Upon successful completion of the course, students will be able to: describe what asphalt is and how it is made; list six modern-day uses for asphalt; identify and explain the proper care and use of nine asphalt hand tools; identify 10 types of heavy equipment used on asphalt jobs and explain their use; explain the responsibilities of the five work classifications of a typical asphalt crew: shovelers, rakers, screed man, paver operator and roller operator; demonstrate the proper method for shoveling and raking asphalt; explain and demonstrate the proper method for repairing a pothole; explain the reason for sealing asphalt surfaces and cracks; list and identify at least four hazards on an asphalt worksite and describe at least one method for eliminating or avoiding each hazard; list and identify nine types of protective clothing and equipment used when working with asphalt and explain the purpose of each; list and describe two asphalt pavement methods; calculate equipment and material needed for an asphalt-paving job using various jobsite scenarios; describe the operation and purpose of a floating screed; list and describe the tasks performed on a paving project; list and describe the three phases of asphalt compaction; list and identify the three categories of asphalt damage and explain the method of repair for each; describe and demonstrate the four steps for sawing a full depth asphalt patch; explain the role of pavement milling in performing partial depth asphalt repair; describe and demonstrate the seven steps required when performing skim patch repairs; describe the procedure for constructing a bridge approach; and demonstrate the set-up and calibration of electronic grade and slope control.

Upon successful completion of the course, students will be able to: recognize whether a surface is acceptable for an overlay; describe the tools and equipment needed for overlays; perform the steps of the overlay process, while maintaining all safety regulations, including prepping surface, mixing product, applying overlay, sealing overlay and scoring overlay; and identify solutions to common mistakes made in the overlay process.

Upon successful completion of the course, students will be able to: list the three most common types of concrete work; define the following terms: grade, sub-grade, foundation/footing, slab, finished grade, batterboards and string lines; lay out a batter-board and string-line setup for a slab using a leveling instrument to establish proper grade; calculate volume quantities for regular and irregular shapes to within 0.02 cubic yards; calculate the amount of concrete needed for various concrete forms of certain dimensions; describe and identify basic hardware, tools and common forming systems; describe three safety hazards associated with concrete formwork operations and describe at least one action to take in preventing each hazard; given a drawing of a slab to be built, list the tools, equipment, hardware and materials needed to lay out and build the formwork for the slab; given the necessary tools, hardware and materials, lay out and build the formwork for a slab, wall and column to within 0.02” grade; describe at least two hazards of form removal and cleanup, and describe at least one method to protect against each hazard; demonstrate form cleaning, stacking and storage procedures; describe five basic types of Portland cement and the uses of each; list five common concrete admixtures; describe the effects of each admixture in placement, consolidation, and finishing concrete; describe the primary health effect caused by skin exposure to cement, and identify the personal protective equipment (PPE) used to prevent skin exposure; describe five methods of transporting concrete to the placement area, and at least one situation that warrants each method; identify at least three tools used in concrete placement; describe three problems that can result from over-vibration of placed concrete and three problems that can result from under-vibration of placed concrete; demonstrate concrete placement techniques for slabs and walls; identify common tools used for finishing concrete and describe the purpose of each tool; describe three methods for curing concrete; demonstrate proper concrete finishing technique and at least one method of curing concrete.

