Waste Management 28 (2008) S27S32

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Waste Management
j o u r n a l h o m e p a g e : w w w . e l s e v i e r. c o m / l o c a t e / w a s m a n

Integral u-rban solid waste management program in a Mex-ican u-niversity

R.M. Espinosa a,*, S. Tu-rpin a, G. Polanco a, A. De laTorre a, I. Delfn b, I. Raygoza a
a b

Univers-ida-d Au-tno-ma- Metro-p-o-l-ita-na- Az-ca-p-o-tz-a-l-co-, Avenida- Sa-n Pa-bl-o- 180, C.P. 02200, Mex-ico- City, Mex-icoUnivers-ida-d Na-cio-na-l- Au-tno-ma- de Mx-ico-, FES Iz-ta-ca-l-a-, Mex-ico-

a r t i c l e

i n f o

a b s t r a c t
The Azcapotzalco campu-s of the Universidad Au-t-noma Metropolitana (UAM-A) has implemented an Integral Urban Solid Waste Management Program, Segregation for a Better UAM Environment (Sep-a-ra-ccin por u-n mejor UAMbiente). This program is directed to create awareness and involve the academic commu-nity of the UAM-A concerning the problem of solid wastes, at the same time fu-lfilling the local environmental legislation. The program consists in separating solid wastes into two classes: (1) recoverable wastes (glass and PET bottles, alu-minu-m cans, Tetrapak packages) and (2) other wastes (non-recoverable). Du-ring the past three years, thanks to this program, the amou-nt of solid wastes delivered monthly to mu-nicipal collecting services has been considerably redu-ced. In this period, UAM-A has sent to recycling: 2.2 tons of glass bottles; 2.3 tons of PET bottles; 1.2 tons of Tetrapak packages and 27.5 kg of alu-minu-m cans. 2008 Elsevier Ltd. All rights reserved.

Articl-e his-to-ry: Accepted 28 March 2008 Available online 30 Ju-ne 2008

1. Intro-duc-tio-n The Mex-ican Prevention and Integral Waste Management General Law (Federal District Offi-cial Gazette, 2003), and the local Solid Waste Law (Federal District Offi-cial Gazette, 2004) establish the obligation to formu-late and ex-ecu-te management plans oriented to prevent the generation of waste, increase their valu-e and develop an environmentally sou-nd management of them. This goal is directed towards large waste generators, i.e., those with a produ-ction of over 10 tons/yr. Most edu-cational institu-tions belong to this category; therefore, they mu-st develop the corresponding management plans, which mu-st inclu-de an acqu-isition policy directed towards su-stainable consu-mption, based on green pu-rchase with the su-bsequ-ent redu-ction of waste and the consu-mption of recycled and/or recyclable produ-cts. Su-stainable consu-mption based on green pu-rchase targeted at the inpu-t of the materials is ju-st one of the control points in the management system, pu-rsu-ing their transformation and finally the redu-ction of waste generation. It is ex-pected that waste management plans of edu-cational institu-tions involve the stu-dents as part of the edu-cational process. In addition, the internal policy of the Azcapotzalco campu-s of the Universidad Au-t-noma Metropolitana (UAM-A) has a commitment to look after the care of the environment and, besides, to promote valu-es for the rational and appropriate u-sage of natu-ral resou-rces.

In this contex-t, in early 2003, before the pu-blication of the federal law on solid waste management (ONJ, 2003), the UAM-A designed a program for the Integral Management of Solid Waste generated in the campu-s, with the slogan Segregation for a Better UAM Environment (Sep-a-ra-ccin, por u-n mejor UAMbiente). This program is the type of management plan that Mex-ican law requ-ires (Espinosa et al., 2006). This paper describes the program developed by the UAM-A for the management of u-rban solid waste generated in its campu-s, as well as the resu-lts obtained to present. 2. Pro-gram o-f inte-gral manage-me-nt The program of integral management orchestrated by the UAMA has the following stages:

I Diagnosis. I Program objectives. I First operative phase. I Second operative phase. I Third operative phase.

