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This solid waste resource was designed as a flexible tool for teachers of kindergarten through sixth grade. The multidisciplinary focus includes math, science, art, social studies, language arts, and health. Lessons encourage students to utilize skills ranging from reading and writing to problem-solving and analytical thinking. This document provides hands-on lessons and activities, enrichment ideas, journal writing assignments, and other educational tools related to preventing and reducing trash. Each chapter features one or more fact sheets providing background information on each topic. In addition, each chapter includes an index showing the grade ranges, subject areas, and skills used for each activity to help teachers select the appropriate activities. Each activity lists the suggested duration, materials needed, and other helpful information for teachers. A glossary of terms and a glossary of skills can be found at the end of the guide. Covered sequentially, this resource introduces the idea of natural resources as a source for many products that become solid waste; explains the life cycle of products and the quantity and type of waste they produce; and reviews common methods of managing solid waste including recycling, composting, landfilling, incinerating, and preventing waste in the first place. Some information about hazardous waste is also included. (Contains 19 sources.) (ASK)

This implementation guide is intended to help educators use the Skills Standard for Hazardous Materials Management Technology (HMMT). It begins with a description of HMMT and a summary of the 13 job functions of the standard. Within each job function are supporting skills and knowledge that an HMMT worker must possess to be able to accomplish the job function successfully. Following the job functions is a more detailed breakdown of the supporting knowledge and skills related to the disciplines of mathematics, chemistry, toxicology, physics, and computer technology. Employability skills identified by the Secretary's Commission on Achieving Necessary Skills are elaborated next. The relationship of the Quality Movement to the skills demanded of HMMT workers is discussed. The guide discusses the origins of the project, the research methodology used, and the committees formed to develop the standard. It defines skill standards, emphasizes the importance of creating local industry-specific HMMT programs, and discusses the future of skill standards. Implications for curricula and assessment include four assessment scenarios. Appendixes include general requirements for HMMT programs, depiction of a model program, and members of the HMMT advisory committee and participating institutions. (YLB)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to help trainees understand basic plant and industry waste management activities and issues. The following topics are covered in the module's individual sections: the rationale for training (benefits of training, potential legal issues); training services (services provided by human resources development and total quality departments); formal and informal training (characteristics and appropriate uses of formal and informal training); steps in establishing formal training (determining training needs, requesting training, certifying and qualifying trainees, certifying instructors); potential benefits and limitations of training; vendor-supplied training; subcontractor training; training coordination; and transfer of training. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Contains eight references, a practice test, and test answers. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to communicate effectively with external organizations and the public. The following topics are covered in the module's individual sections: media relations (including guidelines for participating in television interviews); interfacing with the public (including guidelines for communication with coworkers when members of the public are present and communicating with legislators and their staff members); requesting information under the Freedom of Information Act; and participating in an audit conducted by the Department of Energy or some other regulatory body. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Contains eight references, a practice test and test answers. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to perform purchasing and accounting tasks efficiently and effectively. The first section is an introduction to the module. The next three sections explain the following phases of the procurement process: presolicitation (needs identification, quality assurance requirements, environmental/health/safety concerns, descriptions of requirements, and cost estimates); solicitation and award (preproposal meetings, evaluation of proposals, discussions, awards); and postaward (postaward meetings, receipt and inspection, evaluating/reporting subcontractor performance). Lessons learned from procurement experience are summarized in the next section. Discussed in the next section are the purposes and principles of accounting. The following are among the purchasing and accounting practices examined in a section on ethics: interactions with suppliers, conflicts of interest, coemployment, personal services, untimely marketing, gifts, entertainment, kickbacks, financial reporting, illegal payments, and antitrust laws. Each section includes some or all of the following: enabling objectives, exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a 20-item reference list, practice test, and test answers. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to use plant and industry experience to improve plant safety and reliability. The following topics are covered in the module's individual sections: the Department of Energy's occurrence report processing system (procedures for sending and sharing the reports electronically); other sources of information on plant experience; other sources of information on industry experience; procedures for screening plant and industry experience; and techniques for using plant and industry experience (benefits of and procedures for using the case study method). Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," five-item reference list, practice test, and test answers. Four examples illustrating the use of the case study method are appended. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to teach trainees to apply conduct of operations principles to their area(s) of responsibility. The following topics are covered in the module's individual sections: teamwork; operations organization and administration; shift routines and operating practices; work area activities; communications; control of on-the-job training; investigation of abnormal events; notifications; control of equipment and systems status; lockouts and tagouts; independent verification; log keeping; operations turnover; operations aspects of facility chemistry; required reading; timely orders to operators; operations procedures; operator aid postings; and equipment and piping labeling. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 22-item reference list, practice test, and test answers. Appended is the phonetic alphabet. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to promote and monitor the industrial safety program at their plant. The following topics are covered in the module's individual sections: regulatory requirements; safety and accountability; manager and supervisor responsibilities; landlord responsibilities; fire protection; subcontracts and safety; accident prevention; incident reporting requirements; procedures for analyzing tasks for hazards; electrical safety; hazardous materials; housekeeping; work in high places or confined spaces; safety meetings; procedures for monitoring a safety program; and safety goals. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 14-item reference list, practice test, and test answers. Appended is a sample workplace safety inspection checklist. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division (WID), is designed to prepare trainees to guide the career development of employees at their plant. The following topics are covered in the module's individual sections: guiding employee development (developing new/inexperienced employees, understanding the role of training in career development, identifying talent, and assessing employees and estimating their promotability); coaching for optimal performance; mentoring; career counseling (using good counseling practices and managing expectations); counseling employees regarding the WID's progression groups; making promotion decisions (exempt and nonexempt promotions, promotion from nonexempt to exempt status, and the Peter principle); and understanding/using WID's job posting system. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 30-item reference list, practice test, and test answers. (MN)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to define their responsibilities and authority as a manager or supervisor. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: roles of supervisors and managers; responsibility, authority, and accountability; delegation; defining job functions; and ownership. Contains 21 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to solve problems and make decisions in an efficient and effective manner. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: problem solving, creative thinking and innovation, decision making, idea generation techniques, and fostering an innovative work environment. A list of "smart moves" is included near the end of the module. Contains 20 references and a practice test. Answers and feedback for the test are provided. (YLB)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division (WID), is designed to prepare trainees to carry out administrative requirements effectively. The following topics are covered in the module's individual sections: program management systems, corporate relationships with WID, and lines of communication; corporate and division policies, procedures, and instructions; hiring, promotion, and discipline policies; sexual harassment policies; fitness for duty; diversity and affirmative action programs; WID's employee compensation program; and procedures for obtaining support in legal and ethical matters. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," practice test, test answers, and a 25-item reference list. (MN)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to organize work activities efficiently and effectively. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes"lessons learned" information. Section topics are as follows: the organizing process, using different types of organizations, managing change, managing projects, building teamwork into an organization, group dynamics, and managing conflict. A list of "smart moves" is included near the end of the module. Contains 38 references and a practice test. Answers and feedback for the test are provided. (YLB)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to enable trainees to identify regulatory organizations and oversight groups and monitor and provide guidance in the implementation of the requirements of applicable codes, orders, and standards. The first section is an overview of the module. The next nine sections describe the origin, structure, function, and regulatory documents of the following regulatory agencies and oversight groups/advisory committees: Department of Energy; Occupational Safety and Health Administration; Environmental Protection Agency; Department of Transportation; Nuclear Regulatory Commission; New Mexico Environment Department; Mine Safety and Health Administration; Environmental Evaluation Group; and Defense Nuclear Facilities Safety Board. Each section also includes enabling objectives and an employee-manager scenario that is designed to illustrate effective management practices and practices to avoid when dealing with a regulatory agency or oversight body. Concluding the module are a list of actions that can be taken to make a section/plant more effective, 20-item reference list, practice test, and test answers. (MN)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to deal with employees fairly and effectively. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: promoting professionalism; influencing employee behavior; motivating employees; counseling employees; addressing employee concerns; conducting performance appraisals; interviewing; directing employees; and managing exempt and nonexempt personnel. Contains 19 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to identify and use managerial control. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Deaprtment of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics are as follows: the meaning of control, effective and ineffective control, establishing a control system, measuring productivity, evaluating people, rewarding people, and control through progressive monitoring. A list of "smart moves" is included near the end of the module. Contains seven references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to adjust their behavior to supervise/manage a variety of situations and employee types. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: recognizing different management styles, supervising/managing different employee types, and managing your boss. A list of "smart moves" is included near the end of the module. Contains 18 references and a practice test. Answers and feedback for the test are provided. (YLB)