Upon successful completion of the course, students will be able to: define demolition and list three reasons for demolition activities; define three primary types of building demolition: mechanical demolition, “gut-out” demolition, and explosive demolition; define the concept of “deconstruction,” how it differs from demolition and why it can be preferable to demolition; identify at least three types of structures that may be subject to demolition; list at least three reasons why preplanning a demolition project is important and demonstrate the ability to complete the main requirements of a demolition work plan; identify at least two plans (other than a demolition work plan) needed to support a demolition project and define who is responsible for their implementation; state the importance of noise control and list at least three techniques for minimizing noise during demolition activities; describe two types of environmental issues that are important for demolition planning; list at least six general safety issues that are relevant during demolition operations; list at least four examples of special personal protective equipment that may be required when performing demolition or deconstruction activities and explain why; list and describe at least six hazardous materials typically found on a demolition/deconstruction job site where they are found, and what to do if you find them; describe at least three weather related hazards that may impact safety on a demolition/deconstruction job site and explain how to protect yourself from these hazards; identify at least four physical hazards that may be encountered on a demolition or deconstruction job and what you must do to make them safe; name at least three examples of confined spaces found on a demolition/deconstruction job site; name at least three types of emergencies and explain what should be done in each type of emergency; describe where to find the company’s emergency response plan; identify the OSHA regulations that apply to demolition site operations; state the purpose of site control; given a layout and options, demonstrate the purpose and application of barricades, warning tape, traffic cones, etc., when used during demolition/deconstruction activities; name three ways to increase effective site security to prevent damage and loss; list and describe the five main types of site control measures for a demolition or deconstruction project; name seven hazards to demolition workers posed by working around utilities; identify hazards that are posed by non-utility piping, such as sewers and chemical process lines, in industrial plants and explain how the risk can be reduced; explain why all utilities must be considered “live” until they are clearly disconnected or isolated; list common lockout/tagout procedures when working around electrical equipment; given a utility, identify who commonly is called on to locate its components; list at least four steps to take in the event of an emergency connected to utilities; describe the factors that impact the type of equipment selected for use in mechanical demolitions; list at least five safety considerations when working around mechanical demolitions; name eight types of equipment used for demolition and describe the capability of each; name at least four key roles that laborers play during mechanical demolition activities; list the five general types of special working conditions; list at least two hazards that may be encountered when performing water demolition work over and/or around water and describe ways to minimize the risks; describe the three different methods of chimney demolition; identify and describe at least three structural post-disaster hazards; identify and describe at least three biological post-disaster hazards; define deconstruction and demolition and explain how they differ; name three different types of demolition and describe each; list at least 10 commonly recoverable building materials and components; name at least five recyclable materials that can be recovered from building deconstruction; name at least four types of salvageable equipment; describe the typical sequence of deconstruction; list at least three safety issues and three safety measures related to performing deconstruction work; demonstrate the ability to remove several salvageable materials without damage.

Upon successful completion of the course, students will be able to: describe and demonstrate five safe work practices related to rigging and hoisting; describe some of the common errors that cause most crane and rigging accidents; describe and demonstrate six safe work practices for working with and around cranes and explain why each is important; identify at least six different types of cranes; using scenarios involving cranes working near high voltage lines, give the minimum clearance between the crane and the lines based on OSHA standards; define the regulations that must be followed, and work practices that must by used, when using cranes to hoist personnel; solve problems involving linear distance, area, and volume using standard formulas; determine the load weights and centers of gravity for sample common construction materials of regular shapes using standard formulas; describe the effect that the sling angle has on slings and hardware; solve problems involving the calculations for sling tension for even legs, using standard formulas; identify the parts of a hoisting hook and describe the purpose of each; describe what might happen if a hook is “point loaded”; describe and demonstrate the inspection for hoisting hooks; identify five signs of damage to inspect for; identify six additional types of rigging hardware, describe the function of each, and describe how to inspect each piece of hardware; explain how to properly and safely attach each piece of hardware to the load or rigging as necessary; describe eight types of sling configurations and identify the situation that each is used in; using sample objects to rig, identify and rig each object with the most appropriate configuration; list and identify five materials used to make slings and under what conditions, identified through inspection, they must be removed from service; list and describe the three basic components of wire rope and define the purpose of each; identify four permanent markings that synthetic slings must have on them and explain the meaning of each; describe three situations that warrant the use of a signal person; describe five responsibilities of a signal person; describe the two methods of communicating with an operator; describe two essential practices a signal person should do before signaling and the importance of each; with the command for hand signals available, correctly perform at least 15 crane hand signals; and demonstrate the ability to communicate with an operator by using clear and precise voice commands.

Upon successful completion of the course, students will be able to: implement a storm water pollution prevention plan; install various types of erosion control materials; interpret blue prints for grading and drainage; operate a laser level to correct elevations; operate a field level or transit; read grade stakes; set hubs and whiskers using grade stakes and lock-level with engineer’s rule; install drainage pipe and inlet box with correct percentage of fall; demonstrate cutting grade to within one tenth of a foot using grade stakes and a skip loader with a gannon scraper; and describe the importance of standard codes and local codes in reference to the direction of flow and earth moving permits.