2.1. Diagno-sis The UAM-A has 3000 workers, inclu-ding academic and administrative employees, and serves abou-t 12,000 stu-dents. The total area of the campu-s is 190,513 m2, of which 72,346 m2 are green areas. Before the implementation of the program, solid wastes generated by the commu-nity in the campu-s (classrooms, labs,

* Corresponding au-thor. Tel.: +52 55 5318 9062; fax-: +52 55 5394 7378. E-ma-il- a-ddres-s-: rmev@correo.azc.u-am.mx- (R. Espinosa).
0956-053X/$ - see front matter 2008 Elsevier Ltd. All rights reserved. doi:10.1016/j.wasman.2008.03.023

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workshops, offi-ces) were collected in the same containers, regardless of their statu-s (u-rban/dangerou-s/special handling). These residu-es were picked u-p by sanitation workers (180 workers in two shifts), who carried them to a temporary storage area called main container. Gardening trash was collected by the gardeners (30 workers) and piled in two open spaces set ou-t for that pu-rpose. 2.1.1. So-l-id wa-s-te genera-tio-n a-nd co-mp-o-s-itio-n Data collected from stu-dies condu-cted over five years by u-ndergradu-ate stu-dents of Environmental Engineering, shows that the University commu-nity generates a weekly average (on a five working-day basis) of 7.74 tons of solid u-rban and special handling wastes, which inclu-de 1.72 tons of gardening wastes (Glvez Coeto and de la Torre Vega, 2003), equ-ivalent to a generation of 0.110 kg/day/person within the campu-s. The data does not inclu-de food wastes from the cafeteria, since these residu-es are handled specially, as mentioned later. The volu-metric weight of the generated solid wastes was 87.5 kg/m3 on average, so 7.74 tons represent an approx-imated volu-me of 88.45 m3 (Glvez Coeto and De la Torre Vega, 2003). The wastes generated at the UAM-A are classified as u-rban solid wastes (USW), althou-gh their composition is different from Mex-ico Citys USW, as shown in Fig. 1. The main difference is the relative content of the organic class, that represents 46% of the total residu-es in Mex-ico City (Federal District Offi-cial Gazette, 2004), whereas it only comprises 24% on the campu-s. In the UAM-A, the main fraction of solid wastes is inorganic, a category that inclu-des glass and plastic bottles, metal cans, paper and cardboard, snack wrappers, etc. (Espinosa, 19972002). 2.1.2. Wa-s-te s-o-u-rcesPractically all of the organic solid wastes of the UAM-A are generated by gardening and at the cafeteria area, and they are managed separately. Cafeteria residu-es are collected daily by a service specifically contracted for that pu-rpose. In open areas, classrooms, laboratories, hallways and other facilities, the qu-antity of organic material generated is so small (less than 5% of total weight) that it is practically not significant. The inorganic wastes are generated in the whole campu-s: open spaces, accesses and hallways, classrooms, academic and administrative areas, research and teaching labs, cafeteria, etc.

2.1.3. Des-igning the p-ro-gra-m The segregation of the recoverable wastes is convenient since a market for its commercialization ex-ists. The professor responsible for the program contacted some companies interested in recovering and recycling these materials. This also allowed an u-nderstanding of the payment and transportation conditions. As a consequ-ence, it was determined to segregate only PET from soft drink bottles, milk and ju-ice cartons (Tetrapak packaging), ju-ice and soda glass bottles and alu-minu-m cans. The applied criteria were:

I They are recyclable. I They are generated in large volu-mes. I It is easy to identify which container they shou-ld be placed in. I They are not dirty before disposal.
They have a commercial valu-e and there is a potential market for recycling. The other potentially recyclable plastic materials have a redu-ced marketing valu-e and they are not segregated. Napkins, wrappers and paper bags are dirty when they are disposed of, so it is not practical to ex-pect them to be recycled. In contrast, most academic and administrative offi-ces generate a large amou-nt of clean paper, which is recoverable and has a good market potential. Becau-se the amou-nt of organic waste generated at the campu-s is very low, it was not necessary to place special bins to collect the material. Previou-s considerations were the starting point for planning and designing the Program for Integral Management to be implemented at the UAM-A. It was decided to separate the residu-es in two fractions:

I Fraction 1: recoverable wastes (Tetrapak packages, glass bottles,

PET containers and alu-minu-m cans).

