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The Environmental Protection Agency (EPA or the Agency) is finalizing an alternative set of generator requirements applicable to laboratories owned by eligible academic entities, as defined in this final rule. The rule provides a flexible and protective set of regulations that address the specific nature of hazardous waste generation and accumulation in laboratories at colleges and universities, as well as other eligible academic entities formally affiliated with colleges and universities. This final rule is optional and colleges and universities and other eligible academic entities formally affiliated with a college or university have the choice of managing their hazardous wastes in accordance with the new alternative regulations as set forth in this final regulation or remaining subject to the existing generator regulations. This final rule is effective December 31, 2008.

The Senate's Environmental and Public Works Committee conducted a hearing in October 2002 to assess green school initiatives: environmental standards for schools, school siting in relation to toxic waste sites, and "green" building codes. The committee reviewed activities undertaken by the Environmental Protection Agency's (EPA's) Office of Children's Environmental Health and the Office of Indoor Air Quality, as well as those taken by the Department of Energy concerning environmental and energy issues relevant to school properties. This document contains statements from that hearing. Statements were submitted by: (1) Sen. James Jeffords; (2) Sen. Hillary Rodham Clinton; (3) Ramona Trovato, EPA; (4) Claire Barnett, Healthy Schools Network; (5) Alex Wilson, U.S. Green Buildings Council; (6) Lois Gibbs, Center for Health, Environment and Justice; (7) Veronika Carella; (8) Geri Unger, Funders' Forum on Environment and Education; (9) Daniel Schwartz, Children's Environmental Health Network; (10) Christine Gustafson; (11) Philip J. Landrigan, Mount Sinai School of Medicine; (12) Rochelle Davis, Illinois Healthy Schools Campaign; (13) Tolle Graham, Massachusetts Healthy Schools Campaign; (14) Suzanne Miller, Vermont Public Interest Research Group; (15) Derek Shendell, University of California Los Angeles School of Public Health; (16) Jenna Orkin, 9/11 Environmental Action; (17) Joellen Lawson; and (18) Katie Acton. (EV)

This document presents the National Health Care Skill Standards, which were developed by the National Consortium on Health Science and Technology and West Ed Regional Research Laboratory, in partnership with educators and health care employers. The document begins with an overview of the purpose and benefits of skill standards. Presented next are overviews of the following groups of core and cluster skill standards: (1) health care (academic foundation, communications, systems, employability, legal responsibility, ethics, safety practices, teamwork, health maintenance practices); (2) therapeutic/diagnostic (intra-team communication, monitoring client status, client interaction, client movement); (3) therapeutic (data collection, treatment planning, implementing procedures, client status evaluation); (4) diagnostic (planning, preparation, procedure, evaluation, reporting); (5) information services (analysis, abstracting and coding, information systems, documentation, operations); and (6) environmental services (operations, aseptic procedures, resource management, aesthetics). A health science career path is outlined and intended to assist health science and technology educators in implementing a contextual approach to linking academic curricula with career pathways that will enable students in elementary, middle, high school, and postsecondary programs to advance through the following five stages: career awareness, career exploration, core standards preparation, core concentrations preparation, and employment. Concluding the document is a list of accountability criteria for national skill standards. (MN)

In response to the desire to create for child development services a unified system which shares common standards for quality and respects the diversity and uniqueness of individuals and of programs, a committee of the Early Childhood Work Group collected and compared all the different standards now in force for the early childhood programs in the state of Vermont. The committee identified elements common to all these programs including: (1) program design and curriculum; (2) personnel; (3) leadership and administration; (4) parent involvement; and (5) health and safety. This resulting document is a tool for self-assessment by program directors and staff of early childhood programs. Each section of the document provides a brief introductory narrative leading into a simple table format in which the core standards are presented as positive statements alongside options for evaluation; The standards are intended to represent a minimum level. The first section of document addresses who needs early childhood services," while the second section describes how to use the self-assessment tool. The third section and bulk of the document contains the "Core Standards and Self-Assessment Tool," organized by the five identified common elements. The document concludes with a "Continuous Improvement Plan" worksheet and additional resource information on diapering, disinfection, excludable conditions, and food service. (Author/SD)

