vvEPA
United Stales
Environmental Protection
Agency
Office of Research and
Development
Washington, DC 20460
EPA/625/7-90/010
June 1990
Technology Transfer
Guides to Pollution
Prevention
Research and Educational
Institutions
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EPA/625/7-90/010
June 1990
GUIDES TO POLLUTION PREVENTION: RESEARCH AND
EDUCATIONAL INSTITUTIONS
RISK REDUCTION ENGINEERING LABORATORY
AND
CENTER FOR ENVIRONMENTAL RESEARCH INFORMATION
OFFICE OF RESEARCH AND DEVELOPMENT
U.S. ENVIRONMENTAL PROTECTION AGENCY
CINCINNATI, OHIO 45268
Printed on Recycled Paper
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NOTICE
This guide has been subjected to U.S. Environmental Protection Agency's peer and
administrative review and approved for publication. Approval does not signify
thatthecontents necessarily reflectthe views and poUciesofrneiU.S. Environmental
Protection Agency, nor does mention of trade names or commercial products
constitute endorsement or recommendation for use. This document is intended as
advisory guidance only to research and educational institutions in developing
approaches for pollution prevention. Compliance with environmental and
occupational safety and health laws is the responsibility of each individual business
and is not the focus of this document.
Work sheets are provided for conducting waste minimization assessments of
educational and research institutions. Users are encouraged to duplicate portions
of this publication as needed to implement a waste minimization program.
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FOREWORD
This guide provides an overview of waste generating processes and operations
which occur in educational or research institutions and presents options for
minimizing waste generation through source reduction and recycling. A broad
spectrum of waste chemicals in laboratories, art studios, print shops, maintenance,
and other operations can be generated from these institutions, and while the total
waste quantities are small, the variety of wastes is considerable.
Reducing the generation of these wastes at the source, or recycling the wastes; on
or off site, will benefit research and educational institutions by reducing disposal
costs and lowering the liabilities associated with hazardous waste disposal.
111
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ACKNOWLEDGMENTS
This guide is based in part on waste minimization assessments conducted by Ralph
StoneandCo.for theCaliforniaDepartmentof Health Services (DHS). Contributors
to these assessments include: David Leu, Benjamin Fries, Kim Wilhelm, and Jan
Radimsky of the Alternative Technology Section of DHS. Jacobs Engineering
Group Inc. edited and developed this version of the waste minimization assessment
guide, under subcontract to Radian corporation (USEPA Contract 68-02-4286).
Lisa M. Brown of the U.S. Environmental Protection Agency, Office of Research
and Development, Risk Reduction Engineering Laboratory, was the project officer
responsible for the preparation andreview of this document. Other contributors and
reviewers include: Dennis Veith, Delco Systems; and Ross Grayson, University of
California at Santa Barbara.
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CONTENTS
SECTION PAGE
Notice , ii
Foreword , iii
Acknowledgments , .,...iv
1. Introduction . , t, 1
2. Research and Educatipnal Institution Profile 5
3. Waste Minimization Options for Research and Educational Institutions 9
4. Guidelines for Using the Worksheets 15
References..... , 27
Appendix A:
Waste Audit of a Large University 28
Appendix B:
Waste Audit of a Research Institute , 37
Appendix C:
Waste Audit of a Small College 41
Appendix D:
Where to Get Help: Further Information on Pollution Prevention, , 44
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SECTION 1
INTRODUCTION
Reduction of pollutant emissions associated with re-
search and educational activities is an important objective
consistent with national environmental policy. More sig-
nificantly, however, the adoption of waste minimization
by the research and educational community carries with it
a tremendous potential for designing pollution out of future
industrial processes right in the lab. Waste minimization
awareness can also be instilled and propagated by educa-
tional institutions, so that today's students and tomorrow's
professionals can apply pollution prevention in their en-
deavors. Hence, the importance of instituting pollution
prevention within research and educational organizations
cannot be overstated.
This guide was prepared to provide research and
educational institutions with guidelines and options to
minimize hazardous wastes. These options and procedures
can also be used in efforts to minimize all wastes generated
at a facility. The guide is intended primarily for use by
research and development laboratories and graduate and
undergraduate educational institutions that conduct research
or teaching activities which employ hazardous materials.
Others who may find this document useful include high
schools, community colleges, and vocational institutions,
as well as industrial laboratories, regulatory agencies, and
consulting organizations.
The worksheets and the list of waste minimization
options were developed through assessments of three re-
search and educational institutions in the Los Angeles area.
Theeffort was commissionedbythe California Department
of Health Services (Calif. DHS 1988). The institutions
consisted of:
A small, private liberal arts college;
A large university; and
A technical research institute.
Their operations, research and teaching activities, and
waste generation and managementpractices were surveyed.
Existing and potential waste minimization options were
characterized.
In the following sections of this manual you will find:
An overview of research and educational
institutions and the hazardous chemicals they
employ (Section Two);
Waste minimization options for research and
educational institutions (Section Three);
Waste Minimization Assessment Guidelines
and Worksheets (Section Four)
Appendices, containing:
- Case studies of waste generation and waste
minimization practices of the three
institutions studied; and
- Where to get help: Sources of useful technical
and regulatory information,,
To provide the reader with general background in-
formation, the next subsection will present an overview of
waste minimization goals and opportunity assessments.
Overview of Waste Minimization Goals and
Opportunity Assessments
Waste minimization is a policy specifically mandated
by the U.S. Congress in the 1984 Hazardous and Solid
Wastes Amendments to the Resource Conservation and
Recovery Act (RCRA). As the federal agency responsible
for implementing RCRA, the U.S Environmental Protec-
tion Agency (EPA) has an interest in ensuring that new
methods and approaches are developed for minimizing
hazardous waste and that such information is madeavailable
to the institutions concerned. This guide is one of the
approaches EPA is using to provide institution-specific
information about hazardous waste minimization. The
options and procedures outlined can also be used in efforts
to minimize other wastes generated in a facility.
EPA has also developed a general waste minimization
manual for use by industry. The Waste Minimization Op-
portunity Assessment Manual (USEPA1988) tells how to
conduct a waste minimization assessment and develop
options for reducing waste generation at a facility. It
explains the management strategies needed to incorporate
waste minimization into organizational policies and
structures, how to establish an inistitution-wide waste
minimization program, conduct assessments, implement
options, and make the program an on-going one. The
elements of waste minimization opportunity assessment
are explained below.
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In the working definition used by EPA, waste minimi-
zation consists of source reduction and recycling. Of the
two approaches, source reduction is usually considered
preferable to recycling from an environmental perspective.
A Waste Minimization Opportunity Assessment
(WMOA), sometimes calleda waste minimization audit, is
a systematic procedure for identifying ways to reduce or
eliminate waste. The steps involved in conducting a waste
minimization assessment are outlined in Figure 1 and
presentedin moredetail in thenextparagraphs. Briefly, the
assessment consists of a careful review of an institution's
operations and waste streams and the selection of specific
areas to assess. After a particular waste stream or area is
established as the WMOAfocus, anumber of options with
thepotential to minimize wasteare developed and screened.
The technical and economic feasibility of the selected
options are then evaluated. Finally, the most promising
options are selected for implementation.
Research and educational institutions have different
waste management problems than most industrial waste
generators and different resources available to deal with
them. In addition, the management structures of research
and educational institutions often do notlend themselves to
the more centralized decision making and direction typical
of business management. While decentralization may
facilitate academicindependence,adecentralizedapproach
to hazardous waste management poses nearly insur-
mountable obstacles to those responsible for tracking and
assuring the proper disposal of hazardous wastes. Decen-
tralization also diffuses management commitment an
essential ingredient in successful waste minimization
programs to many separate departments, further com-
plicating the already complex problem of identifying and
controlling hazardous material streams within an institu-
tion.
ASSESSMENT PROCESS
The four phases of a waste minimization assessment
areplanningandorganization.assessmentphase.feasibility
analysis phase, and implementation. Each of these phases
is discussed below.
Planning and Organization
Essential elements of planning and organization for a
waste minimization program are:
Getting management and administration
commitment for the program;
Setting waste minimization goals; and,
Organizing an assessment program task force.
The importance of getting top level management
commitment to a waste minimization program cannot be
overestimated.
Assessment Phase
The assessment phase involves a number of steps:
Collect activity and facility data
Select and prioritize assessment targets
_ Select assessment team
Review data and inspect laboratories and waste
handling facilities
Generate waste minimization options
Screen and select options for further study
Collect data on sources and quantities of waste gen-
eration. The waste streams at an institution should be
clearly identified and succinctly characterized. Since
waste streams and volumes are highly variable, areview of
long term records is the best source of information, if such
records exist in a format and in sufficient detail that
provides useful information. Information about waste
streamsmaybeavailableonpurchase orders orrequisitions;
hazardous waste manifests; lab pack packing lists; from
sampling programs and other possible sources.
A basic understanding of the activities that generate
waste at an institution is essential to the WMOA process.
Activity inventories should be prepared to identify the
sources, quantity, types, and rates of waste generation.
Also, preparing material balances for various activities can
be useful in developingestimates of overall waste generation
and emissions that may have been unaccounted for previ-
ously. Research and educational institutions may find this
data collection phase to be difficult due to lack of com-
prehensive and detailed records and the irregular nature of
research and teaching activities where chemicals used and
quantities of waste generated change from one time period
to the next It may be useful to identify the larger and
relatively predictable waste streams first and focus on
them. The institution may find it highly beneficial to
conduct a preliminary waste minimization opportunity
assessment prior to commencing a research or teaching
program which would generate wastes in order to identify
opportunities for waste minimization specific to that pro-
gram.
Prioritize and select assessment targets. Ideally, all
waste streams in an institution should be evaluated for
potential waste minimization opportunities. With limited
resources, however, it may be necessary to concentrate
waste minimization efforts in one or two specific areas.
Such considerations as quantity of waste generated,
probability of success, hazardous properties of the waste,
regulations, safety of employees, economics, and other
characteristics need to be evaluated in prioritizing target
waste streams.
2
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Figure 1. The Waste Minimization Assessment Procedure
The Recognized Need to Minimize Waste
PLANNING AND ORGANIZATION
'Get management commitment
> Set overall assessment program goals
> Organize assessment program task force
Assessment Organization &
Commitment to Proceed
ASSESSMENT PHASE
1 Collect process and facility data
1 Prioritize and select assessment targets
1 Select people for assessment teams
1 Review data and inspect site
' Generate options
' Screen and select options for further study
Select New Assessment
Targets and Reevaluate
Previous Options
Assessment Report of
Selected Options
FEASIBILITY ANALYSIS PHASE
> Technical evaluation
> Economic evaluation
Select options for Implementation
Final Report, Including
Recommended Options
IMPLEMENTATION
Justify projects and obtain funding
Installation (equipment)
Implementation (procedure)
Evaluate performance
Repeat the Process
Successfully Implemented
Waste Minimization Projects
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Select assessment team. The team should include
people with direct responsibility for and knowledge of the
activities generating the waste stream.
Review data and inspect laboratories and waste
handling areas. The assessment team first evaluates data
on the research or teaching activities in advance of the
inspection. Theinspectionshouldfollow thetargetactivities
from the point where input materials are received, through
the activities generating the wastes, to the points where
wastes leave. Waste generating activities may include
laboratory experiments and demonstrations, including
residues from unsuccessful experiments; art studios and
photography laboratories; maintenance operations; and
storage areas for raw materials and wastes both in the
laboratories and at other locations within the institution.
The inspection may result in the formation of preliminary
conclusions about waste minimization opportunities. Full
confirmation of these conclusions may require additional
data collection, analysis, or site visits.
Generate options. The objective of this step is to
generateacomprehensivesetofwaste minimization options
for further consideration. Since technical and economic
concerns will be considered in the later feasibility step, no
options are ruled out at this time. Information from the site
inspection, as well as from chemical suppliers, technical
and trade literature, equipment vendors/government
agencies, consultants, researchers and technicians may
serve as sources of ideas for waste minimization options.
Both source reduction and recycling options should be
considered. Sourcereduction may beaccomplished through:
Good operating practices
Reducing the scale of laboratory experiments
EHminatinguse of carcinogenic chemicals such
as benzene and chloroform
Increasing use of instrumentation
Eliminating use of oil based paints in
maintenance
Improving inventory control utilizing
computerized tracking and inventory systems.
