Learner Guide
ACMSUS201A
Participate in environmentally sustainable
work practices
AgriFood Skills Australia Limited
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KINGSTON ACT 2604
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The details of the relevant licence conditions are available on the Creative Commons website
(www.creativecommons.org.au) as is the full legal code. The document must be attributed as the
AgriFood Skills Australia ACMSUS201A Learner Guide.
This project is supported by the Australian Government through the Clean Sustainable Skills Package.
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Contents
SECTION 1: Introduction ......................................................................................................................... 6
1.1 Purpose of this learner guide ........................................................................................................ 6
1.2 How you will be assessed.............................................................................................................. 7
SECTION 2: The impacts of current resource use ................................................................................... 8
2.1 What are skills for sustainability? ................................................................................................. 8
Assessment Activity 1: What do you know about sustainability? ...................................................... 9
2.2 What is sustainability? ................................................................................................................ 10
2.3 Ecologically Sustainable Development (ESD) .............................................................................. 10
2.4 Triple bottom line ....................................................................................................................... 11
2.4.1 Animal care and management triple bottom line connections ........................................... 11
2.5 Sustainable development targets ............................................................................................... 12
2.6 Climate change............................................................................................................................ 12
2.7 Sustainable communities ............................................................................................................ 13
2.7.1 Rural communities ............................................................................................................... 13
SECTION 3: Measuring resource use..................................................................................................... 14
3.1 Ecological footprint ..................................................................................................................... 14
Learning Activity 1: What is your ecological footprint? ................................................................... 15
3.2 Reducing your ecological footprint at home and at work .......................................................... 16
Learning Activity 2: Ways to go green .............................................................................................. 16
3.3 Environmental hazards in the workplace ................................................................................... 17
Assessment Activity 2: Chemicals in the workplace ......................................................................... 18
Assessment Activity 3a: Identify resource use in the workplace...................................................... 19
Assessment Activity 3b: Measure resource use in the workplace.................................................... 20
SECTION 4: Comply with environmental regulations ........................................................................... 21
4.1 Cost of compliance ...................................................................................................................... 21
4.2 Legislation, regulations, guidelines and practices ...................................................................... 21
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4.3 Industry Codes of Conduct .......................................................................................................... 23
4.3.1 Example one: Taronga Zoo................................................................................................... 23
4.3.2 Example two: Tufts Cummings School of Veterinary Medicine USA ................................... 25
Assessment Activity 4: Legislation .................................................................................................... 26
Learning Activity 3: Non-compliance ................................................................................................ 27
SECTION 5: Improving resource efficiency and reducing environmental hazards ............................... 28
5.1 What can I do to improve the workplace?.................................................................................. 28
Learning Activity 4: Green building tour ........................................................................................... 28
5.2 Reduce, reuse, recycle, replace .................................................................................................. 28
5.3 Waste management .................................................................................................................... 29
5.4 Water footprint facts and figures ............................................................................................... 30
5.5 The sustainability roadmap......................................................................................................... 31
5.6 Greening the operating room (OR) ............................................................................................. 32
Assessment Activity 5: More sustainable work practices ................................................................. 33
Learning Activity 5: Health impacts of resource use ........................................................................ 33
5.6 Health impacts of resource use .................................................................................................. 34
5.6.1 How to reduce the risk of disease spread............................................................................ 35
Learning Activity 6: Role play ............................................................................................................ 36
Assessment Activity 6: Sustainability improvements in the workplace ........................................... 36
Learning Summary ................................................................................................................................ 37
Progressive Learning Record ................................................................................................................. 38
Glossary ................................................................................................................................................. 39
References ............................................................................................................................................ 40
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ACMSUS201A
Participate in environmentally sustainable
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SECTION 1: Introduction
1.1 Purpose of this learner guide
This Learner Guide has been developed to assist learners understanding of the ACMSUS201A
Participate in environmentally sustainable work practices Unit of Competency from the ACM10
Animal Care and Management Training Package.
The Guide includes information, activities and resource links relevant to the required topics of the
Unit.
ACMSUS201A Participate in environmentally sustainable work practices is a Unit within the
Preventative Biosecurity Skill Set and a Core Unit in the following ACM10 Animal Care and
Management Training Package Qualifications:
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ACM20110 Certificate II in Animal Studies
ACM30110 Certificate III in Animal Studies
ACM30210 Certificate III in Animal Technology
ACM30310 Certificate III in Captive Animals
ACM30410 Certificate III in Companion Animal Services
On completion, learners will be able to:
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Access, interpret and comply with a range of environment/sustainability legislation and
procedural requirements relevant to daily responsibilities.
Identify and report on current resource usage measurements and inefficiencies and suggest
opportunities for improvements.
Follow organisation information to participate in and support an improved resource
efficiency process and report as required.
Identify and report environmental hazards/risks in the workplace and suggest opportunities
for improvements.
This Unit covers the process required to measure current resource use effectively and to carry
out improvements, including those that will reduce the negative environmental impacts of
work practices.
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1.2 How you will be assessed
To gain formal recognition for this Unit of Competency, your assessment will be undertaken by a
qualified assessor. The assessor will look at your completed activities, project work and any other
evidence you have collected, discuss with you what you have learnt and ask you specific questions
based on the Unit. The assessor may also use other or additional tasks or activities that suit your
workplace or a simulated workplace selected for the purpose of this training.
Assessment requirements will be discussed with you at the commencement of the training. An
assessor is able to be flexible in the way they conduct an assessment and you should let them and
your mentor/supervisor know if you have any special requirements.
It is good practice to collect information, copies of documents, records, photos or other material
that will assist you at the time of assessment. This will help you demonstrate that you understand
what you have learnt and can apply the skills and knowledge required outlined in the Unit of
Competency.
The Unit is designed for learners aiming to work in the animal care and management industry.
The industry sectors this Unit relates to include:
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Animal Technology
• Captive Animals
Companion Animal Services
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SECTION 2: The impacts of current resource use
2.1 What are skills for sustainability?
‘Skills for sustainability (also known as green skills), are the technical skills, knowledge, values and
attitudes needed in the workforce to develop and support sustainable social, economic and
environmental outcomes in business, industry and the community.’
Source: Council of Australian Governments Green Skills Agreement
http://www.deewr.gov.au/Skills/Programs/WorkDevelop/ClimateChangeSustainability/Documents/GSAgreement.pdf
What impact does environmental sustainability have?
Environmental sustainability impacts on:
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you
your workplace
your local community
our Australian lifestyle and economy
world markets.
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Assessment Activity 1: What do you know about sustainability?
Assessment Activity 1: What do you know about sustainability?
Step 1: In small groups, discuss what you think sustainability means and summarise your group’s comments.
