Unit VIII Course Project University Case Study Congratulations! You ✓ Solved

You have just become the safety manager for Podunk University, located in Podunk, Colorado. Your predecessor left the job a year and a half ago, and there has been no one in the position during that time. The institution's commitment to safety is dubious at best, but you are eager to start your new position and make a positive change.

After introducing yourself to the secretary shared with a half dozen other, more senior, people, you focus on hazardous material and hazardous waste issues since you recently completed a college course on these topics. After touring the campus, you discover that the following departments and programs are your responsibilities: The biology department handles animal dissection, human dissection, a microbiology lab, and a medical laboratory education program using various chemicals. The chemistry department has un-inventoried chemicals and a new forensics program. The physics department possesses high-voltage equipment, lasers, and LEDs. The English department contains numerous books and papers alongside photocopiers, and the math department comprises computers and whiteboards. Lastly, the automotive technology department includes everything related to auto repair, including solvents, asbestos brake linings, pneumatic tools, waste oil, and cutting and grinding tools. The Massive Arena, one of the original buildings on campus, faces issues with asbestos insulation and is undergoing significant renovations.

Respond to the following questions:

1. Where do you start?
2. Where should you focus your initial HazCom efforts? In what order do you tackle the rest of the departments?
3. What are the HazCom issues in the automotive technology department?
4. What are the hazardous waste issues in the automotive technology department?
5. What are the HazCom issues in the chemistry department?
6. What are the hazardous waste issues in the chemistry department?
7. With the Massive Arena renovation, who are the people to whom you need to communicate hazards?
8. What are your main concerns with the physics department?
9. What are the hazardous material/waste spill response issues for the university, and how should you prepare for them?
10. Is any HazCom training needed for the English and math departments?
11. What are some resources for finding out how to solve the HazCom issues?
12. You must choose technology or trainers to conduct the needed training. What are some issues to consider when selecting these?
13. Due to budget cuts, you must perform the training yourself using PowerPoint. What are some considerations when developing your PowerPoint presentation?
14. How can you evaluate your training to ensure that it is accomplishing your goals?
15. One of the chemistry professors, working with automotive technology faculty, invents a new nonflammable compound that will render obsolete the need for solvents to degrease auto parts. What needs to be done before it can be marketed, and who should do it?
16. The University decides to partner with the chemistry professor to market this new compound. Due to its lack of flammability, it quickly becomes popular nationwide and is then marketed worldwide. What concerns need to be addressed?
17. It turns out that this wonderful new compound creates a significant explosion when used with another chemical. As the University manufactures this compound in large quantities and stores it on grounds, what concerns do you now have? What experts should you consult?
18. The biology department has been busy as well. The microbiology lab is now larger, and they are working with stronger pathogens. How would you determine the new hazard communication requirements and what additional measures you should take beyond that minimum?

After a challenging five years, you have the Podunk University campus running smoothly. Everyone is trained, and your successor will not have nearly as much of a challenge as you did. Congratulations, and best wishes on your next challenge!

Your submission must be a minimum of four pages double-spaced, not including the title and reference pages, and in APA format. Support your answers to the questions with appropriate references and in-text citations.

Paper For Above Instructions

Becoming the safety manager at Podunk University presents various challenges, especially in managing hazardous materials and ensuring effective communication regarding safety. This paper addresses the key questions presented in the case study and outlines the best practices and needs for ensuring safety and compliance within the university's departments.

1. Where to Start

The first step in addressing hazardous materials and safety issues at Podunk University is to conduct a thorough assessment of all departments. This includes identifying the types of materials they use, understanding their current safety protocols, and assessing existing hazards. A comprehensive inventory of hazardous materials should be created, and initial meetings with department heads will help identify urgent concerns and establish a framework for future communications.

2. Focus of Initial HazCom Efforts

Initial HazCom efforts should be focused on departments that handle the most hazardous materials. This includes the chemistry and biology departments, as they work with a variety of chemicals and potentially dangerous biological materials. The automotive technology department should be next, given its use of solvents and asbestos. The remaining departments, while critical, handle less hazardous materials and can be addressed sequentially after the higher-risk areas.

3. HazCom Issues in the Automotive Technology Department

The automotive technology department faces significant HazCom issues, particularly pertaining to the use of solvents and asbestos. There must be clear labeling and identification of hazardous materials, ensuring proper MSDS (Material Safety Data Sheets) are accessible to all staff and students. Special emphasis on training for handling asbestos and waste disposal of hazardous materials is essential.

4. Hazardous Waste Issues in the Automotive Technology Department

Hazardous waste issues in the automotive technology department include the disposal of waste oil, asbestos brake linings, and solvents. The department must adhere to local, state, and federal regulations regarding hazardous waste disposal, and an organized hazardous waste management system should be developed to avoid spills and improper disposal.

5. HazCom Issues in the Chemistry Department

In the chemistry department, HazCom issues primarily involve the lack of inventory management for chemicals, which could lead to hazardous situations. Faculty and students need proper training on safe chemical handling, emergency procedures, and ensuring all chemicals are labeled correctly. The introduction of a hazardous materials training program is paramount.