I Fraction 2: every other residu-e (non-recoverable).

Althou-gh this classification does not match ex-actly with the designations of organic and inorganic wastes in the law, the proposed segregation constitu-tes a convenient management system for the UAM-A, and it even su-rpasses the law. The selective collection of recoverable material allows their transformation or recycling in an easier way, while the rest (non-recoverable waste) is sent to disposal sites or reserved for composting.

50 45 40 35 Percentage 30 25 20 15 10 5 0
Organic waste Gardening wastes Paper and cardboard Glass Plastic Metal Sanitary PET containers Others

UAM-A Mexico City

Solid wastes
*The organic waste category in UAM-A does not include cafeteria residues The plastic category in Mexico City includes PETE
Fig. 1. Solid wastes composition on the campu-s and in Mex-ico City.

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3. Pro-gram o-bje-c-tive-s The institu-tional objectives of the Sep-a-ra-ccin Program are:

I To raise awareness in the commu-nity of the UAM-A, on the solid

waste problem.

I To get the commu-nity of the campu-s involved in the solid waste

separation.

type of waste to be stored in them. Besides, two small sections of the main container were separated for only yard trimmings. An information dissemination campaign of the program was designed, which inclu-ded stickers for the containers, leaflets, posters and T-shirts. Finally, some training workshops for the handling of the wastes were given to the gardeners and the sanitation and cafeteria workers. 3.2. Seco-nd o-p-era-tive p-ha-s-e The second phase started in Ju-ly 2004 and is by now almost complete. As a part of this, the separation of solid wastes was established in the hallways of the higher floors of every bu-ilding where 72 pairs of white and red bins were placed. Also, the administration started the planning and design of strategies for recovery of clean paper, coming from academic and administrative areas of the campu-s. The following actions were taken (Espinosa and Polanco, 2006):

I To comply with the local environmental legislation regarding

solid waste management. The program was divided into three stages, according to two factors. The first, waste separation is a habit that the commu-nity acqu-ires gradu-ally since it involves a change of mindset, which is why it is important to pu-rsu-e it step by step. The second, fu-nding, was insu-ffi-cient to finance all of the infrastru-ctu-re needed in one phase. 3.1. Firs-t o-p-era-tive p-ha-s-e

I Diagnosis and inventory of solid waste generated in academic

In this phase, started in October 2003, the separation of solid wastes was established in the open spaces and in the accesses and hallways of the grou-nd floor of every bu-ilding on the campu-s. To accomplish an effi-cient separation, the resu-lts of the diagnosis regarding volu-me and type of wastes generated were considered and u-sed for planning the requ-ired infrastru-ctu-re; and administrative offi-ces.

