Upon successful completion of the course, students will be able to: list and explain the three general hazard categories on a hazardous waste site, and how to recognize them; describe and give examples of the following four types of chemical hazards: toxic, corrosive, carcinogen, and reactive; illustrate the fire triangle and explain its elements; illustrate the pH scale and explain how corrosive strength is measured; illustrate the flammable/explosive range and explain the importance of lower explosive limit (LEL) and upper explosive limit (UEL); explain oxygen deficiency and describe the two ways it can be caused; list, explain, and give examples of the physical states in which chemicals are commonly found; describe the two types of radiation, explain their differences, and give examples of both; list and describe three biological hazards that can be found on hazardous waste sites; explain how safety meetings contribute to safety on a hazardous waste site; define engineering controls and give four examples of engineering controls that might be used on a hazardous waste site; list, explain, and give examples of the two main approaches used to reduce or prevent accidents, injuries, and illnesses on hazardous waste sites; list and explain the three routes of entry for chemicals into the body; explain the difference between a local health effect and a systemic health effect and give three examples of each; explain the difference between a prompt health effect and a delayed health effect and give three examples of each; list and explain the respiratory system’s three natural defenses; list the six physical warning signs of chemical exposure; demonstrate how to properly self-monitor for heat stress and evaluate the results; describe at least two conditions that indicate occupational noise has reached a hazardous level; describe at least two signs or symptoms of temporary hearing loss; given the PPE, demonstrate how to properly wear and/or insert hearing protection; list the steps for and be able to demonstrate the proper lifting procedure; explain “oxygen deficiency” and describe the two main causes for its occurrence; list four main body systems and explain how chemical and physical hazards may affect them; list and describe the signs and symptoms of the four stages of heat stress; explain the liver’s role in the body’s defense system; describe the following three air-purifying respirators and list the assigned protection factor APF for each: ½ Face APR, FFAPR, and PAPR; list and explain at least six limitations of APRs; list and explain the three filter series and three filter efficiency levels for particulate filters; explain the terms “breakthrough” and “warning properties” and list four steps that should be taken if breakthrough occurs; explain the term assigned protection factor (APF) for a respirator and, given five different respirators, state the correct APF of the five examples; explain the abbreviation “MUC” for a respirator and, given five different respirators, calculate the correct MUC in the five different respirators; explain the differences between an air-purifying respirator and an atmosphere supplying respirator; explain the differences between the three delivery systems for breathing air: continuous flow, demand, and pressure demand; explain how a supplied air respirator (SAR) works; list three limitations of the SAR and the APFs for both the SAR and the SAR with escape; explain how an SCBA works, its limitations, and APF; given the proper equipment, demonstrate the proper procedures for refilling an SCBA cylinder (hands-on); list and explain the nine requirements of a respiratory protection program; explain the difference between a qualitative and a quantitative fit test, and give two examples of each; demonstrate and explain the proper procedure for performing a positive and negative user seal check on an APR; given a variety of respirators, demonstrate donning, use, doffing, and maintenance of each respirator according to the guidelines of this course (hands-on); list and explain the three different types of leakage that can occur with chemical protective clothing; list and explain five factors that can affect your work-mission duration on an environmental project; describe the four “levels of protection” that may be used when doing hazardous waste work; given a variety of protective clothing and specific instructions for donning and doffing of various work ensembles, demonstrate the correct procedures according to the guidelines of this course (hands-on); explain the purpose of decontamination on hazardous waste sites and list three pathways of exposure; explain the terms “contamination avoidance” and “contamination transfer” and list three safe work procedures associated with each; describe the difference between physical removal and chemical removal as methods of decontamination; given three emergency scenarios, describe when decontamination should take place and a possible decontamination procedure for each scenario; given mock scenarios, perform decontamination appropriately, according to the guidelines of this chapter; list and explain the 10 topics of information that are required in a Site Safety and Health Plan (SSHP); describe five scenarios on a hazardous waste site where additional site-specific training is required; list and explain five different elements of a site control program; explain the purpose of the “buddy system” and describe three activities that “buddies” perform on a hazardous waste site; list and explain the two types of communication systems that must be used on hazardous waste sites; list four examples of waste-related emergencies and four examples of non-waste related emergencies; explain the importance of training and drills in an emergency response plan; explain the importance of standard operating procedures (SOP) and