Course 1 and 2: Upon successful completion of the courses, students will be able to: describe the four safe work procedures that should be followed to ensure that masonry structures have adequate strength and/or stability; describe the three types of silicosis that can affect mason tenders; describe the four types of cement contact dermatitis that can affect mason tenders; describe the correct procedure for mixing water with acid; describe the types of Personal Protective Equipment (PPE) used by mason tenders and the hazards each type of PPE protects against; describe appropriate first aid procedures when given a description of an injury on a masonry construction project; describe the purpose of reinforced masonry construction; describe the functions of reinforcing steel and grout; describe the four types of reinforced masonry walls; describe how each type of wall tie and anchor is used in a masonry wall system; explain the purpose of flashing; given pictures or graphics of masonry construction or situations involving the installation of flashing, identify the areas where it is typically used; describe the purpose of control joints; given pictures or graphics of masonry construction or situations involving the installation of control joints, identify the areas where they are typically placed; explain the importance of accurately estimating masonry materials on a job; identify various types of brick and block; describe nominal dimensions in regard to estimation amounts of block and/or brick; calculate estimates for block and brick using the square foot method; calculate estimates for block and brick using the conversion method; estimate the amount of block and/or brick needed for a given project; given information on the layout (dimensions) and type of material used to construct multiple and various masonry projects, estimate the amount of block and/or brick needed for each project; explain the properties of masonry mortar; describe the characteristics of Portland cement mortars and masonry cement mortars; describe the seven types of mortar admixtures and their purposes; describe the four types of mortar mixing systems; given the appropriate materials and equipment, properly set up a power mortar mixer and mixing area; given the appropriate materials and equipment, accurately and correctly mix a batch of mortar, both manually and with a power mixer; given the appropriate materials and equipment, accurately and correctly mix a batch of colored mortar (both manually and with a power mixer); given the appropriate materials and equipment, accurately and correctly mix, place, and consolidate a batch of fine grout and coarse grout; given the appropriate materials and equipment, safely clean a power mortar mixer and mixing area; identify five hand tools that are commonly used when stocking block and/or brick; stock the materials necessary for the masons to begin construction on a masonry wall at ground level; demonstrate the ability to stock masonry materials on a scaffold for a masonry wall under construction; estimate the approximate amount of brick and block needed to complete a given section of wall; estimate he approximate amount of brick and block needed to complete a given section of wall; identify the proper personal protective equipment (PPE), tools, and equipment necessary for a mason tender; calculate the “cuts” necessary to maintain the bond in a masonry wall when given a set of masonry wall designs; describe the tasks required of a mason tender when performing housekeeping duties, equipment maintenance and shutdown; demonstrate the ability to “work the line” when given the setup, masons, and materials needed to construct a masonry wall by supplying and maintaining a consistent and quality mortar to the masons and correctly stocking materials and supplies as they are used; list the reasons mortar loses strength in cold weather; describe the types of materials that must be used during most cold-weather masonry construction; describe how masonry materials should be stored, heated, and placed during cold weather construction; explain the problems that may be encountered when constructing masonry in hot weather; list eight ways to reduce the effects of hot weather on masonry construction; explain five precautionary measures that can be taken to keep masonry walls clean; list three categories of cleaning failures; describe the different types of cleaning problems (i.e., efflorescence, white scum, green stain and brown stain); explain how cleaning failures can be prevented and cleaned; describe the proper method for cleaning a section of masonry wall using the following methods: bucket and brush hand cleaning, pressurized water cleaning and abrasive blasting; properly set up a stationary masonry saw; demonstrate the procedure for mounting and “ring testing” both a diamond blade and abrasive wheel; demonstrate how to maintain and clean a stationary masonry saw; perform the following types of cuts with a masonry saw: step cut, chop cut, cutting-head-positioned-down cut, and angle cut; demonstrate the proper donning and use of the personal protective equipment (PPE) needed when operating a masonry saw; describe at least 10 safe work practices that should be followed when operating a masonry saw; identify when masonry walls need to be braced; identify the components of a wall bracing system; calculate the maximum spacing between braces; identify the tools and materials needed for bracing a masonry wall; install all necessary bracing on a masonry wall under construction correctly and efficiently according to course guidelines; describe the three basic types of plaster; describe the various types of bases to which plasters can be applied; describe scratch coat, brown coat, and finish coat; describe the purpose and desired properties of both water and sand/aggregates when mixing gypsum plasters and stucco; and correctly and accurately proportion and mix gypsum base coat plaster, veneer plasters, and stucco with a mechanical machine and by hand.

