Week 2 Gamescape Population Management

Resources: Gamescape Episode 2 and Ch. 4 and 7 of Visualizing Environmental Science

Complete Episode 2: “Managing Population Growth” of Gamescape.

As president of the City Council, you have been invited by the Mayor to give a PowerPoint® presentation to Sparksville High School.

Develop a 7- to 10-slide Microsoft® PowerPoint® presentation with speaker notes that explains the prairie dog land management issue. Include the following points:

  • Discuss some of the challenges of urbanization and environmental benefits. Explain how the prairie dog land management issues are related to the challenges of urbanization.
  • Explain the factors that influence population growth using prairie dogs as an example to illustrate your points. Briefly review how the natural environment is needed to support cities. Use the ecological role of prairie dogs and their benefit to land management and the city of Sparksville as an example.
  • Describe the different policies that the city explored to manage prairie dog population growth, and discuss how these policies are rooted in environmental science and population dynamics.
  • Discuss the final management decision, and explain how it balanced urban development with environmental sustainability. Include major challenges you faced in addressing this issue and reaching an optimal solution. Among the challenges, discuss how environmental hazards affect human population and if this impacted the decision with urban development.

Click the Assignment Files tab to submit your assignment.

 
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Need A Research Essay Written By Noon Tomorrow. Environmental Science Based Essay Concerning Sustainable Living.

Running head: LIVING OFF THE GRID

LIVING OFF THE GRID

 

Living Off the Grid: Self-Sustainable Homes

SCI-218: Natural Resources

Ashley R. Dembiczak

25 June 2016

Dr. Nancy Taylor: Southern New Hampshire University

 

The topic I am choosing to write on is a combination of sustainable, organic living and using recycled materials to build a home (green homes). Being able to utilize non-biodegradable recycled materials for home building and sustainable agriculture will greatly help reduce the ecologic footprint of a family. This is better for the Earth in both the short term and long term.

Section 1:

1. The recycled house movement started in the mid 1980s by architect Michael Reynolds (Holladay, 2014). This lifestyle is intended for people wanting to live off the grid.

2. It is important to lead a sustainable lifestyle because it helps promote energy efficiency, waste reduction, air quality, water efficiency, and a sustainable lifestyle (EPA, Feb 2016). With environmental concerns becoming more of an issue in recent years, more and more people are wanting to embrace a green home and sustainable lifestyle.

Section 2:

1. There are currently communities of green homes all over the country and world. In 2014, only 44% of vehicle tires that could be recycled in the U.S. actually were. That leaves 56% of recyclable tires that do not have a purpose (Earthships.com, 2015). Eco-friendly Earthship homes give trash and recyclable materials another purposes and ways to be used.

2. Challenges for green homes of this type are issues with water leakage when it rains and molding of the interior, especially if there is a garden or greenhouse within the home (Archinia.com, 2016). Other challenges with building Earthship-style homes are the time and money needed for construction.

Section 3:

1. In an environment such as San Diego, the Earthship idea would work very well. The average annual rainfall is 9.93 inches according to the San Diego County Water Authority (2016). In other parts of the world, this idea would not be as successful unless substantial modifications are made to the design. This type of green home would not be well suited for a very cold climate nor a very rain-heavy or humid climate unless further developments and modifications could be made.

2. Using recycled materials for homes, where building materials are not common, could help those who cannot afford common building materials create a home. Using materials that may be left in landfills for hundreds of years can also help make our Earth a much cleaner place.

 

Resources

Archinia. (2016). Earthship Pros and Cons. Retrieved from http://www.archinia.com/index.php/58-publications/publications/216-earthship-pros-and-cons

Earthships. (Jan 2015). Once described as ‘idiotic’, new eco-friendly, self-sustaining homes are proving critics wrong. Earthship Biotecture. Retrieved from http://earthship.com/blogs/2015/01/earthship-revolution-us/

Environmental Protection Agency. (Feb 2016). Green Building. U.S. Environmental Protection Agency. Retrieved from https://archive.epa.gov/greenbuilding/web/html/

Holladay, M. (May 2014). Earthship Hype and Earthship Reality. Musings of an Energy Nerd. Green Building Advisor. Retrieved from http://www.greenbuildingadvisor.com/blogs/dept/musings/earthship-hype-and-earthship-reality

 
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Environmental Essay

This lecture will help you understand:

  • The meaning of the term environment
  • The importance of natural resources
  • That environmental science is interdisciplinary
  • The scientific method and how science operates
  • Some pressures facing the global environment
  • Sustainability and sustainable development

Environment: the total of our surroundings

All the things around us with which we interact:

Living things

Animals, plants, forests, fungi, etc.

Non-living things

Continents, oceans, clouds, soil, rocks

Our built environment

Buildings, human-created living centers

Social relationships and institutions

Humans exist within the environment

  • Humans exist within the environment and are part of nature.
  • Our survival depends on a healthy, functioning planet.
  • The fundamental insight of environmental science is that we are part of the natural world.
  • Our interactions with its other parts matter a great deal.

Humans and the world around us

  • Humans depend completely on the environment for survival.
  • Enriched and longer lives, increased wealth, health, mobility, leisure time
  • But natural systems have been degraded
  • Pollution, erosion, and species extinction
  • Environmental changes threaten long-term health and survival.
  • Environmental science is the study of:
  • How the natural world works
  • How the environment affects humans and vice versa
  • With environmental problems come opportunities for solutions.

Natural resources: vital to human survival

Natural resources = substances and energy sources needed for survival

 

Natural resources: vital to human survival

  • Renewable resources:
  • Perpetually available: sunlight, wind, wave energy
  • Renew themselves over short periods of time: timber, water, soil
  • These can be destroyed
  • Non-renewable resources: can be depleted
  • Oil, coal, minerals

Global human population growth

  • More than 6.7 billion humans
  • Why so many humans?
  • Agricultural revolution
  • Stable food supplies
  • Industrial revolution
  • Urbanized society powered by fossil fuels
  • Sanitation and medicines
  • More food

Thomas Malthus and human population

Thomas Malthus

Population growth must be controlled, or it will outstrip food production.

Starvation, war, disease

Neo-Malthusians

Population growth has disastrous effects.

Paul and Anne Ehrlich, The Population Bomb (1968)

Agricultural advances have only postponed crises.

Resource consumption exerts impacts

Garret Hardin’s “tragedy of the commons” (1968)

Unregulated exploitation causes resource depletion

Grazing lands, forests, air, water

No one has the incentive to care for a resource.