Recycling opportunities may include:
Establishing an internal recycling program
%~ where unused reagents are stored centrally and
made available to all users
To the extent possible, recycling wastes from
one activity to another.
Screen and select options for further study. This
screening process is intended to select the most promising
options for full technical and economic feasibility study.
Through either an informal review or a quantitative deci-
sion-making process, options that appear marginal, im-
practical or inferior are eliminated from consideration.
Feasibility Analysis
An option must be shown to be technically and eco-
nomically feasible in order to merit serious consideration
for adoption by an institution. A technical evaluation
determines whether a proposed option will work in a
specific application. Both activities and equipment or
operating changes need to be assessed for their overall
effects on waste quantity.
An economic evaluation is carried out using standard
measures of profitability, such as paybackperiod, return on
investment, and net present value. As in any project, the
cost elements of a waste minimization project can be
broken down into capital costs and operating costs. Cost
savings and changes in revenue need also to be considered.
For options that are technically feasible but are not initially
shown to be cost effective, consideration of benefits to
society (e.g., teaching of a waste minimization ethic to
students) should be considered as well.
Implementation
An option that passes both technical and economic
feasibility reviews should then be implemented at an
institution. It is then up to the WMOA team, with man-
agement support, to continue the process of tracking wastes
and identifying further opportunities for waste minimiza-
tion throughoutafacility by way ofperiodic reassessments.
Either the ongoing reassessments or an initial investigation
of waste minimization opportunities can be conducted
using this manual.
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SECTION2
RESEARCH AND EDUCATIONAL INSTITUTION PROFILE
The U.S. Environmental Protection Agency (EPA)
has estimated that the total amount of hazardous waste
generatedbyresearch/educational institutions is firom2,000
to 4,000 metric tons per year (USEPA1987). This is less
than one percent of the national total of hazardous waste
generated annually. While the total waste generated is
small, the variety of wastes is considerable. These wastes
are generated at literally thousands of institutions located
throughout the country. For example, in 1988 there was an
estimated total of 3,406 higher level educational institutions
in the United States, plus over 101,000 primary and sec-
ondary schools (Encyclopedia Britannica, 1989).
WASTE GENERATION
Hazardous waste generation at educationalandresearch
institutions contrasts with that of most industrial genera-
tors. Industrial generators typically have a few large
volume waste streams. Educational and research institu-
tions, however, use small amounts of a broad spectrum of
chemicals. The waste generated consists of small quantities
of a wide diversity of materials. This difference requires
research and educational institutions to employ unique
waste reduction strategies.
For example, the University of Illinois disposed of
7,300 containers holding more than 2,100 different
chemicals and mixtures in 1984. The University of Mas-
sachusetts, Amherst disposes of approximately 2,000 dif-
ferent chemicals and mixtures each year. The size of
containers containing wastes prior to shipment ranges
from 55-gallon drums to a single ampoule (Sanders 1986).
Laboratory wastes are typically generated in quanti-
ties of less than one gallon per occurrence. Research-
related waste streams include inorganic acids and bases,
organic solvents, metals, unused chemicals, reaction
products from experiments, and some photographic waste.
Waste oil is also generated in many laboratories where
vacuum pumps and other rotating equipment is utilized.
Research laboratories typically generate more waste
than teaching laboratories. Chemistry departments tend to
be the largest hazardous waste generators of the teaching
laboratories. Other departments with laboratories are
geology, physics, psychology, and engineering.
Art, printing, photography, arid institution mainte-
nance also generate hazardous waste. Art waste includes
paints,thinners,othersolvents,andheavymetals. Printing
operations generate waste ink and solvents. Photographic
processing generates waste silver and rinsing and develop-
ing solutions. Maintenance operations generate waste oils,
vehicle maintenance waste, solvents, pesticides, water
treatment chemicals, PCB oil from old transformers, pos-
sibly asbestos, and small quantities of other wastes.
Secondary and vocational schools also generate
chemical waste. In secondary schools waste is generated
in science laboratories, arts and shop classes, and in vo-
cational programs (USEPA 1987). Table 1 shows typical
waste generation in secondary schools.
WASTE MANAGEMENT
Disposal in lab packs is the most common disposal
practice. Waste oils and solvents may be accumulated in
55 gallon drums. In lab packs, small bottles, vials, cans,
and other containers of waste, segregated by compatibility
of contents, are packaged in drums with absorbent cush-
ioning sufficient to protect against breakage and to absorb
liquids in the event of leakage. This procedure is required
by the federal Department of Transportation (DOT) for lab
packs. The drums may then shipped to a Class I landfill for
disposal or to an incineration or recycling facility. The
upcoming restriction on land disposal of many hazardous
chemicals commonly disposed of in lab packs will provide
institutions with strong incentives to implement waste
reduction strategies.
Three waste audit studies were conducted for the
California Department of Health Services in preparing this
manual. They included a large state university, a small
private college, and a research institute. These studies,
described in the appendices, found that the two larger
institutions had established waste management programs.
The EPA also found that campuses with large research
programs have extensive waste management programs
(USEPA 1987).
The historical reason for this is that large institutions
have needed formal programs addressing disposal of ra-
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dioactive and special-hazard chemical wastes. When haz-
ardous waste control laws and regulations were imple-
mented in the early 1970's, the existing programs were
expanded to deal with thecollectionofall regulated wastes.
The need to keep disposal and liability costs down were key
incentives for establishing waste management programs.
Safety concerns have resulted in elimination of many
carcinogenic compounds from institutional use.
The waste audit studies also found that educational
institutions that are part of a statewide system may have
more difficulty implementing and expanding hazardous
waste management programs. This is attributable to the
many levels of administrative bureaucracy that control
policy and funding decisions regarding all aspects of
institutional management. Strong local campus manage-
ment commitment may overcome this bureaucratic im-
pediment.
Regulatory agencies have not, until recently, enforced
environmental and safety regulations at secondary schools.
As aresult, little orno efforton thepartof the school district
administrators was put into hazardous material manage-
ment. The EPA found (USEPA1987) that several school
districts studied had no budget at all for dealing with
hazardous materials. EPA researchers encountered some
school administrators who had no interest in developing a
waste management program. Awareness is beginning to
increase as a result of the recent right-to-know laws.
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Table 1. High School Course Hazardous Waste Generation
Courses Likely to
Generate Hazardous Waste
AGRICULTURAL ARTS:
Agriculture
Horticulture/Landscaping
GRAPHIC ARTS:
Art
Graphics
Jewelry and Metalwork
Pottery and Ceramics
Painting/Drawing/Design
Photo/Film Making
INDUSTRIAL ARTS:
Carpentry/Woodworking
Leather/Textiles/Upholstery
Plastics
Photography
Printing/Photo/Graphics
Metalworking/Foundry
Welding
Auto Mechanics
Power/Auto Mechanics
SCIENCE COURSES:
Natural Science
Biology
Chemistry
VOCATIONAL COURSES:
Trades and Industry
Graphic Arts
Printing/Lithography
Textile/Leather Products
Percentage of Schools
Offering Courses
1983' 1982"
29.7
1.6
74.0
6.0
6.9
16.2
19.6
6.4
75.5
46.1
2.1
4.1
5.5
33.8
9.0
18.3
17.6
89.3
79.9
88.1
24.0
3.1
1.9
1.3
Body and Fender Mechanics 4.4
Automobile Mechanics 12.5
Masonry 2.5
Carpentry 6.4
Woodworking 1st year 4.0
Woodworking-Advanced 3.9
Machine Shop 7.0
Sheet Metal 1.8
Metalworking 1.2
Welding and Cutting 5.7
Cosmetology 5.1
48.4
23.4
89.6
33.3
9.8
28.8
36.0
14.1
90.6
70.3
6.9
4.8
41.7
31.7
47.5
33.1
99.7
97.8
89.4
94.0
3.2
10.3
10.3
17.9
11.7
9.5
4.3
17.7
0.1
0.7
18.5
Types of Wastes That
Are Potentially Hazardous
Pesticides, fertilizers
Pesticides, fertilizers
Oil-based paints, solvents
Inks, solvents, acids
Acids
Metals in glazes, silica in clays
Oil-based paints, inks, solvents
Silver, developing and fixing chemicals
Stains, solvents, wood preservatives
Dyes
Ketones
Silver, photochemicals, inks and solvents
Metal dust
Metal waste
Degreasing solvents, oil, grease
Various chemicals, acids, bases
Inks, solvents
Dyes
Batteries, paints, degreasing solvents,
oil,
grease, acids, alkaline waste
Paint, solvents, muriatic acid
Stains, solvents, paints, wood
preservatives
Stripping and cleaning solutions, plating
bath residues, acids, bases, metal dust
Various chemicals
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Table 1. High School Course Hazardous Waste Generation (Continued)
Courses Likely to
Generate Hazardous Waste
HEALTH COURSES:
Allied Health
Laboratory/Chemical Technology
Nursing
Percentaga of Schools
Offering Courses Types of Wastes That
1983a 1982b Are Potentially Hazardous
20.6
4.5
11.7
Various chemicals and Pharmaceuticals
Based on survey of 7,850 out of 15,306 schools.
bBased on survey of 941 out of 15,667 schools.
Source: A Trend of High School Offerings and Enrollment: 1972-1973 and 1981-1982, Evaluation Tech. Inc. under
contract 300-83-0114 with DOE. «
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SECTION 3
WASTE MINIMIZATION OPTIONS FOR
RESEARCH AND EDUCATIONAL INSTITUTIONS
In the institutional audits conducted for the California
Departmentof Health Services, numerous hazardous waste
reduction strategies were identified. Technological ad-
vances have reduced the amounts of chemicals required for
qualitative and quantitative analyses. For example, instru-
mental analysis uses one-tenth to one-hundredth the vol-
ume typically used in wet chemistry techniques. These
waste reduction strategies have decreased chemical usage
by as much as tenfold. Many of these could be imple-
mented at high schools and vocational training schools.
In addition, standard waste minimization practices,
such as replacing oil-based paints, reducing disposal of
unused or out-of-date materials (paints, pesticides, chemi-
cals, etc.), controlling inventories, and improving waste
tracking systems are all applicable to the research and
educational institution environment. The waste minimiza-
tion options available can be classified into three general
groups for further discussion. These waste reduction
methods are improved material management practices,
improved laboratory practices, and improved practices in
other departments. A list of appropriate methods is shown
in Table 2.
Better operating practices are procedural or institu-
tional policies that result in a reduction of waste. They
include:
Waste stream segregation
Personnel practices
- Management initiatives
- Employee training
- Employee incentives
Procedural measures
- Documentation
- Material handling and storage
- Material tracking and inventory control
- Scheduling
Loss prevention practices
- Spill prevention
- Preventive maintenance
- Emergency preparedness
Accounting practices
- Apportion waste management costs to
departments that generate the waste
Better operating practices apply to all waste streams.
In addition, specific better operating practices that apply to
certain waste streams are identified in the appropriate
sections that follow.
Improved Material Management Practices
Two federallyfundedresearchlaboratories,Lawrence
Livermore National Laboratory (LLNL) in Livermore,
California and Oak Ridge National Laboratory (ORNL) in
Oak Ridge, Tennessee have extensive waste minimization
programs. At LLNL, a study completed by Bechtel
(Bechtel National, Inc. 1986) will, be used to establish
waste minimization programs for the four largest hazard-
ous waste generators: plating shops, experimental circuit
boardmanufacturing, nuclear chemistry, and general plant.
At ORNL, an institution-wide program has been imple-
mented which commits ORNL management to "the re-
duction of hazardous waste generation and minimization
of generated waste to reduce impacts on human health and
the environment." Economically practical waste minimi-
zation techniques, including waste abatement, recycling,
good housekeeping, and in-plant.treatment are being
implemented (Barkenbus 1987).
During 1983-84, ORNL generated 200,000 pounds of
hazardous waste each year. To reduce this amount the
Hazardous Waste Minimization Program includes the
following components (Barkenbus 1987):
Identify all waste streams, review and make
recommendations for procedural modifications,
provide incentive mechanisms for new ideas/
procedures, and information exchange
Establish effective planning and procurement
practices
Set goals to meet quantitative reduction levels
Establish a baseline with which to compare
waste minimization progress
Prioritize possible waste treatment options
according to cost and environmental problems
Develop waste reduction/elimination plans for
each waste stream
Assess economic, technical, and regulatory
feasibility of plans and
Implement those plans that meet cost/benefit
goals.
