All APA Format with four citations eachEssay Question 1-575 wo.docx

All APA Format with four citations each
Essay Question 1-575 words minimum
The Case of the Oily Rags
Outside of the city's Fleet Operations maintenance bays, there is
a dumpster with a nicely painted sign stating “Deposit Oily
Rags Here.” As the newly appointed EH&S manager for the
city, you ask the next pressing question to the maintenance
supervisor, “After you put your oily rags in the dumpster, where
does the dumpster go?” His response was, “they take them out
to the power plant and burn them.” Two days later, while you
are out at the power plant, you ask the operations manager
about the burning of oily rags in the unit. He tells you that they
used to do that, but now, with the newer changes in place from
the EPA, they are not allowed to. So, you ask yet another
obvious question, “Then why are these dumpsters of oily rags
coming out here?” He was surprised that you mentioned it
because he had been wondering that himself. Now he has four
dumpsters on his property filled with oily rags.
· Should the oily rags stay on the power plant site?
· What responsibility does Fleet Operations have?
· How might this situation be different if the former city EH&S
manager had collaborated with other city managers and
employees?
· Identify the specific section of RCRA that applies to this
scenario.
· Identify health and safety concerns that might occur if the oily
rags were loaded into the incinerator.

BEM 3701, Hazardous Waste Management 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Evaluate the efficacy of hazardous waste related mandates
and programs.
6. Describe hazardous waste characteristics, pathways in the
environment, and toxicological impacts.
7. Evaluate contemporary methods of hazardous waste
mitigation and remediation including waste
minimization, pollution prevention, reuse, and recycling.
Reading Assignment
Chapter 18:
Universal Wastes
Chapter 19:
Management of Used Oil
Unit Lesson
Universal waste is a unique category of hazardous wastes and is
comprised of the following:

This waste was historically created in large quantities by
businesses, households, and institutions, and the
EPA saw a need to regulate and control its disposal. To describe
the requirements for both generators and
commercial consolidators of universal waste, the EPA uses the
term handler. So, when dealing with universal
waste (which is a type of hazardous waste), a generator of
universal waste is also a handler. A consolidator of
the waste is a handler, but not a generator. It appears that the
EPA lumped both types of facilities into the
same classification to simplify the regulatory control. These
items are not considered highly hazardous in the
quantities and the forms they exist in within the universal waste
category. Also, the EPA classified the
handlers as large quantity handlers or small quantity handlers
according to the waste quantities handled.
Large quantity handlers (LQH) are classified as generating more
than 5000 kg/yr, and small quantity handlers
(SQH), generate less than 5000 kg/yr.
Universal Waste Batteries
Automotive batteries contain lead and sulfuric acid, and are
therefore considered hazardous. A LQH of
universal waste is required to contain universal waste batteries
that show signs of leakage. If the battery is
intact, the LQH must:

ery types in one container,
UNIT VI STUDY GUIDE
Universal Waste and
Management of Used Oil
UNIT x STUDY GUIDE
Title
Agency, 2012)
The quantity accumulation limits, storage times, training
requirements, and recordkeeping requirements are
less stringent for the universal waste handler than for the SQG

and LQG. For example, there is no manifest
requirement for universal wastes, while both small quality
generators (SQG) and large quantity generators
(LQG) of hazardous waste are required to prepare them. There
are also specific requirements for different
types of universal wastes as well as recordkeeping, reporting,
transportation, and state authorized regulations
considerations (Pichtel, 2014).
Universal Waste Pesticides
LQHs are required to contain waste pesticides to prevent the
release of the waste to the environment. This
can be done by the use of containers or tanks. The containers
and tanks must be labeled with “Universal
Waste – Pesticide” or “Waste-Pesticide.”
Universal Waste Thermostats
Thermostats often contain mercury, which is a neurotoxin, in
the thermostat switch. An LQH must properly
containerize any leaking or damaged thermostats. The LQH is
permitted to remove the mercury from the
thermostats if they are opened over a containment device, a
clean-up system is available, and OSHA
regulations are followed to protect workers from mercury
exposure (Environmental Protection Agency, 2014).
Universal Waste Lamps
Fluorescent lamps contain mercury at different levels,
depending on the type and year of manufacture of the
lamp. LQHs must properly containerize waste lamps. These
lamps can be recycled, and the mercury in them
can be reused. However, the glass that is recovered is often
contaminated with mercury that can be released