Everyone takes what he or she can until the resource is depleted.

Solution?

Private ownership?

Voluntary organization to enforce responsible use?

Governmental regulations?

The “ecological footprint”

  • The environmental impact of a person or population
  • Amount of biologically productive land + water
  • For resources and to dispose/recycle waste
  • Overshoot: humans have surpassed the Earth’s capacity to support us

We are using 30% more of the planet’s resources than are available on a sustainable basis!

Environmental science

  • Can help us avoid mistakes made by past civilizations
  • Human survival depends on how we interact with our environment.
  • Our impacts are now global.
  • Many great civilizations have fallen after depleting their resources.

The lesson of Easter Island: people annihilated their culture by destroying their environment. Can we act more wisely to conserve our resources?

Environmental science: how the natural world works

Environment  impacts  Humans

 

Its goal: developing solutions to environmental problems

  • An interdisciplinary field
  • Natural sciences: information about the natural world
  • Environmental Science programs
  • Social sciences: study human interactions and behavior
  • Environmental Studies programs

 

Environmental science is not environmentalism

Environmental science

The pursuit of knowledge about the natural world

Scientists try to remain objective

Environmentalism

Environmental activism

A social movement dedicated to protecting the natural world

The nature of science

  • Science:
  • A systematic process for learning about the world and testing our understanding of it
  • The accumulated body of knowledge that results from a dynamic process of observation, testing, and discovery
  • Science is essential:
  • To sort fact from fiction
  • Develop solutions to the problems we face

Applications of science

Restoration of forest ecosystems altered by human suppression of fire

Policy decisions and
management practices

Energy-efficient methanol-powered fuel cell car from DaimlerChrysler

Technology

Scientists test ideas

  • Scientists examine how the world works by observing, measuring, and testing
  • Involves critical thinking and skepticism
  • Observational (descriptive) science: scientists gather information about something not well known or that cannot be manipulated in experiments
  • Astronomy, paleontology, taxonomy, molecular biology
  • Hypothesis-driven science: research that proceeds in a structured manner using experiments to test hypotheses through the scientific method

The scientific method

A technique for testing ideas

A scientist makes an observation and asks questions of some phenomenon.

  • The scientist formulates a hypothesis, a statement that attempts to answer the question.
  • The hypothesis is used to generate predictions: specific statements that can be tested.

The results support or reject the hypothesis.

Testing predictions

  • Experiment: an activity that tests the validity of a hypothesis
  • Variables: conditions that can be manipulated and/or measured
  • Independent variable: a condition that is manipulated
  • Dependent variable: a variable that is affected by the manipulation of the independent variable
  • Controlled experiment: one in which all variables are controlled
  • Control: the unmanipulated point of comparison
  • Treatment: the manipulated point of comparison
  • Data: information that is generally quantitative (numerical)

Experiments test the validity of a hypothesis

Manipulative experiments yield the strongest evidence

  • Provides the strongest type of evidence
  • Reveal causal relationships: changes in independent variables cause changes in dependent variables
  • But many things can’t be manipulated: long-term or large-scale questions (i.e., global climate change)
  • Natural experiments show real-world complexity
  • Only feasible approach for ecosystem or planet-scale
  • Results are not so neat and clean, so answers aren’t simply black and white

The scientific process is part of a larger process

Peer-review: other scientists provide comments and criticism

Guards against faulty science

Conference presentations improve the quality of the science

Scientists interact with their colleagues

Grants and funding come from private or government agencies.

Can lead to conflict of interest if the data show the funding source in an unfavorable light

The scientist may be reluctant to publish or doctor the results.

The scientific community

Theories and paradigms

A consistently supported hypothesis becomes a theory, a widely accepted explanation of one or more cause-and-effect relationships

Has been extensively and rigorously tested, so confidence in a theory is extremely strong

Darwin’s theory of evolution, atomic theory, cell theory, big bang theory, plate tectonics, general relativity

Differs from the popular meaning of theory, which suggests a speculative idea without much substance

With enough data, a paradigm shift — a change in the dominant view — can occur.

Ethics

  • Ethics: the study of good and bad, right and wrong
  • The set of moral principles or values held by a person or society that tells us how we ought to behave
  • People use criteria, standards, or rules when making judgments.
  • Different cultures or worldviews lead to different values, which lead to different actions.
  • Relativists: ethics vary with social context
  • Universalists: right and wrong remains the same across cultures and situations

Ethical standards

  • Ethical standards: criteria that help differentiate right from wrong
  • Classical standard = virtue
  • The golden rule: treat others as you want to be treated
  • Utility: something right produces the most benefits for the most people

Environmental ethics

  • Environmental ethics: application of ethical standards to relationships between human and non-human entities
  • Hard to resolve; depends on the person’s ethical standards
  • Depends on the person’s domain of ethical concern

Should we conserve resources for future generations?

Is it OK for some communities to be exposed to excess pollution?

Should we drive other species to extinction?

Is is OK to destroy a forest to create jobs for people?

Three ethical perspectives

  • Anthropocentrism: only humans have rights
  • Costs and benefits are measured only according to their impact on people
  • Anything not providing benefit to people has no value
  • Biocentrism: certain living things also have value
  • All life has ethical standing
  • Development is opposed if it destroys life, even if it creates jobs
  • Ecocentrism: whole ecological systems have value
  • Values the well-being of species, communities, or ecosystems
  • Holistic perspective, stresses preserving connections

Expanding ethical consideration

The preservation ethic

Unspoiled nature should be protected for its own inherent value.

We should protect our environment in a pristine state, because it promotes human happiness and fulfillment.

John Muir (right, with President Roosevelt at Yosemite National Park) had an ecocentric viewpoint.

The conservation ethic

Use natural resources wisely for the greatest good for the most people

A utilitarian standard that calls for prudent, efficient, and sustainable resource extraction and use

Gifford Pinchot had an anthropocentric viewpoint.

The land ethic

Healthy ecological systems depend on protecting all parts.

Aldo Leopold believed that humans should view themselves and the land as members of the same community.

We are obligated to treat the land ethically.

The land ethic will help guide decision making.

Ecofeminism

In the 1960s and 1970s, feminist scholars saw parallels in how people treated nature and how men treated women.

Degradation, social oppression

Ecofeminism: a patriarchal (male-dominated) society is a root cause of both social and environmental problems

Female worldview: interrelationships and cooperation

Male worldview: hierarchies, competition, domination, and conquest

Environmental justice (EJ)

Involves the fair treatment of all people with respect to the environment, regardless of race, income, or ethnicity

The poor and minorities are exposed to more pollution, hazards, and environmental degradation.