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Table 2. Waste Minimization Methods for Research and Educational Institutions
Category Waste Minimization Methods
Improved Material Management
Practices
Improved Laboratory Practices
Improved Practices In Other
Departments
Establish a centralized purchasing program.
Order reagent chemicals in exact amounts.
Encourage chemical suppliers to become
responsible partners (e.g., accept outdated supplies).
Establish an inventory control program that
can trace.
chemical from cradle to grave.
Rotate chemical stock.
Develop a running inventory of unused chemicals for
use by other departments.
Centralize waste management. Appoint a safety/waste
management officer for each department.
Educate staff on the benefits of waste minimization.
Establish waste minimization goals.
Perform routine self-audits.
Scale down the volumes of chemicals used in laboratory
experiments.
Increase use of instrumentation.
Reduce or eliminate the use of highly toxic chemicals in
laboratory experiments.
Preweigh chemicals for undergraduate use.
Reuse/recycle spent solvents.
Recover metal from catalyst.
Treat or destroy hazardous waste products as the last
step in experiments.
Keep individual hazardous waste streams segregated,
segregate hazardous waste from nonhazardous waste,
segregate recyclable waste from non-recyclable waste.'
Assure that the identity of all chemicals and wastes is
clearly marked on all containers.
Investigate mercury recovery and recycling
with an outside vendor.
Replace oil-based paints with water-based paints in art
instruction and maintenance operations.
Modify paint-spraying techniques.
Reduce generation of pesticide waste.
Collect waste oil and solvents for recycling:
Use biodegradable aqueous or detergent cleaners.
Investigate silver recovery or recycling with an outside
vendor for photoprocessing wastes.
Provide training in hazardous waste management
practices for students in art and photography courses
and facilities management/maintenance personnel.
10
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While many institutions may not have an adequate
level of funding to perform all of the steps included in the
above program, there are a number of low-cost options
which can be employed to reduce chemical usage and
disposal costs. These options are discussed below:
A centralized purchasing program should be
established. This program should monitor
requests for chemicals, and implementpolicies.
These policies would include staggered
deliveries, sharing of chemicals between
common users, arranging with instructors and
investigators to purchase part of their request if
the quantities seem excessive, and arrange for
partial shipment with the remainder shipped on
anas-neededbasis(USEPA1987). Theprogram
should include plans for leftover chemicals.
Order reagent chemicals in exactamounts to be
used. Do not order extra chemical quantities to
take advantage of unit cost savings. The net
savings will be lost due to eventual disposal
costs if the chemical is not used (American
Chemical Society 1985).
Encouraging chemical suppliers to become
responsible partners in a waste minimization
program by ordering chemicals from suppliers
who will provide quick delivery of small orders,
will accept return of unopened stock, and are
willing to offer off-site waste management
outlets or cooperatives for laboratory wastes.
Establish an inventory control program which
can trace chemical usage from cradle to grave.
This will promote sharingof chemicals between
common users, provide data on who is using
extremely hazardous chemicals, identify who
the high volume users are, locate where caches
of unused reagents are, and delineate where
wastereductionoptionsneedtobe implemented.
Reagent chemicals having remaining shelf-life
can be monitored for approaching expiration.
The inventory can be computerized or kept on
a card filing system.
. Rotate chemical stocks using chemicals before
their shelf life expires (first-in-first-out stock
usage).
Develop a running inventory of unusedreagent
chemicals for use by other laboratories or
faculty. The inventory control program should
extend to all laboratories, including that of
individual professors.
Appoint or hire a safety/waste management
officer for each department, or for the entire
school if it is a small institution. Centralizing
waste management into one position will
facilitate a coordinated and efficient
implementation of regulations, institution policy
and waste reduction goals. The officer should
develop a waste reduction training program for
faculty, students, and staff.
Educate professors, students and staff on the
benefits of waste reduction. Thisshouldinclude
instruction on specific techniques for reducing
waste generation.
Establish annual goals for institution-wide and
departmental waste reduction. First determine
past yearly totals of waste generation, then
assess economic and technical feasibility for
establishing and achieving specific reduction
goals.
Provide routine self-audits for laboratories of
professors, students, and staff to minimize
reagent accumulation and maximize recycling.
Education on waste minimization opportunities can
enhance efforts to reduce the volume of waste generated.
This can occur through departmental meetings, memos,
and seminars. Information communicated should include
why reduction is important and available opportunities for
reduction. The major generating departments should have
a training program for all faculty and staff who may
generate or handle hazardous materials. Special training
should be held for procurement staff to make them aware
of the exit costs of unused chemicals.
Implementing an institution-wide program allows for
a coordinated approach to addressing each area or de-
partment generating waste. The program should be pri-
oritized by addressing campus-wide generation first, then
chemistry, biology, other science departments, art, pho-
tography.andmaintenance functions. Anoverall hazardous
waste management decision tree diagram is presented in
Figure 2.
Improved Laboratory Practices
Laboratories are responsible for the largest variety of
wastes, even if the individual volumes are not large.
Chemistry generally generates the most hazardous waste,
followed by biology and other departments (materials
science, chemical engineering, physics, geology, etc.) and
by the other activities noted above. Faculty, researchers,
and students in departments which generate hazardous
wastes often do not know requirements for proper disposal
of wastes they handle and may not even be aware of the
hazards posed by some of the chemicals in regular use. Old
practices die hard. Wastes from chemistry experiments
may still be poured down the sink and end up in the sewer.
Forgotten chemicals and used or unused reagents may be
left in unmarked test tubes, beakers, vials, or bottles, losing
11
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12
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their identity and becoming "unknowns" which require
expensive re-identification prior to disposal.
Practices that can reduce laboratory waste generation
include the following:
Scale down the volumes of chemicals usedin laboratory
experiments. Using smaller volumes of chemicals in
teaching laboratories has reduced waste generation. Five
years ago at the university, undergraduate laboratory ex-
periments were performed using 50 to 500 ml of reactants.
Last year volumes were reduced to 10 to 100 ml. This year
the experiments will use 1 to 10 ml. At the college all
experiments are performed with one fourth the volume
stated in the laboratory manuals.
Professor Dana at Bowdoin College, Brunswick, Maine,
has developed a microscale organic laboratory course.
Students perform laboratory experiments using one hun-
dredth to one thousandth the volume of starting material
typically used. Using such small volumes has the following
advantages: reduction in chemical usage and waste gen-
eration,decreasedhazardoffireandexplosion,andreduced
concentration of harmful organic vapors in laboratory air
(Rawls 1984). Another facility that has developed a
complete microscale laboratory course for its Chemical
Technology Program is the St. Paul Technical Institute
(Bridges etal. 1989).
Increase use of instrumentation. Instrumenta-
tion in laboratories has increased in recent years. Instru-
mental analysis only requires minute quantities for quan-
titative determinations as opposed to more traditional wet
chemistry techniques. Chemical usage has been reduced
ten to one-hundred-fold as a result. In chemistry, Nuclear
Magnetic Resonance (NMR) analysis requires a 1 ml
sample for quantitative analysis. Entirechemicalreactions
can be performed in an NMR tube which holds under 5 ml
of reactants/products. Other common instruments used are
chromatography (gas, high pressure liquid, thin layer,
other types), mass spectrophotometry, atomic absorption,
photoionization detectors, ion probes, X-ray diffraction
analyzers, IR and UV spectrophotometers, magnetic bal-
ances, and others.
Substitute less hazardous chemicals in
experiments. For example: substitute sodium
hypochlorite for sodium dichromate; use alcohol
for benzene; substitute cyclohexane for carbon
tetrachloride in the standard qualitative test for
halide ions; stearic acid can replace acetamide
in phase change and freezing point depression
experiments; and use 1,1,1-trichloroethane
instead of carbon tetrachloride and/or
chloroform. Anumberoflaboratoriesareusing
detergents, potassium hydroxide, or sonicbaths
as substitutes for the chromic acid solutions
used to clean glassware (Bridges et al. 1989).
Pre-weigh chemicals for undergraduate usage.
This will reduce spills and other wastes
generated by students performing their own
weighing. It will also increase laboratory
productivity by reducing lab time per student
When cleaning with solvent!; reuse the spent
solvent for the initial cleaning and use fresh
solvent only for the final rinsing. This reuse
will decrease the amount of reagent solvent
used (USEPA 1987).
Segregate solvents in a closed top drum and
recycle.
Distill and reuse solvents for. classroom
experiments or as thinners and degreasers by
the maintenance department. Low cost solvent
stills areavailable in a variety of sizes, including
high quality fractional distillation units. Check
with fire and worker safety regulations regarding
use of on-site solvent distillation.
Platinum, palladium, andrhodium contained in
catalysts can be recovered using chemical
procedures specific to the particular metals.
Segregation of these wastes for off-siterecycling
may be preferable.
Investigate if unused reagent chemicals and
their containers can be returned to the
manufacturer. Sealedbottles of stable chemicals
may be resalable by the supplier.
Destroy wastes as the final step in experiments.
This will reduce the need for off-site disposal,
If done in undergraduate laboratories it will
develop in students an awareness of proper
waste management and waste reduction.
Numerous chemical wastes can be destroyed as
a final step in experiments. See Prudent
Practices for Disposal of Chemicals from
Laboratories,NationalResearch Council, 1983,
for information.
1 Provide a designated facility for waste storage,
segregation and treatment. This area should be
ventilated contain a safety shower and eye
wash, have sealed bermed floors and an
emergency telephone.
1 Keep individual waste streams segregated.
- Keep hazardous waste segregated from
nonhazardous waste. All waste
contaminated with ahazardous substance
becomes hazardous.
- Keep recyclable waste segregated from
13
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non-recyclable waste.
- Minimize dilution of hazardous waste.
Ensure that the identity of all chemicals and
wastes is clearly marked on all containers.
When researchers leave an institution, they
oftenleavelaboratorychemicalsbehind. These
include unused reagent chemicals, unlabeled
containers, and an assortment of mixtures and
solutions. Unlabeled containers present a
particularly troublesome waste management
problem sinceunidentified wastes cannotlegally
be shipped for disposal and analysis is very
costly.
Improved Practices in Other Departments
As noted above, departments and activities at colleges
and universities besides those with scientific laboratories
also generate hazardous wastes. These include art and
photography departments, printing shops, and facilities
and vehicle maintenance operations. Research institutions
often have campuses where grounds maintenance, build-
ing maintenance, and vehicle servicing may generate
hazardous wastes as well.
Whilenotproducingthe variety of wastes generated in
laboratories, thesedepartmentsandactivitiescan contribute
substantially to the volumes of hazardous wastes requiring
disposal. Waste streams from art departments include
paints, thinners, other solvents, and heavy metals (in paint
pigments). Printing operations generate waste inks and
solvents. Photographic processing generates waste silver,
developer, fixer, and rinsing solutions. Maintenance op-
erations generate waste oils, vehicle maintenance waste,
solvents, pesticides, water treatment chemicals, PCB oil
from old transformers, possibly asbestos, and small
quantities of other wastes.
Opportunities to minimize wastes in these activities
include:
Replaceoil-basedpaintswithwater-basedpaints
in art instruction and maintenance operations.
Non-toxic(solvent,lead,andchromefree)paints
should be used where-ever possible.
Modify spray-painting techniques to reduce
paint waste. Set the correct air pressure for the
spray gun and use the following stroking
technique: 1) overlap thespraypattern by 50%,
2) maintain a distance of 6 to 8 inches from the
workpiece, 3)holdthegunperpendiculartothe
surface, and 4) trigger the gun at the beginning
and end of each stroke. (USEPA1987).
Reduce generation of pesticide waste by
reducing pesticide application, using non-
chemical pest control methods, and preparing
and using only the required minimum quantity
of pesticide for the job. Investigate the use of
irrigation injection of pesticides through the
sprinkler system (with back flow protection),
or the use of dry pesticides that are spread on the
grounds and watered into the ground. This
practice will eliminate the need for pesticide
spraying operations and the resulting
contaminated washwater.
