedures, chain-of-command, personnel procedures, etc.
b. Operational briefing: What the firm does.
c. Job briefing: What his specific job will be, who his supervisor
will be, where he will be working, etc.
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d. Safety briefing: The general safety plan for the organization.
e. Train-ing program: Specifically, what training he will be given
to prepare him for his job.
Retraining and--Correcti ve Actions. Training programs should be
continually subjected to evaluation in an effort to assure that they
are effective. Many times, evaluation will point out a need for
. retraining or some other corrective action. Some of the things that
would point out this need include:
a. New or revised processes and/or equipment.
. b. . New or revised regulatory requirements.
c.- Poor safety habits demonstrated through accidents or near
accidents.
d*-' -.Employee suggestions or requests.
e'» Organizational ineffectiveness and inefficiencies.
Obviously, the corrective action will vary from instance to instance.
Generally, the action should attempt to cura the problem rather than to
temporarily stqp it.
• • Use of On-the-Job Training. When used properly, QJT is an
effective teach/ing tool. The normal person retains the most know-
- ledge- and skill when he actually does the job. He retains the -least
when he sees'or hears about it. During an OJT program, the person is
productive; however, his productivity must be weighted against the
. loss of productivity of the trainer, usually a supervisor. OJT is the
best method to teach a job that is performance oriented, lengthly
and/or complex, and will be repetitive in nature. It can only be
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effective if an OJT program is designed, adhered to, and implemented
and directed by supervisory personnel who can devote the required
time to the effort since the OJT program will require a considerable
amount of close supervision.
New Hirg Training. A training program should be implemented for
all new hires.- After a thorough job analysis, a program should be
instituted for new personnel. This program should include an orient-
ation program and a specific training program which will include a
blend of classroom and OJT. The course should be designed to produce
a knowledgeable, effective, safety-minded employee who can work with
a minimum of supervision. Obviously, this is not an instantaneous
product, but must be developed over varying lengths of time.
3.3,4 Need Under RCRA for Environmental Awareness
In the training cycle, many peripheral areas should be addressed.
Altnough the areas may not specifically pertain to the trainee, these areas
reflect a philosophy of management concerning the potential impact of
hazardous materials. Many of the subjects go beyond the boundaries of the
facility and worker protection. Some of these areas are listed below.
Many will be site specific and will not be elaoorated on.
• Accountability to the community
• Inspections
• Incident reporting
« Medical Surveillance
a Symptom recognition
o Accident investigation and analysis for cause
9 Review of potential high hazard conditions and situations
• Program checklists
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CHAPTER 4
ASSIGNING TRAINING
4.1 BASIC ISSUES
In the development of this manual, several fundamental questions were
considered including:
• What types of training are needed?
• Who should be trained?
« What material should be recommended for inclusion?
t What levels of training are necessary?
• How should training be administered?
• How can proficiency be demonstrated?
4.1.1 What Types of Training Are Needed?
From the standpoint of .training of hazardous waste management person-
nel, two types of activities can be distinguished as follows:.
1. Routine day-to-day hazardous waste handling, storage, treatment,
and disposal operations.
2. Emergency response activities in accordance with the specific
site contingency plan.
Personnel training is necessary in each of.these areas.
4.1.2 Who Should Be Trained?
As regards routine day-to-day hazardous waste management operations,
training should be administered to all responsible on-site supervisory
personnel and to all persons handling, storing, treating and disposing of
hazardous waste. It is recommended that off-site personnel, especially
those impacting on planning and site design and operational procedures,
participate as well in the training programs.
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Emergency response training should be conducted in accordance with
the specific site contingency plan. Consequently, everyone having a role
in the contingency plan should be trained in his or her specific duties per
the contingency plan. It is anticipated that some minimum level of train-
ing in emergency response procedures should be administered to all persons
who will be on site. In many cases this training will be limited to
evacuation procedures. Some individuals, however, must necessarily be
trained in specific activities, e.g., reporting of the event to the proper
individuals and departments- and implementation of mitigative measures,
depending on the type and extent of emergency.
4.1.3 What Types of Material Should be Recorrmended for Inclusion in
Training Programs?
As stated previously, training will correlate with job descriptions.
Consequently, an individual's position and specific duties will dictate
those areas in which training should be administered.
The following training modules have been identified and are discussed
in subsequent sections of this manual.
9 Training for Personnel Safety
Chemistry of Hazardous Materials and Wastes
Health Effects
Selection and Use of Personnel Protective Clothing and
Equipment
o Release Prevention and Response
Contingency Planning
Emergency Response
a Decontamination Procedures
« Facility Operation and Maintenance
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• Hign Hazard Operations
t Maintaining Documentation
4.1.4 What Levels of Training Are Necessary?
Clearly, a training program which would provide the s=
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4.1.5 How Should Training be Imp lamented?
Three (3) types of complementary training implementation mechanisms
can be distinguished as follows:
t formal training, e.g., attendance- and participation in a short
course or University course on hazardous waste management prin-
ciples; relatively long term training, i.e., two (2) weeks or
more at one time.
• informal training, e.g., weekly on-site safety meeting,
seminars, etc.; relatively short term training, i.e., a few
hours to a few days at one time.
* on-the-job (QJT) training.
While all of the above mechanisms have desirable features, none is
reconroended as a self sufficient vehicle for personnel training for all job
classifications and levels of training. Chapter 3 provides information on
the various advantages and disadvantages of instruction versus OJT train-
ing. Any requirement that all requisite personnel training be administer-
ed totally through classroom techniques would constitute an unreasonable
and unnecessary economic burden and disruption of facility operations.
Furthermore, an essential element of personnel training is the inclusion
of a variety of site-specific aspects concerning specific facility haz-
ards. It is difficult, if not imposssible, to provide this type of mate-
rial in a formal presentation which is necessarily general. Site-specific
material is best handled through informal training sessions and OJT admin-
istered by competent instructors who have some familiarity with the site.
Consequently, it is anticipated that owners and operators will elect to
incorporate selected aspects of each of the above training mechanisms into
their personnel training program.
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As stated previously, the intant is to recognize flexibility in
training program design and implementation. Smaller companies might
prefer, for economic reasons, to send their personnel to a private or
university training program. On the other hand, larger companies might
prefer to develop jnd administer the training program to their personnel.
In either case, training could be administered by trained supervisory
personnel or by outside instructors, in accordance with the regulations.
4.1.5 How is Proficiency to be Demonstrated?
Demonstrations of proficiency can be correlated to acceptable per-
formance in written and oral examinations and acceptable job performance.
Oral examinations are a powerful evaluation tool and ars recommended where
feasible. In large groups written examinations can provide valuable
information concerning comprehension levels which have been attained. The
trainee should bt given various realistic scenarios and his or her
responses should be evaluated in the context of the training which has been
administered. It is recommended that quantitative'evaluation techniques,
i.e., performance in written and oral examinations, be utilized togther
with careful observation of on-the-job performance to provide a measure of
the proficiency which the trainee has attained as a result of the training
program and that this information be used to modify the training, if
necessary. Tests scores, oral examination results, and job performance
observations should be kept as part of the training records.
4.2 RELATED ISSUES
The period during which facility personnel training needs are being
assessed and programs are being designed is an excellent opportunity to
consider many facility specific factors and operational procedures from
4-5
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the standpoint of worker and conmunity protection. These include:
• Company standards
• Overview of company operations
a Waste characteristics and sources
o Utilization of waste data sheets
e Identification of needs for safe handling and management of each
waste
t Development and utilization of safe job procedures
• Identification of specific personnel handling each waste
• 'Development of training correlated to needs and job duties
« Training for hazard awareness
4-7
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CHAPTER 5
TRAINING PROGRAM ELEMENTS
5.1 INTRODUCTION
This chapter presents recommended program elements for training
programs appropriate to personnel engaged in hazardous waste management
operations. Suggested elements have been developed for those training
modules identified in Chapter 4. For each training module, the following
types of information are presented;
« information concerning the intent of the training module
9 recommended program elements
9 suggested contents for each program element
a recommendations concerning overall approach, use of demonstra-
tions, audiovisual aids, etc.
Also this manual incorporates the philosophy that two levels of
training are appropriate:
» broad training appropriate to management/supervisory
level personnel
e limited training appropriate to personnel in relatively less
responsible positions
The intent of all of the training programs should be the provision of
knowledge and "hands-on" experience through workshops, demonstrations, and
on-the-job training which will enable all levels of personnel to perform
their duties in a manner which protects human health and the environment.
5-1
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Management level personnel need broad training in all aspects of hazardous
waste management to provide the necessary background and perspective for
decision making activities which can impact both the operation and condi-
tion of the facility and the health and welfare of the surrounding com-
munity. Employees need site-specific training pertinent to the perform-
ance of their mars limited activities.
It is emphasized that the intent of this manual is to provide flex-
ibility in training program implementation. It is anticipated that many
useful instructional aids will be developed in the future to meet the need
for the types of training identified in this manual. Instructors are
encouraged to revise their programs and incorporate new and useful
instructional materials as necessary to strive to improve the quality and
effectiveness of their training programs.
5.2 TRAINING FOR PERSONNEL SAFETY
5.2.1 Chemistry of Hazardous Materials and Wastes
5.2.1.1 Sroad Training
5.2.1.1.1 Introduction. This section provides information concern-
ing those program elements which constitute the chemistry portion of an
upper management level training program. The intent of the chemistry
presentation should be the provision of a sufficient amount of hazardous
materials and waste chemistry and "hands-on" experience to enable the
trainee to:
• recognize potential chemical hazards.
a comprehend the chemical aspects of the materials presented in
subsequent sections, especially toxicology and health effects;
personal safety and selection and use of protective clothing and
5-2
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equipment; operational aspects of handling, storage, treatment,
and disposal of hazardous wastes; contingency plan training, and
labeling, placarding and record keeping.
e obtain and utilize additional information from available
chemical data resources.
The broad training chemistry module should contain the following
program elements:
« basic concepts of the chemistry of hazardous materials and
wastes
o classification of hazardous materials based on the correlation
of hazard to physical and chemical properties
9 physical and chemical properties for general hazard classes
o chemical aspects of handling, storage, treatment and disposal of
hazardous wastes
« acquisition and utilization of chemical data
In the following sections, suggested approaches and content for each
of these- elements are provided. It is emphasized that use of demonstra-
tions and provision of opportunities for actual hands-on participation are
encouraged.
5.2.1.1.2 Sasic Concepts of the Chemistry of Hazardous Materials and
Wastes. A material is typically referred to as hazardous if it is toxic
and/or reactive. Consequently, hazardous materials are those which:
« contain materials which are toxic
o contain materials which can react under various environmental
conditions to yield large amounts of energy (e.g., heat and/or
light) in a relatively short time
e contain materials which can react under various environmental
conditions to yield materials which are toxic.
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There is a distinction between a hazardous material and a hazard. The
latter requires both the material and exposure to the material. Also
exoosure is necessarily related to two additional concepts, viz, contact
and dose or the level of the material to which humans and/or the environ-
ment are exposed.
The section on toxicology and health effects will be specifically
devoted to materials which are toxic. Consequently, apart from a present-
ation of the more general chemical aspects of toxic materials, the section
on chemistry should be devoted to reactive materials. 3asic concepts of
chemical reactions pertinent to hazardous materials and wastes should be
presented including:
• thennodynami c aspects of chemical reactions (endothermic,
exothermic reactions)
» the concept of reaction rate
c factors which affect reaction rates:
nature of the material
physical state
surface area
concentrations of the reactants
activation energy
temperature
catalysts
o the concept of chemical equilibrium
5.2.1.1.3 Classification of Hazardous Materials and Wastes. Several
methods of classification for both hazardous materials" and hazardous
wastes have been devised. At a minimum, the trainee should be given
information concerning the following "systems":
5-4
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• RCRA hazardous waste classification (3001)
9 United Nation and DOT (Department of Transportation) hazard-
ous materials classifications
In 1973, the DOT amended its system to establish a consistency with a
system proposed by the United Nations which had been adopted by several
foreign governments. The United Nations system is shown in the following:
Hazard Class No. Description
1 Explosives
2 Gases: Compressed, liquified, or dissolved under
pressure
3 Flammable liquids
4 FT amiable solids; substances liable to
spontaneous combustion; substances which, on
contact with water, emit flamiable gases
5 Oxidizing substances, organic peroxides
5 Poisonous (toxic) and infectious substances
7 • Radioactive substances
8 Corrosives
9 , Miscellaneous dangerous substances
The following presents the DOT system with corresponding UN hazard number:
DOT CLASSIFICATION OF HAZARDOUS MATERIALS
Hazard Class No. Description
1 Class A, B and C explosives
2 Nonflammable and flammable compressed gases
3 Flammable liquids
4 Flammable solids, spontaneously combustible
substances, and water reactive substances
5 Oxidizing materials, including organic peroxides
6 Class A and 8 poisons, irritants, and etiologic
(disease causing) materials
5-5
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7 Radioactive materials
8 Corrosive materials (acids, alkaline liquids,
and certain corrosive liquids and solids)
9 Miscellaneous hazardous materials not covered by
any of the other classes
e National Fire Protection Association (NFPA) 704M System. The
NFPA has developed a system, also known as the 704M system, whicn
is presented in their Fire Protection Guide on Hazardous Mate-
rials. This system identifies hazardous materials by a color-
coded numeric system showing, on a diamond shaped diagram with
four sections, the degree of hazard with respect to health,
flammability and chemical reactivity. Degree of hazard is
represented by numbers which range from 0 (no hazard) to 4 (maxi-
mum hazard). The colors red, blue and yellow are used for fire
hazard rating, health hazard rating, and chemical reactivity
hazard rating, respectively. Three additional symbols can be
used in the lower quadrant: a radiation hazard symbol, W- denot-
ing that water should not be used in fire-fighting, and OXY to
denote" an oxidant.
e Generic classification based on hazard
Flammable and Ignitable materials and wastes
5.2.1.1.4 Physical and Chemical Properties for Generic Hazard
Classes.
Flanrnable and Ignitable Materials and Wastes. Following a
general presentation of the chemistry of combustion, the trainee should be
taught the fundamental physical and chemical properties which define the
flanmability hazard, specifically:
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« flash point
e fire ooint
9 auto-ignition point
o upper and lower explosive limits
e vapor density
a ignition sources
e flanmability classification systems (RCRA, DOT, NF?A)
Sources of data should be presented including chemical data sheets
and handbooks. Several opportunities for demonstrations exist. Key
concents to be demonstrated include unper and lower explosive limits and
the relationship of vapor density to hazard with ground level ignition
sources, The analytical procedure for determining ignitability per tne
RCRA regulations should be taught and demonstrated. Information should be
provided concerning the flammable limits of common gases and flash points
of common solvents.
Explosive Materials and Wastes. The distinction between
explosives and combustion reactions should be illustrated along with
fundamental concepts of explosion reactions including:
a concepts of detonation and deflagration
9 bleve (Boiling Liquid Expanding Vapor Explosion)
o information on classes of chemicals with potentially explosive
hazards, for example:
nitrogen compounds
organic peroxides
Toxic Materials and Wastes. While the major component of
information transfer for toxic materials and wastes will be provided in the
section on toxicology and health effects, it is important that the trainee
receive a limited amount of instruction in the chemical aspects of toxic
5-7
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substances. Consequently, the broad training chemistry module should
include training on the chemical properties of the following classes of
toxic substances:
• heavy metals
« organic solvents
a pesticides
• toxic gases
Corrosive Materials and Wastes. The trainee should be taught
the following general concepts:
• definition of corrosive under RCRA
« pH, acidity, alkalinity
c measurement of pH, acidity, alkalinity, corrosion
e acid and base strength
a neutralization
9 buffer systems
Demonstrations of all of the above are encouraged. Also, it should be
pointed out that many corrosive materials present other potential hazards,
e.g. many organic acids are flaimable, sulfuric acid is vigorously water
reactive, picric acid and peracetic acid are explosive, etc.
