UC 8 Exercise Efficient and Effective Sustainable Practices in The Workplace PDF

COMPETENCY-BASED LEARNING MATERIALS
-0Qualification Title:
BASIC COMPETENCY INTEGRATED WITH 21ST CENTURY SKILLS
Unit of Competency:
EXERCISE EFFICIENT AND EFFECTVE SUSTAINABLE PRACTICES IN THE
WORKPLACE
Module Title:
EXERCISING EFFICIENT AND EFFECTVE SUSTAINABLE PRACTICES IN
THE WORKPLACE
Technical Education and Skills Development Authority

BALICUATRO COLLEGE OF ARTS AND TRADES
Allen, Northern Samar
HOW TO USE THIS COMPETENCY-BASED
LEARNING MATERIALS
Welcome to the module in “Exercise Efficient and Effective Sustainable Practices in

the Workplace” This module contains training materials and activities for you to complete.
This module also contains learning outcomes required to develop career and life decisions.
You are required to go through a series of learning activities in order to complete each
learning outcome of the module. In each learning outcome are Information Sheets, Follow
these activities on your own. If you have questions, do not hesitate to ask your facilitator for
assistance.
This module was prepared to help you achieve the required competency in in
“Exercising Efficient and Effective Sustainable Practices in the Workplace “This will be the
source of information for you to acquire knowledge and skills in this particular competency
independently and at your own pace, with minimum supervision or help from your instructor.
Remember to:
 Work through all the information and complete the activities in each section.
 Read Information Sheets and complete the Self-Checks.
 Perform the Task Sheets until you are confident that your output conforms to the
Performance Criteria Checklist that follows the sheets.
 Submit outputs of the Task Sheets to your facilitator for evaluation and recording in the
Accomplishment Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had sufficient practice,
ask your trainer to evaluate you. The results of your assessment will be recorded in your
Progress Chart and Accomplishment Chart.
 You must pass the Institutional Competency Evaluation for this competency before
moving to another competency. A Certificate of Achievement will be awarded to you
after passing the evaluation.
 When you feel confident that you have had sufficient practice, ask your Trainer to
evaluate you. The result of your assessment will be recorded in your Record of
Achievement and reflected in your Progress Chart and/or Achievement Chart.
You need to complete this module before moving to another competency.
BCAT Document No. STP-ISS-08-04-10-002

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QA Issued by: BCAT Date:03/15/2020
Development Procedure
SYSTEM Revision No. Page __ of ___
Learning Materials Development Procedure for the BCAT QA System

COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
1 Participate in Workplace Participating in Workplace

400311210
Communication Communication
2 Work in Team Environment Working in Team Environment 400311211
3 Solve/Address General Workplace Solving/Addressing General

400311212
Problems Workplace Problems
4 Develop Career and Life Decisions Developing Career and Life

400311213
Decisions
5 Contribute to Workplace Innovation Contributing to Workplace 400311214

Innovation
6 Present Relevant Information Presenting Relevant Information 400311215
7 Practice Occupational Safety and Practicing Occupational Safety 400311216

Health Policies and Procedures and Health Policies and
Procedures
Exercise Efficient and Effective Exercising Efficient and 400311217

8 Sustainable Practices in the Effective Sustainable Practices
Workplace in the Workplace
9 Practice Entrepreneurial Skills in the Practicing Entrepreneurial Skills 400311218

Workplace in the Workplace

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MODULE CONTENT
Qualification Title: 21st Century Skills Basic Competency
Unit of Competency: Develop Career and Life Decisions
Module Title: Developing Career and Life Decisions
INTRODUCTION:
This module deals with the knowledge and skills and attitude to identify determine
causes of inefficiency and/or ineffectiveness of resource utilization and Convey inefficient and
ineffective environmental practices.
This module covers materials to use such as CBLM, information sheets, self-check,
task sheet and performance checklist.
NOMINAL DURATION: 3 Hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
Lo 1. Identify the efficiency and effectiveness of resource utilization
Lo 2. Determine causes of inefficiency and/or ineffectiveness of resource utilization
Lo 3. Convey inefficient and ineffective environmental practices
ASSESSMENT CRITERIA:
 Written Examination
 Demonstration
 Observation
 Interviews/Questioning

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LEARNING OUTCOME SUMMARY
LEARNING OUTCOME #1 Identify the efficiency and effectiveness

of resource utilization
CONTENTS:
1. Importance of environmental literacy

2. Environmental work procedures
3. Waste minimization
4. Efficient energy consumption
1.1
Measure using appropriate techniques required resource utilization in the
workplace
1.2 Record data in accordance with workplace protocol.
1.3 Compare the recorded data to determine the efficiency and effectiveness of
resource of resource utilization according to established environmental work
procedures.
CONDITION:
 Workplace
 Tools, materials and equipment relevant to the
tasks
 Personal Protective Equipment
 Manuals and references
EVALUATION METHOD:
 Written examination

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LEARNING EXPERIENCES
LEARNING OUTCOME #1 Identify the efficiency and effectiveness of resource utilization
Learning Activities Special Instructions
Read INFORMATION SHEET 8.1-1 on Read and understand the information sheet After
Importance of environmental literacy reading, answer the self- check to determine your
learning.
Answer SELF-CHECK 8.1-1 Compare Refer your answers to the answer key for self-
answers with answer key 8.1-1 check. You are required to get all answers
correctly. If not, read the information sheets again
to answer all questions correctly.
Environmental work procedures reading, answer the self- check to determine your
learning.
correctly. If not, read the information sheets again
to answer all questions correctly.
Waste minimization reading, answer the self- check to determine your
learning.

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correctly. If not, read the information sheets
again to answer all questions correctly.
Read INFORMATION SHEET 8.1-4 on Read and understand the information sheet
Efficient energy consumption After reading, answer the self- check to
determine your learning.
Congratulations on a Job well done!!! You have now successfully completed LO1
of basic and now ready for the Institutional Assessment. Good luck and use what
you have learned here well!!!

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INFORMATION SHEET 8.1-1
Importance of Environmental Literacy

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to :

1. Define Environmental Literacy
2. Enumerate the environmental issues
INTRODUCTION:
It is useful to consider that environmental policy comprises two major
terms: environment and policy. Environment refers to the physical ecosystems, but can also
take into consideration the social dimension (quality of life, health) and an economic dimension
(resource management, biodiversity). Policy can be defined as a "course of action or principle
adopted or proposed by a government, party, business or individual". Thus, environmental
policy focuses on problems arising from human impact on the environment, which retroacts onto
human society by having a (negative) impact on human values such as good health or the
'clean and green' environment.
Environmental issues generally addressed by environmental policy include (but are not
limited to) air and water pollution, waste management, ecosystem management, biodiversity
protection, the protection of natural resources, wildlife and endangered species, and the
preservation of these natural resources for future generations. Relatively recently,
environmental policy has also attended to the communication of environmental issues.
What is Environmental literacy?
An individual’s understanding, skills and motivation to make responsible decisions that

considers his or her relationships to natural systems, communities and future generations
Environmental Literacy is the desired outcome of environmental education which strives to

provide learners with:
 Sound scientific information

 Skills for critical thinking
 Creative and strategic problem solving
 Decision-making
The National Science Foundation’s Advisory Committee for Environmental Research and
Education noted that “Creating a scientifically informed citizenry requires a concerted,

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systematic approach to environmental education.” (https://oelp.oregonstate.edu/oelp-plan/what-
environmental-literacy)
Environmental policy is the commitment of an organization or government to the laws,

regulations, and other policy mechanisms concerning environmental issues. These issues
generally include air and water pollution, waste management, ecosystem management,
maintenance of biodiversity, the protection of natural resources, wildlife and endangered
species. Concerning environmental policy, the importance of implementation of an eco-energy-
oriented policy at a global level to address the issues of global warming and climate changes
should be accentuated. Policies concerning energy or regulation of toxic
substances including pesticides and many types of industrial waste are part of the topic of
environmental policy. This policy can be deliberately taken to direct and oversee human
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activities and thereby prevent harmful effects on the biophysical environment and natural
resources, as well as to make sure that changes in the environment do not have harmful effects
on humans.
The rationale for governmental involvement in the environment is market failure in the form
of forces beyond the control of one person, including the free rider problem and the tragedy of
the commons. An example of an externality is when a factory produces waste pollution which
may be dumped into a river, ultimately contaminating water. The cost of such action is paid by
society-at-large, when they must clean the water before drinking it and is external to the costs of
the factory. The free rider problem is when the private marginal cost of taking action to protect
the environment is greater than the private marginal benefit, but the social marginal cost is less
than the social marginal benefit. The tragedy of the commons is the problem that, because no
one person owns the commons, each individual has an incentive to utilize common resources
as much as possible. Without governmental involvement, the commons is overused. Examples
of tragedies of the commons are overfishing and overgrazing.
Environmental policy instruments are tools used by governments to implement their

environmental policies. Governments may use a number of different types of instruments. For
example, economic incentives and market-based instruments such as taxes and tax
exemptions, tradable permits, and fees can be very effective to encourage compliance with
environmental policy. Corporate companies who engage in efficient environmental management
and are transparent about their environmental data and reporting benefit from improved
business performance.
Bilateral agreements between the government and private firms and commitments made by
firms independent of government requirement are examples of voluntary environmental
measures. Another instrument is the implementation of greener public purchasing programs.
Several instruments are sometimes combined in a policy mix to address a certain
environmental problem. Since environmental issues have many aspects, several policy
instruments may be needed to adequately address each one. Furthermore, a combination of
different policies may give firms greater flexibility in policy compliance and reduce uncertainty as
to the cost of such compliance.
Government policies must be carefully formulated so that the individual measures do not
undermine one another, or create a rigid and cost-ineffective framework. Overlapping policies
result in unnecessary administrative costs, increasing the cost of implementation. To help
governments realize their policy goals, the OECD Environment Directorate collects data on the
efficiency and consequences of environmental policies implemented by the national
governments. The website, www.economicinstruments.com, provides database detailing
countries' experiences with their environmental policies. The United Nations Economic
Commission for Europe, through UNECE Environmental Performance Reviews, evaluates
progress made by its member countries in improving their environmental policies.

