Pollution Prevention And Fire Protection And Prevention

BEM 4001, Pollution Prevention 1

 

Course Description Review of the foundations in pollution prevention concepts and methods. Provides specific information on improved manufacturing operations, life-cycle assessment, design considerations, economics, sustainability issues, fugitive emissions, and material and resource conservation.

Course Textbook Bishop, P. L. (2000). Pollution prevention: Fundamentals and practice. Long Grove, IL: Waveland Press.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Discuss pollution prevention and the topics involved with the pollution prevention hierarchy. 2. Describe the importance of industrialized environmental ethics and the impacts concerning the environment as

they relate to air pollution, solid waste, hazardous waste, water pollution, energy usage, and resource depletion. 3. Explain the procedures involved with the regulatory process and the relevant laws pertaining to environmental

regulation. 4. List and describe the important stages involved with the manufacturing process along with the relevance of

improved manufacturing operations as it relates to product changes and management. 5. From historical to application, evaluate and describe the various aspects of the life-cycle assessment. 6. Evaluate and solve problems concerning pollution prevention economics. 7. Summarize the concepts involved with environmental management systems. 8. Discuss an emissions inventory environmental audit and the important processes involved with a toxic release

inventory. 9. List and explain the important concepts involved in disassembly/de-manufacturing.

10. Discuss the importance of minimized packaging as it relates to the concepts involved with pollution prevention. 11. Describe the basis for regulatory pollution prevention as it relates to municipal programs. 12. Explain the various POTW pollution prevention programs and the processes involved with municipal type source

control and pretreatment programs. 13. Describe a desirable municipal P2 program and contrast a publicly administered P2 program vs. an internal P2

publicly owned treatment works program. 14. Discuss the history and problems involved with the development of a sustainable society and steps involved

concerning the adoption of sustainability.

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Key Terms: Key terms are intended to guide students in their course of study. Students should pay particular

attention to key terms as they represent important concepts within the unit material and reading.

BEM 4001, Pollution Prevention Course Syllabus

 

 

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4. Reading Assignments: Units I-III and V-VII contain reading assignments from one or more chapters in the textbook.

5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.

6. Assessments: This course contains six unit assessments, to be completed at the end of Units I-III and V-VII. A grading rubric is included with the Unit I Assessment. Specific information about accessing this rubric is provided below.

7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units IV, and VIII. Specific information and instructions regarding these assignments are provided below. A grading rubric is included each Assignment. Specific information about accessing these rubrics is provided below.

8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

9. Student Break Room: This communication forum allows for casual conversation with your classmates.

Unit Assignments Unit IV Article Critique The Article Critique is required to be a minimum of two pages to a maximum of four pages, double-spaced, APA style, from the journals and articles available in our CSU Library Databases. The article should deal with any of the material presented in the first three units of this course. The article itself must be more than one page in length. The article critique should include the following components:

 A brief introduction of the article

 Analysis of the key points in the article

 Application and comparison of some points in the article that might be applied to the company you work for, or have worked for

 Summary of the article’s conclusions and your own opinions The Ebsco Database (Business Source Complete) is the best source of journals for environmental and safety related articles. Students can access the CSU Online Library resources through the My Library button on the course menu under Resources. Unit VIII Case Scenario Students may choose ONE of the TWO scenarios listed below for the Unit VIII Case Scenario Assignment. After selecting one of the two case scenarios below, students should provide a response that is a minimum of three to four pages (approximately 900-1100 words), double spaced, and following APA style guidelines. References should be provided for all resource material. Information resources can be gathered from the journals and articles available in our CSU Library Databases or from the students own research of peer reviewed journals and/or internet based regulatory support material (i.e. EPA’s website). The Ebsco Database (Business Source Complete) is a very good source of journals for articles related to the subject matter. Students can access the CSU Online Library resources through the My Library button on the course menu under Resources. Scenario #1 You are the owner of a public marina and boatyard in Florida. Your marina is quite large and, along with being a marine retailer, it rents slips to small and large power boats and yachts, sailboats, and houseboats. It has a Yacht Club and popular restaurant/bar on the property. A portion of the property also is set aside for a small commercial fishing operation and boat repair and maintenance facility. This facility houses outdoor pressure washing areas, material handling and storage areas, blasting and painting areas, engine maintenance and repair areas, welding and fabrication areas, and dry-dock facilities. Recently there have been complaints to you and the state about pollution in the waterways leading into and around your marina. There are scattered gasoline and oil slicks in the waters, loose trash around the docks and in the water adjacent