during the conversion of the glass to new products (Pichtel,
2014)
Tracking requirements for Universal Wastes
Universal wastes must be tracked by the LQH. Records of waste
shipments containing the name and address
of the original handler, the type of waste received, and the date
of receipt must be kept. Additionally, the LQH
must keep a record of the universal waste that was sent to other
facilities. These records must be kept on
hand for three years from the receipt of the waste or the
shipment of the waste if the waste was sent to
another facility (Pichtel, 2014). Transporters of universal waste
are not permitted to dispose of universal
waste, nor are they permitted to dilute or treat universal waste
unless they are responding to a release. A
universal waste transporter will deliver the waste to a
destination facility which treats, disposes, or recycles
the waste (Pichtel, 2014).
Used Oil
Under RCRA (in 40 CFR 279), used oil is regulated from the
point of generation and initial storage to its
processing and burning or refining, depending on the fate of the
oil being generated. This includes specific
standards for those that generate it, as well as those who receive
the waste from the generator.
Because the use of oil in lubrication of engines and other
commercial applications involves its contamination
as well as decomposition, used oil presents a unique hazard.
There are many aromatic (including polycyclic
aromatic hydrocarbons (PAHs) and aliphatic hydrocarbon
decomposition products as well as metal

contaminants present in used oil. PAHs are carcinogenic
(Pichtel, 2014).
With regard to generators of used oil, the EPA classifies them
as generators, collection centers, marketers
(which includes re-refiners and recyclers), and transporters,
depending on their specific function. Used oil can
be effectively recycled in several ways: these include re-
refining, slipstreaming, processing, and direct
burning.
Any facility that is processing or re-refining used oil must have
an EPA identification number and have
practices in place to minimize the risk of fire or explosion. The
facility must also maintain emergency
communication and spill control equipment at the site. In some
cases, the used oil might be too costly to
UNIT x STUDY GUIDE
Title
recycle. If this is the case, the generator is required to test the
used oil to determine if it is a hazardous waste.
If the used oil contains more than 1000 mg/kg of halogens or
exhibits one of the hazardous waste
characteristics (ignitability, corrosivity, reactivity, or toxicity),
it must be disposed of as a hazardous waste,
following RCRA Subtitle C regulations. If it falls below 100

mg/kg of halogens and does not display a
hazardous waste characteristic, then it can be disposed of as a
solid waste under RCRA Subtitle D.
References
Environmental Protection Agency. (2012). Batteries. Retrieved
from
http://www.epa.gov/waste/hazard/wastetypes/universal/batteries
.htm#def
Environmental Protection Agency. (2014). Mercury-containing
equipment. Retrieved from
http://www.epa.gov/waste/hazard/wastetypes/universal/mce.htm
Pichtel, J. (2014). Waste management practices: Municipal,
hazardous, and industrial (2nd ed.). Boca Raton,
FL: CRC Press.
Course Description

An Introduction to hazardous waste management issues,
programs, regulations, hazards, identification, characterization,
storage, disposal, and treatment options in the corporate,
industrial, and municipal settings.
Course Textbook
Pichtel, J. (2014). Waste management practices: Municipal,
hazardous, and industrial (2nd ed.). Boca Raton, FL:
CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Discuss the history and the legal framework surrounding
hazardous waste issues.
2. Characterize the hazardous waste problem in America.
3. Describe various types of hazardous wastes, their impact on
the environment, and respective environmental
control and public health remedies.
4. Evaluate relevant regulatory compliance requirements in the
industrial environment.
5. Evaluate the efficacy of hazardous waste related mandates
and programs.
6. Describe hazardous waste characteristics, pathways in the
environment, and toxicological impacts.
7. Evaluate contemporary methods of hazardous waste

mitigation and remediation including waste minimization,
pollution prevention, reuse, and recycling.
8. Evaluate safety and health efforts related to hazardous waste
workers.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides
students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which
discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading
Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit
II and III study guides. Students are encouraged
to read the resources listed if the opportunity arises, but they
will not be tested on their knowledge of the
Suggested Readings.

6. Learning Activities (Non-Graded): The non-graded Learning
Activity in Unit II is provided to aid students in their
course of study.
7. Unit Assessments: This course contains four Unit
Assessments, one to be completed at the end of Units I, II, V,
and VIII. Assessments are composed of written-response
questions.
8. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units I-IV, VI, and VII.
Specific information and instructions regarding these
assignments are provided below. Grading rubrics are
included with each assignment. Specific information about
accessing these rubrics is provided below.
BEM 3701, Hazardous Waste
Management
Course Syllabus
9. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.
10. Student Break Room: This communication forum allows for
casual conversation with your classmates.
CSU Online Library
The CSU Online Library is available to support your courses