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The current reliance on a market-based framework is controversial, however, and many
environmentalists contend that a more radical, overarching approach is needed than a set of
specific initiatives, to deal with climate change. For example, energy efficiency measures may
actually increase energy consumption in the absence of a cap on fossil fuel use, as people
might drive more fuel-efficient cars. Thus, Aubrey Meyer calls for a 'framework-based market'
of contraction and convergence. The Cap and Share and the Sky Trust are proposals based on
the idea.
Environmental impact assessments (EIA) are conducted to compare impacts of various
policy alternatives. Moreover, it is assumed that policymakers make rational decisions based on
the merits of the project. Eccleston and March argue that although policymakers normally have
access to reasonably accurate information, political and economic factors often lead to
environmentally destructive decisions in the long run.
The decision-making theory casts doubt on this premise. Irrational decisions are reached
based on unconscious biases, illogical assumptions, and the desire to avoid ambiguity and
uncertainty.
Eccleston identifies and describes four of the most critical environmental policy issues facing
humanity: water scarcity, food scarcity, climate change, and the population paradox

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SELF- CHECK 8.1-1
I. Identification. Identify the following:
_____1. An individual’s understanding, skills and motivation to make responsible

decisions that considers his or her relationships to natural systems,
communities and future generations
_____2. Refers to the physical ecosystems, but can also take into consideration the
social dimension (quality of life, health) and an economic dimension resource
management, biodiversity.
_____3. A course of action or principle adopted or proposed by a government, party,

business or individual.
_____4. The commitment of an organization or government to the laws, regulations,

and other policy mechanisms concerning environmental issues.
_____5. Tools used by governments to implement their environmental policies.
_____6. Collects data on the efficiency and consequences of environmental policies

implemented by the national governments.

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Answer key 8.1-1
1. Environmental Literacy
2. Environment
3. Policy
4. Environmental policy
5. Environmental policy instruments
6. OECD Environment Directorate

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Environmental Work Procedures

1. Enumerate the steps under environmental issues.
2. Identify the practices under the environmental issues
INTRODUCTION
A procedure is a series of steps, taken together, to achieve a desired result. It is a particular
way of accomplishing something as in a repetitive approach, process or cycle to accomplish an
end result. To make an effective process procedure we need to ensure that each repetition of
the process has the ability to achieve the desired or planned results.

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AIR POLLUTION CONTROL
Issue(s) to Practices
Control
Asbestos Use and  Forbid the use of asbestos and materials that contain asbestos
Handling in all existing and future works.
 Appoint registered personnel to carry out removal/handling of
asbestos, asbestos investigation report and asbestos
abatement plan.
 Conduct routine and major maintenance in accordance to
manufacturer’s instructions, and maintain records of all
Emission of Dark inspections and maintenance works.
Smoke from Plant  Use fuel of quality specified by manufacturer/supplier.
and Equipment  Shut down all vehicles and plant in intermittent use between
work periods or throttle down to a minimum idling speed (if the
former is not possible).
Open Burning on  Forbid open burning of wastes (C&D waste, tyres, cables, or
other solid waste).
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Site
General requirements:
Dust Emission from  Operate air pollution control equipment properly and effectively,
Construction in accordance to manufacturer’s instructions.
/Demolition  In the event of a malfunctioning or breakdown of any air
Activities pollution control equipment, suspend the plant, process(s) or
activity(s) concerned as soon as practicable until the equipment
is restored to its proper function.
 Do not use compressed air jet for cleaning or clearing dust from
vehicles, equipment, other materials and person except for
cleaning formwork or other surfaces receiving concrete prior to
concreting or cleaning of slopes prior to shattering.
Site boundary and entrance:
 Provide vehicle washing facilities at every vehicle exit point.

 Where a site boundary adjoins a road, street, service lane or
other area accessible to the public, provide hoarding of not less
than 2.4 m high from ground level along the entire length of that
portion of the site boundary except for a site entrance or exit.
Access road (main haul road):
 Pave with concrete, bituminous materials, hardcores or metal

plates, and kept clear of dusty materials; or
 Spray with water;
 Keep the portion of any road leading only to a construction site
that is within 30 m of a discernible or designated vehicle
entrance or exit clear of dusty materials.
Exposed earth:
 Treat properly by applying water spray, surface compaction,

turfing, hydroseeding, vegetation planting or sealing with latex,
vinyl, bitumen, shortcrete or temporary covers.
 Schedule construction programme to complete works on open
areas as quickly as possible.
Dusty materials:
 Dispose of cement, pulverized fuel ash or any other dusty

materials collected by fabric filters or other air pollution control
system or equipment in totally enclosed containers.
Stockpile of dusty materials:
 Cover stockpile over 50m3 entirely by impervious sheeting with

enclosure extending at least 1 m above and beyond the stored
materials.

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 Place in an area sheltered on the top and the 3 sides.
 Spray with water.
Loading, unloading or transfer of dusty materials:
 Spray all dusty materials (except cement and PFA) with water
immediately prior to any loading, unloading or transfer
operation.
 Control height from which excavated materials are dropped to a
practical minimum.
Pneumatic or power-driven drilling, cutting, polishing, breaking or
crushing:
 Spray water continuously on the surface during operation.

 Transfer of dusty materials with a belt conveyor system:
 Enclose belt conveyor on top and 2 sides.
 Enclose every transfer point between any 2 belt conveyors.
 Install belt scraper at the head pulley of every belt conveyor to
dislodge fine particles that may adhere to the belt surface and
to reduce carry-back of fine particles on the return belt
 Equip the belt scraper with bottom plates to prevent falling of
materials from the return belt.
 Provide every stockpiling belt conveyor with a mechanism to
adjust its level such that the vertical distance between the belt
conveyor outlet and the material landing point is maintained at
not more than 1 m.
 Enclose the area for the unloading of dusty materials from a
belt conveyor outlet to any stockpile, storage bin, truck and
barge on top and 3 sides.
Use of vehicles:
 Wash every vehicle to remove any dusty materials from its

body and wheels immediately before leaving the site.
 Restrict vehicles to minimum practicable speed limits (< 10
km/h).
 Where a vehicle leaving a construction site is carrying a load of
dusty materials, cover the load entirely by clean impervious
sheeting, which extends over the edges of properly fitting side
and tail boards and dampen materials before transportation.
 Make sure dusty materials are not loaded to a level higher than
the side and tail boards.
Debris handling:
 Cover debris entirely by impervious sheeting or store in a debris

collection area, sheltered on top and 3 sides.
 Enclose every debris chute by impervious sheeting or similar
materials.
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 Before debris is dumped into a debris chute, spray with water.
Excavation or earth moving:
 Spray working area of any excavation or earth moving

operation with water immediately before, during and
immediately after the operation.
Cement and dry pulverised ash
 For every stock of more than 20 bags of cement or dry

pulverized fuel ash, cover entirely by impervious sheeting or
place in an area sheltered on top and 3 sides.
 For cement or dry pulverized fuel ash delivered in bulk, store in
a closed silo fitted with an audible high level alarm which is
interlocked with the material filling line such that an audible
alarm is triggered and the material filling stops within one
minute.
 Do not overfill silos used for the storage of cement or dry
pulverized fuel ash.
 Carry out loading, unloading, transfer, handling or storage of
bulk cement or dry pulverized fuel ash or any cement or dry
pulverized fuel ash during or after the de-bagging process, in a
totally enclosed system or facility, and install effective fabric
filter or equivalent air pollution control system on vent or
exhaust systems.
 For production of concrete or any other substances using
bagged cement or dry pulverized fuel ash in a standard bag
(not exceeding 50 kg), carry out de-bagging, batching and
mixing processes in an area sheltered on top and 3 sides.
Site clearance:
 Spray working area for the uprooting of trees, shrubs, or

vegetation or for the removal of boulders, poles, pillars or
temporary or permanent structures with water immediately
before, during and immediately after operation.
 Cover all demolished items (including trees, shrubs, vegetation,
boulders, poles, pillars, structures, debris, rubbish and other
items arising from site clearance) that may dislodge dust
particles entirely by impervious sheeting or placed in an area
sheltered on top and 3 sides within a day of demolition.
Blasting:
 Spray with water on regions within 30 m from the blasting area

prior to blasting.
 Where practicable, utilise blast nets and canvas covers.
 Do not perform blasting when the strong wind signal or tropical
cyclone warning signal No. 3 or higher is hoisted unless prior to
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permission of the Commissioner of Mines is obtained.
 Use compressors with ozone-friendly refrigerants where
possible.
Compressor Units  Make sure ODS used in the compressors are imported from
of Plants and country or places which are party to the Montreal Protocol.
Equipment (e.g.  Make sure approved refrigerant recycling/recovery equipment is
concrete batching used in maintenance services to compressors with a ODS
plants, vehicles) refrigerant charge of over 50 kg.
 Make sure during maintenance of vehicles, ODS refrigerants in
the compressor units are not intentionally vented.
Water Pollution
Control
Stormwater A. Water Discharge from Construction/Demolition/Excavation
Materials Storage:
polluted with Debris
 Minimise the areas of exposed ground
/Chemicals
 Locate siltation traps at key points on the site (areas where the
WATER POLLUTION ground slopes or where run off could enter groundwater or a
CONTROL river or the sea) and discharge all runoff through the traps.
 Provide adequate drainage channels lined with impervious
material.
 Construct catchpits for stormwater and perimeter channels for
site discharge in advance of site formation and earthworks.
 Regularly inspect drains for structural defects and maintain
drains (e.g. remove silt regularly).
 Ensure integrity of hoarding to prevent uncontrolled discharge
to stormwater drains outside site boundaries.
 Where not possible to install temporary water drainage works
as above, use sand bags (and sealed hoarding) to divert site
water run-offs to siltation tank and water treatment systems.
 Avoid carrying out earthworks during the rainy season and if is
not avoidable ensure that the works are kept to a minimum.
 Cover temporarily exposed slopes and stockpiles by tarpaulin,
etc. protect access road by crushed stone or gravel (as
excavation proceeds) and provide intercepting channels (along
crest/edge of excavation).
 Surround earthworks by dykes or embankments for flood
protection and cover earthworks as appropriate.
 To prevent soil erosion, compact earthworks final surfaces and
perform subsequent permanent work/surface protection
immediately after surface formation and provide appropriate
drainage.
 Cover and seal manholes (including newly constructed ones).
 Discharge groundwater from wells (for lowering of ground water
level in basement or foundation construction and
tunnel/caverns construction) and wastewater from boring and
drilling into stormwater drains after passing through silt removal

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facilities.
 Reuse water used in ground boring and drilling for site
investigation or rock/soil anchoring as far as practical after
sedimentation.