Despite progress, significant inequalities remain.

The U.S. has still not ratified the Basel Convention, which prohibits the international export of waste, particularly to poor nations.

Conclusion

  • Finding ways to live sustainably on Earth requires a solid ethical grounding and scientific understanding of our natural and social systems.
  • Environmental science helps us understand our relationship with the environment and informs our attempts to solve and prevent problems.
  • Identifying a problem is the first step in solving it.
  • Solving environmental problems can move us toward health, longevity, peace, and prosperity.
  • Environmental science can help find balanced solutions to environmental problems.
 
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Inspection Report.

• Part Number: 1910
• Part Title: Occupational Safety and Health Standards
• Subpart: E
• Subpart Title: Means of Egress
• Standard Number: 1910.36
• Title: Design and construction requirements for exit routes.
   
• GPO Source: e-CFR

 

 

 

 

1910.36(a)

Basic requirements.  Exit routes must meet the following design and construction requirements:

1910.36(a)(1)

An exit route must be permanent.  Each exit route must be a permanent part of the workplace.

1910.36(a)(2)

An exit must be separated by fire resistant materials.  Construction materials used to separate an exit from other parts of the workplace must have a one-hour fire resistance-rating if the exit connects three or fewer stories and a two-hour fire resistance-rating if the exit connects four or more stories.

1910.36(a)(3)

Openings into an exit must be limited.  An exit is permitted to have only those openings necessary to allow access to the exit from occupied areas of the workplace, or to the exit discharge. An opening into an exit must be protected by a self-closing fire door that remains closed or automatically closes in an emergency upon the sounding of a fire alarm or employee alarm system. Each fire door, including its frame and hardware, must be listed or approved by a nationally recognized testing laboratory. Section 1910.155(c)(3)(iv)(A) of this part defines “listed” and § 1910.7 of this part defines a “nationally recognized testing laboratory.”

1910.36(b)

The number of exit routes must be adequate.

1910.36(b)(1)

Two exit routes.  At least two exit routes must be available in a workplace to permit prompt evacuation of employees and other building occupants during an emergency, except as allowed in paragraph (b)(3) of this section. The exit routes must be located as far away as practical from each other so that if one exit route is blocked by fire or smoke, employees can evacuate using the second exit route.

1910.36(b)(2)

More than two exit routes.  More than two exit routes must be available in a workplace if the number of employees, the size of the building, its occupancy, or the arrangement of the workplace is such that all employees would not be able to evacuate safely during an emergency.

1910.36(b)(3)

A single exit route.  A single exit route is permitted where the number of employees, the size of the building, its occupancy, or the arrangement of the workplace is such that all employees would be able to evacuate safely during an emergency.

Note to paragraph (b) of this section: For assistance in determining the number of exit routes necessary for your workplace, consult NFPA 101-2009, Life Safety Code, or IFC- 2009, International Fire Code (incorporated by reference, see § 1910.6).

1910.36(c)

Exit discharge.

1910.36(c)(1)

Each exit discharge must lead directly outside or to a street, walkway, refuge area, public way, or open space with access to the outside.

1910.36(c)(2)

The street, walkway, refuge area, public way, or open space to which an exit discharge leads must be large enough to accommodate the building occupants likely to use the exit route.

1910.36(c)(3)

Exit stairs that continue beyond the level on which the exit discharge is located must be interrupted at that level by doors, partitions, or other effective means that clearly indicate the direction of travel leading to the exit discharge.

1910.36(d)

An exit door must be unlocked.

1910.36(d)(1)

Employees must be able to open an exit route door from the inside at all times without keys, tools, or special knowledge. A device such as a panic bar that locks only from the outside is permitted on exit discharge doors.

1910.36(d)(2)

Exit route doors must be free of any device or alarm that could restrict emergency use of the exit route if the device or alarm fails.

1910.36(d)(3)

An exit route door may be locked from the inside only in mental, penal, or correctional facilities and then only if supervisory personnel are continuously on duty and the employer has a plan to remove occupants from the facility during an emergency.

1910.36(e)

A side-hinged exit door must be used.

1910.36(e)(1)

A side-hinged door must be used to connect any room to an exit route.

1910.36(e)(2)

The door that connects any room to an exit route must swing out in the direction of exit travel if the room is designed to be occupied by more than 50 people or if the room is a high hazard area ( i.e. , contains contents that are likely to burn with extreme rapidity or explode).

1910.36(f)

The capacity of an exit route must be adequate.

1910.36(f)(1)

Exit routes must support the maximum permitted occupant load for each floor served.

1910.36(f)(2)

The capacity of an exit route may not decrease in the direction of exit route travel to the exit discharge.

Note to paragraph (f) of this section: Information regarding the “Occupant load” is located in NFPA 101-2009, Life Safety Code, and in IFC-2009, International Fire Code (incorporated by reference, see § 1910.6).

1910.36(g)

An exit route must meet minimum height and width requirements.

1910.36(g)(1)

The ceiling of an exit route must be at least seven feet six inches (2.3 m) high. Any projection from the ceiling must not reach a point less than six feet eight inches (2.0 m) from the floor.

1910.36(g)(2)

An exit access must be at least 28 inches (71.1 cm) wide at all points. Where there is only one exit access leading to an exit or exit discharge, the width of the exit and exit discharge must be at least equal to the width of the exit access.

1910.36(g)(3)

The width of an exit route must be sufficient to accommodate the maximum permitted occupant load of each floor served by the exit route.

1910.36(g)(4)

Objects that project into the exit route must not reduce the width of the exit route to less than the minimum width requirements for exit routes.

1910.36(h)

An outdoor exit route is permitted.

1910.36(h)(1)

The outdoor exit route must have guardrails to protect unenclosed sides if a fall hazard exists;

1910.36(h)(2)

The outdoor exit route must be covered if snow or ice is likely to accumulate along the route, unless the employer can demonstrate that any snow or ice accumulation will be removed before it presents a slipping hazard;

1910.36(h)(3)

The outdoor exit route must be reasonably straight and have smooth, solid, substantially level walkways; and

1910.36(h)(4)

The outdoor exit route must not have a dead-end that is longer than 20 feet (6.2 m).

[FR 67 67962, Nov. 7, 2002; 76 FR 33606, June 8, 2011; 79 FR 76897, Dec. 23, 2014]

 

 Next Standard (1910.37)
 Regulations (Standards – 29 CFR) – Table of Contents

 

 

 

• Part Number: 1910
• Part Title: Occupational Safety and Health Standards
• Subpart: D
• Subpart Title: Walking-Working Surfaces
• Standard Number: 1910.23
• Title: Ladders.
   
