Journal of chemical health & safety最新文献

The correct use and performance assessment of chemical fume hoods are essential to minimize operator exposure to hazardous volatile compounds. In this study, a chemometric strategy was developed to predict solvent emissions based on molecular and physicochemical descriptors. A small but representative set of solvents (ethanol, diethyl ether, isopropanol, n-hexane, and acetone) was selected according to safety profiles and structural diversity. Controlled evaporation tests were carried out using a dynamic containment setup inspired by the EN 14175 outer plane methodology. Emissions were experimentally quantified under two standardized conditions. Initially, univariate regression models were developed using Ordinary Least Squares, with vapor pressure and boiling point as single predictors. Partial Least Squares regression was therefore applied to check ten chemical–physical molecular descriptors; variable selection reduced the number to the previous two. The reduced model improves prediction accuracy under both experimental conditions, reducing the error in prediction from 4.30 to 1.48 for the first setting and from 5.25 to 3.67 for the second setting. These results demonstrate that solvent emissions from laboratory fume hoods can be reliably predicted using chemometric models based on molecular descriptors. The proposed approach offers a valuable tool for emission assessment, informed solvent selection, and chemical risk management in laboratory environments.

Small and medium-sized multidisciplinary research laboratories often lack specialized systems for chemical safety and sustainability. In many countries, including those with limited or no national regulations for small-scale chemical users, this creates additional challenges for implementing effective safety practices. As a result, chemical inventories are often fragmented and insufficiently managed, increasing safety risks. Additionally, solvents and empty containers are often discarded, despite their potential for recovery and reuse. This article presents a low-cost, user-friendly protocol comprising three complementary components: Shared Chemical Inventory, Solvent Reuse Strategy and Container Repurposing guide designed to improve laboratory safety and sustainability in settings where formal regulations are limited or absent. The protocol was designed for direct accessibility without additional infrastructure or financial investments. Implemented at a medium-sized research institute located in Europe, it achieved an almost 30% reduction in the total chemical waste mass. With its integration in onboarding and simple training modules, the protocol improves safety compliance, reduces cost of virgin solvents, and minimizes chemical waste disposal. Relying on existing laboratory resources demonstrates that principles of responsible chemistry can be effectively applied at the laboratory level without financial investments through voluntary, culturally embraced practices, even in the absence of extensive regulation. Its scalability and adaptability suggest broad relevance for other small- and medium-sized research laboratories, including teaching laboratories and start-ups, contributing to both chemical safety and sustainability goals.

This study presents a semiquantitative dual-hazard framework to characterize the spatial distribution of chemical risks in an academic research institution. A physically verified inventory of 1408 substances stored across a central warehouse and eight laboratories was evaluated using GHS-based hazard banding integrated with quantity, volatility, ignition potential, occupancy, and containment conditions. Two risk scores were generated for each substance -Toxicological Risk (R) and Fire Risk (Rf)-, derived from multiplicative banding that combines GHS hazard categories with stored quantity, volatility/dispersion, occupancy/proximity, and containment/mitigation conditions, and the highest score per storage group was selected following a worst-case principle. The analysis revealed distinct functional patterns: although some laboratories exhibited the highest single-substance R values, the central warehouse displayed the most significant overall toxicological risk profile due to the accumulation of bulk quantities of multiple GHS06 and GHS08 substances, while operational laboratories demonstrated elevated fire risk driven by routine handling of flammable solvents in proximity to potential ignition sources. A dual-axis prioritization matrix (x-axis: fire risk; y-axis: toxicological risk) classified storage groups into defined risk quadrants, enabling targeted mitigation strategies. No storage groups fell into the quadrant that represents simultaneous high toxicity and high flammability, indicating effective segregation of incompatible hazards. The framework provides a practical and adaptable tool for resource-constrained academic environments seeking to transform static chemical inventories into actionable, location-specific safety strategies.