 Ensure that the road from the wheel washing facilities to the
end of the site is paved with backfall to prevent runoff of wash
water.
 Discharge water from the wheelwash and car-washing facilities
through a sediment trap.
B. Sedimentation Tanks:
Stormwater  Position sediment tanks upstream and downstream of any
polluted with Debris modified culvert sections in order to minimise sediment loading.
 Ensure out flow from the sediment traps is low enough and trap
/Chemicals (cont’d)
design allows for settling of deposits at bottom
 Design sediment traps taking into account seasonal variations
in rainfall.
 Control water flow into the tank to allow for sedimentation by
provision of additional retention tanks, etc.Cover tanks to
minimise deposition of debris and silt.
 Maintain pipes from tanks in good condition to minimise leaks
and spills of treated water which can pick up debris and silt and
has to be treated again.
 Recondition and reuse slurries (used in diaphragm wall and
Bentonite Slurries bore-pile construction) wherever possible.
 Dewater used slurry prior to disposal at marine spoil grounds
(subject to issue of marine dumping licence from EPD).
 Mix liquid slurry with inert fill materials and dispose as above.
 Elaborated slurry treatment required to satisfy standards set out
in the WPCO TM on Standard Effluents for disposal into public
drainage system.
 Locate dip trays underneath trucks and equipment for fuelling
Oil Contaminated and maintenance.
Water  Provide secondary containment and roofing for vehicle plant
servicing areas, vehicle wash bays and lubrication bays (if any).
 Use oil interceptors to remove O&G, and dispose the sludge as
chemical waste.
 Design, use and maintain mechanical grabs to avoid spillage of
Dredging and materials into sea and tightly sealed for lifting operations;
Reclamation  Use barges and hoppers equipped with tight fitting seals on
bottom opening to avoid material leakage;
 Use watertight grabs/pneumatic sucking systems for dredging
of contaminated mud;
 For inaccessible dredging sites by barges, use water tight trunk
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for delivery of dredged sediment to barging point for marine
disposal; and
 Minimise turbidity from vessel movement and propeller wash by
sizing vessels for adequate clearance between vessels and
seabed in all tide conditions;
 Remain vessel stationary throughout dumping operation; and
 Do not over filling of barges and hoppers which causes
overflow of materials or polluted water during loading or
transportation;
 Control loading/unloading operations of barges and hoppers to
avoid splashing of dredged/filling materials;
 Discharge mud as rapidly as possible and immediately close
hopper, without washing out material adhering to sides of
hopper, and hopper remain closed until next dumping
operation;
 Monitor barge loading to eliminate loss of material during
transportation (barges equipped with automatic self-monitoring
devices as specified by EPD). for reclamation projects involving
public dumping, provide and adopt measures for refuse
containment booms in accordance to ETWBTC (Works) No.
34/2002; to minimise visual and pollution impacts from floating
refuse.
NOISE POLLUTION CONTROL
A. Schedule work carefully to:
General Noise  Minimise noisy operation during restricted periods as possible.
Control Measures  Avoid simultaneous operation of noisy equipment.
 Shut down all plants and equipments in intermittent use
between work periods or throttled down to minimum idling
speed.
 Retain existing features such as site office which act as noise
barrier until the last phase of the project.
 Erect as early as possible noise source screening structures
such as stores to shield the noise sensitive receivers (NSR).
 Remove stockpiles and perform excavation works at the side
which is furthest away from the NSR to allow earth materials to
shield NSRs from noise sources.
B. Locate facilities such that:
 plant known to emit noise strongly in more than one direction
be oriented to direct noise away from the NSR.
 noisy equipment and plant (generators and water pumps, etc)
be sited as far away from NSRs as practically possible.
 nearby objects such as water cooling tanks used to shield noise
source against NSRs as practically possible.
C. Maintenance and servicing of equipment and vehicles in
accordance to manufacturers recommendations (especially for
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nose mitigation components e.g. retaining silencers and mufflers
supplied with construction equipment and closing generator doors).
D. Erect temporary noise barriers constructed from readily available
building materials or commercially available sound absorbing
panels:
 Surface mass of barrier material must be greater than 7kg/m2.
 Avoid gaps & opening at joints of barrier material.
 Barrier located as close to noise source/NSR as possible.
 Minimum height of the barrier must be such that no part of
noise source visible from NSR.
 Length of the barrier must be at least 5 times its height.
 Noise reduction of 5 - 10 dB(A) readily achieved.
E. Use portable noise barriers/enclosures with skid footing and a

small cantilevered upper portion for noisy stationary/mobile plants:
 Can be constructed from available building materials
(plasterboard, plywood, chipboard) or purposely made
acoustically isolative lining products.
 Noise reduction of up to 10dB possible for stationary plant
(compressor, water pump, drilling rigs, generator, various hand
tools and saw).
 Noise reduction of up to 5dB possible for mobile plant
(bulldozer, excavator, loader, truck mixer, mobile crane, vibrator
and breaker).
A. Select quiet equipment whenever possible:
Powered  Silenced/super silenced compressors or electric compressor
Mechanical (when mains power available);
Equipment from  Hydraulic concrete cutters and crushers, and rock drills (up to
20 dB noise reduction).
General
 Pneumatic breakers fitted with mufflers and damping collars (up
Construction to 21dB noise reduction)
Works
A. Consider the use of Hydraulic Hammers:
Percussive Piling -  Noise level at 15 meters - Leq less than 90 dB(A).
Quieter Proprietary  No exhaust noise or air pollutant emission.
Piling Methods B. Consider the use of BSP Impulse Pile Driver:
 Not suitable for very hard driving conditions.
 Reduce noise level to Leq of 87-89 dB(A) at 15 meters.
C. Consider the use of HUSH Piling System:
 Piling rates are comparable to conventional systems.
 Noise level of Leq = 75 dB(A) at 15 meters is achievable.
D. Consider the use of SERF Pilemaster:
 Comparable to conventional systems when operating in clay
soils, silts & fine sands.
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 Noise level at 15 meters is Leq = 67dB(A).
A. Resilient packing and dolly (in where noisy piling method cannot
Percussive Piling - be avoided):
Control of Piling  Protecting head of pile by a helmet fitted with resilient packing
Noise and a dolly which cushions the blow of the hammer.
 Inspecting the dolly and packing regularly and maintaining them
in good working condition.
B. Shrouding
 Completely enclose pile driver in a shroud when noisy piling
method cannot be avoided.
 Shroud should consist of robust framework fitted with
acoustically designed cladding/panels.
 Alternatively, a flexible thick vinyl curtain is suspended to
enclose the whole length of pile and driver to keep noise levels
to minimum.
C. Damping of steel pile:
 Treat steel pile columns with damping compounds to reduce
ringing noise.
 Apply damping compounds onto surface of pile.
D. Resilient packing and dolly (in where noisy piling method cannot
be avoided):
 Protecting head of pile by a helmet fitted with resilient packing
and a dolly which cushions the blow of the hammer.
 Inspecting the dolly and packing regularly and maintaining them
in good working condition.
A. Must comply with specified Noise Emissions Standards, which is
Hand Held confirmed by the issue of a Noise Emission Label from the
Percussive manufacturer or supplier.
B. Only purchase/use equipment with authentic Noise Emission
Breakers which are
Labels.
heavier than 10kg
and Air
Compressors
A. Provide building insulation to most of the affected NSRs
All Vehicles, Plants (e.g. acoustically isolative windows and air conditioning).
and Equipment for  only adopted as last resort (if measures fails) due to financial
Noise Experienced implications and receiver deprived of outdoor activities and
“open window lifestyle”.
at NSRs
WASTE MANAGEMENT
A. Waste Management Plan (WMP): (if required)
General Waste  Formulate a WMP before construction starts. (refer to EI-02)
Management  Review WMP monthly and update WMP if necessary.
B. Storage, Collection and Transportation:
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
Ensure disposal of wastes at licensed landfill sites.