• GPO Source: e-CFR

 

 

 

1910.23(a)

Application. The employer must ensure that each ladder used meets the requirements of this section. This section covers all ladders, except when the ladder is:

1910.23(a)(1)

Used in emergency operations such as firefighting, rescue, and tactical law enforcement operations, or training for these operations; or

1910.23(a)(2)

Designed into or is an integral part of machines or equipment.

1910.23(b)

General requirements for all ladders. The employer must ensure:

1910.23(b)(1)

Ladder rungs, steps, and cleats are parallel, level, and uniformly spaced when the ladder is in position for use;

1910.23(b)(2)

Ladder rungs, steps, and cleats are spaced not less than 10 inches (25 cm) and not more than 14 inches (36 cm) apart, as measured between the centerlines of the rungs, cleats, and steps, except that:

1910.23(b)(2)(i)

Ladder rungs and steps in elevator shafts must be spaced not less than 6 inches (15 cm) apart and not more than 16.5 inches (42 cm) apart, as measured along the ladder side rails; and

1910.23(b)(2)(ii)

Fixed ladder rungs and steps on telecommunication towers must be spaced not more than 18 inches (46 cm) apart, measured between the centerlines of the rungs or steps;

1910.23(b)(3)

Steps on stepstools are spaced not less than 8 inches (20 cm) apart and not more than 12 inches (30 cm) apart, as measured between the centerlines of the steps;

1910.23(b)(4)

Ladder rungs, steps, and cleats have a minimum clear width of 11.5 inches (29 cm) on portable ladders and 16 inches (41 cm) (measured before installation of ladder safety systems) for fixed ladders, except that:

1910.23(b)(4)(i)

The minimum clear width does not apply to ladders with narrow rungs that are not designed to be stepped on, such as those located on the tapered end of orchard ladders and similar ladders;

1910.23(b)(4)(ii)

Rungs and steps of manhole entry ladders that are supported by the manhole opening must have a minimum clear width of 9 inches (23 cm);

1910.23(b)(4)(iii)

Rungs and steps on rolling ladders used in telecommunication centers must have a minimum clear width of 8 inches (20 cm); and

1910.23(b)(4)(iv)

Stepstools have a minimum clear width of 10.5 inches (26.7 cm);

1910.23(b)(5)

Wooden ladders are not coated with any material that may obscure structural defects;

1910.23(b)(6)

Metal ladders are made with corrosion-resistant material or protected against corrosion;

1910.23(b)(7)

Ladder surfaces are free of puncture and laceration hazards;

1910.23(b)(8)

Ladders are used only for the purposes for which they were designed;

1910.23(b)(9)

Ladders are inspected before initial use in each work shift, and more frequently as necessary, to identify any visible defects that could cause employee injury;

1910.23(b)(10)

Any ladder with structural or other defects is immediately tagged “Dangerous: Do Not Use” or with similar language in accordance with § 1910.145 and removed from service until repaired in accordance with § 1910.22(d), or replaced;

1910.23(b)(11)

Each employee faces the ladder when climbing up or down it;

1910.23(b)(12)

Each employee uses at least one hand to grasp the ladder when climbing up and down it; and

1910.23(b)(13)

No employee carries any object or load that could cause the employee to lose balance and fall while climbing up or down the ladder.

1910.23(c)

Portable ladders. The employer must ensure:

1910.23(c)(1)

Rungs and steps of portable metal ladders are corrugated, knurled, dimpled, coated with skid-resistant material, or otherwise treated to minimize the possibility of slipping;

1910.23(c)(2)

Each stepladder or combination ladder used in a stepladder mode is equipped with a metal spreader or locking device that securely holds the front and back sections in an open position while the ladder is in use;

1910.23(c)(3)

Ladders are not loaded beyond the maximum intended load;

Note to paragraph (c)(3): The maximum intended load, as defined in § 1910.21(b), includes the total load (weight and force) of the employee and all tools, equipment, and materials being carried.

1910.23(c)(4)

Ladders are used only on stable and level surfaces unless they are secured or stabilized to prevent accidental displacement;

1910.23(c)(5)

No portable single rail ladders are used;

1910.23(c)(6)

No ladder is moved, shifted, or extended while an employee is on it;

1910.23(c)(7)

Ladders placed in locations such as passageways, doorways, or driveways where they can be displaced by other activities or traffic:

1910.23(c)(7)(i)

Are secured to prevent accidental displacement; or

1910.23(c)(7)(ii)

Are guarded by a temporary barricade, such as a row of traffic cones or caution tape, to keep the activities or traffic away from the ladder;

1910.23(c)(8)

The cap (if equipped) and top step of a stepladder are not used as steps;

1910.23(c)(9)

Portable ladders used on slippery surfaces are secured and stabilized;

1910.23(c)(10)

The top of a non-self-supporting ladder is placed so that both side rails are supported, unless the ladder is equipped with a single support attachment;

1910.23(c)(11)

Portable ladders used to gain access to an upper landing surface have side rails that extend at least 3 feet (0.9 m) above the upper landing surface (see Figure D-1 of this section);

1910.23(c)(12)

Ladders and ladder sections are not tied or fastened together to provide added length unless they are specifically designed for such use;

1910.23(c)(13)

Ladders are not placed on boxes, barrels, or other unstable bases to obtain additional height.

Figure D-1 -- Portable Ladder Set-up. Figure shows diagram formula showing x representing Distance to top support, 3 ft. min (0.9 m.) for top distance, and x/4 as width from support

Figure D-1 — Portable Ladder Set-up

1910.23(d)

Fixed ladders. The employer must ensure:

1910.23(d)(1)

Fixed ladders are capable of supporting their maximum intended load;

1910.23(d)(2)

The minimum perpendicular distance from the centerline of the steps or rungs, or grab bars, or both, to the nearest permanent object in back of the ladder is 7 inches (18 cm), except for elevator pit ladders, which have a minimum perpendicular distance of 4.5 inches (11 cm);

1910.23(d)(3)

Grab bars do not protrude on the climbing side beyond the rungs of the ladder that they serve;

1910.23(d)(4)

The side rails of through or sidestep ladders extend 42 inches (1.1 m) above the top of the access level or landing platform served by the ladder. For parapet ladders, the access level is:

1910.23(d)(4)(i)

The roof, if the parapet is cut to permit passage through the parapet; or

1910.23(d)(4)(ii)

The top of the parapet, if the parapet is continuous;

1910.23(d)(5)

For through ladders, the steps or rungs are omitted from the extensions, and the side rails are flared to provide not less than 24 inches (61cm) and not more than 30 inches (76 cm) of clearance. When a ladder safety system is provided, the maximum clearance between side rails of the extension must not exceed 36 inches (91 cm);

1910.23(d)(6)

For side-step ladders, the side rails, rungs, and steps must be continuous in the extension (see Figure D-2 of this section);

1910.23(d)(7)

Grab bars extend 42 inches (1.1 m) above the access level or landing platforms served by the ladder;

1910.23(d)(8)

The minimum size (cross-section) of grab bars is the same size as the rungs of the ladder.