Reactive Materials and Wastes
i Definition of reactive waste per RCRA .regulations
e Classes of reactive materials - within each class the trainee
should be given information concerning chemical properties,
reaction products, and associated hazards
o Water Reactive
alkali metals - most reactive of metals. React vigorously
with water (consequently, water is not an effective fire
5-8
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fighting tool). Water reaction can liberate flarnnable
gases: Na + 2 H20 * NaCH + H^ (gas)
hydrides - formed when hydrogen combines with metals. Very
reactive with water and can ignite and explode since often
the heat given off is sufficient to ignite the hydrogen gas
liberated.
organometallic compounds
t Air Reactive
pyrophoric materials - conrnon examples and prooerties, e.g.
white phosphorus
a Oxidizing and Reducing Agents
concepts of oxidation and reduction
coirmon oxidizing and reducing agents
general properties of oxidizing and reducing agents
5.2.1.1.5 Chemical Aspects of Handling, Storage, Treatment, and Dis-
posal of Hazardous Waste. The intent of this portion of the broad training
chemistry module should be the provision of a chemical foundation for
subsequent material to be presented in the facility operation and mainten-
ance module. Topics which would be covered include:
o development and utilization of chemical waste data sheets
a chemical aspects of personal safety
c concept of chemical incompatability
• chemical aspects of landfill ing operations
chemical waste segregation
choice of cover material
« chemical aspects of land application operations
fate of chemicals in soil systems and groundwater
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a chemical aspects of incineration operations
a environmental monitoring - sample collection, labeling, pre-
servation, and analysis procedures
air
surface water
groundwater
5.2.1.1.5 Acquisition and Utilization of Chemical Data. The trainee
should be made aware of existing sources of chemical data and should be
instructed in procedures for obtaining and using tnese data. Available
aata resources include both hard copy reference sources and computer re-
trieval systems. Specific sources of information are:
e those reference texts listed in Chanter 5
« Chemical Transportation Emergency Center (CHEMTREC)
a EPA Oil and Hazardous Materials Technical Assistance Data System
(OHM-TADS)
o National Library of Medicine Databases CKEMLINE (Chemical Dic-
tionary)
0 Bibliographic Retrieval Services Databases CA CONDENSATES
• Chemical Manufacturer's Data Sheets
5.2.1.2. Limitedjraininq
Personnel requiring limited training in chemistry should receive a
program of instruction combined with on-the-job training enabling them to:
c recognize potential chemical hazards
• report chemical hazards to the proper on-site personnel
• understand chemical aspects of their specific JOD including
handling of hazardous wastes, use of safe job procedures, etc.
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It is recognized that an attempt to present toe much information or
training which is unnecessarily advanced will not aid the employee and may
in fact reduce his or her ability to perform. Consequently, only those
essential less technical elements of chemistry which will assist in meet-
ing the above stated objectives should be provided. Furthermore, the
contents of limited training programs will vary due to site specific as-
pects. Types of information appropriate to limited training include:
• essential elements of behavior of flammable materials
temperature
vapor density
types and availability of ignition sources
• essential elements of behavior of corrosive materials
handling precautions
e essential elements of behavior of reactive materials
temperature
shock sensitivity
exposure to air, water
e recognition of flanmable, corrosive, and reactive materials
5.2.2 Effects on Humans (Toxicology)
5.2.2.1 Broad Training
5.2.2.1.1 Introduction. The intent of the broad training toxicology
module is the provision of an overview in toxicology and health effects
which will enable the trainee to:
e recognize potential health hazards to on-site personnel and the
surrounding community.
9 comprehend the toxicological and health effects of the materials
presented in subsequent modules.
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t understand and appreciate some well-known effects of exposure to
hazardous materials and the corresponding need for preventive
measures and protective clothing and equipment
• understand the natural protective measures the body has
• develop, an awareness of potential long range adverse effects,
e.g. cancer, birth defects, and damage to successive genera-
tions.
• utilize the information of this module together with that im-
parted in other modules and obtained from additional information
sources to take steps to minimize potential health hazards re-
sulting from hazardous waste management operations at the
specific facility
» obtain and utilize additional toxicological and health effects
information.
The broad training toxicology and health effects training module
should contain the following elements:
• basic concepts of toxicology
« information concerning the fate of chemicals in biological
systems (pharmacokinetics).
• carcinogenicity, mutagenicity, teratogenicity
• toxicity testing.
» health effects aspects of exposure' to frequently encountered
hazardous materials and wastes.
• acquisition and utilization of additional toxicological and
health effects information.
In the following sections, a discussion of each of these elements is
presented and lists of those topics which should be covered in the broad
training toxicology training module are provided.
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5.2.2.1.2 Basic Concepts of "oxicology
j definition of nealth hazard
a or^ncioles of risx assessment
o dose-resocnse concents
inter- and intra- soecies variability
Dioassays
snase cf tne aose resoonse curve
1 inear'raticn of dose resocnse data
<*H «» C ^ 3f1/* '^
>j . -j--\ anc _j-
->
U
examoles of LO.^s ov common comoounds
:u
e e'~3Ct cf exposure Deriod - slow and fast poisons
celayea toxicity
acute, Subcnronic, and cnronic toxicity
5 'nteract've effects
acditive toxicity
synerci s^i
ant'acon' S.TI
5.2.2.2. "ate cf Chemicals in Biological Systems (Phamacoklnetlcs)
e-~ect've cose
-cutes of absorption
oral ;.7icuth, stomacn, intestine)
• nr.a" at ;on
necnar-'srps of aosorstion
C'**usi on
-•;' tration
acf've transoort
-------
factors influencing absorption
lipid solubility - partition coefficient
degree of ionization - polarity
molecular size and shape
particle size - inhalation
condition of skin - skin contact
Distribution
biological barriers
bioconcentration
Metabolism
concepts of bioactivation and bioinactivation
mechanisms for biotransformation
oxidation
reduction
hydrolysis
conjugation
factors affecting metabolism
dose related factors
organism related factors
environmental factors
Excretion
modes of excretion-
feces
urine
exhaled air
sweat
milk
hair and nail growth
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importance of polarity-function of liver and kidneys
Examples of the fata of well-known chemicals in
biological systems should be provided, e.g., alcohol,
chlorinated hydrocarbon solvents, heavy metals,
pesticides.
5.2.2.1.4 Carcinogenicity, Mutagenicity, Teratocem'city
* basic definitions
e correlation of carcinogenicity to mutagenicity
o examples of known human carcinogens, teratogens
a elementary aspects of mechanisms of carcinogenicity, murageni-
city, taratogenicity
5.2.2.1.5 Toxicity_Testing
o selection and use of animal models
a design of acute, subchronic, and chronic toxicity tests
e design of tests for carcinogenicity, mutagenicity, taratogeni-
city
epidemiology
long-term animal tests
short-term tests
• interpretation of toxicity testing data
9 COStS
5.2.2.1.6 Health Effects Aspects of Exposure to Frequently
Encountered Hazardous Materials and Wastes. This section should provide a
presentation of basic material to the trainee on the impact of exposure to
a variety or common hazardous materials and wastes. Emphasis should be
placed on the symptoms, effects, and applicable therapeutric measures for
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those selected materials and wastes. The list of materials discussed
should include the following:
• toxic vapors
CO
HCN
« heavy metals
cadmium
lead
mercury
• chlorinated hydrocarbon solvents
« pesticides, insecticides, rodenticides
chlorinated hydrocarbons
organophosphorus
carbamate
Liberal use of slides and audiovisuals depicting exposed individuals,
organ damage and other effects is encouraged. The intent of this section
should oe to impress upon the trainee the impact of hazardous exoosure to
these materials so that this respect can be communicated to other on-site
personnel and to provide information which will aid in health effects
recognition and hazard mitigation.
5.2.2.1.7 Acquisition and Utilization of Additional Toxicoloqical
anc Health Effects Information. The trainee should _be made aware of
existing resources on toxicology and health effects including:
« those referenced texts listed in Chapter 6
e National Library of Medicine Databases
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MEDLINE and BACKFILES
TOXLINE and TOXBACK
e Bibliographical Retreival Services Databases
3IOSIS
MEDOC
5.2.2.2 Limltsd Training. As with the limited chemistry training,
module it is important that the material selected for incorporation into a
limited toxicology and health effects training module not be unnecessarily
complex and inclusive. The intent of the limited toxicology and health
effects training module should be provision of sufficient knowledge and
experience to enable the trainee to:
c recognize potential health hazards
• report potential health hazards to the proper on-site personnel
9 comprehend the health effects related aspects of his or her
specific-positiorr with respect to training in operational pro-
cedures, personal safety and selection and use of personal pro-
tective clothing and-equipment, and contingency plan training
Site specific factors will dictate the final cnoice of material to be
incorporated into the limited toxicology and health effects training
module. Topics appropriate for incorporation include the following:
« types of exposure to conroonly handled hazardous wastes - need
for protection, if any
a health related aspects of safe job procedures
• potential impacts of commonly handled hazardous waste on human
health - what could happen if safe job procedures were not fol-
lowed
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• need to be alert to odors, emissions, leaks, etc. and to report
these to the proper on-site authority
Use of audiovisuals, slides, and other instructional aids depicting
impacts on health is encouraged.
5.2.3 Personal Safety - Selection and Use of Personal and Protective
Clothing and Equipment
5.2.3.1 Introduction. The purpose of this module is to sat forth a
training program for both managers and employees. The guidelines encloses
are appropriate to a minimum program and should be expanded by the managers
to include pertinent site specific items. The general topics discussed
are:
• A method to establish criteria for the selection of protective
equipment.
e Establishing a training program for supervisory personnel.
o Establishing a Respiratory Protection program.
t A recommended training program for employees who will be re-
quired to wear protective equipment.
e Standard safety precautions to be observed.
5.2.3.2 Establishing Criteria for the Selection of Protective
equipment. The development of data sheets on each waste product that is
routinely received can save time and provide valuable information concern-
ing the product. One item that should be included on tne data sheet is the
designation of protective equipment required for the protection of
personnel who would come in contact with the product, e.g., laboratory per-
sonnel, equipment operators, security personnel.
One method for doing this is to categorize the levels of protective
equipment with an alphanumeric code, i.e., letters for one item and numbers
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for the other. Respiratory devices should be National Institute for Occu-
pational Safety and Health (NIOSH) approved items and should be selected by
the guidelines presented in American National Standards Institute (ANSI Z
88.2-1969).
A simplified version of this method is presented below:
PROTECTIVE CLOTHING RESPIRATORY PROTECTION
A - Total encapsulation suit 1 - Self-contained breathing
apparatus
3 - Rubberized rain gear 2 - Gas mask with organic vapor
canister
C - DiSDOSal coveralls 3 - Half mask respirator with dust
cartidge
D - Normal working clothing 4 - Disposable dust respirator
With a system such as this, the data sheet could be annotated with the
applicable code for each level of operation. The equipment operator could
readily determine the degree of protection needed. For example, the data
sheet could show that for this particular product, the equipment operator
needed C-2. The operator knows that he or she must be wearing disnosal
coveralls and a gas mask with an organic vapor cartidge. As the potential
for exposure decreases, obviously the levels of protection could be
decreased.
5.2.3.3 Establishing a Training Program . for Supervisory Person-
nel . Supervisors who are required to both use and to supervise workers
using protective equipment should undergo a comprehensive training pro-
gram. At a minimum, the program for site managers and supervisory per-
sonnel should include:
I. Protective clothing
a. Types of protective clothing and uses.
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1. Corrosive materials. A two-piece suit or one piece caver-
all of a rubberized or vinyl fabric should provide adequate
protection for normal exposures. Other items that might be
required include protection for the face (goggles, shield,
hood), gloves, and foot protection (boots, overshoes, shoe
covers). It is impossible to make specific recommendations
because of the varying characteristics of tne comoounds
classified as "corrosive." The various manufacturers have
developed lists of what their product can protect against.
2. Flammable. Clothing availaole for handling flammables
varies from fire resistant clothing made of Nome* to
aluminized fire entry suits. Again, soecific recorrmenca-
tions are impossible because of the varying characteristics
and because the actual use at a specific site is unknown.
3. Toxic. After cetennining the potential for personal con-
tamination and the type of contaminant availaole, selection
of protective clothing can be made, doming is availac'e
in all styles from total incaosulating suits, coveralls,
two piece suits, to aprons. Other items of protective
clothing available include hoods, gloves, and boots.
Fabrics used for this type of clothing are normally im-
permeable to air and impervious to liquids.
b. Inspection procedures to determine serviceability prior to
using, and periodic inspections thereafter.
c. How to put on the clothing to ensure maximum protection..
d. How to remove the clothing to preclude personal contamination.
e. How to decontaminate and maintain the clothing.
f Limitations for each type of clothing used at the facility
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II. Respiratory protective devices
a. Types of respiratory protective devices and uses:
1. Oxygen deficient environments - An atmosohere containing
19.5 percent or less of oxygen by volume. ANSI Z8S.2-1969
requires the use of a Self-Contained Breathing Apparatus
(SC3A), or a type A hose mask with blower, or a comoination
air line respirator with an auxiliary self-contained air
supply.
2- .Immediately dangerous to life or health (IDLH) - Conditions
that pose an itmiediate threat to life or health or exposure
to an environment that could have adverse delayed effects
such as radioactive materials. This is divided into
several categories—gas and vaoor contaminants, particu-
lata contaminarrcs, and a combination of gas, vaocr, and
particulate contaminants:
« Gas and vapor contaminants - SC3A, type A hose mask with
blower, gas mask (for escape only), self rescue mouthoiece
respirator with an auxiliary self-contained air suooly.
• Particulate contaminants. Same as for gas and vapor con-
taminants.
* Sas, vapor and aarticulate contaminants. SC3A, type A or
AE hose mask with blower, air purifying, full facepiece re-
spirator with chemical canister and appropriate filter (gas
mask with filter), self rescue mouthpiece respirator (for
escaoe only), or a combination air line respirator (type
Cor CE) with an auxiliary selfcontained air supply.
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3. Not immediately dangerous to life or health (NIDLH) -
Those conditions that are not severe enough to warrant a class-
ification of IDLH, but do present a health hazard and require the
use of respiratory protective devices. These conditions are
divided into the same categories as the IDLH.
• Gas and vapor contaminants; Air line resoirator, hose mask
with blower, or air-purifying, half-mask or mouthpiece re-
soirator with chemical cartridge.
o Particulate contaminants. Air line respirator, nose mask
without blower, air line abrasive blasting resairator, or
air purifying, half mask or mouthpiece resoirator with
filter pad or cartridge.
o Gas, vapor and particulate contaminants. Air line re-
spirator, hose mask without blower, or air purifying, half
mask or mouthpiece respirator with chemical cartridge and
appropriate filter.
4. The above categories are in ccmoliance with ANSI Z 38.2-1969.
This standard should be changed in the near future to reflect
state-of-the-art developments in breathing devices. Many of the
items listed above will not, in all probaoility, be accepted any
longer. When the new ANSI Z38.2 is published, changes in the
devices listed in the categories above will have to be maae.
b. Inspection procedures to determine serviceability prior to
using.
c. How to properly fit the facepieca.
d. How to leak test the resoiratory protective device.
e. How to recognize the end of service life.
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f. How to decontaminate, disinfect, and maintain the davice.
g. Limitations for each type of device used at the facility.
5.2.3.4 Establishing a Respiratory Protection ^Program. _ The
employer who requires his employees to wear respiratory protective devices
is required to do several things. The most important of-these are that he
shall:
I. Obtain only National Institute for Occupational Safety and Health
(NIOSH) approved devices. These are items that have been tasted and
approved in accordance with 30 CrR Part 11.
II. Establish a Respiratory Protection Program in accordance with 29 CFR
Part 191Q.13* (b). The requirements for a minimally acceptable
program are:
a. Written standard operating procedures covering the selection and
use of respirators..
b. Selection based upon hazards that the worker will be exposed to.
c. These users must be instructed and trained in the prooer use of
respirators and their limitations.
d. Respirators should be permanently assigned to workers for their
exclusive use.
a. Respirators should be cleaned and disinfected on a regular
basis.
s,
f. Resirators shall be stored in a convenient, clean and sanitary
location.
g. Respirators used routinely shall be inspected and repaired, if
necessary, during cleaning. Emergency use equipment shall be
inspected monthly and after each use.