Use authorised or licensed wastes collectors (including
chemical wastes).
 Provide labelled bins or compaction units for storage of general
refuse and separate from construction and chemical wastes.
 Handle and store waste in a secure manner to avoid pollution
or contamination by wastes.
 Maintain and clean waste storage areas on regularly.
 Prohibit general littering on site (both on land or sea).
 Influence waste collectors to cover trucks with impervious
sheeting or transport waste in enclosed containers to minimise
windblown litter and dust generation during transportation.
 Forbid open burning on site issued and communicated to all
staff members and sub contractors.
C. Waste Minimisation and Recycling:
 Minimise over-ordering and wastage of construction materials.
 Design formwork to maximise use of standard wooden panels
to achieve high reuse levels and consider steel/plastic
alternatives for increase potential for reuse and reduce wastes.
 Ensure works quality to avoid unnecessary demolition.
 Establish on-site waste segregation with separately allocated
storage areas (for timber, paper, metal, plastic, inert C&D
waste).
 Use of separate chutes for inert and non-inert wastes.
 Maintain records of waste generated/disposed/recycled.
 Adopt alternative working methods to minimise wastage where
possible (e.g. use precast concrete rather than in situ concrete,
reduce timber formwork requirements).
 Employ construction and design methods which reduce the use
of polystyrenes wherever feasible.
 Reuse concrete and masonry wastes from cut and fill
operations as general fill materials.
 Influence suppliers to minimise/use recyclable packaging.
 Return package materials to suppliers/other organisations for
reuse/recycle as possible.
 Provide separate labelled containers paper, aluminium and
plastic bottles to facilitate recycling of domestic solid waste.
 Reuse inert demolition wastes as general filling materials on
Construction and site where possible
Demolition Wastes  Ensure C&D waste are disposed of at the designated Public
Filling Area or landfill; otherwise influence waste collector to
dispose the waste in Public Filling Areas.
 Maintain trip tickets record.
 Reuse on site as fill material as possible.
 Complete the Fill Management Committee (FMC)
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Surplus Excavated Questionnaire on Surplus and Fill Requirements and return to
Materials FMC for inclusion in the Fill Management Database to increase
opportunity for reuse in other projects.
 Facilitate exchange of surplus material by liaison with other
sites/ contractors
 Transport to Public Filling Areas if the above measures are not
possible.
 Dispose dredged mud and sediment as directed by the Marine
Fill Committee (MFC) and obtain dumping licence from the
Marine Mud and EPD;
Sediment Disposal  Dredge, transport and dispose contaminated mud and sediment
at approved dumping grounds as specified in the ETWBTC
(Works) No. 34/2002;
 Complete the Fill Requirements and Surplus Data Form1 and
return to MFC for inclusion in the Fill Management Database
database to increase opportunity for reuse in other projects
 (refer to Appendix 1 Water Pollution Control for measures for
controlling impact on the water column)
A. Register with EPD as Chemical Waste Producer and apply for a
Chemical Wastes revision if the types of chemical waste to be disposed from the
(e.g. spent lube, Project site change.
sludge from oil
interceptors,
contaminated
gloves/rags,
bentonite slurry)
B. Appoint licensed collector(s) (from EPD’s list of approved
registered chemical waste collectors) to collect and dispose of
chemical wastes.
C. Maintain records of wastes generated/collected.
D. Adopt alternative working practices/processes to
eliminate/reduce/generate less toxic chemical wastes.
E. Adopt storage, handling, transportation and disposal practices in
accordance to the EPD publication “Code of Practice on the
Packaging. Labelling and Storage of Chemical Wastes”:
 Provide appropriate wastes containers for each type of
chemical waste generated on site. (Use container with capacity
less than 450 litre unless specification approved by EPD.)
 Ensure that containers are in good condition, closed/ sealed.
 Put chemical waste labels with the appropriate information (in
Chinese and English) on chemical waste containers
 Maintain waste containers upright to minimise spillage/leakage.

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 Designate separate storage facilities for incompatible chemical
waste, and provide these areas with prominent signage, lock,
etc.
 Provide secondary containment (e.g. drip trays or impermeable
floor and bunding) and adequate ventilation for storage areas.
(Capacity of the secondary containment should be able to
accommodate 110% of the volume of the largest container or
20% of the total volume of waste stored, whichever is greatest.)
 Water collected within chemical waste storage areas must be
tested and disposed as chemical waste if necessary;
F. Dispose bentonite slurry as alkali chemical waste in accordance to
the procedures above.
G. Provide storage facilities for car batteries and/or battery acids if the
disposal of such waste from the Project Site is necessary.
Asbestos Waste  Ensure that the implementation of asbestos abatement plan, and
handling and disposal of asbestos waste are carried out by EPD
registered professionals.
SELF- CHECK 8.1-2
I. Matching Type. Match Column A to Column B.

A B
1. Provide separate labelled

containers paper, aluminium and
plastic bottles to facilitate recycling a. Air Pollution Control
of domestic solid waste
2. Use fuel of quality specified by b. Water Pollution

manufacturer/supplier. Control
3. Regularly inspect drains for

structural defects and maintain c. Noise Pollution Control
drains.
4. Avoid simultaneous operation d. Waste Management

of noisy equipment. Control
5. Prohibit general littering on site

(both on land or sea).

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ANSWER KEY 8.1-2
1. D
2. A
3. B
4. C
5. D

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Waste Minimization

1. Identify Waste minimization.
2. Enumerate the benefits of waste minimization and waste minimization technique
and
3. Differentiate 3Rs.
Introduction:
Waste minimization entails limiting the amount of waste that is generated thereby helping
to eliminate the production of persistent and harmful wastes effectively supporting efforts that
promote a society that is sustainable. Thus, waste minimization involves a change of societal
patterns that relate to production and consumption as well as redesigning products to eliminate
the generation of waste. (https://www.conserve-energy-future.com/what-is-the-process-of-
minimizing-waste.php)

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Waste minimization is a set of processes and practices intended to reduce the amount
of waste produced. By reducing or eliminating the generation of harmful and
persistent wastes, waste minimization supports efforts to promote a more sustainable society.
(https://en.wikipedia.org/wiki/Waste_minimisation)
Benefits of Waste Minimization
While it is obvious that waste minimization supports sound business and economic practices in
addition to protecting the environment, other benefits include the following:
 Improved product quality – New technological practices and innovation will not only
reduce generation of waste but also contribute to improved input quality that translates
to improved products.
 Economic benefits – Efficiency in product use translates to reduced costs when

purchasing materials thus significantly affecting financial performance.

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 Efficiency of production practices – Waste minimization will attain more output of
the product for every part of raw material.
 Environmental responsibility – eliminating or minimizing generation of waste will

make it easy for you to achieve environmental policies, standards and regulations.
 Improved Public image – Embracing waste minimization will boost the reputation of
your company, as it is a reflection of proactive movement in the quest to protect the
environment.
3 R’s of Waste Minimization
Waste minimization revolves around three R’s as follows:
 Reduce
This calls for using resources that are just enough to cater to your needs for instance building a
smaller house. This is an effective way of conserving resources as it also lowers the costs. This
can be achieved through attaining accuracy when ordering to ensure that there is no waste or
no material is sitting on the site for long periods that it is damaged.
 Reuse
Here, you will do well to reuse existing materials and buildings effectively reducing the need for
resources while lowering waste volumes and saving money. A huge percentage of resources
are incorporated in the construction of homes owing to the mixed materials that are used yet the
end destination for most of them are landfills. Thus, renovating a house is a much better option
than bringing it down to put up another one because a negligible fraction of the old house may
be reused/recycled.
 Recycle
Using left over resources or those resources that have reached the end of their life minimizes
the need for new materials as well as lowers the volume that ends up in landfills. Thus, it is
advisable to use materials that are recyclable as this creates a market for the resources that are
recycled while also raising the price that recyclers pay for resources that are recovered even as
the recycling viability increases.

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Waste Minimization Techniques
 Optimization of resources
In order to reduce the quantity of waste that is produced by individuals or organizations calls for
the optimization of raw materials used in production. For instance, a dressmaker will do well to
arrange the pieces of pattern in a certain way along the length of the fabric to use a small
portion of the fabric.
■ Scrap metal reuse

Incorporating scraps into the initial stages of manufacturing is a surefire way of ensuring that
they do not end up in landfills as waste products. A majority of industries embrace this process
effectively returning rolls that are damaged to the initial production line and in the manufacturing
of off cuts, plastic items so that scrap is re-incorporated in the new commodities.
■ Quality control improvement and process monitoring

Measures can be put in place to control the number of rejects and ensure it is at a minimum.
This may be achieved through increased frequency of inspection as well as increasing the
number of inspection points. For instance, installation of continuous monitoring device that is
automated will help in identifying production problems before they get to an advanced stage.
■ Exchange of Waste
Here, the waste products from one process are used as raw materials for other processes.
Exchange of waste is another means of minimizing waste disposal volumes especially for waste
that may not be eliminated.
■ Shipping to the point of use

Here, raw materials as well as other components are directly delivered at the point of assembly
or manufacturing plant ostensibly to minimize handling and use of enclosures and protective
wrappings.
■ Zero waste
This systems approach is designed to eliminate waste from the source as well as at every point
of the supply chain to ensure that no waste is produced. This design philosophy places
emphasis on waste prevention and not waste management at the end of production line.