This document presents transcripts of testimony on provisions related to schools in the Lead Exposure Reduction Act of 1992 (H.R. 5730). Statements are presented by: (1) James Murphy, Superintendent of Schools, Bayonne, New Jersey, and Legislative Chairperson, American Association of School Administrators; (2) Vaughn Barber, Law Department, Chicago Board of Education; (3) Arlene Zielke, Vice-President for Legislative Affairs, National Parent-Teacher Association; (4) Robert F. Chase, Vice-President, National Education Association; (5) George A. Kupfer, Vice-President and Chief Operating Officer, National Science Foundation International; and (6) Henry A. Waxman, a United States Representative from California. Prepared statements, letters, and supplemental materials (including research report summaries and copies of newspaper and magazine articles related to the subject) are also included. (MM)

This two-part report deals with the Lead Exposure Reduction Act of 1992 (H.R. 5730), an amendment to the Toxic Substances Control Act and the Federal Food, Drug, and Cosmetic Act. The amendment is intended to lead to the reduction of levels of lead in the environment and to lower the degree of childhood exposure to lead. The bill provides for a program of inspection for lead-based paint at covered schools and for lead hazards at covered day care facilities; inspections in cases of lead in drinking water at covered schools and facilities; a program for training and licensing of lead-based paint abatement contractors and their workers; and repair or recall of drinking water coolers. Part 1 of the report includes: (1) the amendment itself; (2) background information and a rationale; (3) a summary of hearings on the amendment; (4) committee findings and cost estimates; (5) the cost estimate of the Congressional Budget Office; (6) section-by-section analysis; (7) dissenting views; and (8) changes in existing law made by the bill. Part 2 is an additional report, submitted by the Committee on Education and Labor, with suggestions for amendments to the bill. (MM)

On April 25, 1991, a hearing examined the problem of lead poisoning and reviewed the actions taken by the Environmental Protection Agency and other agencies to address the problem. Many of those who gave testimony considered the actions to be inadequate. The detrimental effects of lead on human health, and especially children's health and development, were discussed. Paint and drinking water were identified as major sources of lead in the environment. On July 26, 1991, the subcommittee met again to hear testimony concerning H.R. 2840, a bill to amend the Public Health Service Act to reduce human exposure to lead in residences, schools for young children, and day care centers. The text of the bill is included in the document. During the course of the two hearings, testimony and prepared statements were received from at least 26 individuals and representatives of institutions and organizations concerned about lead poisoning. (BC)

This report contains the proceedings of the second of two hearings that explored the risks of environmental toxins to children. Testimony was heard concerning: (1) the special vulnerability of children to toxic substances; (2) exposure to lead and lead poisoning; and (3) the exposure of working children to toxins. A fact sheet gives an overview of the dangers to children of various toxins. Seven statements were delivered in person and 13 prepared statements or materials supplemental to verbal testimony were collected. Copies of various relevant documents are appended. These include: a meta-analysis of studies on low-level lead exposure and its effect on the IQ of children; a study of the prevalence and hazards of child labor; a statement on migrant farmworkers' childrens' exposure to pesticides by the Farmworker Justice Fund; a statement on environmental hazards during pregnancy by the March of Dimes; and a review of pertinent literature by the National Network To Prevent Birth Defects. (BC)