1910.23(d)(9)

When a fixed ladder terminates at a hatch (see Figure D-3 of this section), the hatch cover:

1910.23(d)(9)(i)

Opens with sufficient clearance to provide easy access to or from the ladder; and

1910.23(d)(9)(ii)

Opens at least 70 degrees from horizontal if the hatch is counterbalanced;

1910.23(d)(10)

Individual-rung ladders are constructed to prevent the employee’s feet from sliding off the ends of the rungs (see Figure D-4 of this section);

1910.23(d)(11)

Fixed ladders having a pitch greater than 90 degrees from the horizontal are not used;

1910.23(d)(12)

The step-across distance from the centerline of the rungs or steps is:

1910.23(d)(12)(i)

For through ladders, not less than 7 inches (18 cm) and not more than 12 inches (30 cm) to the nearest edge of the structure, building, or equipment accessed from the ladders;

1910.23(d)(12)(ii)

For side-step ladders, not less than 15 inches (38 cm) and not more than 20 inches (51 cm) to the access points of the platform edge;

1910.23(d)(13)

Fixed ladders that do not have cages or wells have:

1910.23(d)(13)(i)

A clear width of at least 15 inches (38 cm) on each side of the ladder centerline to the nearest permanent object; and

1910.23(d)(13)(ii)

A minimum perpendicular distance of 30 inches (76 cm) from the centerline of the steps or rungs to the nearest object on the climbing side. When unavoidable obstructions are encountered, the minimum clearance at the obstruction may be reduced to 24 inches (61 cm), provided deflector plates are installed (see Figure D-5 of this section).

Note to paragraph (d): Section 1910.28 establishes the employer’s duty to provide fall protection for employees on fixed ladders, and § 1910.29 specifies the criteria for fall protection systems for fixed ladders.

Figure D-2 -- Slide-Step Fixed Ladder Sections. Two diagrams depicted. First one is for Fixed Ladder Dimensions and Side Clearances. 10-14 IN (25-36 CM) On Center. Uniformly spaced. 16 IN (41 CM) Min Clearance between side rails. 15 IN (38 CM) Min clearance to any permanent obstruction for ladder without cage or well. Second one is for Side Clearances for Side-step ladders. 15-20 IN (30-51 CM) Step-Across Distance to Platform edge. 42 IN (107 CM) Min. 15 IN (38 CM) Min.

Figure D-2 — Slide-Step Fixed Ladder Sections.

Figure D-3 -- Example of Counterbalanced Hatch Cover at Roof. Two diagrams depicted. First one shows Section A-A. Catch or Locking Device. 7'' min from Rung. Counterweight. Second show sectional elevation.

Figure D-3 — Example of Counterbalanced Hatch Cover at Roof.

Figure D-4 -- Individual Rung Ladder. Shows General View, Rung Cross-section, 7 IN (18 CM) Min Clearance. 16 IN (41 CM) Min Clearance. 10-14 IN (25-36 CM) On Center Uniformly Spaced.

Figure D-4 — Individual Rung Ladder.

Figure D-5 -- Fixed Ladder Clearances. Shows Normal Clearance. 7 IN (18 CM) To Centerline of Rungs. 10-14 IN (25-36 CM) Max (Uniform Space). 30 IN (76 CM) Min. Floor,  Platform

Figure D-5 — Fixed Ladder Clearances.

1910.23(e)

Mobile ladder stands and mobile ladder stand platforms

1910.23(e)(1)

General requirements. The employer must ensure:

1910.23(e)(1)(i)

Mobile ladder stands and platforms have a step width of at least 16 inches (41 cm);

1910.23(e)(1)(ii)

The steps and platforms of mobile ladder stands and platforms are slip resistant. Slip-resistant surfaces must be either an integral part of the design and construction of the mobile ladder stand and platform, or provided as a secondary process or operation, such as dimpling, knurling, shotblasting, coating, spraying, or applying durable slip-resistant tapes;

1910.23(e)(1)(iii)

Mobile ladder stands and platforms are capable of supporting at least four times their maximum intended load;

1910.23(e)(1)(iv)

Wheels or casters under load are capable of supporting their proportional share of four times the maximum intended load, plus their proportional share of the unit’s weight;

1910.23(e)(1)(v)

Unless otherwise specified in this section, mobile ladder stands and platforms with a top step height of 4 feet (1.2 m) or above have handrails with a vertical height of 29.5 inches (75 cm) to 37 inches (94 cm), measured from the front edge of a step. Removable gates or non-rigid members, such as chains, may be used instead of handrails in specialuse applications;

1910.23(e)(1)(vi)

The maximum work-surface height of mobile ladder stands and platforms does not exceed four times the shortest base dimension, without additional support. For greater heights, outriggers, counterweights, or comparable means that stabilize the mobile ladder stands and platforms and prevent overturning must be used;

1910.23(e)(1)(vii)

Mobile ladder stands and platforms that have wheels or casters are equipped with a system to impede horizontal movement when an employee is on the stand or platform; and

1910.23(e)(1)(viii)

No mobile ladder stand or platform moves when an employee is on it.

1910.23(e)(2)

Design requirements for mobile ladder stands. The employer must ensure:

1910.23(e)(2)(i)

Steps are uniformly spaced and arranged, with a rise of not more than 10 inches (25 cm) and a depth of not less than 7 inches (18 cm). The slope of the step stringer to which the steps are attached must not be more than 60 degrees, measured from the horizontal;

1910.23(e)(2)(ii)

Mobile ladder stands with a top step height above 10 feet (3 m) have the top step protected on three sides by a handrail with a vertical height of at least 36 inches (91 cm); and top steps that are 20 inches (51 cm) or more, front to back, have a midrail and toeboard. Removable gates or non-rigid members, such as chains, may be used instead of handrails in special-use applications; and

1910.23(e)(2)(iii)

The standing area of mobile ladder stands is within the base frame.