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■ Waste Minimization for Households
Households can practice waste minimization by employing various techniques. One of the ways
to achieve this is through purchasing adequate sizes and amounts of food. Purchasing large
containers of paint when taking small decorating jobs or purchasing large volumes of food than
you need will result in wastage. In instances where cans or packs may be thrown the remains of
the containers should be removed to allow for recycling of the container.
Home composting, thoughtful use of electricity as well as reducing the number of car journeys is
also a great way of waste minimization. Generally, buying fewer products or products that last
longer, mending worn or broken equipment or clothing can also minimize household waste.
Additionally, households can also minimize wastage of water and cycle or walk to various
destinations as opposed to using cars thereby saving on fuel. Overall, personal waste reduction
will have an effect on the general waste volumes. Consumers may also shun products without
eco-labeling.
SELF- CHECK 8.1-3
I. Enumeration. Enumerate the following:
1–5 Benefits of Waste Minimization
6–8 3 R’s of Waste Minimization
9 – 10 Waste Minimization Techniques

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ANSWER KEY 8.1-3
1. Improved product quality

2. Economic benefits
3. Efficiency of production practices
4. Environmental responsibility
5. Public image
6. Reduce
7. Reuse
8. Recycle
9. Zero waste
10. Scrap metal reuse

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Efficient Energy Consumptions

1. Define efficient energy and
2. Enumerate the benefits of energy efficiency.
Introduction:
Efficient energy use, sometimes simply called energy efficiency, is the goal to reduce the
amount of energy required to provide products and services. For example, insulating a
home allows a building to use less heating and cooling energy to achieve and maintain a
comfortable temperature. Installing LED lighting, fluorescent lighting, or natural skylight
windows reduces the amount of energy required to attain the same level of illumination
compared to using traditional incandescent light bulbs. Improvements in energy efficiency are
generally achieved by adopting a more efficient technology or production process or by
application of commonly accepted methods to reduce energy losses.
There are many motivations to improve energy efficiency. Reducing energy use reduces energy
costs and may result in a financial cost saving to consumers if the energy savings offset any
additional costs of implementing an energy-efficient technology. Reducing energy use is also
seen as a solution to the problem of reducing greenhouse gas emissions. According to
the International Energy Agency, improved energy efficiency in buildings, industrial processes
and transportation could reduce the world's energy needs in 2050 by one third, and help control
global emissions of greenhouse gases. Another important solution is to remove government-led
energy subsidies that promote high energy consumption and inefficient energy use in more than
half of the countries in the world.
Energy efficiency and renewable energy are said to be the twin pillars of sustainable
energy policy and are high priorities in the sustainable energy hierarchy. In many countries
energy efficiency is also seen to have a national security benefit because it can be used to
reduce the level of energy imports from foreign countries and may slow down the rate of energy
at which domestic energy resources are depleted.
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Benefits
From the point of view of an energy consumer, the main motivation of energy efficiency is often
simply saving money by lowering the cost of purchasing energy. Additionally, from an energy
policy point of view, there has been a long trend in a wider recognition of energy efficiency as
the "first fuel", meaning the ability to replace or avoid the consumption of actual fuels. In
fact, International Energy Agency has calculated that the application of energy efficiency
measures in the years 1974-2010 has succeeded in avoiding more energy consumption in its
member states than is the consumption of any particular fuel, including oil, coal and natural gas.
Moreover, it has long been recognized that energy efficiency brings other benefits additional to
the reduction of energy consumption. Some estimates of the value of these other benefits, often
called multiple benefits, co-benefits, ancillary benefits or non-energy benefits, have put their
summed value even higher than that of the direct energy benefits. These multiple benefits of
energy efficiency include things such as reduced climate change impact, reduced air pollution
and improved health, improved indoor conditions, improved energy security and reduction of the
price risk for energy consumers. Methods for calculating the monetary value of these multiple
benefits have been developed, including e.g. the choice experiment method for improvements
that have a subjective component (such as aesthetics or comfort) and Tuominen-Seppänen
method for price risk reduction. When included in the analysis, the economic benefit of energy
efficiency investments can be shown to be significantly higher than simply the value of the
saved energy.

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SELF- CHECK 8.1-4
I. True or False. Write T if the statement is correct and F is the statement is wrong.
1. Required energy use is also seen as a solution to the problem of reducing greenhouse
gas emissions.
2. Important solution is to remove government-led energy subsidies that promote high
energy consumption.
3. Energy efficiency and renewable energy are said to be the twin pillars of sustainable
energy policy and are high priorities in the sustainable energy hierarchy.
4. The main motivation of energy efficiency is often simply saving money by lowering the
cost of purchasing energy.
5. Multiple benefits of energy efficiency include things such as reduced climate change
impact.

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ANSWER KEY 8.1-4
1. F
2. T
3. T
4. T
5. T

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LEARNING OUTCOME #2 Determine causes of inefficiency and/or ineffectiveness

of resource utilization
CONTENTS:
1. Causes of environmental inefficiencies and ineffectiveness
2.1 List the potential causes of efficiency and/or ineffectiveness.
2.2 Identify through deductive reasoning the causes of inefficiency and/or ineffectiveness.
2.3 Validate thru established environmental the identified causes of inefficiency and/or
ineffectiveness.
CONDITION:
 Workplace
 Tools, materials and equipment relevant to the tasks

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LEARNING OUTCOME #2
Determine causes of inefficiency and/or ineffectiveness of resource utilization
Read INFORMATION SHEET 8.2-1 on Read and understand the information sheet
Importance of environmental literacy After reading, answer the self- check to
determine your learning.
Answer SELF-CHECK 8.2-1 Compare Refer your answers to the answer key for
answers with answer key 8.2-1 self- check. You are required to get all
answers correctly. If not, read the
information sheets again to answer all
questions correctly.
Congratulations on a Job well done!!! You have now successfully completed

LO2 of basic and is now ready for the Institutional Assessment. Good luck and
use what you have learned here well!!!

Learning Materials

Causes of Environmental Inefficiencies and Ineffectiveness


1. Determine the causes of environmental inefficiency and
2. Enumerate the factors of environmental inefficiency
Introduction:
Global and macro-economic overview of inefficiency
A review of the global and macro-economic flows of resources and their uses provided a first
indication on which resources are used most inefficiently and where in the life cycle this occurs.
The resources that are used the most in the economy are not necessarily the same as those
that are used most inefficiently, but the total flow of resources in the economy provide an idea of
which types of resource use are most important to improve.
In industries characterized by frequent innovation and high productivity growth, substantial

variation in produced quantity and input use may occur, leading to increased costs. An effect
that has received little attention is that inefficiency can exacerbate environmental impacts. This
effect is particularly important if environmentally damaging inputs are overused. In addition to
increasing firms’ costs, such inefficiency can also increase the environmental impact of the
firm's activity. This makes the degree of inefficiency in an industry an issue for environmental
regulators.(https://www.researchgate.net/publication/222280562_Economic_inefficiency_and_e
nvironmental_impact)
Innovation has been instrumental both for increasing productivity in fish farming and for
reducing the environmental impact of fish farming [19]. The industry has applied many forms of
environmental innovation aimed at reducing the occurrence of sea lice in fish farms, however,
the industry has not yet succeeded in this area of innovation.
Technical and governmental policies could have significant impacts on the productive efficiency
of aquaculture industry (Asche et al., 2009 Water problems like decreasing salinity and marine
water shortage are considered as imperative problems affecting efficiencies of Artemia farms.
To cope with these problems, local governments are suggested to save more land and
construct reservoirs to store marine water in advance so that no shortage or decreasing salinity
of marine water arise due to unusual climates during culture period.
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 The EU food system is particularly resource intensive in terms of biomass extracted,
freshwater withdrawals, land use, application of fertilizers and wild fish catches. While
there is significant potential to improve resource efficiency related to agriculture, fisheries
and food production, the greatest potential seems to lie in addressing food consumption:
diets, overconsumption and food waste.
 Over 75% of EU’s primary energy consumption is based on fossil fuels. Renewables
represent about 10% of current energy consumption, but could potentially cover all EU
energy demand. In addition to being a finite resource, the burning of fossil fuels is the
main source of human induced GHG emissions that lead to climate change. While
renewable energy sources could reduce GHG emissions significantly, this involves large
investments and might even put a even greater strain on the use of other resources, e.g.
land and water to produce bioenergy, critical raw materials to produce photovoltaics and
wind turbines. It would be less costly to increase energy efficiency in power generation,
buildings, transport and industry, even though this also requires significant investments.
 Compared to other resources, metals are generally the most valued within the economy.
Despite being inherently recyclable, they are often sent to landfills at their end-of-life.
Besides reducing the demand for metal through better design and longer product
lifetimes, closing material loops seems to have the greatest potential for increasing
resource efficiency of metals.
 Minerals also have the potential to be more efficiently reused and recycled, however the
greatest potential for improving the resource efficiency of construction minerals is through
better design and planning of buildings and infrastructure. It also holds the potential for
more efficient use of land, energy and water related to buildings and urban areas. Other
minerals, phosphorus in particular, are used very inefficiently with losses occurring
throughout the life cycle.
 The greatest users of freshwater in the EU are the energy sector (for cooling purposes),
the agricultural sector, public water supply and industry. The greatest inefficiencies
identified were related to irrigation technologies and practices; leakages in the public
supply system and evaporation in (energy production) cooling systems. There is also
scope for significant improvements in the water efficiency of water-using products (e.g.
toilets, showers, dishwashers, washing machines, etc.) and buildings as well as the
potential for reusing wastewater and harvesting rainwater.
 The main inefficiencies identified related to land use is land conversion from natural land
to agricultural or built-up land (particularly, urban sprawl and transport infrastructures).
Due to large remediation costs, abandoned contaminated sites in particular represent
inefficient use of land, which is a finite and scarce resource.
 From a general perspective of resource use, the extraction of all natural resources and
the generation of environmentally harmful emissions and waste along all life cycle stages
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are often the cause to severely degraded ecosystems and their ability to provide the
services that the economy is dependent on. In most cases ecosystems provide these
benefits in a much more efficient manner than humans are capable of. The main drivers
of resource inefficiency.
The main drivers of resource inefficiency
A variety of factors that influence resource inefficiency were identified through both the
qualitative literature review and meta-analysis. These factors affect resource efficiency in
various ways, e.g. positive or negative, as well as directly or in combination with other drivers
(conjoint or moderator effects).
In most of the existing literature on resource efficiency, population growth and rising income
(affluence) are identified as two of the main root causes of existing unsustainable patterns of
resource use – regardless of the resource type (energy, materials, water, land). However, rising
income and population growth are mainly indirect drivers – there are other factors with more
direct influence on resource inefficiency. Our analysis points to drivers that constitute part of the
complex interplay of factors: in particular consumption and production patterns that translate the
increasing affluence of ever more people (emerging middle-class consumers) into lifestyles and
habits associated with high resource use. This was observed in relation to areas such as:
 dietary choices (high meat and dairy consumption),