I Design and/or search of proper containers for the recovery of

clean paper. These containers shou-ld be u-tilitarian, according to the image of the offi-ces, and placed at reasonable distance from the offi-ce personnel. I Selection of the nu-mber and location of those containers. I Design of the proper collection system. I Design of the information dissemination campaign. I Development of training workshops for the janitorial workers. I Informative meetings for academic and offi-ce personnel working in these areas. The separation of clean paper was planned to start as a pilot ru-n, which inclu-ded 11 offi-ces, both in academic and administrative areas, aiming to incorporate progressively all of the other offi-ces of the campu-s. It is worth mentioning that paper and cardboard were separated by the u-sers du-ring the first phase of the program. Therefore, arrangements for selling these materials were initiated early du-ring the second phase. The second phase involved activities for the evalu-ation of the first phase, inclu-ding su-rveys to stu-dents, teachers and University au-thorities. The su-rvey resu-lts indicated the need to redesign the visu-al information of the waste bins, as well as to implement a reinforcement campaign throu-gh different media. In this regard, several alternatives were considered, inclu-ding leaflets with realistic information, banners, web pages, screensavers in stu-dent compu-ter labs, advertisements at the campu-s au-ditoriu-m, tray covers/placemats in the cafeteria, and some others. The new graphic image of the program emphasizes the improved icons designed as identifiers for the labels of the bins. Another important resu-lt of the evalu-ation of the first phase, su-pported mainly by the inventory of the recoverable wastes generated in the campu-s, allowed improvement in the collection system and the separation procedu-res. 3.3. Third o-p-era-tive p-ha-s-e In this stage, started in November 2005, the Sep-a-ra-ccin Program was implemented for residu-es that requ-ire special handling and were not considered in the first and second phases, like those generated in stu-dios, research and teaching labs, photocopying and maintenance areas. An important part of the third phase was to pay special attention to the treatment or final destination of different types of

I Nu-mber and location of the containers needed for separation of

recoverable and non-recoverable solid residu-es.

I Nu-mber and location of containers needed for toilets and cafeteria.

I Shape, size and color of each container type that permits its
easy identification.

I Materials and equ-ipment: plastic bags, scales, baler/compactor

machine, carts for handling large volu-mes of wastes. A search for the types and colors of the containers was made. The containers shou-ld not affect the image of the areas where they wou-ld be placed and shou-ld be easy to handle. The University campu-s had already u-sed white and red colors for the bins, which are the distinctive colors of the UAM-A (Espinosa et al., 2004), so it was thou-ght it wou-ld be convenient to keep those colors. The new bins, resistant to environmental conditions in open spaces, were acqu-ired from the same vendor: 1. White bins for recoverable solid wastes. 2. Red bins for everything else or non-recoverable solid wastes. White bags were placed as interior liners in white bins. Black bags were u-sed to line the interior space of red bins becau-se, according to the Mex-ican regu-lation, red bags are u-sed for biological residu-es. Yellow plastic bags (for sanitary waste) were placed in the restrooms. The most convenient places for both types of containers were selected after watching the communitys behavior. The containers were fix-ed to the grou-nd in red/white pairs, and labeled with stickers that showed representations of the fraction that shou-ld be deposited in each one. In the first phase, a total of 146 waste bins were placed in ou-tdoor areas (Espinosa et al., 2004). The Sep-a-ra-ccin Program indicated that once the separated solid wastes have been collected, they are deposited and stored in specific zones of the main container for temporary storage u-ntil they are sent to recycling or to the landfill site. In order to accomplish this, the main container was redesigned and divided into compartments that were painted in different colors according to the

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special wastes, which requ-ired hiring, when needed, professional services. Ink for of can be or another opportu-nity for action within the program, which led to a we ink for Kores. Also, it is planned to in properly treat organic are and pru-ning wastes with equ-ipment designed by stu-dents, which wou-ld be implemented at a composting plant within the campu-s. Some tests have been made u-sing ex-perimental composting piles and the resu-lts are cu-rrently being reviewed and analyzed. 3.4. Res-p-o-ns-ibil-ity The Separa-ccin Program is an institu-tional program, u-nder the responsibility of the Academic Secretary (vice-rector) of the UAM-A campu-s and was designed by two Environmental Engineering professors. Du-ring the first phase, the same two professors coordinated the activities and were su-pported by Design professors, volu-nteering alu-mni and administrative au-thorities and workers. Since the beginning of the second phase, the two professors also rely on three su-pervisors. 4. Pro-gram stre-ngths and c-halle-nge-s The positive and negative resu-lts of the program can be classified into fou-r categories: technical and financial, compliance with the local environmental legislation, participation of the commu-nity and capacity bu-ilding. 4.1. Technica-l- a-nd fina-ncia-l- res-u-l-tsTable 1 details the amou-nt, in weight, of recoverable wastes segregated in 2005 and 2006. Table 2 mainly shows the recycling companies for each type of waste and the qu-antities sent to them. As shown in the tables, these qu-antities have greatly increased from one year to the nex-t. For ex-ample, the collected glass qu-antities have mu-ltiplied by nearly 15 and Tetrapak qu-antities dou-bled. Those amou-nts (together with the yard trimmings, representing ca-. 2120 m3 of solid wastes) are not delivered to the collectors. This is reflected in a drastic redu-ction in the need for private collection services to take away those wastes that were not collected by the pu-blic service. Table 3 shows the nu-mber of private garbage collection services hired in the last three years and the cost savings, compared with the nu-mber of services hired in 2003 when the program was not yet ru-nning. The cost savings in 2006 is more or less equ-ivalent to 25% of the bu-dget set aside for the Sep-a-ra-ccin Program. Nevertheless, it is still necessary to look for markets for the HDPE containers since they are generated in large qu-antities, and also to place more attention on the wastes of the laboratories (bu-ilding a storehou-se according to the regu-lations).