Report back to the class and collate your ideas. As you are developing the list, start a glossary of terms.
Watch these videos:
• Sustainability explained through animation,
http://www.youtube.com/watch?v=B5NiTN0chj0&feature=related
• Working towards sustainability, http://www.youtube.com/watch?v=1keHWhdzTTE&feature=related
Step 2: Create a glossary of terms
Glossary of terms
Term
Definition
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2.2 What is sustainability?
There is no simple definition of 'sustainability'. It can be an idea, a property of living systems, a
manufacturing method or a way of life. In fact, there may be as many definitions of sustainability as
there are people trying to define it. However, most definitions include:
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living within the limits of what the environment can provide
understanding the many interconnections between economy, society and the environment
the equal distribution of resources and opportunities.
Source: Office of Environment and Heritage http://www.environment.nsw.gov.au/sustainability/index.htm
2.3 Ecologically Sustainable Development (ESD)
The term 'ecologically sustainable development' or ‘ESD’ is widely used within Australian industry in
conjunction with or in place of the term 'sustainability'.
The Brundtland Report ‘Our Common Future’ (1987) defines sustainable development as:
‘development that meets the needs of the present without compromising the ability of future
generations to meet their own needs.’
Sustainable development is comprised of three major aspects:
Environmental
Economic
Social
Sustainable development implies using:
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renewable resources, such as wood, in a way that
does not eliminate or degrade them
non-renewable mineral resources, such as
aluminium and steel, in a way that does not
unnecessarily preclude easy access to them by
future generations
non-renewable energy sources, such as oil and coal,
slowly enough to allow an orderly transition to
renewable energy sources.
ESD aims to reduce energy use and to minimise other
adverse environmental impacts.
Source: University of Michigan Sustainability Assessment, 2002
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2.4 Triple bottom line
Triple Bottom Line is also known as - ’people, planet, profit’ or the ’Three Pillars’. Triple bottom line
is the inter-dependence between people, resources and business viability; it is used to measure an
organisation’s economic, ecological and social success.
Source: University of Michigan Sustainability Assessment, 2002
2.4.1 Animal care and management triple bottom line connections
Environmental
Resource use e.g. water
Waste generation
Material sourcing and
use
Sustainable resource
use
Toxic material control
and disposal
Social
Local employment
Control of pollutants
Workforce diversity
Continued provision of
business services
Maintenance of lifestyle
advantages in local area
Economic
Business viability
Participation in local
economy
Job creation
Corporate governance
Public reporting
Source: Sustainability Connections – Office of Environment and Heritage www.environment.nsw.gov.au/sustainability/index.htm
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2.5 Sustainable development targets
Sustainable development targets in the animal care and management sector include:
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applying animal welfare ethics and procedures
controlling effluents, chemical residues, contaminants, wastes and pollution
increasing use of renewable, recyclable and recoverable resources
minimising noise, dust, light or odour emissions
preventing live cultured or held organisms from escaping into environment
reducing emissions of greenhouse gases
reducing energy use and improving energy efficiency
reducing use of non-renewable resources
undertaking environmental hazard identification, risk assessment and control.
2.6 Climate change
Scientists from the Commonwealth Government Department of Climate Change and Energy
Efficiency agree that the worst effects of climate change can be avoided if pollution levels are
reduced.
’Our climate is changing, largely due to the observed increases in human produced
carbon pollution. These changes we have seen over the 20th century include
increases in global average air and ocean temperature, widespread melting of
snow and ice and rising global sea levels. The extra heat in the climate system has
other impacts, such as affecting atmospheric and ocean circulation, which
influences rainfall and wind patterns.
Another serious impact of increasing carbon pollution is ocean acidification.
Around a quarter of human-produced carbon dioxide is absorbed by the oceans. As
the carbon dioxide dissolves in sea water it forms a weak carbonic acid, making
the ocean more acidic. There are early indications that some marine organisms are
already being affected by ocean acidification.
Each decade in Australia since the 1940s has been warmer than the last—2001 to
2010 was the warmest decade on record in Australia and around the globe.’
Source: Department of Climate Change and Energy Efficiency, http://www.climatechange.gov.au/en/climate-change.aspx
The Australian Government’s Clean Energy Future plan introduces a carbon price, options to invest
in renewable energy, a plan to reduce reliance on polluting energy sources and ways to encourage
land management practices that store carbon in the soil, all aimed at reducing major pollution
sources.
View - Securing a clean energy future – The Australian Government’s Climate Change Plan
http://www.cleanenergyfuture.gov.au/wp-content/uploads/2011/07/Consolidated-Final.pdf
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2.7 Sustainable communities
The social or community aspects of sustainability programs include the impact on the whole
community. Many animal care enterprises operate on the peri-urban fringe or in rural areas.
Rural and peri-urban fringe towns lose more than population when people move away; economies
of scale may mean there is not enough income derived from local customers to keep businesses
open; schools may close without minimum numbers of students forcing more students to leave
home for education or commuting further away each day. As services close others follow as
customers tend to do all of their shopping in one place. Products that can be bought locally are
purchased from towns further away.
2.7.1 Rural communities
‘The relationship between the agricultural sector and rural and regional communities is
one of interdependence. Agriculture provides the economic base of many town and rural
communities. Conversely, agriculture often depends on many services provided by rural
and regional centres. These can include:
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effective communication
transport
financial services
networks for the supply of water and energy
other agricultural products and services.
Towns also provide a social focus for people involved in their surrounding agricultural
industries and are also the source of goods and services for the maintenance of general
community welfare. Coordinated planning and management of services in rural and
regional NSW is therefore important not only for long-term prosperity of rural
communities but also productivity of agricultural industries.
Agricultural lands may also include places of value to the community such as Aboriginal
sites of cultural importance and natural heritage areas. These places are not only
irreplaceable but contribute to a sense of regional identity. They may have potential for
activities such as tourism or education. Managing agricultural activities to avoid
negative impacts will help ensure they survive for the future.’
Source: LandLearn NSW Department of Primary Industries
www.landlearnnsw.org.au/sustainability/primary-industries-and-sustainability
Australia's National Strategy for Ecologically Sustainable Development (1992) defines
ecologically sustainable development as:
'using, conserving and enhancing the community's resources so that ecological processes, on
which life depends, are maintained, and the total quality of life, now and in the future, can be
increased'
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SECTION 3: Measuring resource use
3.1 Ecological footprint
The ecological footprint is a measure of human demand on the Earth's ecosystems. It is a
standardised measure of demand for natural capital that may be contrasted with the planet's
ecological capacity to regenerate. It represents the amount of biologically productive land and sea
area necessary to supply the resources a human population consumes, and to assimilate associated
waste.