This 12-section course is designed to explain the responsibilities of an incident commander at the scene of a Waste Isolation Pilot Plant (WIPP) transportation incident. It was created for the U.S. Department of Energy WIPP located near Carlsbad, New Mexico, which receives radioactive shipments. The course has two purposes: (1) to provide first responders with the necessary knowledge to respond safely; to protect themselves, the public, and the environment; and (2) to describe the function of the Incident Command System, the Radiological Assistance Team procedures, and the TRUPACT-II (Transuranic Package Container) recovery methods. Section 1 is an introduction that defines WIPP oversight and mission and identifies TRU (transuranic) defense waste generating and storage sites. Each of sections 2-11 consists of a list of enabling objectives and informational material. Topics include the following: introduction to radiation, waste acceptance, transportation regulations, package design, emergency response, first responder actions, contamination control (decontamination), incident command system, radiological assistance team operations, and TRUPACT-II recovery. Section 12 contains these sample forms and checklists: incident command system matrix, fire and hazardous materials worksheet, decision matrix, field report, hazardous materials incident evaluation, and resource list. Appendixes include a glossary and a list of acronyms and abbreviations appearing in the text. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to develop effective plans. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include developing plans, setting goals, budgeting resources, scheduling, and monitoring implementation. A list of "smart moves" is included near the end of the module. Contains 18 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to communicate effectively in the workplace. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: methods of communicating; written communications; oral communications; nonverbal communication; and conduct of communications. A practice test follows. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to perform an accurate assessment of personal abilities, ethics, and standards. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: personal strengths and weaknesses, personal impact on employees, ethics, and stress. A list of "smart moves" is included near the end of the module. Contains 9 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to provide participants with knowledge and skills necessary to take full advantage of the MAST learning experience. The module contains program guidelines, sample documentation, base documents, and module descriptions. The first 12 sections cover these topics related to the MAST program: its purpose, its scope, document hierarchy, responsibility, program content, initial certification requirements, certification maintenance requirements, examinations, administrative review boards, and module format. Four references, a practice test, and answers and feedback for the practice test are provided. Appendixes include MAST certification card, MAST approval sheet, MAST module base documents, and MAST module descriptions. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to develop and apply leadership in the workplace. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes"lessons learned" information. Section topics are as follows: identifying basic leadership functions, recognizing basic leadership qualities, and developing leadership skills. A module conclusion lists further leadership responsibilities. A practice test follows. Answers and feedback for the test are provided. (YLB)

The educational objective of this exercise is for students to use a risk assessment tool to evaluate a hazardous release site and for students in grades 8-12 to increase their experience with geology, aquifers, soils, land use, pollution, data analysis, and map concepts. Students use background information on hazardous materials, the Environmental Protection Agency, and the Hazard Ranking System to complete a simulation activity. Students are given maps, site reports, and lab reports for a hazard release site and follow steps to assess the risk involved and give a priority ranking to the site. This teaching guide contains answers to worksheets, an introduction to the activity, background information, and instructions and worksheets needed for each step in the risk assessment. Topics related to the exercise include Earth science (geology); environmental science (pollution); mathematics (square roots, division, and formulas); and geography (map reading and natural resources). (LZ)

This brochure contains an engineering activity for upper elementary, middle school, and high school students that examines the transportation of radioactive waste. The activity is designed to inform students about the existence of radioactive waste and its transportation to disposal sites. Students experiment with methods to contain the waste and consider factors such as accidents, leaks, and ease of transport. They create and test a package designed to contain waste and withstand accidents. The outer layer of the "cask" is made from 2-liter soda bottles. An egg simulates the waste. Students design their own internal packaging system. Student and teacher instructions are included. (LZ)

This report discusses a federally mandated standard concerning establishment of a program to reduce exposure to blood and other potentially infectious materials (OPIM) in Iowa schools and education agencies. The standard includes the following components: introduction, scope and application, definitions, exposure control, methods of compliance, Hepatitis B vaccinations, post-exposure evaluation and follow-up. communication of hazards to employees, and recordkeeping. A "response team" approach for dealing with school situations involving blood and OPIM is recommended. Interpretations of the standard by the Occupational Safety and Health Administration of the U.S. Department of Labor are cited in the areas of first aid providers and coverage of discarded feminine hygiene products. The report provides a sample format for a written policy, a sample Hepatitis B vaccine information record, a list of universal precautions, and a sample training attendance certificate. (JDD)

The two books, the leader's manual and the members' manual address one environmental problem people come into contact with on a daily basis: potentially hazardous household products. The purpose of the books is to educate community groups about hazardous materials. The member's manual shares information about hazardous items and provides facts to let the user decide what to do about them. In the two manuals, information and activities are presented in five sections about: (1) what hazardous household products are and where they are found in the home; (2) health risks hazardous products pose to people; (3) the issue concerning disposing of hazardous materials; (4) non-hazardous alternatives; and (5) activities to evaluate the members' expertise about hazardous materials. The leader's manual has a reduced version of each page from the members' manual. In the margin are tips and information bullets to assist the leader in implementing the activities. The members' manual presents 32 learning activities. (MDH)

This guide provides an overview of waste generating processes and operations that occur in educational or research institutions and presents options for minimizing waste generation through source reduction and recycling. A broad spectrum of waste chemicals in laboratories, art studios, print shops, maintenance, and other operations can be generated from these institutions, and while the total waste quantities are small, the variety of wastes is considerable. Reducing the generation of these wastes at the source, or recycling the wastes on or off site, will benefit research and educational institutions by reducing disposal costs and lowering the liabilities associated with hazardous waste disposal. The worksheets and the list of waste minimization options were developed through assessments of three research and educational institutions in the Los Angeles, California, area: (1) a small, private liberal arts college; (2) a large university; and (3) a technical research institute. Appendices contain case studies of waste generation and waste minimization practices of the three institutions studied, and sources of useful technical and regulatory information. (MLF)

