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.