This paper presents the design and implementation of the Chemical Safety and Chemical Security course developed in collaboration between the University of Wuppertal and the University of the Philippines Diliman. The course emphasizes that regardless of specific regulatory frameworks, the fundamental principles of chemistry remain constant during an incident and form the foundation for the effective prevention and mitigation of chemical hazards. Particular emphasis is placed on large-scale industrial and transportation accidents involving hazardous materials, enabling students to connect theoretical chemical principles to practical aspects of risk assessment, mitigation strategies, and emergency response. Capacity building in Chemical Safety and Security through the educational system can go hand-in-hand with the development of requisite regulatory frameworks (where these are absent or implementation is low) in many developing regions around the world. Using the classification system of the European Agreement concerning the International Carriage of Dangerous Goods by Road (ADR) as a unifying framework, graduate students analyze real-world chemical accident case studies to apply their chemical knowledge to hazard assessment and the selection of operational measures. Although ADR primarily governs the transport of dangerous goods within Europe, its classification system is identical to that of the U.S. Department of Transportation (US-DOT) Hazardous Materials Regulations, both comprising nine hazard classes. These transport classifications serve as a globally recognized system for organizing substances according to their predominant hazards during carriage. In comparison, the Globally Harmonized System of Classification and Labeling of Chemicals (GHS) uses a more granular approach, subdividing certain transport classes into finer hazard categories. For example, ADR/US-DOT Class 4.1 (“Flammable solids”) includes both flammable solids and self-reactive substances, while Class 4.2 (“Substances liable to spontaneous combustion”) encompasses pyrophoric liquids and solids, as well as self-heating substances and mixtures. By examining these relationships, students gain a deeper understanding of how the different regulatory systems (ADR, US-DOT, and GHS) address similar hazard phenomena in transport, storage, and laboratory contexts. This pedagogical approach is consistent with the RAMP framework (Recognize hazards, Assess risks, Minimize risks, and Prepare for emergencies), which provides the conceptual foundation for all safety-related learning activities. Core topics include universal principles of incident command and operational management, the properties and application of extinguishing agents, fire dynamics in compartments, pool fire behavior, and the fundamentals of fire and explosion investigation.

Laboratories are essential spaces within universities as they foster learning through practice and advance academic discovery through research. However, laboratory work involves inherent hazards and risks associated with these activities. To overcome this challenge, the Integrated Health, Safety, Civil Protection, and Environmental Management tool (IHSCE tool) was developed in 2021. Initially designed as a questionnaire of 111 items classified into four subindicators, the tool has since been refined with input from experts and public and private institutions. It was subsequently validated in laboratories from high school institutions, resulting in the current version consisting of 85 items organized into seven subindicators. In this study, the IHSCE tool was applied for the first time in a public university in Mexico to evaluate safety management across 23 teaching and research laboratories. The overall IHSCE score for the university’s laboratories was 5.5 out of 10 possible points, indicating that management practices require significant strengthening across all areas. The subindicator on emergency and safety equipment received particular attention, with an average score of 3.7. These findings underscore the need to implement improvement measures to enhance laboratory safety, protect the university community, and minimize risks to the surrounding environment.

Independent safety inspections were conducted in research and teaching laboratories at three leading universities in the Philippines. Several safety issues were identified, and recommendations to address these hazardous situations and improve lab safety were provided to the inspected laboratories. This paper presents the findings from these inspections and the recommended corrective actions and aims to serve as a learning resource for similar university research and teaching laboratories all over the world to protect laboratory users.

Time-sensitive chemicals are substances that can develop an explosion hazard when stored for prolonged periods. If not properly managed, they may deteriorate to create unknown hazardous conditions, increasing the risk of fires and explosions. When these chemicals are found under such unsafe conditions, they can no longer be handled safely by lab personnel and are outside the scope of general hazardous material disposal. Their removal requires costly, specialized contractors or high-profile interventions involving fire departments and police services. After a near-miss incident, the UCalgary EHS Lab Safety team prioritized revising the Lab Safety Program to focus on proactively managing time-sensitive chemicals. Key elements of the approach include increased awareness and education, improved guidance and resources, response processes to unsafe items, targeted risk-reduction initiatives, program sustainment, and continuous improvement. By sharing UCalgary’s approach, along with key challenges and lessons learned from campus-wide initiatives, near-miss incidents, and both planned and unplanned specialized contractor disposal events, we hope to support higher education institutions in strengthening their time-sensitive chemical management program.

Laboratories in Higher Education Institutions often experience low safety compliance and face challenges in establishing a strong Chemical Safety culture. This study employed a Participatory Action Research (PAR) approach to improve chemical safety practices in teaching and research laboratories at Brazilian Higher Education Institutions. Over six months, 32 laboratory professionals participated in workshops combining theoretical instruction, field activities, and group discussions. These sessions introduced tools and methods for hazard identification, container labeling, chemical storage, risk assessment, and control measures, fostering critical thinking and collaborative problem-solving. Participants implemented practical tools─including a chemical inventory spreadsheet, emergency response cards, and labeling systems─tailored to their laboratory contexts. The initiative emphasized shared responsibility and the integration of safety practices into daily routines. Outcomes included improved chemical segregation, enhanced hazard communication, and increased awareness of regulatory standards. Participants demonstrated greater ownership of safety responsibilities and formed a volunteer group to disseminate knowledge and advocate for institutional support. The participatory process proved effective in cultivating a proactive safety culture, empowering laboratory users to drive meaningful changes and bridging the gap between theoretical knowledge and practical application. The workshops fostered sustainable improvements in chemical safety and promoted a culture of prevention within academic environments. The workshops culminated in the development of a Chemical Safety guideline, consolidating feasible practices adapted to the laboratory environment.