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The HazCom Training Program
RESOURCE REVIEWS
Chemistry, Health and Environment
Olov Sterner, Wiley-VCH, Weinheim– New York, 1999, xv ⫹ 345 pp., $89.95 ISBN 3-527-30087-2. In the Preface, the author states, “The intention of the book is to make chemists, chemistry students and anybody working with chemicals, who maybe is or will be responsible for coworkers that handle chemicals, aware of the general relationships between the chemical structure of organic compounds and the effects on health and the environment.” The intent is to explain the toxicity and environmental fate of a wide variety of chemicals, so that reasonable extrapolations might be made to predict the effects of new materials. This soft-bound volume provides a serious introduction and review of general chemistry, organic chemistry, biochemistry, toxicology, and environmental science at a level that is adequate to explain the biological and environmental fates of a wide variety of natural and synthetic organic compounds. On successful completion of this text, the reader should be able to make a reasonable prediction of the metabolites and toxicity of new compounds by extrapolation from the fates of known compounds described herein. This outcome is further promoted by the inclusion of many examples that show how to apply the principles just learned. A brief tour of the 13 chapters is probably the best way to explain the scope of this text. Chapter 1, “Chemicals and Society” provides a brief overview of some typical examples of chemophobia, and concludes with a brief discussion of the concept of “acceptable risk.” The next two chapters provide a detailed survey of organic chemistry in about 50 pages. This section concludes with an excellent discussion of the factors governing much of chemical reactivity. Following, in “The Chemicals of Nature” is a brief introduction to bio-
1074-9098/00/$20.00
chemistry and environmental chemistry. Ensuing chapters, “Toxicological Concepts,” “Uptake, Distribution and Elimination of Chemicals,” “Metabolism of Exogenous Compounds in Mammals—the Principal Conversions,” and “Metabolism of Exogenous Compounds in Mammals” give a wide-ranging discussion of toxicology in its many manifestations. Chapters entitled “Conversion and Transformation in the Environment,” “Toxic Effects of Chemicals,” “The Molecular Basis for Genotoxicity and Carcinogenicity,” and “Environmental Effects of Chemicals” are selfexplanatory. The final chapter, “The Assessment of Organic Structures,” takes the reader on a brief tour of several selected organic compounds and reviews the thought process involved in predicting the likely impact of each compound. The book concludes with a very useful 20-page glossary covering terms from “abiotic” to “zwitterion,” followed by a detailed index of the same size. While the book contains many spelling and other grammatical errors which often slow reading, they do not detract seriously from its overall value. It will probably be of most use to those who are specialists in one or more of the areas covered, who are looking for a convenient introduction to, or a review of, one of the other covered topics. Contrary to Ambrose Bierce’s famous comment from a book review, “The covers of this book are too far apart,” it is truly surprising that so much can be covered so well in the 345 pages of this unique text. It will assume an important position on my bookshelf. Reviewed by George Wahl PII S1074-9098(00)00128-3
The HazCom Training Program
Neil McManus and Gilda Green, Lewis Publishers, Boca Raton, FL, 1999, 139 pp., $ 149.95 ISBN 1-56670-338-7. This package (book and CD-ROM) is designed to provide the materials needed for a complete Hazard Communication training program. The organization of the book clearly demonstrates the authors’ extensive experience as trainers. The book begins with an overview of the HazCom standard and the history of its development (20 pp.). This is followed by a well-written discussion of instructional strategies (22 pp.), focused particularly on the needs of “part-time” instructors who are trying to reach a very diverse group of students, few of whom have a great interest in the material. The authors remind us that we must consider the interest and background of those to be trained, and then tailor the presentation to the audience. After a section on “How People Learn,” suggested methods of motivating learners are given. The authors devote most of the text to a section-by-section analysis of a Material Safety Data Sheet (MSDS). Each section is treated in considerable detail. These pages read like detailed lecture notes, usually providing pertinent examples and simplified drawings illustrating the concepts under study. Each section concludes with several (15–20) well-considered questions and answers. These are intended as devices to involve those being trained in discussions of the material just presented. By itself, the book would be a very valuable asset for anyone planning to train others about the HazCom standard. However, the package also contains a CD-ROM containing PowerPoint illustrations of the material, plus a printable (PDF format), comprehensive, illustrated employee handbook. This removes much of the drudgery of
© Division of Chemical Health and Safety of the American Chemical Society Published by Elsevier Science Inc.
51
preparing training materials, allowing the trainer to spend more time on mastery of the material, and preparing lessons to match the capabilities and needs of the audience to be trained. The package is highly recommended to anyone providing training on the HazCom standard and related areas. It will also serve as a good refresher for those preparing to take one of the several certification examinations. Reviewed by George Wahl PII S1074-9098(00)00139-8
Science Safety Manual: Grades K–12
New York City Board of Education Brooklyn, NY 11201, 1997, vi ⫹ 155 pp. (no index). ISBN and price not indicated. This book is intended for school principals and their assistants, science supervisors, K–12 science teachers, laboratory specialists, custodians, and others, including teachers who might only incidentally teach a laboratory session in any of the sciences in the school curriculum. In the New York City School curriculum, the sciences taught are earth science, biology, physics, and chemistry. There is much to recommend in this book. It is well organized, with general directions for school personnel and specific directions for laboratories in each of the four branches of science identified above and an additional eight pages on the recommended classroom and laboratory environment for students in grades K– 8. There is a good three-page summary of a typical MSDS, and elsewhere a brief discussion on the treatment of chemical spills, which correctly recommends on page 101 a 15-minute water flush for spills on the skin or in the eyes that contradicts an earlier suggestion on page 8.
52
Hazardous waste management is discussed at an appropriate level except for the recommendation to dilute uncontaminated but fairly concentrated solutions of acids and bases to a pH range within 5 to 9 before disposal down the drain. Apparently, no one realized the prodigious volume of water required to bring a few liters of a solution at a pH of, say 13, or 2, to be within the recommended range. There are eight appendices, four of which deal with matters specific to local rules and regulations. The remaining four include excerpts from the old Consumer Product Safety Commission’s “School Science Laboratories” book, on OSHA-regulated substances, on waste disposal, and on the use of human body fluids in biology teaching. However, the treatment of chemical safety is incomplete and erroneous. For example, the introduction states that “with proper technique and vigilance” the thermite reaction can be “executed safely.” Indeed, this is true; but it is also true that very few K–12 science teachers, to say nothing of their science supervisors or school principals know what the “proper technique and vigilance” might be, and further, the likelihood of access to the somewhat elaborate but necessary protective set-up apparatus is even less. Nowhere in the book is there any further discussion of the precautions to be observed if a teacher decides to undertake a thermite demonstration. High school assistant principals are advised on page 8: “If eyewash stations are not available, be sure to have TWO eyewash bottles filled with clean, fresh water in place of each eyewash station, just in case chemicals are splashed into both eyes.” How one is to manage filling the eyewash bottles with fresh water a short time in advance of the need is not described; nor is the limited capacity of eyewash bottles discussed. This reviewer was fascinated by his mental picture of a student with both eyes splashed, hold-
ing an eyewash bottle in each hand, and trying to direct the water spray into each eye and all the while also holding the eyelids well open and rotating the eyeballs up, down and from side to side. Recommendation number 18 to the high school assistant principals advises that an MSDS should be available for each chemical in the building. How this is to be accomplished when, by OSHA regulation, manufacturers themselves have prepared MSDSs only for the chemicals OSHA regulates is not discussed. According to this book, it is OK if K–12 science teachers insert hot glass tubing that has just been fire-polished into rubber stoppers—if they first moisten the stopper hole and tubing with a soap solution or water— using a “gentle twisting motion,” of course. In another section, teachers are advised that tetraphosphorous decoxide is a “visible gas.” And in another place teachers learn that the vapor pressure of sulfuric acid is sufficiently high so that the vapor is harmful if inhaled. In a listing of incompatibilities, chromic acid and glacial acetic acid are described as incompatible, but the incompatibility of sulfuric acid without chromate with glacial acetic acid is not described. (That chromic acid is no longer considered suitable as a cleaning agent for glassware is nowhere addressed.) Phosphorous pentoxide is described as incompatible with water, apparently because of the exothermic reaction when phosphoric acid is formed, but there is no similar exothermic incompatibility ascribed to sodium hydroxide or potassium hydroxide with water, and both of these are known when improperly added to water to have generated enough steam to cause the violent ejection of hot, corrosive alkaline solutions onto nearby victims. Reviewed by Jay Young PII S1074-9098(00)00140-4
Chemical Health & Safety, September/October 2000
