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This booklet contains examples of volunteer projects related to solid waste management as developed by the U.S. Environmental Protection Agency (EPA), whose mission is to protect human health and the natural environment. EPA's Office of Solid Waste (OSW) promotes volunteerism and community service programs for people of all ages. A variety of service projects are featured in this booklet. They include reuse, recycling, composting, and household hazardous waste projects. It is believed that one of the most powerful ways people learn about waste reduction, recycling, and composting is through hands-on experiences. (KHR)

This updated curriculum guide is designed to provide teachers of elementary school science with a set of activities on recycling and waste reduction. The curriculum has three sections: (1) Grades K-3 Lessons; (2) Grades 4-5 Lessons; and (3) Teacher's Resource Guide. It is designed to take students from an introduction to natural resources and their uses to what happens to something when people are finished with it to ways to conserve, prevent, compost, and recycle. Lessons are grouped into subject areas such as Environmental Awareness, Solid Waste, Waste Prevention and Reuse, Recycling, and Composting. Teachers are able to pick and choose the lessons according to their class needs, as long as the students are given background from other lessons (prerequisite information is indicated) and appropriate vocabulary words. (MM)

With increasing environmental problems, there is a large social demand for environmental policy. Education is a powerful source to fulfill this demand and the Foundation for Environmental Education in Europe's (FEEE's) Eco School program aims to develop awareness of environmental issues and sustainability among elementary and secondary school students. The study presented in this paper investigates the effects of the Eco Schools Project in Cyprus on students' knowledge of and attitudes toward environmental problems. (Contains 10 references.) (YDS)

This solid waste resource was designed as a flexible tool for teachers of kindergarten through sixth grade. The multidisciplinary focus includes math, science, art, social studies, language arts, and health. Lessons encourage students to utilize skills ranging from reading and writing to problem-solving and analytical thinking. This document provides hands-on lessons and activities, enrichment ideas, journal writing assignments, and other educational tools related to preventing and reducing trash. Each chapter features one or more fact sheets providing background information on each topic. In addition, each chapter includes an index showing the grade ranges, subject areas, and skills used for each activity to help teachers select the appropriate activities. Each activity lists the suggested duration, materials needed, and other helpful information for teachers. A glossary of terms and a glossary of skills can be found at the end of the guide. Covered sequentially, this resource introduces the idea of natural resources as a source for many products that become solid waste; explains the life cycle of products and the quantity and type of waste they produce; and reviews common methods of managing solid waste including recycling, composting, landfilling, incinerating, and preventing waste in the first place. Some information about hazardous waste is also included. (Contains 19 sources.) (ASK)

This curriculum guide is intended for teachers of students in grades 4-8 and may be used as supplementary lessons, especially for science and social studies. The guide is divided into four major sections, a glossary, and large appendix. Sections include: (1) Sources of Resources; (2) Sources of Wastes; (3) Integrated Waste Management; and (4) Managing Your Solid Waste. Each section features a detailed introduction on what students will learn and activities to help students understand the various waste topics. The activities are divided into a summary section, objectives, background information, procedures, suggestions for further study, and a resource list. Any worksheets or figures needed to complete the activities are also included. The appendix contains information on the Missouri show-me standards, environmental education guidelines for excellence, types of solid waste, the Missouri Waste Composition Study, Talkin' Trash video teacher's guide, "Break It Down" video teacher's guide, composting learning guide, composting and vermicomposting fact sheets, technical bulletins, items banned from landfills, and the State of Garbage in Missouri 1999. (SAH)

This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for occupational education in the floristry cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 27 tasks typically performed by individuals employed in floristry occupations. Each skill standard statement contains the following components: (1) a job summary; (2) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (3) performance elements and assessment criteria; and (4) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: handling customer requests; dealing with visitors and vendors; merchandising products and services; preparing designs and plants for delivery; and planning a store design and caring for plant materials. Appended are the following: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Agriculture and Natural Resources Subcouncil, and Floristry Standards Development Committee members; Agriculture and Natural Resources Subcouncil Floristry Cluster Recognition Proposal; and a list of workplace skills. (MN)