why they need to be followed on hazardous waste sites; given a mock unidentified hazardous materials container, list and identify the “clues” to look for when performing a preliminary visual inspection; describe different sampling techniques used to identify hazardous materials; describe the appropriate response and handling procedures for the following site-specific hazards: radioactive materials, explosive or shock-sensitive waste, bulging drums, laboratory packs, leaking, open, or deteriorated drums, and buried drums; given an empty overpack drum and a mock damaged drum, demonstrate three methods of manually overpacking the drum; define the term “characterization” and explain how and why it is done on a hazardous waste site; given the proper equipment, containers, and personal protective equipment (PPE), explain and demonstrate methods for collecting bulk samples on a mock hazardous waste site using the following devices: auger and thin-walled tube sampler and drum thief and COLIWASA; list and explain the three safe work practices that should be used when storing hazardous materials; given the proper materials, equipment, and several mock hazardous waste containers, construct and organize a contained staging area according to the guidelines in this course; explain and compare the differences, advantages, and disadvantages of direct-reading instruments (DRIs) versus laboratory analysis of workplace samples; describe five situations on a hazardous waste site where workplace monitoring would usually be required; given the proper equipment, conduct the required workspace monitoring for a mock (practice) permit-required confined space entry; using various sample chemicals and the proper equipment, demonstrate how to use and interpret the readings of colorimetric detector tubes and a photoionization detector (PID); list and explain the appropriate responses if a personal monitoring device or sampling pump fails; define a confined space, giving three characteristics; list two categories of confined spaces and give examples of each; list two factors that lead to fatal injuries in confined spaces; describe the four characteristics of a permit-required confined space; locate the titles of the 17 paragraphs of the OSHA Hazardous Waste Operations and Emergency Response Standard and describe the contents of each paragraph; explain the employee responsibilities contained in the Occupational Safety and Health Act (OSH Act); describe the 11 rights an employee has under Section 11(c) of the OSH Act; describe three conditions found in 29 CFR 1977.12 that must be present for OSHA’s “right to refuse hazardous work” to apply; describe the purpose of the following environmental laws: RCRA, CERCLA, SARA, Clean Air Act, NESHAPS, Clean Water Act, and Hazardous Material Transportation Act; explain CERCLA and what the Superfund Act did for the nation; explain SARA and the changes it made; list and explain the nine steps of the Superfund process and the corresponding guidelines for community relations at each step; explain the worker’s role in the community relations process; list and explain the guidelines that should be followed when answering questions or discussing hazardous waste site operations; explain the meaning of the term “groundwater” and describe its importance; list and explain the four phases of the hydrologic cycle; explain the meaning of and the differences between “point sources” and “nonpoint sources” of contamination; given the proper equipment and working with a partner, prepare a flip chart diagram of a selected remediation technology and deliver a 5-minute classroom presentation about this technology.

Upon successful completion of the course, students will be able to: list and explain the three general hazard categories on a hazardous waste site, and how to recognize them; describe and give examples of the following four types of chemical hazards: toxic, corrosive, carcinogen, and reactive; illustrate the fire triangle and explain its elements; illustrate the pH scale and explain how corrosive strength is measured; illustrate the flammable/explosive range and explain the importance of lower explosive limit (LEL) and upper explosive limit (UEL); explain oxygen deficiency and describe the two ways it can be caused; list, explain, and give examples of the physical states in which chemicals are commonly found; describe the two types of radiation, explain their differences, and give examples of both; list and describe three biological hazards that can be found on hazardous waste sites; explain how Safety Meetings contribute to safety on a hazardous waste site; define engineering controls and give four examples of engineering controls that might be used on a hazardous waste site; list, explain, and give examples of the two main approaches used to reduce or prevent accidents, injuries, and illnesses on hazardous waste sites; list and explain the three routes of entry for chemicals into the body; explain the difference between a local health effect and a systemic health, and give three examples of each; explain the difference between a prompt health effect and a delayed health effect, and give three examples of each; list and explain the respiratory system’s three natural defenses; list the six physical warning signs of chemical exposure; explain oxygen deficiency and describe the two main causes for its occurrences; list the steps of the proper lifting procedure; list and describe the signs and symptoms of the four stages of heat stress; explain the purpose of decontamination on hazardous waste sites and list three pathways of exposure; explain the terms “contamination avoidance” and “contamination transfer” and list three safe work procedures associated with each; describe the difference between physical removal and chemical removal as methods of decontamination; list and explain the 10 topics of information that are required in a Site Safety and Health Plan (SSHP); describe five scenarios on a hazardous waste site where additional site-specific training is required; list and explain five different elements of a site control program; explain the purpose of the “buddy system” and describe three activities that “buddies” perform on a hazardous waste site; list and explain the two types of communication systems that must be used on hazardous waste sites; list four examples of waste-related emergencies and four examples of non-waste-related emergencies; explain the importance of training and drills in an emergency response plan; explain the importance of standard operating procedures (SOPs) and why they need to be followed on hazardous waste sites; list two sampling techniques used to identify hazardous materials; describe the appropriate response and handling procedures for the following site-specific hazards: radioactive materials, explosive or shock-sensitive waste, bulging drums, laboratory packs, leaking, open, or deteriorated drums, and buried drums; define the term “characterization” and explain how and why it is done on a hazardous waste site; list and explain the three safe work practices that should be used when storing hazardous materials; explain and compare the differences, advantages, and disadvantages of direct-reading instruments (DRIs) versus laboratory analysis of workplace samples; describe five situations on a hazardous waste site where workplace monitoring would usually be required; using various sample chemicals, demonstrate how to use and interpret the readings of a colorimetric tube and a multigas meter; explain the importance of daily calibration checks; list and explain the appropriate responses if a personal monitoring device or sampling pump fails; define a confined space, giving three characteristics; list two categories of confined spaces and give examples of each; list two factors that lead to fatal injuries in confined spaces; describe the four characteristics of a permit-required confined space; locate the titles of the 17 paragraphs of the OSHA Hazardous Waste Operations and Emergency Response Standard (HAZWOPER, 29CFR 1910.120) and describe the contents of each paragraph; explain the employee responsibilities contained in the Occupational Safety and Health Act (OSH Act); describe the 11 rights an employee has under Section 11(c) of the OSH Act; describe three conditions found in 29 CFR 1977.12 that must be present for OSHA’s ‘right to refuse hazardous work’ to apply; explain CERCLA and what the Superfund Act did for the nation; explain SARA and the changes it made; explain the worker’s role in the community relations process; and explain the guidelines that should be followed when answering questions from the public or media, regarding site cleanup operations.

Upon successful completion of the course, students will be able to: identify the two major forms of lead used as pigments in paint; explain three ways lead poisoning can occur in residential housing; identify three examples of recreational exposure to lead; list four occupations that greatly increase lead exposure; identify the melting and boiling points of lead; list the main responsibilities of a lead-abatement supervisor; identify the routes of entry for lead entering the body; explain where lead goes and where it is stored once in the body; list the acute and chronic effects associated with lead exposure; list the body systems that can be damaged by lead exposure; explain the special hazards that lead poses for children; list the two types of medical tests used for detecting lead; explain how chelating agents help rid the body of lead; define Title X, and list four conditions Title X defines as lead-based paint hazards; define Toxic Substance Control Act (TSCA) and list the three goals of TSCA section 402 concerning training and certification of lead abatement workers; list the action level and permissible exposure limit (PEL) for lead under the OSHA Interim Lead Standard for Construction (29 CFR 1926.62); list the three exposure task categories, provide examples for each task and list the corresponding exposure range; describe the compliance methods the employer must follow to ensure worker exposures are reduced to or below the PEL; list three practices that are prohibited by OSHA in a lead-regulated area; explain the importance of medical surveillance to a lead abatement worker; explain medical removal protection, and describe how it works; describe the 3 types of air-purifying respirators (APRs) and list the assigned protection factor of each; list and explain at least six limitations of APRs; explain the term HEPA and state the efficiency level of a HEPA filter; explain the term “assigned protection factor” (APF) for a respirator and, given three different respirators, state the correct APF for each; explain the acronym MUC as it relates to a respirator and calculate the correct MUC for three sample respirators; explain the difference between an air purifying respirator and an atmosphere supplying respirator; explain the difference between a qualitative and quantitative fit test and give an example of each; demonstrate and explain the proper procedure for performing a positive and negative user seal check on an APR; list the personal protective equipment (PPE) used by lead abatement workers; define the following terms and acronyms: accident, confined space, GFCI, hazardous atmospheres, LFL, UFL, oxygen deficiency, lock out and tag out, personal fall arrest system, heat stress and personal hygiene; list the different levels of heat stress and describe the dangers they pose to workers; given a variety of job scenarios, describe safe work practices around the following hazards: electrical, ladders, scaffolds, housekeeping, falls, confined spaces, hazardous