and programs. The online library includes databases,
journals, e-books, and research guides. These resources are
always accessible and can be reached through the library
webpage. To access the library, log into the myCSU Student
Portal, and click on “CSU Online Library.” You can also
access the CSU Online Library from the “My Library” button on
the course menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The
library’s chat reference service, Ask a Librarian, is available
24/7; look for the chat box on the online library page.
Librarians can help you develop your research plan or assist you
in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, links to articles, database help, and other
services.
Unit Assignments
Unit I Essay
Locate the following video in the General OneFile database in
the CSU Online Library:
Love Canal: A legacy of doubt [Video file]. (2015). New York
Times Video Collection. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CCT351695363&v
=2.1&u=oran95108&it=r&p=ITOF&sw=w&asid=49
05c27b0a100ea0288d8cb5bc60b8e2

Once you have watched the video, locate and read the following
article in the Academic OneFile in the CSU Online
Library:
Rosenberg, D. (2003). Love Canal's long shadow 25 years later:
Twenty-five years later, another New York town turns
toxic. Newsweek, 50. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA106107213&v=
2.1&u=oran95108&it=r&p=AONE&sw=w&asid=06
deea23e704a41a0b598fcaf9093389
After you have watched the video and read the article, answer
the following questions.
1. How did the Love Canal incident influence the way we deal
with toxic waste in America?
2. Do you think that the area around Love Canal should have
been inhabited after the cleanup? Would you move
into such an area? Why, or why not?
3. What does the Blake family’s story indicate about the
effectiveness of our hazardous waste regulations? What
more should be done to prevent situations like Hickory Woods?
4. Discuss your thoughts on how the health issues experienced
by the Hickory Woods and Love Canal residents
should impact regulations. When public health impacts cannot
be definitively linked to contamination, how should
the government respond?

Your response to EACH question must be a minimum of 200
words, and EACH response should contain at least one in-
text citation. You should include your references at the end of
the document. Any sources used, including the textbook,
must be referenced; paraphrased and quoted material must have
accompanying APA citations.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
mailto:[email protected]
Unit II Assignment
For this assignment, navigate to
https://www.epa.gov/hw/criteria-definition-solid-waste-and-
solid-and-hazardous-waste-
exclusions. Using this site and the links in it, you should be
able to answer the following questions. If you want to look at
other sources, you may.
1. The waste your company creates in a process is on the EPA’s
F-list. It has the following characteristics:
to the original process.
-

like.
accumulated before it is disposed of.
Is the waste considered a solid waste that is regulated under
RCRA? In your answer, describe why each
characteristic does or does not make the waste a solid waste
under RCRA.
2. Describe what it means if a waste is accumulated
speculatively.
3. You are asked by your employer to determine if a waste is
subject to RCRA. The waste is spent sulfuric acid. Use
the EPA website to explain why the waste is or is not subject to
RCRA.
4. Your facility produces a listed waste that is inherently waste-
like and is not used as an ingredient or substitute in
the original process. The waste is not specifically excluded, nor
is it a military munition. Describe how you would
determine if the waste is regulated as a hazardous waste under
RCRA. What does it mean when a waste is
“inherently waste-like” under RCRA?
Your response must be in essay format and should be a
minimum of one page in length. Any sources used, including the
textbook, must be referenced; paraphrased and quoted material
must have accompanying APA citations.
Unit III Essay

Contingency Plan
You are a newly hired environmental manager at a small college
in the United States. You are asked to write a hazardous
waste management plan for your facility, a Large Quality
Generator (LQG). The college creates waste via chemistry
laboratories, research activities, and maintenance activities.
Using your textbook, the CSU Online Library, and other
resources, describe the basic components of your plan and why
each is needed. You are not required to write the entire
plan, however, you must identify the key sections of the plan
and why you would include them.
Refer to the requirements in Chapter 12, pages 379-390, of your
textbook as a reference for the essay. In your essay, be
sure to address the following topics:
1. how you will manage hazardous waste on-site,
2. how you will address emergency response,
3. personnel training,
4. reporting and recordkeeping,
5. permitting,
6. containment buildings and facility requirements, and
7. planning and notification.
You do not have to address requirements for specific chemicals.
The goal for this assignment is to research and discuss
the RCRA requirements for an LQG. Your essay must be a
minimum of three pages in length, not including cover page
and references. At least one reference must be from the CSU
Online Library. Feel free to go to the Internet and search
out examples of college and university HWMPs, however, make
sure to cite them in your essay.

