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Recommended for Response Support Corps (RSC) staff |
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Maloney-Bill requirement |
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10-Hour OSHA Construction Standard Class
10-Hour OSHA Construction Standard Class, an eight-hour in-classroom course and two-hour Internet Seminar, that focuses on safety and health hazards that may exist during a response. The course covers the most common hazards that exist at a construction site. Participants learn the following:
OSC participants receive an OSHA 10-hour class card after successfully completing the Internet Seminar and all classroom modules. Course Prerequisite: Participants must take the two-hour Internet Seminar before the class at Readiness Training. |
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Accessing and Using the Oil Spill Liability Trust Fund
Accessing and Using the Oil Spill Liability Trust Fund (OSLTF), a 3.5-hour course, provides an OSC a soup-to-nuts instruction on how to access and use the OSLTF when responding to oil spills and conducting oil spill removal actions. This course guides the OSC through a decision-making process by providing instruction on the practical aspects of accessing and using the OSLTF, understanding the broader funding aspects under the Oil Pollution Act (OPA) within EPA and the relationship to the National Pollution Funds Center (NPFC), by highlighting some of the legal and policy considerations that factor into the determination, and concludes with a discussion on meeting requirements identified by the U.S. Department of Justice (DOJ). Highlights of the course include:
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Advanced Hazard Identification and Categorization
Advanced Hazard Identification and Categorization, an eight-hour advanced course, focuses on specific techniques that OSCs can use when they respond to incidents that involve abandoned containers or other materials of unknown composition. Course participants achieve the following objectives:
The instructional methodology for this course includes lecture, case studies, and group exercises. Course Prerequisite: Participants are expected to be proficient at field chemical identification techniques before they enroll in this course. Participation is not recommended for individuals with chemical sensitivities because numerous materials are tested in this course. |
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Air Monitoring at Radiological Emergency Responses
Air Monitoring at Radiological Emergency Responses is a four-hour advanced radiation course. Course participants learn about the following topics:
Course instructors review EPA’s "national buy" radiation survey and air monitoring equipment and discuss potential limitations of the equipment. Instructors present uses of the equipment, including situations in which the equipment should and should not be used. The instructors also review the differences between the radiological equipment and typical chemical air monitoring or sampling equipment. Participants learn strategy and terminology of air monitoring, including how to convert from typical equipment outputs (for example, converting counts per minute [cpm] or disintegrations per minute [dpm]) to the quantities and units of interest in assessing potential health impacts (such as Total Effective Dose Equivalent [TEDE], Committed Effective Dose Equivalent [CEDE], and Effective Dose [ED] all in units of rem [R] or sieverts [Sv]). This section of the course primarily focuses on air monitoring plans and implementation, and the use of plume modeling outputs (for example, Interagency Modeling and Atmospheric Assessment Center [IMAAC]) to develop an effective response strategy and monitoring plan. Instructors also review air monitoring “jargon,” such as annual limits on intake (ALI) and derived air concentrations (DAC), to enable OSCs to communicate more effectively with radiological experts and contractors and manage radiation emergency responses and removal sites. Most importantly, the instructors review the results OSCs can expect and how long it will take to receive data, depending on the type of incident. Finally, the course includes an exercise using preliminary data (provided by the instructors) and air modeling output to develop an air monitoring plan for a fictional site using the "national buy" equipment and other available tools. The course is team taught by representatives of the three EPA Special Teams—the Environmental Response Team (ERT), the National Decontamination Team (NDT), and the Radiological Emergency Response Team (RERT). Course Prerequisite: EPA’s ERT basic course on the national buy radiological equipment and EPA’s basic radiation safety training. |
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Asbestos Site Assessment Training
Asbestos Site Assessment Training, a 3.5-hour introductory course, introduces a framework for assessing asbestos at Superfund sites and provides an overview of the technical and regulatory issues that OSCs must know when assessing exposure at asbestos sites. By taking the course, participants achieve the following objectives:
The instructional methodology for this course includes lecture and case studies. The anticipated break out is: 2.5 hours for the asbestos framework PowerPoint presentation, which includes case studies; 30 to 60 minutes for overview of sampling equipment (such as pumps, filters, and stationary monitors). A notebook of training materials is provided. The target audience for this course is any OSC who may be called on to evaluate asbestos sites. |
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Be Prepared: Know What to Say and How to Say It
Be Prepared: Know What to Say and How to Say It, an eight-hour course, is a media and spokesperson training workshop for EPA OSCs. What you say and how you say it are critical to getting information out to the news media, community groups, the public, and other organizations. The course is designed to give participants the confidence they need to explain their work and talk about tough issues. Participants learn the following:
This highly interactive course features customized scenarios relevant to each participant’s programs or projects; one-on-one videotaped sessions with professional interviewers; a group training exercise; and case studies that demonstrate how to succeed during interviews. Each participant receives a media and spokesperson training manual at the conclusion of the course. Each course is limited to 12 participants who must commit to attend the workshop at the 2009 OSC Readiness Training; therefore, EPA OSCs receive priority during the registration process. Participants will need to forward information about their jobs and projects to the trainer three weeks before of the workshop. (A reminder e-mail will be sent to each participant). |
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Case Studies
Case Studies describe sites where OSCs have worked. Presentations are fast-paced and incorporate audience interaction. This course is of great value to new OSCs as well as those with substantial experience. For 2009, this session features the following case studies:
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Characterization and Remediation of Chlorinated Solvents Sites
Characterization and Remediation of Chlorinated Solvent Sites, a 3.5-hour course, provides OSCs with an overview of the latest investigation and remediation tools from experienced OSCs who have successfully implemented them in the field. Managing chlorinated solvent sites (contaminated by chlorinated volatile organic compounds [CVOCs]) presents specific challenges for investigators and remediation experts. The physical properties and recalcitrant nature of these compounds often result in widespread contamination that can be difficult to find and remediate. Pools of dense nonaqueous phase liquids (DNAPL) in the subsurface can become long-term sources for plumes of dissolved contaminants at many contamination sites. This course focuses on CVOCs in their three commonly found phases or media: vadose soil; source areas in ground water (nonaqueous phase liquid [NAPL]); and in the dissolved phase in ground water. The first part of the course will review site characterization methods, including innovative tools. Geophysical methods—ones that go beyond commonly used soil, soil-gas, and ground water sampling, such as ground-penetrating radar, seismic refraction, and other innovative geophysical tools and methods—can play an essential role in locating low areas in bedrock where DNAPL pools may exist. The second part of the course reviews recent advances in remediation technologies that provide more options for OSCs to manage sites. Technologies such as excavation, soil vapor extraction, in situ chemical oxidation, bioremediation, and zero valence iron have all been used successfully at CVOC sites. Practical use of these technologies are presented using case studies. |
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Data Management: Field to Central Storage
Data Management: Field to Central Storage, an eight-hour course for all levels, focuses on managing site data, including storing and sharing data centrally while managing data locally. This course presents tools recommended by the OSC Task Force’s Information Technology (IT) Forum in support of the National Approach to Response (NAR) priority for Incident and Data Management. By taking the course, participants accomplish the following objectives:
The course includes lecture and group exercises. The target audience is OSCs at all levels of experience since much of this software is new and improved. |
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Debris Management Issues During a Natural Disaster
Debris Management Issues During a Natural Disaster, an eight-hour course discusses the debris-related roles of Emergency Support Function-3 (ESF-3) and ESF-10: the division of responsibilities and coordination between the two ESFs during natural disaster and contaminated debris responses. The course includes case studies from U.S. Army Corps of Engineers (USACE) on their World Trade Center (WTC) response and the Region 7 Iowa Flood response. Discussion on the applicability of the National Emissions Standards for Hazardous Air Pollutants (NESHAP) regulations to debris management activities is a part of the course. |
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Deploying and Managing GIS for Emergency Response
Deploying and Managing Geographic Information System (GIS) for Emergency Response, a four-hour course, teaches participants techniques for using GIS information effectively during a response. This is not a hands-on course in how to use GIS; rather it is designed to prepare OSCs for their responsibilities to provide geospatial information and technology to any size response. Specifically, the course outlines the roles and responsibilities for assembling the necessary GIS personnel, infrastructure, data, products, and processes during a response. The course contains information on EPA geospatial resources and EPA geospatial tools and provides examples of geospatial data and products from previous EPA responses and drills. It also provides guidelines and requirements for deploying geospatial resources. Using real examples, the course compares and contrasts the use of GIS in different situations: in the field, in a large incident command post, and in regional and Headquarters emergency operations centers. As mapping and GIS become more mainstream, an OSC can take advantage of the power of GIS for an emergency response and site work with this customized course. This course is team taught by GIS analysts and an EPA OSC. |
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Effective Community Involvement During Removals and Emergency Responses
Effective Community Involvement During Removals and Emergency Responses, an eight-hour course, engages participants using simulated removal scenarios to design approaches and solutions to a variety of community involvement challenges. . . . EPA tests for dangerous vapor inside homes. . . . Mercury spill contaminates school and kids. . . . EPA tests buried drums near local playground. . . . Excavation begins in residential yard. . . . . Any of these headlines sound familiar? Whether you're a seasoned OSC or just learning the ropes, one of the most important aspects of your job is communicating your work to the public. In this dynamic and interactive workshop, you study the following topics:
During role-playing scenarios, participants may be asked to handle a difficult person, or prepare for a TV interview, or manage a public meeting, then present their experience to the class. This course helps you prepare for the real-life version that all OSCs encounter during their careers. Time allowing, there is also an "advice session" during the workshop to share ideas and offer solutions to real life community involvement challenges. |
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Emergency Responder Health and Safety Manual
Emergency Responder Health and Safety Manual, a four-hour course, addresses the need for a national health and safety program at EPA. As underscored by the responses to 9/11, the anthrax attacks, and the Columbia Shuttle incident, there is a need for a national EPA approach to critical emergency response operations. The course introduces a still relatively-new tool designed to ensure that EPA’s regional offices have nationally consistent and effective health and safety programs and that OSCs have the information, contacts, and support infrastructure they need to produce and implement comprehensive, effective, and legally compliant safety plans for incidents of any type and size in any EPA region. The course reviews all chapters of the manual that have been completed to date, along with a problem-solving demonstration of the searchable Web-based version of the manual. Students can “test drive” the manual’s design features, which allow it to be used effectively to answer small questions quickly or to link to source documents for comprehensive research. (Whether you have 2 minutes, 2 hours, or 2 days, this manual is particularly useful.) The course includes lecture and interactive group discussion with demonstrations and exercises interspersed throughout, including opportunities to use a working version of the online manual to solve practical problems. |
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Emerging Issues About Bio-Fuels Under EPA's Emergency Response Program
Emerging Issues About Biofuels Under EPA’s Emergency Response Program, a four-hour course, provides an overview of some of the issues OSCs may face when planning responses for biofuels discharges, particularly biodiesel or fuel ethanol blends. Congress recently passed legislation mandating increased usage of transportation-related biofuels. These mandates coupled with recent fluctuations in petroleum prices have prompted a phenomenal growth in biofuel refining and distribution facilities. Growth in the development of biofuels, particularly biodiesel and ethanol, is raising a number of questions about oil spill prevention, preparedness, and response. The refining and distribution infrastructure used for renewable fuels may have both similarities and differences from those used for conventional petroleum fuels. Consequently, expansion of the biofuel sector may require new or modified response capabilities. While the attention has so far been focused primarily on some of the environmental benefits of expanding use of renewable fuels, there also needs to be greater clarity on how existing spill response capabilities apply to these fuels. This course summarizes how recent energy legislation is driving biofuel production and distribution. It also discusses the relationship between biofuels and conventional fuels, focusing specifically on those issues important to OSCs such as emergency response strategies for biofuel discharges. Finally, the course discusses case studies on real world response situations involving biofuel releases. |
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EPA Protective Action Guides for Radiation, What OSCs Need to Know
EPA Protective Action Guides for Radiation, What OSCs Need to Know, a four-hour course, provides a basic primer on how the Protective Action Guides (PAG) Manual is used and how incident-specific numeric values can be found in the Manual or calculated independently. The PAG Manual is a key radiological incident planning and response tool for emergency management officials at the federal, state, tribal, and local levels. Although the EPA’s Manual of Protective Action Guides and Protective Actions for Nuclear Incidents (PAG) are used primarily by state radiation programs, many of our emergency response colleagues assume that when they see an EPA person, they are looking at a PAGs expert! This course is taught by two true experts. The course also provides in-depth information on the draft revision of the PAG Manual, which provides several key updates and additions to the existing guidance including:
This workshop is designed for EPA OSCs and radiation support people. Be conversant in the EPA PAGs terminology, limitations, and key actions to protect the public because you never know when a radiation incident will happen. |
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ESF-10 - From No Mission to Mission
Emergency Support Function (ESF)-10—From No Mission to Mission is a 3.5-hour course designed for OSCs who are not experienced in working under the Stafford Act process (and for those who still have questions about it). The Road to Mission Assignments is paved with good intentions, but you can’t spend what you don’t have. Never has this statement been truer than when addressing disasters, Stafford Act funding, and Federal Emergency Management Agency (FEMA) operations. By taking the course, participants gain insights into the following:
Through presentations and question and answer sessions, OSCs and other participants should gain additional knowledge to assist in their work during a disaster. We learned that OSCs who responded to Hurricanes Katrina and Rita were better prepared to do their jobs when they understood the basics of the funding process. In addition, the ESF-10 lead at the Joint Field Office will appreciate that you are familiar with this process. |
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Field Documentation for the RSC
Field Documentation for the RSC, a four-hour course, focuses on the documentation requirements for Response Support Corps (RSC) members when they respond to a regional or national emergency. The training addresses the following topics:
The training includes case studies to enhance the information presented. The target audience for this course is RSC members who need information on the documentation requirements during regional and national emergency responses. |
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From the Site to the Courtroom: Preparing for Trial
From the Site to the Courtroom: Preparing for Trial, a four-hour interactive course, challenges experienced OSCs and teaches newer OSCs to think about the long-term legal ramifications of decisions and issues that arise at emergency responses and removal sites. It is probable that every OSC’s work will eventually be scrutinized in a legal setting. Our team of experienced OSCs and EPA and U.S. Department of Justice (DOJ) attorneys helps prepare OSCs to successfully perform their multiple roles and responsibilities, while introducing them to the life-cycle and realities of the litigation process. Topics include:
The course includes case studies, simulations, and lectures presented by OSCs and attorneys who have worked through the entire litigation process and can share their lessons learned to help OSCs prepare for their first—or next—case. |
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Getting the Job Done: A Workshop on Acquisition and Emergency Response Contract Management
Getting the Job Done: A Workshop on Acquisition and Emergency Response Contract Management is a four-hour intermediate-level course that focuses on procurement issues relevant to OSCs and others working in the emergency response community. By attending this course, participants learn the importance of contract management in emergency responses and removals. Topics covered are from the OSC Tool Box, and the instructors incorporate examples and scenarios to illustrate uses of these techniques. In addition, instructors engage participants in interactive discussion of new tools and resources used in EPA’s Regional offices. Warranted OSCs will receive 4 hours of training toward the continuing contracting education requirements of the Clinger-Cohen Act (the Maloney Bill requirement). |
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Greening Response Actions
Greening Response Actions, a four-hour course, introduces OSCs to the key technical, policy, and application aspects of incorporating sustainable strategies into a response action. Sustainable cleanups consider the environmental effects of a response strategy early in the process and incorporate options to maximize the net environmental benefit of the cleanup action. Sustainable cleanup practices place a greater emphasis on considering a project’s energy requirements, air emissions, water consumption, impacts on land and ecosystems, material consumption and waste generation, and impacts on the long-term stewardship of a site. By taking the course, participants achieve the following objectives:
This course includes lecture and case studies that show real-world examples of OSCs using sustainable cleanup practices. The target audience for this course is all OSCs who would like to learn how to integrate green technologies and best management approaches into response actions. |
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HazMat IQ
HazMat IQ, an eight-hour training course, teaches participants how to use the HazMat IQ system. The HazMat IQ system was developed by a group of firefighting professionals with more than 50 years of experience in hazardous materials management. The instructors are the developers of the HazMat IQ system, and their presentation style is extremely engaging and lively. This course is recommended for response OSCs of all levels of experience—especially those who desire a unique field chemistry refresher and an in-depth review of the National Institute for Occupational Safety and Health (NIOSH) guide. HazMat IQ is a response tool that incorporates a series of easy-to-understand job aids called “Smart Charts.” These charts enable responders to quickly assess risk and decide how best to mitigate an incident, based primarily on chemical names and associated chemical properties. This system coaches responders through the process that virtually eliminates information overload. HazMat IQ has the session on using the Four Step System. The system incorporates the following:
Course participants review the HazMat IQ system in conjunction with the periodic table and the NIOSH guide. Participants receive laminated copies of the “Smart Charts” for field use. Course size is limited; therefore, EPA OSCs receive priority during the registration process. |
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How to Be Nice and Play Well With Others in the Contracts Environment
How to Be Nice and Play Well with Others in the Contracts Environment, a four-hour course, is an analogical, role-playing course focused on contract and site management. During the course, participants play various roles on teams to fulfill individual and team goals. The roles correlate to those at a typical site, such as OSCs, the Superfund Technical Assessment and Response Team (START) members, the Emergency and Rapid Response Service (ERRS) response managers, and others. Although some good-natured competition among the teams is likely, the objective of the exercise is to reach the goal within the time frame of the course. The participants work through the process of gaining approval (the Action Memorandum), tasking the contractor, providing oversight and approving work, documenting costs, addressing applicable or relevant and appropriate requirements (ARAR), and more—with all these steps assessed from the perspectives of different roles and goals. Participants in this course who are warranted OSCs and contracting officer’s technical representatives (COTR) will receive 4 hours of training toward the contract training requirements of the Clinger-Cohen Act (Maloney Bill). |
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Inland In-Situ Burning of Oil Spills
Inland In-Situ Burning of Oil Spills is a four-hour advanced course that introduces the scientific approach to inland in-situ burning (ISB) of oil spills. As an alternative countermeasure for oil spill response, ISB is not the answer for all inland oil spills. The course provides OSCs with valuable resources that highlight educated decision-making for in-situ burning. Topics in the course include the following:
Featured case studies include: (1) a post-Hurricane Katrina in-situ burn in an intermediate marsh in Empire, Louisiana and (2) an in-situ burn in Cohasset, Minnesota. |
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Introduction to CERCLA 103, EPCRA, and CAA 112(r)
Introduction to CERCLA 103, EPCRA, and CAA 112(r) is a 3.5-hour basic course focusing on regulatory and legislative requirements related to emergency notification for hazardous chemical releases, community emergency planning, and chemical accident prevention. The course provides an overview in the requirements of section 103 of the Comprehensive Environmental Response, Compensation, and Liabilities Act (CERCLA), the Emergency Planning and Community Right-to-Know Act (EPCRA), and section 112(r) (the EPA Risk Management Program and Clean Air Act General Duty Clause) of the Clean Air Act (CAA). By taking the course, participants achieve the following objectives:
This course includes lecture and a class exercise. The target audiences for this course are OSCs who participate in enforcement of CERCLA section 103, EPCRA, or CAA section 112(r), and OSCs who may become involved in federal, regional, state, or local chemical emergency prevention, planning, or response activities. |
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Knowing and Using the National Contingency Plan
Knowing and Using the National Contingency Plan, a four-hour course, is designed to help OSCs understand their authorities under the National Oil and Hazardous Substances Pollution Contingency Plan (NCP) during removal actions, and especially during emergency response actions. This course also informs OSCs how to conduct themselves within state and local incident command structures. The course focuses on legal duties and responsibilities of OSCs through presentations and interactive exercises. Topics include the National Response System (NRS), operational implementation of the NCP, and legal questions related to directions provided by OSCs during a response action. This year’s course includes a discussion of the Palermo Wellfield case, focusing on the judicial ruling on the administrative record for the site and the associated lessons learned. |
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Knowing and Working Within the REOC
Knowing and Working Within the Regional Emergency Operations Center (REOC), a four-hour course, focuses on how and when Response Support Corps (RSC) members provide support outside of the “hot zone.” After taking this course, participants can:
This course includes lecture, exercises, and scenarios. The target audience for this course is RSC members. OSCs with more than one year experience are not well suited to this course. |
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Leadership: Attitude, Function, and Style (Leadership Development for OSCs)
Leadership: Attitude, Function, and Style (Leadership Development for OSCs), an eight-hour course, had been offered at Readiness in the past, helps participants see how personal preferences influence their leadership style and provides them with tools to effectively motivate others and use their strengths to their advantage. The course combines fast-paced interactive discussions, small group activities, practical application exercises, and self-assessment tools to clarify participants' strengths and indicate areas for further professional development. A final exercise allows participants to consolidate their insights from the course by applying them to a case study based on a real emergency response situation. While participating in the class, attendees accomplish the following:
Course Prerequisite: In order to effectively take this class, participants will need to complete two questionnaires approximately three weeks before the class. They will be objectively and confidentially scored. At the conclusion of the course, the scores will be provided to you with explanatory materials. Important note: scores are kept confidential by the lead instructor. The course is limited to 25 participants and EPA OSCs will be given priority during the registration process. |
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Mercury Response
Mercury Response, a four-hour course, provides insight into addressing issues related to sites contaminated with mercury: regulations, response, monitoring, health concerns, toxicology, and cleanup. The course focuses primarily on complex residential contamination sites. Participants receive a detailed guidebook and checklist that will assist them through all phases of a cleanup at a residential site contaminated with mercury, from initial notification through final restoration. The course presents a number of case studies and multi-media demonstrations that document the complexities of issues associated with mercury cleanups, and difficulties OSCs have encountered and successes they have achieved. Additionally, the course offers guidance and an example on how to craft a mercury outreach program to better educate responders, health professionals, and the public. |
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Number Crunching for OSCs
Number Crunching for OSCs, a four-hour introductory course, is targeted at OSCs who would like to apply practical math or statistical-based analysis into site decision-making. The course demystifies and simplifies some useful analytical tools and thought-processes using hands-on individual problem-solving. The course is intended to be thought-provoking and challenge some old assumptions. Areas covered include:
The course employs individual participant exercises, lecture, and discussion. Exercises are drawn from real-life examples and case studies. The target audience for this course is OSCs with less than five years experience. |
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Oil Field Removal Actions
Oilfield Removal Actions, a four-hour course, is geared to personnel of all levels of experience and emphasizes complex topics and issues relevant to senior OSCs. Participants learn about federal removal response activities at abandoned oil production facilities, and by taking this course achieve the following objectives:
The course is taught by senior OSCs with a great deal of experience in performing oilfield removal actions. The instructional methodology for this course includes lecture and case studies. |
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Oil Spill Response Drills and Exercises under the Facility Response Plan Regulation
Oil Spill Response Drills and Exercises under the Facility Response Plan (FRP) Regulation: The FRP regulation (40 CFR Part 112, Subpart D) applies to facilities that have the potential to cause substantial harm to the environment by discharging oil to navigable waters or adjoining shorelines; facilities are required to prepare plans to respond to a worst-case discharge of oil. There are currently about 4,280 FRP plan holders nationwide, representing a wide range of facility types, including petroleum storage terminals, refineries, electric utility plants, manufacturing plants, and oil production facilities. FRP planholders must ensure that resources are available, either by contract or other means, to respond to a small, medium, and worst-case discharge of oil. They also must implement a program of facility response training and a drill and exercise program following the National Preparedness for Response Exercise Program (PREP) guidelines or an equivalent program. EPA verifies preparedness through government-initiated unannounced exercises (GIUE). This 3.5-hour course covers:
This course is targeted to OSCs who may lead GIUEs at FRP facilities or, more generally, are interested in evaluating and improving facility oil spill planning and preparedness. Although FRP rule requirements are briefly summarized, participants should be familiar with the Oil Pollution Prevention regulation at 40 CFR Part 112 before they enroll in this course. |
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Operations for the Non-Ops
Operations for the Non-Ops, a four-hour course, developed specifically for Response Support Corps (RSC) members whose primary function during a response is in Incident Command positions other than the Operations Section. By taking the course, participants achieve the following objectives:
This course includes lecture, case studies, group activities, and demonstrations. The target audience for this course is RSC members. |
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People, Relationships, and Interaction within Incident Management
People, Relationships, and Interaction within Incident Management is an eight-hour interactive, participant-centered course that enables OSCs and Response Support Corps (RSC) members to succeed during responses by practicing effective communication, teamwork, interpersonal skills, and leadership. Course participants learn how to communicate more effectively with team members with different personality types. They develop the skills to lead so that others will follow, and learn to manage people and conflicts with greater competence during demanding and stressful situations. The course is taught by a team of instructors using group activities, lectures, and exercises. The audience for this course is new and experienced OSCs and RSC members. |
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Perception of Risk
Perception of Risk, a four-hour course, investigates how and why individuals and groups perceive risk in different ways. Why is nuclear power ranked number one as a risk by the League of Women Voters and college students but ranked 20th by experts? Perception of Risk discusses how different people perceive risk, taking into account whether the risks are controllable or uncontrollable, if they are voluntary or involuntary, if the effect is immediate or delayed, and many other scenarios. By understanding the issues that individuals take into account when perceiving risks, EPA staff can better understand the perception of risk by the public, and reduce the frustration of communicating with various stakeholders. Perception of Risk looks at different factors (such as perceptual, psychological, and social perspectives) that are important when understanding risk related to decisions, processes, and outcomes. Participants are introduced to principles about the role of perception in risk-based decisions and the influence that interest groups, the media, and public opinion have in this domain. This course examines individual, social, and cultural factors influencing the public’s perception and management of risks. Instructors present case studies to demonstrate real-world examples of risk-related controversies. Course participants achieve the following objectives:
This course provides you with insight on the following topics:
This course includes lecture, case studies, and group exercises. The target audience for this course are OSCs at any experience level and anyone assessing risk or communicating risk to the public. |
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PRP Response Workshop
PRP Response Workshop, a four-hour course, provides practical information and guidance for effectively overseeing potentially responsible party (PRP) removal actions under the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) and the Oil Pollution Act (OPA). Using real-world case studies and OSC experiences, participants learn the following subjects:
After completing this course, participants can identify practical steps to take to plan more effectively for and oversee PRP-lead removal actions. This workshop is intended for new and more experienced OSCs who have not had the opportunity to manage a PRP response. |