 

 

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to the restaurant, a large number of seagulls that create a nuisance around the restaurant facility (mostly around the old, cracked, garbage containers at the back of the restaurant). The boat repair and maintenance facility is generally well run but there is evidence of open and exposed 55 gallon drums of dirty spare parts and discarded items outside the facility, greasy looking trails of muck outside the warehouse doors, and un-diked areas for liquid storage tanks of paints, solvents, resins and other materials. Rainwater washes these areas directly into either the marina waterways or offsite to the city stormwater system. The state has contacted you and requested a response from you regarding these complaints. It is indicating that you need to file for a SWPPP (Storm Water Pollution Prevention Plan) under a generic NPDES permit (Sector Q and R). What would you include in a comprehensive, multimedia pollution prevention education program for your employees, the owners of boats that rent slips, and the general public that utilizes your docking facilities? Your focus should be on best management practices that support environmentally friendly practices intended to protect and preserve Florida’s natural aquatic environments. You should also focus on the requirements for the SWPPP. Scenario #2 You are the newly appointed, and first, Environmental Manager of a major home products manufacturing plant in a major southern U.S. city. Your facility manufactures a wide range of household cleaning products and is a three shift operation that employs over 300 workers. The plant ships out finished products in all sizes of containers from household spray and liquid bottles to industrial sized 55 gallon drums and 500 gallon totes. There is a shipping and receiving warehouse facility with 20 bays for tractor trailer trucks. There are 6 large diked outdoor storage tank farms for raw materials and finished products. There is a private railroad car spur that unloads raw material hazardous chemicals into 5-10,000 storage tanks. There is also an attached $1 million dollar enclosed building used to unload the gas chlorine (approximately 20 million tons per year) that is utilized in many of your products (this facility is fully sealed off with protective alarms and gas scrubbers in case of a chlorine leak). You have a TSD permit that allows you to operate a wastewater recycling operation on site that treats both your aqueous and solvent based wastewaters. You utilize these recycled waters in both cleanup operations around the plant and in the actual product manufacture when quality control permits. The TSD was secured by the corporate environmental engineering department and the recycling operations themselves were run by the production department. There has never been a full time environmental manager on site. Recently a survey and audit has determined that your VOC emissions from the manufacturing plant floor operations have jumped above the 50 ton mark for the first time. There have been persistent leaks that have allowed small amounts of sodium hydroxide and other hazardous chemicals to migrate outside the plant into the sewer system that adjoins the property. It appears that these leaks have come from the caulking materials that are at the base of the wall and floor of your unlined raw material tank farms. There have also been problems with the air emissions from older designed ink production date coders and the blow molding presses where the plant makes its own polyethylene bottles. Finally, the number of spills on the bottle filling lines has increased dramatically over the past six months and caused a measurable amount of finished product (both solvent based and water based) to be swept into the floor drains that are on the production floor. These drains lead to the city water treatment systems and not to your recycling operations. The plant manager is tired of hearing of all of these problems and the loss of product. He is irate about the repeated visits from the local city water treatment plant official (who he hates and is a fan of a rival SEC football team); along with the most recent annoying visit from the state water permitting authority. That is why he requested corporate headquarters to allow him to hire a full time Environmental Manager. Here is where you enter the scene – as you arrive for your first day at work he lays out the litany of problems, spills, and complaints. He wants to know your plan for addressing these issues and how you can put a halt to all this mess and institute a full Pollution Prevention plan for the plant. And he wants it – Yesterday! He finishes his mini-tirade with a warm “Welcome to the Big Time World and, remember – I don’t ever want to be part of the six o’clock news – you get my drift!” In your response, please identify and be specific about what you would do, what programs would you address and implement to remedy the problems. Where would your priorities lie for creating the complete Pollution Prevention Program for your facility? You do have support from corporate environmental engineering and in-house production engineering staff along with a reasonable budget, but the plant employees themselves are rather cool to the idea of any extra work that might be created for them. Aside from his initial gruffness, the plant manager has subsequently and sincerely pledged his support for all your programs. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 

 

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APA Guidelines CSU requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. A document titled “APA Guide” is available for you to download from the APA Guide link, found in the Learning Resources area of the myCSU Student Portal. It may also be accessed from the Student Resources link on the Course Menu. This document includes examples and sample papers and provides links to The CSU Success Center and the CSU Online Library staff.