Collect waste oil and solvents for recycling.
Segregate recyclable oils and solvents from
non-recyclable wastes. Spent degreasing
solvents can be recycled on site using small
batch stills. Contractual agreements can be
entered into with companies that supply fresh
solvents and remove and recover the usable
fraction of spent solvents.
Use biodegradable aqueous or detergent
cleaners in place of more hazardous and toxic
solvents.
Investigate silver recovery or recycling with an
outside vendor for photoprocessing wastes.
Investigate mercury recovery with an outside
vendorforliquidmercury obtained from broken
thermometers, barometers, switches, and
mercury found in sink traps.
Provide training in hazardous waste
management practices for students in
departments/courses that generate waste and
facilities management/maintenance personnel.
14
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SECTION 4
GUIDELINES FOR USING THE
WASTE MINIMIZATION ASSESSMENT WORKSHEETS
Waste minimization assessments conducted at three
different research or educational institutions were used to
develop the waste minimization questionnaire and
worksheets that are provided in the following section.
A comprehensive waste minimization assessment
includes a planning and organizational step, an assessment
step that includes gathering background data and infor-
mation, a feasibility study on specific waste minimization
options, and an implementation phase.
Conducting Your Own Assessment
The worksheets provided in this section are intended
to assist research and educational institutions in system-
atically evaluating waste generating processes and in
identifying waste minimization opportunities. These
worksheets include only the assessment phase of the pro-
cedure described in EPA's Waste Minimization Opportu-
nity Assessment Manual. For a full description of waste
minimization assessment procedures, refer to the EPA
Manual.
Table 3 lists the worksheets that are provided in this
section.
15
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Table 3. List of Waste Minimization Opportunity Assessment Worksheets
Number Title
1. Waste Generation;
Questionnaire
2. Waste Generation:
Internal Manifest
3. Waste Management:
Laboratories
4. Waste Minimization;
Science Departments
5. Option Generation:
Science Departments
6. Waste Minimization:
Other Departments
7. Option Generation:
Other Departments
Description
General questionnaire regarding waste
generation patterns and practices.
Form for documenting wastes generated
by each department
Questionnaire on general waste management
practices for each laboratory.
Waste minimization options regarding good
operating practices, material handling,
and laboratory practices.
Waste minimization options regarding good
operating practices, material handling,
and laboratory practices.
Waste minimization options for Art,
Theater Arts, Scenery Shop, Printing', and
Maintenance Shop.
Waste minimization options for Art,
Theater Arts, Scenery Shop, Printing, and
Maintenance Shop.
16
-------
Firm
Site
Date
Waste Minimization Assessment
Prpj. No.
Prepared By -
Checked By
Sheet of Page of
WORKSHEET
WASTE GENERATION:
Questionnaire
Are facility-wide material balances routinely performed? G yes
Are they performed for each material of concern (e.g. solvent) separately? G yes
Are records kept of individual wastes with their sources of origin and eventual disposal? G yes
(This can aid in pinpointing large waste streams and focus reuse efforts.)
Having this type of data is important for the following reasons:
- the data define the scope of waste generation for the entire campus and for
each department;
- realistic waste reduction goals can be established
- specific generators can be targeted for waste reduction; and
- costs for proper waste management can be determined.
If answer is No: It is recommended that methods for quantifying the waste generated for the
entire campus and for each department be implemented. If adequate waste generation data
are not available, establish an internal manifest system to be completed by each waste
generator. An example of an internal manifest can be found on Worksheet 2. These forms
should be kept on file and if possible, stored on a computer data base. Quarterly and yearly
totals for hazardous waste generation can easily be determined using these manifests.
If answer is Yes: Establish campus-wide and departmental waste reduction goals. Setting
specific goals provides an incentive to meet established goals. A committee should establish
goals. Such committee should be made up of personnel from the campus environmental/
safety office, administration, and professors/instructors from each waste generating depart-
ment. Reduction goals should range from a 3% to 10% per year. The committee should
meet quarterly to assess progress in achieving goals.
Gno
Gno
Gno
17
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irm
Site
Date
Waste Minimization Assessment
Proj. No.
Prepared By
Checked By
Sheet of Page of
WORKSHEET
WASTE GENERATION:
Internal Manifest
Complete aU information requested below. Do not leave any space or column empty (except Other Comments column)
Department
Person Completing Manifest :
Phone No.
Date
Generated
Chemical
Quantity
Gas, Liq,, Solid
Hazard
Other Comments
Contact the campus Hazardous Waste Coordinator at
when manifest is completed and/or wastes need to be picked up.
-------
Firm
Site
Date
Waste Minimization Assessment
Proj. No.
Prepared By
Checked By
Sheet of Page of
WORKSHEET
WASTE MANAGEMENT:
Laboratories
This section is to be completed by the chemistry, biology, geology, physiology, physics, and any other departments
that use chemicals in laboratories. Each question below is to be completed for each department:
Department person in charge of chemical storage/stock rooms:
Chairman of the department:
Total number of laboratories in department:
Number of research laboratories:
Number of undergraduate teaching laboratories:
Number of chemical storage (stock) rooms:
Number of professors in the department:
Subdivisions within the department (i.e., for chemistry department: general chemistry,
organic chemistry, analytical chemistry, etc.) : :
Rank the subdivisions from the highest to the lowest for quantity of waste generated-
How are chemicals purchased within the department?.
Is there an oversight mechanism capable of monitoring all purchases of chemicals?-
Describe the current method of maintaining an active inventory of chemicals in stock:
Who in the department maintains Material Safety Data Sheet (MSDS) files?-
How are wastes currently collected for disposal within the department?-
Note: If you have trouble answering any of the above questions, investigate to find the answers. The answers will
assist in implementing waste reduction opportunities.
19
-------
Firm .
Site
Date
Waste Minimization Assessment
Proj. No.
Prepared By
Checked By
Sheet of
.of Page of
WORKSHEET
4A
WASTE MANAGEMENT:
Science Departments
The following checklist should be completed by each professor/instructor who supervises student laboratory exer-
cises, supervises a research laboratory, or any staff person involved with handling chemicals including chemical
stockroom supervisor, solutions preparation, technical supervision.
Department
Name of Person Completing this Checklist Title
A. GOOD OPERATING PRACTICES
Are all affected personnel provided with detailed operating manuals or instruction sets?
Are regularly scheduled training programs related to waste minimization?
Are there employee/student incentive programs ottered to all personnel?
Does the facility have an established waste minimization program in place?
If yes, is a specific person assigned to oversee the success of the program?
Discuss the goals of the program and results:
3 yes
Gyes
G yes
ayes
ayes
Ono
Gno
Gno
G no
Gno
Has a waste minimization assessment been performed at the facility in the past? If yes, discuss:.
B. MATERIALS HANDLING
Has a centralized purchasing program been established? G yes
Does the current program adequately prevent the generation of waste due to over-purchasing? G yes
Since a significant portion of laboratory waste is actually surplus reagent chemicals,
is it possible to purchase smaller quantities of reagent chemicals? G yes
Is it possible to increase the amount of sharing of chemicals between research laboratories? G yes
This would reduce the amount of surplus chemicals that require disposal.
Is obsolete raw material returned,to the supplier?
Is inventory used in first-in, first-out order?
Is the inventory system computerized?
Does the current inventory control system adequately prevent waste generation?
Gyos
G yes
ayes
ayes
What information does the system track?.
G no
G no
Gno
G no
G no
G no
Gno
G no
20
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Pirm Waste Minimization Assessment Prepared Bv
R»« Checked By
Data Prnj No Sheet Of
WORKSHEET WASTE MANAGEMENT:
43 Science Departments
Is there a formal personnel and student training program on raw material handling, spill
prevention, proper storage techniques, and waste handling procedures?
Does the program include information on the safe handling of the types of drums, containers
and packages received?
How often is training given and by whom?
Page
CD yes
G yes
Dyes
of
H no
G no
Gno
C. LABORATORY PRACTICES
Is it possible to reduce the volumes of reactants used in certain laboratory experiments
without affecting the desired results?
Instrumental methods use significantly smaller quantities of chemicals than wet chemistry
methods. Is it possible to increase the use of instrumental analyses for selected experiments?
Is it possible to substitute less hazardous chemicals in certain laboratory experiments such as:
using sodium hypochlorkje for sodium dichromate, alcohols instead of benzene, cyclohexane
for carbon tetrachloride, stearic acid for acetoamide, and any other potential substitutes?
Is it possible to substitute specialty detergents for chromic/sulfuric acid for cleaning glassware?
For certain undergraduate laboratory exercises, is it possible to pre-weigh chemical reactants
for students? This would eliminate chemical waste due to spillage during weighing
and transfer operations, by students.
If solvents are used for cleaning, is counter current cleaning possible? (Using spent solvent for
initial cleaning and fresh solvent only for the final cleaning.)
This decreases the amount of reagent solvent used.
Is a solvent sink used? If not, could one be used?
Can solvent waste be redistilled and reused for classroom experiments or as thinners or de-
greasers by the maintenance department?
If onsite solvent distillation is done, does it comply with fire and worker safety regulations?
Are many different solvents used for cleaning?
If too many small-volume solvent waste streams are generated to justify on-site distillation,
can the solvent used for cleaning be standardized?
Are all chemicals containers properly labeled?
Are all wastes properly segregated?
Has off-site reuse of wastes through Waste Exchange services been considered?
Or reuse through, commercial brokerage firms?
Gyes
D yes
a yes
a yes
n yes
D yes
D yes
Dyes
n yes
Oyes
G yes
D yes
G yes
D yes
Dyes
Gno
CUno
Gno
Gno
a no
a no
D no
Q no
a no
a no
ano
Gno
a no
Gno
nno
Can waste chemicals be destroyed, neutralized or treated to reduce hazards as the final step of
selected laboratory classwork and research experiments? Dyes
Gno
21
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inRt Waste Minimization Assessment Prepared By
Site Pnv. UnityOper.
Checked By
Date Pmj. NO. Sheet of Page of
-
WORKSHEET OPTION GENERATION:
5A Science Departments
Meeting format (e.g., bralnstormlng, nominal group technique)
Meeting Coordinator
Mooting Participants
Suggested Waste Minimization Options
A. Good Operating Practices
Establish waste minimization policy
Set goals for source reduction
Set goals for recycling
Conduct annual assessments
Provide operating manuals/instructions
Employee/student training
Increased supervision
Provide employee/student incentives
B. Materials Handling
Centralize purchasing
Purchase smaller quantities
Share surplus chemicals
Return material to supplier
Minimize inventory
Computerize inventory
Formal training
Currently
Done Y/N?
Rationale/Remarks on Option
22
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Inst. Waste Minimization Assessment Prepare^ Ry
Site - Proc Unit/Oner.
Checked Bv
Date Pmj. NO. Sheet of Page of
-
WORKSHEET OPTION GENERATION:
OD Science Departments
Meeting format (e.g., bralnstormlng, nominal group technique;
Mfmtlng Coordinator
.
Moving Participants
Suggested Waste Minimization Options
C. Laboratory Practices
Scale down experiments
Increase instrument use
Eliminate toxic chemical use
Pre-weigh chemicals
Standardize solvents & recycle
Properly label containers
Segregate wastes
Recycle through waste exchange
As final step, treat waste
'".
Currently
Done Y/N?
Rationale/Remarks on Option
23
-------
Pirm Waste Minimization Assessment i
fi'rtft 1
Dqjft Rrnj NO '
WORKSHEET WASTE MANAGEMENT:
6 A Other Departments
A. ART, THEATER ARTS, SCENERY SHOP, AND PRINTING
Is R possible to significantly reduce or eliminate use of oil-based paints?
When spray painting, is it possible to use the following techniques to
reduce the amount of paint used?
- employ high transfer efficiency guns?
- overlap the spraying pattern by 50%?
- maintain a distance of 6 to 8 inches from the work piece?
- hold the gun perpendicular to the surface?
- trigger the gun at the beginning and end of each stroke?
Use fully enclosed gun cleaning stations?
Reuse clean-up solvent as thinner in next compatible batch of paint?