Table- 2 Wastes sent to recycling du-ring 2005 and 2006

PET

Ink

Table- 3 Nu-mber of private garbage collection services hired and cost savings Year 2003 2004 2005 Nu-mber of services 182 122 260 Wastes volu-me (m3) 2184 1410 2274 Cost (USD) $23,470.79 $15,477.95 $19,034.59 Savings $7,992.83 $4,436.20

2006
Total

88
652

24
5892

$9,550.23
$67,533.56

$13,920.56
$26,349.59

In general, the programs approach certainly has had a learning by doing aspect becau-se, every day, it is necessary to make little adju-stments and there is little relevant literatu-re for the specific case of u-niversities in developing cou-ntries. The challenge is therefore not to lose sight of the objectives and to u-se common sense. 4.2. Co-mp-l-ia-nce with the l-o-ca-l- enviro-nmenta-l- l-egis-l-a-tio-n Nowadays, in compliance with the local legislation, UAM-A is delivering its solid wastes to the City pu-blic garbage collection separated into only two fractions:

I Organic wastes: pru-ning wastes, grass clippings, etc. I Inorganic wastes: miscellaneou-s materials, classified as everything else, meaning wastes which lack of commercial valu-e and are not recoverable (those collected in red waste bins). The volu-me and weight of the solid wastes delivered to the pu-blic service has been redu-ced since the recoverable wastes (collected in the white bins) are sent to recycling and the yard wastes area sent to composting. These wastes are not sent to waste landfills. This way, the solid wastes generated in the campu-s are managed according to the law, which means with an integral vision defined by the principles of prevention, minimization and environmental protection. To reinforce the minimization aspect, the UAM-A needs to adopt better shopping practices, for ex-ample, green shopping: recycled paper, paper cu-ps instead of ex-panded polystyrene and others. Life cycle thinking is a very effective tool for the development of prevention practices and mu-st be applied, when possible, in the acqu-isition procedu-res of the u-niversity. 4.3. Pa-rticip-a-tio-n o-f the co-mmu-nity

Table- 1 Wastes recovery in 2005 and 2006 Year Generation (kg) PET
2005 2006 913.4 1369.1

The program also worked in order to comply with the institu-tional commitment to promote valu-es that contribu-te to the care and protection of the environment and to develop a sense of ecoTetrapak
388.7 787.0

Alu-minu-m
8.3 19.2

Glass
133.9 2018.0

Paper
0.0 931.6

Cardboard
0.0 2487.0

Total
1444.3 7611.9

this contex-t, the Sep-a-ra-ccin Program has made efforts directed to give information and to create awareness abou-t the importance and the beneficial environmental impact achievements of the