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h. Surveillance- of the work araa conditions shall be accomolished
as necessary and an evaluation of the employee exposure and
stress shall be maintained.
i. Regular inspection and evaluation procedures shall be imple-
mented to insure the continued effectiveness of the program.
j. A medical evaluation of employees is mandatory prior to their
using protective equipment to insure that they are physically
capable of performing the work while wearing protective equip-
ment. A periodic medical review should also be establisned.
k. Only approved or accepted respiratory protective devices shall
be used.
5.2.3.5 Recommended Training Program for Employees _Who Will be
Required to Wear Protective Equipment. 29 CFR Part 1910.134 (b}(3) places
the responsibility for proper training on the use of respirators directly
en the emoloyer. Unless the employee thcrougnly understands the reasons
for the use of respiratory protective devices, understands tne
instructions on proper use and maintenance cf the reoiratory protective
devices, the devi'ces will not be used or they may not work prooerly,
Minimum training ay the employer should include:
• Instruction in the nature of the hazard and information as to
what may happen if the respirator is not used.
• cxolanations of why engineering or process oriented controls are
not feasible to reduce or eliminate the need for tne re-
spirators.
• Explanations of why this is the prooer respirator for the part-
icular purpose.
o Discussion of the respirator's caoabilities and limitations.
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• Classroom and field training to recognize and cooe with em-
ergency situations.
• Training to include recognition of the end of the service life of
the cartridge, canister or filter.
9 Periodic refresher training in actual use of the respirator.
In addition to the above' training program,, each employee should be
instructed in the proper method of fitting the- resoirator and leak testing
it.
9 Fitting instructions vary from respirator to respirator. The
only correct method is to follow the manufacturer's instructions
that are provided with the respirator.
» Each time the wearer puts a respirator on, a positive and ne-
gative pressure test should be conducted to insure a procer fit.
1. Positive pressure test. Close the exhalation valve and
exhale gently into the facepiece. A slight positive pres-
sure should build up inside the facapiece without any out-
1 ward leakage of air at the seal.
2. Negative pressure test. Close the inhalation valve(s) ana
inhale gently. The facspiace should collapse against the
face. Hold the breath for 10 seconds. If the faceoiece
remains collapsed against the face and no inward leakage of
air occurs, the fit of the respirator is satisfactory.
9 Each time a new respirator is issued, the wearer should wear the
respirator in a test environment to demonstrate the effectiveness
of the respirator. Either a qualitative test using isoamyl
acetate vapors or an irritant smoke or a quantitative test using
sodium chloride or dioctyl phythalate (OOP) is acceptaole.
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cither method is. acceptable; however, the quantitative test act-
ually establishes a protection factor for that individual rss-
p.1 rater. This method is useful in that it is an abjective
measurement, rather than a subjective decision of the wearer.
The-user of protective-clothing also requires training. The following
subjects will be included in the training program:
». Why the- particular type of clothing was chosen and what pro-
tection- it will offer_
»• The-proper method, of wearing tha clothing so -hat maximum pro-
tection will be affordedv
c- The proper method of undressing sa that the possibility of per-
sonal contamination can be precluded.
e- The proper method- of decontamination and maintenance of the
clothing..
e. Eacrt manufacturer normally includes these, instructions with the
clothing- and it: will vary frcsn brand to brand.
3.2.3.5 Standard Safety Precautions to be Observed. A good safety
sense- snould.be- second nature to employees wna handle hazardous -natsriais
and wastes. The- major areas that should be continuously amohasizad by the
employer are:
• Glasses with tamp Is pieces cannot be worn with a full face pieca
respiratory protective davica. A good seal is impossible to
achieve.
a Contact lenses cannot be worn with respirators. They are for-
bidden by OSHA.
• Any facial hair that could preclude a good faca-to-mask seal
shall not be allowed. This includes beards, siceburns and long
mustaches that extand outward.
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« Personnel with facial features that might preclude a good face-
to-mask seal should not be assigned duties that would require
their wearing a respirator. These features include sunsen
temples or cheeks, an abnormally large nose, or a malformed
face.
9 Personnel with respiratory problems should not be assigned
duties requiring a respirator.
9 Personnel should be screened for claustroohobic tendencies when
they are wearing protective equipment.
9 Personnel should be advised of the neat builduo while wearing
protective equipment. They should be made aware of the symptoms
of heat exnaustion, heat stroke, heart attack, and pulmonary
collapse. They should receive training in first aid for each of
these.
* Personnel should be trained in the use of life lines and the
"buddy" system for use in confined snacas and "Immediate1;/
Dangerous to Life or Health14 environments.
o Periodic training should- be conducted which' will reauire tne
emoloyee to properly use the available protective equipment.
• Personnel performing duties requiring the use of protective
equipment should be entered in a medical surveillance Drogram
and should receive, as a minimum, an annual physical checkuo.
5.3 RELEASE PREVENTION AND RESPONSE
5.3.1 Broad Trajm'ng
5.3.1.1 Introduction. Regulations developed in accordance with
RCRA Section 3CQ4 specifically state that, at a minimum, the training
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program must be designed to insure that facility personnel ara able to
resnond effectively to emergencies by familiarizing them with emergency
procedures, emergency equipment, and emergency systems..." (Personnel
Training Section 254.16 (a)(3)). Regulations have also been promulgated
concerning required on-hand emergency equipment, conrnunication systems,
reoiired aisle space, "testing and inspection of equicment, and special
handling procedures for ignitafale and reactive waste. Regulations
concerning the content of acceptable contingency plans, duties of trie
emergency coordinator, and emergency procedures are found in Suboart 0-
Contingency Plan and Emergency Procedures (Section 254.50-Section 254.55).
A contingency plan must be prepared for each facility and made availaole to
the prooer autnorities identified in the regulations. Facility oerscnnel
must be trained in accordance with their role in the contingency plan.
It is appropriate that all management level personnel receive a
comorenensive contingency alan training package designed to do the fc<-
1 owing:
« prcviae general information concerning tyoes of emergency equip-
ment and communication devices required in accordance *itn "he
regulations.
• provide general information concerning development and execution
of acceptable contingency plans; selection, deployment, and CP-
eraticn of emergency plan and communication equipment; and
design and administration of acceptable site-specific contin-
gency plant training programs.
The broad training contingency plan training module should contain
the following elements:
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8 Regulatory Aspects
a Planning for emergencies
0 Preparation of an Acceptable Contingency Plan
o Relation to the SPCC Plan
e emergency equipment:
9 Duties of the Facility Emergency Coordinator
Additional information concerning suggested topics to be included in
each of these elements and approches to release prevention and response
training, are presented in the following sections.
3.3.1.2 Regulatory Aspects of Contingency Plan Training. Instruc-
tion should be provided en the following specific regulations:
Suboart C - Preoaredness and Prevention
Subpart 0 - Contingency Plan and Emergency Procedures
5,3.1.3 Planning for Emergencies - Preparation of an Acceptaple
Contincency P1 an. Planning is a vital function entrusted to management.
This is where potential problem areas are identified ana corrected. Areas
to address in the initial development stages of tne site should include:
» A gcoa road network that allows for rapid evacuation of oerson-
nel and equipment and provides rapid access and deployment of
emergency response vehicles and personnel.
« Special handling procedures and areas for ignitable and/or
reactive wastes, to include designation of specific smoking
areas.
» Development of a Contingency Plan that *ill prevent or minimize
human health and environmental damage in the event of an ac-
cident. The existing SPCC Plan can be incorporated into the
facility Contingency Plan. Soecific areas to address in the
development of the Contingency Plan include:
5-29
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9 Methods of implementing the plan.
e Coordination and liaison with local police and firs departments,
hospitals, clean-up contractors, and stata and local emergency
response teams. This should include visits to the site by tnese
agencies and briefings to them by site personnel covering slta
layout, materials handled, working areas, road network, and De-
signated evacuation routes.
» Designation of the Facility emergency Coordinator.
c A listing of all emergency equipment at the site, its location, a
description of it, and its capabilities.
a An evacuation plan which outlines evacuation routes, bctn
primary routes, and alternate routes, ana the signal to De usac
to begin evacuation,
a The development of a training program for the familiarization
of employees with emergency procedures, emergency equipment
and emergency systems.
« Soecific steps to be taken when a cetemination is ;nade that a
facility with a required groundwatar monitoring system is af-
fecting the groundwater.
« Distribution of the Contingency Plan - tne facility, tne
Regional Administrator, all pre-arranged emergency "esccnse
groups. •
5.3.1.- Emergency Ecuicment
One of the most important items of emergency equipment is communica-
tions equipment. This may be radio, telephone, or an audible alarm, e.g.
siren, klaxon, etc. Suggested areas of training include:
e types of equipment available at the site and how to use them.
5-30
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9 locations of equipment.
9 emergency telephone numbers to be used to sumnon external as-
sistance - local police ana fire departments, ambulance, spill
clean-up contractors.
a alarm codes - if a horn is used one blast means one thing; two
blasts means something else.
9 how to maintain the equipment and frequency of serviceability
checks.
Other types of equip/nan* that may oe required at the sites include
fire fighting equipment, decontamination equipment and spill control ana
clean-up equipment. Areas for training on these items induce:
4 types of fires (chemical, electrical, paper)
o methods of fignting each type of fire
» extinguisning agents (water, foam cry chemical, etc.)
a locations of equipment
0 hew to inspect, maintain and use eacn item
s wnat dacontaminants are to be used for the materials involved,
what quantities of decantaminants would oe required, ana now to
prepare them (if applicable)
» personal protection required for responding personnel
5-3.1.3 Duties of the Faci 1 ity Erne_rge_ncy Coordinator. The Facility
Emergency Coordinator is a person designated in the Contingency Plan as
being tne person responsible for coordinating all emergency rssocnse
measures at the facility. Althougn duties may vary from facility to
facility, certain duties will racurr. These include:
» The emergency coordinator must have familiarity with the site,
its layout, operations, and contingency plan.
5-31
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a The emergency coordinator must have the authority to commit
resources.
3 The emergency coordinator activates internal alarms to alert
facility personnel of an actual or imoencing emergency.
« The emergency coordinator notifies external emergency response
forces when their assistance is required.
s The emergency coordinator provides immediate infornation of dis-
charged materials and assessment of the possible hazaris to
human health and the environment outsiae the facility and trans-
mi ttal of the assessment to the appropriate authorities.
a The emergency coordinator must take all resscnaole measures to
insure that the affected area does not soread to other areas.
a If the facility shuts down, the emergency coordinator must ma:n-
tain surveillance on other areas to insure that tney are not
affected by pressure builduo in pioes, leaks, gas generation ;n
other areas, ate.
3 After the emergency is over, the emergency coordinator must oro-
vice for clean-uo, treatment ana disposal of affected materials
and insure that no hazardous waste is discharged.
o prior to resuming operations, the emergency coordinator must
submit all required reports to the aoprooriate authorities witn-
in the snecified time.
5.3.2 Limited Trajnlng
Each employee should be trained in his or her specific role per tne
racility contingency plan. In addition, training should be provided in the
Allowing areas:
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8 First aid - it is recommended chat all facility personnel, with
the possible exertion of clerical staff, ccmole'a a program of
instruction in first aid; any of the readily availaole programs
offered by the Red Cross, YMCA, or other competent organisations
would be most satisfactory.
» personnel should be instructed in the 1 oca-iens of first aid
stations, showers, communication systems, and firs fignting
equipment and instructed in the ooeration of ecuipment as necas-
sary.
9 personnel should be instructed in evacuation oroceaures and in-
cident resorting mechanisms to oe followed in the case of an
emergency.
Finally, it is reccirniended that all facility personnel engage in
simulated training for those potential emergencies having the mgnest oro-
baoility denending unon the type of facility and type of *ast=s 'Tianagsd.
This will give management valuable feedback on the effectiveness of the
training and any need for remedial training.
5.4 DECONTAMINATION PROCEDURES
z-^-'- Psrscna l_Hvoj_gns_
It is of vital importance that the necessity of good oersonal nygiene
be stressed to all employees of hazardous waste nanagsnent 'acilitiss.
Personal hygiene is a key factor in reducing the incidence of oersonal
injury caused by contamination of hazardous materials. Seme of the major
items that should be stressed in a training program are listed oeicw.
5.4.1.1 Shaving. Persons who are required to wear respiratory
protection, either on a routine or emergency oasis, snould be clean sn
5-23
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A beard or large "mutton-chap" sicsburns ecu Id interfere with the sealing
capability of a respiratory protective device. A large extending mustacne
(hanale-oar type) could also orevent the facaoieca from sealina. Even a
beara stuoble coula prevent a seal.
5.4.1.2 Lena _Hair. Lcng hair can also prevent facepieces f'-cm
sealing prcoerly unless it is pulled sack from the face. If hair is
ooservea insiae the facepiece, tne person does not have an effective seal.
='a'i-3 Glasses. Normal glasses cannot be worn with a full face-
piece respiratory protective device. The tamp Is pieces would preclude a
good seal of the rasairatcr. Personnel wno must wear full facepieca
respirators and wno require corrective lenses snould be provided vitn
soectacles tnat can oe mounted insice the faceniece. Most respiratory
protective device manufacturers nave soeccacle mounting
-------
must be adhered to. Again, this is in an effort to control tne scread of
contamination. At a minimum, oersonnel snould oe taugnt -o thoroughly wash
with scao and watar before mating, crink ing or smoking. If the potential
for contamination is sufficiently high, they may be required to go through
comoleta decontamination before serforalng thssa functions.
Personnel should"follow the same procecureS listed in 5.^.1.5 above
before going to tr.e toilet facilities. This precludes genltalia contamin-
ation. They should ba taught to usa only tha facilities provided. Uncer
no circumstances should they ba all wed to usa the landfill or otner
ooeraticnal areas as a toilet facility.
Personnel should be instructed always to inform their supervisor of
any illness that could either interfere v/ith their jco parfcmanca or could
mask symctoms caused by materials in the facility. Of vita] imocrtance ar=
resoiratory illnesses and skin disorders since these could interfere or
preclude rearing of protactlva equ:omant.
5.-i.2 Location of Lunchrooms
Emoloyees should be taucnt tnat lunchrooms are specifically cssig-
nated arsas. Unoer "0 circumstances should employees oe allowed :o ea; or
smcKe in any coeraticnal areas. °rior to eating or smoking, personnel
should go throucn decontamination procedures. At a minimum, this snoulo
include a thorough cleaning of the nands ^ith soao and *ater. Eating and
smoking areas should be kect c'aan and free of all contaminating sub-
stances. Eating tables should not ba used as beds and feet snould not be
rested on chairs or tables.
5.4.3 Laundry
Laundrv facilities Should be available to decontaminate and launder
5-35
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wcr:< clothing that has bean worn. If one of the duties of trie trainee is to
ooerate the laundry, he should become thorcugnly "ami liar with the
procedures for decontaminating the clothing, inspecting it for service-
ability, storing it, and issuing it.
5.4.4 ? er s q r^Ji_^acon^annjTar2Qrii
Prior to leaving the site, personnel snould go tnrougn a decontamina-
tion procedure. This is an element that snould oe emonasized throughout
the training program. Although facilities and procedures will vary f~cm
site to site, certain general cnaracteristies can be taught. In the
s
following material, guidelines are oroviced based to a cegree on conserva-
tive assumptions concerning the seriousness of tne contamination.
5.4,4.1 ''hange__Hc£sa_. A samole lay-out is presented in figure 5-1.
It is not necessary that it be as elaborate as snown. It should be caoaDts
of oroviding the necessary function cf decontamination.
5.4.4.1.1 Dressinc Area. The location where oersonnel cnance from
street clothing to work clothing.
5. 4. 4. 1.2 3rotectjj^e_Cjoth^ no Stor_3_ga_ and Issue . The location wnere
all clean work clothing and stored and issued from.