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Resource Ordering and Tracking Process in an ICS Structure
Resource Ordering and Tracking Process in an ICS Structure, a four-hour course, teaches new EPA processes and flowcharts that any Incident Management Team (IMT) member will use to order resources. It also covers the tracking process. By taking the course, participants achieve the following objectives:
The course includes lecture, case studies, and individual and group exercises. The target audience for this course is OSCs and Response Support Corps (RSC) members who have been assigned to a regional IMT in any position. It is applicable to those assigned to Logistics, Finance, and Resources. Participants in this course who are warranted OSCs and contracting officer’s technical representatives (COTR) will receive 4 hours of training toward the contract training requirements of the Clinger-Cohen Act (Maloney Bill). Incident Command Systems (ICS) 100, 200, and 300 are required prerequisites for this course. |
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Response Contracts Basics
Response Contracts Basics Workshop is a 3.5-hour course intended for members of the Response Support Corps (RSC) and new OSCs that may be mobilized to support the response to a major incident but have not yet received other contracts training. The objective of the course is to provide participants with basic information about various response contracts. The course covers the following topics:
After participants have completed this course, they can interact more effectively with EPA’s response contractors when mobilized to a major incident. This course is recommended for RSC staff. OSCs with more than 1 year of experience or with less than 1 year of experience and who have taken other contracts training, such as the CERCLA Education Center’s OSC Warrant Authority, should not take this course. Participants in this course who are warranted OSCs and contracting officer’s technical representatives (COTR) will receive 4 hours of training toward the contract training requirements of the Clinger-Cohen Act (Maloney Bill). |
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RSC Case Studies
RSC Case Studies is a 3.5-hour course designed for Response Support Corps (RSC) members. RSC members serve as course instructors and discuss their own regional and national emergency response and exercise event deployments in a case study type format. The course engages the audience in discussions of the presented case studies.
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Simple Ways to Better Presentations--It's Not that Hard!
Simple Ways to Better Presentations—It’s Not that Hard!, a four-hour course, teaches participants how to make better presentations to the public, their peers, or management. This course is designed for OSCs, Response Support Corps (RSC) members, or others who speak on emergency responses, removal site updates, regulatory improvements, and other important topics, in front of varying audiences. Objectives for the course include:
During the course, participants will learn seven steps to better presentations, including:
The course includes lecture, case studies, and group exercises. After making over 500 presentations and sitting through a few hundred, it is clear that anyone expected to make a presentation can always use a few pointers on how to make their presentations better. |
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Systematic Method for Identifying Gases
Systematic Method for Identifying Gases, a 3.5-hour course, teaches a methodology for identifying unknown gases. The course teaches common equipment used on a hazardous materials response, including photoionization detectors (PID), flame ionization detectors (FID), oxygen (O2) meters, and colormetric tubes. Using the right equipment and a logical decision tree, responders should be able to determine the gas or the category of gas. EPA often receives reports about a smell at a mall or office building that is making people sick. Other situations might involve abandoned cylinders on the side of a road. It is all too common for a Superfund Technical Assessment and Response Team (START) contractor or EPA OSC to use Draeger tubes without a systematic approach and never identify the gas. A better, systematic method begins broadly and eliminates categories of gases, then attempts to define the class and eventually the gas itself. Participants using the approach taught in this course can reduce time, eliminate unneeded tests, and improve their chances of identifying the gas. |
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Tailored and Streamlined... the 2008 SPCC Rule Amendments
Tailored and Streamlined … the 2008 SPCC Rule Amendments is a four-hour course geared to personnel involved in Spill Prevention, Control and Countermeasure (SPCC) rule inspections or who provide outreach related to the SPCC rule. The SPCC rule (Title 40 Code of Federal Regulations [CFR] part 112) has been a controversial regulation, the focus of significant public comment, and the subject of several revisions and compliance date extensions. It was recently revised in December 2006, and now has been amended again in fall 2008 to increase clarity, to tailor requirements to particular industry sectors, and to streamline certain requirements. These changes dramatically alter both the type and content of SPCC Plans developed in accordance with 40 CFR part 112 and what OSCs will see in the field during SPCC inspections. By taking this course, participants achieve the following objectives:
The course is taught by technical staff from EPA’s Office of Emergency Management who drafted the final rule action. The instructional methodology for this course includes lecture and case scenarios for group analysis. The target audience for this course is OSCs, SPCC inspectors, and other staff who need to understand the 2008 SPCC rule amendments and how they relate to implementation. |
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Toxicology for OSCs: When you want to know more than "Just give me the number!"