Hazardous chemicals are used in art department subdivisions including
3repared By
Checked By
Sheet on Paae
of
Dyes
Cl yes
CD yes
P yes
. Dyes
P yes
P yes
3 yes
a yes
lino
Pno
P no
Pno
Pno
Pno
Gno
Pno
Gno
silk screening, metal work, and sculpture. Is it possible to reduce or make substitutions for
specific hazardous chemicals in any of these areas?
»\IH^ ril*
Pyes
Gno
Certain photoprocessing cleaning chemicals are hazardous (e.g. chromic acid).
possible to substitute less hazardous cleaning compounds?
Is it
P yes
Pno
In photographic processing is there currently a silver recovery unit in place to recover silver
salts in the waste water?
If there is no silver recovery unit, is it possible to install one?
Is oH-site recovery feasible?
Pyes
Pyes
P yes
In pottery making or other related work, is it possible to eliminate use of lead glazes? P yes
B. MAINTENANCE SHOP
Is R possible to eliminate use of oil-based paints and replace with water-based paints? P yes
Is H possible to standardize oils used for many kinds of machinery?
Can water-based cutting fluids be used in place of oil-based fluids?
Does the facility have a proper coolant management program in place?
Can hazardous solvent degreasers be replaced by alkaline degreasers or less
hazardous solvent degreasers?
ayes
Pyes
P yes
P yes
If a vapor degreasing unit is used.is R always covered when not in use to reduce toss of solvent
to the atmosphere?
Pyes
When using a vapor degreasing unit, are the parts rotated before removal to allow condensed
solvent to return to the degreasing unit?
Pyes
Is R possible to restrict the number of parts that must be degreased to only those parts that
badly need degreasing rather than routinely degreasing all parts?
Pyes
Pno
Pno
Pno
Pno
Pno
Pno
Pno
Pno
Pno
Gno
G no
Gno
24
-------
pirm Waste Minimization Assessment i
Sita (
Data Proj NO *
WORKSHEET WASTE MANAGEMENT:
O D Other Departments
B. MAINTENANCE SHOP (CONT.)
3repared By
Checked By
Sheet of Pace of
To conserve use of reagent solvents, can dirty solvent be used for initial cleaning, and fresh
solvent used for final cleaning?
Is a solvent sink being used? If not, could one be used?
G yes G no
G yes G no
Is a bench-top still appropriate? If one is being used, does it comply with fire and worker G yes I] no
safety regulations?
When spray painting, is it possible to use the following techniques to reduce
the amount of paint used?
- overlap the spraying pattern by 50%
- maintain a distance of 6 to 8 inches from the work piece
- hold the gun perpendicular to the surface
- trigger the gun at the beginning and end of each stroke?
O yes G no
O yes G no
Dyes Gno
For pesticide spraying equipment, can the generation of pesticide contaminated rinse water
be reduced or eliminated? This can be done by saving and using the rinse water for makeup G yes G no
of the next pesticide application solution.
To reduce or eliminate the need for spraying pesticides can either of the following be
implemented: .
- irrigation injection where the pesticide formulation is injected directly into the
sprinkler/irrigation system at a controlled rate and with adequate backflow
prevention devices
D yes G no
- spread pesticides in the dry powder form and then water them into the ground? D yes G no
For spent fluorescent lamps and mercury recovered bom lab sink traps has an
been contacted to investigate the feasibility of recovering mercury?
Discuss any other methods used to minimize waste:
outside vendor
D yes G no
25
-------
infif Waste Minimization Assessment Prepared Bv
Sitfl Prnn Unit/Oper.
Checked By
naio Proj. NO. Sheet of Page of
-
WORKSHEET OPTION GENERATION:
7 Other Departments
Meeting format (e.g., bralnstormlng, nominal group technique)
M&etlng Coordinator..
Mooting Participants
Suggested Waste Minimization Options
A. Art, Theater Arts, Scenery Shop, and Printing
Eliminate oil-based paint use
Proper spray paint techniques
Enclosed spray gun cleaning
Reuse clean-up solvent
Use less hazardous cleaners
Recover photographic silver
Eliminate use of lead-based glaze
B. Maintenance Shop
Eliminate oil-based paint use
Proper spray paint techniques
Standardize machine oil
Use water-based cutting fluids
Proper coolant management program
Replace solvent degreasers
Keep degreaser covered
Operate degreaser properly
Recycle pesticide rinse water
Use dry pesticide or irrigation injection
Recover mercury
Currently
Don* Y/N?
Rationale/Remarks on Option
26
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American Chemical Society, Department of Government
Relations and Science Policy. 1985. Less Is Better.
Prepared by the Task Force on RCRA.
American Chemical Society, Department of Government
Relations and Science Policy. 1981-1984. Forums on
Hazardous Waste Management at Academic
Institutions.
Assembly Office of Research for the State of California.
May 1987. Hazardous Waste Audits, TumingPollution
Into Profits. Publication No. 0174-A.
Barkeribus, B.D., V.L. Turner. January 1987. Hazardous
Waste Minimization Program, Oak Ridge National
Laboratory, Department of Environmental
Management, Oak RidgeNationalLaboratory. ORNL/
TM-10313.
Bechtel National, Inc.. November 26, 1986. Waste
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NationalLaboratory. LLNLSubcontractNo.9148205.
Bridges, J.S., C.A. McComas, T. Foecke, and L. Swain.
1989. Results from a Cooperative Federal, State, and
Trade Association Waste Minimization Research
Program. Hazardous Waste & Hazardous Materials.
Volume 6, Number 11989. Mary Ann Liebert, Inc.,
Publishers.
Butcher, SS., D.W. Mayo, R.M. Pike, C.M. Foote, J.R.
Hothamy, D. S. Page. Microscale Organic Laboratory.
Journal of Chemical Education. Vol. 62. Page 147-
148.
Calif. DHS. August 1988. "Waste Audit Study: Research
and Educational Institutions." Report prepared by
Ralph Stone and Co. Inc., Los Angeles, California, for
the California Department of Health Services,
Alternative Technology Section, Toxic Substances
Control Division.
Fromm, C.H., A. Bachrach, M.S. Callahan. December
1986. Overview of Waste Minimization Issues,
Approaches andTechniques. Presented at AirPollution
Control Association Conference on Performance and
Costs of Alternatives to Land Disposal of Hazardous
Waste. New Orleans, LA.
Lorton, G.A., C.H. Fromm, H.M. Freeman. December
1987. Waste Minimization Assessments, A Step-by-
Step Procedure, Presented at HazMat/West'87
Conference and Exhibition. Long Beach, CA,
December 2,1987.
National Research Council. 1983. Prudent Practices for
Disposal of Chemicals from Laboratories. National
Academy Press.
New Jersey Department of Environmental Protection and
U.S. Environmental Protection Agency. November
17, 1987. Hazardous Waste Reduction Audit
Workshop, Proceedings.
North Carolina Pollution Prevention Pays Program.
September 1986. Management Strategies and
Technologies for the Minimization of ChemicalWastes
from Laboratories.
Pine, S.H.. February 1984. Chemical Management, A
Method for Waste Reduction, Journal of Chemical
Education. Vol. 61, Page A 95.
Rawls, R.. February 6, 1984. Microscale Organic Lab
Course Has Many Assets, Chemical and Engineering
News, Page 22-21.
Rice, S.C. October 24, 1988. Minimizing Wastes From
R&D Activities. Chemical Engineering. Pg 85-88.
Sanders, H.J.. 1986. Hazardous Wsiste in Academic Labs.
Chemical and Engineering News. 64:21-31.
U.S. Congress, Office of Technology Assessment. June
1987. From Pollution to Prevention: A Progress
Report on Waste Reduction. Special Report, OTA-
ITE-347. Washington,D.C.,US GovernmentPrinting
Office.
U.S. Congress, Office of Technology Assessment.
September 1986. Serious Reduction of Hazardous
Waste: For Pollution Prevention and Industrial
Efficiency. OTA-1TE-317, Washington, D.C., U.S.
Government Printing Office.
U.S. Environmental Protection Agency. July 9-11,1980.
Madison Seminar: WasteManagementinUniversities
and Colleges. EPA/905/9-81/001.
U.S. Environmental Protection Agency, Office of Solid
Waste. September 30,1987. Draft Report: Problems
Associated with Management of Hazardous Wastes
from Educational Institutions.
U.S. Environmental Protection Agency 1988. Waste
Minimization Opportunity Assessment Manual.
Hazardous Waste Engineering Research Laboratory,
Cincinnati, Ohio, EPA/625/7-88/003.
27
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APPENDIX A
WASTE AUDIT OF A LARGE
UNIVERSITY
A large university was audited to determine the extent
of hazardous waste generation and investigate reduction
opportunities. The university has a large graduate program
and teachinghospital.Thereareover two thousand teaching
and graduate laboratories on campus.
Hazardous Waste Management Overview
A formal waste management program was in exist-
ence for five years. The program is carried out by the
campus safety office. They are responsible for collection
of hazardous waste, spill response, chemical safety, and
other compliance activities.
The largest waste stream is organic solvents. The
secondlargestis corrosives. Thecorrosivecategory includes
organic and inorganic acids and bases. Waste oil is also
generated in maintenance shops and laboratories. Ap-
proximately 50% of the total campus hazardous waste
stream is unused bottles of reagent chemicals. The other
50%isrnixtures,contaminatedsolutionsandspentsolvents.
When professors leave the university there are usually
large quantities of surplus reagents and waste chemicals
left in their laboratory. University administrators estimate
that by the year 2000 sixty-five percent (65%) of the
professors will retire which will increase the number of
these laboratory chemical cleanouts. Figure A-l shows the
bulk versus lab pack disposal for the university. Figure A-
2 shows waste streams generated at the university. (Table
A-l explains the abbreviations found on Figures A-2 and
A-3.)
Approximately 50% of the hazardous waste on cam-
pus is collected. When waste is generated a form is com-
pleted and sent to the safety office. Arrangements are then
made for pickup and disposal. Figure A-3 shows a copy of
this form. In some departments wastes are temporarily
stored in the chemical stockroom. In others the safety
office picks up wastes directly from the generator. All
waste ends up at a central waste storage area. In this area
wastes are segregated into compatibility groups and are
"lab packed" by an outside contractor. Bulk solvents
received in five gallon safety cans are poured in to 55 gallon
drums and sent off campus for recycle, fuels blending or
incineration.
Table A-l. ABBREVIATIONS FOUND ON
BAR DIAGRAMS
Ex = Explosives
ORM-A = Department of Transportation hazardous
materialsclassification "Other Regulated Material-A". This
category includes materials which have "an anesthetic,
irritating, noxious, toxic or other similar property and
which can cause extreme annoyance or discomfort to
passengers and crew in the event of leakage during trans-
portation". Typical chemicals in this category are chlori-
nated solvents.
ORM-B = Department of Transportation hazardous
materials classification "Other Regulated Material-B".
These are chemicals capable of causing significant damage
to transport vehicle from leakage during transportation.
ORM-E = Department of Transportation hazardous
materials classification "OtherRegulated Material-E". This
category includes materials that are not included in any
other hazard class, but it is subject to appropriate trans-
portation regulations. Materials in this class include haz-
ardous materials and wastes.
OP = Organic Peroxide waste.
WR = Water Reactive waste.
Waste Sources
The largest waste generator is chemistry. Other gen-
erators of waste are biology, physics, geology, art, engi-
neering, printing operations and maintenance. Waste
generated from the teaching hospital was not included in
the scope of this study.
CHEMISTRY DEPARTMENT
The undergraduate program has six subdivisions:
general, organic, inorganic, analytical, physical and bio-
chemistry. General chemistry generates waste silver. This
silver is saved for recycle. Acids and bases are neutralized
and poured down the drain. All other general chemistry
waste is nonhazardous. Organic chemistry waste includes
halogenated and nonhalogenated solvents, and inorganic
salts. Heavy metal waste is generated in inorganic chemistry.
Analytical chemistry generates very little waste because of
28
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Figure A-1
Large University Chemical Waste Disposal-Labpack vs. Bulk
0)
u
!5
O
18.
16-
14-
12-
10-
8-
eq
4
0-
Labpack
Bulk
1986
1987
Yearly
Figure A-2-1
Hazardous Waste Disposal for the Large University
1st 2nd 3rd 4th 1st 2nd 3rd
Quarterly 1986-1987
4th
Corrosive
Flammable
Oxidizer
EX, WR Si OP
29
-------
Figure A-2-2
Hazardous Waste Disposal for the Large University
ORM-AAB
ORM-E
Poison B
4th 1st 2nd 3rd 4th
Quarterly 1986-1987
30
-------
o
CL
a>
I
n
£
.1
s
<0
o
a
O
31
-------
the micro scale volumes used in instrumental analysis.
Physical and biochemistry generate very little waste. A
breakdown of waste chemicals generated in sophomore
organic chemistry and undergraduate biochemistry can be
found in Tables A-2 and A-3. Increased environmental
regulation has changed undergraduate chemistry. Use of
lead and mercury has been eliminated. Physical chemistry
has eliminated the use of benzene. There has been a
significant increase in collection and segregation of waste
chemicals. "Micro-scale" laboratory exercises are selec-
tively being instituted throughout the department.
Professors stated the following advantages and dis-
advantages to full implementation of "micro scale" labo-
ratory work:
Advantages of micro scale:
Students learn to work more carefully because
of the small sizes. It helps students improve
their laboratory technique.
Significant decreases occur in chemical usage
and waste generation.
Disadvantages of micro scale:
Gflassware is expensive. Micro glassware kits
rangeincostfrom$60to$200 per kit, depending
on the quality and size of glassware desired.
Need to redesign experiments.
Certainreactionsoverheatandrunoutofconfrol
when using small quantities.
Micro scale experiments require pure grade
chemicals which are expensive.
Students do not get the experience of handling
and assembling large glassware.
Certain reactions require at least 50 ml to work
(i.e., Grignard reaction).
The department has reduced the scale of laboratory
experiments from 50-100 ml to 1-10 ml for most experi-
ments.
Use of instrumentation in undergraduate laboratories
has increased. This has reduced chemical usage 10 to 100
fold. Instruments used are gas chromatography, infrared
spectrophotometry, and nuclear magnetic resonance
(NMR). NMRisbecomingthemajormethodof identifying
organic compounds. Wet chemistry is becoming less
common.
Organicandinorganicgraduatechemistry subdivisions
generate the most waste. The largest waste stream is
organicsolventS-Quantitiesofchemicalsusedin all graduate
subdivisions has decreased as a result of instrumentation.
Surplus reagent chemicals from the research laboratories
are added to the intracampus chemical exchange program.
Research funding cutbacks have increased the efficiency
of chemical usage. Three thousand different chemicals are
used in the department.
A computerized chemical tracking system is used
within the chemistry department. This system tracks
chemicals from the time it arrives on campus to the time it
is used up or until it leaves campus as a waste. A diagram
depicting chemical flow in the department and where
computer input occurs is shown on Figure A-4.
BIOLOGY DEPARTMENT
The biology department has a large graduate program
in addition to undergraduate studies. Undergraduatebiology
uses organic solvents, acids, stains, and numerous
nonhazardous
chemicals. Many toxic chemicals have been phased
out The volume of reactants used has been reduced to the
minimum required to perform experiments. The need to
cut costs, and increased use of instrumentation, are pro-
moting reduction.
The graduate division is divided into two areas: mo-
lecular and cell biology. Chemicals used and waste gen-
erated in cell biology are: organic and inorganic acids and
alkalies, organic solvents, carcinogenic compounds (ben-
zidine, diazide, and nitrogenous compounds used in assays),
and small quantities of other hazardous and nonhazardous
compounds.
Molecular biology uses less chemicals than cell biol-
ogy. Chemicals used and wastes generated are phenol,
methanol, formaldehyde, ethers, acrylonitrides, organic
solvents, heavymetals.inorganicacid washes, andinorganic
salts. Research is geared to DNA and protein analysis/
synthesis.
Since biological research is said to be underfunded,
professors are trying to cut costs. This drive toward cost
effectiveness has reduced the volume of chemicals used
and increased the sharing of chemicals between laborato-
ries.
Use of instrumentation has made analytical work
"micro scale". Chromatographic analysis and gel electro-
phoresis are two methods commonly used. There has been
a two to ten fold decrease in chemical usage as a result of
instrument usage.
The biology department sporadically generates 50-
200 gallons of formalin. This waste comes from use of
preserved specimens.
GEOLOGY, PHYSICS, PSYCHOLOGY AND
ENGINEERING DEPARTMENTS
Geology, physics, psychology and engineering each
32
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Table A-2
WASTE GENERATED FROM SOPHOMORE ORGANIC CHEMISTRY
Experiment 1: Extraction, Crystallization and Distillation
Organic waste: Dichloromethane with a small amount (<1g/l) of Biphenyl
Aqueous waste: Ethanol and water, neutralized sodium salts
Solid waste: Biphenyl in bag, benzoic acid in bag
Experiment 2: Diel's Alder
Organic waste: ethyl acetate, hexanes, dicyclopentadiene
Solid waste: cis-Norbornene 5, 6 endo-dicarboxylic anhydride cis-Norbornene
5, 6-endo-dicarboxylic acid
Experiment 5; Grignard Reaction
Organic waste: Ethyl ether with a trace of benzoic acid
Aqueous waste: Magnesium salts, neutralized sodium salts
Solid waste: Benzoic acid
Experiment 6: Benzoin Condensation
Aqueous waste: Thiamine, ethanol, sodium hydroxide, trace benzaldehyde and benzoin
Organic waste: Dichloromethane with a trace of thiamine, benzoin and benzaldehyde
Solid waste: Benzoin in bag
Experiments: Semicarbazide
Aqueous waste: Furfural semicarbazone, cyclohexanone semicarbonazone, and methanol
Solid waste: Furfural semicarbazone and cyclohexanone semicarbozone in bag
Table A-3
WASTE GENERATED FROM UNDERGRADUATE BIOCHEMISTRY EXPERIMENTS
Experiment 1: Nitrophenols
Aqueous waste: 0-nitrophenol, p-nitrophenol, m-nitrophenol and 2,5-dinitrophenol dissolved in ethanol and
water
Experiment 2: Carbohydrate
Aqueous waste: Sodium periodate dissolved in water
Experiment 3: Invertase
Aqueous waste: Oxidation products of 3,5-dinitrosalicylate
Experiment 4: Lactate dehydrogenase
None
Experiment 5: B-Galactosidase
Aqueous waste: O-nitrophenol and Folin reagent (phenol and sodium tungstate) dissolved in water
33
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2
o>
u.
34
-------
use less chemicals than chemistry and biology. Small
amounts of organic solvents, acids, bases, metals, and
other chemicals are used. Small quantities of waste are
generated from use of these chemicals. Instrumental
analysis used in these disciplines has decreased the amounts
of chemicals used and the resulting waste generated.
ART DEPARTMENT
The art department uses a wide range of chemicals.
Specialties that use chemicals are printing, textiles, ce-
ramics.painting, silk screening, sculptureand photography.
Chemicals used and wastes generated from these processes
are: inorganic acids, zinc, acetic acid, diesel, kerosene,
turpentine, alcohols, oils, paints, and small amounts of
other chemicals. There have been few, if any, substitutions
of less hazardous chemicals used as a result of increased
safety and environmental regulations. Only the awareness
of the hazards of chemicals used has increased.
THEATER DEPARTMENT
The scenery shop has eliminated use of oil-based
paints and thinners. It presently uses only water based
paints.
MAINTENANCE DEPARTMENT
Maintenance functions are divided into the following
specialties: electrical, painting, plumbing, hardware, sign
shop, building maintenance, sheet metal, plant operations,
building and grounds, custodial and fleet services. The
paint shop generates waste paint, paint sludge and spent
thinner. The other areas generate waste solvents and oils.
Buildings and grounds avoids generation of pesticide rinse
water by saving this rinse water and using it in the next
spraying operation. Replacement of old polychlorinated
biphenyl (PCB) transformers has created a PCB waste
stream that is incinerated.
Recommendations
Waste reduction can be increased by implementing
the following recommendations for laboratory practices
and for hazardous waste management practices.
LABORATORY PRACTICES
Increasedisseminationofinformationregarding
proper waste management and waste reduction
to generators.
Purchase and distribute additional 5 gallon
safety cans to promote segregated collection of
chlorinated and nonchlorinated solvents.
Encourage laboratory personnel to purchase
smaller volumes of chemicals. This will reduce
generation of surplus reagent chemicals.
« Implement a bar coding system for chemicals
used on campus to facilitate tracking of these
chemicals. Advantages are: increase the sharing
of chemicals between common users, provide
up-to-date records on inventory and ages of
chemicals, and identify which labs use
extremely toxic chemicals.
In physical chemistry laboratories use magnetic
balances (Gouy Balances) to reduce the volume
of heavy metals needed for certain experiments.
In undergraduate laboratories, usepre-weighed
chemicals for students. This will eliminate
waste generation by student spilling/
mishandling chemicals. If cost-effective, pre-
weighed packages could be purchased directly
from the manufacturer.
Encourage use of the intracampus chemical
exchange/recycle program that is in existence.
For biology establish a hazardous material/
waste handling room. At present, there are no
safe areas for storage and handling of hazardous
materials and wastes. Providing such a facility
would promote proper management of
hazardous waste and aid in waste reduction.
Substitute special detergents for chromic acid
for washing glassware.
In all laboratory workincrease theuseof micro-
glassware to reduce the volume of chemicals
required.
Purchase desktop solvent recovery units to
increase re-use of solvents on campus.
Increase in-lab destruction/ueatment of waste
chemicals. Many toxic and corrosive waste
chemicals can be converted to nonhazardous
chemicals viachemicaltreatment(see "Prudent
Practices for Disposal of Chemicals From
Laboratories", National Research Council,
1983; Chapter6). Waste destruction should be
included as the final procedure in experiments.
HAZARDOUS WASTE MANAGEMENT
PRACTICES
For each department appoint a hazardous waste
management coordinator. This person will
oversee safety, chemical handling, waste
collection, proper containeruse, and promotion
of waste reduction.
Establish campus and departmental goals for
waste reduction. Establishing specific goals
will provide an incentive for achieving these
goals. They can be established as either a
35
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percent reduction or total volume reduction.
Prior to establishing goals, detailed analyses of
current generation rates must be performed. A
campus waste reduction committee should be
established. The committee should include
representative departments' hazardous waste
coordinators, and chairpersons, campus safety
office, and a high level campus administrator.
The committee function will be to establish
reduction goals and oversee progress.
For pesticide application investigate the use of
irrigation injection to replace spraying
operations. Use of irrigation, injection will
reduce the amount of pesticide and rinse waters
generated. Special plumbing modifications to
sprinkler systems will allow direct input of
pesticides to the sprinkler system. Another
alternative to spraying is applying pesticides in
dry powder form and watering them into the
soil.
Provide additional staff in the safety office to
assist in proper management and coordination
of hazardous waste on campus.
-------
APPENDIX B
WASTE AUDIT OF A RESEARCH
INSTITUTE
A research institute was audited as part of the study.
Current research areas at the institute are in chemistry,
biology, geology, physics, engineering, environmental
science and computer science.
Hazardous Waste Management Overview
An established waste management program was in
place. It is carried out by the campus health and safety
office. The program includes collection of waste chemi-
cals, spill response, and technical assistance to generators.
There is a central waste chemical storage area. This area
stores drums of bulk waste, chemicals to be lab packed, and
chemicals intended for recycle/exchange within the insti-
tute. Figure B-l shows the bulk versus lab pack disposal
for the institute.
Waste Sources
Data and analysis of waste streams can be found in
Appendix B. There were no records available at the
institute on waste generation from particular laboratories.
The only records were Uniform Hazardous Waste Mani-
fests. Asbestos and waste oil are not included in this study.
Chemistry and biology departments generate the largest
quantity and diversity of waste. Figure B-2 shows waste
streams generated at the institute. (Table B-l explains the
abbreviations used on Figure B-2).
CHEMISTRY DEPARTMENT
Organicandinorganicsubdivisions generate the largest
quantity and diversity of waste. The other subdivisions
generate small volumes. Both increased use of instru-
mentation and performing experiments under a vacuum
have reduced chemical usage and waste generation.
There are 900 different chemicals in the department
stockroom. Acetone is used at the rate of four 55 gallon
drums every two months, methanol at six 55 gallon drums
per year, and hexane at four 55 gallon drums per year.
Table B-l. ABBREVIATIONS FOUND ON
BAR DIAGRAMS
Ex = Explosives
ORM-A = Department of Transportation hazardous
materialsclassification "Other RegulatedMaterial-A". This
category includes materials which have "an anesthetic,
irritating, noxious, toxic or other similar property and
which can cause extreme annoyance or discomfort to
passengers and crew in the event of leakage during trans-
portation". Typical chemicals in this category are chlori-
nated solvents.
ORM-B = Department of Transportation hazardous
materials classification "Other Regulated Material-B".
These are chemicals capable of causing significant damage
to transport vehicle from leakage during transportation.
ORM-E = Department of Transportation hazardous
materials classification "Other Regulated Material-E". This
category includes materials that are not included in any
other hazard class, but it is subject to appropriate trans-
portation regulations. Materials in this class include haz-
ardous materials and wastes.
OP = Organic Peroxide waste
WR = Water Reactive waste.
The biology department uses a wide range of solvents,
acids, bases, heavy metals and stains. The department is
divided between neurobiology and cellular/molecular bi-
ology. Cellular/molecular biology generates the most
hazardous waste. There are two chemical stockrooms, one
for each subdivision. One stockroom surveyed had over
300/lifferent chemicals in stock. A partial listing of these
chemicals can be found in TableB-2. The stockrooms also
store waste chemicals prior to transfer to the campus waste
storage area. The highest volume chemical used is ethanol
37
-------
Figure B-1
Research Institute Chemical Waste Disposal - Labpack vs. Bulk
Labpack
Bulk
1985
1986
1987
Yearly
Figure B-2-1
Hazardous Waste Disposal for th erResearch Institute
30-
25-
20
tn
15
510
J
S3.
Corrosive
Flammable
Oxidizer
EX, Wr ft OP
Quarterly 1985-1987
38
-------
Figure B-2-2
Hazardous Waste Disposal for the Reserach Institute
at
o
"5
O
o
"55 -a
I-
ffi
MJEB
ORM-A&B
ORM-E
Poison B
-i 2 E
Quarterly 1985-1987
at 150Q gal/yr. Fonnaldehyde is used at 150 gal/year.
Chlorinated solvents are used in small quantity.
The scarcity and expense in obtaining usable material
to study (i.e., DNA, proteins) reduces waste generation.
The increased use of chromotography and other micro-
analytical techniques has also reduced waste generation.
Awareness of safely and environmental issues has
grown in the last two years. Not as many chemicals are
disposed of down drains and there is increased concern for
handling chemicals safely.
Researchers do share chemicals. Similar research
focus and the proximity of laboratories to one another
promote sharing.
GEOLOGY AND PHYSICS
Geology and physics generate small amounts of waste
solvents and assorted inorganic compounds. Acids and
bases are neutralized and poured down the drain. In
geology analytical techniques are micro scale. A one gram
sample is large for most analyses. In physics the waste
streams are 15 gallons of solvent per month (mostly
alcohols), metals (mainly arsenic), and assorted inorganic
salts and cyanides. In both disciplines increased instru-
mentation has reduced chemical usage.
ENGINEERING AND ENVIRONMENTAL
SCIENCE
Engineering has the following subdivisions: envi-
ronmental, chemical, materials, fluid, mechanical, electrical
and others. Differentchemicals are usedin each subdivision.
Instrumentation is used in most laboratories which has
reduced chemical usage.
PLANT OPERATIONS AND MAINTENANCE
Plant operations and maintenance generate waste
solvents, paint and oil. Oil-based paints are being phased
out and replaced with water-based paints. The only oil-
based painting to continue will be for metal objects. Two
55-gal drums of waste thinner are generated per year from
oil-based painting.
The grounds department applies fertilizers and pesti-
cides to. the'lawns, trees and shrubs. The department is
phasingoutrestricted pesticides andsubstituting non-toxic
ones. Use of irrigation injection and water-soluble gravel
pesticides that are spread on the grounds and watered into
soil are being investigated. This will eliminate spraying
operations.
Many academic departments have specialty machine
shops that generate waste solvents and oils.
39
-------
Trends in Waste Management Practices
A driving force for reducing chemical usage is eco-
nomics. In biology the drive to reduce overhead costs has
increased sharing of chemicals between researchers, in-
creased use of micro-analytical techniques, and reduced
the quantity of reagent chemicals purchased. In other
departments, limited research funding is increasing the
efficient use of chemicals.
Whenever professors retire or leave, there is a large
numberof chemicals leftbehindin their laboratories. Most
of the chemicals are disposed of in lab packs. Some are
retained for internal exchange and recycle.
Recommendations for Waste Reduction
There are many opportunities for waste reduction
beyond the efforts currently being implemented. These
additional opportunities are:
Establish an internal waste manifesting system
to create a database on generation of hazardous
waste. This information can be put onto a
computer data base.
After waste generation data is collected,
determine the quantities of waste generated for
the entire campus and for each department
Establish yearly waste reduction goals for the
campus and for each department. Appoint one
person in each department to carry out the
waste reduction policy. A campus waste
reduction committee should be established to
set goals and monitor progress.
To eliminate the needforchromic acid washing
of glassware, either increase the use of
disposableplasticglassware.orclean glassware
with specialty detergents.
Increase the amount of in-lab destruction of
waste chemicals. Many toxic and corrosive
waste chemicals can be converted to
nonhazardous chemicals via chemical treatment
(see "Prudent Practices for Disposal of
Chemicals From Laboratories, National
Research Council, 1983; Chapter 6). Waste
destruction should be the final procedure for
experiments.
Purchase small solvent distillers for recovery
andrecycleof spent solvents. Recycledsolvents
can be used for cleaning or other processes
where ultra pure solvent is not required.
Purchaselaboratorychemicals.paints.andother
maintenance chemicals in small sizes only.
This will reduce generation of surplus materials
requiring disposal.
' Establish a tracking system for chemicals from
purchase to disposal. This will reduce duplicate
purchases, and minimize the waste generated
from old, partially used containers that age on
laboratory shelves. A bar coding system would
enhance inventory control. Each chemical
would have a different code which allows
efficient tracking. This system will also assist
in promoting sharing of surplus chemicals.
> Hue additional staff to assistin waste collection,
data management (i.e., internal manifests), and
dissemination of waste reduction information.
Encourage use of the intra-campus chemical
exchange/recycle program.
Provide routine self-audits for professors'
laboratories. Focus on unused reagent
accumulation and recyclable wastes.
40
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Appendix C
WASTE AUDIT OF A SMALL
COLLEGE
A private liberal arts college was audited as part of the
study. The student population is less than 2000. Under-
graduate degrees are offered in physical sciences, social
sciences and humanities. A few departments such as
biology offer a Masters Degree.
Waste Management Overview
No waste management program was in effect at the
college. One chemistry professor had organized a waste
collection program for waste chemicals. These chemicals
were disposed of in lab packs in 1986 in the second off-site
shipment of waste chemicals. The first shipment was in
1983. The college administration is considering hiring a
part-time Safety/Waste Management Officer and imple-
menting a formal safety/waste management program.
Since there is no formal program, concerned profes-
sors take a "piecemeal" approach to waste management.
There is no budget for chemical safety and waste disposal.
Each time a safety or waste disposal expenditure is nec-
essary, it must come out of a department's budget or be
obtained from general college funds, which is difficult and
slow.
The above description correlates with findings of a
recentEPA study (EPA 1987; see references following text
sections). The EPA found that large universities with
extensive research programs have established waste
management programs. Small colleges and secondary
schools have small programs or none at all.
Waste Sources
Waste generation was found in chemistry, general
biology, marine biology, psychology, art, maintenance,
and the school newspaper. FigureC-1 shows wastestreams
generated at the college.
CHEMISTRY DEPARTMENT
The department is strictly undergraduate with an
emphasis on research. Diverse organic and inorganic
chemicals are used in laboratory exercises and research.
Most waste (60-75%) comes from general chemistry. The
following wastes are generated in general chemistry: iodine,
xylene, naptha, p-dichlorobenzene, mercury, chromium,
lead and carbon tetrachloride. Research does not generate
significant waste. Benzene is used in one project, but is
recycled. Use of instrumentation has reduced the volume
of chemicals used.
BIOLOGY DEPARTMENT
There is a small graduate program in addition to
undergraduate study. Chemicals used in the department
are organic solvents, heavy metals,, acids, bases, stains,
enzymes, and other organic compounds. Chemical waste
generation includes formaldehyde, mercury salts, solvents
and old chemicals. Acids and bases go down the drain. A
small amount of osmium tetroxide is also generated.
Marine biology generates small amounts of acids,
bases, alcohols, and chlorinated solvents. Formalin is
generated in larger quantities. The college has not been
able to dispose of old formalin. Over 250 gallons of
formalin has accumulated thus far.
ART DEPARTMENT
The art department generates acids, waste paint and
solvents from silk screen and printing processes. The
department is switching from oil-based paints to water-
based paints. This will eliminate use of thinners. Venti-
lation is not adequate in many studios. As a result many
volatile compounds are being phased out.
WASTE GENERATION FROM OTHER
SOURCES
Psychology generates waste solvent. The school
newspaper uses photo processing chemicals (organic ac-
ids, bases, chromic acid cleaning solution) and waste
chemicals are generated. The maintenance department
generates waste oil. The paint shop uses water-based
paints only. The grounds crew applies pesticides to lawns
and trees. To avoid generation of waste pesticide they
completely use up each application load.
Trends in Waste Management Practices
As a result of increased environmental regulations
many changes have occurred. The chemistry department
has phased out carcinogenic compounds such as benzene
and chloroform, has purchased flammable storage cabinets,
and has installed a better ventilation system. There has
been a reduction in the volume of chemicals used in
41
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Figure C-1
Hazardous Waste Disposal for the Small College
30-
25-
20-
15.
o
Corrosive
Flammable
ORM-E
Quarterly 1985-1987
laboratory course work. Typically one quarter the quantity
of chemicals called for in laboratory manuals are used in
teaching laboratory experiments.
In biology changes are less noticeable than in chem-
istry. Many professors do not support waste collection
programs and new safety protocol. Chemical disposal
down drains still occurs.
A significant increase in the amount of analytical
instrumentation used in research has decreased the amount
of chemicals used. Teaching laboratories still use wet
chemistry methods.
Recommendations for Waste Reduction
The following recommendations can improve waste
management and promote waste reduction:
Establish anew administrativeposition entitled
"Hazardous Material/Waste Management
Officer". Dutieswouldincludechemicalsafety,
waste collection, disposal, in ventory control,
establishing an intracampus chemical exchange
program, respond to spills, and development of
a waste reduction program. This position may
require only 20 hours per week, so other
functions could be performed (teach, security
functions, etc.).
Establish a separate budget for chemical safety
and waste management and charge it back to
the departments that generate hazardous waste.
This will provide an economic incentive to
reduce waste.
Eliminate use of toxic compounds in laboratory
experiments by substituting a less toxic/
hazardous compound, and/or using a different
experiment entirely.
Establish a central location for waste chemical
storage. This area should be well ventilated,
secure, contain a fire extinguisher, eye wash,
shower, allow for segregated storage of
incompatible chemicals, and be surrounded by
berms to contain spills. The area can be used to
store surplus reagent chemicals which are to be
recycled within the college.
Substitute less hazardouschemicalsforcleaning
the photo processor machines in the school
newspaper office. Present use of chromic acid
cleaning solutions creates unnecessary safety
and disposal problems.
42
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Have printing done off site. If the school
newspaper obtains educational value from the
printing activity, printing instruction can be
contracted to a nearby technical school.
Coordinate with other small colleges to have
laboratory instruction done at one location.
This would allow consolidation of laboratory
waste generation.
Eliminate drain disposal of all toxic and
hazardous wastes.
Increase the amount of in-lab destruction of
waste chemicals. Many waste chemicals can
be converted to nonhazardous chemicals via
chemical treatment (see "Prudent Practices for
Disposal of Chemicals From Laboratories",
National Research Council, 1983). Waste
destruction should be the final procedure for
experiments.
Increase the use of instrumentation in
undergraduate laboratory course work.