6. Hazardous Waste Issues in the Chemistry Department

Hazardous waste in the chemistry department includes chemical byproducts generated during experiments. A rigorous waste disposal plan must be implemented to avoid contamination and ensure compliance with environmental regulations. Regular audits of chemical usage and waste disposal practices should also take place.

7. Communicating Hazards for the Massive Arena Renovation

During the renovation of the Massive Arena, communication must occur with construction workers, engineering staff, and environmental health officials regarding hazards such as asbestos. Regular safety meetings and updates should be scheduled to discuss potential risks and safety measures during the renovation process.

8. Main Concerns with the Physics Department

The primary concerns with the physics department include the potential dangers posed by high-voltage equipment and lasers. Comprehensive training on safety protocols must be conducted, and regular safety audits should be implemented to ensure compliance with safety regulations.

9. Hazardous Material/Waste Spill Response Issues

In preparing for hazardous material and waste spills, the university must develop and regularly practice spill response plans. These should include training for staff on immediate response actions, contact information for emergency services, and appropriate cleanup procedures based on materials involved.

10. HazCom Training for the English and Math Departments

While the English and math departments may handle less hazardous materials, HazCom training is still essential for general awareness and emergency preparedness. Basic training on recognizing hazardous materials and understanding safety protocols should be made available to all faculty and staff.

11. Resources for Solving HazCom Issues

Numerous resources are available for addressing HazCom issues, including online databases, safety regulations from OSHA (Occupational Safety and Health Administration), and professional training services. Engaging with local environmental agencies can also provide additional support and guidance.

12. Selecting Technology or Trainers

When selecting technology or trainers for conducting HazCom training, consider factors such as the expertise of the trainers, the relevance of the technology in real-world scenarios, and the training method (hands-on versus online). Evaluating feedback from past trainees can also guide the selection process.

13. Developing PowerPoint Presentation for Training

In developing a PowerPoint presentation for training, ensure that the content is clear, engaging, and visually appealing. Incorporating multimedia elements and real-life scenarios helps to maintain attention and facilitate better understanding. The presentation should also include opportunities for questions and discussions.

14. Evaluating Training Effectiveness

To evaluate the training, implement pre and post-training assessments to gauge understanding and retention of the material. Collect feedback from participants regarding content clarity and relevance, and observe changes in workplace safety practices following the training sessions.

15. Marketing the Nonflammable Compound

Before marketing the new nonflammable compound, extensive testing must be performed to ensure its safety and efficacy. Regulatory approvals must also be obtained, with the original inventors and university legal advisors taking the lead in this process.

16. Concerns in Worldwide Marketing of the Compound

When marketing the compound worldwide, concerns such as international regulations, potential environmental impacts, and product liability must be addressed. Engaging with international compliance experts will be crucial for successful global distribution.

17. Explosion Risks with the New Compound

The discovery that the compound can be explosive with other chemicals requires immediate reassessment of storage and handling procedures. It becomes essential to consult with chemical safety experts and establish strict guidelines to mitigate the risk of accidental reactions.

18. HazCom Requirements for the Biology Department

Determining new HazCom requirements for the biology department necessitates reviewing updated guidelines concerning the handling of strong pathogens. In addition to basic compliance, additional safety measures, such as enhancing lab ventilation and implementing stringent access controls, must be prioritized.

After a rigorous five years of implementing these safety measures and training protocols, Podunk University can now operate with a significantly lower risk of hazardous incidents. This progress highlights the importance of safety management in educational institutions and lays the groundwork for ongoing safety initiatives.

References

• Occupational Safety and Health Administration. (n.d.). Hazard Communication. Retrieved from https://www.osha.gov/dte/grant_materials/final/2019/44b43c/hazcom.pdf
• Environmental Protection Agency. (n.d.). Hazardous Waste Management. Retrieved from https://www.epa.gov/hw/learn-basics-hazardous-waste
• American Chemical Society. (2020). Laboratory Safety. Retrieved from https://www.acs.org/content/acs/en/chemical-safety.html
• American National Standards Institute. (2019). ANSI Z535: Safety Signs and Colors. Retrieved from https://www.ansi.org/standards/standards_safety
• Centers for Disease Control and Prevention. (2021). Biosafety in Microbiological and Biomedical Laboratories. Retrieved from https://www.cdc.gov/biosafety/publications/bmbl5/index.htm
• National Institute for Occupational Safety and Health. (2016). Selecting, Evaluating, and Using Appropriate Personal Protective Equipment (PPE). Retrieved from https://www.cdc.gov/niosh/docs/2016-123/pdfs/2016-123.pdf
• Safety Data Sheets (SDS): Understanding and Using. (2018). Retrieved from https://www.cdc.gov/niosh/topics/sds/default.html
• University of California, Berkeley. (2021). Comprehensive Hazardous Waste Management Program. Retrieved from https://ehs.berkeley.edu/hazardous-waste-management
• World Health Organization. (2016). WHO Laboratory Biosafety Manual. Retrieved from https://www.who.int/publications/i/item/9789241549563
• California Department of Public Health. (2020). Asbestos in the Workplace. Retrieved from https://www.cdph.ca.gov/Programs/CHSI/Pages/Asbestos.aspx