ADVANCED ERGONOMICS

NEED BY TOMM0OROW

 

1.     Communication is a key factor to successfully completing a task, especially if others are involved in the task completion. In an essay, discuss the items that can go wrong with a communication system. Discuss the elements of a communication system and what the ultimate impact might be due to some sort of failure.

 

Your response must be at least 200 words in length.

 

2The amount of information can sometimes hamper the outcome expected by the end user. In other words, clutter can hinder the intended message. One example of clutter (or too much information) is prescription-drug packaging. Explain why it is important for ergonomics professionals to understand the concept of clutter or “too much information”.

 

Your response should be at least a 200-word essay.

 

Question 3

 

1.       

Beth, the administrative assistant, continues to have headaches. Using the ideas of positive feedback loops and negative feedback loops (control processes), comment on what Beth could do to relieve these headaches. The treatment options could include medications and how the employee responds to those, adjustment of the lighting within the work site, sound, smell, etc. Also comment on non-medicinal therapies that might be available for this employee.

 

Your response should be at least 200 words

 

Question 4

1.       

 

Continuing to draw upon our examples highlighted in Unit I, Beth continues to develop headaches while at work. Remember, she is an administrative assistant and works in a new office building, which has produced significant odors relating to the combination of construction materials. And this is the presumed source of the headaches. Because this has become a workers compensation issue, you are asked to look into the employee’s setup for her work station. Discuss this situation using both the feedback mechanisms and also the controlling mechanisms as they pertain to Beth’s individual circumstance.

 

Your response should be at least 200 words

 
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Fire & Emergency Safety And Survival

FIR 3301, Fire Behavior and Combustion 2

8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

9. Student Break Room: This communication forum allows for casual conversation with your classmates. CSU Online Library The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard. The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page. Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services. Unit Assignments Unit I PowerPoint Presentation From the video clip below create a seven- to ten-slide presentation on the enthalpy regarding the fire and smoke. You many use various sources, including your textbook and other scholarly material. Since you will not be presenting this PowerPoint to your instructor in person, you may need to add written explanation for the contents of your slides. If this becomes necessary, you may use the PowerPoint slide “notes” function to provide brief explanations. You will need to emphasize key points taken from this unit to fully discuss enthalpy and how it relates to the video clip of the thick black smoke pulsing from the warehouse.

Click here to access the video clip. Visual emphasis, such as bold, italicized, or underlined text, should be used sparingly in order to maximize the prominence of key points. Each slide should address a single concept, and slides should follow a logical progression, each building on the other. Treat your PowerPoint slides like you would any research paper—provide in-text citations and a reference slide for any outside sources, including direct quotations, paraphrased words or ideas, tables and data, and images. The title and reference slides are not included in the required slide count.

Click here for a PowerPoint tutorial if you need guidance in creating effective PowerPoint presentations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit III Project For this assignment, conduct research on modern fires and legacy fires. From your research and from concepts in the textbook, compare and contrast a modern fire and a legacy fire. Search for videos of each type of fire. Include in your discussion a response to the following questions in regard to both the modern and legacy fire.

x When is oxidation not combustion? x When is combustion not oxidation? x What is the basic mechanism of fire spread?

 

 

 

FIR 3301, Fire Behavior and Combustion 3

Summarize your responses in a document that is two pages in length. To supplement your discussion and support your conclusions, you may use information from reputable, reliable journal articles, case studies, scholarly papers, and other sources that you feel are pertinent. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations in proper APA style. The purpose of this assignment is for you to apply the concepts and knowledge you learned in this unit on the surveillance of the stages of fire in the video. Also, this provides you with the opportunity to use your skills, expertise, and experience to enrich your response. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Research Paper Topic With this assignment, you will begin working on your research paper, which will be due in Unit VIII. See Unit VIII assignment instructions for more details about the final requirements for the Research Paper. Please select one of the topics below and prepare a well-organized and thoughtful summary for your research paper. The topic chosen should expand on what you are learning during this course. Show how you understand the issues with life experiences from the fire service. A title page and reference page are required, but are not included in the research paper required page count. Topics from which you may choose include:

x x Smoke movement in buildings x Fire movement in buildings x The importance of measurement in understanding fire behavior x Chemical elements that are especially important in fires x Fuel-lean, stoichiometric, and fuel-rich combustion x The three states of matter x The components of fire x The physical and chemical properties of fire x The chemistry and dynamics of fire x Materials and their relationship to fires as fuel x The characteristics of water as a fire suppression agent x Suppression agent strategies, methods and techniques of fire extinguishment

NOTE: If you have a different topic you would like to research, submit your topic proposal to your instructor and have it approved before writing your summary outline. Your summary should be 200 to 300 words in length. Also, you must list at least one of the sources that you will be utilizing for the research paper. You are required to use your textbook as one of the source materials for your final paper. You should also use a minimum of three sources total. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Case Study For this assignment, you are to watch the video below. The video illustrates a flashover in the mid-80s. Although it is an older video, it shows a narrow wood-frame structure where a salamander kerosene heater in the hallway started a fire that developed from ignition to a fully-developed fire after a flashover. Please do not critique the tactics or the protective clothing worn in that era. However, focus on the combustion as an exothermic chemical reaction between a fuel (wood frame structure with wood bead board interior and kerosene) and an oxidizer, resulting in the generation of substantive heat that lead to a flashover.

 

 

FIR 3301, Fire Behavior and Combustion 4

Background It was a cold winter night with temperatures dropping in the low 30s. The homeowner was using a salamander kerosene heater, which was common for that time, to stay warm. During the morning he turned off the heat and filled the heater with more kerosene. As he filled the heater, some kerosene spilled on the wood floor. The heat from the heater burning all night cause the fuel to vaporize more than usual on a cold day, and when he lit the heater it flashed, igniting the spilled kerosene. Within three minutes from time of dispatch, the Orlando Fire Department was on the scene with an engine company and a truck company. The truck company split into two crews (inside and outside) to perform truck functions. The engine crews were just making entry into the structure (about 2 feet inside the front door) when the flashover occurred.

Click here to access the video clip. Apply what you learned from the video using concepts from Chapters 7, 8, and 12 to describe the fire. Discuss what led to the flashover. For example, was there enough heat generated by the combustion (oxidation) process to ignite other materials. If so, at what point? Was there fire plume under the ceiling? Was there filling of the fire compartment by smoke? What was the smoke flow from the compartment regarding any opening? What was the smoke movement? Summarize your responses in a minimum of two pages in length. To supplement your discussion and support your conclusions, you may use information from reputable, reliable journal articles, case studies, scholarly papers, and other sources that you feel are pertinent. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations in proper APA style. The purpose of this assignment is for you to apply the concepts and knowledge you learned in this unit on the surveillance of the stages of fire in the video. Also, this provides you with the opportunity to use your skills, expertise, and experience to enrich your response. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit V PowerPoint Presentation Create an 18- to 20-slide presentation on one of the topics below. You may use various sources, including your textbook or other scholarly material. Since you will not be presenting this PowerPoint to your instructor or classmates in person, you may need to add written explanation for the contents of your slides. If this becomes necessary, you may use the PowerPoint slide notes function to provide brief explanations. Once completed upload the assignment to Blackboard. Pick one of the four topics:

x Describe the differences between the burning of a solid fuel and the burning of gaseous and liquid fuels. x Describe the thermal and chemical processes that result in the ignition of, and during the burning of a solid. x Describe the hazards to people and property from fire. x Describe the most important toxic gases in smoke. x Describe the concept of limiting hazards and its role in fire protection.

Visual emphasis such as bold, italicized, or underlined text should be used sparingly in order to maximize the prominence of key points. Each slide should address a single concept, and slides should follow a logical progression, each building on the other. Treat your PowerPoint slides like you would any research paper—provide in-text citations and a reference slide for any outside sources, including direct quotations, paraphrased words or ideas, tables and data, and images. The title and reference slides are not included in the required slide count. Click here for a PowerPoint tutorial if you need guidance in creating effective PowerPoint presentations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 

 

FIR 3301, Fire Behavior and Combustion 5

Unit VI Case Study The purpose of this assignment is for you to apply the concepts and information you learned in this unit about combustion products. Also, this assignment provides you with the opportunity to use your skills, expertise, and experience to enrich your response. The case study is the “Administrative Report Public Health Service/CDC/NIOSH/DSR FACE 98-03.” Locate the report by going to the Centers of Disease Control and Prevention website and typing the report information in the search engine. If you cannot locate the article please contact your professor.

This is a brief background from the report to the Director of the National Institute of Occupational Safety and Health (NIOSH) on January 20, 1998 from the Division of Safety Research, NIOSH:

Two Fire Fighters Die of Smoke and Soot Inhalation in Residential Fire – Pennsylvania On October 27, 1997, two male fire fighters died of smoke and soot inhalation while fighting a residential fire. An Engine Company comprised of four fighters was responding to a 911 call of a downed power line in a residential neighborhood when one of the fire fighters noticed smoke emitting from the basement area of a nearby residence. Without notifying fire dispatch of the change in conditions (smoke coming from the residence), three fire fighters entered the residence to assist the residents out, and to survey the conditions and location of the fire. The fire fighters then exited the residence to don their self-contained breathing apparatus. Two of the fire fighters reentered the residence with a charged 3/4-inch booster line and proceeded to the basement (location of the fire) to attack the fire. This was the last time either fire fighter was seen alive. NIOSH investigators concluded that, to prevent similar occurrences, fire departments should: (1) ensure that fire fighters advise dispatch of any change in conditions that would warrant a change in the status of unit(s) responding to a specific condition (2) ensure that fire fighters wear and use PASS devices when involved in firefighting, rescue, and other hazardous duties.