This report contains the proceedings of the first of two hearings that explored the risks of environmental toxins to children. Testimony concerned the special vulnerability of children to toxins; the dangers of lead poisoning; instances of childhood cancer, birth defects, and developmental problems; passive smoking; child health in the California farm workers' communities; and the relationship between environmental toxins and child health as discussed by physicians participating in a Kids and the Environment seminar. A fact sheet describes child vulnerability to environmental toxins; lead poisoning; passive smoking; cancer risk; home pesticide use; and child cancer clusters in California. A copy of "What's Gotten into Our Children," a report prepared by Children NOW, is included. The report describes children and the environment and reviews the dangers of toxins to children, depending on what they eat and where they live, learn, and play. Twelve statements were delivered in person and sixteen prepared statements or materials that supplement verbal testimony were collected. (BC)

The Federal Water Pollution Control Act provides that each and every point source of pollution be under treatment with the best available technology by July 1983. The Act mandates that: every point source of pollution be issued a national pollutant discharge elimination system (NPDES) permit and comply with effluent guidelines, and the 1983 best available guidelines be economically achievable. Issuance of a NPDES permit is conditional upon compliance with the effluent limitations. Part of the statutory definition for "point source" of pollution contains the phrase "concentrated animal feeding operation". On February 14, 1974, the Environmental Protection Agency (EPA) promulgated final regulations, exempting certain classes of point sources (animal feeding operations below 1,000 beef cattle unit equivalents) from compliance with the Act's permit and effluent guidelines. The Natural Resources Defense Council (NRDC) filed suit in Federal district court in Washington alleging that the EPA did not have discretion, under the act, to exempt certain classes of point sources from compliance with these provisions. On June 10, 1975, the court agreed with the NRDC and ordered EPA to propose new draft regulations covering all segments of the concentrated animal feeding operation category of point sources by November 10, 1975. These hearings explored the numerous and complicated issues and problems involved with developing a program to comply with the law and the court order. (AUTHOR/NQ)

Designed to examine alternative answers to questions on rural development, the Conference on Planning Frontiers in Rural America is presented in this digest which transcribes some of the deliberations stimulated by 10 speakers of national reputation interested in contemporary rural America and its prospects for the future. Specifically, this digest presents testimony and papers relative to the following: (1) Rural Development and the Need for Planning (The North Carolina and Appalachian Experiences); (2) Altarnatives for Rural Development (An Activity in Search of Direction; Rural Transportation and Industrial Development; Rural Impact of Recreation Development; The Urban Shadow: The Rural Fringe of Expanding Urban Areas: Rural Development; International Perspectives); (3) Implementation of Rural Development Objectives (Regional Councils; The State Level; Regionalism: An Answer for the Planning of Rural Areas; Management and Technical Assistance for Rural Areas; Citizen Participation in Rural Development Decision Making); (4) Achieving a More Livable Rural Environment (Environmental Implications of Rural Development; Improving the Infrastructure of Rural Areas--A Panel Discussion; A Better Place to Live; Rural Housing Conditions; Rural Health Delivery; Planning and the Rural Way of Life; Protecting the Rural Environment); (5) A Conference Summary. (JC)

This publication, an annual report to Congress, covers measures taken to implement the objectives of the Federal Water Pollution Control Act. The report was developed by the Environmental Protection Agency (EPA) and covers calendar year 1973. A letter introducing and highlighting the report from the EPA Director to the Congress is given at the beginning of the publication. The introduction describes the various federal, state and local government roles as well as the roles of industry and the public in water pollution control efforts in 1973. Other sections of the publication describe efforts in water quality, monitoring and planning, grants to state and local governments, regulation, water quality standards and effluent limitations, research and development, and efficiency of treatment works. Five appendices are included which describe enforcement actions pending or completed during 1973 that pertain to water pollution control legislation. (MR)

This publication is the National Energy Conservation Policy Act (P.L. 95-619). The purposes of this act are to provide for the regulation of interstate commerce, to reduce the growth in demand for energy in the United States, and to conserve nonrenewable energy resources produced in this nation and elsewhere, without inhibiting beneficial economic growth. Titles include: (1) Residential Energy Conservation; (2) Energy Conservation Programs for Schools and Hospitals and Buildings Owned by Units of Local Governments and Public Care Institutions; (3) Energy Efficiency of Certain Products and Processes; (4) Federal Energy Initiatives; and (5) Additional Energy-Related Measures. (Author/MR)