A nation's 'ecological footprint' is one description of its consumption in over 60 categories of
resources. It relates to the amount of biologically productive space required to provide the resources
used by that nation and to absorb its waste. The result is expressed in global hectares.
Australia's ecological footprint in the Living Planet Report 2008 was 7.8 global hectares (gha) per
person. This is 2.8 times the average global footprint (2.7 gha), and well beyond the level of what the
planet can regenerate on an annual basis - an equivalent of about 2.1 gha per person per year.
The most significant factor contributing to the Australian ecological footprint is carbon dioxide
emissions from fossil fuels (constituting approximately half of the total Australian Footprint).
Source: Environment Protection Authority Victoria, www.epa.vic.gov.au/
’A report examining the pressures the world is placing on the planet's biodiversity ranks Australia
as having the seventh biggest ecological footprint per person when compared to other nations.
Conservation group World Wildlife Fund (WWF), which compiled the Living Planet 2012 Report,
says the spiralling global population and over-consumption are threatening the future health of
the planet.
The results of the survey were calculated by comparing renewable resources consumed against the
Earth's regenerative capacity.’ ABC Radio Australia News, 2012
http://www.radioaustralianews.net.au
We have been exceeding the Earth's
ability to support our lifestyle.
Habitats are being destroyed; the soil
and waterways are being irreparably degraded. We must
get back into balance!
And we can. Each of us can make simple changes that
will add up to a great deal of relief for our increasingly
fragile planet.
If all countries consumed the resources that Australians
do, it would take the biocapacity of 3 Earths to support us.
Source: World Wildlife Fund, 2008 www.wwf.org.au
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Learning Activity 1: What is your ecological footprint?
Learning Activity 1: What is your ecological footprint?
Step 1: How much land area does it take to support your lifestyle? Access and take the quiz below.
The results will give you an indication of what your ecological footprint is. Discover your biggest
areas of resource consumption, and learn what you can do to tread more lightly on the earth.
Source: World Wildlife Fund - Australia
TO ACCESS THE CALCULATOR GO TO:
World Wildlife Fund,
www.wwf.org.au/our_work/people_and_the_environment/human_footprint/footprint_calculator
OR
Environment Protection Agency, Victoria,
http://www.epa.vic.gov.au/ecologicalfootprint/calculators/default.asp
Step 2: What were the outcomes of your calculations? Discuss your outcomes with other learners in
your group.
Step 3: Horse Land Water property audit.
Here’s an example of an industry driver resource audit record for the horse industry.
Source: Horse SA
GO TO: www.horseslandwater.com and find the items that are identified as impacting on
environmental sustainability in the horse industry.
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3.2 Reducing your ecological footprint at home and at work
How can you contribute to environmental resource management at home, in your community and at
work?
Learning Activity 2: Ways to go green
Learning Activity 2: Ways to go green
Step 1:
• Read the information and watch the video - 10 ways to go green
http://www.youtube.com/watch?v=kS6JN67DWtc&feature=related
• Visit the Hawkesbury City Council website Living
Sustainably in the Hawkesbury section
http://sustainability.hawkesbury.nsw.gov.au/
• Hawkesbury City Council has developed tips on how to
improve environmental sustainability in your home.
• Use these ideas to generate a list of examples that
could be used in your workplace.
•
There are more tips and ideas on the website that will
help you with your assessment activities.
Source - Department of Climate Change and Energy Efficiency
Step 2: Complete the table below.
Your animal care business type:
Household and community actions
Workplace or business actions
Cultivate energy saving habits
Cultivate waste reduction habits
Use non-toxic cleaners
Recycle organic waste
Buy local and seasonal food
DYI environmental home checklist
Generate your own electricity
Help protect our waterways
Install solar hot water
Insulate, share and weatherproof your house
Any other actions you can think of?
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3.3 Environmental hazards in the workplace
Resource use can lead to potential health hazards - for humans and animals.
Some materials that we use in the workplace are potentially toxic to the environment, to us and to
animals. It is important to understand what hazards are present and how they should be used to
minimise the risk of injury or contamination.
In animal care workplaces we have to control the potential spread of disease that may affect
humans and or animals and this sometimes requires the use of harsh chemicals. Using these items at
the correct dose rates and according to directions (one chemical may be safe to use in one situation
and not another, or it may be safe for humans but toxic to animals). Disposal of surplus supplies can
also be a potential problem; some materials will not break down easily and could cause long-term
contamination. The temptation to dispose of excess materials into sewerage lines may lead to
contamination of waterways and could lead to aquatic animal illness and death.
Task: Investigate potential environmental hazards in your workplace. Use the library, references
and web links to find information.
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Assessment Activity 2: Chemicals in the workplace
Assessment Activity 2: Chemicals in the workplace
Step 1: This activity will help you identify chemicals that are likely to be used in an animal care workplace.
GO TO: Green Vet Practice website and investigate the chemicals and materials used in the manufacture or
preparation of medical supplies, http://greenvetpractice.com/02-choices.html
Basic materials used in the manufacture of medical supplies:
Air fresheners
Batteries
Betadine
Bleach
Cellulose
Chlorhexiderm
Cotton
Detergent
Ethylene vinyl acetate
Fluorescent light
Glass
Glutaraldehyde
Heavy metals
Hydrogen peroxide
Isoprene
Isopropyl alcohol
Latex
Nitrile rubber
Source: Green Vet Practice – Everyday Choices
Nylon
Plasticisers
Plastics
Polyester
Polyethylene
Polypropylene
Polystyrene
Polyurethane
Polyvinyl chloride
Rayon roccal
Silicone
Sodium nitrate
Steel
Teflon
Vinyl
Wood
Zinc sulfate
Step 2: Select 8 chemicals and 8 materials from the list that are used in your workplace and complete the
table below.
Chemical
Used for:
Environment/health risk
Alternative?
Material
Used for:
Environment/health risk
Alternative?
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Assessment Activity 3a: Identify resource use in the workplace
Assessment Activity 3a: Identify resource use in the workplace
Think about the resources used in your workplace (or research an Animal Care sector workplace) and
develop a list of the resources needed to complete your work duties.
In this section of your project you will complete an inventory of workplace assets and equipment that
impact on environmental sustainability. You will use this information to complete Assessment Activity 5
later in this Learner Guide.
Include in your inventory:
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workplace equipment that impacts on environmental sustainability
utilities used in your workplace that impact on environmental resource use (include power, water,
gas sources)
raw materials and other supplies used in your workplace, where they come from and how they are
delivered.
You will need to include:
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the estimated age and life expectancy of the equipment
the estimated cost (if known)
the type of power needed to operate the equipment
any sustainable features of the item (such as energy or water star ratings).
If your enterprise uses a wide variety of equipment and supplies you can select 15 items for this exercise.