For pesticide application, investigate the use of
irrigation injection of pesticides to replace
spraying operations. Use of irrigation injection
will reduce the amount of pesticide and rinse
waters generated. Special plumbing
modifications to the sprinklersystems will allow
directinputofpesticides to thesprinkler system.
Another alternative is applying pesticides in
the dry powder form and watering them into the
soil.
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APPENDIX D
WHERE TO GET HELP
FURTHER INFORMATION ON POLLUTION PREVENTION
Additional information on source reduction, reuse and
recycling approaches to pollution prevention is available
in EPA reports listed in this section, and through state
programs (listed below) that offer technical and/or finan-
cial assistance in the areas of pollution prevention and
treatment
In addition, waste exchanges have been established in
some areas of the U.S. to put waste generators in contact
with potential users of the waste. Four waste exchanges are
listed below. Finally, EPA's regional offices are listed.
EPA REPORTS ON WASTE
MINIMIZATION
U.S. Environmental Protection Agency. "Waste
Minimization AuditReport: Case S tudies of Corrosive
and Heavy Metal Waste Minimization Audit at a
Specialty Steel Manufacturing Complex." Executive
Summary.*
U.S. Environmental Protection Agency. "Waste
Minimization Audit Report: Case Studies of
Minimization of Solvent Waste forParts Cleaning and
from Electronic Capacitor Manufacturing Operation."
Executive Summary.*
U.S. Environmental Protection Agency. "Waste
Minimization Audit Report: Case Studies of
Minimization of Cyanide Wastes from Electroplating
Operations." Executive Summary.*
U.S. Environmental Protection Agency. Report to
Congress: Waste Minimization, Vols. I and II. EPA/
530-SW-86-033 and -034 (Washington, D.C.: U.S.
EPA, 1986).**
U.S. Environmental Protection Agency. Waste
Minimization - Issues and Options, Vols. I-in EPA/
530-SW-86-041 through -043. (Washington, D.C.:
U.S. EPA. 1986).**
* Executive Summary available from EPA,
WMDDRD, RREL, 26 West Martin Luther King Drive,
Cincinnati, OH, 45268; full report available from the
National Technical Information Service (NITS), U.S.
Department of Commerce, Springfield, VA 22161.
** Available from the National Technicallnformation
Service as a five-volume set, NITS No. PB-87-114-328.
WASTE REDUCTION TECHNICAL/
FINANCIAL ASSISTANCE PROGRAMS
The EPA's Office of Solid Waste and Emergency
Response has set up a telephone call-in service to answer
questions regarding RCRA and Superfund (CERCLA):
(800) 242-9346 (outside the District of Columbia)
(202) 382-3000 (in the District of Columbia)
The following states have programs that offer technical
and/or financial assistance in the areas of waste minimiza-
tion and treatment.
Alabama
Hazardous Material Management and Resources Recov-
ery Program
University of Alabama
P.O. Box 6373
Tuscaloosa, AL 35487-6373
(205) 348-8401
Alaska
Alaska Health Project
Waste Reduction Assistance Program
431 West Seventh Avenue, Suite 101
Anchorage, AK 99501
(907)276-2864
Arkansas
Arkansas Industrial Development Commission
One State Capitol Mall
Little Rock, AR 72201
(501) 371-1370
California
Alternative Technology Section
Toxic Substances Control Division
California State Department of Health Service
714/744 P Street
Sacramento, CA 94234-7320
(916) 324-1807
Connecticut
Connecticut Hazardous Waste Management Service
Suite 360
900 Asylum Avenue
Hartford, CT 06105
(203) 244-2007
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Connecticut Department of Economic Development
210 Washington Street
Hartford, CT 06106
(203)566-7196
Georgia
Hazardous Waste Technical Assistance Program
Georgia Institute of Technology
Georgia Technical Research Institute
Environmental Health and Safety Division
O'Keefe Building, Room 027
Atlanta, GA 30332
(404) 894-3806
Environmental Protection Division
Georgia Department of Natural Resources
Floyd Towers East, Suite 1154
205 Butler Street
Atlanta, GA 30334
(404) 656-2833
Illinois
Hazardous Waste Research and Information Center
Illinois Department of Energy of Energy and Natural
Resources
1808 Woodfield Drive
Savoy, IL 61874
(217)333-8940
Illinois Waste Elimination Research Center
Pritzker Department of Environmental Engineering
Alumni Building, Room 102
Illinois Institute of Technology
3200 South Federal Street
Chicago, IL 60616
(313) 567-3535
Indiana
Environmental Management and Education Program
Young Graduate House, Room 120
Purdue University
West Lafayette, IN 47907
(317)494-5036
Indiana Department of Environmental Management
Office of Technical Assistance
P.O. Box 6015
105 South Meridian Street
Indianapolis, IN 46206-6015
(317) 232-8172
Iowa
Center for Industrial Research and Service
205 Engineering Annex
Iowa State University
Ames, IA 50011
(515) 294-3420
Iowa Department of Natural Resources
Air Quality and Solid Waste Protection Bureau
Wallace State Office Building
900 East Grand Avenue
Des Moines, IA 50319-0034
(515) 281-8690
Kansas
Bureau of Waste Management
Department of Health and Environment
Forbes Field, Building 730
Topeka, KS 66620
(913) 269-1607
Kentucky
Division of Waste Management
Natural Resources and Environmental
Protection Cabinet
ISReillyRoad
Frankfort, KY 40601
(502) 564-6716
Louisiana
Department of Environmental Quality
Office of Solid and Hazardous Waste
P.O. Box 44307
Baton Rouge, LA 70804
(504) 342-1354
Maryland
Maryland Hazardous Waste Facilities Siting Board
60 West Street, Suite 200 A
Annapolis, MD 21401
(301) 974-3432
Maryland Environmental Service
2020 Industrial Drive
Annapolis, MD 21401
(301) 269-3291
(800) 492-9188 (in Maryland)
Massachusetts
Office of Safe Waste Management
Department of Environmental Management
100 Cambridge Street, Room 1094
Boston, MA 02202
(617) 727-3260
Source Reduction Program
Massachusetts Department of Environmental Quality En-
gineering
1 Winter Street
Boston, MA 02108
(617) 292-5982
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Michigan
Resource Recovery Section
Department of Natural Resources
P.O. Box 30028
Lansing, MI 48909
(517) 373-0540
Minnesota
Minnesota Pollution Control Agency
Solid and Hazardous Waste Division
520 Lafayette Road
St. Paul, MN 55155
(612) 296-6300
Minnesota Technical Assistance Program
W-140 Boynton Health Service
University of Minnesota
Minneapolis, MN 55455
(612)625-9677
(800) 247-0015 (in Minnesota)
Minnesota Waste Management Board
123 Thorson Center
7323 Fifty-Eighth Avenue North
Crystal, MN 55428 .
(612) 536-0816
Missouri
State Environmental Improvement and Energy
Resources Agency
P.O. Box 744
Jefferson City, MO 65102
(314) 751-4919
New Jersey
New Jersey Hazardous Waste Facilities Siting
Commission'
Room 614
28 West State Street
Trenton, NJ 08608
(609) 292-1459
(609) 292-1026
Hazardous Waste Advisement Program
Bureau of Regulation and Classification
New Jersey Department of Environmental
Protection
401 East State Street
Trenton, NJ 08625
Risk Reduction Unit
Office of Science and Research
New Jersey Department of Environmental Protection
401 East State Street
Trenton, NJ 08625
New York
New York State Environmental Facilities
Corporation
50 Wolf Road
Albany, NY 12205
(518) 457-3273
North Carolina
Pollution Prevention Pays Program
Department of Natural Resources and
Community Development
P.O. Box 27687
512 North Salisbury Street
Raleigh, NC 27611
(919) 733-7015
Governor's Waste Management Board
325 North Salisbury Street
Raleigh, NC 27611
(919)733-9020
Technical Assistance Unit
Solid and Hazardous Waste Management Branch
North Carolina Department of Human Resources
P.O. Box 2091
306 North Wilmington Street
Releigh.NC 27602
(919) 733-2178
Ohio
Division of Solid and Hazardous Waste Management
Ohio Environmental Protection Agency
P.O. Box 1049
1800 WaterMark Drive
Columbus, OH 43266-1049
(614) 481-7200
Ohio Technology Transfer Organization
Suite 200
65 East State Street
Columbus, OH 43266-0330
(614) 466-4286
Oklahoma
Industrial Waste Elimination Program
Oklahoma State Department of Health
P.O. Box 53551
Oklahoma City, OK 73152
(405) 271-7353
Oregon
Oregon Hazardous Waste Reduction Program
Department of Environmental Quality
811 Southwest Sixth Avenue
Portland, OR 97204
(503) 229-5913
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Pennsylvania
Pennsylvania Technical Assistance Program
501 F. Orvis Keller Building
University Park, PA 16802
(814) 865-0427
Center of Hazardous Material Research
320 William Pitt Way
Pittsburgh, PA 15238
(412)826-5320
Bureau of Waste Management
Pennsylvania Department of
Environmental Resources
P.O. Box 2063
Fulton Building
3rd and Locust Streets
Harrisburg,PA17120
(717) 787-6239
Rhode Island
Ocean State Cleanup and Recycling Program
Rhode Island Department of Environmental Management
9 Hayes Street
Providence, RI02908-5003
(401) 277-3434
(800) 253-2674 (in Rhode Island)
Center for Environmental Studies
Brown University
P.O. Box 1943
135 Angell Street
Providence, RI 02912
(401) 863-3449
Tennessee
Center for Industrial Services
102 Alumni Hall
University of Tennessee
Knoxville, TN 37996
(615) 974-2456
Virginia
Office of Policy and Planning
Virginia Department of Waste Management
11th Floor, Monroe Building
101 North J4th Street
Richmond, VA 23219
(804) 225-2667
Washington
Hazardous Waste Section
Mail Stop PV-11
Washington Department of Ecology
Olympia, WA 98504-8711
(206) 459-6322
Wisconsin
Bureau of Solid Waste Management
Wisconsin Department of Natural Resources
P.O. Box 7921
101 South Webster Street
Madison, WI53707
(608)267-3763
Wyoming
Solid Waste Management Program
Wyoming Department of Environmental Quality
Herchler Building, 4th Floor, West Wing
122 West 25th Street
Cheyenne, WY 82002
(307)777-7752 '
WASTE EXCHANGES
Northeast Industrial Exchange
90 Presidential Plaza, Syracuse, NY 13202
(315)422-6572
Southern Waste Information Exchange
P.O. Box 6487, Tallahassee, FL 32313
(904) 644-5516
California Waste Exchange
Department of Health Services
Toxic Substances Control Division
Alternative Technology & Policy Development Section
714 P Street
Sacramento, CA 95814
(916) 324-1807
U.S. EPA REGIONAL OFFICES
Region 1 (VT, NH, ME, MA, CT, RI)
John F. Kennedy Federal Building
Boston, MA 02203
(617) 565-3715
Region 2 (NY, NJ)
26 Federal Plaza
New York, NY 10278
(212)264-2525
Region 3 (PA, DE, MD, WV, VA)
841 Chestnut Street
Philadelphia, PA 19107
(215) 597-9800
Region 4 (KY, TN, NC, SC, <3A, FL, AL, MS)
345 Courtland Street, NE
Atlanta, GA 30365
(404) 347-4727
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Region 5 (WI, MN, MI, EL, IN, OH)
230 South Dearborn Street
Chicago, DL 60604
(312) 353-2000
Region 6 (NM, OK, AR, LA, TX)
1445 Ross Avenue
Dallas, TX 75202
(214) 655-6444
Region 7 (NE, KS, MO, IA)
756 Minnesota Avenue
Kansas City, KS 66101
(913)236-2800
Region 8 (MT, ND, SD, WY, UT, CO)
999 18th Street
Denver, CO 80202-2405
(303) 293-1603
Region 9 (CA, NV, AZ, HI)
215 Fremont Street
San Francisco, CA 94105
(415) 974-8071
Region 10 (AK, WA, OR, ID)
1200 Sixth Avenue
Seattle, WA 98101
(206) 442-5810
48
fru.S. GOVERNMENT PRINTING OFFICE: M*3 - 7SO-002/80264
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