Participants at the First Statewide Legislative Symposium on Rural Development discussed environmental, land use, and natural resource problems and opportunities in rural areas of New York state. Identified as major assets were scenic beauty, diversified land use and economy, abundance and high quality of water, soil base for agriculture and forestry, forest covering 60% of the state, resilience of ecosystems, stabilization of fish and wildlife resources, and heightened public desire for environmental quality. Weaknesses included toxic and hazardous waste disposal, potential for rural areas to be used as dumping grounds undirected rural growth, urban orientation in state planning, undermanaged forest resources, and an insufficient resource management information base. Major goals suggested were to protect ground, air, soil, and water from waste disposal contamination; to develop energy sources in an environmentally and economically sound manner; and to enhance and protect the land resource base. Key public policy questions included how state and local governments will achieve sound management of environmental, land, and natural resources as the state develops; how public and private cooperation in these efforts will be enhanced; and how to ensure that local governments have the technical base to manage their resources. Supporting graphs and maps are appended. (NEC)

This document provides the text of House Joint Resolution 153 and the remarks made in the hearing held before a subcommittee of the United States House of Representatives. This joint resolution was written to provide for insurance grants and loans by the Environmental Protection Agency (EPA) under the Asbestos School Hazard Abatement Act (ASHAA) of 1985, to ensure that eligible local educational agencies could complete asbestos abatement work in school buildings during the 1987 summer school recess. The document includes the testimony offered at the hearing by representatives of: (1) the National Education Association; (2) local school districts; (3) the Ohio Department of Education; (4) the Ohio State Parent Teacher Association; (5) the Environmental Protection Agency (EPA); and (6) the Council for American Private Education. Materials that were submitted for the record (and are provided in this document) include a letter from the Asbestos in the Schools Coalition to the Office of Management and the Budget (OMB), and a memorandum from EPA's ASHAA Loan and Grant Program. (TW)

This report presents guidelines, based on available information, for the assessment and abatement of asbestos-containing materials in buildings. Section 1 provides background information on the history and use of asbestos-containing products in buildings, the characteristics of asbestos fibers, products and materials containing asbestos, and airborne asbestos fibers in buildings. Section 2 identifies examples of building systems that affect airborne asbestos fiber levels. Section 3 presents regulations, standards, and guidelines related to asbestos-containing materials in buildings. Section 4 examines methods of evaluating asbestos-containing materials in buildings by means of a regional survey, building inspection procedures, sampling techniques, and identification of available methods for evaluating the potential asbestos exposure. Section 5 identifies asbestos abatement techniques and provides guidelines for selecting appropriate techniques. Relevant figures and tables accompany the document. Appendixes provide (1) a summary of recent guide specifications and standards developed by industry, government agencies, and a standards organization that are related to asbestos-containing materials in buildings; and (2) a list of regional offices of the United States Environmental Protection Agency and the Occupational Safety and Health Administration. (PB)

The Environmental Protection Agency (EPA) has issued a final rule under the Toxic Substance Control Act (TSCA) to require all local education agencies (LEAs) to identify asbestos-containing materials in their school buildings and take appropriate action to control release of asbestos fibers. The LEAs are required to describe their activities in management plans which must be made available to all concerned persons. This document contains the rules and regulations regarding this ruling including: (1) background information; (2) provisions of the final rule; (3) response to public comments; (4) economic impact; (5) rulemaking record; (6) assessment requirements; and (7) Section 763, subpart E--asbestos containing materials in schools. Subpart E discusses scope and purpose, definitions, LEA responsibilities, inspection, sampling, analysis, assessment, response actions, operation and maintenance, training and surveillance, management plans, recordkeeping, warning labels, compliance and enforcement, and waiver. An appendix describes mandatory and nonmandatory transmission electron microscopy analytical methods. (CW)