Toxicology for OSCs: When You Want to Know More Than "Just Give Me the Number!" Few, if any, courses offered at Readiness over the years have addressed health criteria, screening and action levels, and similar health-focused issues as stand-alone topics. However, many OSC actions are guided by the expertise of toxicological support personnel who provide evaluations of the health threat factors found in Section 300.415 of the National Oil and Hazardous Substances Pollution Contingency Plan (NCP). This four-hour course is recommended for OSCs and others who want to learn how health evaluation results are derived and interpreted to make risk management decisions that protect human health. Through case studies presented by an EPA OSC and additional materials presented by representatives from the Agency for Toxic Substances and Disease Registry (ATSDR) and EPA toxicologists and health professionals, the course is instructed in a practical manner, with emphasis on real-life situations and interactions to support discussions on toxicological principles and health criteria development. The course covers the following topics:
An emergency response case study highlights EPA and ATSDR interactions and focuses on how health screening values were used to make health-protective decisions. A second case study features a long-term removal action that emphasizes the value of frequent coordination among the EPA OSC, the ATSDR, and EPA toxicologists. The second case study also emphasizes differences in focus among the players, potential areas of conflict and opportunities for collaboration, and how the OSC can best use information from ATSDR and EPA toxicological support personnel. (Note: Participants should be aware that there are regional differences in how ATSDR and EPA toxicologists work within the two removal programs. This course focuses on approaches in EPA regions 3 and 5.) |
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Twenty-Four
Twenty-Four propels the audience into the heart of EPA’s emergency response program using real life, ground level, thought-provoking lessons learned from OSCs across the nation. The primary focus of Twenty-Four emphasizes the personal element of an OSC’s job using real-life OSC experiences and responses, including many from the instructor team and from the audience. The instructors introduce and discuss an array of emergency responses, while emphasizing decision-making, leadership, and interpersonal lessons learned that enhance the OSC team, rather than on the technical aspects of each site. The instructors challenge participants to think “on their feet” as the course unfolds using a team approach and a classroom atmosphere that encourages discussion and lively debate. Although the course concentrates on the critical first 24 hours of an emergency response, numerous examples are used from other long-term events to illustrate subjects and engage participants. Twenty-Four uses multi-faceted media and video, news clips, mini-case studies, team exercises, OSC interviews, discussion, and humor to enhance the classroom experience. This four-hour course is designed primarily for new OSCs, community involvement coordinators, and Response Support Corps personnel; however, senior OSCs and EPA Headquarters staff are encouraged to attend to add valuable dialogue to the debate, discussion, and lessons learned. |
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Vapor Intrusion Site Issues
Vapor Intrusion Issues and Sites, a four-hour course, teaches techniques for addressing sites that have vapor intrusion issues originating from contaminated ground water or soils. The migration and accumulation of chemical vapors in an indoor environment may pose a significant risk to human health. The course will include the following topics:
The course includes lectures, case studies, and question and answer sessions. |
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You Mean There is More than Superfund ... ? Basics of Environmental Statutes
You Mean There is More than Superfund…? Basics of Environmental Statutes, an eight-hour course, provides a basic history and describes the major provisions of EPA statutes, such as the Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA), the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA), the Emergency Planning and Community Right-to-Know Act (EPCRA), the Safe Drinking Water Act (SDWA), and the Toxic Substances Control Act (TSCA). Students learn how statutes and regulations are developed. The course provides an overview of U.S. environmental regulations that have been created to control, manage, or modify our activities and the effects of these regulations on the health of human beings and the natural environment. Additionally, the course covers the history of environmental laws, the origins of EPA, and the history of the removal program. This course is of great value to all OSCs who need to understand how environmental statutes, regulations, and policies are formulated and implemented. |