If your enterprise uses only a few items of equipment and/or supplies you will need to include them all (for
mobile workers this might include your home office and surroundings).
List of resources:
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Assessment Activity 3b: Measure resource use in the workplace
Activity 3b: Measure resource use in the workplace
Using the inventory you created for Assessment Activity 3a, measure current resource usage. For this
task :
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check the utility accounts for water, electricity or gas
compare the number of items purchased (e.g. reams of paper, bags of feed, disposable items
such as syringes) over a given period of time.
Web links to help you complete this activity include:
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Department of Environment and Heritage Protection Quick carbon footprint calculator
http://www.derm.qld.gov.au/ecobiz/carbon-calculator.php
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ActewAGL Energy and Water savings calculator - to estimate water use
http://www.actewagl.com.au/Help-and-advice/Energy-and-water-management/Energy-andwater-savings-calculator.aspx
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Department of Environment and Heritage Protection - Energy Facts
http://www.ehp.qld.gov.au/sustainability/energy_saving_facts.html
The information you compile here will be used later in Assessment Activity 5.
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SECTION 4: Comply with environmental regulations
4.1 Cost of compliance
The introduction of environmental regulation encourages businesses to improve their environmental
performance; however compliance often creates unexpected costs that threaten profitability. The
most significant financial liabilities for companies are those associated with remediation, clean-ups
and penalties for breaches of legislation. Businesses can face difficulties if they fail to anticipate their
environmental liabilities.
Operating in 'compliance' mode, businesses commonly regard environmental protection as an
unnecessary burden; a costly undertaking that decreases a company's competitiveness and
adversely affects market performance and business results.
Regulation and compliance may be one of the initial drivers of change in business. With the triple
bottom line approach, the challenge is for businesses to find the benefits of compliance.
4.2 Legislation, regulations, guidelines and practices
The Environment Protection and Biodiversity Conservation Act 1999 (the EPBC Act) is the Australian
Government’s central piece of environmental legislation. It provides a legal framework to protect
and manage nationally and internationally important flora, fauna, ecological communities and
heritage places — defined in the EPBC Act as matters of national environmental significance.
Source: Department of Sustainability, Environment, Water, Population and Communities:
www.environment.gov.au/epbc/about/index.html
Each State and Territory has different legislation and regulations and in some cases your local council
or shire will also have bylaws or guidelines that relate to land use, waste management and other
related resource management issues. They may also be the authority where reports of hazardous
material spills and environmental contamination must be made. For example:
The Environment Protection Authority (EPA) NSW regulates compliance on behalf of the NSW
Government. It covers:
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hazardous materials and waste
offensive noise
pollution:
o air
o land
o water
waste management.
The regulations cover a range of topics that will impact on animal care and management workplaces.
Many animal care and management enterprises use chemicals on a regular basis in the treatment of
animals and in hygiene management and disease control. Some chemicals are toxic. Care must be
taken with storage, use and disposal of chemicals.
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Here’s an example of a guideline relating to mobile dog wash operations:
DOG WASHERS
‘Mobile dog washing units are either trailers or vans fitted with a pet ‘hydro-bath’ to wash the dog.
On-site, the unit is connected to water mains using a hosepipe to fill the hydro-bath. Most units
discharge their wastewater onto the ground via a short length of pipe after each bath, although
some units have storage tanks to use in areas where discharge onto the ground is not an option.
Units should have a basket at the end of the pipe to collect pet hair and other debris. Wastewater
containing flea rinse should never be disposed of onto the ground.
Issues of particular concern are the use of flea rinses and the disposal of wastewater into the storm
water system.’
MAKE YOUR BUSINESS FISH FRIENDLY
‘Dog washing businesses who take up the environmental challenge can expect to avoid storm water
pollution, reduce waste and wastewater, recover resources through recycling, reusing and
composting and become more efficient.
Our storm water system empties directly into our rivers without any treatment. Products used in dog
washing, such as flea rinses and shampoo can kill fish and aquatic life. Never allow anything to flow
into the gutter or storm water drain.’
WASH WATER DISPOSAL
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Always plan your wastewater disposal options before you start work.
Never dispose of wash water in a gutter or stormwater drain.
Never dispose of wash water to dry streambeds or where it can flow into wetlands and
waterways.
All wash water must be passed through a basket before disposal to remove pet hair.
Pet hair should then be collected and disposed of in a garbage bin.
If you are working in an area where there is no suitable wastewater disposal option, the
water should be stored for later disposal.
Always use the smallest amount of shampoo possible.
•
Environmental legislation in Australia
• Environment Protection and Biodiversity Conservation Act 1999
Environment Protection and Biodiversity Conservation Regulations 2000
In addition there are separate State and Territory Legislations.
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‘This table highlights the preferred options for disposing of wastewater to reduce the risk of pollution
and give your business a greener, cleaner image.’
If bath water contains
Shampoo only
Selected shampoo and flea rinse
Medicated shampoo
Dispose to:
Sewer
Septic tank
YES
YES
YES
YES
NO
NO
Ground where water
can soak
YES
NO
NO
Source: Office of Environment & Heritage www.environment.nsw.gov.au/sustainbus/dogwashers.htm
Regulatory authorities and local councils may be responsible for issuing licenses for:
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emissions to air, land or water
hazardous material management, storage and disposal
waste storage.
4.3 Industry Codes of Conduct
Some animal care industry sectors have begun to develop their own codes of conduct for
environmental sustainability. However, in Australia most codes of conduct relevant to the animal
care sector relate to animal diversity and biosecurity issues specifically, rather than to the broader
whole of business impact of environmentally sustainable work practices.
4.3.1 Example one: Taronga Zoo
‘The Zoo and Aquarium Association is the peak body representing the zoo and aquarium community
throughout Australasia’. Their website provides information about government agencies and
authorities that their members work with in order to maintain their collections, import and export
animals, fish and other aquarium species.
Source: Zoo and Aquarium Association, www.zooaquarium.org.au
Taronga Zoo in Sydney has a sustainability charter and examples of environmentally sustainable
practices on their website:
Our Sustainability Commitment
‘Taronga is committed to reducing the environmental footprint of our zoo’s operation through a
process of continual improvement and strives to embed sustainable work practises into the core of
our business.
Taronga also works to educate our visitors and community about environmental sustainability
and wildlife conservation.
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Our Policy
Taronga is committed to pursuing a responsible model of environmentally sustainable
management for energy, fleet, water, waste, green purchasing and land by:
•
•
•
•
•
•
•
•
Complying with all relevant levels of environmental legislation, standards and ds and other
requirements.
Setting appropriate objectives and targets in relation to environmental performance and
assigning responsibilities and resources to achieve these objectives.