All sources used, including the textbook, must be referenced;
paraphrased and quoted material must have accompanying
citations, and cited per APA guidelines.
solid-and-hazardous-waste-exclusions
solid-and-hazardous-waste-exclusions
Unit IV PowerPoint Presentation
Congratulations! You have just been hired as the environmental
manager at a hazardous waste incinerator. The
community around your incinerator has some concerns about
your facility, and you have been selected to create a
PowerPoint presentation explaining your facility and its
environmental effects at a community meeting. Using your
textbook, the CSU Online Library and other resources, describe
the basic components of your facility, the regulations it
must follow, and the environmental effects it might have on the
community.
The PowerPoint presentation template provided here will tell
you what to cover in each slide. Click here to access the
template to create a new PowerPoint presentation. Do NOT just
add to the template for your PowerPoint presentation. If it
takes more slides than the template provides to cover a topic,
that is fine! The following elements are required in your
PowerPoint presentation:

1. Speaker’s notes: Each slide should have detailed speaker’s
notes. The notes should thoroughly narrate the
PowerPoint presentation and contain everything that you would
be saying to your audience if you were actually
giving the PowerPoint presentation in the community meeting.
The slides should not contain paragraphs of text.
The bulk of the text should be in the speaker’s notes, and the
slides should summarize and give a visual guide to
what you are saying in the speaker’s notes.
2. Background and graphics/photos: Make your PowerPoint
presentation visually interesting, but not crowded.
All sources used, including the textbook, must be referenced;
paraphrased and quoted material must have accompanying
citations, and cited per APA guidelines.
Unit VI Essay
You are the new environmental manager for a facility that
generates a large amount of used oil. The management of the
company has not properly managed its used oil in the past, and
you have been assigned the task of writing a report on
what needs to be done at the facility to comply with regulations.
Your report should contain the following information:
nvironmental effects of used oil,

facility’s used oil (re-refining, slipstreaming, etc.).
Your report must be a minimum of three pages in length and use
at least two outside resources. All sources used,
including the textbook, must be referenced; paraphrased and
quoted material must have accompanying citations, and
cited per APA guidelines.
Unit VII Essay
For this assignment, you are required to write a minimum three-
page essay on electronic waste. Your paper must include
the following information:
-waste is generated?
-waste?
-waste?
-waste?
-
waste both here and abroad?
You must use at least two outside resources. All sources used,
including the textbook, must be referenced; paraphrased
and quoted material must have accompanying citations, and

cited per APA guidelines.
https://online.columbiasouthern.edu/CSU_Content/courses/Emer
gency_Services/BEM/BEM3701/14E/Unit%20IV_Assignment_T
emplate.pptx
APA Guidelines
The application of the APA writing style shall be practical,
functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain
papers and projects. Students should always carefully read and
follow assignment directions and review the associated
grading rubric when available. Students can find CSU’s Citation
Guide by clicking here. This document includes examples
and sample papers and provides information on how to contact
the CSU Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool

that lists evaluation criteria and can help you organize your
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
because these are the primary tools your professor uses for
assessing learning activities.
Rubric categories include: (1) Assessment (Written Response)
and (2) Assignment. However, it is possible that not all of
the listed rubric types will be used in a single course (e.g., some
courses may not have Assessments).
The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Assessments and Assignments is the method by which your
instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to

communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
Once you have completed Unit VIII, you MUST unsubscribe
from the forum; otherwise, you will continue to
receive e-mail updates from the forum. You will not be able to
unsubscribe after your course end date.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.

http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
Grading
Unit Assessments (4 @ 15%) = 60%
Unit Essays (4 @ 5%) = 20%
Unit II Assignment = 5%
Unit IV PowerPoint Presentation = 15%
Total = 100%
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.

BEM 3701, Hazardous Waste Management Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I History of Hazardous Waste Management
Read:
-13
-59
Submit:
Notes/Goals:
Unit II Identification of Hazardous Waste and Household
Hazardous Waste

Review:
-Graded): See Study Guide
Read:
-78
Submit:
Notes/Goals:
Unit III Hazardous Waste Generator Requirements and
Hazardous Waste Transportation
Read:
us Waste Transportation
Notes/Goals:

Unit IV Treatment Storage and Disposal Facilities (TSDFs) and
Incineration of Hazardous Waste
Read:
Requirements
Notes/Goals:
Unit V Incineration, Treatment Technologies, and Land
Disposal of Hazardous Waste

Read:
ous Waste
Notes/Goals:
Unit VI Universal Waste and Management of Used Oil
Read:
Notes/Goals:
Unit VII Medical and Infectious Waste, Construction Waste,

and Electrical Waste
Read:
Notes/Goals:
Unit VIII Case Scenarios in Hazardous Waste Management
ned readings
Notes/Goals:

All APA Format with four citations eachEssay Question 1-575 wo.docx

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