Contends that the example of mercury poisoning in Minamata, Japan can be used as a paradigm for teaching ecology and science-and-society issues. Discusses the history and science of the pollution and poisoning, and considers the social and cultural consequences of the incident, some aspects of causation and responsibility, and some aspects of political action with regard to scientific issues. (WRM)

Household hazardous materials are products or wastes which are toxic, corrosive, reactive, and/or ignitable. Although common products such as pesticides, oils, gasoline, solvents, cleaners, and polishes are hazardous, students and adults are not always aware of potential dangers. This sourcebook contains definitions and examples of household hazardous materials, includes information about pesticide and chemical product labels, and presents classroom projects and worksheets which may be used with a variety of curricula. A discussion of automotive products, household cleaners and polishes, paints and solvents, hobby and art supplies, pesticides and herbicides, personal and health care products, aerosol sprays, and alcohol, tobacco, and plants is included. (KR)

This teaching guide provides an interactive introduction to hazardous waste, with particular emphasis on personal responsibility and action. Nine lessons engage advanced grade 10 and grade 11-12 science students in group discussions and actions that help them develop awareness of hazardous waste, understanding of the hazardous waste situation in Ontario, Canada, and opportunities for taking personal action. Students are encouraged to develop skills in classifying, recording information, and classroom discussion. Lessons contain goals, activities, and suggested teaching strategies. Students conduct surveys, research projects, presentations, games, and action plans. A resource section contains reproducible worksheets, survey forms, and fact sheets. Two appendices provide annotated references for 54 books, and 49 audio-visual aids. The teaching guide is accompanied by a guide to hazardous waste terminology, and a booklet and "Enviro-Dial" that suggest alternatives to the use of common household hazardous wastes. (LZ)

Presented are key issues to be addressed by state, regional, and local governments and agencies in creating effective hazardous waste management programs. Eight chapters broadly frame the topics which state-level decision makers should consider. These chapters include: (1) definition of hazardous waste; (2) problem definition and recognition; (3) principles of waste management; (4) transportation; (5) land use and related policy issues; (6) facility operations; (7) waste sampling and analysis, and leachate sampling; and (8) elements of state programs. Each chapter summarizes appropriate existing background information and relates it to the implementation issues facing state officials. Appendices include a model state hazardous waste management act and information regarding the disposal of particular categories of wastes. The guide does not preempt regulatory decisions still to be made at federal and state levels, since public input on these policies has not yet been solicited. (Author/WB)

This student module on chemical hazards and waste disposal is one of 50 modules concerned with job safety and health. This module presents the principles of safe chemical handling and provides an overview of the hazards associated with different types of chemicals. Following the introduction, 13 objectives (each keyed to a page in the text) the student is expected to accomplish are listed (e.g., State the definition of a chemical hazard). Then each objective is taught in detail, sometimes accompanied by illustrations. Learning activities are included. A list of references and answers to learning activities complete the module. (CT)

Appropriate for secondary school social studies, this booklet considers the dilemmas and choices confronting Americans concerned with their environment. The document contains five sections. The first section, "The Gross National By-Product," discusses the progress that has been made in reducing air and water pollution while the nation has only begun to confront the environmental problems caused by other, more insidious forms of pollution. "Acceptable Risks, Unacceptable Hazards," covers the difficulties posed by deciding how much risk is acceptable. "Assigning Responsibility for a Legacy of Neglect" deals with the choices that need to be made about who should bear costs for the cleanup of abandoned dump sites like Love Canal. "Deciding What to Do about the Wastes We Produce Today" discusses the lack of consensus about waste disposal. "Defining an Environmental Ethic," covers the need to establish the trade-offs and priorities necessary to ensure sometimes conflicting goals, such as a healthy economy and environmental protection. Two self-administered questionnaires intended for completion before and after participating in a public forum or reading the booklet are included as well as a list of recommended readings. (IS)

In 1984, the U. S. Environmental Protection Agency (EPA) estimated that friable asbestos-containing materials were present in 31,000 school buildings throughout the country. Once inhaled, asbestos fibers may remain in the lungs indefinitely and can lead to various diseases. This handbook is intended to provide administrators--in nontechnical terms--a solid body of facts and some suggested courses of action to deal with asbestos health hazards in their schools. The various chapters cover asbestos health hazards, key legislation and litigation, a summary of federal and state laws that may offer protections for educational employees, and some potential strategies for the National Educational Association and state and local affiliates. (MLF)