Committing to continual improvement of environmental performance which includes the
prevention of pollution and degradation of any kind.
Incorporating sustainable design into new and existing capital works and development
programs.
Identifying environmental risks and recording and monitoring environmental impacts.
Ensuring sustainability is embedded into key decision making and procurement practices.
Working with the local community and key stakeholders on sustainability projects and
activities.
Protecting and conserving areas of historic or indigenous significance.
Our Sustainability Plan
Taronga will achieve its sustainability objectives and targets and measure its performance via the
implementation of Taronga’s Sustainability Action Plan.
Engaging Our People
It is essential that our people lead by example to ensure our behaviours and practices align with
our visitor education conservation messages, our conservation campaigns and research programs.
Taronga Green is our sustainability team. The team are responsible for leading the
implementation of actions to increase staff engagement, help drive a sustainable culture and
ensure sustainability is embedded into all facets of our business.’
Source: Taronga Zoo Sustainability Charter – Sustainability Commitment
http://taronga.org.au/animals-conservation/sustainability/environmental-sustainability
Zoo and health departments also produce guidelines and policy on preventing the spread of disease
in captive animal venues. This includes zoonotic disease control which can affect humans and
animals. Here is an extract from the Queensland Infection Control Guidelines for Animal Contact:
Zoonotic infections
‘Zoonoses are infections that can be passed from animals to humans. Sources of zoonoses reported
in Australia include: cattle, sheep, horses, pigs, dogs, cats, chickens, native birds, kangaroos, wild
animals, rodents, reptiles (including turtles and tortoises) and bats.
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Reports of human illness associated with animal contact through farms, petting zoos and wildlife
exhibitors are infrequent in Australia. The following cases (all reported since 2002) illustrate that a
small risk can exist:
•
•
•
•
A cluster of four cases of Salmonella Reading in Queensland where all cases had contact
with farm animals (calves, pigs and chickens) in the previous week.
Two salmonella outbreaks associated with poultry hatching programs in childcare centres
in Queensland and New South Wales.
An E.coli outbreak in six people who either visited or had contact with people visiting a
petting zoo at a regional fair in South Australia.
A case of Haemolytic Uraemic Syndrome due to Enterohemorrhagic E.coli in a toddler,
suspected of being contracted whilst visiting several Queensland animal sanctuaries and
handling kangaroos and koalas.
Providers of animal contact opportunities are committed to providing safe environments for
animals and visitors. Most zoos and wildlife parks (wildlife exhibitors) in Queensland belong to a
recognised industry association that requires adherence to professional levels in all areas of
operation. Animal care in relation to husbandry, health, facilities, safety and hygiene are tightly
regulated and subject to various Codes of Practice and Minimum Standards.’
Source: Queensland Government, Queensland Health, Infection Control Guidelines for Animal Contact
www.health.qld.gov.au/ph/documents/cdb/zoo_guidelines.pdf
4.3.2 Example two: Tufts Cummings School of Veterinary Medicine USA
Tufts Cummings School of Veterinary Medicine USA are
engaging in a more sustainable environmentally responsible
operation – visit their website to see how.
http://www.tufts.edu/vet/ccm/
’Our mission is to advance the health of animals, people and
the environment through professional research and service
around the globe, utilizing a Conservation Medicine
approach.’
Source: TUFTS University, Centre for Conservation Medicine
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Assessment Activity 4: Legislation
Assessment Activity 4: Legislation
In this activity you will be investigating the range of legislation that influences environmental
sustainability and affects the operation of your workplace.
Part 4a: Ask your supervisor to show you the types of records that demonstrate the business
complies with environmental legislation and regulations.
Part 4b: Find the legislation and regulations that affect your workplace and list these next to the
types of records you found in Part 4a.
Remember, there may be state or local government variations that affect your particular workplace.
Types of legislation you should be looking for include, legislation and/or regulations that:
• restrict the type of activities that can occur in your local area (business type or land use for
instance)
• controls water, power, gas and other utility use
• controls waste management and pollution
• controls animal health care, handling and housing
• controls water run-off, erosion, weed management.
Records demonstrating compliance
Legislations/regulations
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Learning Activity 3: Non-compliance
Learning Activity 3: Non-compliance
Prosecutions for pollution can adversely affect a small business. Pollution can either be deliberate illegal
disposal or by accidental or inadvertent consequences to other incidents.
Review the following case studies from the NSW Environment Protection Authority (EPA).
GO TO: http://www.environment.nsw.gov.au/resources/sustainbus/2007210caseStudies.pdf
• CASE STUDY 1: Environment Protection Authority v Truegain Pty Ltd
• CASE STUDY 2: Environment Protection Authority v Ecolab Pty Ltd
• CASE STUDY 3: Environment Protection Authority v Warringah Golf Club & Environment
Protection Authority v Craig Coggins
Step 1: Work in groups, with each group choosing a different case study.
1. Identify the workplace type in the case study then think of a workplace in animal care and
management that may potentially have a similar risk of pollution.
2. Identify the penalty awarded and the reason for the penalty.
3. Present your group case study to the rest of the class.
4. As a class, summarise the types of pollution prosecutions that could occur in animal care and
management workplaces.
The NSW Department of Environment and
Heritage - Storing and Handling Liquids
Participant’s Guide includes tips on how to avoid
liquid spills.
Source: Storing and Handling Liquids, Participant’s Guide
www.environment.nsw.gov.au/sustainbus/liquids.htm
•
Key Commonwealth Government Departments
• Department of Agriculture, Fisheries and Forestry
Department of Sustainability, Environment, Water, Population and Communities
• Department of Climate Change and Energy Efficiency
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SECTION 5: Improving resource efficiency and reducing
environmental hazards
5.1 What can I do to improve the workplace?
This is an extract from the sustainable practices suggested on the Green Vet Practice website where
a wide range of resource efficiency ideas are listed. Money can be a big motivator to anyone,
imagine making savings like this!
’Our hospital’s story (H2E)
Imagine eliminating 16.6% of a facility’s total waste. Imagine saving over $124,000.00 in the process.
And then think about doing that by eliminating the use of just one product. And, what if the expense
on the single use item you were eliminating totalled over $180,000.00 over a two year period?
Would it become important to you to do that?’
Source: The Green Vet Practice, http://greenvetpractice.com/01-strategies.htm
Learning Activity 4: Green building tour
Learning Activity 4: Green building tour
Visit the Australian Conservation Foundation (ACF) website and learn about the commitment to
environmental sustainability in the 60L Green Building in Melbourne.
www.acfonline.org.au/about-us/our-home-60l
5.2 Reduce, reuse, recycle, replace
By following the principles, reduce, reuse, recycle and replace you can lessen the environmental
impact of many workplace practices.