Blackboard Grading Rubrics Unit Assessment Rubrics One or more “written response” questions in this course utilize a Blackboard Grading Rubric. A rubric is a tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of the written response question. Your professor will use the Blackboard Grading Rubric to assign points and provide feedback. You are encouraged to view the rubric before submitting your response. This will allow you to review the evaluation criteria as you prepare your response. You may access the rubric by clicking on the “View Rubric” icon next to the written response question within the assessment. Upon receiving your assessment grade, you may view your grade breakdown and feedback in the rubric within the assessment. Assignment Rubrics One or more assignments in this course utilizes a Blackboard Grading Rubric. A rubric is a tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of an assignment. Your professor will use the Blackboard Grading Rubric to assign points and provide feedback for the assignment. You are encouraged to view the assignment rubric before submitting your work. This will allow you to review the evaluation criteria as you prepare your assignments. You may access the rubric in “My Grades” through the “Tools” button in your course menu. Click the “View Rubric” link to see the evaluation criteria for the assignment. Upon receiving your assignment grade, you may view your grade breakdown and feedback in the rubric.

CSU Grading Rubrics for Papers/Projects, Discussion Boards, and Assessments The Learning Resource area of the myCSU Student Portal provides the rubrics, and information on how to use them, for Discussion Boards, written response questions in Unit Assessments, and Research Papers/Projects. The course writing assignments will be graded based on the CSU Grading Rubric for all types of writing assignments, unless otherwise specified within assignment instructions. In addition, all papers will be submitted for electronic evaluation to rule out plagiarism. Course projects will contain project specific grading criteria defined in the project directions. To view the rubrics, click the Academic Policies link on the Course Menu, or access it through the CSU Grading Rubric link found in the Learning Resources area of the myCSU Student Portal.

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. 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.

 

 

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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. 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

Discussion Board (8 @ 1% each) = 8% Unit Assessments (6 @ 10% each) = 60% Unit IV Article Critique = 16% Unit VIII Case Scenario = 16% 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.

 

 

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BEM 4001, Pollution Prevention 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 Introduction to Pollution Prevention and Industrial Activity and the Environment

Review:  Unit Study Guide

Read:  Chapter 1: Introduction to Pollution Prevention  Chapter 3: Industrial Activities and the Environment

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit II Environmental Regulations and Improved Manufacturing Operations

Review:  Unit Study Guide

Read:  Chapter 4: Environmental Regulations  Chapter 5: Improved Manufacturing Operations

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit III Life-Cycle Assessment and Pollution Prevention Economics

Review:  Unit Study Guide

Read:  Chapter 6: Life-Cycle Assessment  Chapter 7: Pollution Prevention Economics

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

 

 

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BEM 4001, Pollution Prevention Course Schedule

Unit IV Mid-Course Summary – Article Critique

Review:  Unit Study Guide

Read:  None

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Article Critique by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit V Pollution Prevention Planning and Design for the Environment

Review:  Unit Study Guide

Read:  Chapter 8: Pollution Prevention Planning  Chapter 9: Design for the Environment

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit VI Municipal Pollution Prevention Programs

Review:  Unit Study Guide

Read:  Chapter 13: Municipal Pollution Prevention Programs

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

 

 

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BEM 4001, Pollution Prevention Course Schedule

Unit VII Toward a Sustainable Society

Review:  Unit Study Guide

Read:  Chapter 14: Toward a Sustainable Society

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Assessment by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit VIII Course Summary – Case Scenario

Review:  Unit Study Guide

Read:  None

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Case Scenario by Tuesday, Midnight (Central Time)

Notes/Goals: