i FORMING THE COMPETENCY BASED EDUCATION MODULES FOR CHEMICAL ACCIDENT ...

592 Pages·2017·6.59 MB·Turkish

FORMING THE COMPETENCY BASED EDUCATION MODULES FOR
CHEMICAL ACCIDENT PREVENTION, PREPAREDNESS AND RESPONSE

2015 - 2017

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REPUBLIC OF TURKEY
Minister for EU Affairs
Turkish National Agency

FORMING THE COMPETENCY BASED EDUCATION MODULES FOR
CHEMICAL ACCIDENT PREVENTION, PREPAREDNESS AND RESPONSE

THE PROJECT NUMBER: 2015-1-TR01-KA202-021323

CO-FUNDED BY THE ERASMUS+ PROGRAMME OF
THE EUROPEAN UNION
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Forming the Competency Based Education Modules for Chemical Accident
Prevention, Preparedness and Response

“Funded by the Erasmus+ Program of the European Union. However, European
Commission and Turkish National Agency cannot be held responsible for any use
which may be made of the information contained therein”

“By showing the source, partly or completely can be quoted”

© November 2017
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The Authors
Gazanfer ERBAY, Ph.D. (Project General Coordinator)
Ana ROCHA (Researcher in the Project) *
Bora BALUN (Researcher in the Project)
Fatma Serap GÜLEC (Researcher in the Project)
Ilhan ATTAR (Researcher in the Project)
Iñigo Marañón ROMERO (Researcher in the Project)
Kalle RAJANTIE (Researcher in the Project)
Marta COELHO (Researcher in the Project)
Muge CEBECI (Researcher in the Project)
Nurettin ELTUGRAL, Ph.D. (Researcher in the Project)
Sakari HALMEMIES (Researcher in the Project)
Yasin KANBUR, Ph.D. (Researcher in the Project)

Karabuk AFAD
Disaster & Emergency Directorate, Karabuk/Turkey
Tel: [phone]
Fax: [phone]
www.chemippr.org
www.karabuk.afad.gov.tr

* The authors given with alphabetic order.
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PREFACE
With rapid growth in modern technologies is increasing use of chemical
substances within industry and trade. It is estimated that a large number of people could
endanger life in a possible accident resulting from the use of these substances. This
situation, under technological disasters can bring risks in terms of countries. At the
same time, managing the resulting risk requires a serious approach and expertise.
In order to be successful in the search and rescue works in chemical disasters, it is
necessary to use modern instruments in parallel with the modern technological
advancements, to carry out these works in a planned and coordinated way using well
trained professional search and rescue teams, to improve the efficiency of the
institutions of vocational education and to increase the cooperation among universities,
SMEs, companies, research and development centres and other stakeholders.
We can summarize general information of the project prepared in this frame as
follows.
Name of the project is "Forming The Competency Based Education Modules for
Chemical Accident Prevention, Preparedness and Response". The project is the Ministry
of the European Union, the European Union Education and Youth Programs Center,
Erasmus + Programme Home Action 2 within the scope of Vocational Training
Strategic Partnership. It was adopted with the Project Number 2015-1-TR01- KA202-
021323 on 2015.
Main actor in the project is Karabuk Disaster and Emergency Directorate. The
project partners are KARDEMİR Co., Karabuk University, HAMK University, LAMK
University, Previform Lda and Tesicnor Lda. All partners are working as a specialist in
their fields.
Main activity of the project is the strategic partnership. At the project, it is aimed
at better quality education and innovative practices that can lead to institutional
modernization. In addition, it is aimed to transfer, apply, test and disseminate the field
knowledge / skills and abilities by bringing together related institutions / organizations.
In particular, the aim of the project is to create a new profile and develop a Training
Modules for professionals working specific sectors such as Security, Health,
Emergency, Crisis Management Search and Rescue.

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ACKNOWLEDGEMENTS
The authors would like to thanks their institutions, Karabuk Provincial Disaster
and Emergency Directorate, Lahti University, Hame University, Kardemir Co, Karabuk
University, Previform Lda, Tesicnor. They also express their special appreciation to
European Commission, for funding the Erasmus KA2 Project (2015-1-TR01-KA202-
021323KA202).