5.4.4.2 ^,fS?J^JEJl^l2Il~-^II2^~^-i'^ • After completing wor<,
personnel return to the cnange house.
a. If they are wearing impermeanle clothing, tney stao uncar the
deluge shower and flush their clotning ^ith water.
b. Next is the boot wash. Here, they scrub their rue bar sects with
either a decontaminant or soap and water to remove chemicals and
mud.
3-26
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0SLUGS SHCV-/SH
3OCT-.VA5M
_N. . _
UNDRESSING [^
ASSA
•VMKf * »»^J»
TOtL= 1
:FAaUT!E2
/
"\ ' *
SHCWcB
ROCS(«
\
LA
TOOT
O.C
STC
|<
LUNCM
AWC
ARSA
AND
!<*?• te
t%«*jw«»
DSSSS1NG
AREA
/
PHSVA1UNG
WINDS
CHAAiGS HCUSs
FIG. 5-1 . SAMPLE LAYOUT • PERSONNEL DECONTAMINATION FACILITIES
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c. Aftar the Scot wasn, they prccaed to the undressing area wners
they ramova all clothing and olacs in marxac containers.
Generally, they undress removing the racst heavily contaminated
items first, i.a. boots and gloves. iNext, tne suit comes off,
then the undergarments, the respiratory protective aevica is tna
last itam>o be removed.
d. Prior to removing- tne mas!<, the parson takes i ae-ep oreatn, no las
it, removes the inasx, staos under the shower, anc f.usnes tne top
portion of the body befors ha resumes breathing.
' a. A ccmolata shower is taken using soap and -*atar.
f. Tne oarson "hen prccaecs to the Dressing room ^nera he Brasses in
clean worx clothing or straat clothes :f it is the and of ms
shift.
Qnca personnel dacont ami nation is cental etad, laundry personnel gatnsr
the prot=c~ivs equipment taxan off in the uncrass:ng area, sort *'t,
cecontaminata and launcer it, inspect it, and store it for reissue. It
must Da e.Tonasizsd tnat the eoui^nen- takan from tna undressing iraa is
contamlnatad, so launary personnel tiust ^ear protactive aau^cmant *nile
handing it until ic is aacontaminatad.
All wasta waters ganeratad curing decontamination and launcering
snoula oe considered to be contaminatad and traatad as sucn until oroven
otherwise.
5.4.5 Wasta Specific ?^o_caduras
5.4..5.1 Toxic Wastes. Personnel decontamination aftar nanaling
toxic wastas should follow the procaduras listed in 5.4.4.Z aoove.
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Radioactive Wastes. Personnel decontamination after
handling radioactive was:as will follow the procedures listed in 5. •*.•». 2
acove with the following additions:
a. Personal dosimetry must ba accomplished to aetemine the aose,
if any, received.
b. Radiation dose-rate maters iirust be used prior to redressing to
insure the atiscuacy of decontamination,
5.^.5.3 Infectj^ous Wa_stas_. Personnel decontamination after handing
infectious wastes should follow the procedures listed in 5.4-.A.2 above for
chemical contaminants with the following sedition.
Dependent on the tyoe of infectious waste, normal clctning decor.tiTii-
naticn and laundering may not suffice. Sterilization ^nay be i-scuirea.
3.i,5.-i Carcinocenic and Mutaoenic Pastes. Personnel cecontannna-
ticn after handling these wastes should follow the oroceoures listao in
5.-.-.Z above for onsrmoal contamination.
5.4.5 oi
Personnel sr.culd oe thoroughly trained on all aspects of the 3;t~
Contingency Plan and snculd be allowed to practice t.neir soecifrc areas of
responsibility. This area, lends itself to case studies and especially to
simulation. "This should not be a once a year crill. Personnel roles
should be continually re-e.-nohasized until their reaction to a spill
becomes a reflex action.
5. -l. 7 Secontajiii natj^n_J>ea^Tient CasaJjJJj^v^nd^ Caoac i ty
Personnel should bs traned to !
-------
snould never nave to as exceeded under any ccntincency for the specific
5.5 FACILITY OPERATION AND MAINTENANCE
..
This section presents information concerning facility operational anc
maintenance aspects whicn .Tight be pertinent for inclusion into the train-
ing program for a particular facility. Given tne variability within cne
industry of process types and ccrrssDonding equipment many of the follow-
ing may be inancropriata for a specific sita. Here the intent is to
provioa tne owner or ocerator or any other individual, cnarged -vith resign
of a specific training orogram ^ith a conorenensi ve listing of training
elements wmcn should be evaluated from tns stanccoint of DO tent i a 1
inclusion. In the oase of this module, as with otners, it is reccnmenaec
that .tianacsrs receive broad training wnile operations staff are trained in
accordance with the particular jco cescriotion and duties. Acoer.oix 1
presents a list of technical ,-nanuals wnich tne USE?1, is oreparing ^mcr, ~^
De utilized for additional information .
3-5.2 Process Description
Training snould oe provided concerning:
« Process Function
9 RelationshiD to other facility units
This training is best done in a modular approach with amole use of
diagrams and other visual aids.
5-40
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5.5.3 Waste Acceptance P'-ccad
I tarns to be evaluated include:
9 3ata onerat ion
» Acceptance Area
s feigning, measuring and sampling
9 laboratory prccsaurss and Duality control
o Initiation and use- of wasta data sneets
9 Unloading at procass araa
Items to be °valL'3ted include:
9 Routine Cceration
g \ ^ s P *• • - n . r ^3 s c n
frequency
action
soecial conditions
3 Normal Qceraticn
controls
maintenance
a Partial Shutacwn
a Normal Shutdown
5 cmt*sr*cisncy xnu^ccv>n
>— « — ^ -^ •«
o Alternate Ooeration
9 -Emergency Operation
9 Description of Controls
9 Recodsnended Settings
a Reference to Scnematic Diagrams and Manufacturers' .Manuals
a "ail Safe Features
5-41
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a Operating Problems and Solutions
Proolem Index
Description
Problem
Indicators
Inspection
Corrective Mesurss
s Laboratory Process Controls
What "acts and Why
Literal-station of Results
Santo ling
Flow Controls
Analysis
Monitoring
Standaras Used (TLV, MCL, etc.)
Documentation
; Maintana'nca
For all ecjuicment the following elements should be considered:
e Schedules
» Manufacturers' Recommendations
e Soacial Tools ana Eauicmsnt
9 Housekesoing Scnacule
9 Spill Cleanup Procedures
9 Lubrication
« Removing Eauicment From Service
o Powar and Water Failures
s Cara of Structures
-------
a Driving Equicn'ent
« Electric Motors
• Gasoline Engines
a Variabia Speed Drives
9 Couolings
a Shear Pins
a Puirins
a Valve and Valve Renairs
a Monitoring Equipment
9 Repair of Contaminated Equipment
9 Equipment Decontamination
The following si smarts should be incorporated. OSHA training
reouirenents are in effect riere as well.
1 Electrical Ecruirnient. Altnoucn tnere are no soeci~'C
requirements cavelooed by the Occupational Safety and '-iealtn Acrninistra-
ti on for the Wasta Management industry, certain infersncas can be -naoe
relative to training concerning electrical equipment.
« Emoloyess should be trained to know tne location of lock-out
mechanisms for electrical equipment. ~hey snou'd know how and
when to operate them.
9 E.Ttployees should be trained co recognize electrical hazaros such
as imDrooer or unsafe wiring, ungrounded circuits, inooeraole
overload protective devices, and warning markers.
a E^Tiployees snoulci be trained to use only acceotaole and/or
certified portable electric tools and should oe tauont to
-------
recognize whan their use .nay be hazardous, = .g., in an explosive
atmosphere.
9 £.TiD!oyeas should be trainea to practice good electrical safety
procacuras such as not using metal oojects near anargizad e'ec-
trical squiprrsant, net bypassing safaty davices sucn as lock-
outs, fusesr circuit breakars, and snu:t down of nearoy electri-
cal equipment whan a spill of flaimiables occurs.
5.3.5.2 Macn_ajvi_cal Ej_ujcrri£n_t. Ernoloyees, as oart of thair safaty
training, snoula be taucnt the prcoer usage and maintenance of mecnanica1
eauicrnent.
a All nand tools have general safaty precautions associated ^ith
theii, e.g. always cut av/ay frcrn tne Pccy, never remove installed
'safety guards. Tnesa orscautions, along with the oronar ~etnod
of using tcols, snould be afnonasizacl in any training Drccram.
« Ec3uip?nant operating ;amits ,T,ay be recuirao to restrict the use
of cartain eouicment to parsonnal wno nave oeen soec'f'cally
trained in its operation.
9 Preventive -naintenance 3f all acuitment that ~s usaa at :ne s*ta
should be stressed in any training program, "rooerly -nainta-ned
eauicmant is lass likely to fail tnan equicnna.nt ^hicn is ccor'y
maintained.
% Fixed mechanical equipment normally ias built-in safaty guards.
Employess snould be trained to use then and otner associated
safety ecuipment such as eye protection, gloves, acrons, etc.
5.5.5.3 Explosion __and Fira Hazards. Fla,Tmaole materials and axolo-
sive mixtures are items that may be routinely reca^/ed by some waste
5-44
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management facilities. A thcrougn training prccrxn should be irnclementaa
to minimize :he risks associated with chesa Products. The program snculd
induce tne following:
s Information on materials that are received and procedures to
recocniza and identify flajnmable and explosive wastas,
§ Procedures that: have bean molar." err: ad to produce tns oossible
formation of flatmabla and/or explosive 'Tiixturss by accicantai ly
combining diffsrsnt wdsts procucts.
9 Classification of Firss:
a. Class A firss are firas in ordinary combustible -natsriais
sucn as weed, clam, or zscer.
b. Class 3 firss arg cafinsd is firss in f 1 iTraaoie setroleu.Ti
products or otnar fld.T3.iaaIe llquias or grsasas.
c. Cla^s C fin;s ara riras involving energized electrical
aquipmsnt whera the alactrical nonconauctivity of :ne
axti ncuisning agant is of irnccr~anca.
d. . Class 0 firas ar» firas in comoustibla niara's sucn as
ootassiurn, sodium, and Tiacnasi1^..
a Parsonnsl snould bs tnorouchly trained in tha tyoes, 'ccacicn,
and usaca of tns various fire extinguishing .nathocs, scuTOfnen"
and plans availanla av tha sita.
9 Personnel snould b« thoroucnly familiar with tne S;ta Contin-
gency Plan on fire fighting techniques, evacuation procedures,
and smsrgsncy comnunicat ions.
a It should be continually emphasised througr.out the training
eye Is that "Smoking Araas" have been dasicnatad and sacking is
allowed only in those araas. ;-
-------
« Emnloyees snould be trained concerning tne methods used at tne
site to control matches, ligntars, and other ignition sources.
5.5.6.J- Matsr i_a 1 _s_ H and 1 i ng^ Site personnel should be .naae f am'liar
with the provisions of 29 Code of Federal Regulation Suooart N, oaragraons
131Q.I7S-191Q.iSO aealing with ,-natarials handling and storage. These
paragraphs cover all asoects of materials handling and storage. On'y these
portions applicable to the site need be taugnt.
5.5.5.5 Tank Hazards. Confined soaces entry is an area >-eyuiring a
great deal of training. A confined soace is any area with limited access
and egress which allows or can allow the acc'jmulation of hararccus contami-
nants or allows an oxygen csf'cient atnicsonere to exist. "hese areas
oresent unique oroolerns oecause of tne T.coility zf tne workman to anter anc
exit easily, particularly in emergencies. Corrmunication oroclsms Tiay
exist because of the pnysical separation of tr.e worors. A training
program ^ould be established wnich will insure tnat tne trainees 'ully
comorenend the safety ueasures -^nicn are to :e tatcen. These safety -^ea-
sures include tne following:
« The vessel should be tnorougnly cleaned and venti"ated.
« Connecting oioelines snould be disconnected.
9 All ocwer criven devices such as agitators must oe locked out at
positive disconnect switches.
* Air samples should pe taken to prove acsa.ics of flaimaQ's
vaocrs, and also in seme cases, of toxic or noxious materials.
a Air sameles snould be ta:
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A tank entry permit should be usad and be signed by ooeracing and
.Tiai ntananca suoarvision verifying that above staos have been
satisfactorily C3~oned with,, and posted at tna vassal site.
Man to enter vessel and safety observers should be equioced rfit.n
life belts and ropes. (Eelts should be tne tyoe fitting nign
under tha arr.jpits for easa in lifti.ig, not around the waist.
Handcuff tycss ar^ srsfarrac: as altarnatas by scrna, onccsea Dy
others.}
Apor-jori ata respiratory protective cavices should be orovided.
This should be a davica that oroviaes a ressiraole atiTicsanere
sucn as an airlins cr a self — tonta'nec 2rsath-'nc a-carat'js. I*
apolicaala, anprooriaca 3f*otact:ve clothing snould be orovcec.
A safety oosarv-ar should be oressnt at tne entrance to tha ves-
sel. He snould be eouiocod with a seIf-centalnee treathinc
atus and aoorooriata clothinq.
ths worker and tha sarety .inan can coiriniinicata oy tucciinc; on tne
rcoe.
An additional .71 an should be in tha i^neciata vicinity to assist
tha safety observer if neacsd.
Rcoa or cnain ladcars with rigid rungs of ^cod or T.etal Tiay be
used for vessel entry xhars straignt ladders cannot :e usao.
However, lowering of a -nan into a vassal without facilities -"or
him to corns out by himself snould be avoided.
A man should not be allowed to go into a vassal through an
opening wnich requires him to "squeeze througn". He cannot oe
-------
removed quickly ancugh in emergency conditions. A 22-in. man-
hole snould ba standard. Small .Tien can enter as small an ooening
as 13 in.
9 All of the above Drocedures should be arenas i zed in a ccrnorenen-
sive training program. Emoloyees snculd be required to Pisolay
their ccrnoetance prior to being issued' an entry 2 emit.
5.5.5.5 jddy/rtsru Coeraticnal personnel should ba trained to
always usa a "buddy system" in potentially Hazardous ooeraticns. "he
"buddy1 is nor to go into the area. He snould function as a safety
ooserver preoared to assist in the event of an emergency. He snould 23
orcvioed vith the caoaaility to cor/nunicate w ..h the worker and the ooera-
:icnal control area. If protective ecu "iwrne.it is recuirec by the ocerator,
:h.e safety ooservsr should be eauijoed vitn tne sair.e squirrnent or setter.
5.5.5.7 Recorrrnenced Safetv £cu:cment. Sce-cific recormerdaticns on
equipment are not practical since scuioment is going to vary from s'te ~z
site. The general guideline to be followed :s tnat personnel -rust be
trained to orooerly use and maintain safety ecuiofnent ana to be f am liar
w-tn limitations of the safety equipment.
5.5 HIGH HAZARD OPERATIONS
For some facilities, coerations nay exist wnich have trse potential to
cause axtrernsly serious irreversible da/nace to human health and tne
environment in tne event of an operational malfunction. Facility owners or
ooarators snould examine eacn facility carefully to determine the ex:st-
ence of these high hazard operations. Soecial training snculd tnen :e
orovided to all management personnel ind the acorooriate ooeraticr.s Der-
sonnel. This training should incorporate the following elements:
5-43
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Contingency Awareness
Need for Systematic Planning
Analysis of Pracaala- and Possible failures
Hazard Hunts
failsafe Goer at ion
Simulatad crrargancies
Automatic Centre '3
E.flsrga.icy A lam Signals and Cocas
Scscial Contingency Instructions
Degree cf -maraancy
The acor-ocriata facility psrsonnsl snould is ins
icwinc 3 1 -.Tents, of rs^or^iing and record '<220ir!c:
9 Lisa of t.^a Manifest Systam
? Ljflsling ?.nc Placers ing
5 Incicanr Assorting
a Oevsiocing and Maintaining Training Records
Joo Titles and Classif icaticn
Joe Duties and Descrioticns
Psrsonnal N-amas
Personnel Training Records
3 Contingency Plan P.scords
Plan
Amendrrsnts
Infcnrsaticn concerning each of tha above can be f
:ions (fadaral Ragistar, May 13, 1330.)
tructac *n t.ie
ound in trie ragu'a-
5—19
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CHAPTER 5
SOURCES OF INFORMATION
5.1 INTRODUCTION
This chaster ores-ants information concerning instructional materials
and orograms wnich were available at tha time tha training manual was being
prepared (January, 1330). Tha inforrnaticn presented was oota:ned using
catalog searcnas and conversations w'th knowledgeable orofessicnals. Tie
types of instructional materials surveyed include textbooks, reference
worxs, oarnohlets, cnemical data sheets, slide packages, films, and short
courses.