This report establishes a strategy for Federal action on behalf of the nation's children and their families, and begins by urging that the concepts of the Full Employment and Balanced Growth Act of 1978 (P.L. 95-523) be enforced and implemented. Section I provides an introduction to and summary of the report. Section II delineates the cost of failure in comparison with the benefits of investing in children. Programs that effectively address the basic needs of children and their families are described. Section III specifies goals and recommendations for realizing in practice the four basic rights of children: (1) the right to a high quality education; (2) the right to grow up in a family that is economically self-sufficient; (3) the right to a healthy body, and (4) the right to a safe and livable environment. Illustrating the range of services being provided, Section IV describes local educational, economic, health and nutrition, and enviromental programs affecting children. Section V provides related statements made by Members of Congress. (RH)

Submitted to the U.S. Senate by the Committee on Agriculture and Forestry, this report on the Rural Development Act of 1972 contains the following: (1) Brief Explanation of the Bill (Titles I-VII); (2) Statements on the Need for Rural Development and Rural Development Credit and Investment; (3) Titles I-VII (presented via a short explanation, a general statement, and a section by section explanation); (4) Message from the President of the U.S. Proposing a System of Special Revenue Sharing for Rural Community Development (Rural America in Transition: The Urban Stake in Rural Development; Programs; How Revenue Sharing Works; Building on Success: Streamlining the Rural Assistance Effort; The Statewide Development Plan; The Logic of Rural Development Revenue Sharing; The Urban-Rural Partnership); (5) Message from the President of the U.S. Transmitting Proposals for a Program of Rural Development (The Problems of Rural America; Changing Our Approach; Proposals Already Submitted to Congress; New Proposals--Expanded Credit for Rural America and Improving the Rural Environment); (6) Recommendations (submitted via letter) from the U.S. Department of Agriculture, the Deputy Comptroller General of the U.S., and the Environmental Protection Agency; (7) Transcripts of Proposed Changes in Existing Law Made by the Bill; (8) Individual Views on the Bill (Milton R. Young, Jack Miller, Bob Dole, Carl T. Curtis, George D. Aiken, and Allen J. Ellender). (JC)

This publication describes in nontechnical language the problem of pesticide use and how it affects water quality. It provides information on laws affecting pesticide use and the reasons for them, as well as giving directions for the proper use of pesticides. The booklet is divided into five chapters, each of which concludes with a list of study questions (answers at back of book). Chapter 1 introduces the problem of pesticide use and water quality. Chapters 2 and 3 describe the types of pesticides available, their uses, their toxicity and hazards, and safety precautions. Chapter 4 takes up the subject of pesticides and the environment, and suggests methods of pesticide storage and disposal. The final chapter describes an integrated approach to pest management practices--control by cultural, biological, and chemical methods. A reference section is included in the publication. (KC)

Several court cases involving acquisition, use, and disposal of property by institutions of higher education are briefly summarized in this chapter. Cases discussed touch on such topics as municipal annexation of university property; repurchase of properties temporarily allocated to faculty members; implications of zoning laws and zoning board decisions for the sale or development of property; the need for filing environmental impact statements before construction; and problems encountered in relation to building construction contracts. (PGD)

The Michigan Infrastructure Coalition was formed to review needs and make judgments concerning priorities for future infrastructure investments in Michigan. This report describes the coalition's findings and is intended to serve as the guidelines for state elected officials. Contents include: (1) an introduction (specifying priority areas); (2) summary of investment priorities (portraying needs through a graph and chart); (3) environmental infrastructure (addressing the areas of environmental changes, solid waste disposal, waste water treatment, and municipal water systems); (4) educational infrastructure categories (outlining needs and priorities in higher education and K-12 public education); (5) transportation infrastructure categories (covering concerns related to passenger and freight transportation and highways, roads and streets); and (6) governmental infrastructure (examining state facilities). A list is provided of coalition members as well as participants in the public investment coordination task force. (ML)