REDUCE: A reduction in resource use can have the biggest impact on consumption and waste
production. Reducing the use of materials will decrease:
•
•
•
•
the demand for natural resources used in product manufacture
the production of toxic by-products of manufacture before and after consumption
packaging and shipping materials
the energy needed in manufacturing (through production and transport).
In 2006, Americans spent nearly $11,000,000,000 on over 8,000,000,000 gallons of bottled water,
and then tossed over 22,000,000,000 empty plastic bottles in the bin. In bottle production alone,
more than 70 million bottles of water consumed each day in the United States drain 1.5 million
barrels of oil over the course of one year.
Source: The Green Vet Practice
http://greenvetpractice.com/01-strategies.htm
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REUSE: It can be challenging to reuse items in animal care workplaces where biosecurity and high
standards of hygiene are essential. There are opportunities including:
•
•
•
•
sterilizing instruments
reusing animal food and water containers after they have been cleaned appropriately
reusing towels that have been washed and dried
using toilet roll cylinders for behaviour enrichment toys for mice in laboratories.
RECYCLE: If we reduce use and re-use there will be less material to recycle which will in turn reduce
the energy used in transporting and re-processing recyclables. Training staff and sourcing efficient
recycling services can be a challenge in some workplaces. Most local councils now include recycle
pick-up as part of their waste management services. The pick-up of business waste may be
expensive as it’s usually dependant on the weight or volume of material to be transported.
REPLACE: There may be alternative materials or procedures that could be employed to reduce our
environmental impact. These tactics may also be healthier for us as well. Many of the cleaning
products used in the workplace will have less toxic replacements that still do the same job. Washing
detergents have improved, it may not be necessary to wash in hot water, use cold water as an
alternative.
Changing the selection of materials and actual work routines can also help improve resource
efficiency. The next learning activity will introduce you to a whole of business approach to the
reduce, reuse, recycle and replace philosophy.
5.3 Waste management
Green Vet Practices provides a wide range of ideas on implementation strategies to reduce the
impact of work practices on resource usage. Here are some guidelines on managing waste.
‘Waste is the end of the line – beyond this point you have little control. The way you manage your
waste is not a trivial matter. You can save quite a bit of money by making smart choices. According
to H2E, healthcare institutions that have engaged in fully-fledged waste reduction efforts have
reduced their disposal cost alone by 40-70%.’
1. REDUCE and REUSE as much as you can and reduce your waste to a minimum.
Reducing waste is extremely challenging in a medical practice setting considering all the packaging,
individual use items, animal waste and biohazardous waste that is generated every day.
2. RECYCLE what’s left over as much as you can.
Ideally you will find a recycler that will take everything: plastic, glass, metal and computers.
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3. KNOW WHAT HAPPENS TO YOUR WASTE!
You do have some choices beyond reducing waste as much as possible. Before you pay for a waste
handling service, be sure you are comfortable with how they manage it. Medical waste is either
dumped in a landfill or burned.
In the land fill, there are issues with:
•
•
•
land use – taking good land and using it to dump trash in increasing amounts
soil contamination from chemicals and heavy metals – making it unusable for agriculture or
future human habitation or use
runoff and groundwater contamination from chemicals that threaten water supply and
environmental freshwater sources.
In the incinerator, there are issues with:
•
•
•
burning of plastics that release dioxin and other harmful chemicals into the environment –
medical waste when incinerated is the third largest contributor of dioxin
release of heavy metals, including mercury, into the environment
energy used to burn the trash – some operations have heat recovery processes.
Hazardous waste, including antibiotics and drugs:
•
•
general considerations – biohazardous waste (don’t throw other things in there!), solid
waste – know where it goes, landfills vs. incinerators.
body disposal – options – implications for runoff and antibiotics and other things
(barbiturates) getting into environment.
Source: The Green Vet Practice, http://greenvetpractice.com/06-waste.htm
5.4 Water footprint facts and figures
•
•
•
•
•
•
There are 1,000 litres in a cubic metre of water.
To produce one cup of black coffee (without sugar) takes 140 litres of water.
During the drought in Brisbane the daily direct use in a household was 140 litres per person.
The average annual water footprint of a person in the US is 2,900 cubic metres.
The average annual water footprint of a person in Australia is 1,400 cubic metres.
An Olympic swimming pool holds 2,500 cubic metres of water.
Source: World Wildlife Fund, www.wwf.org.au/our_work/people_and_the_environment/human_footprint/water_footprint
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5.5 The sustainability roadmap
Sustainability Roadmap for Hospitals – A guide to achieving your sustainability goal is an initiative for
hospitals and contains medical examples of methods that can be used to implement change in the
workplace covering:
These activities are considered to be readily accepted in the workplace, because they:
•
•
•
are measurable benefits
can be implemented by a wide range of workplaces
are considered to be cost effective to implement.
Go to the Sustainability Roadmap for Hospitals website for more examples that can help you identify
activities that could be relevant to animal care workplaces.
Source: Sustainability Roadmap for Hospitals, www.sustainabilityroadmap.org/implementation/pim/epp/index.shtml
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5.6 Greening the operating room (OR)
Greening the OR (Operating Room) is an initiative that aims to reduce the environmental impact in
hospital operating rooms. Naturally biosecurity is still a priority, but the project has found that many
practices that have been introduced over the past 30 years (using disposable containers to hold
sterilised instruments rather than re-useable ones for example) are not sustainable and are more
costly than re-useable options.
The Greening the OR Initiative is looking at interventions in the OR that:
•
•
•
•
•
reduce environmental impact
reduce cost
increase efficiency
improve worker or patient safety
or some combination of these.
There are a range of interventions that have been looked at by the initiative and participating
hospitals will continue to define additional interventions as they are piloted and implemented at
different institutions. Initial interventions include:
•
•
•
•
•
•
•
•
•
•
regulated medical waste reduction and segregation
fluid management systems
single-use device reprocessing
OR kit reformulation
reusable surgical gowns and basins
LED lighting and power booms
displacement ventilation
waste anaesthetic gas (WAG) capture and reclamation
medical plastics recycling
reusable hard cases for surgical instruments.
Source: Greening the Operating Room Initiative Project Overview
http://practicegreenhealth.org/sites/default/files/upload-files/gor_project_overview_oct2011_0.pdf
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Assessment Activity 5: More sustainable work practices
Assessment Activity 5: More sustainable work practices
Options for more sustainable work practices
In this section of the assessment activity you will be identifying options for more sustainable
resource use at work. Using the 4 R’s concept (reduce, reuse, recycle, replace) link suggestions for
more sustainable work practices to the resource list you prepared in Assessment Activity 3a.