 choice of transport modes and distance travelled (more use of individual transport
modes, increasing air travel), and
 housing preferences (larger living spaces per person, increasing number of appliances in
use, more efficient heating systems which in the context of the rebound effect might even
lead to an increase in excessive energy use).
All the above mentioned drivers appear to be directly affected – or at least indirectly influenced
– by either resource efficiency fostering or impeding legal frameworks, administrative settings
and political actions. The meta-analysis showed that legal administrative settings and political
actions and legal/political frameworks/actions were most often mentioned of among the drivers
identified. While the focus of the study was on factors affecting resource inefficiency, several
factors were identified that contribute to improving resource efficiency. The most commonly
mentioned are environmental concerns (mainly in relation to water pollution), resource prices,
and supply insecurity. While it can be discussed whether environmental concerns as such are
sufficiently powerful drivers for more efficient resource use, resource prices and supply
insecurity were shown to be considered powerful drivers that case studies demonstrated to
have already led to improvements in resource efficiency. Both have direct economic impacts on
business, trade and competitiveness.
In an attempt to classify drivers according to the way they influence the improvement of
resource efficiency, the following figure (based on the effect type allocation) of indirect,
intermediate and direct drivers was created.
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SELF- CHECK 8.2-1
True or False. Write T if the statement is correct and F is the statement is wrong.
1. Compared to other resources, minerals are generally the most valued within the
economy.
2. Minerals also have the potential to be more efficiently reused and recycled.
3. Metals holds the potential for more efficient use of land, energy and water related to
buildings and urban areas.
4. The extraction of all natural resources and the generation of environmentally harmful
emissions and waste along all life cycle stages are often the cause to severely degraded
ecosystems.
5. The greatest inefficiencies identified were related to irrigation technologies and practices.

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ANSWER KEY 8.2-1
1. F
2. T
3. F
4. T
5. T

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LEARNING OUTCOME #3 Convey inefficient and ineffective

environmental practices
CONTENTS:
1. Personnel to address the environmental hazards

2. Environmental corrective actions
3.1 Report to appropriate personnel the efficiency and effectiveness of resource utilization
3.2 Discuss with appropriate personnel the concerns related resource utilization.
3.3 Raise and clarify with appropriate personnel the feedback on information/concern.
CONDITION:
 Workplace
 Tools, materials and equipment relevant to
the tasks
EVALUATION METHOD:
 Written examination

Learning Materials

LEARNING OUTCOME #3 Convey inefficient and ineffective environmental practices
Importance of environmental literacy reading, answer the self- check to determine
your learning.
Importance of environmental literacy reading, answer the self- check to determine
your learning.
Congratulations on a Job well done!!! You have now successfully completed LO3 of
basic and is now ready for the Institutional Assessment. Good luck and use what
you have learned here well!!!

Learning Materials

Personnel to address the environmental hazards

1. Identify the responsiblities of the personnel and
2. Enumerate the development program
Introduction:
Republic Act No. 9003 otherwise known as “Ecological Solid Waste Management Act of
2000.” An Act Providing for an Ecological Solid Waste Management Program, creating the
necessary institutional mechanisms and incentives, declaring certain acts prohibited and
providing penalties, appropriating funds therefor, and for other purposes. Section 2 states that, It
is the policy of state to adopt a systematic, comprehensive and ecological solid waste
management program which shall:
(a) Ensure the protection of public health and environment;
(b) Utilize environmentally-sound methods that maximize the utilization of valuable

resources and encourage resource conservation and recovery;
(c) Set guidelines and targets for solid waste avoidance and volume reduction through
source reduction and waste minimization measures, including composting, recycling, re-
use, recovery, green charcoal process, and others, before collection, treatment and
disposal in appropriate and environmentally sound solid waste management facilities in
accordance with ecologically sustainable development principles;
(d) Ensure the proper segregation, collection, transport, storage, treatment and disposal of
solid waste through the formulation and adoption of the best environmental practice in
ecological waste management excluding incineration;
(e) Promote national research and development programs for improved solid waste
management and resource conservation techniques, more effective institutional
arrangement and indigenous and improved methods of waste reduction, collection,
separation and recovery;
(f) Encourage greater private sector participation in solid waste management;

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(g) Retain primary enforcement and responsibility of solid waste management with local
government units while establishing a cooperative effort among the national government,
other local government units, non-government organizations, and the private sector;
(h) Encourage cooperation and self-regulation among waste generators through the
application of market-based instruments;
(i) Institutionalize public participation in the development and implementation of national

and local integrated, comprehensive and ecological waste management programs; and
(j) Strengthen the integration of ecological solid waste management and resource
conservation and recovery topics into the academic curricula of formal and non-formal
education in order to promote environmental awareness and action among the citizenry.
Deans and Directors (defined as academic and non-academic Deans, Directors,

Assistant Vice Chancellors, Associate Vice Chancellors, and Associate Deans) are
responsible to:
 Ensure that environmental, health and safety obligations are carried out in the academic
departments/administrative units under their control.
 Communicate to employees, students, visitors and guests that health and safety and a
concern for the environment are top priorities on the Berkeley campus, and that everyone
shares in the obligation to perform work in a safe, healthful, environmentally protective
manner.
 Ensure that their academic departments/administrative units are implementing required
programs in all subject areas including:
Ambient Air Quality Program
Biohazard Safety Program
Hazard Communication Plan
Hazardous Materials Management Plan
Chemical Inventory
Emergency Response & Training Plan
Injury & Illness Prevention Program
Laboratory Safety/Chemical Hygiene Plan
Risk Management & Prevention Program

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Wastewater Discharge
Priority Pollutant Management Program
Delegation: Deans and Directors may delegate the details of program implementation to
department chairs, safety chairs, department safety officers, management services officers or
other appropriate persons within their jurisdiction. The ultimate responsibility, however, for
ensuring implementation of these programs at the academic department/administrative unit
level remains with the Deans and Directors.
MANAGERS (defined as academic and non-academic managers including Principal

Investigators, other faculty and any other manager with direct oversight of operations) are
responsible to:
 Ensure that environmental, health and safety obligations are carried out by everyone
working in their operations.
 Communicate to their employees, students and visitors that health and safety and concern
for the environment are top priorities on the Berkeley campus and that everyone shares in
the obligation to perform work in a safe, healthful, environmentally protective manner.
 Analyze work procedures to identify hazards; ensure measures are implemented to
eliminate or control those hazards.
 Ensure workplace hazards and environmental, health and safety-related policies and
procedures are communicated to employees, students and visitors.
 Ensure safe operating procedures are in place and are observed.
 Ensure individuals working in their operations have the proper safety equipment and
personal protective equipment to perform their work safely.
 Inform employees/students of the availability of a medical surveillance program on
campus to assist them in the case of potentially hazardous exposures or injuries.
 Encourage prompt reporting of health and safety concerns without fear of reprisal.
 Curtail or stop work being carried out under their authority if they reasonably believe that
continuation of the work poses an imminent danger to health or safety. Upon directing that
work be curtailed or stopped, if the situation cannot be corrected immediately, the
Manager must notify 1) the Dean or Director under whose responsibility the work is being
performed, and 2) EH&S.
 Ensure that self-assessment inspections are performed regularly, that records are retained
and that deficiencies identified in any inspection (self-assessment or EH&S) are
addressed.

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Managers have particular responsibilities in the following program areas (alphabetical listing):
 Chemical Inventory Ensure that a chemical inventory report for every room or site (where
hazardous materials are stored) is submitted to EH&S and that it is updated annually and
whenever significant changes occur.
 Emergency Response and Training Plan Contribute to the development of the
departmental/unit plan, ensure that all employees, students and others know about the
plan, and communicate the importance of participating in drills and otherwise following
procedures set out in the plan. Departmental records must be maintained up to three
years indicating all employees who participate in emergency response training.
 Environmental Permits Equipment and operations involving underground storage tanks,
regulated air emission sources, wastewater discharge or pre-treatment units, and
hazardous waste treatment units must have operating permits, obtained via EH&S or
Facilities Services (formerly PP-CS). The user has the responsibility for providing relevant
information to obtain permits, meeting permit conditions, and any fiscal responsibility.
EH&S or Facilities Services coordinate permit applications.
 Fire Prevention Inspection Upon receipt of a Fire Prevention Inspection Report, ensure
that all noted issues and concerns are corrected as appropriate.
 Groundwater Protection Program Report any hazardous materials or other pollutants
spilled to or discovered in soil or groundwater to EH&S for appropriate emergency or non-
emergency clean up.
 Hazard Communication Program Except in chemical laboratories, a written Hazard
Communication Program is required if hazardous materials are used or stored.
Implementation of the IIPP will satisfy the requirements of the Hazard Communication
Program.
 Hazardous Material and Waste Management Inform employees and students that
hazardous materials and hazardous waste, except as expressly authorized by regulations
or campus licenses or permits, may not be disposed of via the sewer system, regular
trash, fume hoods or other unsafe or environmentally damaging routes; and to stress the
importance of proper hazardous material/waste management.
 Hazardous Materials Management Plan Major components of this Plan, Chemical
Inventory, Emergency Response, and Hazardous Material Spills are detailed elsewhere in
this section.
 Hazardous Material Spills and Releases Report immediately to EH&S or after business
hours to the UC Police Department (UCPD), any hazardous material (except radioactive)
spills or releases that could result in exposure of individuals or in a release outside the
laboratory or other location where these materials are stored or used. Report to EH&S (or
UCPD after business hours) any spills that cannot be cleaned up promptly and any spills
that result in injury. The Manager must ensure that :
1. Appropriate spill containment and clean-up materials are readily accessible to
operations under her or his control.
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2. Employees/students in the workplace or laboratory know where the spill response
materials are and know what to do in case of a spill or release.
3. EH&S (or the UC Police Department) has been promptly notified about spills and
releases occurring in operations under the manager's control.
 Hazardous Material/Waste Management - Laboratory Unwanted hazardous
material/waste from chemical manipulations carried out on a laboratory scale where
multiple chemical procedures or chemicals are used must be pre-packaged by the
producer. A completed material packing list fully describing the unwanted materials must
be provided to EH&S to assist in classifying hazardous waste prior to pick-up.
 Hazardous Material/Waste Management - Non-Laboratory Unwanted hazardous waste
generated by Facilities Services (formerly PP-CS) and other facilities that are not
laboratories and not under control of academic departments and that do not directly
support a laboratory operation must be pre-packaged by the producer. A completed
material packing list fully describing the unwanted materials must be provided to EH&S to
assist in classifying hazardous waste prior to pick-up. In addition, these non-laboratories
must establish satellite or waste accumulation areas and manage waste in compliance
with Federal and state regulations/laws. EH&S is available for assistance in proper
hazardous waste management.
Hazardous Waste Minimization Ensure that work being carried out in their operations is
performed in a manner which prevents or reduces hazardous waste generation at the
source and that when it cannot be prevented, it is managed in an environmentally safe
manner. Methods of preventing or reducing hazardous waste generation include
substituting non-hazardous or less hazardous materials for hazardous ones; making
operational improvements, instituting changes in processes, methods or techniques; and
reusing and recycling materials.
 Injury and Illness Prevention Program (IIPP) The academic department/ administrative
unit has the responsibility for local implementation and documentation of the IIPP.
Guidelines are available from EH&S.
 Laboratory Safety Program Ensure that a Chemical Hygiene Plan for laboratory safety,
where hazardous chemicals are stored or used, is developed, implemented and
coordinated with the departmental IIPP.
 Risk Management & Prevention Program Ensure that purchases of acutely hazardous
materials maintain building aggregate quantities to below threshold planning quantities. If
those levels are exceeded, ensure that a RMPP is completed prior to use.
 Special Materials (carcinogens or biohazards) Use Know which people under their
supervision use any of the special materials noted above. Obtain required authorizations
or submit the required registration information, as applicable, for special materials.
 Biohazards Obtain a Biohazard Use Authorization (BUA) and ensure that anyone using
non-exempt recombinant DNA, hazardous etiologic agents or oncogenic viruses has been
listed on the BUA. Ensure that work is carried out in accordance with applicable laws,
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regulations and policies and the conditions contained in the BUA. EH&S can offer
assistance in determining whether a BUA is required.
 Carcinogens Ensure that "regulated carcinogens" have been registered with EH&S; that
all individuals working with "select carcinogens" [more inclusive than "regulated
carcinogens"] have been properly trained and are provided with appropriate protective
equipment or engineering controls; and that procedures for the safe management of
carcinogens are followed.
 Training Ensure that everyone working in their operations is appropriately trained to
identify and mitigate potential hazards.
1. Determine and ensure appropriate training for those working under their supervision.
Contact the appropriate departmental person (such as a safety officer) or EH&S as

needed. Additional curriculum must be developed when new processes, procedures
or equipment are introduced to the work site.
2. Ensure that work requiring training is performed only by persons who have received
the proper training.
3. Document all training and know where records are retained.
Delegation: Academic and Non-Academic Managers may delegate specific activities to

laboratory managers, research associates, graduate student instructors, management services
officers or other persons capable of carrying out those activities. The responsibility for ensuring
that required programs are implemented and that required duties are carried out in an
appropriate manner remains with the Academic and Non-Academic Manager.
Responsibilities of the Office of Environment, Health & Safety
EH&S is responsible for tracking developments in environmental and health and safety
laws and regulations and determining (with the assistance of University legal counsel, and
oversight from EH&S Policy Committee faculty committees in particular areas) requirements
that apply to the campus. Requirements are met through development of programs by EH&S
and relevant faculty committees for implementation by campus departments as well as through
direct services, consultation, and compliance assistance provided by EH&S.
EH&S is responsible for providing information to the campus community, through established
communication channels, on programs, services, regulatory impact and compliance
requirements.

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Program Development
EH&S is responsible to develop and oversee programs to be implemented by the campus to

meet legal requirements and environmental, health and safety policies adopted by the
University, both by the Office of the President and the Berkeley campus administration. EH&S
programs in development or in operation include (alphabetical listing):
 Ambient Air Quality Program EH&S assists with Bay Area Air Quality Management
source permitting, developing programs to assist with compliance to regulations applicable
to emissions of toxic air contaminants.
 Biosafety Program EH&S has developed a Biosafety program to assist the campus in
complying with regulations and guidelines applicable to biohazardous material use.
 Groundwater Protection and Underground Storage Tank Programs EH&S assists
campus departments with UST operating permits and conditions, developing programs to
assist with compliance to regulations applicable to groundwater protection and assessing
contaminated sites.
 Hazard Communication The Injury and Illness Prevention Program contains provisions
that satisfy hazard communication requirements. Training is available from EH&S upon
request.
 Hazardous Materials Management Plan
 Acutely Hazardous Materials Management Plan (and RMPP)
EH&S is implementing a program to prevent adverse consequences of releases of acutely

hazardous materials. This program is directed toward academic and administrative
departments using or storing hazardous chemicals.
 Chemical Inventory Program EH&S has developed a format for compiling the inventory
of chemicals required by state and local laws. EH&S provides Mac and IBM computer
software and instructions for Managers to use in completing or updating the inventory.
EH&S maintains the inventory on a computer database and provides information to
regulatory agencies as requested or required.
 Emergency Response and Training EH&S is responsibilities for coordinating the
development of local emergency response and training plans by academic and
administrative units. Copies submitted by campus departments of emergency response
and training plans are maintained in EH&S.
 Hazardous Waste Management Facilities Program EH&S operates and maintains a
hazardous waste generator facility for packaging wastes to be shipped off site; part of this
effort has involved recommendations for upgrading the current facility for health and safety
purposes, and overseeing the plans for a new replacement facility.
 Hazardous Waste Minimization Program EH&S has developed a hazardous waste
minimization program which includes educating faculty, students and staff on waste

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minimization, facilitating the exchange of surplus chemicals, and assisting campus
hazardous materials users in finding ways of minimizing hazardous wastes.
 Injury and Illness Prevention Program (IIPP) A campus IIPP has been implemented.
EH&S is responsible to assist campus departments in developing and effectively
implementing local IIPP plans.
 Laboratory Safety Program EH&S is responsible for assisting all campus departments
and laboratories to develop and implement a Chemical Hygiene Plan for each laboratory.
 Strawberry Creek Environmental Quality Program EH&S manages environmental
quality in Strawberry Creek, including coordination of the Strawberry Creek Committee,
implementation of the Strawberry Creek Management Plan (campus Storm Water
Pollution Prevention Plan) and water quality monitoring.
 Toxic Gas EH&S is required to develop, and assist departments in implementing, a
written program to ensure the safe use and handling of toxic gases on campus.
 Wastewater Permits and Priority Pollutant Management Program EH&S assists with
wastewater discharge permitting, developing programs and guidelines ("Think at the Sink"
and Drain Disposal Guidelines) to assist with compliance to regulations applicable to
wastewater discharge of chemicals. The Office of Radiation Safety assists RUA holders
with guidance on drain disposal of radio nuclides and provides appropriate annual
reporting to regulatory agencies.
Regulatory Liaison
EH&S has responsibility for communicating with regulatory agencies in the

environmental, health and safety arena on behalf of the campus. Responsibilities may include
informational and corrective action meetings, negotiations, campus input on pending legislation,
and written communications. University legal counsel is consulted as appropriate.
SELF- CHECK 8.3-1
I. Enumeration. Enumerate the following:
1–5 Managers particular responsibilities in the program areas.
6 – 10 EH&S programs in development or in operation.

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ANSWER KEY 8.3-1
1. Chemical Inventory
2. Emergency Response and Training Plan
3. Environmental Permits
4. Fire Prevention Inspection
5. Groundwater Protection Program
6. Ambient Air Quality Program
7. Biosafety Program
8. Groundwater Protection and Underground Storage Tank Programs
9. Hazard Communication
10. Chemical Inventory Program
11. Accident Investigation
12. Asbestos Hazard Assessment
13. Biosafety Services
14. Environmental Permit
15. Fire Prevention

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Environmantal Corrective Actions

1. Define corrective action and
2. Enumerate typical cleanup steps
Introduction:
What is Corrective Action?
Corrective action is a requirement under the Resource Conservation and Recovery Act
(RCRA) that facilities that treat, store or dispose of hazardous wastes investigate and clean up
hazardous releases into soil, ground water, surface water and air.
Item no. 10.1, page 32 of Environmental Management System Manual of Department of

Environment and Natural Resources stating Nonconformity and its corrective action as follows:
When a nonconformity occurs, DENR shall:
a) React to the nonconformity and as applicable:
- Take action to control and correct it; and

- Deal with the consequences including mitigating adverse environmental impacts;
b) Evaluate the need for action to eliminate the causes of nonconformity, in order that it
does not occur or occur elsewhere by:
- Reviewing the nonconformity;

- Determining the causes of nonconformity;
- Determining if similar nonconformity exist, or could potentially occur;
c) Implement any action needed;
d) Review the effectiveness of any corrective actions taken; and
e) Make changes to the EMS, if necessary.
The corrective actions appropriate to the significance of the effects of the nonconformities
encountered, including environmental impacts the DENR shall retain documented information