atmospheres; describe the fire hazards that exist in a controlled area and how to prepare for the occurrence of an accidental fire; list and identify the materials and equipment needed to perform wipe sampling; describe and demonstrate the procedure for wipe sampling lead-contaminated dust; list and identify the materials and equipment needed to sample paint chips; describe and demonstrate the paint chip sampling procedures; list and identify the materials and equipment needed to perform soil sampling; describe and demonstrate soil-sampling procedures; define clearance sampling and describe the procedures involved in performing clearance sampling; list the U.S. Department of Housing and Urban Development (HUD) clearance levels for lead found in dust (using wipe sampling) for floors, interior windowsills, and window troughs; list the three parties that should maintain records for all abatement, interim control, risk assessment, inspection, and clearance results, and explain why; explain the responsibilities of the inspector on a lead abatement project; identify the most common inspection method used to determine the presence of lead-based paint; list the procedures defined in the inspection report to determine the presence of lead-based paint; identify the surfaces in a residence that may require abatement if they are in violation of EPA 40 CFR 745; explain the purpose of a risk assessment when trying to determine the presence of lead-based paint; list the responsibilities of a certified risk assessor; explain the role the risk assessor has in educating various parties involved in lead poisoning prevention; describe how to use at least four abatement methods; demonstrate proficiency in at least two abatement methods; demonstrate how to perform final cleanup on a lead abatement job; explain the importance of clearance inspections; list the soil and exterior abatement procedures; describe the procedures for preparing the occupant protection plan; explain the two specific situations in which the use of a negative pressure zone would be appropriate in a residential setting; given a variety of scenarios of lead abatement projects, list step-by-step procedures to ensure resident protection; list three types of insurance that owners, consultants, and contractors should have for lead abatement projects; describe the basis on which a commercial general liability (CGL) policy should be written; explain how the CGL policy should be specifically endorsed or written; describe each of the following types of insurance policies and explain their purpose: occurrence-based, errors and omissions, claims-made, liability; list and define the three types of bonds; list the three types of liability; and define tort liability.

Upon successful completion of the course, students will be able to: define the following terms: sick building syndrome, spores, and microbial contamination; list six causes of indoor air pollution; identify and describe the ideal environment for mold growth; identify at least two common symptoms associated with mold exposure; define the following terms: aspergillus, bacteria, fungi, HP, mycotoxins, ODTS, penicillium, stachybotrys chartarum (Atra), trichothecene mycotoxin, and viruses; identify the routes of entry for fungi to enter the body; list at least three reasons for performing work area monitoring and sampling; list at least three methods of sampling used to detect and identify the presence of mi­crobial contamination; describe the following three air purifying respirators and list the assigned protection fac­tor (APF) for each: Half-face Air Purifying Respirator, Full-face Air Purifying Respirator, and Full-face Powered Air Purifying Respirator; list and explain at least six limitations of Air Purifying Respirators (APRs); list and explain the three filter series and three filter efficiency levels for particulate filters; explain the terms “breakthrough” and “warning properties” and list four steps that should be taken if breakthrough occurs; explain the term “assigned protection factor” (APF) and how it relates to a respirator; correctly state the APF for the three respirators mentioned above; explain the abbreviation MUC and give the MUC for each of the same respirators men­tioned above; list and explain the nine requirements of a Respiratory Protection Program; explain the difference between a qualitative and quantitative fit test, and give an exam­ple of each; identify and describe at least three elements of work area preparation that should be completed before any microbial remediation can begin; list at least two of the most common chemicals used to destroy microbial organisms; describe the proper mixture for a bleach/water solution used during microbial remedia­tion; given the proper materials, mix a bleach/water solution in the correct proportion according to the guidelines of this course (hands-on); given a space, calculate its volume and determine the appropriate number of negative air units to achieve four air exchanges per hour; given a space, tools, and equipment, contain the space and set up a negative pressure enclosure according to the procedures recommended in this course (hands-on); given the tools, materials, equipment and PPE and a mock work area, demonstrate remediation of microbial contamination according to the guidelines of this course (hands-on); explain the importance of decontamination during microbial remediation projects and list four ways that workers may be exposed; define decontamination; list the elements of a three-chamber decontamination unit and explain the function of each; working in small groups, construct a three-chamber decontamination unit according to the guidelines in this course; given a full-face APR, a protective suit, boots, and gloves, simulate the decontamina­tion process according to the guidelines in this course.