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TABLE OF CONTENTS
Page
PREFACE v
ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS vii
LIST OF SYMBOLS viii
LIST OF ABBREVIATIONS ix
LIST OF FIGURES xi
LIST OF TABLES xviii
LIST OF PHOTOGRAPHS xxiv
LIST OF TERMS xxvi
CHAPTER 1 1
1. RISK MANAGEMENT 1
1.1. Introduction 1
1.1.1. Objective of the course 1
1.1.2. Identification of the course 1
1.1.3. Outcomes of the course 1
1.2. Risk management 2
1.3. Risk assessment 4
1.3.1. Risk analysis 4
1.3.1.1. Rsk identification 4
A. Hazard identification – HAZID 6
B. Preliminary hazards analysis (PHA) 8
C. FMEA failure mode and effect analysis and event/fault tree analysis 9
D. Hazard and operability methodology (HAZOP) 9
1.3.2. Risk estimation 13
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1.3.2.1. Scenario list 15
1.3.2.2. Identification of dangerous phenomenon associated to the critical event
and its physical effects 16
1.3.2.3. Frequency of the critical events and associated phenomenon 21
1.3.2.4. Frequency modifiers 22
1.3.2.5. Consequence modelling of dangerous phenomenon 23
1.3.2.6. Vulnerability modelling and criteria 26
1.3.2.7. Outcomes of risk estimation: Individual and societal risk 28
A. Individual risk 29
B. Societal risk 30
1.4. Risk evaluation 31
1.5. Risk treatment 32
Exercises questions for chapter 1 (Risk management) 37
Answers for chapter 1 (Risk management) 43
CHAPTER 2 44
2. LEGISLATION 44
2.1. Classification 44
2.1.1. General 44
2.1.1.1. Course ojectives/identification 44
2.1.1.2. Course outcomes 44
2.1.1.3. Classification 44
2.1.1.4. Operation (how it is used) 44
2.1.1.5. Pros. and Cons. 45
A. Pros. 45
B. Cons. 45
2.1.2 Definition of hazardous materials 45
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2.1.3. Amount of chemicals 45
2.1.4. Classification of hazardous materials according to chemical law 45
2.1.5. ADR Classes of hazardous materials 46
2.1.5.1. Hazard classes 46
A. Explosive substances (ADR1) 47
A.1. General definitions 47
A.1.1. Chemical explosions 47
A.2. Definition of divisions (Cat.1-6) 48
A.3. Labelling and Classification of Packaging 48
A.4. Carriage of explosive substances 49
B. Gases (ADR2) 49
B.1. Definitions 49
B.2. Labelling and classification of packaging 49
B.3. Carriage of gases 50
C. Flammable liquids (ADR3) 50
C.1. Definitions 50
C.2. Labelling and Classification of Packaging 50
C.3. Carriage of flammable liquids 51
D. Flammable solids (ADR4) 51
D.1. Definitions 51
D.2. Labelling and classification of packaging 51
D.3. Carriage of flammable solids 52
E. Oxidizing substances (ADR5) 52
E.1. Definition 52
E.1.1. Inorganic oxidative substances (5.1) 52
E.1.2. Organic peroxides (5.2.) 52
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E.2. Labelling and classification of packaging 52
E.3. Carriage of oxidative substances 53
F. Toxic substances (ADR6) 53
F.1. Toxic substances (Class 6.1.) 53
F.1.1. Definitions 53
F.1.2. Labelling and classification of packaging 53
F.1.3. Carriage of toxic substances 53
F.2. Infectious substances (6.2.) 53
F.2.1. Definitions 54
F.2.2. Labelling and classification of packaging 54
F.2.3. Carriage of infectious substances 54
G. Radioactive material (ADR7) 54
G.1. Definitions 54
G.2. Labelling and classification of packaging 55
G.2.1. Radioactive White-I 55
G.2.2. Radioactive Yellow-II 55
G.2.3. Radioactive Yellow-III 55
G.3. Carriage of radioactive substances 55
H. Corrosives (ADR8) 55
H.1. Definitions 55
H.2. Labelling and classification of packaging 56
H.3. Carriage of corrosive to metals 56
I. Miscellaneous dangerous substances and articles (ADR9) 56
I.1. Definition 56
E.2. Examples of substances and articles 56
E.3. Labelling and classification of packaging 57
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