Upon successful completion of the course, students will be able to: state OSHA’s definition of a scaffold; describe the following scaffold systems and list at least one use for each type: frame, tube and clamp, system, adjustable masonry, suspension, shoring, rolling tower, and elevated work platform; after reviewing scenarios of scaffolding accidents, describe at least five conditions that can cause a scaffold to fail; given job scenarios involving the loading of scaffold: determine if the scaffold is a light, medium or heavy-duty scaffold and calculate the maximum intended load for each; calculate the weight of specific sized rebar placed on scaffold; calculate the maximum allowable deflection for 8', 10', and 16' scaffold planks; describe two conditions that may overload a scaffold; list five conditions or situations that may cause shock loading; list five conditions that could lead to scaffold plank failure; describe how screw jack height affects scaffold stability; describe the function of mudsills when building a scaffold on unstable ground; using a diagram of a 5' wide scaffold, show the required location of tie-in points on the diagram; explain how a cold weather enclosure can increase the lateral (sideways) forces on a scaffold; list and identify at least eight tools that may be required when building scaffolds; match scaffold building tools with a description of their use; list at least five advantages of polypropylene rope; list at least five disadvantages of manila rope; given a demonstration and practice time, properly tie the following knots: clove hitch, bowline, triple bowline, half hitch, timber hitch, and scaffold hitch; describe four practices that can help maintain a rope; list and identify at least six PPE items that may be required when building scaffolds; identify at least three uses of tube and clamp scaffolding; explain at least two advantages of tube and clamp scaffold; list and identify the four basic components of tube and clamp scaffold; explain how each of the following items is used on a tube and clamp scaffold: post, runner, bearer, right angle swivel clamps, base plate, and diagonal brace; list and identify at least six tools that may be required to build tube and clamp scaffolding; given a tape measure, pencil, and tubes and clamps, demonstrate the ability to use the 3-4-5 method of squaring by attaching a runner and a bearer to a post at a 90º angle; given the proper tools and equipment, demonstrate the installation of posts, runners, bearers, and clamps for the erection of tube and clamp scaffolding according to the guidelines in this module and the manufacturer’s instruction manual; demonstrate the dismantling of the tube and clamp scaffold according to the guidelines in this module and the manufacturer’s instruction manual; identify at least four uses of systems scaffolding; compare the advantages and disadvantages of systems scaffold to tube and clamp scaffold; list and identify the seven basic components of systems scaffolding; explain how each of the following items are used on a systems scaffold: post or standard, bearer or transom, runner or ledger, base plate with screw jack, base collar with rosette, diagonal brace, and truss or putlog; list and identify at least six tools that may be required to build systems scaffolding; given the proper tools and equipment, demonstrate installation of posts, runners, and bearers for the erection of a systems scaffold according to the guidelines in this module and the manufacturer’s instruction manual; demonstrate safe dismantling of systems scaffold according to the guidelines in this module and the manufacturer’s instruction manual; match photos or drawings of scaffold components with their proper names; explain at least two advantages of walk-through scaffold frames; list and identify the four types of coupler pins used to lock frames together; describe how couplers are used when building scaffold; describe the two primary functions of screw jacks; explain the reasons for using mudsills; describe the difference between scaffold planks and platform decks; given the proper tools and equipment, build a level frame scaffold in each of the following configurations: straight run, straight run two bucks high, inside corner, and outside corner; demonstrate “bumping” planks from one level to another; and demonstrate the proper use of personal protective equipment (PPE) needed for scaffold building.

Upon successful completion of the course, students will be able to: describe some of the common errors that cause most crane and rigging accidents; describe and demonstrate six safe work practices for working with and around cranes and explain why each is important; identify at least six different types of cranes; using scenarios involving cranes working near power lines, give the minimum clearance between the crane and the lines based on OSHA standards; describe and demonstrate five safe work practices related to rigging and hoisting; identify seven types of rigging hardware and describe the function of each piece of the hardware; describe eight types of sling configurations and identify the situation that each is used in; describe the effect that the sling angle has on slings and hardware; describe the three situations that warrant the use of a signal person; describe five responsibilities of a signal person; describe the two methods of communicating with an operator; describe two essential practices a signal person should do before signaling and the importance of each; with the commands for hand signals available, correctly perform at least 15 crane hand signals; demonstrate the ability to communicate with an operator by using clear and precise voice commands.

Upon successful completion of the course, students will be able to: describe the supervisor’s responsibilities to help employees improve work zone safety; determine vehicles’ blind areas by mapping them out on the ground; demonstrate necessary steps to develop and implement a structured Internal Traffic Control Plan (ITCP); describe the principles and application of traffic control devices in order to implement a road user-friendly temporary traffic control set-up; identify, name and describe the uses of six different channeling devices used on highway work zone construction projects; determine whether channeling devices illustrated on a plan are used correctly based upon the presented application of use; match the symbols found on a typical application diagram key to their correct terminology; identify, list and quantify symbols found on six typical application illustrations; develop the correct phrasing for a Portable Changeable Message Sign (PCMS) given specific highway work zone situations; list and describe the four parts of a typical traffic control zone; select the proper traffic control device to match the work zone environment; list and describe three key elements in protecting pedestrians moving through a traffic control zone.