Chemistry, Health and Environment
Olov Sterner, Wiley-VCH, Weinheim– New York, 1999, xv ⫹ 345 pp., $89.95 ISBN 3-527-30087-2. In the Preface, the author states, “The intention of the book is to make chemists, chemistry students and anybody working with chemicals, who maybe is or will be responsible for coworkers that handle chemicals, aware of the general relationships between the chemical structure of organic compounds and the effects on health and the environment.” The intent is to explain the toxicity and environmental fate of a wide variety of chemicals, so that reasonable extrapolations might be made to predict the effects of new materials. This soft-bound volume provides a serious introduction and review of general chemistry, organic chemistry, biochemistry, toxicology, and environmental science at a level that is adequate to explain the biological and environmental fates of a wide variety of natural and synthetic organic compounds. On successful completion of this text, the reader should be able to make a reasonable prediction of the metabolites and toxicity of new compounds by extrapolation from the fates of known compounds described herein. This outcome is further promoted by the inclusion of many examples that show how to apply the principles just learned. A brief tour of the 13 chapters is probably the best way to explain the scope of this text. Chapter 1, “Chemicals and Society” provides a brief overview of some typical examples of chemophobia, and concludes with a brief discussion of the concept of “acceptable risk.” The next two chapters provide a detailed survey of organic chemistry in about 50 pages. This section concludes with an excellent discussion of the factors governing much of chemical reactivity. Following, in “The Chemicals of Nature” is a brief introduction to bio-
1074-9098/00/$20.00
chemistry and environmental chemistry. Ensuing chapters, “Toxicological Concepts,” “Uptake, Distribution and Elimination of Chemicals,” “Metabolism of Exogenous Compounds in Mammals—the Principal Conversions,” and “Metabolism of Exogenous Compounds in Mammals” give a wide-ranging discussion of toxicology in its many manifestations. Chapters entitled “Conversion and Transformation in the Environment,” “Toxic Effects of Chemicals,” “The Molecular Basis for Genotoxicity and Carcinogenicity,” and “Environmental Effects of Chemicals” are selfexplanatory. The final chapter, “The Assessment of Organic Structures,” takes the reader on a brief tour of several selected organic compounds and reviews the thought process involved in predicting the likely impact of each compound. The book concludes with a very useful 20-page glossary covering terms from “abiotic” to “zwitterion,” followed by a detailed index of the same size. While the book contains many spelling and other grammatical errors which often slow reading, they do not detract seriously from its overall value. It will probably be of most use to those who are specialists in one or more of the areas covered, who are looking for a convenient introduction to, or a review of, one of the other covered topics. Contrary to Ambrose Bierce’s famous comment from a book review, “The covers of this book are too far apart,” it is truly surprising that so much can be covered so well in the 345 pages of this unique text. It will assume an important position on my bookshelf. Reviewed by George Wahl PII S1074-9098(00)00128-3
The HazCom Training Program
Neil McManus and Gilda Green, Lewis Publishers, Boca Raton, FL, 1999, 139 pp., $ 149.95 ISBN 1-56670-338-7. This package (book and CD-ROM) is designed to provide the materials needed for a complete Hazard Communication training program. The organization of the book clearly demonstrates the authors’ extensive experience as trainers. The book begins with an overview of the HazCom standard and the history of its development (20 pp.). This is followed by a well-written discussion of instructional strategies (22 pp.), focused particularly on the needs of “part-time” instructors who are trying to reach a very diverse group of students, few of whom have a great interest in the material. The authors remind us that we must consider the interest and background of those to be trained, and then tailor the presentation to the audience. After a section on “How People Learn,” suggested methods of motivating learners are given. The authors devote most of the text to a section-by-section analysis of a Material Safety Data Sheet (MSDS). Each section is treated in considerable detail. These pages read like detailed lecture notes, usually providing pertinent examples and simplified drawings illustrating the concepts under study. Each section concludes with several (15–20) well-considered questions and answers. These are intended as devices to involve those being trained in discussions of the material just presented. By itself, the book would be a very valuable asset for anyone planning to train others about the HazCom standard. However, the package also contains a CD-ROM containing PowerPoint illustrations of the material, plus a printable (PDF format), comprehensive, illustrated employee handbook. This removes much of the drudgery of
© Division of Chemical Health and Safety of the American Chemical Society Published by Elsevier Science Inc.