At tnis time, surprisingly little material is available concerning
the handlino cf hazardous wastes oer sa. However, given the degree of
concern which is currently being expressed by all members of the- scientific
and engineering ccnrnunlty, it is anticipated that much additional informa-
tion will be available in the near future. Also, there is, at t.vs time,
auite a bit cf information concerning hazardous Ji£2£r"Lill. ~snacenie.nt whicn
is Delieved to be apolicable and acpropriate for incorporation into a
properly designed hazardous wasta management program. On this suoject, it
is also anticipated that there are many private, industrial training oro-
grams which are currently provided to personnel handling hazardous materi-
als and wnich would Da aporopriate, given modifications, to personnel
handling hazardous wastes. Many of these programs have been and are being
developed in accordance with Soil! Prevention, Control, and Counter-assure
(SPCC) Plan regulations for oil and hazardous substances under Section 311
of the Clean Water Act.
5-1
-------
In the sections which follow, information is presented concerning
materi a! believed to be of potential usa in the development of training
programs for personnel associated with hazardous '.-.aste management facili-
ties. This material rangas from general information concerning waste
disposal to very specific chemical and toxicologies! data for selected
hazardous materials. Information is also provided concerning comouterized
data oases an£ emergency resoonse information centers.
6.2 ~;°oJa3a!<
(ad.), Ann Arbor Science ?',iiol ishars, Inc., 1979 and 1930, vi i i -
407 pages, x * 239 cages, viii * 205, and x •*• 313.
These four volumes contain several pacers written by
various authorities and oresent ~'jch information suitacle for
review and consideration in davel cement of the broad training
operational module esoecially from the standooint of pretreat-
ment coerations for landfills. Information is provided on other
technologies as well, including incineration and land farming,
and on the RCRA regulatory program.
6-2
-------
2. Recommended Methods of '"-aduction, Neutral i ^atijsr^, ^ecoverv^ or
Disoo-sa/j_of_'^a^3j^dj3usjr.'asta, Sixteen Volumes, 2.S. Ottinger, et
al, U.S. Department of Ccrrmerca, National Technical Information
Service, ?3-22<* 5SO througn 595, 1272, approximately 3700 pages
in total.
The sixteen volumes are entitled:
a. summary resort
b. taxicologic sunmary
c. disoosal proc2S3 cescriptions - ultimata disposal,
incineration, and pyrolysis orocassas
d. disocsai crccass csscrioticns - gsolocical and .•m'scal-
lanecus wests trsat-Tsnt crocass
e. national dispcsal sita candidate waste stream constituent
profile report: - pssticida^ and cyanics co.T^cunds
f. national disocsal sita candidate Masts straair. constituent
Prof i I-3 ^^ccrts * n^r^Lirv arsanic chronj^um and cacrniu"^
, comoounds
g. national disoosal sits candidate waste stream constituent
profila raoorts - propellants, axolosivas, and warfare
rnatari al
h. national disoosal site candidate waste strean constituent
profila reports - miscallanaous inorganic and organic com-
pounds.
i. national disposal sita canaicata ^asta straam constituent
profile rsoorts - radioactive matarials
j. industrial and iiiunicipal disscsal candidate waste stream
constituent profile raports - organic comcounds
5-3
-------
'<. industrial and municipal disposa' candidate waste stream
const";tusnt profile recorts - organic comoounds 'continued)
]. industrial and municipal disposal candidate waste stream
constituent crofila rsncrts - inorganic ccmocunds
m. industrial and municipal disocsal candidate waste stream
constituent arofila resorts - inorganic co.troounds
(cont"nued)
n. summary of '
-------
ticnal Safety and Health, CHEW 'NIGSH; ?-jb 1 icati on Nc. 77-206,
1977, 50 pages.
This paiiiDhl at contains an elementary presentation of infor-
mation on the nature cf cancar, carcinogens, GSHA protocols -or
recognition of car cine nans, "redaction from exec-sure to carcino-
Qsns 3nd in*"0lan.t saf^cv crocedur0^ Al~o orovideo is informa-
tion on careir.oasns reculatad to the date of this publication.
This oamonlet is asorcoriate for use as a source to the toxico-
logy and healtn effects and personal safety-selection and use of
personal protective clothing and ecuicrnant mccules.
____Ccni
Com any, 1979, x ->• 2-1 pages.
The suthor states in the or"?f ac.~ that ~rv? ""nt^nt of ^his
book is to help these who have baen given the responsibility of
oreparing an organization to me-et the rigorous standards irnccsed
by the Occuaational Safety and Heal: Act. '''any of the tacnnicue:
discussed in tna tianual are acoroariate to SCRA considerations
as ',iell. Chapters are provided on a general introduction,
becoming fa;niliar with GSHA,, recorckeeoing requirements, OSHA
standards, reading the "ederal Register, finding your onysical
violations, finding your administrative violations, Beginning
corractiva action, 'oeoing in comolianca, docurnanting, and
before GSHA and beycnc it - back to safety management. Several
useful aooendices are provided as well containing information on
training requirements under GSriA, inspections, protect'va
equicment, toxic substances and other tocics pertinent to safety
rna.nadement under GSHA.
o-/
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fHrarcu '''atari a
C Henri istry of Hazardous Vater/als, £. Meyer, Prentice-Hal;, Inc.,
1977, xiv - 370 pages.
The author presents a basic introduction :o tha chemistry
of hazardous r.atsrials. General inf crrraticn n's orovioad cnroucr,
chaotars on mactsr ana energy, Sue-divisions cf matter, 2nc orin-
cioles or chemical rsact'ions. Other cnaciars srasent .^a~a'*''a"
on tha cnem'stry of corrosive ^ataria;$, watar-rsactive ."naten-
als, toxic .natarials, oxidizing and reccing agents, chemical
°x"!csiv°s End radicactiv'- ^acarial^. Additional in forma* ion
is provice-d on th-2 chemistry of scm= coiinicn a laments, organ "c
comocuncs, and olastics, Basins, and -'oars, Aooenatces orasant
aic arc :ra =
'or poisons and a safety
chart for con-men solvents. This tsxt prssants a large amount of
oertinent information and is a good scurca ~':r ocr.i tne bread
training and limitad cnsmistry .-ncaulas.
Hazardous ^atarials, L. Scm'slar anc 0. 3au22, Van Ncstranc
Reinnold Comoany, 1975, v •*• 2^9 oacas.
This taxt presents thirty-saven (37) study units in tan (10)
areas viz, basic sc^ancas, combustion,, gasas, combustibla mate-
rials, axclosive materials, "aac-iva ,nataria:s, corrosive mats-
rials, toxic materials, radioactive materials, and unifying
prifiCioles (official regulations for handling hazardous materi-
als). While the asoroacn is fairly elementary, a large arncunt of
useful information is provided. Rev lev/ Questions at tne end of
each unit are orssantgd and can be used to reinforce the laarnina
o—:
-------
management on safety; and various Safety techniques. I* shoulc
be noted that this second edition ,ias been revised to include the
i mo act of the Occupational Safety and Health Act (OSHA).
Safstv and Accident" Prevention in Chemical Oosraticns, H.H.
Fawcatt and w. S. '-.'cod, Conn Wiley arc Sons, Inc., 1965, xiv -
This tast is composed of 31 papers by axoarts (preacr—.n-
antly industrial) in their fields. Tha contents provide a
traatisa en safatv in the ch6i7iical industry and as such ths
SC002 is quite broad, Specific tonics include: various ovar-
v i — ws of safety* sitss slants and procossas and their "asosc-
tive ~al it'cnshiss to safety; the necical profession and safety;
ecucation and training; protect" ve ecuirrnsnt natsrials ana "nain-
tsnanca; ."no-asurc-msnt of sfficacy; disaster planninc; and orojec-
tions for th-2 future .
Guids for Saf^-Y in the Chsm^'cal ' accratorv ^nd Edition ^an:i-
facturinc Ch™in1^'-s Association ^/zn No^tr-^Dd Rsinnold C^-riO'nv
1972, vi - 305 pagas.
This bock is inscribed as a "reference ana practical
guiaa." As SUCP. it provides the background for tne develcornent
of a laccratcry h-aaltn ana safscy program. In oventy-nin* chan-
ters it discuss-as fundamentals of safety; various cangsrous
chenicals and situations; f ire-f igntiny, storage, etc; emergency
planning; first aid; accident investigations. The appendices
provide discussions of hazardous reactions, charts for waste?
disposal procedures as well as a partial listing of sources from
which additional relevant, literature is available.
o-o
-------
Guicelinas to the Handlina of Hazardous '''ate1--! als. D, u.
Sanrsncscn, Sourcas of Safety, Inc., 1975, 55 Daces.
The manual is oaperoound and pcc'ots"1290 - 9" x -". It
orovidas general inforrnation on the handling and transoc'-t of
hazardous materials, followed by dataiied discussions of defini-
ticns and classes of hazardous fiata1*'1 als ;nc"udina "'oenc'fica-
ticn (3! acard i nq). Other cnaotars adcrsss ''n de~ai"i iaje'inc;
recuim-ants, c-frmodity list of aangarcus articles; loading
"equirslants; ihicping oapsrs, way bills and manifests; and cne
driving and parking rules for the transportation of hazardous
matariais. Induced also at tns bacx, ara lists of tslaonane
numoars cf rs lev ant sources of ''nfor^a:ion and assistanca,
govern.nsntal agencies as well as spaca for :ns inclusion of
addional pe-tinan- islesnons numbers.
Wcrkina 3af3lv with_Jl •srrr.iabl? 2nd Cc~o;js':ibls Licu'.cs, U. S.
Deoartrrient of Hea'tn, Education and Wal'ara, 'iaticnai "nst"t'jta
for Occupational Safety ana Health, OHEw (NICSH) ?ublicat'cn Nc
73-209, 1S7S, iii - 29 Daces.
"his pampnlet providas info?~nacion on understanding liquid
rirss, fi^e prevention and crotsct^on, personal prccect'cn, anc
waste disposal. The presentation is elementary ana the material
aoprooriate rcr use in various training modules esoecial1;/ cnem-
istry, contingency plan training, personal safety-selection and
use of personal protective clothing and equipment.
Carcinoaans - Wcrk'nc wi^h_^a££j_nc_g;ins_, U. S. Deoartrnen: of
Healtn, Eaucaticn, and Welfare; National Institute for Occusa-
o-o
-------
axoer^enca, Trrs c=xt is a ~ccd source of information for ijotr.
the broad training and 1;r,iit2d ch.%:ni stry "nccules.
.-1 arm 22 'is Hacsrdous ,u?.C3r: 3Is, 2r,c E;;i:ien, j. 4. .Maidl, C-lenco-
PUD 1 isriino Co. Inc. 1973 ix ~ 312 oacss.
As the title ind":at5i, this caxt is dedicate to one type
of hazarccL's /natc-ri ?.ls, viz, fia~naD"a haiarncus .nat trials.
'^hile t.1",^ srcn?.3i3 is en fl jn'indD" a prccert ies, i"f cn-t'cn is
pr^vsntad en oth^r hiiar^s isscciatsc with so^c'fic f'^Tnac';
rnataria's. Chanters are orcviaed en tn= cne.-nistry of "ire,
troaer: ies cf all fl;r™ac'e liquids, *lcrnmab"e Ivc'jids, f"?jma-
b'e licuios in oulk, prsss.'.'r": zc-d cases, iicusfied gases, cryocsn-
"nq .igants. This taxt contains vrjch .natar'ai on f iar.nabl- ~.?.tc-
rials a^jpcpriata for ccth a csneral eras?ntat ion and for usa as
a dstail'sd nifsrsnos sc'jrc.3. It frovicss a source of ;nfor'.Tia-
tion "or bctn tiv* oread training and li.nita-d cnsmistry roculas.
i^2l°5ill^ ¥¥L "*Q^1C '^'-^"'dcus M:te'"; a 1 s, J. H. Maidl, Glencoe
P'jciisning Co., Inc., 1370, xvi i - 231 cages.
Chaocars are croviosd en a."TonJ'jrn nitr^ta, oxolosiv-as,
unstaols matarials reckst "'I'oO'al lants 2nd sxocic fusls ivatcr
reactive matarials, toxic marsn'als - class 3 ooisons, testi-
cicies and class A poisons, corrosives, toxic oomoustion cro-
ducts, and -adj:activ= .riacarials. Aoendices crasant acd^ticnal
infomation on class A, 3, and C coisons, corresiva licuics,
raaioactive luiterials, tns Ar.rarican tab la of :istanca for stor-
aga of exolosives, organic oeroxioes, and s^lacted toxic tnras-
0-:
-------
hold limits. This tax: is a good refrs-ce source and source :f
infor-naticn for material to be presented ~r. both the broad
training 2nd lirnitsd chemistry and toxicology ^caules.
Princio'es of FJ£e Protection Chemistry, R. L. 7uve, National
Fire Protection Association, NF?A uo. 7X7-2, 1S75, xvii - 253
oagss and Instrctions '-'anual to A'ccc^ioanv -'"^'ncio'^s of ,-"'*•?
Oi ~^~---\. 1375, /-i - -C oagas.
0 .
the "language of sciencs, the chemical «orlj and seme of its
reactions, the rs1 ationshiD of rirs arc crva physical ^orlc, neat
and its effects, prooe'-ties of solids irncortant to tne firs
sc"i2nc3s conTiicn ?7 i an'rnac*i5 ano ccrncu3t"'bl') 1 ioi'i^s and ^asss
basic faces about fianies znd fire oxtincui shmeo :, firs class'fi-
caticns and water to foam -igc.rr.j, and gas to "halorr1 extincuisn-
inc agents. Aooenrilcas ar* provicad on conversion -acto-s, t£fn-
inversion tad as, and a table of
Action by C. W. Banrne NF"-5-, l?7i). while the text 's glared :o
fire fignters, it contains ~'jc.h xatsria' aoprcoriata to t:ie com-
prehensive and linn tad modules on cnenristry and contingency olan
training.
Edition 7. A. L o cm"' s Lea i
Feciger, 1975, v>i r- 222 pages.
Th^s t3x" >rovidns chaotsrs on introduc't'''on ^nd scoo^ nurn—
oars in toxicology, biologic factors that influencs toxicity,
cnamical factors tnat influenca toxicity, influence of route of
5-10
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c i *-y, c ! a s 3 "i T vc a ~c i C' n or narvivu ; £r > cc -^ o- cn^ni•,
toxic affects of chemical.;, loromal .•"?,socn33 to chemicals, era
basis of salsctive *;axici':y, :,->3 b--sis of ant^dctd 1 :her-:oy,
c~$~ir,g ~a-;iods. It is a coed scurca for cne oread cr-i"ning
"oxicology ind ha?J :n ef'ec^s -coule anc could oe used is i
^afersncs in prsoeration of a ! irncad coxicolccy and health
2~fscts ~cdule.
* ' 'j:~
S o"~ ™cx*cc i ocy ? «ns uoxic
xic eff=c~s
-d2'°i;'"i .v ng fac"crs «h;n h
~icri b^:>^2i sus^c^ricas
cose-effact r^ia'lon and time
ina cancerous
toxicology.
trsa'Tianc cf intoxication. A bibliography is 5; so incl'jdsc.
heal en effaces -cdul? ar;d contains inf ornarion s;jitaole for use
in preoariticn of a li;nitad ccxicjlcgy and r-alcn effects
rnocu . -a.