1910.23(e)(3)

Design requirements for mobile ladder stand platforms. The employer must ensure:

1910.23(e)(3)(i)

Steps of mobile ladder stand platforms meet the requirements of paragraph (e)(2)(i) of this section. When the employer demonstrates that the requirement is not feasible, steeper slopes or vertical rung ladders may be used, provided the units are stabilized to prevent overturning;

1910.23(e)(3)(ii)

Mobile ladder stand platforms with a platform height of 4 to 10 feet (1.2 m to 3 m) have, in the platform area, handrails with a vertical height of at least 36 inches (91 cm) and midrails; and

1910.23(e)(3)(iii)

All ladder stand platforms with a platform height above 10 feet (3 m) have guardrails and toeboards on the exposed sides and ends of the platform.

1910.23(e)(3)(iv)

Removable gates or non-rigid members, such as chains, may be used on mobile ladder stand platforms instead of handrails and guardrails in special-use applications.

[39 FR 23502, June 27, 1974, as amended at 43 FR 49744, Oct. 24, 1978; 49 FR 5321, Feb. 10, 1984; 81 FR 82983-82986, Nov. 18, 2016]

 

 Next Standard (1910.24)
 Regulations (Standards – 29 CFR) – Table of Contents
 
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MOS 5425 Advanced Toxicology WK 1 PowerPoint Presentation

Course Textbook APA Citation:

 

 

Kacew, S., & Lee, B. M. (2013). Lu’s basic toxicology: Fundamentals, target organs, and risk assessment (6th ed.). New York, NY: Informa Healthcare.

 

Unit 1 PowerPoint.

Unit I PowerPoint Presentation

 

 

Prepare an eight- to ten-slide PowerPoint Presentation discussing the roles of 5-7 subdisciplines of toxicology and the connection these subdisciplines have in occupational health and safety. Be sure to cite references on your last slide in proper APA format. You may either utilize the speaker’s notes feature to type the script of what you would say if you were to present the PowerPoint to your classmates or record your voice speaking within the PowerPoint Presentation.

 
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Question

True or False

1. An environmental impact statement must be filed whenever a business wants to undertake a project that will affect the environment.

2. The “Tragedy of the Commons” is frequently cited to justify the use of the tort law to prevent pollution.

3. Under TSCA, top priority is given to the testing of chemicals on the market when the Act was passed; since the Act’s passage, over 48,000 chemicals have been listed on the EPA’s inventory of toxic substances, and data on toxic effects has been collected for about 90% of these chemicals.

4. Because nuclear power is a clean, nonpolluting source of energy, most environmentalists have given broad support for nuclear energy.

5. Originally, the Acid Rain program focused on NOx levels, and not SO2 levels.

6. Primary Ambient Air Quality Standards protect human health and Secondary Ambient Air Quality Standards protect the environment; the former are more stringent than the latter.

7. The primary focus of the underground storage tank program is on spill prevention.

8. Rivers given a designation under the Wild and Scenic Rivers Act of 1968 are removed from human use.

9. A major problem with international environmental law is its lack of an adequate enforcement mechanism.

10. All proposed and final rules being promulgated by a regulatory agency must be published in the Federal Register.

11. Under the National Pollution Discharge Elimination System, the amount of emissions allowed by a permit are determined by the type of pollutant, the type of discharger, and whether the source is existing or new.

12. The ranking system used to place sites on the National Priorities List is based on relative risk to human health and the environment, rather than actual risk.

13. The primary goal of NEPA was to reform agency decision-making so that environmental concerns would be taken into account.

14. From environmentalists’ perspective, one of the most important Constitutional rights is the right to a clean environment.

15. The court has traditionally interpreted the commerce clause broadly, so that most environmental regulations are considered a valid exercise of commerce clause authority.

_ 16. In general, a state may pass an environmental regulation that sets standards more stringent than those set by federal regulations.

. 17. The EPA was created in 1960, and is the largest federal agency operating today.

18. Pollution from nonpoint sources is easier to control than pollution from point sources because it’s difficult to convince polluters to purchase and install expensive pollution control devices.

19. One of the TSCA’s functions is to regulate the introduction of new chemicals into the market.

20. The range of chemicals regulated under CERCLA is the same as that regulated under RCRA.

21. Because nuclear energy does not produce carbon emissions, it is considered a renewable source of energy

22. Bills that are passed by the United States Congress and then signed by the United States President become statutes, which can be found in the U. S. Code; the National Environmental Policy Act is an example of such a federal statute.

23. Subject matter jurisdiction determines whether a case is heard in state or federal court.

24. Primary Ambient Air Quality Standards protect human health and Secondary Ambient Air Quality Standards protect the environment; the former are more stringent than the latter.

25. International environmental law is made up of both customary and conventional law; the former is analogous to common law and the latter is formed by treaties.

 

 

 

 

Multiple Choice

 

1. The RCRA regulates

 

a. hazardous waste

b. non-hazardous waste

c. municipal waste

d. all of the above

 

2. The Safe Drinking Water Act establishes drinking water standards that are applicable to

 

a. bottled water.

b. municipal water supply systems.

c. private wells.

d. all of the above.

 

3. The United States can affect other countries’ environmental policies by

 

a. sharing our research.

b. linking financial aid to environmentally sound projects.

c. entering into treaties with other countries to preserve specific aspects of the environment.

d. all of the above.

 

4. Which of the following is not considered one of the threshold issues that must be met before one can bring a lawsuit?

 

a. standing.

b. ripeness.

c. case or controversy.

d. none of the above (all must be present).

 

5. Who of the following was an administrator of the EPA during the second Bush administration?

 

a. Christine Whitmire.

b. Stephen Johnson.

c. Both a and B.

d. none of the above.

 

6. FIFRA

 

a. prohibits the introduction of new chemicals into the market.

b. requires that all pesticides sold in the U. S. be registered for either general or restricted use.

c. requires that all pesticides manufactured in the U. S. be registered for general or restricted use.

d. both b and c.

 

7. Which of the following are benefits of wetlands?

 

a. Wetlands provide food and habitat for many species.

b. Wetlands help control shoreline erosion.

c. Wetlands help improve the quality of drinking water.

d. All of the above.

 

8. All rules made by administrative agencies must be

 

a. published as proposed rules in the Federal Register.

b. published as final rules in the Federal Register at least 30 days before they are to go into effect.

c. both a and b.

d. neither a nor b.

