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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

LIUNA Training and Education Fund | Evaluated Learning Experience

Hazardous Waste 40-hour HAZ.I

Location: 

LIUNA Pomfret, CT, and other LIUNA approved training centers

Length: 

40 hours.

Dates: 

April 2011 – Present.

Instructional delivery format: 
Traditional classroom model
Learner Outcomes: 

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.

Instruction: 

Major topics include safe and productive ways of working on hazardous waste remediation sites. Special emphasis is placed on following procedures and developing safe work habits.

Credit recommendation: 

In the lower division baccalaureate /associate degree category, 2 semester hours in Construction Technology (4/16).

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