Consider these requirements for your assignment:

x Discuss the case study thoroughly relating to smoke or fire effluent. x Analyze the aerosols (soot particles and liquid droplets) and gases that could be related to the deaths. Why, or

why not? o Explain how the smoke components, as well as the smoke itself, could have contributed to the death. o Did the light haze visible in the living room contain aerosol droplets that resulted from condensation of gases

that cool as they leave the vicinity of the flames? Why, or why not? o Did the smoke, soot, and aerosols reduce the ability to see in the dining room? Why, or why not? o Could the moderate smoke and poor visibility that the firefighters encountered affect their ability to orient

themselves and constructively identify a path to safety? Why, or why not? o Is there anything you think the first firefighters should have or could have done differently? Support your

answer. Provide your responses in a document. The completed assignment must be a minimum of three pages in length, not including the title page and reference list. To supplement your discussion, you may use journal articles, other case studies, scholarly papers, and other sites you may find pertinent. You must use APA style guidelines when writing your paper. You need to utilize at least two sources and you will need to cite these sources in-text and at the end of your essay in a “References” section. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Scholarly Activity For this assignment, you are to research ONE of the following situations. Discuss it thoroughly using the course learning outcomes for this unit as a foundation to discuss the concepts.

x Research an incident involving fire suppressant(s). Compare the fire suppressant(s) listed in the incident to others listed in scholarly sources and the textbook. Describe the suppressant, give real life experiences involving the suppressant, and briefly compare and contrast which other fire suppressants would be effective for the same incident. Discuss the chemical phase, the mechanism of action, the mode of application, and the application system.

 

 

FIR 3301, Fire Behavior and Combustion 6

x Research an incident involving a gasoline fire and briefly describe the incident. Discuss the best aqueous foam(s) for fighting the fire. Explain the principal mode of application of the aqueous foam agent. Was the aqueous foam effective? Why, or why not?

x Research an incident involving inert gases used to prevent, quench, or interfere with the chain propagating and chain branching chemistry of the flames. Explain why the uses of chemically active agents are limited by their environmental impacts and health hazards. Do you agree with or disagree with their environmental impacts and health hazards? Why, or why not?

x Research emergency response for fires that use water delivery enhanced with chemical additives for extinguishment. Briefly describe an incident and highlight some of the primary types of chemical additives and their effectiveness. Did the water have high heat of vaporization or gasify readily with the additives? Did the additives form any toxic products after the extinguishment of the fire?

The purpose of this assignment is for you to apply the concepts and knowledge you learned within this unit. Also, this provides you with the opportunity to use your skills, expertise, and experience to enrich your response. Since you are offered the choice of which assignment to complete, you should provide a thorough discussion on the concepts and explain how it could relate to your field or career choice. To supplement your discussion, you may use journal articles, case studies, scholarly papers, and other sites you may find pertinent. Your response should be at least three pages of content, double spaced and appropriately cited using APA style writing. Any material that is directly quoted is required to have the necessary citation. Your paper should have a title page and reference page meeting APA format. This should be original work that demonstrates a higher level of learning. The use of material from other scholarly sources is appropriate to show that you can analyze the information and apply it to other situations by building on the knowledge of others as it applies to your exploratory assignment. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Research Paper Unit VIII Research Paper Please use the topic you selected in Unit IV and prepare a well-organized and thoughtful five- to seven-page research paper. The paper should expand on what you learned during this course. Show that you understand the issues using life experiences. This paper should demonstrate a higher level of learning with examples to show that you can analyze the information and apply it to other situations. A title page and reference page are required but not included as part of the paper length. CSU requires that students use the outside sources. All sources used, including the textbook, must have accompanying citations, and may include Internet sources, books and professional journals, or resources related to the course. Your research paper must contain at least three references. APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. A document titled “APA Guidelines Summary” is available for you to download from the APA Guide Link, found in the Learning Resources area of the myCSU Student Portal. It may also be accessed from the Student Resources link on the Course Menu. This document provides links to several internet sites that provide comprehensive information on APA formatting, including examples and sample papers. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. APA Guidelines The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Success Center. Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your

 

 

FIR 3301, Fire Behavior and Combustion 7

efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Assessment (Written Response) and (2) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Assessments and Assignments is the method by which your instructor assigns all grades. Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Once you have completed Unit VIII, you MUST unsubscribe from the forum; otherwise, you will continue to receive e-mail updates from the forum. You will not be able to unsubscribe after your course end date. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

 

 

FIR 3301, Fire Behavior and Combustion 8

Grading

Unit Assessments (2 @ 5%) = 10% PowerPoint Presentations (2 @ 10%) = 20% Unit III Project = 10% Case Studies (2 @ 10%) = 20% Unit IV Research Paper Topic = 5% Unit VII Scholarly Activity = 15% Unit VIII Research Paper = 20% Total = 100%

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

 

 

FIR 3301, Fire Behavior and Combustion 9

FIR 3301, Fire Behavior and Combustion Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

Unit I Concepts Associated with the Chemistry and Dynamics of Fire

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 1: Fire Measurement and the SI System of Units � Chapter 2: Chemical Elements and Compounds: Atoms and Molecules � Chapter 3: Physical and Chemical Change � Suggested Further Reading: See Study Guide

Submit: � Assessment � PowerPoint Presentation

Notes/Goals: Unit II Physical Properties of the Three States of Matter: Part 1

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 3: Physical and Chemical Change � Chapter 4: Flow of Fluids � Suggested Further Reading: See Study Guide

Submit: � Assessment Notes/Goals: Unit III Physical Properties of the Three States of Matter: Part 2

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 5: Heat Transfer � Chapter 6: Combustion, Fire, and Flammability � Suggested Further Reading: See Study Guide

Submit: � Project Notes/Goals:

 

 

FIR 3301, Fire Behavior and Combustion 10

FIR 3301, Fire Behavior and Combustion Course Schedule Unit IV Physical and Chemical Properties of Fire

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 7: Fire Characteristics: Gaseous Combustibles � Chapter 8: Fire Characteristics: Liquid Combustibles � Chapter 12: Movement of Fire Gases � Suggested Further Reading: See Study Guide

Submit: � Research Paper Topic � Case Study

Notes/Goals: Unit V Process of Burning

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 9: Fire Characteristics: Solid Combustibles � Chapter 11: Smoke and Heat Hazards � Suggested Further Reading: See Study Guide

Submit: � PowerPoint Presentation Notes/Goals: Unit VI Various Materials and Their Relationship to Fire as Fuel

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 10: Combustion Products � Suggested Further Reading: See Study Guide

Submit: � Case Study Notes/Goals:

 

 

FIR 3301, Fire Behavior and Combustion 11

FIR 3301, Fire Behavior and Combustion Course Schedule Unit VII Characteristics of Water as a Fire Suppression Agent

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 13: Fire Fighting Chemicals � Suggested Further Reading: See Study Guide

Submit: � Scholarly Activity Notes/Goals: Unit VIII Other Suppression Strategies, Methods and Techniques of Fire Extinguishments

Review: � Unit Study Guide � Learning Activities (Non-Graded): See Study Guide

Read: � Chapter 14: Computational Modeling of Fires � Suggested Further Reading: See Study Guide

Submit: � Research Paper Notes/Goals:

 
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Anthropology Response And Comments

Part 1:

 

Video: https://www.ted.com/talks/abraham_verghese_a_doctor_s_touch

 

Watch Abraham Verghese’s Ted Talk Called “A Doctor’s Touch”. Consider the corrective he offers to modern, technocratic medicine. His key message about the centrality of listening to the patient and engaging in a thorough physical exam ties together much of what we have talked about regarding ritual and the culture of biomedicine this past week. What do you think of the term he coined ? the ?i-patient?? Does this concept resonate with you and your experiences with US-style biomedicine (or perhaps someone close to you)? If so, how so? If not, why not? What do you think is the single most important message you would like to take with you if you are on a journey to become a care provider? If you are not, what would you most like your physician/s to hear and understand from this section of the class? (answer this with at least 250 words)

 

Part 2:

 

You are required to respond to two additional posts from a fellow classmate(s) (2 points each, 4 points total) of around 100-150.

 

Post:

“I can not stand going to see anyone in the medical field for any reason. I generally avoid it at all costs unless it truly can not be avoided any longer. Because of this, I do not have a primary care provider or anyone that i see on a regular basis. It is not because I do not trust our medical system, it is simply because I feel extremely uncomfortable when I do go see a medical practitioner. I do not feel as if i’m being heard. I do not feel as if i am being spoken with, more like spoken to. Most of the time, the doctor will come in with their face buried in a file and begin going through the motions without removing their face from the paper. It is very difficult for me to then spill my guts or trust that i will be heard when i speak. Most of the time, the nurse will do a brief exam without saying a word and then leave the room with the promise of the doctor returning shortly. When i leave, i feel relief that i am done with that entire procedure and unfulfilled because i generally leave with no answers but more bottles.

If i had to give some advice to future providers, it would be to simply make eye contact. Acknowledge my presence and speak to me as you would any other individual. I have experienced a lot of condescension from providers and it has made me wary to return. I go to you as a last resort because i truly don’t know how to deal and i want you to make me feel better. Don’t make me leave feeling worse off than when i came in.”

Post:

“I feel that most of my experiences with the American medical system have been atypical of what Dr. Verghese describes. I’ve had two knee surgeries from the same doctor in Montana, and whether it was pre or post-op, he always had me up on the table in my boxer briefs taking my pulse, listening to my heart/breathing, manipulating my knees, hips, back, and pretty much every other joint in my body. He was quick to ask how recovery was going and when I was going to start racing again. I liked him so much that I asked if he would be my primary care physician, and not just my ortho guy.

 

The only time I’ve ever had an impersonal visit with a physician was at the Student Health Services here at Oregon State when I suspected skin cancer (it runs in my family). At Student Health, my vitals were taken by a nurse, then I waited in an examination room for about 10 minutes before a doctor came in to look at a suspected spot on my arm. He walked in, didn’t introduce himself, didn’t ask anything about my family history with the disease, and didn’t ask about my exposure to the sun (I’ve had a lot). The doctor looked at the spot on my arm with his naked eye for about 5 seconds, rubbed his finger over it, and claimed it was something other than cancer under his breath. At that point, I determined he’s either the world’s fastest/best oncologist, or just a guy that can’t wait to go home at the end of the day. I asked him if he could look at a spot on my back and his reply was “what does it look like?” rather than just looking for himself. I had to convince him to look at possible cancerous spots on my back. This could be less of an “i-patient” situation, and more of a “jaded, shouldn’t be a doctor” thing.

 

I wish my classmates heading into the medical professions understand that people see doctors because they are concerned about something with their body. When a doctor belittles, dismisses, or ignores the concern, it puts unnecessary distance in the doctor-patient relationship. Spend time getting to know your patients and let them fully express their concerns.”

 
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2 Page Response

1. Share the efficiency that your group achieved with the rest of the class and list the efficiencies of each group in tabular form. What is the range of values achieved? What is the average value?

2. What would cause the calorimeter efficiency to be less than 100%? Provide at least two possible causes.

3. What human errors might explain the variation in the observed efficiencies? Provide at least two reasons why your group’s efficiency differs from that of the other groups.

4. What improvements could be made to this calorimeter or experimental procedure in order to reduce the variation in observed efficiencies and achieve a higher efficiency? Discus at least four improvements.

5. Consider if you were to eat a bowl of Cheerios. Would all of the energy in them (Calories) be converted into biomass (muscle, fat, etc.)? What happens to most of the energy consumed by any organism? What is a good estimate of trophic level efficiency (%)?

 
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ENVIROMENTAL 1

ECO 201 Milestone One Guidelines and Rubric The purpose of this milestone is for students to introduce a firm for analysis in their research paper. This milestone requires students to provide an overview of the firm, which will lay the groundwork for their analysis. Students will provide a history of the firm as well as current information about its goods/services and areas of operation. This milestone will also ensure that students are familiar with APA formatting for in-text citations and reference lists. Prompt: Submit a draft of the introduction (Section I) of your research paper for your selected firm, which was approved by your instructor in Module One. Include all critical elements listed below. You will detail the purpose of the paper, summarize the history of the firm, and provide an overview of the firm. Specifically the following critical elements must be addressed:

I. Introduction In Module One, you worked with your instructor to choose a firm that matches the following criteria: a publicly traded company operating in the U.S. market that is currently in business. Write a one- to two-page paper that includes the following elements for your chosen firm:

a) Outline the purpose of your final project research paper and explain how it will inform your conclusion. b) Summarize the history of your chosen firm and provide an overview for what it does and what goods/services it sells.

Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and sources cited in APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Introduction: Purpose Outlines the purpose of the research paper and explains how it will inform the conclusion

Outlines the purpose of the research paper, but does not explain how it will inform the conclusion

Does not outline the purpose of the paper

30

Introduction: History and Overview

Comprehensively summarizes the history of the firm and provides an overview for what the firm does and what goods/services it sells

Summarizes the history of the firm and provides an overview for what the firm does and what goods/services it sells, but summary is not comprehensive or overview lacks details

Does not summarize the history of the firm or provide an overview

60

 

 

 

Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Earned Total 100%

 
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Toxicology Literature Review

This unit’s assigned reading focuses on chemical-induced mutagens. As you are aware from the reading, not all carcinogens are mutagens. For this assignment, compare and contrast a carcinogen that is a mutagen to a carcinogen that is not a mutagen. Find at least four peer-reviewed journal articles published within the last 7 years that discuss the carcinogens and the cancer that each causes.

Compare the means of exposure of each chemical and the type of cancer each causes. Be sure to integrate the perspective and information gathered from each article into a discussion in your own words.

Your literature review must include the following components:

• an introduction of your topic of choice (include some background information on the origins of exposure and cancer),

• the methods used to search for the articles,

• the results of the articles,

• a discussion and conclusion with your own opinion, and

• APA references and in-text citations for the article.

The literature review must be three to four pages in length and follow APA formatting

 
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WEEK FIVE S

MP_SNHU_withQuill_Horizstack

SCI 219 Milestone Two Worksheet

 

For the Milestone Two activity, you will submit this completed worksheet in which you will outline and identify the elements below regarding your chosen environmental issue. See the Final Project Guidelines and Rubric document for more detailed information. Be sure to integrate any feedback you received from your instructor from Milestone One.

 

For this milestone worksheet assignment, complete the following:

 

1. Download this Milestone Two Worksheet document.

2. Review the Milestone Two Rubric.

3. Complete the nine parts below that address the critical elements.

 

NOTE: Refer to your module resources as well as additional resources you identify for information to help you answer the questions below. Remember that you will need to use current APA style guidelines for your citations and reference list in the final project submission. You will note that each question in the worksheet has you track your citations.

 

You do not need to provide long answers to the questions. You should be concise, writing 3- to 4-sentence responses. Once you receive feedback from your instructor, you will expand on your answers to complete the final paper at the end of the course.

 

Part II: Human Impact

Ecological Processes  
B. Explain how human activities directly and indirectly impact the related ecological processes. Support your explanation with examples. Include citations for your resources using APA guidelines as needed.
 
C. Explain how human activities in your local community directly and indirectly impact the related ecological processes. Support your explanation with examples. Include citations for your resources using APA guidelines as needed.
 

 

Part III: Potential Solutions

Potential Solutions  
A. Identify potential solutions that have been proposed by the scientific community for mitigating the environmental issue, and briefly describe each. Include citations for your resources using APA guidelines as needed.
 
B. Explain the advantages and disadvantages of each proposed solution. Support your explanation with scientific facts. Include citations for your resources using APA guidelines as needed.
 
C. Briefly describe how human behavior would have to change in order for the solutions to be effective. Support your description with specific examples. Include citations for your resources using APA guidelines as needed.
 

 

Part IV: Reducing Personal Impact

Reducing Personal Impact  
A. Identify your personal habits and daily activities that impact the ecological processes related to the larger environmental issue and describe the impact of each habit or activity.
 
B. Based on the ecological impact of your previously identified habits and activities, describe how your daily life impacts the larger environmental issue.
 
C. Prioritize your previously identified habits and daily activities by which have the greatest impact on the environmental issue. Support your prioritization with scientific evidence.
 
D. Based on your prioritization, list three strategies that will help mitigate the negative environmental impacts of the top three personal habits and daily activities you have identified. For each strategy, you must do the following:

i. Explain how the corresponding habit or activity will be altered by the strategy. Support your explanation with specific examples.

D. Based on your prioritization, list three strategies that will help mitigate the negative environmental impacts of the top three personal habits and daily activities you have identified. For each strategy, you must do the following:

ii. Explain how your use of this strategy and corresponding changes in your personal life will contribute to the previously identified potential scientific solutions. Support your explanation with scientific facts.

 
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6 Pages

HSV364—Human Behavior in Social Environment

 

Genogram Assignment: Martin Family Case Study

 

Marshall, a 32 year old Caucasian male, and Cynthia, a 30 year old Hispanic female, have been together for over 13 years and married for 9 years. Marshall and Cynthia have three children together: Sylvia, age 11, Jonathan, age 7 and Torrence, age 5. The two met as children as they lived in the same neighborhood. Marshall is an only child and his parents, Judith (age 61) and Randy (age 66) are still married, living in his childhood home. Marshall has a half-brother, Stephen (age 35), the only child from Randy’s previous marriage (name and age of previous partner unknown). Stephen spent weekends with the family until he moved in full time to have a shorter commute to the local community college. After graduation, Stephen moved out of state to begin his career. Judith and Randy allowed Marshall much freedom as a child and often took weekend trips away from home during Marshall’s teenage years, leaving Stephen in charge. Marshall also often spent time at his maternal grandparents’ (Vivian and George, both deceased) home during the summer to visit with his extended family.

Cynthia comes from a very strict Puerto Rican home and is the middle child, having an older sister, Marissa (age 35) and a younger sister, Sophia (age 29). Marissa’s father, William (age 58) is a pastor in the family’s local church and her mother, Patricia (age 56) works with the women’s ministry in the parish. They have been married for 36 years and had moved to the United States shortly after they were married so that William could find better work opportunities. William previously worked as an HVAC laborer and retired at a young age after sustaining an injury on the job.

Cynthia grew up in a household with very traditional gender roles and the expectation that she would be married before living with a partner, given the family’s Christian beliefs and values. Cynthia’s paternal grandmother, Carmen (age 80) still lives with her parents and Patricia has been her primary caretaker for the past several years. Carmen moved in with the family after her husband Julian passed away. Cynthia threw her family for a loop when she announced her pregnancy with Sylvia, considering that she and Marshall were not yet married. There was quite a bit of pressure for Cynthia and Marshall to marry, however, they chose to buy a home before saving for a wedding. As a result, William and Marshall have a very strained relationship because he blames Marshall for challenging Cynthia’s faith and getting his daughter pregnant and not marrying her right away.

Now that Sylvia is approaching her teenage years, Cynthia and Marshall have been disagreeing about their parenting choices. Marshall believes that Sylvia should be allowed to have a cell phone and a later curfew since she is at an age where social connections are most important. Marshall believes that they have instilled moral principles and responsibility in Sylvia and that she can be trusted to make good choices.

Cynthia believes that Sylvia should still be closely monitored and wants to send her away to an all-girls, Christian camp for the entire summer. Cynthia worries that she will make choices that will impact her future. Since Cynthia was only 19 when she had Sylvia, she had dropped out of college to be a stay-at-home mom. Cynthia has worked hard to raise her children in the church and pushes Sylvia to help out with household chores so that she has an understanding of what adult life is like. Cynthia constantly reminds Sylvia that making the choice to engage in behaviors that may result in her becoming a parent at a young age will increase responsibilities on her shoulders. Sylvia has begun to act out since she feels it is unfair that her brothers are not held to the same expectations and do not need to participate in household chores. Sylvia often feels jealous of her brothers and has begun to argue with her mom about her responsibilities around the house.

Marshall was also in school at the time of Sylvia’s birth and continued his schooling with his parents’ help. Marshall completed his degree and has been working in a very successful accounting firm for 10 years. Cynthia did not return to complete her Associates Degree to become an RN (registered nurse) until she was 25 and has been working in the local hospital for 3 years. With Cynthia’s contribution to the household, the family has been doing quite well financially and is considering moving to a smaller town, about 25 minutes away from where they currently live in their childhood hometown. Marshall and Cynthia have decided that they want to make this move before Sylvia transitions into high school.

After learning of the move, William and Patricia are very upset and have asked that Marshall and Cynthia reconsider and stay close by the rest of the family. Marshall has become very angry and feels like William will never let go of his daughter and that Cynthia makes her decisions based on her father’s approval. As a result, Cynthia and Marshall have been arguing even more. Marshall has also blamed much of their arguing about parenting choices on William since he knows that Cynthia always asks for her father’s input. At this point, Marshall has given Cynthia an ultimatum to choose between their family or her own family. Cynthia is beside herself and cannot understand why Marshall would put her in this position.

 

M

arsh

all, a 32 year old Caucasian male, and Cynth

ia, a 30 year old Hispanic female

, have been together

for over 13 years and married for 9 years. Marshall and Cynthia have three children together: Sylvia,

age 11, Jonathan, age 7 and Torrence, age 5. The two met as children as they lived in the same

neighborhood. Marshall is an only chi

ld and his parents, Judith (age 61) and Randy (age 66) are still

married, living in his childhood home. Marshall has a half

brother, Stephen (age 35), the only child

from Randy’s previous marriage (name and age of previous partner unknown). Stephen spent

w

eekends with the family until he moved in full time to have a shorter commute to the local

community college. After graduation, Stephen moved out of state to begin his career. Judith and

Randy allowed Marshall much freedom as a child and often took weekend

 

trips away from home

during Marshall’s teenage years, leaving Stephen in charge. Marshall also often spent time at his

maternal grandparents’ (Vivian and George, both deceased) home during the summer to visit with his

extended family.

 

Cynthia comes from a

 

very strict Puerto Rican home and is the middle child, having an older

sister, Marissa (age 35) and a younger sister, Sophia (age 29). Marissa’s father, William (age 58) is a

pastor in the family’s local church and her mother, Patricia (age 56) works with

 

the women’s ministry

in the parish. They have been married for 36 years and had moved to the United States shortly after

they were married so that William could find better work opportunities. William previously worked as

an HVAC laborer and retired at a

young age after sustaining an injury on the job.

 

Cynthia grew up in a household with very traditional gender roles and the expectation that she

would be married before living with a partner, given the family’s Christian beliefs and values.

Cynthia’s pater

nal grandmother, Carmen (age 80) still lives with her parents and Patricia has been

her primary caretaker for the past several years. Carmen moved in with the family after her husband

Julian passed away. Cynthia threw her family for a loop when she announc

ed her pregnancy with

Sylvia, considering that she and Marshall were not yet married. There was quite a bit of pressure for

Cynthia and Marshall to marry, however, they chose to buy a home before saving for a wedding. As a

result, William and Marshall have

 

a very strained relationship because he blames Marshall for

challenging Cynthia’s faith and getting his daughter pregnant and not marrying her right away.

 

Now that Sylvia is approaching her teenage years, Cynthia and Marshall have been

disagreeing about t

heir parenting choices. Marshall believes that Sylvia should be allowed to have a

cell phone and a later curfew since she is at an age where social connections are most important.

Marshall believes that they have instilled moral principles and responsibili

ty in Sylvia and that she can

be trusted to make good choices.

 

Cynthia believes that Sylvia should still be closely monitored and wants to send her away to an

all

girls, Christian camp for the entire summer. Cynthia worries that she will make choices that

will

impact her future. Since Cynthia was only 19 when she had Sylvia, she had dropped out of college to

be a stay

at

home mom. Cynthia has worked hard to raise her children in the church and pushes

Sylvia to help out with household chores so that she has

an understanding of what adult life is like.

Cynthia constantly reminds Sylvia that making the choice to engage in behaviors that may result in

her becoming a parent at a young age will increase responsibilities on her shoulders. Sylvia has

begun to act ou

t since she feels it is unfair that her brothers are not held to the same expectations

and do not need to participate in household chores. Sylvia often feels jealous of her brothers and has

begun to argue with her mom about her responsibilities around the

house.

 

Genogram Assignment: Martin Family Case

HSV

364

Human Behavior in

Social Environment

 

M

arsh

all, a 32 year old Caucasian male, and Cynthia, a 30 year old Hispanic female, have been together

for over 13 years and married for 9 years. Marshall and Cynthia have three children together: Sylvia,

age 11, Jonathan, age 7 and Torrence, age 5. The two met as children as they lived in the same

neighborhood. Marshall is an only child and his parents, Judith (age 61) and Randy (age 66) are still

married, living in his childhood home. Marshall has a half-brother, Stephen (age 35), the only child

from Randy’s previous marriage (name and age of previous partner unknown). Stephen spent

weekends with the family until he moved in full time to have a shorter commute to the local

community college. After graduation, Stephen moved out of state to begin his career. Judith and

Randy allowed Marshall much freedom as a child and often took weekend trips away from home

during Marshall’s teenage years, leaving Stephen in charge. Marshall also often spent time at his

maternal grandparents’ (Vivian and George, both deceased) home during the summer to visit with his

extended family.

Cynthia comes from a very strict Puerto Rican home and is the middle child, having an older

sister, Marissa (age 35) and a younger sister, Sophia (age 29). Marissa’s father, William (age 58) is a

pastor in the family’s local church and her mother, Patricia (age 56) works with the women’s ministry

in the parish. They have been married for 36 years and had moved to the United States shortly after

they were married so that William could find better work opportunities. William previously worked as

an HVAC laborer and retired at a young age after sustaining an injury on the job.

Cynthia grew up in a household with very traditional gender roles and the expectation that she

would be married before living with a partner, given the family’s Christian beliefs and values.

Cynthia’s paternal grandmother, Carmen (age 80) still lives with her parents and Patricia has been

her primary caretaker for the past several years. Carmen moved in with the family after her husband

Julian passed away. Cynthia threw her family for a loop when she announced her pregnancy with

Sylvia, considering that she and Marshall were not yet married. There was quite a bit of pressure for

Cynthia and Marshall to marry, however, they chose to buy a home before saving for a wedding. As a

result, William and Marshall have a very strained relationship because he blames Marshall for

challenging Cynthia’s faith and getting his daughter pregnant and not marrying her right away.

Now that Sylvia is approaching her teenage years, Cynthia and Marshall have been

disagreeing about their parenting choices. Marshall believes that Sylvia should be allowed to have a

cell phone and a later curfew since she is at an age where social connections are most important.

Marshall believes that they have instilled moral principles and responsibility in Sylvia and that she can

be trusted to make good choices.

Cynthia believes that Sylvia should still be closely monitored and wants to send her away to an

all-girls, Christian camp for the entire summer. Cynthia worries that she will make choices that will

impact her future. Since Cynthia was only 19 when she had Sylvia, she had dropped out of college to

be a stay-at-home mom. Cynthia has worked hard to raise her children in the church and pushes

Sylvia to help out with household chores so that she has an understanding of what adult life is like.

Cynthia constantly reminds Sylvia that making the choice to engage in behaviors that may result in

her becoming a parent at a young age will increase responsibilities on her shoulders. Sylvia has

begun to act out since she feels it is unfair that her brothers are not held to the same expectations

and do not need to participate in household chores. Sylvia often feels jealous of her brothers and has

begun to argue with her mom about her responsibilities around the house.

Genogram Assignment: Martin Family Case

HSV364—Human Behavior in

Social Environment

 
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Environmental Science Nuclear Power Plant

Grading criteria

90-100%

Answers include an elevated level of factual detail.

Ideas and key concepts are defined and included in the answer.

Key definitions are explained.

Answers discuss how the question pertains to the class topic and textbook (when appropriate).

Answers utilize textbook tables/figures and appropriate resources.

Specific examples are included (when requested or appropriate).

All group members appear to have contributed and the answer is an appropriate length for the questions (long questions should have longer answers; answers are not simplified or shortened).

 

Turkey Point: More Questions Than Answers?

 

The Turkey Point nuclear power station was built in 1972 by Florida Power & Light Corporation on the shore of Biscayne Bay about 25 miles south of Downtown Miami. It is the largest electrical power generating station in Florida and the sixth largest in the United States. FPL has applied to the State of Florida’s Public Service Commission and to the Federal Nuclear Regulatory Commission to build two additional reactors on this site.
After reading your textbook’s section on how electricity is generated by nuclear fission, read the following articles for backgrounding prior to participating in this Forum.

1. Explain how energy is generated from nuclear fission.

2. Watch the two videos explaining the pros and cons of nuclear energy. (https://www.youtube.com/watch?v=pVbLlnmxIbY) (https://www.youtube.com/watch?v=HEYbgyL5n1g)

As a group answer discussion points below:

Explain reasons why we should ban nuclear energy as an energy source:

· What would replace the source of nuclear energy and what are the limitations/ barrier to making this other energy source a reality? Or, what are the problems with using more of other energy sources?

· Explain reasons why we should continue to use nuclear energy as an energy source: What government regulations need to be in place to continue to use nuclear energy? Who should pay for the hazardous waste? What should we do with the hazardous waste? How is technology involved in the decision to use nuclear energy?

Read the articles: FPL pollutes and loots at Turkey Point: https://eyeonmiami.blogspot.com/search/label/Turkey%20Point

http://www.miaminewtimes.com/news/fpl-wins-battle-to-store-radioactive-waste-under-miamis-drinking-water-aquifer-9059210

1. Who should be responsible for cleaning up hazardous waste pollution? Why are we concerned about drinking water contamination?

2. What does your group think about storing waste in the Boulder Zone? Why are environmental groups opposed to this solution?

3. Besides nuclear energy, what are the other source of FPL’s energy? Approximately what percent of each source is used to generate power?

Additional resources:

https://www.fpl.com/clean-energy/nuclear/turkey-point.html

http://www.miamiherald.com/news/local/community/miami-dade/article78187457.html

http://www.miamiherald.com/news/local/environment/article151642422.html https://en.wikipedia.org/wiki/Florida_Power_%26_Light
http://www.nexteraenergy.com/company.html

 
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Science Labs Answer Questions Based On Arctcile

This worksheet will help you to summarize the most important information from a peer-reviewed journal article. The article will be provided to you by your instructor. You should summarize the information and put it into your own words – do not use quotations or copy text directly from the article. It is recommend that you complete the worksheet in the order it is written: bibliography, abstract, introduction, discussion, methods and results.

Worksheet is modified from https://resources.jjay.cuny.edu/erc/tutoring/worksheets.php

Bibliographic Information

  • ●  Title of Article:
  • ●  Author(s):
  • ●  Journal Title:
  • ●  Journal Volume, Issue, and Date:
    Abstract
  • ●  Objective: this study was conducted in order to:
  • ●  Methods: the data for this study was collected and analyzed in this way:
  • ●  Results: the study found that:
  • ●  Discussion: what is important about the study and the results?

page1image34677376 page1image34683520

Introduction

  • ●  Why is this study needed? What new information does it provide?
  • ●  What are the findings of previous studies? o 1)
    o 2) o 3)
  • ●  What is the goal of this study?
    Discussion
  • ●  What do the results mean?
  • ●  Do the results answer the question(s) that the research intended to answer?
  • ●  What recommendations are made for further research in this area?
    Methods and Results
  • ●  Summarize the methods. How was the study conducted?
  • ●  Summarize the results. What were the primary findings?

THIS IS THE ARCTICLE

Spatial patterns of pharmaceuticals and wastewater tracers in the Hudson River Estuary

Mark G. Cantwell a, *, David R. Katz a, Julia C. Sullivan b, Daniel Shapley c, John Lipscomb c, Jennifer Epstein c, Andrew R. Juhl d, Carol Knudson d, Gregory D. O’Mullan e

a U.S. Environmental Protection Agency, Office of Research and Development, 27 Tarzwell Drive, Narragansett, RI 02882, USA b Oak Ridge Associated Universities, Narragansett, RI 02882, USA
c Riverkeeper Inc., 20 Secor Road, Ossining, NY 10562, USA
d Lamont Doherty Earth Observatory of Columbia University, 61 Route 9W, Palisades, NY 10964, USA

e School of Earth and Environmental Sciences, Queens College, City University of New York, 65-30 Kissena Blvd., Flushing, NY 11367, USA

articleinfo abstract

page1image34605120 page1image34617024page1image34611840

Article history:

Received 5 September 2017 Received in revised form
7 December 2017
Accepted 19 December 2017 Available online 22 December 2017

Keywords:

Pharmaceuticals Wastewater tracers Hudson river
Emerging contaminants

The widespread use of pharmaceuticals by human populations results in their sustained discharge to surface waters via wastewater treatment plants (WWTPs). In this study, 16 highly prescribed pharma- ceuticals were quantified along a 250 km transect of the Hudson River Estuary and New York Harbor to describe their sources and spatial patterns. Sampling was conducted over two dry weather periods in May and July 2016, at 72 sites which included mid-channel and nearshore sites, as well as locations influenced by tributaries and WWTP outfalls. The detection frequency of the study pharmaceuticals was almost identical between the May and July sampling periods at 55% and 52%, respectively. Six phar- maceuticals were measurable at 92% or more of the sites during both sampling periods, illustrating their ubiquitous presence throughout the study area. Individual pharmaceutical concentrations were highly variable spatially, ranging from non-detect to 3810ng/L during the study. Major factors controlling concentrations were proximity and magnitude of WWTP discharges, inputs from tributaries and tidal mixing. Two compounds, sucralose and caffeine, were evaluated as tracers to identify wastewater sources and assess pharmaceutical behavior. Sucralose was useful in identifying wastewater inputs to the river and concentrations showed excellent correlations with numerous pharmaceuticals in the study. Caffeine-sucralose ratios showed potential in identifying discharges of untreated wastewater occurring during a combined sewage overflow event. Many of the study pharmaceuticals were present throughout the Hudson River Estuary as a consequence of sustained wastewater discharge. Whereas some con- centrations were above published effects levels, a more complete risk assessment is needed to under- stand the potential for ecological impacts due to pharmaceuticals in the Hudson River Estuary.

page1image34613760 page1image34604928 page1image34648448

1. Introduction

Pharmaceuticals comprise a large and growing class of chemical compounds present at elevated levels in water bodies of developed nations, primarily entering the environment following human use via wastewater treatment plant (WWTP) discharges (Gaw et al., 2016). Pharmaceutical compounds including prescription, nonprescription and illegal drugs may number in the hundreds in WWTP effluents. Many pharmaceuticals are highly prescribed and

* Corresponding author.
E-mail address: cantwell.mark@epa.gov (M.G. Cantwell).

https://doi.org/10.1016/j.watres.2017.12.044

0043-1354/Published by Elsevier Ltd.

Published by Elsevier Ltd.

as a result enter the waste stream at high concentrations. Removal efficiency of pharmaceuticals during wastewater treatment is var- iable and often poor, resulting in their continuous release into the aquatic environment (Kolpin et al., 2002; Verlicchi et al., 2012). Under certain conditions, such as when combined sewage overflow (CSO) events occur, treatment systems are bypassed, resulting in the release of untreated sewage, further increasing the levels of some wastewater contaminants present (Kay et al., 2017). Conse- quently, many pharmaceuticals in receiving waters may be present in the ng/L to mg/L range (Roig and D’Aco, 2016).

In rivers, estuaries and coastal ecosystems that are urbanized or near densely-populated cities, the high volume and continuous discharge of WWTP effluents is a significant concern. In many such

page1image34657344

336 M.G. Cantwell et al. / Water Research 137 (2018) 335e343

locations episodic releases of untreated wastewater via CSOs and undocumented discharges are also a factor in water quality degradation (Launay et al., 2016). It is thought that most pharma- ceutical compounds remain biologically active in aquatic systems with the potential to exert adverse effects on aquatic life if present at levels above known effects thresholds (Seiler, 2002). The sus- tained discharge of pharmaceuticals may result in receiving waters with areas of pseudo-persistence (Daughton, 2001), resulting in chronic exposure and possible ecological effects. Pharmaceuticals are a class of pollutants that have been identified as “contaminants of emerging concern” (CECs). In the United States, there are currently no regulatory standards associated with them and there is limited information on their occurrence and potential to impart adverse effects (USEPA, 2017). Most CECs, including pharmaceuti- cals, are not included in current monitoring protocols, but may be candidates for future regulation based on their toxicity and other adverse effects. To ascertain the risk of CECs such as pharmaceu- ticals, information on contaminant sources (e.g., domestic waste- water (WW) discharges), individual CEC loadings, and their potential for adverse effects is needed. This information can be used to inform recently developed monitoring criteria that employs a risk based framework which focuses on whether concentrations of CECs measured in the environment exceed already established thresholds for biological effects (Sengupta et al., 2014). Further, these risk based methods enable a tiered approach to monitoring and could potentially provide support for future regulation of CECs (Maruya et al., 2014).

The Hudson River Estuary (HRE) is an estuary of vital ecological and economic importance that has been understudied with regard to WW derived CECs, particularly pharmaceuticals. The HRE sup- ports many activities, providing critical services to >15 million residents, as well as millions of visitors annually and others who indirectly benefit from economic activity within the watershed. Major uses include transportation, commerce, industrial, and as a drinking water source. The entire length of the HRE is a receiving water for numerous WWTP discharges, along with CSO releases, of untreated WW. New York City alone discharges over 4.9 106 m3/ d of treated WW (NYCDEP, 2012), and over 7 107 m3 of CSO dis- charges annually (NYCDEP, 2016). The large-scale, sustained discharge of WW results in numerous sewage-related contami- nants being released to the HRE, including pharmaceuticals. Bac- terial fecal indicators in the HRE show high spatial and temporal variability, though with recognizable patterns related to untreated sewage inputs and precipitation (Young et al., 2013). Although long-term trends in most water quality indicators show consider- able improvement in the HRE in recent decades (Steinberg et al., 2004; Brosnan et al., 2006), ongoing discharges combined with legacy pollutants (e.g., PCBs, PAHs) continue to present widespread water quality issues with potential impacts on human health, ecosystem function and economic activity.

In this study, the behavior and fate of 16 high-volume-use pharmaceutical compounds, caffeine and the artificial sweetener sucralose were investigated. These pharmaceuticals were selected using a conceptual approach which prioritized highly prescribed drugs based on their potential to cause biological effects in wastewater (Batt et al., 2016; Kostich et al., 2014). This approach is similar to others used to identify CECs for monitoring and further investigation (Maruya et al., 2014). The compounds were measured during dry weather along a 250-km (155-mile) transect of the HRE. Sites within a heavily CSO impacted New York Harbor (NYH) embayment were also sampled during both wet and dry weather conditions to begin to assess urban CSO influence at the mouth of the river. The objectives were to: (1) measure the study pharma- ceuticals in the water column at high spatial resolution to develop an understanding of the factors controlling their occurrence and

spatial patterns during dry weather; and (2) evaluate two potential tracers, caffeine (Benotti and Brownawell, 2009) and sucralose (Buerge et al., 2003; Oppenheimer et al., 2012), for tracking WW impacts in tidal rivers and estuaries such as the Hudson River.

2. Materials and methods

2.1. Study location

The morphology of the HRE is best described as a drowned river valley with little vertical rise (0.006 m/km) over a 250 km distance between the Battery (NYH) and the dam at Troy, NY and drains a watershed area of 13,750 km2 (USGS, 2017). The path of the HRE main channel runs in a relatively straight line from New York City to Albany (Fig. 1). It is ~1.3 km in width at river kilometer (RK) 0 and widens, reaching its widest point of ~5.6kmat RK 63. Further north, widths taper to and remain at approximately 0.5 km from RK 188 to RK 241. River depths are highly variable, with navigable channel depths averaging 12 m and a maximum depth of 61 m. The HRE is classified as a partially mixed estuary with a moderate salinity gradient and vertical stratification (Geyer and Chant, 2006). The river is tidally influenced up to the Federal Dam at Troy (RK 245) with a tidal magnitude of approximately 1.5 m. Tidal cycles are semidiurnal, with an average tidal current of 0.7 m/s, and play an important role in salinity gradients and stratification within the river, as does the volume of fresh water (Geyer and Chant, 2006). Approximately 80% of the fresh water entering the HRE at Troy annually originates from the upper Hudson and the Mohawk Rivers, with the balance entering from tributaries (Cooper et al., 1988) (Fig. 1, Table S1). Within the HRE, the position of the

Fig. 1. Map of the study area (sites identified by circles).

page2image49695376

salinity front can be highly variable over time, with the volume of fresh water being the primary regulator (Geyer and Chant, 2006). Information on the residence time of water within the HRE is very limited, with estimates of 1e4 days for the haline part (Howarth et al., 2006), and from 25 to 100 days for the freshwater section (Cooper et al., 1988), varying with freshwater flows and tidal cycles.

The locations of sampling sites along the river transect are re- ported in RKs, starting at the New York City Battery where the Hudson enters NYH (RK 0) continuing up to RK 250. There were 65 sites along the transect, 63 of which were in the tidal estuary (Fig. 1, Table S2). There were two sites at the mouths of the Mohawk and upper Hudson Rivers, just above the Troy Dam, which flow into the HRE and account for >99% of the drainage above the dam (Wall et al., 2008). Finally, seven sites in the interconnected waterways of upper NYH were sampled, as were CSO discharges during a wet weather event.