Upon successful completion of the course, students will be able to: define the following trade related terms and acronyms: ACM, EPA, asbestos fiber, friable asbestos-containing material, micron, non-friable asbestos-containing material, OSHA, PACM, PEL, SM, and TSI; list the six types of asbestos as defined by OSHA; list the two most common types of asbestos used in construction; explain the difference between friable and non-friable asbestos-containing materials; state the OSHA permissible exposure limit (PEL) for asbestos; describe a Class I asbestos work activity; describe a Class II asbestos work activity; describe a Class III asbestos work activity; describe a Class IV asbestos work activity; define the following terms: carcinogen, ingestion, inhalation, latency period, routes of entry, and synergism; identify the two major routes of entry for asbestos into the body; explain the relationship between smoking and exposure to asbestos; list three diseases linked to occupational asbestos exposure and describe the symptoms of each disease; name the body organs affected by asbestos exposures and explain how asbestos affects each one; list three protective mechanisms the body uses to get rid of asbestos fibers, and explain how these mechanisms work; define the following acronyms FEV1, FVC, NIOSH, and PFT; list the three reasons for establishing a medical monitoring and surveillance program; list the five required elements of an initial/preplacement examination for asbestos abatement workers, the five required elements of an annual examination, and two additional recommended tests; list the five required elements of an initial/preplacement examination for asbestos abatement workers, the five required elements of an annual examination, and two additional recommended tests; list 10 legal rights workers have under the Occupational Safety Act of 1970; list the seven responsibilities workers have under the Occupational Safety and Health Act of 1970; list seven steps workers should follow if they are punished for exercising any OSHA legal right; explain the purpose of the following: EPA standards, NESHAP, AHERA, and ASHARA; describe the following three air-purifying respirators and list the assigned protection factor (APF) for each: Half-Face Air Purifying Respirator (Half-Face APR), Full-Face, Air Purifying Respirator (FFAPR), and Powered Air Purifying Respirator (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 the five different respirators, state the correct APF in four of the five examples; explain the differences between an air-purifying respirator and an atmosphere-supplying respirator; explain the abbreviation MUC as it relates to a respirator, and calculate the correct MUC for at least four out of five sample respirators; explain the differences between the three delivery systems for breathing air: continuous flow, demand, and pressure demand; explain how a supplied airline respirator (SAR) works; list three limitations of the SAR and the APFs for both the SAR and the SAR with escape; explain how an open-circuit pressure demand SCBA works, its limitations, and APF; given the proper equipment, demonstrate the proper procedures for refilling an SCBA cylinder; 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; using a variety of respirators, demonstrate how to put on, use, take off, and maintain each respirator according to the guidelines of this course; define the following acronyms and terms: accident, confined space, engineering controls, GFCI, hazardous atmospheres, LFL, UFL, oxygen deficiency, lock out and tag out, personal fall arrest system, heat stress, and personal hygiene; understand the different levels of heat stress and the dangers they pose to workers; gven a variety of job site scenarios, demonstrate safe work practices around the following hazards: electrical, ladders, scaffolds, housekeeping, falls, confined spaces, and hazardous atmospheres; understand what fire hazards exist in a controlled area and how to prepare for the occurrence of an accidental fire; define the following acronym and terms: clean room, equipment room, HVAC, shower room, and waste load-out area; list and explain four reasons for preplanning asbestos abatement operations; list the 12 steps in preparing the work area; define the purpose of decontamination on an asbestos abatement project; list the elements of the decontamination chamber and explain the function of each; explain the purpose and function of a negative pressure air unit; using several example spaces, calculate the number of machines needed to meet air change requirements; given the proper materials and equipment, prepare the work area, set up the required number of negative air machines, and set up a three-chamber decontamination unit according to the guidelines in this chapter; define the following: amended water, encapsulation, enclosure, glove bag, HEPA vacuum, and NESHAP; describe the difference between bridging and penetrating sealants; list three advantages and seven disadvantages of encapsulation; list three advantages and seven disadvantages of enclosure; list 10 tools commonly used with a glove bag; describe the two stages of asbestos abatement; list the 19 steps of the final cleanup; define the following terms and acronyms: aggressive sampling, area sampling, breathing zone, bulk sampling, PCM, personal sampling, PLM, static sampling, and TEM; explain how and why air sampling is done on an asbestos abatement project; list the two analytical methods used in final clearance of asbestos abatement projects; explain the difference between static sampling and aggressive sampling; describe bulk sampling, settled dust sampling, and wipe sampling methods; list and briefly describe the limitations of three analytical methods used in asbestos abatement; and explain the purpose for taking area samples from outside the work area (but inside the building) and from outside the building.

