LIUNA Training and Education Fund | Evaluated Learning Experience
Hazardous Waste 80-hour HAZ.W
LIUNA Pomfret, CT, and other LIUNA approved training centers
April 2011 – Present.
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.
Major topics covered in the course are the safe and productive ways of working on hazardous waste remediation sites. Special emphasis is placed on following procedures and developing safe work habits.
In the associate/certificate degree category, 3 semester hours in Construction Technology (4/16).