8th National Tribal Conference on Environmental Management

Downloadable Schedule in Word

Monday:

1. Agri-terrorism Awareness and Response [4 hours] Health/Homeland Security

Homeland Security has identified a number of possible terrorism scenarios. Scenario 14 is

“Agroterrorism”or a targeted attack on the American food and agriculture industry. The agribusiness in the America one of the largest in the world and it is vulnerable to terrorist acts. The purpose of agroterrorism would be not to kill animals, but to disrupt the U.S. economy and demoralize its citizens. In response to the threat and the Presidential Directive to protect against such an attack, a training on Foreign Animal Disease Response has been developed by the U.S. Department of Homeland Security and the AgTerror Preparedness Center . The course offers comprehensive information regarding the risk, nature, identification, and appropriate response to an agroterrorist event in any Tribe or Nation. The course objective is to provide agro terrorism awareness and response training to thousands of America 's first responders.

2. National Incident Management System (NIMS) Training [3 hours] Solid Waste

This training will provide tribes an overview of the National Incident Response Management System (NIMS) and the role of tribes in NIMS. It will point out opportunities for tribal assistance and capacity building by participating in NIMS and show how to effectively prepare and respond to environmental and public health incidents in Indian country. EPA has a major role in working with states and tribes to develop effective emergency response plans to address environmental and public health threats due to natural and man-made disasters.

3. METH Education [3 hours] Solid Waste

This training will provide toolkit resources and training on how to use the toolkit to implement a tribal methamphetamines awareness and prevention program. Methamphetamines are an American problem, including infiltrating and devastating tribal communities throughout the United States . Native Americans now experience the highest methamphetamine usage rates of any ethnic group in the nation. To respond to this issue in Indian country, the M eth E ducation T raining and H elp Center at Montana State University has partnered with the National Congress of American Indians to provide information and teaching toolkit to tribes. The self-guided and self-contained toolkit contains these materials:

* Seven PowerPoint Presentations

* Video/DVD dealing with Meth in Indian Country

* Tribal Codes Related to Meth

* Indian Country Meth Awareness Booklet and Bookmark

* Stickers, Wrist Bands and Temporary Tattoos

* Audience Focus Cards

* Newspaper Filler Ads

4. Avian Influenza Preparedness [4 hours] Health/Homeland Security

Avian Influenza (AI)—or “bird flu”—is a disease caused by a virus that infects domestic poultry, wild birds (like quail, cranes, geese and ducks), and pet birds like parrots. Avian influenza viruses have had a devastating impact on the poultry industry globally. The highly pathogenic virus is associated with very high morbidity and mortality rates in poultry, up to 100 percent. This virulent strain emerged in Asia in 2003 and has been detected in Africa and parts of Europe in poultry as well as 60 wild bird species worldwide.

The AI Pandemic flu is different. Pandemic flu is a human influenza outbreak of global proportions from a new flu virus from birds. The disease would spread easily from person-to-person, infecting large numbers of people around the world in a short amount of time and the mortality rate will be over 60%. Should the H5N1 virus or other similar influenza viruses adapt to allow easy human-to-human transmission, a pandemic could ensue.

Since February of 2004, medical and public health personnel have been watching closely to find any such cases. At this time, it is uncertain whether the currently circulating H5N1 virus will lead to a global disease outbreak. However, the H5N1 virus has mutated once to an easily human-to-human transmitted virus in Indochina and killed all seven members of an isolated family. The concern among the top US biologists is it could easily happen again, but in a populated area. Many feel that the question is when, not if. The causalities from such a pandemic in the US alone could be staggering and in the millions. Prevention and if necessary, containment are key. There is no substitute for preparedness in the event of an AI pandemic.

This training will cover the concerns and challenges responders, response agencies, governments, and individuals will have when they must deal with an outbreak of a Highly Pathogenic Avian Influenza (HPAI).

5. Climate Change on Tribal Lands [1/2 day] Air

The Intergovernmental Panel on Climate Change (IPCC, 2007) has stated global temperatures have increased by 0.8?C (1.44?F) since 1850. The IPCC also states climate warming is now ‘unequivocal'. Therefore, it is important for individual tribes to understand this problem and the potential consequences for their tribal lands. Earth's climate has fluctuated between glacial (ice ages) and interglacial periods (warm periods) several times during the last several million years. The objective of this course is to outline the most recent research on global climate change, provide the basic physical explanation of greenhouse warming, and to discuss several case studies ranging from changes in relative sea level to deglaciation to anthropogenic (human) impacts causing desertification in the arid Southwest. Topics this course will cover:

a. Climate Theory

* i. How the climate and the greenhouse work

* ii. What we don't know/questions

* iii. Basics of climate modeling

b. Impacts Given future warming

* i. Global and regional temperatures

* ii. Global and regional precipitation

* iii. General climate patterns (pressure systems, etc.)

* iv. General changes in the oceans (temperatures, flow, tides, etc.)

* v. Expected Polar changes and glacial changes

* vi. Biological changes

c. Other, including toxicological effects (possible pandemics)

6. Watershed Based Planning [3.5 hours] Water

Training walks participants through sequential steps of watershed based planning, including the nine elements of a 319 program.

8:30-9:30 - Introduction to watershed management and the importance of a sound technical basis to attract funding, and assure successful implementation.