This document, which is intended for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as chemical process technical operators. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 32 tasks performed by chemical process technical operators. Each skill standard statement contains the following components: (1) the skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The standards are grouped into the following categories: maintain safety, health, and environmental standards in the plant; handle, store, and transport chemical materials; operate, monitor, and control continuous and batch processes; provide maintenance and service to processes, equipment, and instrumentation; analyze plant materials; and participate in improvement and training activities. Appended are the following: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Manufacturing Subcouncil, and Chemical Process Technical Operators Standards Development Committee members; Manufacturing Subcouncil Chemical Process Technical Operators recognition proposal; and a list of workplace skills. (MN)

This teacher's guide helps students explore the connection between human population growth and the well-being of the planet. Twelve readings and 34 activities introduce high school students to global society and environmental issues such as climate change, biodiversity loss, gender equality, economics, poverty, energy, wildlife endangerment, waste disposal, food and hunger, water resources, air pollution, deforestation, and population dynamics. Teaching strategies include role playing simulations, laboratory experiments, problem-solving challenges, and mathematical exercises, cooperative learning projects, research, and discussion. These activities were designed to develop a number of student skills including critical thinking, research, public speaking, writing, data collection and analysis, cooperation, decision making, creative problem solving, reading comprehension, conflict resolution and values clarification. Each chapter and activity can be used alone to illustrate points or be inserted into existing curriculum. Activity subject areas are listed along with a quick list reference of the summary of activities. A reference guide of activities linked to National Standards is also included. Contains suggested resources, including books, periodicals, audiovisuals, hardbooks and wall charts, software, and internet sites, for each topic area. (SJR)

In June 1997, Tennessee Technological University's Center for Manufacturing Research conducted a one-week program on plastics recycling for science teachers. The purpose of the program was to increase the teachers' basic knowledge about the importance of recycling plastics and to better prepare the teachers for teaching recycling in the classroom. As part of the mini-course activities, teacher participants developed a series of lesson plans they felt were practical and would be of use in the classroom. Emphasis was placed on integrating recycling activities into the existing curriculum rather than producing a new curriculum. Activities were developed that could be coordinated with subjects found in the regular school curriculum including mathematics instruction, art education, and language arts. This manual is the compilation of these lessons. The activities in this manual have been classified into the following areas: (1) art; (2) consumer education; (3) language arts; (4) mathematics; (5) music; (6) physical education; (7) science; (8) social sciences; and (9) technology. Activities are arranged by grade level within each area. The classifications were arbitrary and some activities can be classified into more than one area. Recycling subjects such as litter, waste categories, composting, open- and closed-loop recycling, construction materials, renewable and nonrenewable natural resources, and polymers are also included. (PVD)

It is not always easy to get a naturalist to visit schools and it is often difficult to transport school groups to a state park. Hence, the Ohio Department of Natural Resources (ODNR) Division of Parks and Recreation developed Portapark to provide teachers with educational activities, techniques, and ideas. These activities are aimed specifically at the elementary grade levels, but are adaptable to other age groups and situations. They are designed to be interactive, hands-on, multisensory, and interdisciplinary and each activity is designed to meet a stated educational objective. Activities cover such themes as protective coloration, alternative uses for items, trash, environmental stewardship, nature's interdependencies, and adaptations. The packet begins with presentation ideas to help teachers understand important points for teaching in a natural setting. An activities overview section describes the format and offers tips for personalizing the activities. The activities section contains 13 activities, each of which includes a stated purpose, a materials list, activity ideas, and discussion questions. Activity extenders offer ideas to add to an activity when the activity hasn't filled the available time or when students could use a quick exercise to reinforce a previous lesson. These include games and trivia cards. The final section describes ideas for class projects, some of which can be extended for several weeks or throughout the year. (PVD)

Urban environmental management and environmental health issues are of increasing concern worldwide. The need for urban environmental management work at the local level where the Peace Corps works most effectively is significant, but training materials dedicated specifically to community-based solid waste management work in urban areas are lacking. This manual presents a facilitator's approach to community-based solid waste management (CBSWM). Objectives include providing training sessions for development workers beginning and continuing solid waste management projects; providing information about solid waste management for people interested in the issues; compiling designs of solid waste transport vehicles, storage containers, and landfill models in one place to serve as a reference source; and compiling the experiences of solid waste collection systems worldwide so that others may learn from past successes and failures. This guide is divided into seven sections: 1) Introduction; 2) Guide To Selecting the Best Sections for Your Needs; 3) How To Conduct a Site Visit for CBSWM Activities; 4) Planning a CBSWM Workshop; 5) Raising Our Own Awareness and Building a Community Base (sessions 1-11 of the workshop); 6) Implementing CBSWM (sessions 12-28 of the workshop); and 7) Lesson Plans for Educators (adaptable to a variety of classroom situations for students of all levels). Also includes a bibliography and lists of additional resources. (PVD)

This implementation guide is intended to help educators use the Skills Standard for Hazardous Materials Management Technology (HMMT). It begins with a description of HMMT and a summary of the 13 job functions of the standard. Within each job function are supporting skills and knowledge that an HMMT worker must possess to be able to accomplish the job function successfully. Following the job functions is a more detailed breakdown of the supporting knowledge and skills related to the disciplines of mathematics, chemistry, toxicology, physics, and computer technology. Employability skills identified by the Secretary's Commission on Achieving Necessary Skills are elaborated next. The relationship of the Quality Movement to the skills demanded of HMMT workers is discussed. The guide discusses the origins of the project, the research methodology used, and the committees formed to develop the standard. It defines skill standards, emphasizes the importance of creating local industry-specific HMMT programs, and discusses the future of skill standards. Implications for curricula and assessment include four assessment scenarios. Appendixes include general requirements for HMMT programs, depiction of a model program, and members of the HMMT advisory committee and participating institutions. (YLB)

The goal of this curriculum is to teach students to think about their daily habits and to make environmentally responsible choices. The lessons and activities are divided by grade levels: 6-8 and 9-12. Lessons in each grade level are designed to cover a range of student skills, subject areas, and environmental issues. An extensive resource section includes background information on specific issues at the state and global level as well as a glossary. Each lesson has a teacher's section which includes grade level, lesson focus, materials, teaching time, and vocabulary. Most lessons are interdisciplinary and include extension activities and ideas for individual and group action for environmental causes. Topics covered in the lessons include litter control, waste disposal, recycling, water pollution, and conservation of energy. (DDR)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to help trainees understand basic plant and industry waste management activities and issues. The following topics are covered in the module's individual sections: the rationale for training (benefits of training, potential legal issues); training services (services provided by human resources development and total quality departments); formal and informal training (characteristics and appropriate uses of formal and informal training); steps in establishing formal training (determining training needs, requesting training, certifying and qualifying trainees, certifying instructors); potential benefits and limitations of training; vendor-supplied training; subcontractor training; training coordination; and transfer of training. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Contains eight references, a practice test, and test answers. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to communicate effectively with external organizations and the public. The following topics are covered in the module's individual sections: media relations (including guidelines for participating in television interviews); interfacing with the public (including guidelines for communication with coworkers when members of the public are present and communicating with legislators and their staff members); requesting information under the Freedom of Information Act; and participating in an audit conducted by the Department of Energy or some other regulatory body. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Contains eight references, a practice test and test answers. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to perform purchasing and accounting tasks efficiently and effectively. The first section is an introduction to the module. The next three sections explain the following phases of the procurement process: presolicitation (needs identification, quality assurance requirements, environmental/health/safety concerns, descriptions of requirements, and cost estimates); solicitation and award (preproposal meetings, evaluation of proposals, discussions, awards); and postaward (postaward meetings, receipt and inspection, evaluating/reporting subcontractor performance). Lessons learned from procurement experience are summarized in the next section. Discussed in the next section are the purposes and principles of accounting. The following are among the purchasing and accounting practices examined in a section on ethics: interactions with suppliers, conflicts of interest, coemployment, personal services, untimely marketing, gifts, entertainment, kickbacks, financial reporting, illegal payments, and antitrust laws. Each section includes some or all of the following: enabling objectives, exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a 20-item reference list, practice test, and test answers. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to use plant and industry experience to improve plant safety and reliability. The following topics are covered in the module's individual sections: the Department of Energy's occurrence report processing system (procedures for sending and sharing the reports electronically); other sources of information on plant experience; other sources of information on industry experience; procedures for screening plant and industry experience; and techniques for using plant and industry experience (benefits of and procedures for using the case study method). Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," five-item reference list, practice test, and test answers. Four examples illustrating the use of the case study method are appended. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to teach trainees to apply conduct of operations principles to their area(s) of responsibility. The following topics are covered in the module's individual sections: teamwork; operations organization and administration; shift routines and operating practices; work area activities; communications; control of on-the-job training; investigation of abnormal events; notifications; control of equipment and systems status; lockouts and tagouts; independent verification; log keeping; operations turnover; operations aspects of facility chemistry; required reading; timely orders to operators; operations procedures; operator aid postings; and equipment and piping labeling. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 22-item reference list, practice test, and test answers. Appended is the phonetic alphabet. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to promote and monitor the industrial safety program at their plant. The following topics are covered in the module's individual sections: regulatory requirements; safety and accountability; manager and supervisor responsibilities; landlord responsibilities; fire protection; subcontracts and safety; accident prevention; incident reporting requirements; procedures for analyzing tasks for hazards; electrical safety; hazardous materials; housekeeping; work in high places or confined spaces; safety meetings; procedures for monitoring a safety program; and safety goals. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 14-item reference list, practice test, and test answers. Appended is a sample workplace safety inspection checklist. (MN)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division (WID), is designed to prepare trainees to guide the career development of employees at their plant. The following topics are covered in the module's individual sections: guiding employee development (developing new/inexperienced employees, understanding the role of training in career development, identifying talent, and assessing employees and estimating their promotability); coaching for optimal performance; mentoring; career counseling (using good counseling practices and managing expectations); counseling employees regarding the WID's progression groups; making promotion decisions (exempt and nonexempt promotions, promotion from nonexempt to exempt status, and the Peter principle); and understanding/using WID's job posting system. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 30-item reference list, practice test, and test answers. (MN)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to define their responsibilities and authority as a manager or supervisor. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: roles of supervisors and managers; responsibility, authority, and accountability; delegation; defining job functions; and ownership. Contains 21 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to solve problems and make decisions in an efficient and effective manner. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: problem solving, creative thinking and innovation, decision making, idea generation techniques, and fostering an innovative work environment. A list of "smart moves" is included near the end of the module. Contains 20 references and a practice test. Answers and feedback for the test are provided. (YLB)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division (WID), is designed to prepare trainees to carry out administrative requirements effectively. The following topics are covered in the module's individual sections: program management systems, corporate relationships with WID, and lines of communication; corporate and division policies, procedures, and instructions; hiring, promotion, and discipline policies; sexual harassment policies; fitness for duty; diversity and affirmative action programs; WID's employee compensation program; and procedures for obtaining support in legal and ethical matters. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," practice test, test answers, and a 25-item reference list. (MN)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to organize work activities efficiently and effectively. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes"lessons learned" information. Section topics are as follows: the organizing process, using different types of organizations, managing change, managing projects, building teamwork into an organization, group dynamics, and managing conflict. A list of "smart moves" is included near the end of the module. Contains 38 references and a practice test. Answers and feedback for the test are provided. (YLB)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to enable trainees to identify regulatory organizations and oversight groups and monitor and provide guidance in the implementation of the requirements of applicable codes, orders, and standards. The first section is an overview of the module. The next nine sections describe the origin, structure, function, and regulatory documents of the following regulatory agencies and oversight groups/advisory committees: Department of Energy; Occupational Safety and Health Administration; Environmental Protection Agency; Department of Transportation; Nuclear Regulatory Commission; New Mexico Environment Department; Mine Safety and Health Administration; Environmental Evaluation Group; and Defense Nuclear Facilities Safety Board. Each section also includes enabling objectives and an employee-manager scenario that is designed to illustrate effective management practices and practices to avoid when dealing with a regulatory agency or oversight body. Concluding the module are a list of actions that can be taken to make a section/plant more effective, 20-item reference list, practice test, and test answers. (MN)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to deal with employees fairly and effectively. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: promoting professionalism; influencing employee behavior; motivating employees; counseling employees; addressing employee concerns; conducting performance appraisals; interviewing; directing employees; and managing exempt and nonexempt personnel. Contains 19 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to identify and use managerial control. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Deaprtment of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics are as follows: the meaning of control, effective and ineffective control, establishing a control system, measuring productivity, evaluating people, rewarding people, and control through progressive monitoring. A list of "smart moves" is included near the end of the module. Contains seven references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to adjust their behavior to supervise/manage a variety of situations and employee types. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: recognizing different management styles, supervising/managing different employee types, and managing your boss. A list of "smart moves" is included near the end of the module. Contains 18 references and a practice test. Answers and feedback for the test are provided. (YLB)

This 12-section course is designed to explain the responsibilities of an incident commander at the scene of a Waste Isolation Pilot Plant (WIPP) transportation incident. It was created for the U.S. Department of Energy WIPP located near Carlsbad, New Mexico, which receives radioactive shipments. The course has two purposes: (1) to provide first responders with the necessary knowledge to respond safely; to protect themselves, the public, and the environment; and (2) to describe the function of the Incident Command System, the Radiological Assistance Team procedures, and the TRUPACT-II (Transuranic Package Container) recovery methods. Section 1 is an introduction that defines WIPP oversight and mission and identifies TRU (transuranic) defense waste generating and storage sites. Each of sections 2-11 consists of a list of enabling objectives and informational material. Topics include the following: introduction to radiation, waste acceptance, transportation regulations, package design, emergency response, first responder actions, contamination control (decontamination), incident command system, radiological assistance team operations, and TRUPACT-II recovery. Section 12 contains these sample forms and checklists: incident command system matrix, fire and hazardous materials worksheet, decision matrix, field report, hazardous materials incident evaluation, and resource list. Appendixes include a glossary and a list of acronyms and abbreviations appearing in the text. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to develop effective plans. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include developing plans, setting goals, budgeting resources, scheduling, and monitoring implementation. A list of "smart moves" is included near the end of the module. Contains 18 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to communicate effectively in the workplace. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: methods of communicating; written communications; oral communications; nonverbal communication; and conduct of communications. A practice test follows. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to perform an accurate assessment of personal abilities, ethics, and standards. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes "lessons learned" information. Section topics include the following: personal strengths and weaknesses, personal impact on employees, ethics, and stress. A list of "smart moves" is included near the end of the module. Contains 9 references and a practice test. Answers and feedback for the test are provided. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to provide participants with knowledge and skills necessary to take full advantage of the MAST learning experience. The module contains program guidelines, sample documentation, base documents, and module descriptions. The first 12 sections cover these topics related to the MAST program: its purpose, its scope, document hierarchy, responsibility, program content, initial certification requirements, certification maintenance requirements, examinations, administrative review boards, and module format. Four references, a practice test, and answers and feedback for the practice test are provided. Appendixes include MAST certification card, MAST approval sheet, MAST module base documents, and MAST module descriptions. (YLB)

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to develop and apply leadership in the workplace. The first section of the module is an introduction that includes a terminal objective and opening remarks intended to focus the trainees' attention on the subjects discussed in the module. Most other module sections begin with a list of enabling objectives. Many sections contain "critical incidents" or real-life occurrences at the Department of Energy's Waste Isolation Pilot Plant that relate to the section topic. Some illustrate effective management practices, and some illustrate ineffective ones. Each critical incident includes"lessons learned" information. Section topics are as follows: identifying basic leadership functions, recognizing basic leadership qualities, and developing leadership skills. A module conclusion lists further leadership responsibilities. A practice test follows. Answers and feedback for the test are provided. (YLB)

The goal of this curriculum is to teach children and their parents to think about their daily habits and to make environmentally responsible choices. The lessons and activities are divided by grade levels: K-1, 2-3, 4-5, and 6-8. Lessons in each grade level are designed to cover a range of student skills, subject areas, and environmental issues. An extensive resource section includes background information on specific issues at the state and global level and a glossary. Each lesson has a teacher's section which includes grade level, lesson focus, materials, teaching time, and vocabulary. Most lessons are interdisciplinary and include extension activities and ideas for individual and group action for environmental causes. Topics covered in the lessons include litter control, waste disposal, recycling, water pollution, and conservation of energy. (DDR)

Renewal is the focus of this curriculum designed for students in kindergarten through Grade 8. The purpose of this guide is to educate students and teachers about the problems faced in managing the amount of solid waste generated by society. Each grade level curriculum is organized into activities that support exploration of the nature of solid waste, how to manage solid waste, and what can be done to solve the problem. Each activity in the integrated curriculum model reflects elements of the arts, communication skills, science, mathematics, and social studies curricula. Four major solid waste topics are employed in the activities at each grade level: (1) reduce, reuse, and recycle (the three r's); (2) packaging; (3) waste disposal; and (4) natural resources. A materials list, time frame, vocabulary, and procedures, are included for each activity. Appendices include: a list of solid waste management and recycling support agencies; a list of recycling periodicals; preferred and innovative packing practices; school recycling; Federal Trade Commission (FTC) Guidelines on Environmental Marketing; bulk mail reduction; a list of sources for funding and awards program; a list of curricula and education materials; games and activities; and graphs and data. Contains 68 references. (DDR)

Because it is sometimes difficult for teachers to arrange field trips to state parks, and difficult for naturalists to come to schools for presentations, the Ohio Department of Natural Resources has developed Portapark, an activity packet that teachers can use to bring an outdoor learning experience into their classrooms. most of the ideas and activities are adaptable to other age groups and situations. The educational activities, techniques, and ideas included are interactive, hands-on, multisensory, and interdisciplinary. Activities include: Sock Hop, Litter Legacy, My Favorite Things, Making Sense of It All, That's Your Opinion, Hide and Seek Animals, Survival on a Shoestring, Take Out the Trash, What's the Difference?, Land Lasso, Eating Like a Bird, Snake Holes and Other Sayings, and A Slick Resource. The extended activities section contains sponge activities, games, and trivia cards and offers ideas and information to help round out and embellish the Portapark activities. Other sections include presentation ideas and ideas for class projects. (JRH)

This guide is Unit 1 of the four-part series Science, Society, and America's Nuclear Waste produced by the U.S. Department of Energy's Office of Civilian Radioactive Waste Management. The goal of this unit is to help students establish the relevance of the topic of nuclear waste to their everyday lives and activities. Particular attention is focused on the sources, characteristics, and locations of spent fuel and high-level nuclear waste in the United States. The first section of Unit 1 includes two lesson plans about the nature of nuclear waste, background notes, and many charts and graphs. The second section provides further background information and provides three lesson plans that explore nuclear waste management. Activity sheets for students and transparencies for the lesson plans and background notes are included in the third section, followed by the pretest, posttest and unit test. Answers keys and a glossary are also included. Contains 24 references. (DDR)

This student workbook is designed as a companion to a day of field studies investigating water quality and stream health for sixth grade students in several northeastern Tennessee counties. Nineteen environmental education activities cover topics including wildlife species, wildlife habitats (instream and riparian), connections between water quality and wildlife, water pollution, hydrology, land use, soil and water, wild plants and flowers, farming techniques, erosion prevention, forest ecology, waste disposal, household hazardous wastes, landfills, and precycling and recycling. The workbook provides the following information for each activity: objective, key words, summary (background information that refers to the northeastern Tennessee environment), and study questions. A glossary contains 65 key terms. (LZ)

The educational objective of this exercise is for students to use a risk assessment tool to evaluate a hazardous release site and for students in grades 8-12 to increase their experience with geology, aquifers, soils, land use, pollution, data analysis, and map concepts. Students use background information on hazardous materials, the Environmental Protection Agency, and the Hazard Ranking System to complete a simulation activity. Students are given maps, site reports, and lab reports for a hazard release site and follow steps to assess the risk involved and give a priority ranking to the site. This teaching guide contains answers to worksheets, an introduction to the activity, background information, and instructions and worksheets needed for each step in the risk assessment. Topics related to the exercise include Earth science (geology); environmental science (pollution); mathematics (square roots, division, and formulas); and geography (map reading and natural resources). (LZ)