3. Pattv's Industrial Hvnie-ie ""..-id Toxicolocy, Voilurns I. Gena:-a!
•'rinciolas, "Inird .Ravi sad Edition, G.O. Clayton and ". :..
Clayton (eds;, John Wiley i Sons, xviii •(• 1J.56 Daces.
-------
This tax" prssants cnaotars .vrittan by various authorities
on "ndustr1-! .T/olsns" r"jcros~2Ct and orcso-c't; 15ci512tion anc
1 eci s 1 at i v? trends * industrial hvjie.is records and "scores' trie
industrial nygiane survey and personnel; epidemiology; "ha Trees
of entry and action of toxic natanals; the Dul~onary affects cf
inhalac inor-jdnic r.ust; cccuoaticn-' ^sr'rjatcses; ^^ys^'ologica 1
effects zf asternal a:™cs2nar1c premises: ir,cjs~r* 2 " ^c's-i anc
consarv2~icn ;f hear'nc; no,i icn^i.ig "icidticn; icrrizing "ac";-
tion; licntinc "or seeing; ai
ution; agricultural nazards;
odor ~aasurernent and control; industrial engineering ccntro's;
air pollution controls; hc-at stress: its effects, reasursnant
and control; respiratory orotactiv^ oavicss; er^cnc'Tii cs ; oo:an-
tia' 3X302 'jr 3 s in industry - tna"1- "•^cccnit'ion and coi'trol;
quality control; calibration; inccstrial sanitation; end r'ir^
and axolosicn hazards of cor.-busti'ole casas, vaoors, anc dusts.
This sourca contains rnatsrial suitaole ~or incrjsion in the
oroad tra^ninc and lirnitac toxico loov and lea'tn effects T.CCU", •;
c 1 ^thincf "nd ccuiorn^n- Todu^-•.
Pattv: Induscr*al Hvgisne and Tox^'colocv, Volume II, "cxi^
colccv. Second Revised Edition, 0. 0. Irisn and D. ^. rassett
feds), 1965, xxxi - 2377 pages.
Chaotars ^era wriztan oy various autnorities and covar tns
folicwing areas: halogens; alkaline materials; arsanic, pnos-
phorus, sal eniurn, sulfur, and tellurium; ino^canic comocunds of
oxygen, nitrogan, and carbon; -:ncustrial Isaci poisoning; tna
6-12
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h V(H f ^ '*" ^ *""x *** ;"s ^ * *" "• O J ' ^ ' < " ! * '"* >r\ • yr""* '^ .•" 3 "" **i'-','] C ' "•>-"> ^ >* '*•"' 2 *• * (~ -i 11 ,'i ^ ^ [^ "3 v _
iysjl jv^C, v^,liO, --'i^. ^, , '*, J ~* I r w * y ''J * -1—-*i ^wil^, « i i „ ,t * ^ 11' c. - '*« * i j? <~*t — t*. -_ ,
bons 'id. 1 c"T"n3." "^d h*''C"*ccir*'"i'"ins * " :i "1 i "7"^~ ic^ hd 1 GOsnj."t?£ -''vcro—
carbons: 11 cycl ic; ^nanc i s end ^n^r.cl ic ccrnpc'jncs; a iccnc! s;
glyco is; darivat'icn or g iycoIs; -:pcxy ccnaourvls; others;
d 1 i c n ci ™ 1 c r*i*^'"c ccnoouncs p,''*zra~9s n*!*r';Z5S' ^rcrn^cic n^'irc
and ai!ii"c cc-:cG'jnc3; hecarccycl ic and r,;i scs 1 ; anacus nitrccen
ccn~ciiis T nrc!'™ac " o'i ^.^""'nsnt cot..i :.o a discus 5 "on OT *r>.e
eff2C"5 of ciassas cf cnenricais, and tne ="f-aczs or" 3D2cir-'-:
Th2 follcwinc ~ext3 ar^ jsc-fu rsfsr-a'iCa sc'jf'CSo -riich conca:'" data
on the cnemical, pnysicai, and :oxicolccr';ca 1 prccartias cf hazardous T.acs-
''nf or-nafi en vhich bhay contain.
Han^b^ok cf Ch^rnistrv and ";hv$'ic3, ~'i2 Ch=r."ica' Rucb^r Co. DCC-
This rsfarsnca scurca is divided into six {5} "ajar sec-
tions en :"n5'Chf:;,T!st i c al tables tns 5lc-r"?nts ".nd incrcianic CC.TI-
pounds, organic ccMOucnds , genaral cner;";ca1 , general "nysical
constants anc ,75^ seel lansous.
O-i
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2. Handbook z~ K~>virorrf;;:ntal Data on Orcanic C"'^.TT c *." 3, Kara:
Versc.Tjeren, V-n 'Jostranci Re;mold Ccrrroany, 197", '/: - 553,
Environmental data 3re orssented for ov--r ore tncu'sand
organic chemicals. Specific types of cata includac are onysical
and chemical data, air pollution seta, water oollution data, and
data on biological effects on microorganisms, olar.ts, aninals,
and ~an. Soec'fic tooics for ,vnicn info;—ia:ion is -ecortec, ;~
rnu 1 a -'Typical aD'-saranc^ ^ol^^'jl ^r v^^'Ci— ™ol""'nG ^cin*
boiling point, vac or* pressures for diffsrsnt trniosraturas, vaocr
cansity, saturation ccncantrat icns in ai™ ~cr jifferenc: :5rr,csri-
tur = s, total ^eat c" ccmcusion, ', C'^er nea: or" ccr^Dustici,
•naxim'j.Ti 3oli!b' 1 i ties in *at2r a~c ""7c-c.:-r5rt ts.voerstjr'is, artc
soacifi-c gravi:y; air ocllu'tiof: Gata-co.ivt-rs icn factors, thres-
ncld l-'nlt v?.luas, prctsctlon "aasur-as, ccor trirasno'd /a'.jas,
atrr.osone.-ic -"aacticns, natural and ^anmaoe sources, Tiax^xm
ox;da:icn, i:,^act on crccagracaoicn orocaoiis, "ecuct^on of
amenities (taste, ode", color), f/atar quality, natijr:.! anc 'nan-
mada sources, wastawatar ir33t~s.it, sa.Tolinc ?.nc analysis of
oiolcgicai affects data - bacteria, algas, olants, or-otocoa,
wcms, irtlTi-cooca, -noluoks, Bisects, 'isn, rnarrnals, and r.an.
rhe Condensed Chemical 3ic/*icnarv Ni'ith Hdit^Ou G, G. Hawlev
Van Ncstrand 0,ainnold Company, 1977, xiii - 957 oages.
-------
.,"! ~rv2 '
.
cnp:ive infcrnac
conc^rni ~g ci*5:::i
or occiir*7':-if7c ~ d~
shivS'in;- rscul izi
ing Tiany cnen;ca;
n if aval 1 as1 a, -5 prov.cad
r:f™."; cC"'"'ion, N.
Ccmoa.iy, 1S79,
;.n a cent von
0 0 0 r* 0 0 £;" » "1 2 3 0 T
triai air oontr'irunz coiitro*.; incu^cria. noise: 2f~5C
control; air noil1-'"."'on octroi r2cu:re.-.:an-:s ~o~ : nc::s :r" ;1
nr=r_ , s . , -.n-.; ouo i : -
:io'n :ou;"c=s z:.z~. i oa:io;";
s o i' u was " ?* "^ r"3 or™ ^ n 'v * * n cj* '^ c r ia i T ^ T*^ o r*'™ "•" "i("' o ir^ n * ' n c''
and 5nvi""or,7!S.T:al cancar r-!sks; 0-3x1 ccl ogy; chemical ouc
1 aci s ] atiCit; an industrial "^ssonse to c.^rorrc haalth ha
on sc^cifvc chenic.il 3 •2i- = 'i-~r,z$ infor:r;at io.i on .Tcn:2s, r'or
chemical is ratad p-ar a toxic hazard rating coca havi:
following catagcri as: !j."k"cwn, ic loxicity (,icr;e;, si ion:
-------
city '"civ,, ''ccarsta :ox"!ci-v ync'jj, savers "c
Also jroviC;!- are a olbl i'ccr2sny ar.d an ECd^rsc'jm
listed carci-seems, "eoolasticens.
2HC R . L. ™J~l5'.T! (6C.-j ) L', S. ^50 i""".T2ri" C"" H-^sl
JHC H-3'i:ir~^ ,(i i~ "i OH?. 1 I.TC'C^ "u"Z5 "Cr" CcCLiOifio^
Hadl"::i, 1379, xxxii - 12^3 ns^as.
This "af^rsnca source p,-cv1: = -: ::>e *c
infcmation, ^~" av-iil=o"e: ;ri,~5ry n^ns, r
bi 1 "itv tcxiritv h^nd!°'nc ^nc 5cc.^*^c3 rrn™T*^"r''"y 'jr^^'-nisn^" T,C"*~
sures, s;;i:is 3rd laaksga, disocsal and -^asce cr5a::^2nt.
Ncyes Data Ccrpcrac:7-25, 1979, x*'v - -50 cages,
This rafer-nca scurc3 provi^.s data on 236 ccnocunds ard
classes of ccrnccunds. Typas cf i;r:"c;-na:icn ar332"tsj incluca
description cf t^e cheniical synonyms, ;otant ;al ccc-joat'ona:
axocsures, ce:"*r;1 ssible exoosurs 1"';n:ti) rcuta of =f!t~y, Terrif1;!
-------
affects, .radical surve:'~anca, soecia; tasts, csrscnai protec-
tive methods, ra^srerce'S, and bibl icgr =Dny.
~ire ?rctacticn Guide en '-i2:;3rdC"js ^ateri als, Sevantn Edition,
National Firs P-ot-ction Association, 1979, vii - 1202.
This source contains five (;;) -riajcr S2c:ians as follows:
flash point inC3.x cf tr'dd^ rians licuics; firs hazard prcsertiss
of flacmaole liquics, gasas, and volatile solics; 'uzar-jcus
crenical data; ,r,anual of nazarccus chemical ."sacticns; ana d
r°ccn*/n6nci^d syst>arn for tns ^'dsnt'firaticn cf ths ."irs iiaz^irds of
mat ?r i c 1 s. FlasTt "'Oints 3»rG orovicsc for rncrc tli-ip, E OCC trsds
name products listed alohabetically oy -rade nans, "ira hat;rd
prooertias ar= provided for Tiers than 1,300 f 1 ainrnac: 12 S'JD-
stancss. The hazardous cns/nicals 02ta section ovovidas informa-
ticr, on firs, explosion, and tcxicity hazards for aporoxi.tata 1 y
•115 chsnicajs; and tha manual of hazardous chenical reactions
includes informs:ion on 3,550 mi^turas of two or ^cra chenica^
reported to be potentially d'incsrous in onoination.
Hazardous '^atsr'als Hancbock J. H, Msidl Slsncos *ub! isni.ic
Cn 1Q77 ix - "5^0 ^-^ = «,
W *-J t j «. v ' — j I /v w w V %^ v. ^ -» O «
This rsfarencs presents major sections on 'irsfighting pro-
cadurss for various types of hazardous matarials, exolosivs
hazarcs, water and air reactivity, hazardous mixtures, toxicity
hazards, and a tabulation of hazardous natarials and salectad
characteristics. Also included are a glossary of terms and a
biblicgrachy. The tabulation of hazardous .Tatarials character-
istics provides the NF'A 704 M identification, the DOT classifi-
6-17
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cation anc information en fire~ignting procedures, exclcsive
na^ards <^ater ar.d air reactivity mixture nazarcs and toxic* tv
hazards
-------
3. First Aid and Emergency Rescue, L. W. Erven, Glencoe Publishing
Company, 1970, xvi + 408 pages.
Chapters are provided on paramedical personnel and proce-
dures; psychological first aid; anatomy and physiology of the
human body; emergency treatment; shock and other complications;
respiration and resuscitation; hemorrhage and wounds; bandaging
and transportation; internal medical disorders; injuries to
bones, joints, and muscles; injuries frcm heat and cold; poisons
and drugs; gases, chemicals and diseases; emergency childbirth;
other common emergencies; glossary of medical terms; rescue
skills and techniques; rescue tools and equipment, respiratory
protection; rescue incidents and problems; water rescue tech-
niques; wildnerness rescue techniques; and radiation oroblems
and hazards. This text contains information useful to develop-
ment of the personal safety-selection and use of personal pro-
tective clothing and equipment and contingency plan training
modules (although it is emphasized that emergency rescue tech-
niques are best left to experts in this field).
4< Emergency Action Guide for Selected Hazardous Materials, U. S.
Department of Transportation, National Highway Traffic Safety
Administration and Materials Transportation Bureau, 1978, vii +
87 pages.
This reference provides information on potential fire,
explosion, and health hazards; immediate action necessary in the
event of a spill; immediate follow-up action; additional follow-
up action; water pollution control; and evacuation areas for 43
5-19
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chemicals and classes of chemicals. It is a good reference for
any facility having potential spills of these materials.
6.2.4 Legislation and Regulations
1. Resource Conservation and Recovery Act of 1975, P.L. 94-580 and
associated regulations.
2. Clean Water Act of 1977, P.L. 95-217, and associated regula-
tions.
3. Clean Air Act of 1977, P.L. 95-11 and associated regulations.
4. Hazardous Materials Transportation Act of 1975, P.L.93-633, anc
associated regulations.
5. Occuoaticnal Safety and Health Act of 1970, P.L. 91-596, and
associated regulations.
6. Toxic Substances Control Act of 1976, P. L. 94-469, and associ-
ated regulations.
7. Environmental Law Handbook, Government Institutes, Inc., revised
regularly.
This handbook presents a discussion of the various environ-
mental laws and contains a complete text of these laws in aopen-
dices. Also included are discussions of environmental law fun-
damentals. The most recent edition (Fifth Edition, May 1973)
contains chapters on the National Environmental Policy Act;
water pollution control legislation; air pollution control; land
use and major issues in the control of industrial development;
federal regulation of pesticides, toxic substances, noise, and
solid waste and resource recovery.
6-20
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6.3 AUDIO VISUAL AIDS
An examination of audio visual aids available at the time of prepara-
tion of this manual did not reveal any audio visual material offering
assistance in other than highly specialized topics; e.g., movies and slide
packages marketed by the National Fire Prevention Association. The NFPA
currently has films and other audio-visual material available on a variety
of fire-related topics; e.g., on the use of fire extinguishers, improper
handling of flammable liquids, BLEVE (boiling liquid expanding vapor
explosion), etc. Slide packages and films are also available from many
protective clothing and equiment vendors; e.g., MSA, Scott, 3M. Other
films are available from the USEPA dealing with specialized topics such as
"Health Hazards of Pesticides." Labelmaster offers a slide series on
labeling and placarding of hazardous materials and the USEPA has a slide
package on the RCRA regulations offered through the National Audio Visual
Center. Addresses are provided in Section 6.6.
6.4 COURSES
6.4.1 University Programs
At the time of preparation of this manual no University courses were
found in hazardous waste management. The search was admittedly not exhaus-
tive but did include examinations of the curricula offered by many leading
educational institutions. While no courses were found "in-place," it was
determined that several universities have courses in hazardous waste man-
agement in the planning stages and will be offering these courses in the
near future. The U.S. Environmental Protection Agency recently awarded
grants to three universities viz, Georgia Institute of Technology, Univer-
sity of Minnesota, and California State University of Long Beach, to SUD-
5-21
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port development of courses in hazardous waste management and it is antici-
pated that courses in hazardous wste management will soon be offered by
many other institutions.