9:30-9:45 - Break

9:45-10:45 - Using planning methods to guarantee success in remediating impaired waters (“9 key elements”)

10:45-11 - Break

11-Noon – Demonstration of Watershed Plan Builder and discussion of a tribal watershed-based plan (possible participation of tribe)

Friday:

1. Transfer Station Training for Tribes [1.5 hours] Solid Waste

This training will provide a basic overview of transfer station development and operation, including site selection, design requirements, environmental concerns, and transfer station equipment. A transfer station can range from a simple waste collection container, to a sophisticated facility where waste is collected, compacted, and hauled to a nearby landfill. Transfer stations can be a convenient, cost-effective alternative to open dumping. Higher incidences of open dumping of household waste are often related to an absence of residential solid waste services in a community.

2. Tips for Writing a Winning Application for a Tribal Solid Waste Management Grant [1.5 hours] Solid Waste

This training session will help tribes gain a greater knowledge of grant guidelines, how grants are ranked and how to write a stronger, more competitive grant proposal. Tribal Solid Waste Management Assistance Project (TSWMAP), overseen by the Tribal Solid Waste Interagency Workgroup, is a funding mechanism for tribes to address solid waste management issues in Indian country. Through this mechanism, tribes can apply for funding to conduct the following activities:

* Characterize and assess open dumps;

* Develop integrated solid waste management plans;

* Establish alternative solid waste management options (e.g., transfer station, enforcement codes);

* Close, clean up or upgrade an open dump sites.

3. Indoor Air Quality and Asthma [4 hours] Air

The session will describe Tribal Environmental Education and Outreach Program (TEEOP) staff efforts to develop a series of Indoor Air Quality (IAQ) projects engaging students, teachers, and tribal environmental professionals to address Indoor Air Quality (IAQ) in school buildings. Session participants will learn how the TEEOP staff uses a combination of the USEPA Tools for Schools, an IAQ curriculum from Oregon State University , and a set of IAQ measurement protocols developed with assistance from staff at Washington State University to increase awareness and knowledge about IAQ issues and impacts to health.

Outcomes:

1. Participants will understand that poor Indoor Air Quality (IAQ) in schools impacts the health of the children attending, particularly asthmatics.

2. Participants will understand how good Indoor Air Quality (IAQ) promotes and increases teaching and learning.

3. Participants learn the fundamentals of conducting an IAQ Building Assessment.

4. Clean Water Act Tribal 106 Guidance [8 hours] Water

Developing Tribal Surface Water Protection Programs through the Implementation of Section 106 Guidance – Developing a Monitoring Strategy, Water Quality Assessment and Data Expectations, Reporting Requirements

9-9:30 – Introduction and Overview

9:30-11:30 - Data Reporting and Use of the Data Reporting Template.

Focus is on data management, data reporting and using the template as a way or organizing data in a format appropriate for entry into EPA databases. Participants will work with sample data within the template and practice using tools available for data submission to EPA.

11:30-1:00 - Lunch

1-2:30 – Water Quality Assessment and Use of the Water Quality Assessment Template.

Explore methods for addressing assessment objectives as a tribe turns monitoring data into information. Data summaries, data comparisons, and other analysis mechanisms will be looked at to assist tribes with using data to tell a story about water quality condition.

2:30-3:00 - Break

3:00-4:30 - Developing a Monitoring Program Strategy and Using the Monitoring Strategy Template.

This session will walk through the core elements of a monitoring strategy and discuss laying out the key decisions and analysis that tribes must address in producing a viable strategy. Elements of the monitoring strategy, such as Quality Assurance Project Plans (QAPPs), monitoring and sampling design, indicators, and data management will be highlighted

4:00-5:00 Group Discussion and Wrap Up

5. Principles of Environmental Compliance and Enforcement [3 hours] Law

This training session will consist of a 3-hour interactive discussion on how to develop an effective environmental enforcement and compliance program in Indian country. During this training session, you will learn about the need to set standards, make environmental policy decisions and manage programs in Indian country. You will also learn about the core principles which are inherent in any successful compliance and enforcement program that exist regardless of a tribe's size, location, or governmental structure. The course is designed primarily for tribal professionals and tribal leaders who are interested in developing an enforcement and compliance program for their tribe under either inherent authority or in anticipation of seeking “treatment in the same manner as a state” from EPA to implement a federal environmental program.

The session's leaders will offer brief opening remarks and then engage the participants in a dialogue on each topic and seek to obtain general understanding on how tribes and EPA can use compliance assurance and enforcement to significantly improve human health and environmental issues in Indian country.

6. Developing Tribal Codes with an Emphasis on Effectively Managing Solid Waste [3 hours] Solid Waste

This course will provide information on developing tribal codes with an emphasis on management and disposal of solid waste. It will cover:

The importance of developing a tribal ordinance and enforcement program, particularly in the area of solid waste;

* Steps in developing a code;

* Determining the needs of a tribe and the evaluating the regulatory and non-regulatory approaches to addressing waste management issues;

* Community involvement;

* Available resources and programs (e.g., waste management practices, operating requirements for landfill or transfer stations, open dumping and open burning prohibitions); and

* Compliance and enforcement issues and strategies, including penalties for violations, prioritizing enforcement.