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wastes management and has actively participated in several u-niversity events. Another important resu-lt is the noticeable change in the attitu-de of the commu-nity members towards the program. At first, we noticed some indifference and low participation, bu-t with time, collaboration and participation in waste separation has increased. Today, most of the commu-nity u-nderstands the program as well as the right way to dispose the different fractions. Gaining widespread participation has been a challenge, bu-t good resu-lts have been observed as the periodic inspection of containers shows a better separation, since there is less mix-ing u-p of recoverable and non-recoverable residu-es (Espinosa and Polanco, 2006). 4.4. Ca-p-a-city bu-il-ding The program provides the UAM-A commu-nity the opportu-nity to learn abou-t the importance of waste management, the differences between plastics or between organic and inorganic wastes, environmental risks, ways of redu-cing wastes, and the new Waste Laws. The gardeners, sanitation and cafeteria workers have learned the most since they have direct involvement in the program. However, at this point, it is not known if the commu-nity applies this knowledge in their own homes or if their behavior has an effect on those who su-rrou-nd them. It wou-ld be qu-ite interesting to develop a su-rvey concerning this, since the program aims not only to increase awareness within the campu-s, bu-t also ou-tside it. 4.5. Co-mp-a-ris-o-n with o-ther u-nivers-itiesIn Mex-ico waste management programs ex-ist in some pu-blic u-niversities, for ex-ample, the University of Mex-icali (Baja California) and the University of Yu-catn, which have lau-nched a waste management program similar to the UAM-A Integral Management of Solid Waste. They are ambitiou-s bu-t there are limited data on the resu-lts (Tu-rpin et al., 2004). Both of those u-niversities share the same problems the UAM-A has had to deal with: keeping materials free from contamination, sticking clear and visible icons onto the bins, and diffi-cu-lties with gaining widespread participation throu-gh information, feedback and reminders given to academic and administrative employees and stu-dents. Several private u-niversities also have similar programs, whose resu-lts are generally better then those in the UAM-A. This can be ex-plained by the stronger discipline demanded of their commu-nities and a larger dedicated bu-dget (Tu-rpin, 2004). There are reports of some u-niversities in the United States with solid waste programs: Michigan University, 1989 (Michigan, 2007); University of Pennsylvania, 1990 (Pennsylvania, 2007); University of Colorado, 1980s (Pennsylvania, 2007); and University of Colu-mbia, 1997 (Colu-mbia, 2007). Initially, these programs focu-sed mainly on recycling variou-s types of paper (white office paper, mix-ed office paper, corru-gated cardboard, newspapers, phonebooks, tex-tbooks, magazines). Later they started recycling food and beverage containers: steel and alu-minu-m cans, glass bottles and jars, plastic ju-gs and bottles (PET and HDPE), milk cartons, ju-ice box-es). Appalachian State University has approached the problem of solid wastes by aiming to redu-ce the amou-nt of material consu-med, eliminating single u-se items, encou-raging reu-se of materials and eliminating u-nnecessary wastes. The Sep-a-ra-ccin Program began years after the programs of developed cou-ntries and therefore the achieved resu-lts are lesser. Nevertheless, on a national level, this program is one of the most advanced in integral management of solid waste in higher edu-cational institu-tions. The participation of the u-niversitys commu-nity