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 these four types of chemical hazards: toxic, corrosive, carcinogen, and reactive; illustrate the fire triangle and tetrahedron and explain their 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; identify 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 an example of each; explain the difference between a prompt health effect and a delayed health effect and give three examples of each; list the six physical warning signs of chemical exposure; 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; 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 continuous flow, demand, and pressure demand; explain how a 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; list and explain the nine requirements of a respiratory protection program; explain the difference between a qualitative and a quantitative fit test; demonstrate and explain the proper procedure for performing a user seal check on an APR; list and explain the three different types of leakage that can occur with chemical protective clothing; 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; 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 course; 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; list and identify the “clues” to look for when performing a preliminary visual inspection of containers; 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; 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) vs. 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; 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 that it made; 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.

Upon successful completion of the course, students will be able to: define leadership; list six skills or characteristics of an effective leader; list the six basic steps of decision making; list and explain the five key points of effective communication; explain how body language influences verbal communication; list the points to consider when evaluating a message; explain how attitude can impact communication; list the steps to follow when evaluating written communication; list the steps to follow when planning a safety meeting; explain the supervisor’s responsibilities as they relate to the site-specific safety and health plan; explain the term “living document”; identify the 14 sections of a typical site-specific safety and health plan; state the objective of a Quality Assurance Project Plan; list the typical information recorded on a chain-of-custody form; name three other kinds of records the supervisor might be responsible for maintaining; list the three categories of stress; list the four phases of disaster response; list six signs of cognitive stress response; list six signs of physical stress response; list six signs of emotional stress response; explain the purpose of debriefing sessions; list and explain the 11 requirements OSHA has established for a minimal acceptable respirator program (MARP); perform a quantitative fit test according to OSHA guidelines; perform a qualitative respirator fit test according to OSHA guidelines; list the criteria that must be factored when selecting PPE for site workers; identify and explain the two ground rules of decontamination; state at least four reasons why workplace monitoring is performed; explain the supervisor’s role in the workplace monitoring program; explain the difference between an instrument calibration and a bump check; give information that the supervisor or worker on a cleanup site can give to the media; list the times when the media may become involved with a site; state the employer’s “general duty” under the OSH Act; explain why workers’ legal rights should be respected on a hazardous waste project, even more so than on a general construction project; explain the workers’ basic rights and protections under the “Whistleblower” program; explain management’s role as it relates to safety on the job site; explain the worker’s role as it relates to safety on the job site; identify how the supervisor fits into the “big picture” of workers’ legal rights; and state the possible legal consequences of deliberate or willful disregard of safety standards on the part of the supervisor, if such action results in a serious injury or death.

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 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; describe the three 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 the four sampling methods used to identify the presence of lead; explain how the X-ray fluorescence (XRF) instrument determines the presence of lead; explain how the personal air sampling method is used to identify the presence of lead; list two ways dust samples can be collected; 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; list the 10 legal rights workers have under the Occupational Safety and Health Act of 1970; list seven responsibilities workers have under the Occupational Safety and Health Act of 1970; list seven steps workers should follow if they are punished for exercising any right under the OSH Act; identify three control methods used to eliminate lead exposure; identify the four methods used to remove lead paint from steel structures; demonstrate the chemical removal method for lead paint on steel structures; demonstrate the manual removal method for removing lead paint from steel structures.

