The author introduces a simple three-step formula for teaching safety awareness in technology education classes and in industry. The steps are (1) understand the hazard, (2) recognize the defense, and (3) act in time. (CH)

Four questions chemistry teachers should regularly ask are How well informed am I on safety? Do I instruct students about safety in an appropriate manner? How well do I plan for safety? Do I accept my responsibility to supervise personally all laboratory activities? Answers to these questions are provided. (JN)

Discusses a National Research Council report which summarizes what laboratories need to know about Environmental Protection Agency and Department of Transportation regulations that apply to laboratory waste. The report provides guidelines for establishing and operating waste management systems for laboratories and gives specific advice on waste…

Examines reasons why individuals in academic institutions do not feel the same safety-related pressures as individuals in nonacademic institutions. Also lists elements that should be included in any basic safety/health program and describes the steps taken at one college to improve laboratory safety. (JN)

Determined whether improved ventilation and use of "formaldehyde-free" biological specimens could reduce the levels of formaldehyde in air to which students and faculty would be exposed. Both methods were found to be effective in reducing formaldehyde levels in air. (JN)

Topics addressed in this discussion of toxicology and chemical safety include routes of exposure, dose/response relationships, action of toxic substances, and effects of exposure to chemicals. Specific examples are used to illustrate the principles discussed. Suggests prudence in handling any chemicals, whether or not toxicity is known. (JN)

Listed are chemicals commonly used in the science classroom, including restrictions for classroom use. Based on recommendations of the Association for Science Education. Seven categories of restrictions are imposed, and each chemical listed has one or more restriction. When appropriate, an alternative chemical is suggested. (DS)

Presents rationale and guidelines for development of Safety Standard Operating Procedures (Safety SOP) specific for local conditions. Includes an outline of a Safety SOP developed for a department primarily focused on undergraduate education with a wide variety of expertise from common laborer to PhD with 20 years experience. (Author/JN)

Explains how to manage waste after a classroom laboratory experiment which generally has the potential to generate large amounts of waste. Focuses on pollution prevention and the selection processes to eliminate or minimize waste. (YDS)

Reports on the use of a technique that involves students in researching the hazardous properties of chemicals they are about to use. Students include this information in their lab reports focusing on product and company identification and hazards identification. (DDR)

Discusses the changes that schools will have to make to ensure that all lab exercises are done in compliance with the new chemical hygiene law. Two tables are included: (1) Chemical Hygiene Compliance; and (2) Duties of a Chemical Hygiene Officer. (ZWH)

Describes various hazards associated with electricity and electrical usage that can result in fire, explosion, burn, and shock. Presents diverse techniques and methods that one can utilize to protect laboratory personnel from common, yet dangerous, electrical hazards. (Author/JJK)

Explains that mercury is a dangerous substance to use in school science laboratories and gives several examples of mercury poisoning. Lists some precautions that should be taken in case of mercury spillage in the lab. Advocates using non-mercury laboratory equipment and limiting student access to mercury to prevent dangerous situations. (YDS)

Discusses whether it is biologically plausible for an environmental laboratory contaminant to cause fibromyalgia. Presents a study of two populations which indicated that fibromyalgia was occurring at an elevated rate in a building where ventilation was deemed inadequate for laboratory activities. (Author/WRM)

Explores the after-effects on college laboratories of the anthrax mail scare; scientists say the anthrax scare justifies tougher rules on biological agents, but some fear that Congress may go too far. (EV)