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as evidence of the nature of nonconformities and any subsequent action taken, and the result of
the corrective action.
In 1984, Congress passed the Hazardous and Solid Waste Amendments, which granted EPA
expanded authority to require corrective action at permitted and non-permitted treatment,
storage and disposal facilities (TSDFs).
Rather than creating a rigid regulatory framework for corrective action, EPA developed guidance
and policy documents to assist facilities conducting cleanups. Some of the resources are broad
in scope, while others are more process or media specific.
Corrective action is principally implemented through RCRA permits and orders. RCRA permits
issued to TSDFs must include provisions for corrective action as well as financial assurance to
cover the costs of implementing those cleanup measures. In additional to EPA, 44 states and
territories are authorized to run the Corrective Action program. Corrective action is largely
enforced through statutory authorities established by RCRA.
What are Corrective Action Facilities?
In July 1999, EPA and the authorized States finalized the first RCRA Cleanup Baseline. This is
a list of 1,714 facilities that were identified in the early 1990s as appropriate sites for early
cleanup when EPA and the States were prioritizing their corrective action workloads.
Over the years, this list has been expanded and renamed based on the year. .
RCRA Corrective Action facilities vary significantly. They include current and former chemical
manufacturing plants, oil refineries, lead smelters, wood preservers, steel mills, commercial
landfills, federal facilities, and a variety of other types of entities. Size, type and extent of
contamination, media affected, environmental characteristics, and geology also differ greatly
between facilities. Facilities are generally brought into the RCRA Corrective Action process
when:
1. There is an identified release of hazardous waste or hazardous constituents, or

2. When EPA is considering a treatment, storage and disposal facility (TSDF) RCRA permit
application.
The RCRA Corrective Action program, comprised of EPA and its state partners, oversees
almost 4,000 cleanups across the country, including many facilities with risks comparable
to Superfund Sites. Information on these individual facilities is available from the Corrective
Action Sites Around the Nation regional page and in Cleanups in My Community.

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EPA's Corrective Action program works closely with facilities during the investigation and
cleanup process.
The Corrective Action Process
The RCRA corrective action cleanup process focuses on results rather than specific steps, and
is flexible, depending on site-specific conditions. A typical cleanup may include steps such as:
initial site assessment, site characterization, interim actions, evaluation of remedial alternatives,
and implementation of the selected remedy.
Because no one approach is likely to be appropriate for all corrective action facilities, these five
elements should not be viewed as prescribed steps in the corrective action process. Instead,
they serve as evaluations necessary to make good cleanup decisions within a flexible program.
The five elements are described below in more detail. Additional elements of corrective action to
keep in mind, and which are also described below, are tracking progress and long-term care.
Select the clean-up step to learn more about its function in the RCRA corrective action process.
EPA provides links to guidance documents and other information to help the regulated
community and program implementers learn about and enforce the corrective action process.
INITIAL SITE ASSESSMENT
The first element in most cleanup programs is an initial site assessment. During the initial site
assessment, state or EPA technicians gather information on site conditions, releases, potential
releases, and exposure pathways to determine whether a cleanup may be needed and to
identify areas of potential concern. In the corrective action program, this step is commonly
referred to as RCRA Facility Assessment (RFA). Overseeing agencies may also use initial site
assessments to set relative priorities among facilities and allocate resources. EPA issued
the Initial Site Assessment guidance to assist in this process.
SITE CHARACTERIZATION
Before cleanup decisions can be made, some level of characterization is necessary to ascertain
the nature and extent of contamination of a site and to gather information necessary to support
selection and implementation of appropriate remedies. This step is often referred to as the
RCRA Facility Investigation (RFI). A successful RFI will identify the presence, movement, fate,
and risks associated with environmental contamination at a site and will explain the chemical
and physical properties of the site likely to influence contamination migration and cleanup.
Information collected during the RFI can be used by the owner or operator to formulate and
implement appropriate corrective measures. Such corrective measures may range from a)
stopping the release through the application of a source control technique to b) a full-scale
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cleanup of the affected area. EPA issued Site Characterization documents to assist in this
process.
INETRIM ACTION
While site characterization is underway or before a final remedy is selected, corrective action
facilities often need interim actions. Interim actions are used to control or abate ongoing risks to
human health and the environment in advance of the final remedy selection. For example,
actual or potential contamination of drinking water supplies may necessitate an interim action to
provide alternative drinking water sources. EPA issued Interim Actions documents to assist in
this process.
EVALUATION OF REMEDIAL ALTERNATIVES
Before choosing a cleanup approach, program implementers and facility owners/operators will
typically analyze a range of alternatives and evaluate their advantages and disadvantages
relative to facility-specific conditions. Such a study is called the Corrective Action Measures
Study (CMS). EPA issued Evaluation of Remedial Alternatives documents to assist in this
process.
REMEDY IMPLEMENTATION
Remedy implementation typically involves detailed remedy design, remedy construction,

remedy operation and maintenance and remedy completion. In the corrective action program,
this step is often referred to as Corrective Measures Implementation (CMI). EPA
issued Remedy Implementation Documents to assist in this process.
TRACKING PROGRESS
Corrective Action Event Code documents provide information on tracking cleanup progress at
RCRA facilities. EPA developed a series of event codes from the first facility assessment until
the corrective action is terminated. These codes provide important information, such as when
the state or EPA determine the remedy for a facility to achieve corrective action goals, as well
as when the facility completes the remedy, and major corrective action milestones. EPA also
developed the National Corrective Action Prioritization System (NCAPS), a menu-driven,
computer-based system, which prioritizes events. The NCAPS assists EPA in focusing
corrective action resources on those facilities which present the greatest risk to human health
and the environment. The system is intended to provide a nationally consistent approach to
assessing site-specific factors that potentially affect or drive corrective action decisions.
LONG TERM CARE
The Corrective Action Program strives to ensure long-term protection after a facility cleanup has
established institutional and engineering controls. This protects the integrity of the remedy by

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preventing or limiting exposure to remaining hazardous waste on the facility. EPA defines
institutional controls as "non-engineered instruments, such as administrative and legal controls,
that help to minimize the potential for human exposure to contamination and protect the integrity
of the remedy." Such controls provide information and/or restrictions that help modify or guide
human behavior at facilities and properties where hazardous wastes and contamination prevent
unlimited use and unrestricted exposure. Common examples of institutional controls include
permits and orders, zoning, building or excavation permits, well drilling prohibitions, and
easements and restrictive covenants. EPA developed Long-Term Care documents for
identifying and selecting institutional controls at corrective action cleanups.
SELF- CHECK 8.3-2
I. Identification. Identify the following:
1. Corrective action
2. RCRA corrective action
3. Initial site assessment
4. Interim actions
5. Remedy implementation

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ANSWER KEY 8.3-2
1. A requirement under the Resource Conservation and Recovery Act (RCRA) that
facilities that treat, store or dispose of hazardous wastes investigate and clean up
hazardous releases into soil, ground water, surface water and air.
2. Cleanup process focuses on results rather than specific steps, and is flexible,
depending on site-specific conditions.
3. The first element in most cleanup programs.
4. Used to control or abate ongoing risks to human health and the environment in
advance of the final remedy selection.
5. Involves detailed remedy design, remedy construction, remedy operation and
maintenance and remedy completion.

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REFERENCES
https://maeoe.org/environmental-literacy/defining-environmental-literacy
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2022675/
https://www.utas.edu.au/__data/assets/pdf_file/0011/629255/Workplace-Environment-
Procedure-December-2017.pdf
https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003-s-2001/

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COMPETENCY-BASED LEARNING MATERIALS

Technical Education and Skills Development Authority

Welcome to the module in “Exercise Efficient and Effective Sustainable Practices in

You need to complete this module before moving to another competency.

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

No. Unit of Competency Module Title Code

1 Participate in Workplace Participating in Workplace

2 Work in Team Environment Working in Team Environment 400311211

3 Solve/Address General Workplace Solving/Addressing General

4 Develop Career and Life Decisions Developing Career and Life

5 Contribute to Workplace Innovation Contributing to Workplace 400311214

6 Present Relevant Information Presenting Relevant Information 400311215

7 Practice Occupational Safety and Practicing Occupational Safety 400311216

Exercise Efficient and Effective Exercising Efficient and 400311217

9 Practice Entrepreneurial Skills in the Practicing Entrepreneurial Skills 400311218

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

Unit of Competency: Develop Career and Life Decisions

Module Title: Developing Career and Life Decisions

NOMINAL DURATION: 3 Hours

At the end of this module you MUST be able to:

Lo 1. Identify the efficiency and effectiveness of resource utilization

Lo 2. Determine causes of inefficiency and/or ineffectiveness of resource utilization

Lo 3. Convey inefficient and ineffective environmental practices

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

LEARNING OUTCOME #1 Identify the efficiency and effectiveness

1. Importance of environmental literacy

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

LEARNING OUTCOME #1 Identify the efficiency and effectiveness of resource utilization

Learning Activities Special Instructions

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

Importance of Environmental Literacy

After reading this INFORMATION SHEET, YOU MUST be able to :

An individual’s understanding, skills and motivation to make responsible decisions that

Environmental Literacy is the desired outcome of environmental education which strives to

 Sound scientific information

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

Environmental policy is the commitment of an organization or government to the laws,

Learning Materials Development Procedure for the BCAT QA System

Environmental policy instruments are tools used by governments to implement their

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

BCAT Document No. STP-ISS-08-04-10-002

Learning Materials Development Procedure for the BCAT QA System

I. Identification. Identify the following:

_____1. An individual’s understanding, skills and motivation to make responsible

_____3. A course of action or principle adopted or proposed by a government, party,

_____4. The commitment of an organization or government to the laws, regulations,

_____5. Tools used by governments to implement their environmental policies.

_____6. Collects data on the efficiency and consequences of environmental policies