51
preparing training materials, allowing the trainer to spend more time on mastery of the material, and preparing lessons to match the capabilities and needs of the audience to be trained. The package is highly recommended to anyone providing training on the HazCom standard and related areas. It will also serve as a good refresher for those preparing to take one of the several certification examinations. Reviewed by George Wahl PII S1074-9098(00)00139-8
Science Safety Manual: Grades K–12
New York City Board of Education Brooklyn, NY 11201, 1997, vi ⫹ 155 pp. (no index). ISBN and price not indicated. This book is intended for school principals and their assistants, science supervisors, K–12 science teachers, laboratory specialists, custodians, and others, including teachers who might only incidentally teach a laboratory session in any of the sciences in the school curriculum. In the New York City School curriculum, the sciences taught are earth science, biology, physics, and chemistry. There is much to recommend in this book. It is well organized, with general directions for school personnel and specific directions for laboratories in each of the four branches of science identified above and an additional eight pages on the recommended classroom and laboratory environment for students in grades K– 8. There is a good three-page summary of a typical MSDS, and elsewhere a brief discussion on the treatment of chemical spills, which correctly recommends on page 101 a 15-minute water flush for spills on the skin or in the eyes that contradicts an earlier suggestion on page 8.
52
Hazardous waste management is discussed at an appropriate level except for the recommendation to dilute uncontaminated but fairly concentrated solutions of acids and bases to a pH range within 5 to 9 before disposal down the drain. Apparently, no one realized the prodigious volume of water required to bring a few liters of a solution at a pH of, say 13, or 2, to be within the recommended range. There are eight appendices, four of which deal with matters specific to local rules and regulations. The remaining four include excerpts from the old Consumer Product Safety Commission’s “School Science Laboratories” book, on OSHA-regulated substances, on waste disposal, and on the use of human body fluids in biology teaching. However, the treatment of chemical safety is incomplete and erroneous. For example, the introduction states that “with proper technique and vigilance” the thermite reaction can be “executed safely.” Indeed, this is true; but it is also true that very few K–12 science teachers, to say nothing of their science supervisors or school principals know what the “proper technique and vigilance” might be, and further, the likelihood of access to the somewhat elaborate but necessary protective set-up apparatus is even less. Nowhere in the book is there any further discussion of the precautions to be observed if a teacher decides to undertake a thermite demonstration. High school assistant principals are advised on page 8: “If eyewash stations are not available, be sure to have TWO eyewash bottles filled with clean, fresh water in place of each eyewash station, just in case chemicals are splashed into both eyes.” How one is to manage filling the eyewash bottles with fresh water a short time in advance of the need is not described; nor is the limited capacity of eyewash bottles discussed. This reviewer was fascinated by his mental picture of a student with both eyes splashed, hold-
ing an eyewash bottle in each hand, and trying to direct the water spray into each eye and all the while also holding the eyelids well open and rotating the eyeballs up, down and from side to side. Recommendation number 18 to the high school assistant principals advises that an MSDS should be available for each chemical in the building. How this is to be accomplished when, by OSHA regulation, manufacturers themselves have prepared MSDSs only for the chemicals OSHA regulates is not discussed. According to this book, it is OK if K–12 science teachers insert hot glass tubing that has just been fire-polished into rubber stoppers—if they first moisten the stopper hole and tubing with a soap solution or water— using a “gentle twisting motion,” of course. In another section, teachers are advised that tetraphosphorous decoxide is a “visible gas.” And in another place teachers learn that the vapor pressure of sulfuric acid is sufficiently high so that the vapor is harmful if inhaled. In a listing of incompatibilities, chromic acid and glacial acetic acid are described as incompatible, but the incompatibility of sulfuric acid without chromate with glacial acetic acid is not described. (That chromic acid is no longer considered suitable as a cleaning agent for glassware is nowhere addressed.) Phosphorous pentoxide is described as incompatible with water, apparently because of the exothermic reaction when phosphoric acid is formed, but there is no similar exothermic incompatibility ascribed to sodium hydroxide or potassium hydroxide with water, and both of these are known when improperly added to water to have generated enough steam to cause the violent ejection of hot, corrosive alkaline solutions onto nearby victims. Reviewed by Jay Young PII S1074-9098(00)00140-4
Chemical Health & Safety, September/October 2000