6.4.2 Short Courses
Several courses in hazardous waste management are currently being
offered. These courses typically run from two (2). days.to one week and
cover a variety of topics. It is anticipated that given the appropriate
modifications in program content, short courses can be utilized to accom-
plish many, if not all, of the broad training objectives, apart from sits
specific considerations. Institutions and groups currently offering pro-
fessional development courses in the area of hazardous waste management
include the following:
1. Vanderbilt University
a. National Hazardous Materials Training Course: A one-week
seminar designed to provide a clearer understanding of the
effects of hazardous materials on the environment and human
health; to increase the participants' ability to manage
hazardous materials effectively and safely in normal opera-
tions and in spills and other emergencies and to comply
with federal and state laws; to increase participants'
knowledge of the multidiscipl'inary aspects of hazardous
materials control, including state-of-the-art updates in
chemistry, toxicology, laws and regulations, engineering,
transportation, protective equipment and disposal.
b. Hazardous Waste Management; Uncontrolled Waste Site
workshop; A one-week seminar designed to provide an under-
6-22
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standing of the- Resource Conservation and Recovery Act and
new technologies for hazardous waste disposal. Subjects
covered include RCRA definition of hazardous wastes,
chemistry and toxicology of hazardous wastes, requirements
for generators of hazardous wastes, standards for trans-
porters of hazardous wastes and for owners and operators of
hazardous waste management facilities, regulatory control,
notification requirements for hazardous waste management
activities, federal and state authorization and permits,
secure hazardous waste landfills, incineration technology,
deepwell disposal, detoxification and stabilization of
hazardous wastes, waste exchange programs, management of
hazardous waste spills and releases, liability, and
hazardous waste disposal workshop.
c. Hazardous Waste Management: A three-day seminar covering
chemistry of hazardous materials and wastes, legal aspects
of hazardous waste management, toxicology of hazardous
materials and wastes, treatment of hazardous effluents,
disposal- options, impacts of hazardous wastes on the
environment.
d. Industrial Toxicology and Occupational Control of Hazardous
Materials: A one-week seminar covering industrial toxic-
ology, toxicology of hazardous industrial materials, radio-
active materials, occupationally related diseases,
industrial hygiene-monitoring and safety engineering,
control of occupational hazards-chemistry, occupational
6-23
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safety and health regulations, and hazardous wastes and
industrial effluents.
e. Toxic Substance Control: A one-week seminar designed to
provide an understanding of the Toxic Substance Control
Act (TSCA) and its impact on industry. Subjects include
toxic and hazardous substances, TSCA-development content,
requiremnts, implementation, rules and regulations, pre-
manufacturing notification, scientific and technial
aspects, substantial risk reporting, risk analysis,
business effects, compliance planning.
2. University of Wisconsin:
Hazardous Waste Management Practices; A one-week course emoha-
sizing the application of available technology for managing the
disposal of hazardous wastes. Subjects include overview of man-
agement needs and regulations, public participation in hazardous
waste management decisions, hazardous waste characterization,
transporation, waste characterization modification, hazardous
waste disposal site selection and evaluation and hazardous waste
disposal site design, operation and monitoring.
3. George Washington University:
Hazardous Waste Management: A three-day seminar designed for
technical and management personnel concerned with the management
of hazardous wastes. Sections included in the course cover
pertinent state and federal regulations and anticipated regula-
tory directions, chemical and toxicological principles of
5-24
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hazardous materials and wastes, and the state-of-the-art
hazardous waste management techniques. Emphasis is placed on
waste characterization, generation, transport, storage, treat-
ment, and disposal. The topics employ case studies and problem
sessions.
4. New Jersey Institute of Technology:
National Conference on Hazardous and Toxic Wastes
Management: A three-day conference, to identify the problems
and solutions associated with the management of hazardous and
toxic wastes, integrated, cost-effective ways of identifying and
controlling hazardous and toxic wastes, and the toxic substances
compliance requirements.
5. J. T. Baker Chemical Company, Phillipsburg, NJ:
a- The Hazardous Chemical Safety Seminar and Workshop; A two-
day seminar covering'the understanding and safe handling,
transportation, storage, labeling and usage of hazardous
chemicals and improving the chemical control program.
Subjects include hazard analysis, fundamentals of hazardous
chemical safety, flammable liquids and solids, flammable
materials workshop, corrosive chemicals, eye and face pro-
tection and shielding, corrosive chemicals workshop,
insidious hazards, toxic chemicals, chemical storage,
sources of information, chemical waste disposal, cryogenic
liquids and compressed gases, the safety audit-labeling,
first aid, responses to emergency situations, decontamina-
tion, emergency equipment.
6-25
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b. Management and Disposal of Hazardous and Chemical Wastes:
A two-day course on the management and disposal of hazard-
ous and chemical wastes. Subjects include history of the
industry, RCRA overview, in-house waste management, hazard-
ous materials regulations, generator and transporter stand-
ards, permit requirements, standards for treatment, storage
and disposal facilities, storage and classification,
resource recovery, special disposal problems —asbestos,
PCS's, highly reactive materials, disposal technologies.
6. The Center for Energy and Environmental Management, Fairfax, VA:
a. Strategic Planning for Disposal of Solid Wastes: A two-day
course covering the technical and administrative provisions
of the Resource Conservation and Recovery Act (RCRA) of
1976. Subjects include Resources Conservation and
Recovery Act, RCRA Sec. 3001 - Defining hazardous waste,
RCRA Sec. 1008/3004, liability, planning for disposal of
waste, strategies, action planning.
b. EPA's Regulation of New Chemical Substances: A one-day
course covering the provisions of the Toxic Substance Con-
trol Act (TSCA) of 1976. Subjects include the Toxic Sub-
stance Control Act of 1976, TSCA Sec. 5, corporate
liability, small group workshops, action planning.
c. EPA Testing Requirements under TSCA and RCRA; A one-day
course defining and analyzing the requirements of Sec. 3001
of RCRA and Sections 4 and 5 of TSCA. Subjects include
testing under TSCA and RCRA, TSCA Section testing stand-
ards, TSCA Section 4 testing rule, RCRA Sec. 3001 -
defining hazardous wastes.
6-26
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7. Lion Technology Inc.; Dover, NH:
Hazardous/Toxic Waste Disposal: A two-day seminar covering
management, storage, packaging, shipment, transporting, and dis-
posal of hazardous wastes. Subjects include RCRA, corporate and
personal liability, transporation regulations, disposal methods
and technical options, regulatory and common sense
reponsibilities, vocabulary of regulatory definitions, impact
throughout the company, and good management practices and proce-
dures .
8. Gastek Corporation, Gasten, PA:
Hazardous Chemical Safety Management: A four-day course
covering subjects such as risk analysis, hazardous chemical con-
trol, chemical information, toxicology, industrial hygiene-
fa iomonitoring, protective equipment, crisis management, and
extremely hazardous chemicals.
9. McGraw-Hill Seminar Center, New York, NY:
Hazardous Wastes Management: A two-day seminar covering
subjects such as growing scope of the problem, the federal and
state regulatory climate, environmental considerations,
sludges, packaging, transport, disposal, facilities operation,
siting considerations, and energy recovery potentials.
10. Chemical Manufacturers Association:
Disposal of Hazardous Wastes: A two-day seminar. Subjects
include siting, control of landfills, leachate control and
recovery, alternative methods for disposal, ocean incineration,
regulations, and off-site contract disposal.
6-27
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New courses are appearing quite regularly, and it is
anticipted that by the time this manual appears many other
courses in hazardous waste management will be available.
6.5 COMPUTERIZED DATA BASES AND EMERGENCY RESPONSE CENTERS
6.5.1 Computerized Qata-Bases
1. U. S. Environmental Protection Agency
Oil and Hazardous Materials - Technical Assistance Data
System (OHM-TADS), U. S. Environmental Protection Agency, Oil
and Special Materials Control Division, Office of Water Program
Operations, Washington, D.C.
The Oil and Hazardous Materials Technical Assistance Data
System (OHM-TADS) is designed to include all information pertin-
ent to spill response efforts related to any material designated
as an oil or hazardous material. As such, it includes a wide
variety of physical, chemical, biological, toxicological, and
commercia-1 data. However, the greatest emphasis is placed on
the deleterious effects these materials may have on water quali-
ty.
The investigative effort required to compile the data files
involved no original research. Consequently, the completed
files comprise a compendium of information available in open
literature., Further, the data gaps represent a fairly accurate
listing of current research needs.
Sources of information include articles in journals, books,
papers presented at various symposia, compendiums, governmental
reports, and basic reference texts.
6-2S
-------
Data are entered in a form that requires some technical
background for maximum benefit. It is assumed that the user is
familiar with chemical symbols and common chemical-biological
terms.
2. National Library of Medicine
MEDLINE contains approximately 500,000 references to bio-
medical journal articles published in the current and two pre-
ceding years. An English abstract, if published with the arti-
cle, is frequently included. The articles are from 3,000 jour-
nals published in the U.S. and 70 foreign countries; MEDLINE
also includes a limited number of chapters and articles from
selected monoigraphs. Coverage of previous periods (back to
2966) is provided by badcfiles that total some 2,500,000 refer-
ences .
MEDLINE can also be used to update a search periodically.
The search formulation is stored in the computer and each month,
when new references are added to the data base, the search is
processed automatically and the results mailed from NLM.
TOXLINE (Toxicology Information Online) is a collection of
650,000 references from the last five years on published human
and animal toxicity studies, effects of environmental chemicals
and pollutants, and adverse drug reactions. Older material
(400,000 references) is in TOX8ACK. Almost all references in
TOXLINE have abstracts or indexing terms and most chemical com-
pounds mentioned in TOXLINE are further identified with Chemical
Abstracts Service Registry Numbers. The references are from
6-29
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five major published secondary sources and five special litera-
ture collections maintained by other organizations.
CHEMLINE (Chemical Dictionary Online) is a file of 900,000
names for chemical substances, representing 450,000 unique com-
pounds. CHEMLINE, created by NLM in collaboration with Chemical
Abstracts -Service (CAS), contains such information as CAS
Registry Numbers, molecular formulas, preferred chemical nomen-
clature, and generic trivial names. The file may be searched by
any of these elements and also by nomenclature fragments and
ring structure information making chemical structure searches
possible.
RTECS (Registry of Toxic Effects of Chemical Substances,
formerly the Toxic Substances List) is an annual compilation
prepared by the National Institute for Occupational Safety and
Health. RTECS contains acute toxicity data for approximately
36,000 substances. For some compounds there are also threshold
limit values, recommended standards in air, and aquatic toxicity
data.
3. Bibliographic Retrieval Services
MEDLARS
The MEDLARS (Medical Literature Analysis and Retrieval
System) database, produced by the National Library of Medicine,
contains citations from over 3,000 English and major foreign
language journals in all the basic and clinical biomedical
sciences.
6-30
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All citations from the printed INDEX MEDICUS, INTERNATIONAL
NURSING INDEX, and INDEX TO DENTAL LITERATURE are included in
this comprehensive database, which now totals in excess of 2
million citations.
8IOSIS PREVIEWS
The BIOSIS PREVIEWS database, produced by the BioSciences
Information Service, provides comprehensive coverage of the
world's biological and life sciences literature, including such
broad areas as anatomy, bacteriology, biochemistry, cell bio-
logy, genetics, immunology, microbioogy, nutrition, pathology,
physiology, pharmacology, toxicology, taxonomy, virology, and
zoology.
The file includes all citations from the printed volumes of
BIOLOGICAL ABSTRACTS and BIORESEARCH INDEX totalling 240,000
new references each year.
CHEMICAL ABSTRACTS CONOENSATES
.The CHEMICAL ABSTRACTS CONOENSATES (CA CONOENSATES) data-
base, produced by Chemical Abstracts Services, contains cita-
tions to the world's literature in chemistry, including biochem-
istry, organic and macromolecular chemistry, analytical and phy-
sical chemistry, applied chemistry, and chemical engineering.
CA COND6NSATES includes all 'those references from the
printed volumes of CHEMICAL ABSTRACTS, providing users with over
300,000 new references annually.
6-31
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NTIS
The NTIS database, produced by the National Technical
Information Service (NTIS), contains references to all unres-
tricted U. 'S. Government-sponsored research and technical
reports issued in the broad areas of physical and biological
science and technology, business and social science.
The NTIS database includes all citations from the printed
volumes of GOVERNMENT REPORTS ANNOUNCEMENTS, as well as reports
from the AEC, departments of Defense and Commerca, HUD, EPA,
National Bureau of Standards, DOC, etc.
POLLUTION ABSTRACTS
The Pollution Abstracts database, published by Data
Courier, Inc., Louisville, Kentucky, contains more than 40,000
citations with abstracts from both published and unpublished
worldwide pollution and environmental information.
The file dates back to 1970 and is updated bimonthly with
more than 1,000 new references.
5.5.2 Emergency Response Centers
CHEMTREC stands for Chemical Transportation Emergency Center, a pub-
lic service of the Chemical Manufacturers' Association at its offices in
Washington, D.C.
CHEMTREC provides immediate advice for those at the scene of emergen-
cies, then promptly contacts the shipper of the chemicals involved for more
detailed assistance and appropriate follow-up.
6-32
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CHEMTREC operates around the clock - 24 hours a day, seven days a week
- to receive direct-dial, toll-free calls from any point in the continental
United States through a wide area telephone service (WATS) number, 800-
424-9300 (483-7616 for calls originating within the District of Columbia;
202-483-7616 for calls originating outside the continental U.S.).
Shippers,including CMA members and non-members are notified through
pre-established phone contacts providing 24-hour accessibility, via infor-
mation operators, or through cooperation of fire and police services.
As circumstances warrant, the National Transportation Safety Board or
appropriate offices of other agencies may be notified.
CHEMTREC's capabilities have been recognized by the Department of
Transportation, and a close and continuing relationship is maintained
between CHEMTREC and the Department.
6.6 PUBLISHERS' ADDRESSES
Academic Press, Inc.
Ill 'Fifth Avenue
Mew York, NY 10003 1-212-741^6800
American Chemical Society (ACS)
1155 Sixteenth Street, N.W.
Washington, D.C. 10036 1-202-872-4600
Ann Arbor Science Publishers, Inc.
P. 0. Box 1425
Ann Arbor, MI 48106 1-313-761-5010
6-33
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CRC Press, Inc.
2255 Palm Beach Lakes Boulevard
West Palm Beach, FL 33409 1-3050994-0555
general Electric Company
Growth Services
120 Erie Boulevard
Department 20
Schenectady, NY 12305
1-518-385-2211 Research Development Center
and Main Plant
Glencoe Publishing Co., Inc.
•
17227 Ventura Boulevard
Encino, CA 91316 1-213-990-3080
Government Institutes, Inc.
4733 Bethesda Avenue, N.W.
Bethesda, MO 20014 1-301-656-1090
The International Technical Information Insti-tute
Toranomon-Tachikawa Bldg., 6-5 1 Chome
Nichi-Shimbashi, Minato-ku
Tokyo, Japan
6-34
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Labelmaster
7525 North Wolcott Ave.
Chicago, IL 60626 1-312-973-5100
Lea & Febiger
600 S. Washington SquaVe
Philadelphia, PA 19106 1-215-922-1330
National Audiovisual Center
Government Services Administration
Washington, DC 20409 1-301-763-1896
Marcel Dekker, Inc.
270 Madison Avenue
New York, N.Y. 10016 1-212-889-9595
McSraw-Hill Book Company
1221 Avenue of the Americas
New York, NY 10020 1-212-997-1221
National Fire Protection Association (NFPA)
470 Atlantic Avenue
Boston, MA 02210 1-617-482-8755
National Institute for Occupational Safety and Health (NIOSH)
Division of Technical Services
Cincinnati, OH 45226 1-513-684-8302
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Moves Data Corporation
Mill Rd. at Grand Avenue
Park Ridge, NJ 07656 1-201-391-8484
NTIS
U.S. Department of Commerce
National Technical Information Service
425 13th Street, N.W., Room 520
Washington, DC 20004 1-202-724-3374 (director) 1-202-557-4600 (general
information)
National Library of Meicine
8600 Rockville Pike
Bethesda, MO 20014 1-301-496-4000
Prentica Hall
Englewood Cliffs, NJ 07632 1-201-592-2000 (General Office) 1-201-592-
5260 (Learning Systems)
Sources of Safety, Inc.