 

9. Which of the following is not contained in the EIS?

 

a. a statement of any adverse negative environment impacts that cannot be avoided if the proposal is carried out.

b. alternatives to the proposal, including taking no action.

c. both a and b.

d. none of the above.

 

10. Which of the following is not a conventional air pollutant?

 

a. ozone.

b. sulfur dioxide.

c. both a and b (neither is a conventional pollutant).

d. none of the above (both are conventional pollutants).

 

11. Acid rain

 

a. would not exist in the absence of man-made emissions of sulfur.

b. occurs only in industrialized areas.

c. is a difficult problem to solve because there is a lack of agreement as to the severity of the problem, the best way to solve the problem, and what ph level warrants the designation acid rain.

d. none of the above.

 

12. A case challenging a statute as violating a person’s rights under the U. S. Constitution.

 

a. must be heard in a state court.

b. must be heard in a federal court.

c. may be heard in either state or federal court.

d. must be heard in the U. S. Court of Claims.

 

13. Potential sources of contamination of groundwater do not include:

 

a. home septic tank systems.

b. hazardous waste land disposal facilities.

c. underground storage tanks.

d. none of the above.

 

14 The source of authority for most federal environmental laws is

 

a. the Commerce Clause.

b. the Contract Clause.

c. the Fifth Amendment.

d. Article III.

 

15. Substances regulated under the Montreal Protocol do not include

 

a. CFCs.

b. methyl bromide.

c. halons.

d. none of the above.

 

16. Which of the following is not a characteristic of toxic substance regulated under TSCA?

 

a. Tendency to bioaccumulate.

b. Extremely low dosages may have harmful effects.

c. Harmful effects may not show up for a long time.

d. None of the above.

 

 

17. One does not look in the Federal Register to find

 

a. proposed rules.

b. final rules.

c. statutes.

d. any of the above.

 

18. A waste will be considered hazardous under the RCRA if

 

a. it is included on one of the EPA’s three lists of hazardous wastes.

b. it has the characteristics of toxicity, ignitability, corrosivity, or reactivity.

c. both a and b.

d. none of the above.

 

19. Which of the following is not required by the federal underground storage tank regulations?

 

a. All tanks must have spill and overflow protection.

b. Tanks that store hazardous substances must have extra protection against hazardous substance release such as a double-walled tank or external liner.

c. Failure to meet the new standards by 2000 may result in fines of up to $10,000 per tank.

d. None of the above.

 

20. Which of the following is not considered a source of renewable energy?

 

a. wind energy.

b. biomass energy.

c. solar energy.

d. none of the above.

 

 

21. Which of the following was not designed to protect wetlands, coastal areas, or estuaries?

 

a. The Wild and Scenic Rivers Act.

b. The Coastal Zone Management Act.

c. The “No-Net-Loss” Policy.

d. Section 404 of the Clean Water Act.

 

 

 

22. Which is not a factor that may cause a species to become endangered?

 

a. destruction of its habitat.

b. disease.

c. overutilization for commercial purposes.

d. none of the above.

 

23. Which President is considered to be the first who worked toward a comprehensive national energy policy?

 

a. Woodrow Wilson.

b. Franklin D. Roosevelt.

c. Richard Nixon.

d. Gerald Ford.

 

24. Which of the following duties is not imposed on nations regarding transboundary pollution?

 

a. to inform other nations of accidents that might cause transboundary harm.

b. to enter into a convention to determine how to handle the situation.

c. both a and b (neither duty is imposed).

d. none of the above (both duties are imposed).

 

25. Which of the following was not one of the early acts designed to protect the water quality?

 

a. the Rivers and Harbors Act of 1899.

b. the Public Health Service Act of 1912.

c. the Oil Pollution Act of 1924.

d. none of the above.

 
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Advanced Solid Waste Management

1)   review some articles on landfills and on compost piles. This assignment is not about summarizing these operations but about analyzing and comparing the differences between these two fundamental principles of solid waste management. Describe when and why each of these fundamentals is appropriate for use to manage municipal solid waste. Include in your discussion details about the differences of microbial mechanisms, the end products of degradation, and of factors that help and harm the performance of these operations. How effective is each one? (Your total response for all parts of this question should be at least 500 words.)

2) A community of 62,000 does not have a municipal recyclinge program, and they it sends all of their its refuse to the municipal landfill. Will the landfill generate enough natural gas to meet the needs of the city if the municipality needs to annually generate 10 million cubic meters of natural gas (methane) and the city collects all of the methane that is generated? How will this affect the population of the city? Explain your answer. (Your total response for all parts of this question should be at least 300 words.)

 
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Simple Energy Quiz Due 4 Hrs

SPU 25 Energy and Climate: Vision for the Future, Spring 2018

Homework Set #2 Energy Basics DUE Wednesday 2/21 (1:00 pm in lecture)

 

Name: _____________________________________ Section: __________ TF: _____________________ Score: ______/_______

Collaborators: _________________________________________________________________________________________________

 

In order to understand Earth’s climate and how it is influenced by our energy choices, it is important to

understand basic principles of energy, heat, temperature, and water. In this assignment, you’ll also see how

the carbon cycle (both natural and anthropogenic) is intimately tied to energy and climate. You will visit a few

websites in order to expose you to some of the energy and climate data available to you. [40 points]

 

Conceptual and quantitative problems. You will only receive credit if you show all your work and write

legibly.

I. Defining energy

1. Energy is the ability to do _________________. It is neither ______________________ nor ______________________, but

changes ____________________. [3 point]

 

 

2. Conceptualizing Energy Units. In 2013, the New York Times printed a how-to for a “7-Minute

Workout.” It has been estimated that this workout burns approximately 75 kilocalories over the 7

minutes.

What is the rate of energy usage during the workout? Report your answer in Watts. [2 points]

 

 

II. Properties of Water

3. Label the phases of water in the following figure. [3 point]

 

4. True or False. Warmer air can hold more water vapor. [2 point]

 

III. Latent and Sensible Heat

5. _______________________heat is required to change the temperature of water. _______________________ heat is

involved in changing the phase of water. [2 point]

 

IV. Heat Capacity and Specific Heat (Heat capacity per unit mass)

6. Water, air, and land heat up at different rates, which is evident when you jump from a hot concrete

pool deck into a pool in the summer. These differences are very important in global weather patterns

and the distribution of energy around the planet. The specific heats and densities are listed in the table

below.

a. How much energy is required to raise the temperature of 1 cubic meter of water, air, and land by

10°C? Show your work and report your answers in Joules in the table below. [3 points]

 

 

 

 

 

 

 

Material Density at 20°C, sea level (kg/m3)

Specific Heat Capacity (Joules/kg °C)

Energy required to raise temp of 1 m3 by 10°C (Joules)

Solar heating time (hours)

Water 998.2 4182

Air 1.2041 1005

Land* 3000 850

*Based on a range of values for different types of rock, just for rough estimates.