2.2. Sampling

Water samples were collected May 19e23 and July 12e16, 2016, off the Riverkeeper vessel R. Ian Fletcher. Sampling of the transect started at RK 0 and progressed to RK 249.6. Over a period of 5 days, a single grab sample was collected from 0.25 m below the water surface at each site (Table S2). Samples were kept on ice until returned to the laboratory, and stored in the dark at 4C until processed. Extraction and analysis of samples was performed within 7 days of sample collection. Surface water conditions (e.g., salinity, temperature) were also recorded at each station during sampling with a Hydrolab data sonde. Samples from Flushing Bay within the East River were also collected from July 29 to August 6, 2016 to begin assessing urban CSO impacts on NYH.

2.3. Water extractions

Before extraction, 250 mL of water was passed through a 0.7 mm glass fiber filter (Whatman GFF) and stored in amber glass bottles. Extraction protocols followed EPA Method 1694 with slight modi- fications using Oasis HLB solid phase extraction (SPE) cartridges (6 cc, 500 mg, Waters Corporation). For the extractions, 250-mL samples were adjusted to pH 2 using hydrochloric acid (6 N) and spiked with 100 ng of isotopically labeled internal standards (IS) (Table S3). Cartridges were conditioned with 6 mL of methanol, followed by 6 mL of pH 2 Milli-Q water, and 6 mL of pH 2 filtered artificial seawater. Samples were loaded onto SPEs using a vacuum manifold at a rate of 5e10 mL/min. After loading, the SPEs were rinsed with 12 mL of pH 2 Milli-Q water, dried for 15 min under vacuum and eluted with 12 mL of methanol. Extracts were then evaporated to dryness, reconstituted with 1mL mobile phase (Milli-Q:methanol, 80:20), vortexed, transferred to vials and stored at 4C until analysis. Each set of extractions included a blank, for- tified blank, duplicate, and matrix evaluation.

2.4. Analysis

The 16 pharmaceuticals in the present study were antihyper- tensives (acebutolol (ACB), atenolol (ATE), diltiazem (DIL), labetalol (LAB), losartan (LOS), metoprolol (MET), propranolol (PRO), val- sartan (VAL), and verapamil (VER)); antibiotics (sulfamethoxazole (SUL) and trimethoprim (TRI)); an analgesic (acetaminophen (ACE)); an anticonvulsant (carbamazepine (CAR)); a diuretic (furosemide (FUR)); an antilipemic (gemfibrozil (GEM)); and an antiulcerative (ranitidine (RAN)). Caffeine (CAF) and sucralose (SUC) were measured because of their potential as WW tracers. The compounds were quantified using high purity standards (Sigma Aldrich) with isotopically enriched surrogates (deuterated and/or

13C) as an IS (CDN Isotope) (Table S4). Analysis was performed on a Waters Acquity UPLC using a Waters Xevo TQD MS/MS operated in electrospray ionization (ESI) mode. Compounds were detected by MS/MS with ionization conditions of the capillary set to 0.5 kV in ESIþ and 3.5 kV in ESI- (Table S5). Compound specific settings were also used for quantification and confirmation multiple reaction monitoring (MRM) transitions (Table S3). Compounds were cali- brated using a 10-point curve ranging from 0.25 ng/mL to 300 ng/ mL. Calibration curves consistently had an r2 1⁄4 0.99 or better for all compounds. Calibration verification standards were also analyzed every 10 samples to confirm instrumental performance over the course of the analytical run. Recoveries for each compound were generally within 10% of reference values. Study compounds were not detected in the blanks (n 1⁄4 17), with the exception of CAF. One blank had a value of 3ng/L, with all others near or below the detection limit of 0.3 ng/L. Since the minimum and mean concen- trations of CAF during this study were approximately 22 ng/L and 109 ng/L, respectively, this was not regarded as a substantial issue and a blank correction was not performed. The method detection limits (MDLs) for the study compounds ranged from a high of 10 ng/ L to a low of 0.01 ng/L. Because of the potential for bias in the fre- quency of detection based on the range of individual compound MDLs, we statistically examined all data using histogram frequency distribution analysis. No patterns indicating MDL bias were found for any of the study compounds. Method detection limits were determined for each of the compounds using instrument detection limits defined as a signal to noise ratio >10 and are reported in Supplemental Data, Table S6, along with further information on quality assurance.

3. Results and discussion

3.1. River conditions

During the May and July sampling periods, average daily freshwater flows entering the HRE above the dam at Troy were 1.9 107 m3/d and 1.4 107 m3/d, respectively (USGS, 2017) (Table S1), with a 26% decline in freshwater flow to the river in July. These levels are lower than 5-year monthly flow averages of 4.8 107 m3/d and 2.9 107 m3/d for May and July, respectively, reflecting the dry conditions during this study. Currently, at least 90 municipal WWTPs discharge effluent directly or into tributaries entering the HRE (Table S7). Estimates of daily discharge indicate approximately 1.7 106 m3/d of effluent entering the HRE from locations above NYH (USEPA, 2016). This is approximately 7.5 and 11% of the fresh water input from the Upper Hudson and major tributaries during the May and July sample periods, respectively (Table S1).

Surface water temperatures ranged considerably between sampling periods (Fig. S1). In May temperatures ranged from 12.7 to 19.4 C while July temperatures ranged from 22.7 to 28.3 C. Temperatures during both periods were coolest at the mouth of the river and rose steadily up the transect, which is mostly explained by cooler, seawater entering the river during incoming tides.

Surface salinities were highest at the river mouth (RK 0), registering values of 14.6 and 20.8 for May and July, respectively, declining with distance upriver (Fig. S2). Measurable surface salinity (0.3 psu) extended as far north as RK 74 in May and RK 98 in July, with decreased freshwater flow explaining the salinity front extension in July. Strong horizontal salinity gradients have previ- ously been reported between RK 40 and 66, with salinity fronts as far north as Poughkeepsie (RK 124). Overall, salinity and temper- ature observations are consistent with historical seasonal trends, which are largely driven by the variability of freshwater flow (Geyer and Chant, 2006).

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3.2. Pharmaceutical occurrence and distribution

The frequency of occurrence and spatial patterns of the study pharmaceuticals were determined to provide information on their sources, distribution and behavior (Fig. 2). The frequency of occurrence (expressed as %) across the whole study area were almost identical in the two months, with an average of 55% of pharmaceuticals occurring at each site during the May sampling and 52% in July. Results are presented by sites within the river and those within NYH. The absence of significant precipitation throughout the watershed resulted in low freshwater flow volumes during both sampling events and the expectation for little to no CSO input.

3.2.1. River transect

The occurrence frequencies of pharmaceuticals were somewhat variable over the length of the river, with slightly lower frequencies observed in July (Fig. 2). The largest increases in occurrence were associated with sites at WWTP discharges, especially at RKs 28.2, 41.8, and 148.2 where the number of compounds present exceeded 90%. Above the Troy Dam, fresh water enters the HRE originating from the Mohawk and Upper Hudson River watersheds. Here, the percent of study pharmaceuticals present averaged between 56 and 63%, reflecting their widespread presence in these major tributaries as a result of 4.0105m3/d of WW effluents discharged daily (Table S7). The occurrence frequencies at sites just below the dam (e.g., RKs 245.4e197.1), influenced by the cities of Troy and Albany, were similar to those above the dam ranging between 50% and 81%. The percentage of compounds present declined from RKs 188.3 through 156.1, dropping to 44e56%, due in part to dilution from major tributaries (e.g., Stockport/Kinderhook, Esopus, Catskill) entering this reach of the river. Because of the low population densities in this region, these tributaries receive smaller volumes of WW discharges (8.1 103 m3/d) than those above the dam (Table S7). Combined, all of these tributaries provide significant quantities of freshwater based on recent flow data (Table S1). From RKs 141.6 through 45.1, the occurrence of pharmaceuticals ranged between 38 and 56%. One exception is at RK 84.5 (located by the WWTP outfall at the military academy at West Point), where the frequency of occurrence dropped from 81% during the May sam- pling to 44% in July, which likely reflects the population drop be- tween academic sessions. Below RK 45.1, the percentage of study pharmaceuticals present increased, with well-defined spikes at RKs 41.8 and 28.2, sites with major WW inputs. The trend from RKs 43.5

Fig. 2. Frequency of occurrence (in percent) of pharmaceuticals along the river transect.

through 0 is complex and suggests a number of factors influenced the percentage of pharmaceuticals present. The proximity of New York and New Jersey urban areas, with an estimated population of >12M, along with numerous large-volume WWTP discharges clearly exerted their influence, with an average of 58% of pharma- ceuticals measurable for both sampling periods. The sustained, high volume of effluent entering the river, combined with harbor water reentering the river on incoming tides, resulted in conditions with numerous pharmaceuticals present.

During the May sampling, 7 of the 16 pharmaceuticals (ATE, CAR, LOS, MET, SUL, TRI, and VAL) were present at !98% of the 65 river sites. This compared closely to July, where the same com- pounds (excepting TRI at 77%) were present at !92% of the river sites (Fig. 2, Table 1). The similarity in trends between compounds along the transect and between sampling periods indicates the ubiquitous nature of these compounds under similar environ- mental conditions (e.g., precipitation, river flow).

Concentrations of individual pharmaceuticals varied along the river transect, with many trending in a similar manner from the start of the estuary (RK 245.4) to the Battery (RK 0) (Fig. 3, Table 1, Table S8). Four pharmaceuticals present throughout the river were all antihypertensive medications and can be credited for some of the highest concentrations recorded in this study. Although median concentrations for these compounds were fairly consistent be- tween sampling periods, the maximum concentrations recorded were much higher in May, with values as high as 1070 ng/L for ATE, 1700ng/L for LOS, 2020ng/L for MET, and 3810ng/L for VAL. It should be noted that for most compounds, the maximum concen- trations reported in this study were recorded at RK 148.2da site which is in direct proximity to a WW outfall. The other three frequently detected-compoundsdCAR, SUL, and TRIdfollowed the same pattern, with higher maximum concentrations in May and nearly identical median values between sampling periods.

Three other pharmaceuticals (ACE, DIL, and GEM) were present at less than 50% of the sites along the transect, but were generally present at sites near WWTPs. In particular, ACE and GEM were more abundant in May and exhibited greater variability between sampling periods. The occurrence of ACE dropped from 49% in May to 11% in July, and GEM experienced a similar magnitude in decline, occurring at 37% of the sites in May and 18% in July. Aside from a few prominent peaks, concentrations generally remained below 18 ng/L for both compounds. DIL was present near WWTP outfalls along with a few sites in the lower and upper reaches of the river at low levels. Finally, ACB, FUR, LAB, PRO, RAN and VER were present 25% of the time during both sampling periods (Table 1). These com- pounds were present almost exclusively by WWTP outfalls. LAB and PRO were present at 6 and 8% of the sites during May, occurring slightly more frequently in July at 11 and 18%, respectively. VER was present at 6% of sites in May, compared to 22% in July. RAN was found at 8% of the sites in May and 5% in July when it was present exclusively near large WWTP outfalls. ACB was detected at 6% of sites in May and 5% in July. Concentrations of these compounds were generally higher in May than in July.

Spatial patterns identified major tributaries and WWTPs along the transect as key factors influencing pharmaceutical concentra- tions. Trends between sampling periods provided insight into behavior of individual pharmaceuticals. Decreased river flow dur- ing July likely increased residence time to an undetermined extent as evidenced by the salinity profiles. However, only two com- pounds, CAR and SUL, were generally higher along the transect in July (Fig. 3). Conversely, GEM, TRI and VAL were slightly lower in July.

A number of processes may explain the behavior of some of the pharmaceuticals in the river. The sorption potential of individual pharmaceuticals gives an indication of their likelihood to be

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Compound May
Min. Med.

River Transect

Acebutolol (ACB) n.d. 8.2 Acetaminophen (ACE) n.d. 8.0 Atenolol (ATE) 1.5 8.1 Caffeine (CAF) 23.5 70.3 Carbamazepine (CAR) 0.9 3.9 Diltiazem (DIL) n.d. 0.7 Furosemide (FUR) n.d. 130.0 Gemfibrozil (GEM) n.d. 19.9 Labetalol (LAB) n.d. 122.7 Losartan (LOS) 4.2 14.8 Metoprolol (MET) 8.0 16.2 Propranolol (PRO) n.d. 8.9 Ranitidine (RAN) n.d. 30.1 Sucralose (SUC) 588.4 870.2 Sulfamethoxazole (SUL) n.d. 12.3 Trimethoprim (TRI) n.d. 2.7 Valsartan (VAL) 11.4 28.1 Verapamil (VER) n.d. 8.7

New York Harbora
Acebutolol (ACB) n.d. 0.6 Acetaminophen (ACE) 4.9 13.0 Atenolol (ATE) 14.7 18.2 Caffeine (CAF) 111.9 141.7 Carbamazepine (CAR) 3.6 8.3 Diltiazem (DIL) n.d. n.d. Furosemide (FUR) n.d. 8.8 Gemfibrozil (GEM) n.d. 26.9 Labetalol (LAB) n.d. 2.4 Losartan (LOS) 23.2 33.0 Metoprolol (MET) 24.4 27.6 Propranolol (PRO) n.d. 0.5 Ranitidine (RAN) n.d. 1.8 Sucralose (SUC) 708.3 887.0 Sulfamethoxazole (SUL) 15.6 22.3 Trimethoprim (TRI) 4.3 7.7 Valsartan (VAL) 60.2 77.9 Verapamil (VER) n.d. 2.0

July
Max. Freq. Min. Med.

22.0 6 n.d. 5.1 327.7 49 n.d. 17.5 1074.3 100 n.d. 7.6 2056.7 100 22.2 49.1 542.6 100 2.6 5.6 73.5 20 n.d. 1.2 1234.8 8 n.d. 137.4 1440.4 37 n.d. 17.4 304.8 6 n.d. 4.7 1699.8 100 8.3 16.9 2020.6 100 7.7 14.1 134.1 8 n.d. 0.8 1002.1 9 n.d. 29.1 16,203.0 100 498.2 1181.2 616.6 98 n.d. 19.1 350.0 98 n.d. 2.7 3811.9 100 2.7 21.9 51.4 6 n.d. 0.8

0.8 43 n.d. n.d. 138.3 100 n.d. 92.3 31.8 100 16.5 24.5 589.5 100 78.0 142.6 25.1 100 4.3 6.5 n.d. 0 2.1 2.4
8.8 14 n.d. n.d. 43.1 86 n.d. 20.5 2.4 14 n.d. 2.2 48.6 100 34.2 48.2 47.6 100 31.1 40.4 1.2 43 n.d. 0.4
1.8 14 n.d. n.d. 1251.9 100 1204.2 1386.0 32.7 100 n.d. 50.0 10.4 100 7.1 10.5 117.4 100 82.4 94.9 2.4 57 n.d. 0.5

Max. Freq.

7.7 5 170.6 11 326.7 92 2265.1 100 105.7 100 77.0 46 291.2 5 457.4 18 136.7 11 584.6 100 612.2 100 30.3 18 202.0 5 10,107.9 100 336.8 98 230.9 77 1852.2 100 18.8 22

n.d. 0 161.7 43 30.9 100 520.2 100 12.4 100 5.6 100 n.d. 0 43.6 86 4.1 57 65.9 100 66.8 100 0.6 71 n.d. 0 1472.8 100 69.0 29 13.7 100 110.7 100 0.6 71

M.G. Cantwell et al. / Water Research 137 (2018) 335e343

339

Table 1

Minimum (Min), median (Med) and maximum (Max) concentrations of study compounds (ng/L) along with their frequency of occurrence in percent (Freq).

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a NY Harbor sites are sites that are not located on the main Hudson River transect: East River (2), Harlem

River (2), Newtown Creek (2) and Gowanus Canal.

removed from the water column. The Log Kows of the pharmaceu- ticals in this study are low, with five having Log Kows less than 1 and only four above 3.0, indicating little potential for solid phase partitioning (Table S9). Examination of the data based on the compounds’ respective Kows did not reveal any consistent patterns of behavior. Similarly, distribution coefficients (Kds) provide direct evidence of partitioning behavior in the water column. Cantwell et al. (2016a) determined field-derived Kds for eight of the com- pounds (Table S9), with four other compounds exhibiting insuffi- cient solid-phase concentrations to determine Kds (e.g., ACE, GEM, SUL, and VAL). Median Kd values for six of the eight pharmaceuti- cals were below 2.5, with the other two below 4.0. Ternes et al. (2004) observed that compounds with Log Kd values of 2.7 or less were shown to have minimal removal from the dissolved phase (<10%) by sorption processes.

The acid dissociation constant (or pKa) is an important factor controlling the therapeutic behavior of pharmaceuticals as the degree of ionization is strongly influenced by pH, which can also have implications when pharmaceutical residues are present in aquatic systems (Cunningham, 2008). The study compounds have a broad range of pKa values, from 4.8 to 17.3 (Table S9). The pH of the receiving water could affect the degree of ionization of indi- vidual pharmaceuticals to some extent, as ionized compounds will be more soluble in contrast to their respective neutral species. This would make them less likely to partition to solid phases and

potentially affect their distribution in the water column. While pH was not measured in this study, long-term values in the Hudson range from 6.4 to 8.2, with most above 7.0 (Cooper et al., 1988), which could potentially affect the behavior of some of the phar- maceuticals. Recent work, however, has not shown a relationship between pKa and solubility with a similar suite of compounds in estuarine conditions (Zhao et al., 2015).

Overall, sorption does not appear to be an important mechanism of removal for most of the compounds examined during this study, suggesting that many of the declines observed may be due to degradation by abiotic and biotic processes. A decrease in abun- dance and concentrations of some compounds in July suggests that degradation may have been a factor for more labile pharmaceuti- cals. Reduced freshwater inputs (Table S1) to the HRE (which would increase residence time) and elevated water temperatures (Fig. S1) in July may create enhanced conditions supporting degradation.

3.2.2. New York harbor

The New York Harbor sites are located in East River, Harlem River, Newtown Creek and Gowanus Canal. The occurrence of pharmaceuticals present in NYH was relatively high, ranging from 56 to 83% and usually at slightly higher concentrations in Newtown Creek and East River. Six compoundsdATE, CAR, LOS, MET, TRI, and VALdwere present at all seven sites during both sampling periods. Additionally, ACE and SUL were present at all sites in May, while DIL

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Fig. 3. Concentrations (ng/L) of frequently detected pharmaceuticals along the river transect.

had 100% occurrence in July but was not detected at all in May. PRO and VER occurred at 43% and 57%, respectively, of sites in May, while each had occurrence rates of 71% in July. LAB occurred at 14% of sites in May and 57% of sites in July. ACB was only detected in May, with an occurrence rate of 43%. RAN was detected only once in May, and FUR was not detected during either sampling period.

Median concentrations of ACE, ATE, GEM, LOS, MET, SUL, TRI, and VAL in NYH were mostly higher than in the transect. These compounds, with the exception of GEM, were higher during July, with median values ranging 7.7e78 ng/L in May and 10e95 ng/L in July. Median values remained below 9 ng/L for CAR and did not exceed 2.4 ng/L for ACB, DIL, LAB, PRO and VER.

New York Harbor has numerous large WWTPs in both the Hudson and East River tributaries that contribute approximately 3.8 106 m3/d of effluent to this area (Table S7). The large volume of water entering from both the Hudson and East Rivers, already elevated in pharmaceuticals, is subjected to the Harbor’s complex hydrodynamics and additional WW inputs. Here, successive tidal cycles advect large volumes of water from the harbor up the river. However, no decrease in percent occurrence of pharmaceuticals was observed. Tidal cycling in the lower river and harbor here can cause equivalent flow in both directions. The complex hydrody- namics and dynamic mixing of water combined with the location and volume of WW discharged daily into the harbor explain the spatial patterns of pharmaceuticals observed in this area. These findings highlight the importance of hydrodynamics along with input levels and source locations in regulating contaminant con- centrations in coastal rivers and embayments.