Upon successful completion of the course, students will be able to: state the purpose and types of emergency alarms and identify the correct response to each; identify the NRC Form 3; explain the worker’s Rights and Responsibilities; identify the different structures that make up the nuclear power plant; identify the components that make up a nuclear reactor; differentiate from among the following terms: fission, chain reaction, critical, sub-critical, and supercritical; explain the difference between a pressurized and boiling water reactor; identify the parts that make up the atom; list the four (4) types of ionizing radiation list the three main types of ionizing radiation and give the unique characteristics, such as composition, penetration, shielding, hazard concern and properties for each type; differentiate between ionizing and non-ionizing radiation; identify the following terms: ionizing radiation, half-life, radioactive decay, radioactive material, and radiation; identify the quality factor for each type of radiation; define Rad, Rem, and QF; identify the following exposure terms: Rem, Mrem, dose rate, roentgen, Curie, Rad; list the three (3) main categories of natural sources of radiation exposure; distinguish between Natural and Artificial radiation; state the occupational radiation exposure limits for the following: whole body, extremities, skin, pregnant sorker, total organ dose; identify the radiosensitivity of various body organs; match the following items to the best definition: somatic effect, radiosensitivity, DNA, genetic effect, Acute Radiation Syndrome, and the Law of Bergonie and Tribondeau; distinguish between acute and chronic effects; identify the potential biological effect of different acute whole body radiation doses; calculate a worker’s dose using the following equation: DOSE = Dose Rate x Time; match the following terms to the best answer: dose, time, half value layer, distance, and shielding; calculate the dose rate at a given distance using the following equation: d1/(d2)2 = d3, where d1 = Dose rate at the source, d2 = Distance from the source, and d3 = Dose rate at new distance; define the term ALARA; list the basic types of radiation detection instruments, give their purpose, and the limitations of each personal dosimeter device; obtain readings during a field survey using the Ludlum Model 3 survey meter; list the basic types of personal dosimeters, give their purpose, and the limitations of each personal dosimeter device; read and calibrate the Victoreen Model 541R Pocket Dosimeter and charge it using the Victoreen Model 2000A dosimeter charge; match the following terms with the appropriate definition or example: loose contamination, fixed contamination, total contamination, airborne contamination, waterborne contamination, internal contamination, external contamination, radioactive contamination; describe the purpose of a Frisker; demonstrate the procedures for personal frisking; list the reasons for decontamination; describe the process of setting up a decontamination procedure; demonstrate the procedures for personal decontamination; identify the following terms: personnel contamination monitor, counts per minute, disintegrations per minute, swipe, and smear; describe the difference between Air Monitoring and Air Sampling; demonstrate the procedures for donning and doffing Anti-C clothing; list the requirements and benefits of a Quality Assurance Program; summarize the requirements of a Quality Assurance Program; list the worker’s obligation as related to security; define contraband and give three (3) examples of it; define what is meant by a drug-free workplace and describe the workers’ responsibilities; describe what is meant by fitness for duty; identify contractor responsibilities; identify common hazards associated with construction activities; and identify hazard protections.

Upon successful completion of the course, students will be able to: identify the three basic particles of an atom and the charge and location of each; define ionization; define ionizing radiation, radioactive material, and radioactive contamination; distinguish between ionizing radiation and non-ionizing radiation; define radioactivity and radioactive half-life; state the four basic types of ionizing radiation; identify the following for each of the four types of ionizing radiation: physical characteristics, range/shielding, biological hazard(s), and sources; identify the units used to measure radiation, contamination, and radioactivity; convert rem to millirem and millirem to rem; identify the major sources of natural background and man-made radiation; identify the sources of and average annual dose to the general population from natural background and man-made radiation; state the method by which radiation causes damage to cells; identify the possible effects of radiation on cells; define the terms “acute dose” and “chronic dose”; state examples of a chronic radiation dose; define the terms “somatic effect” and “heritable effect”; state the potential effects associated with prenatal radiation doses; compare the biological risks from chronic radiation doses to health risks workers are subjected to in industry and daily life; state the purposes of the facility administrative control levels; identify the U.S. Dept. of Energy (DOE) radiation dose limits, DOE administrative control level, and facility administrative control levels; state the site policy concerning prenatal radiation exposure; identify the employee’s responsibility concerning radiation dose limits and administrative control levels; describe the action a worker should take if he/she suspects that dose limits or administrative control levels are being approached or exceeded; state the ALARA concept; state the DOE/site management policy for the ALARA program; identify the responsibilities of management, Radiological Control Organization, and the radiological worker regarding the ALARA program; identify the basic protective measures of time, distance, and shielding; identify methods for reducing external and internal radiation dose; state the pathways radioactive material can enter the body; identify methods a radiological worker can use to minimize radioactive waste; state the purpose of each of the personnel dosimeter devices used at the site; identify worker responsibilities concerning each of the external personnel dosimeter devices used at the site; state the purpose of each type of internal monitoring method used; identify worker responsibilities concerning internal monitoring programs; state the methods for obtaining radiation dose records; identify worker responsibilities for reporting radiation doses received from other sites and from medical applications; define fixed, removable and airborne contamination; state the sources of radioactive contamination; state the appropriate response to a spill of radioactive material; identify methods used to control radioactive contamination; identify the proper use of protective clothing; identify the purpose and use of personnel contamination monitors; identify the normal methods used for decontamination; define contamination, high contamination, and airborne radioactivity areas; identify the requirements for entering, working in, and exiting contamination, high contamination, and airborne radioactivity areas; state the purpose of and information found on radiological work permits (RWPs); identify the worker’s responsibilities in using Radiological Work Permits; identify the colors and symbols used on radiological postings; state the radiological and disciplinary consequences of disregarding radiological postings, signs, and labels; define the areas controlled for radiological purposes; identify the minimum requirements for entering, working in, and exiting: radiological buffer areas, radiation areas, radioactive material areas, soil contamination areas, fixed contamination areas; state the personnel frisking requirements when exiting Radiological Buffer Areas; state the purpose and types of emergency alarms; identify the correct responses to emergencies and/or alarms; state the possible consequences of disregarding radiological alarms; and state the DOE and site administrative occupational emergency radiation dose guidelines.