has been gained and, since the first stage, the objectives have been reached. 5. Co-nc-lusio-ns Environmental issu-es have been a world-wide priority in the last years and Azcapotzalco campu-s of the Universidad Au-tonoma Metropolitana, in Mex-ico, has always been committed to the proper u-se of natu-ral resou-rces and the protection of the environment. This commitment has been leading to specific activities since 2003, fu-ndamentally throu-gh the program for the Integral Management of Solid Waste generated at the campu-s, with the slogan Segregation for a Better UAM Environment (Sep-a-ra-ccin, por u-n mejor UAMbiente). This program promotes concrete actions of separating waste and changes in individu-al valu-es and in the behavior of the members of the commu-nity of the UAM-A. Throu-gh the presentation of the Sep-a-ra-ccin Program in several cu-ltu-ral events in the campu-s, and throu-gh the variou-s awareness campaigns, the commu-nity has been informed and sensitized abou-t the importance and the magnitu-de of the problem of solid waste disposal in Mex-ico. The knowledge regarding the integral waste management in the UAM-A campu-s and the volu-me of recoverable waste that has been sent to recycling have fu-eled the interest of the commu-nity (stu-dents, professors, au-thorities) and have contribu-ted to their involvement in the cu-ltu-re of separation of solid wastes. From a legal point of view, UAM-A complies with local legislation: solid wastes are separated before they are delivered to the garbage collector tru-cks and, in addition, the amou-nts sent to final disposal have been redu-ced. The third operative phase of the program is still in process of implementation. Once this phase is completely established and the resu-lts are evalu-ated, the maintenance of a permanent campaign will be part of the program. This involves the pertinent revision of the program in order to accomplish an ever increasing commu-nity participation, not only in regard to the problems of solid wastes, bu-t in general, in relation to environmental protection. Last year, the professors responsible for the program started to disseminate information abou-t the program to the au-thorities of the other campu-s of the Universidad Au-t-noma Metropolitana. These au-thorities are now considering implementing the Sep-a-ra-ccin Program on their own campu-s. Finally, it has to be emphasized that in order to gu-arantee the su-ccess of a solid waste management program in an institu-tion of higher edu-cation, the involvement of the commu-nity and its interdisciplinary work are very important. In addition it is imperative to have special su-pport from the au-thorities of the institu-tion. Re-fe-re-nc-e-s
Colu-mbia, 2007. Earth Engineering Center. Colu-mbia University, Integrated Waste Management. <http://www.seas.colu-mbia.edu-/earth/EECIWM.html>. Espinosa, V.R.M., 19972002. Environmental Engineering Workshop IV Practical Report. UAM Azcapotzalco, Mex-ico DF. Espinosa, V.R.M., Tu-rpin, M.S., Delfn, A.I., de la Torre, V.A., Carreto, H.M., Cisneros, R.A., 2004. Solid Waste Plan Management, UAM Azcapotzalco: first stage design and beginning. Mex-ican Federation of the Engineering and Environmental Sciences, XIV National Congress (FEMISCA), Mazatlan Sinaloa,

Mex-ico. Espinosa, V.R.M., Polanco, S.G., 2006. Solid Wastes Integral Management Program, UAM Azcapotzalco. 20052006 Report, UAM Azcapotzalco, Mex-ico DF. Espinosa, V.R.M., Polanco, S.G., de la Torre, V.A., Tu-rpin, M.S., 2006. Integral Management Solid Wastes Program, UAM Azcapotzalco. First Environmental and Development International Congress CIIEMAD-Polytechnic National Institu-te, Mex-ico DF. Federal District Offi-cial Gazette, 2003. Decree in base in which was created the Solid
Waste Law to Federal District, Mex-ico DF, April 22. Federal District Offi-cial Gazette, 2004. Integral Management of Urban Solid Wastes Program to Federal District. Federal District Government, Mex-ico DF, April 1.

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Glvez Coeto, E. De la Torre Vega, A., 2003. Separation and stock of PETE in UAM Azcapotzalco management and development program, Environmental Engineering Thesis. UAM Azcapotzalco, Mex-ico, DF. Michigan, 2007. Pollu-tion Prevention Program. University of Michigan. Solid Waste Management and Recycling. <http://www.p2000.u-mich.edu-/grou-nds_waste/ gw1.htm#Applicable#Applicable>. ONJ, 2003. Offi-cial National Jou-rnal, 2003. Integral Waste Management General Law. ONJ, Mex-ico DF, October 8.

Pennsylvania, 2007. Penn Environmental Grou-p. University of Pennsylvania, Solid Waste. <http://dolphin.u-penn.edu-/~pennenv/au-dit/Waste/index-.html#The%20 Resu-lts#The%20Resu-lts>. Toners, 2000. Environmental Point. Print cartridge laser-toner. <http://www.pu-ntoambiental.com/informes/cartu-chos_toner.pdf>. Tu-rpin, M.S., Espinosa, V.R., Ju-rez, M., 2004. Contamination prevention and environmental management in Universities Seminar. Events highlights. UAM Azcapotzalco, Mex-ico DF.