Source: At.All.Events
Learning Activity 5: Health impacts of resource use
Learning Activity 5: Health impacts of resource use
You have already looked at a range of materials and chemicals that are commonly used in an animal
care workplace in Assessment Activity 2. Go back and re-visit this table to review the health
implications of some of these items. Often, an alternative product is listed which could replace the
potentially toxic item.
Zoonoses (diseases transmitted from animal to human) are hazards in most animal care workplaces
so personal hygiene is an important first step in managing the risk of infection.
Access to clean water and appropriate disinfectants are a necessary part of working with animals but
using the correct concentration of disinfectants or cleaning agents is also important.
Overdosing will not necessarily improve the protection –often, it can lead to skin reactions and
potential for toxicity in some cases. Besides, over-dosing is wasteful and an unnecessary expense.
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5.6 Health impacts of resource use
All animal care workplaces must follow precautions to prevent the spread of disease but interactive
captive animal programs that allow visitors to handle or come in close contact with animals can
increase the risk of the spread of zoonotic disease. Staff working in interactive programs must
comply with the standards and protocols that manage this risk.
Zoo biosecurity guidelines for interactive programs include:
•
•
Zoos should develop documented protocols and management policy (seeking the assistance
of human health authorities) for minimising zoonotic disease risks to staff, contractors and
visitors. This should address risks associated with direct or close contact with zoo animals,
animal enclosures or animal products.
Zoos with “petting zoos” (close contact with domestic animals) should refer to and develop
biosecurity guidelines based on the considerations outlined in the Infection Control
Guidelines for Animal Contact 2008: www.health.qld.gov.au/ph/documents/cdb/zoo_guidelines.pdf and
Petting Zoo Guidelines 2007:
http://www.public.health.wa.gov.au/cproot/2222/2/Petting%20Zoo%20Guidelines%202009.pdf
•
•
•
•
Zoos should have appropriate hand washing or hand disinfection facilities available for staff
and visitors. Visitors coming into direct or close contact with zoo animals and their products
should be encouraged to utilise these facilities.
Zoos should have a staff health (occupational health and safety) program incorporating
appropriate hygiene, education, and training and procedures regarding zoonotic diseases.
The staff health program should also incorporate, as necessary, pre-employment health and
disease screening, vaccination programs and regular ongoing disease screening for staff
placed at risk of zoonotic disease due to their work.
Staff working with animals should be aware that they may transmit infectious disease to the
animals in their care. For example, many non-human primates are susceptible to human
diseases, including common respiratory tract viruses such as colds and flu. These diseases
may be transmitted indirectly through shared air space.
Zoo managers and staff should be aware of any taxonomic groups or species in their care
with increase zoonotic risk potential. Examples of such taxa include:
o macaques – Herpes B virus
o bats – Australian Lyssavirus
o reptiles – Salmonellosis.
Source: National Zoo Biosecurity Manual 2011
http://www.daff.gov.au/__data/assets/pdf_file/0003/2026677/national-zoo-biosecurity-manual.pdf
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5.6.1 How to reduce the risk of disease spread
HAND WASHING
Hand washing is considered the most important practice in preventing the spread of disease for
visitors to contact areas. Infectious diseases may be spread from either animals or their environment
to people via contaminated hands. Good hygiene practices, such as the correct hand-washing
technique and washing hands at appropriate times in the animal contact area, will decrease the risk
of disease.
Always wash hands with soap and running water:
•
•
•
after touching animals, their enclosures or food containers - any part of the animal or its
surrounds can be contaminated
after being licked or bitten by animals
after having contact with soil, urine or faeces in an animal contact area.
Always wash hands before eating, drinking or smoking. Teachers and carers should supervise
children to ensure proper hand-washing.
AVOIDING ACTIVITES WITH A HIGHER RISK
While visiting animals do not:
•
•
•
•
•
•
•
touch mouth with hands or lick fingers
eat food intended for animals
eat inside the animal contact area (although there can be exceptions to this where the
operator implements control measures to mitigate zoonotic disease risk in a visitor eating
area)
leave open wounds uncovered
wipe hands on clothing, if avoidable
use dummies, spill-proof cups or baby bottles in the animal contact areas
return dummies or toys that have fallen on the ground or been in contact with animals to
children until they are been washed with soap and water.
Source: Qld Health Infection Control Guidelines for Animal Contact, www.health.qld.gov.au/ph/documents/cdb/zoo_guidelines.pdf
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Learning Activity 6: Role play
Learning Activity 6: Role play
You have seen examples of workplaces with improved resource efficiencies and heard from people
who have implemented new work practices. You’ve heard about financial, health and quality of life
benefits that can be achieved, so now it is time to identify ways that you can personally contribute
to environmentally sustainable work practices. How can you report potential improvements or
notify your supervisor of potential breaches in environmental regulations?
In this activity you will practice reporting sustainable resource inefficiencies or potential breaches to
your work supervisor via role play. Your trainer will provide you with scenarios for this activity.
The aim of the activity is to:
•
•
•
identify a potential breach of environmental sustainability regulations or codes of conduct
identify inefficient resource use
report findings and suggestions verbally to workplace supervisor.
Assessment Activity 6: Sustainability improvements in the workplace
Assessment Activity 6: Sustainability improvements in the workplace
You need to provide evidence that you have complied with workplace resource sustainability use
improvements. You can do this by:
•
•
Providing a report from your supervisor that details what you have done to work
sustainably.
Providing a copy of workplace documents or other materials (photographs for instance) that
show you complying with workplace sustainability programs.
If you are not currently working in an animal care workplace you may be able to participate in a work
placement. Your trainer may be able to help you to find a suitable location.
Completing a work placement will also help you to gather evidence to complete some of the other
sections of this Learner Guide.
Optional Activities
Watch these videos:
•
•
•
Change the way you think, http://www.youtube.com/watch?v=nDTmjR_GG1w&BBC
Develop or Die, http://www.youtube.com/watch?v=id5k2kbOME8
Climate change and clean energy jobs (Australia),
http://www.youtube.com/watch?v=__cgRKIsJNU
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Learning Summary
Now that you have reached the end of this Learner Guide you should have a better idea of the role
you can play at work and the types of sustainable practices that can be implemented to more
efficiently manage environmental resources.
Everyone has a responsibility to practice and support sustainable work practices so that we can all
enjoy a satisfying quality of life whilst maintaining the balance between resource availability and our
needs in an economically viable way.
’Development that meets the needs of the present without compromising the ability of future
generations to meet their own needs.’
Source: The Brundtland Report ’Our Common Future.’
This report was presented by the Prime Minister of Norway Mrs Gro Brundtland in 1987. It is
attributed to have brought the concepts of sustainable development to the international political
agenda.