8303 East Kenyon Drive
Denver, CO 80237 1-303-771-1219
U.S. Department of Transportation
National Highway Traffic Safety Administration
Emergency Medical Servics Branch
400 Seventh Street S.W.
Washington, O.C. 20590 1-202-426-1828 (General Information)
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Van Nostrand Reinhold Company
135 West 50th St
New York, NY 10020 1-212-265-8700
John Wiley and Sons, Inc.
1 Wiley Drive
Somerset, NO 08873 1-201-469-4400
6-37
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APPENDIX A
STATE/TERRITORY SOLID WASTE MANAGEMENT AGENCIES
-------
APPENDIX A
STATE/TERRITORY SOLID WASTE MANAGEMENT AGENCIES
Alabama
Director
Division of Solid Waste
and Vector Control
State Department of Public Health
State Office Building
Montgomery, Alabama 36130
(205) 832-6728
Alaska
Solid Waste Program Coordinator
Dept. of Environmental Conservation
State of Alaska
Pouch 0
Juneau, Alaska 99801
(907) 586-6721
American Samoa
Department of Public Works
Government of American Samoa
Pago Pago, American Samoa
Overseas Operator (Commercial Call)
Arizona
Division of Sanitation
Environmental Health Services
Arizona State Dept. of Health
411 No. 24th St.
Phoenix, Arizona 85008
(602) 255-1160
Arkansas
Chief
Solid Waste Control Board
Arkansas Department of Pollution
Control and Ecology
P.O. Box 9583
8001 National Drive
Little Rock, Arkansas 72219
(501) 371-1701
California
Department of Public Health
714-44 P. St.
Sacramento, California. 95314
(912) 445-4171
Colorado
State Department of Health
Division of Radiation and
Hazardous Waste
4210 East Eleventh Avenue
Denver, Colorado 80220
(303) 320-8333
Connecticut
Solid Waste Management Unit
Department of Environmental
Protection
State of Connecticut
122 Washington Street
Hartford, Connecticut 06106
(203) 566-3672
Delaware
Chief, Solid Waste Section
Delaware Dept. of Natural Resources
and Environmental Control
Edward Tatnall Building
Dover, Delaware 19901
(302)'678-4781
District of Columbia
Director
Department of Environmental
Services
415 12th Street, N.W.
Washington, D.C. 20004
(202) 727-5748
A-l
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Florida
Oept. of Environmental Regulations
2600 Blair Stone Rd.
Twin Towers Bldg,
Tallahassee, Florida 32301
(904) 488-8163
Chief, Land Protection Branch
Environmental Protection Division
270 Washington St., S.W.
Atlanta, Georgia 30334
(404) 656-2S33
Guam
Administrator, Guam, EPA
P.O. Box 2999
Agana, Guam 96910
Overseas Operator (Commercial Call)
Hawaii
Director, State Department of Health
P.O. Box 3378
Honolulu, Hawaii 96801
(808) 548-2811 Ext. 521
Idaho
Chief
Solid Waste Management Section
Environmental Services Division
Idaho Dept. of Health and Welfare
Boise, Idaho 83720
(208) 384-2287
Illinois
Illinois Environmental Protection Agency
Illinois Pollution Control Board
2200 Churchill Road
Springfield, Illinois 62706
(217) 782-6760
Indiana
Chief, Solid Waste Section
Division of Sanitary Engineering
Indiana State Board of Health
1330 West Michigan Street
Indianapolis, Indiana 46206
(317) 613-0176
A-2
Iowa
Director
Air and Land Quality Division
Department of Environmental Quality
900 East Grand St.
Oes Moines, Iowa 50319
(515) 281-8692
Kansas
Kansas Department of Health and
Environment
Division of Environment
Building 740
Forbes Air Force Base
Topeka, Kansas 66620
(913) 862-9360
Kentucky
Division of Hazardous Material
and Waste Management
Department of Natural Resources
and Environmental Protection
U.S. 60 Pinehill'Plaza
Frankfort, Kentucky 40601
(502) 564-6716
Louisiana
Department of Health and Human
Resources
Office of Health Services and
Environmental Quality
P.O. Box 60630
New Orleans, Louisiana 70160
(504) 568-5137
Maine.'
Chief
Bureau of Land Quality Control
Division of Solid Waste Management
Department of Environmental
Protecti on
State House
Augusta, Maine 04333
(207) 289-2111
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Maryland
Water Resources Administration
Department of Natural Resources
Tawes State Office Building
Annapolis, Maryland 21401
(301) 269-3846
Massachusetts
Water Resources Commission
Bureau of Solid Wastes
State Office Bldg. Government Center
100 Cambridge St.
Boston, Massachusetts 02202
(617) 727-4293
Michigan
Chief, Resource Recovery Division
Environmental Protection Branch
Department of Natural Resources
P.O. Box 30028
Lansing, Michigan 48909
(517) 323-1315
Minnesota
Director
'Minnesota Pollution Control Agency
Division of Solid Waste
1935 West County Road, B-2
Roseville, Minnesota 55113
(612) 296-7315
Mississippi
Director
Division of Solid Waste Management
and Vector Control
Mississippi State Board of Health
P.O. Box 1700
Jackson, Mississippi 39205
(601) 982-6317
Missouri
Director, Solid Waste Management
Program
Department of Natural Resources
2010 Missouri Blvd.
Jefferson City, Missouri 65101
(314) .751-3241
(mailing address)
P.O. Box 1363
State Office Building
Jefferson City, Missouri 65101
Montana
Chief
Solid Waste Management Bureau
Montana State Department of Health
and Environmental Sciences
1400 llth Avenue, Suite A
Helena, Montana 59601
(406) 449-2321
Nebraska
Chief
Solid Waste Division
Department of Environmental Control
301 Centennial Mall
Box 94877
Lincoln, Nebraska 68509
(402) 471-2186
Nevada
Division of Environmental Protection
201 South Falls Street
Room 221
Carson City, Nevada 89710
(702) 885-4670
New Hampshire
Bureau of Solid Waste
Department of Health and Welfare
Hazen Drive
Concord, New Hampshire 03301
(603) 271-4611
A-3
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New Jersey
Department of Environmental Protection
P.O. Box 2807
Trenton, New Jersey 08625
(609) 292-7645
New Mexico
Director, Health and Environment
P.O. Sox 968, Crown Building
Santa Fe, New Mexico 87503
(505) 827-5271
New York
Director, Div. of Solid Waste Mgnrt.
New York State Department of
Environmental Conservation
50 Wolf Road
Albany, New York. 12233
(518) 457-6603
North Carolina
Department of Human Resources
Division of Solid Wastes and
Vector Control
306 N. Wilmington St.
Bath Bldg.
Raleigh, North Carolina 27611
(919) 733-2178
North Dakota
Director
Division of Solid Waste Mgmt.
State Department of Health
1200 Missouri Avenue
Bismarck, North Dakota 58505
(701) 224-2382
North Mariana Islands
Chief, Dept. of Health Serv-ices
Office of High Commission
Trust Territory of the Pacific
Islands
Saipan, Marianas 96950
Overseas Operator (Commercial Call)
Ohio
Ohio Environmental Protection Agency
361 E. Broad Street
Columbus, Ohio 43215
(614) 466-7220
Oklahoma
Chief -
Industrial and Solid Waste Service
State Department of Health
10th and Stonewall Streets
Box 53551
Oklahoma City, Oklahoma 73152
(405) 271-5338
Director, Solid Waste Mgmt. Division
Oregon State Department of
Environmental Quality
P.O. Box 1760
Portland, Oregon 92707
(503) 229-5696
Pennsylvania
Director
Division of Solid Waste Management
Dept. of Environmental Resources
P.O. Box 2063
Harrisburg, Pennsylvania 17120
(717) 787-7381
Puerto Rico
Environmental Quality Board
Office of the Governor
Box 11488
Santurce, Puerto Rico 00910
(809) 725-5140 Ext. 226
Rhode Island
Chief, Division of Solid Waste Mgmt.
Department of Environmental Management
204 Cannon Building
Davis Street
Providence, Rhode Island 02908
(401) 277-2808
A-4
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South Carolina
South Carolina Board of Health
and Environmental Control
2600 Bull Street
Columbia, South Carolina 29201
(803) 758-5681
South Dakota
Division of Solid Waste and Air Quality
South Dakota Dept. of Health
120 East Capitol St.
Pierre, South Dakota 57501
(605) 773-3329
Tennessee
Division of Solid Waste Management
Bureau of Environmental Health Sciences
Tennessee Department of Public Health
301 Seventh Avenue, North
Nashville, Tennessee 37219
(615) 741-3424
Texas
Texas Department of Health
Division of Solid Waste Management
1100 West 49th Street
Austin, Texas 78756
(512) 458-7271
Utah
Chief
Bureau of Solid Waste Management
Dept. of Health
Division of Environmental Health
150 W. North Temple
P.O. Box 2500
Salt Lake City, Utah 84110
(801) 533-6163
Vermont
Air and Solid Waste Programs
Agency of Environmental Conservation
State Office Building
Montpelier, Vermont 05602
(802) 828-3395
Virgin Islands
Assistant Director
Division of Utilities & Sanitation
Department of Public Works
Government of the Virgin Islands
Charlotte Amalie
St. Thomas, Virgin Islands 00801
(809) 774-7970
Virginia
Department of Health
Bureau of Solid and Hazardous
Waste Management
James Madison'Building
109 Governor Street
Richmond, Virginia 23219
(804) 786-5271
Washington
Division Chief
Solid Waste & Resource Recovery
Division
Department of Ecology
Olympia, Washington 98503
(206) 753-6883
West Virginia
Director, Solid Waste Program
State Department of Health
1800 Washington Street, E.
Charleston, West Virginia 25305
(304) 348-2987
Wisconsin
Department of Natural Resources
Bureau of Solid Waste Management
P.O. Box 7921 •
Madison, Wisconsin 53705
(608) 266-2111
Wyoming
Solid Waste Program Supervisor
Wyoming Dept. of Environmental Quality
Hathaway Building
Cheyenne, Wyoming 82002
(307) 777-7752
A-5
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APPENDIX B
U..S. ENVIRONMENTAL PROTECTION AGENCY
REGIONAL OFFICES
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APPENDIX B
U.S. ENVIRONMENTAL PROTECTION AGENCY
REGIONAL OFFICES
Information from the Regional Office of the EPA can be obtained either
from the Regional Administrator, the Director of the Air and Hazardous
Materials Division or the Solid Waste Management Representative in each
region. General Information on the Federal Hazardous Waste Management
Program can be obtained from the Director, Hazardous Waste Management
Division (AW-465), Environmental Protection Agency, Washington, D.C.
20560. Telephone number: 202/755-9185.
Regional Offices
Region I
Maine, New Hampshire,
Vermont, Conn., Mass.,
Rhode Island
Region II
New York, New Jersey,
Puerto Rico
Region III
Pa., Md., Va., W. Va.,
D.C., Delaware
Region IV
Ala., Miss., Ga., N.C.,
S.C., Tenn., Ky., Fla.
Region V
Minn., Wis., 111., Ind.,
Ohio, Michigan
Addresses
Regional Administrator
Room 2203
John F. Kennedy Federal
Bldg.
Boston, MA 02203
Administrator
26 Federal Plaza
New York, NY 10007
Administrator
6th 4 Walnut Streets
Philadelphia, PA 19106
Teleohone Contact
Chief, Solid Waste Prgm.
Air & Haz. Mtls. Division
617/223-5186
Chief, Solid Waste Mgmt.
Branch, Water Division
212/264-2513
Solid Waste Mgmt. Rep.
Air & Haz. Mtls. Div.
215/597-0980
Administrator Head, Solid Waste Mgmt.
345 Courtland Street, NE Section, Air & Hazardous
Atlanta, GA 30308 Mtls. Branch
404/881-3454
Administrator
230 South Dearborn St.
Chicago, IL 60604
Chief, Solid Waste Branch
Air & Haz. Mtls. Division
312/353-2197
8-1
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Regional Offices
Region VI
Tex., Arkansas, N.M.,
La., Oklahoma
Region VII
Kansas, Nebraska,
Missouri, Iowa
Region VIII
Col., Utah, N.O., S.O.,
Montana, Wyoming
Region IX
California, Arizona,
Nevada, Hawaii
Region X
Oregon, Washington,
Idaho, Alaska
Addresses
Telephone Contact
Administrator Chief, Haz. Waste Mgmt. Sec.
1201 Elm Street Air & Haz. Mtls. Division
First International 8dg. 214/767-2730
Dallas, TX 75270
Administrator
324 East llth Street
Kansas City, MO 64106
Administrator
1860 Lincoln Street
Denver, CO 80295
Administrator
215 Fremont Street
San Francisco, CA 94105
Administrator
1200 6th Avenue
Seattle, WA 98101
Chief, Waste Mgmt. Section
Air & Haz. Mtls. Oiv.
816/374-3307
Chief, Waste Mgmt. Branch
Air & Hazardous Mtls. Oiv.
303/837-2221
Chief, Solid Waste Mgmt. Sec.
Haz. Mtls. Branch
415/556-3352
Chief, Solid Waste Prgm.
Air & Haz. Mtls. Division
206/442-1260 or 1253
B-2
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APPENDIX C
TECHNICAL ASSISTANCE MANUALS BEING PREPARED BY THE USEPA
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APPENDIX C
TECHNICAL ASSISTANCE MANUALS BEING PREPARED BY THE USEPA
1. Application Guidance Manual for State Authorization.
2. The Closure and Post Closure Guidance Document.
3. -Guidance Manual for Investigations of Hazardous Waste Disposal Sites.
4. Hazardous Waste Data Management System.
5. Procedures Manaul for RCRA Permit Review.
6. Personnel Training Manual for Owners/Operators of Hazardous Waste
Management Facilities.
7. The RCRA Inspection Manual.
8. Regulation Information Program Workbook.
9. Resource Conservation and Recovery Act Case Proceedings Manual.
10. Safety Manual for Hazardous Waste Site Investigations.
11. Permit Writers' Guidance Manual: Landfarms
12. Permit Writers' Guidance Manual: Landfills
13. Permit Writers' Guidance Manual: Surface Impoundments.
14. Permit Writers' Guidance Manual: Containers
15. Permit Writers' Guidance Manual: Piles.
IS. Permit Writers' Guidance Manual: Physical, Chemical, and Biological
Treatment
17. Permit Writers' Guidance Manual: Tanks.
IS. Permit Writers' Guidance Manual: Thermal Treatment.
19. Permit Writers' Guidance Manual: Incineration.
20. Permit Writers' Guidance Manual: Site Selection.
21. Permit Writers' Guidance Manual: Air Monitoring
C-l
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22. Technical Resource Document: Guidance Manual for Closure for Hazard-
ous Waste Surface Impoundments.
23. Technical Resource Document: Guide to the Disposal of Chemically
Stabilized and Solidified Wastes.
24. Technical Resource Document: Hydrologic Simulation of Solid Waste
Disposal Sites.
25. Technical Resource Document: Landfill and-Surface Impoundment Per-
formance Evaluation Manual.
26. Technical Resource Document: Manual for Evaluating Cover for Hazard-
ous Waste.
27. Technical Resource Document: Hazardous Waste Leachate Management
Manual.
28. Technical Resource Document: Lining of Waste Impoundment and Dis-
posal Facilities.
29. Technical Resource Document: Landfill Treatment Manual.
30. Technical Resource Document: Air and Groundwater Monitoring Model.
31. Technical Resource Document: Incineration.
32. Technical Resource Document: Waste Analysis Trial Tests and Incom-
patibility.
33. Technical Resource Document: Closure
34. Technical Resource Document: Inspections (3004).
35. Technical Resource Document: Incinerator Burns Data.
36. Technical Resource Document: Risk Assessment.
37. Technical Resource Document: Site Operation and Management.
38. Waste Exchange Seminar Program.
39. Regional Guidance Manual on Selected Interim Status Requirements.
40. Test Methods for the Evaluation of Solid Wastes.
ua 1988
SW-915
C-2
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