3.3. Environmental perspective

Comparing pharmaceutical responses in this study to other river systems provides some context to the levels observed. Recently, Batt et al. (2016) conducted a national survey of phar- maceuticals in 182 US rivers and streams that included 13 of the 16

compounds (except ACB, LAB, and LOS) examined in this study. Between the two studies, the mean frequency of detection across our sites was greater in this study (Table S10). Comparison of concentrations from both studies also revealed that with the exception of VER, numerous compounds in this study (e.g., ACE, ATE, DIL, FUR, GEM, MET, RAN, TRI, and VAL) were higher and the others (CAR, PRO, and SUL) were nearly equal. Similar trends were found in the Garonne River estuary of France with mean con- centrations of CAR and PRO nearly equal to those in this study, but with lower mean levels of ATE, GEM, LOS, MET, and RAN (Aminot et al., 2016). Combined, the high frequency of occurrence and elevated concentrations of many of the study pharmaceuticals illustrates the impact WWTP discharges have on the HRE relative to other rivers (Table S10), which raises questions regarding the possibility of ecological effects.

Pharmaceutical compounds are frequently detected in fresh- water and marine environments, though they are rarely found at levels high enough to cause acute toxicity (Brausch et al., 2012). However, since many pharmaceuticals (particularly highly pre- scribed ones) are constantly entering the environment, there is interest regarding the potential for chronic effects. At some sites in this study, particularly those situated by WWTP outfalls, several pharmaceuticals were measured at concentrations reported to cause chronic effects to aquatic organisms: SUL (Yu et al., 2011), CAR (De Lange et al., 2006), PRO (Franzellitti et al., 2011), and ACE (Parolini et al., 2013). At RK 148.2, which is situated at a WWTP outfall and at low tide is essentially undiluted effluent, five other compounds were measured at concentrations reported to cause chronic effects: TRI (Parolini et al., 2013), RAN (Rocco et al., 2010), FUR (Rocco et al., 2010), GEM (Rocco et al., 2012), and MET (Dietrich et al., 2010). Although these compounds were not found at levels this high throughout the entirety of HRE, their high concentrations at several sites indicate that minimum effect concentrations for a number of pharmaceuticals may be exceeded near WW point sources (e.g., WWTP outfalls, CSOs).

3.4. Tracer evaluation

Two compounds, CAF and SUC, were evaluated to assess their efficacy as tracers of sanitary wastewater in the HRE and NYH. Previously, CAF has been used to identify WW in surface waters (Buerge et al., 2003), and track CSO and undocumented sanitary discharges to estuarine waters (Buerge et al., 2006; Cantwell et al., 2016b). Caffeine is efficiently removed (>95%) by most sanitary WWTP processes (Buerge et al., 2003) making it well suited to identify untreated WW sources (e.g., CSOs) (Benotti and Brownawell, 2009). Sucralose is used extensively as a food and beverage sweetener and has also been evaluated as a WW tracer in aquatic systems. (Oppenheimer et al., 2011, 2012). As opposed to CAF, SUC is highly resistant to degradation as it is mostly inert to metabolic and environmental processes (Soh et al., 2011), resulting in negligible removal by WWTPs (Yang et al., 2017). The differential behavior of SUC and CAF along with their elevated levels in receiving waters indicates that combined, they may discriminate between sources of treated and untreated sanitary wastewater (e.g., WWTP effluents and CSOs).

Both SUC and CAF were present at all sites and sampling periods at high concentrations, reflecting their extensive use in foods and beverages as well as excipient ingredients in pharmaceutical for- mulations. Along the transect, SUC concentrations ranged from 498 to 16,200 ng/L, with median values of 876 and 1180 ng/L for the May and July sampling periods, respectively. This increase is likely due to the 26% decline in freshwater flow during July, which increased the proportion of WW effluent in the river. Compared to SUC, CAF was an order of magnitude lower along the transect, ranging from 22 to 2260 ng/L with median values of 70 and 49 ng/L for May and July, respectively. For perspective, SUC and CAF concentrations measured by Bernot et al. (2016) in rivers and streams throughout the US were lower than in this study, with sucralose ranging from nondetect to 12,000 ng/L and caffeine ranging from nondetect to 420 ng/L.

Along the transect, SUC showed similar trends during both sampling periods with several discrete differences. SUC concen- trations entering the HRE at RK 249.6 were 700 and 498 ng/L in May and July, respectively (Fig. 4). Concentrations spike slightly at RK 249.4 due to its close proximity to a WWTP. In May from RKs

Fig. 4. Caffeine and sucralose concentrations (ng/L) along the river transect.

245 through 86.9, concentrations stayed within the range of 700e1200 ng/L, excepting one large peak near a WWTP. Below RK 86.9 in May, concentrations only rose over 950 ng/L at discrete lo- cations along the transect. In July from RKs 245.4 through RK 148.2, concentrations rarely fell below 1300 ng/L. At the sites below that point, values generally remain in the range of 800e1300 ng/L, again with the exception of a few discrete peaks. Generally, large spikes in SUC concentrations coincided with high volume WWTP discharges (e.g., RKs 148.2 and 41.8). In May there were several prominent SUC peaks at RKs 19.3e12.7 that were absent in July. The sources of these peaks are unknown, but may be from episodic, undocu- mented WW discharges.

Maximum levels of CAF for both sampling periods occurred at RK 41.8, which is near two major WWTP discharges (Table S7). Spatial trends for CAF were also similar between sampling periods with exception of RKs 28.2e0.2 during May. In May, CAF is twice the July levels from RKs 28.2 through 0.2, a generalized increase that suggests discharge of untreated WW. In May below RK 19.3, there were several well-defined peaks of SUC present, suggesting too that there may be unidentified WW discharge in the lower segment of the river. The enhanced responses of SUC throughout the river at locations with known WW outfalls combined with its inert behavior supports its potential as a WW tracer in large systems such as the HRE.

Another objective was to examine whether tracers can explain the behavior and fate of WW associated contaminants. Concen- trations of SUC were compared against the study compounds from the river transect. Concentrations of pharmaceuticals present >75% of the time were regressed against SUC and CAF to examine their relationships (Table S11). Coefficients of determination (r2) for SUC were uniformly higher, with r2 values ranging 0.77e0.97 for both May and July, exhibiting strong linear relationships. In contrast, r2s for CAF were much lower, ranging from 0.01 to 0.59. CAF also showed greater variability between sampling periods with a lower r2 in May. The weak relationship between CAF and the study compounds likely reflects CAF’s non-conservative behavior (lability) in the water column (Benotti and Brownawell, 2009). SUC showed less variability between sampling periods and slightly higher r2s for July. With SUC’s well documented resistance to degradation (Soh et al., 2011), the strong linear relationships with these pharmaceuticals (i.e., conservative behavior) further in- dicates that degradation or sorption processes are not a significant factor controlling their fate in the HRE during our sampling period, but may vary over longer time scales. Consequently, the concen- trations of these compounds are controlled primarily by the vol- ume of effluent and dilution from tributaries and tidal processes. The strong spatial correlation also demonstrates the potential of SUC as a tracer for recalcitrant contaminants in receiving waters emanating from WWTPs.

Finally, the differential behavior of SUC and CAF was examined as a potential tool for discriminating between WW sources in surface waters using the ratio of CAF to SUC (C/S) concentrations. For example, a high C/S ratio would indicate that the relative amount of untreated WW was elevated relative to treated WW, while a lower ratio would indicate a lower proportion or absence of untreated WW. To test this concept, sampling was conducted in Flushing Bay, a CSO impacted urbanized tidal embayment on the East River of NYH during wet and dry weather conditions in JulyeAugust 2016. Water samples were collected from sites in close proximity to CSOs during a release event triggered by heavy pre- cipitation and 5 days later under dry conditions. Samples collected during the CSO event all showed C/S ratios >1 (1.1e3.0), indicating a high proportion of untreated WW (Fig. 5). The samples collected during dry weather had C/S ratios between 0.12 and 0.2. The de- clines in CAF between wet and dry conditions were as much as 2

M.G. Cantwell et al. / Water Research 137 (2018) 335e343 341

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sustained discharge of pharmaceutical residues associated with

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Fig. 5. Caffeine-sucralose (C/S) ratios in Flushing Bay of NYH under wet and dry conditions.

orders of magnitude and clearly showed the impact of CSO dis- charges. Ratios were also calculated for the river transect to examine how C/S ratios responded in the river. Ratios along the transect ranged from a high of 0.31 (RK 41.8) to a low of 0.0033 at RK 148.1, indicating an absence of untreated WW discharges during both river sampling events (Fig. S3), which is supported by the lack of significant precipitation during both sampling events and no weather triggered CSO events in the HRE.

4. Conclusions

In this study we investigated the occurrence and fate of sixteen highly prescribed pharmaceuticals and two potential wastewater tracers in the Hudson River, a large urbanized estuary. Conducting sampling at high spatial resolution permitted evaluation of the variables controlling pharmaceutical behavior in the study area. The main conclusions were:

  •  The sustained discharge of WWTP effluents along with their location and magnitude were important factors for sites both in New York Harbor and the river transect, controlling both the presence and abundance of pharmaceuticals to the overall study area. Tributary inputs, river flows and tides played an important role by controlling dilution and, consequently, pharmaceutical concentrations. Because both sampling events in this study occurred under dry weather conditions, future work should include sampling under wet weather conditions to understand how the combination of CSO events and increased river flows affect the overall concentrations of pharmaceuticals.
  •  Sucralose was found to be ubiquitously present throughout the HRE and NYH, and exhibited a strong relationship with many of the study compounds. Since this demonstrates its potential as a tracer of wastewater derived pharmaceutical residues in the HRE, further research should examine whether this holds true for other large estuarine systems.
  •  The use of caffeine/sucralose (C/S) ratios accurately identified the presence of untreated sanitary water discharged during a wet weather CSO event, showing potential for detecting and locating unidentified sources of untreated sanitary wastewater released to receiving waters. The utilization of C/S ratios war- rants further examination under a range of conditions, partic- ularly in areas highly impacted by CSOs and other discharges of untreated sanitary wastewater.
  •  Further research is needed to reduce uncertainties and better understand the overall magnitude of risk resulting from the

WW discharges into effluent dominated estuaries. Acknowledgments

The authors thank Drs. Abigail Joyce, James Lake, and Mr. Steven Rego for their technical reviews. This is NHEERL Contribution ORD- 022066. The views expressed in this article are those of the authors and do not necessarily represent the views or policies of the U.S. Environmental Protection Agency. Any mention of trade names, products, or services does not imply an endorsement by the U.S. Government or the U.S. Environmental Protection Agency. The EPA does not endorse any commercial products, services, or enterprises.

Appendix A. Supplementary data

Supplementary data related to this article can be found at https://doi.org/10.1016/j.watres.2017.12.044.

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