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Progressive Learning Record
1. Identify current resource use
Performance criteria
Knowledge/skills required
Performance criteria
Knowledge/skills required
Comments
1.1
1.2
1.3
1.4
-
Workplace environmental and resource efficiency issues are identified.
Resources used in own work role are identified.
Current usage of resources is measured an documented using appropriate techniques.
Workplace environmental hazards are identified and reported to appropriate personnel.
Understand basic environmental sustainability principles.
Identify environmental resource management issues in the workplace.
Know procedures and processes that support environmental and resource efficiencies.
Measure resource use.
Identify environmental and resource hazards and risks associated with the animal care sector in which the
individual works.
Report environmental hazards and risks.
2. Comply with environmental regulations
2.1 Procedures are followed to ensure compliance with relevant environmental regulations.
2.2 Breaches or potential breaches of relevant environmental regulations are reported to appropriate personnel.
Understand environmental laws, regulations and standards and why they are relevant to the work content and
animal care and management industries.
Recognise procedures and follow instructions.
Know environmental laws and regulations relevant to the workplace.
Know procedures for reporting environmental and resource hazards and risks and environment and resource
efficiencies and inefficiencies.
Comply with environmental management legislation and standards.
3. Seek opportunities to improve resource efficiency and reduce environmental hazards
3.1 Organisation plans to improve environmental practices and resource efficiency are followed.
Performance criteria
3.2 Suggestions are made for improvements to workplace practices and resource efficiency.
Know procedures and processes relevant to the individual’s work area that support environment and resource
efficiencies.
Make suggestions for more efficient use of resources.
Knowledge/skills required
Minimise resource use.
Participate in workplace environmental management activities.
Support changes to workplace practices for environmental efficiencies.
Participate in workplace meeting and discussions related to environmentally sustainable work practices.
Comments
Comments
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Glossary
This is an initial glossary. Learners will be required to add to this list throughout training.
Biocapacity
Biocapacity is the capacity of an area to provide resources and absorb wastes. When the
area's ecological footprint exceeds its biocapacity, unsustainability occurs.
Carbon
The element that is the chemical basis of all organic life.
Carbon accounting
The systematic measurement of carbon dioxide equivalents (comparison of other
materials impact to that of the polluting effects of a unit of carbon dioxide) emitted or
abated by an organisation or process.
Carbon footprint
The measure of greenhouse gas emissions attributed to an organisation, activity or
event.
Carbon neutral
Where the net emission of greenhouse gas by an organisation, activity or event equals
zero carbon dioxide equivalents either through literal measurement or through the
production of green power equal to or in excess of what is needed or via carbon trading
strategies.
DAFF
Commonwealth Department of Agriculture, Fisheries and Forestry
DCCEE
Commonwealth Department of Climate Change and Energy Efficiency
DSEWPaC
Commonwealth Department of Sustainability, Environment, Water, Population and
Communities
E-waste
Any sort of electrical equipment that is no longer wanted (it may be functioning or not).
These generally contain recyclable components as well as contaminants that need to be
managed.
Eco efficiency
Doing more with less and minimising environmental impacts.
Ecological Footprint
The size and environmental impact of the energy, water, waste and resources associated
with an activity, business or individual.
Ecosystem
The interaction of the non-living environment with plant, animal, fungal and microorganisms as one unit.
EPBC Act
The Environment Protection and Biodiversity Conservation Act 1999 (the EPBC Act)
National Waste Policy
The policy, agreed by all Australian environment ministers in November 2009, sets
Australia's waste management and resource recovery direction to 2020.
Waste hierarchy
The concept of avoiding and minimising waste, followed by reuse, recycling, recovery
and finally, disposal.
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References
ABC Radio Australia, Australia has seventh biggest ecological footprint, Australia, 2012, viewed 3 July
2012
http://www.radioaustralia.net.au/international/2012-05-15/australia-has-seventh-biggestecological-footprint/943730
ActewAGL, 2012, ActewAGL, Canberra ACT, viewed 3 July 2012,
http://www.actewagl.com.au/Help-and-advice/Energy-and-water-management/Energy-and-watersavings-calculator.aspx
AgriFood Skills Australia Limited, 2012, AgriFood Skills Australia Limited, Barton ACT, viewed 13
August 2012 http://www.agrifoodskills.net.au/
American Hospital Association, 2010, American Hospital Association Chicago USA, viewed 6 July
2012, http://www.sustainabilityroadmap.org/
American Hospital Association, 2010, American Hospital Association Chicago USA, viewed 6 July
2012, http://www.sustainabilityroadmap.org/implementation/pim/epp/index.shtml
Australian Conservation Foundation, 2012, Australian Conservation Foundation, Melbourne Victoria,
viewed 4 July 2012, http://www.acfonline.org.au/about-us/our-home-60l
At.All.Events, 2012, At.All.Events, Sydney NSW, viewed 13 August 2012
http://www.allevents.com.au/
Change the way you think, 2009 online video, World Wildlife Fund, viewed 4 July 2012,
http://www.youtube.com/watch?v=nDTmjR_GG1w&BBC
Climate change and clean energy jobs, 2009, online video, Clean Energy Jobs Australia, viewed 4 July
2012, http://www.youtube.com/watch?v=__cgRKIsJNU
Commonwealth of Australia, Environment Protection and Biodiversity Conservation Act 1999, viewed
11 August 2012 http://www.comlaw.gov.au/Series/C2004A00485
Commonwealth of Australia, Environment Protection and Biodiversity Conservation Regulations
2000, viewed 11 August 2012, http://www.comlaw.gov.au/Series/F2000B00190
Council of Australian Governments (COAG) and State and Territory Governments, Green Skills
Agreement 2009, Canberra ACT, viewed 3 July 2012
http://www.deewr.gov.au/Skills/Programs/WorkDevelop/ClimateChangeSustainability/Documents/
GSAgreement.pdf
Department of Agriculture, Fisheries and Forestry, 2012, Department of Agriculture, Fisheries and
Forestry, Canberra ACT, viewed 4 July 2012, http://www.daff.gov.au/
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Department of Climate Change and Energy Efficiency, 2012, Department of Climate Change and
Energy Efficiency, Canberra ACT, viewed 3 July 2012
http://www.climatechange.gov.au/en/climate-change.aspx
Department of Climate Change and Energy Efficiency, 2011, Securing a clean energy future, The
Australian Government’s Climate Change Plan, Department of Climate Change and Energy Efficiency,
Canberra ACT, viewed 4 July 2012
http://www.cleanenergyfuture.gov.au/wp-content/uploads/2011/07/Consolidated-Final.pdf
Department of Environment & Climate Change, 2007, Storing and Handling Liquids: Environmental
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Participate in environmentally sustainable
work practices
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Learner Guide
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Participate in environmentally sustainable
work practices
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Learner Guide
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