 

 

b. In the northern hemisphere, are surface winds (think about the pressure differences that drive

winds) more likely to blow from the land toward the ocean in June or in November? Why? Use a

diagram to explain your answer. [3 points]

 

 

 

 

 

V. Carbon Cycle

 

7. The process by which energy is stored in organic carbon compounds is _______________________________.

The reverse process, in which energy is released from organic carbon compounds is called

___________________________________________. [2 point]

 

 

 

8. Using the carbon cycle figure below, calculate the

average residence time of carbon in each of the

following reservoirs. Report your answers in years.

 

a. Define residence time using an equation and in

your own words. [2 point]

 

 

 

 

b. Deep ocean [1 points]

 

 

 

c. Soil [1 points]

 

 

 

d. Atmosphere [1 points]

 

 

 

e. Sediments [1 points]

 

 

 

9. Understanding carbon storage and release

a. The carbon in fossil fuels (coal, oil, and natural gas) belongs to which reservoir? [2 point]

 

 

 

b. What is the role of plate tectonics in returning carbon from the sedimentary reservoir to the

atmosphere? [2 point]

 

 

 

c. What is the role of humans in returning carbon from the sedimentary reservoir to the atmosphere?

[2 point]

 

 

 

 

 

 

 

 

 

10. Navigate to the NOAA Carbon Tracker website: https://www.esrl.noaa.gov/gmd/ccgg/carbontracker/. a. Read the Global CO2 Budget section and study Figure 1. What are the two major sources and two

major sinks shown in the figure? [2 points]

b. What is proposed as the cause for the decrease in fossil fuel CO2 emissions in 2008 and 2009? Explain why this is the case. [2 point]

 

 

11. The combustion of jet fuel (and other fossil fuels) can be simplified to the following equation:

CH2O (organic carbon compound) + O2  CO2 + H2O

 

a. Visit the following website: https://www.eia.gov/environment/emissions/co2_vol_mass.cfm and

identify the amount of CO2 (in pounds AND kilograms) produced per gallon of jet fuel burned.

(While you are at the site, compare the emissions from other fuel sources!) [2 point]

 

 

 

 

b. A gallon of fuel weighs less than the amount of CO2 it produces, which you found in the previous

question. How is this possible? (Hint: look at the equation above.) [2 point]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12. BONUS: Visit the NASA Visualization Studio website: https://svs.gsfc.nasa.gov/. Here you will find hundreds of fascinating animations and data representations relevant to climate, energy, and many other things that can be tracked by satellites. Use the search box or click on galleries to find a visualization that is particularly interesting to you and relevant to something we are learning in SPU 25. [2 BONUS points]

Visualization Title:________________________________________________________________ ____________________ How is it relevant, and why is it interesting to you?

 

 

 
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Analyzing Report

In this assignment, you will examine a news report on scientific studies of the Colorado River water crisis. We will follow the same approach and the same questions that you learned to use in the Science Tool Kit activities in previous modules. In this assignment, you will take these questions and create an essay in which you can show your ability to more deeply examine the problem and the reporting, as well as the science behind the news story.

Completing this activity will assist you in mastering Module Level Outcome 3 and 4.

First, read:

View:

Next, submit the following:

You will write an essay of 1000+ words (4 pages), not including a title page and a reference page. Each of the following questions should be addressed in your essay and supported with both quotations and paraphrasing from multiple sources you have been given in the module on this topic and that you locate through the EC Library.

  1. What is the source of the scientific information in the Arizona Daily Star article by Tony Davis?
  2. Discuss the expertise of the scientists (and others) involved in the study discussed by Davis.
  3. What alternative views does Mr. Davis discuss? What do these viewpoints say in contrast to the initial study he examined in his article? Would you say, based on this information, that the study examined by Mr. Davis is accurate, reliable, and unbiased?
  4. Compare and contrast the information in this Arizona Daily Star article with the information in the module readings and any additional material you may have found about this complex issue. Where does the Daily Star article agree and disagree with your other sources, and why?
  5. Who are the major stakeholders in the conflicting demands on the Colorado River source? Does Mr. Davis discuss them all fairly? Is one group overlooked; if so, who, and what is their interest in the Colorado River water?
  6. What possible solutions to this problem are discussed in Mr. Davis’ article? Are there other solutions you have found? Describe these possible solutions.

Resources and Reminders:

You are also encouraged to do your own research through our library on the topic. Do not forget to include in-text citations and complete APA style references for all sources

 
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Assignment

Question 1.

Select at least two alternative energies and one nonrenewable energy.

Complete the University of Phoenix Material: Alternative Energies and Tradeoffs Matrix.

Compare the tradeoffs for the three types of energy.

Include specifics about the advantages and disadvantages of each energy type. Total word count should be 350 to 525 words. (use attachement  labelled 1)

Question 2.Resources: LEED™ Presentation; Energy Usage Calculation spreadsheet

Read the LEED™ Microsoft® PowerPoint® Presentation to gain an understanding of the standard for green architecture.

Select the design of a home that uses standard architectural design or nonrenewable, inefficient energy guidelines.

Complete the Energy Usage Calculation spreadsheet. Use the Energy Usage Calculation spreadsheet to complete the following:

  • Determine the most efficient alternative energy design that would reduce the energy output through built-in calculation.
  • Compare the energy usage in the original to the new design of the chosen home.

Redesign your chosen building to achieve a certified, silver, or gold level of LEED™certification.

Prepare a 10- to 12-slide Microsoft® PowerPoint® presentation with speaker notes and include the following:

  • Outline your idea for an alternative energy design that includes LEED™ architecture.
  • Determine the most energy-efficient design or alternative energy for the home or building you have chosen.
  • Describe how you might integrate sustainable energy sources and technologies into the design.
  • Report the energy savings of the new design.
  • Compare actions you might take in daily activities at home, when commuting, and to work to reduce the energy you consume.

Note: The Microsoft® Excel® spreadsheet should automatically calculate the electricity used in a typical house once you insert the number of hours. In addition, include the power usage of standard appliances such as a water heater, refrigerator, lighting, computer, television, dishwasher, and so on

 
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