Upon successful completion of the course, students will be able to: define the following terms: bench mark, horizontal, level, offset, percent of grade, plumb, rate per foot, station, and vertical; describe the use of common construction referencing methods to locate object as manholes or utilities; given reference points for an object, locate the object within .25’; describe how stationing systems are used to locate measurements within the project; given a series of hub grades, use squaring principles to set offset stakes at 25’ intervals to establish a trench line; given a grade sheet with a set of elevations, calculate elevations and elevation changes using a rate per foot or percentage of slope; given a partially completed cut sheet, calculate the cut or fill for each station; given an established trench line, set up and demonstrate the use of a pipe laser to check for proper grade within the excavation; demonstrate the set up of the pipe laser in a manhole to check for line and grade; demonstrate the correct set up of a transit level; given a set of elevation hubs and working on a team, calculate each elevation to within +/- .02’; define the following terms: benching, shield, competent person, slope ratio, cross braces, sloping, excavation, trench, hazardous atmosphere, uprights, sheeting, and wales; describe three warning signs of a possible trench cave-in; describe two types of protective systems for excavations; describe the soil characteristics of type A, B, and C soil, and state the sloping requirements for each soil type; list the OSHA requirements for access to and egress from excavations; given a set of construction scenarios, determine the access/egress requirements for each scenario; given the proper tools and equipment, and working in teams, demonstrate the installation of timber tight shoring, shoring with screw jack bracing, and hydraulic shoring; define the following terms: building sewer, gravity flow, main, sanitary sewer, sanitary sewer system, sewage, sewers or sewer systems, lateral, and manhole; identify and describe the purpose of the tools and equipment used in sanitary sewer installation; working as part of a team, demonstrate the installation of 110 feet of PVC pipe, and demonstrate installation of PVC laterals; list and describe the tools and equipment used in storm sewer installation; working as part of a team, demonstrate the installation of storm sewer pipe; identify and describe the purpose of the tools and equipment used for repair and tie-in of PVC and concrete pipe; working as part of a team, demonstrate the repair of PVC and concrete pipe; describe and demonstrate the set-up and operation of low-pressure air testing equipment on sewer lines; identify and describe the purpose of the tools and equipment used form manhole invert construction; working as part of a team, demonstrate the construction and shaping of an invert within a manhole; describe five types of pipe used for storm drain and sub drain systems; identify and explain the purpose of each of the following tools and pipe appurtenances: all-thread rod, tee bolt, dresser coupling, wrap-around repair clamp; describe and demonstrate joining pipe sections using mechanical and Tyton (push-on) joint connections; describe and demonstrate Ductile Iron water pipe installation and assembly techniques; given a drawing of a fire hydrant assembly, assemble the hydrant within tolerance and according to the drawing; describe and demonstrate hydrostatic testing procedures for Ductile Iron pipe and demonstrate test pump set-up and operation; given a formula and problems related to leakage during hydrostatic testing, calculate the maximum allowable leakage for each problem; describe and identify the following tools and appurtenances: corporation stop, curb stop, tapping saddle, tapping machine, flaring tool; identify the components of a Mueller model B-100 tapping machine, inspect each component, and set up the machine; describe and demonstrate the procedures for direct tapping and assembling of a water service connection; describe and demonstrate the maintenance procedures for the Mueller model B-100 tapping machine; describe the protocol for using a central “One Call” number; given a list of “One Call” numbers and a state or county, locate the correct number; given the need to excavate near a utility, describe notification requirements and location services provided by the local utility company; and describe and demonstrate the purpose and process of probing and potholing a utility.