Unit VII PowerPoint Presentation Your Client Is A Company That Has Been Cited With A Notice Of Violation For Discharging Toxic Chemicals Into The Municipal Sewer System. The Regulatory Authorities Are Requiring That The Company Develop A Waste Management

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Unit VII PowerPoint Presentation

Your client is a company that has been cited with a notice of violation for discharging toxic chemicals into the municipal sewer system. The regulatory authorities are requiring that the company develop a waste management plan to address the violations related to the manufacturing process. A preliminary assessment concludes that the toxic chemicals are necessary because of old and outdated equipment. Management wants to get back into compliance, spending as little capital as possible. They believe that adding additional pollution control at the end of the process is a reasonable solution.

 

You believe that if the company spends additional capital, the equipment can be updated, eliminating the need for toxic chemicals. Neither solution yields a better quality product.

Prepare a 15-slide PowerPoint presentation to give to the executive committee of your client. Organize the presentation as follows:

 

·         Slide 1: Summarize the situation and common goals so that the committee will understand that you are on the same page.

·         Slide 2: Review the major ideas and intent behind the Pollution Prevention Act (PPA). Summarize the key elements of the PPA in one slide that relate to this scenario.

·         Slides 3-4: Summarize the strengths and weaknesses of the solution that seeks to install additional pollution equipment at the end of the process.

·         Slides 5-6: Summarize the strength and weaknesses of your solution to spend additional funds to upgrade the equipment used to manufacture the product.

·         Slide 7: Set the stage for convincing the committee to adopt your recommendation by showing the key differences between the two options.

·         Slides 8-9: Apply the key ideas of the PPA (slide 2) to each scenario.

·         Slide 10: Ask the committee to make a decision, reminding them that customers and shareholders may evaluate their product brand and reputation based on the decisions that they make now to go in a green position.

·         Slides 11-15. Provide additional detailed slides for the committee to read later as they consider your proposal.

 

These slides should fill in the GAPS in your 10-slide presentation.

 

You are required to use a minimum two reputable sources, which must be cited and referenced appropriately. Only one of your sources may be your textbook (or other assigned reading source).

 

 

Encyclopedias (online or print), message boards, or any sources that can be amended without educated review, such as Wikipedia, are not considered appropriate.

 
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MOS 6301 Advanced Industrial Hygiene Unit 8 Research Paper

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Course Textbook APA Citation:

 

Plog, B. A., & Quinlan, P. (2012). Fundamentals of industrial hygiene (6th ed.). Itasca, IL: National Safety Council.

 

 

Unit 8 Research Paper.

Each student will research an industrial hygiene sampling event and develop a comprehensive exposure assessment report. Students can select from:

·        Asbestos exposure from the World Trade Center disaster

·        The Deepwater Horizon Oil Spill

 

Assume that you work for Acme Industrial Hygiene Consultants and you are at an event conducting air samples. In your paper, you will discuss:

·        What was going on during sampling?

·        What was your sampling method?

·        What are your results?

 

You are expected to use the AIHA Statistical Spreadsheet to assist you in analyzing the data. To access the spreadsheet please follow the following directions:

1. Go to www.aiha.org.

2. Click on the tab title “Get Involved” to search for “Exposure Assessment Strategies Committee.”

3. Next, select “Volunteer Groups.”

4. Click on “Exposure Assessment Strategies Committee.”

5. Scroll down and select “New IHSTAT Macro Free Version.”

6. Once you have loaded the excel document, make sure to click “Enable Editing” at the top of the spreadsheet.

7. Under the OEL section, insert the OEL for asbestos or benzene that you will use here.

8. Delete the existing date in the sheet, and enter the trailer sample dataset you choose.

9. As you populate the spreadsheet, the statistics will calculate, and the graphs will begin forming the picture of the exposure profile of the trailers.

 

To locate a tutorial on how to use the AIHA spreadsheet, please view the following video, Instructions for Using the AIHA Statistical Spreadsheet, located at https://youtu.be/v4JeQW0JF6k. (For a transcript for this video please click here.)

You will also need to discuss:

·        The descriptive statistics for the dataset

·        The number of samples above the OEL (if any)

·        What the 95th percentile exposure level would be?

·        What exposure category you would put the workers’ exposure into (e.g., 0, 1, 2, 3, or 4)?

 

You will find that each data set has a number of samples broken down into different activities. Assume that each activity would be a different SEG. Select 1 or 2 SEGs for the purpose of your analysis and report.

If you choose to use the World Trade Center data, you can choose from either the Lower Manhattan Asbestos Data, or the Staten Island Asbestos Data. You can find the data at the following OSHA website: http://www.osha.gov/nyc-disaster/wtc.html

If you choose to use the Deepwater Horizon dataset, focus on the potential benzene exposure. You will also need to select one SEG / task for the purpose of your research (e.g., boat operators, beach cleanup). The dataset is very large and you will want to keep your research focused to a manageable level. It would be acceptable to select a few of the SEGs for comparison. For example, you could compare the boat operator’s exposure to that of the beach cleanup crew. You can find the data on the OSHA website at the following address: http://www.osha.gov/oilspills/index_sampling.html

 

You will find that the AIHA spreadsheet does not allow you to enter a “non-detect” value of zero (0). There are various substitution techniques for estimating distribution parameters from datasets containing censored data: each censored datum is replaced with the (1) LOD, (2) half of the LOD, (3) or LOD divided by the square root of 2. Simple substitution (just using the actual LOD) works well when the percentage of LOD values is small. See Unit VIII Study Guide for more information.

 

 

An example report is provided to give you an idea of how to properly develop a comprehensive written report. Your report does not have to follow this exactly; it is provided as an example only. However, your report should address all 7 items listed above for full credit.

 
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Accident Investigation Unit VII Assessment 3 Questions

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Question 1

 

While responding to an accident where a forklift tipped over going around a corner, the supervisor tells you that the cause was simply operator error since the driver was going too fast. The supervisor does not see the need to investigate any further. If you were the manager of this site, what would you say to the supervisor?

 

Your response must be at least 200 words in length.

 

Question 2

 

You recently completed an accident investigation involving a worker injured by an unguarded blade on a table saw. The investigation revealed that the guard had been removed some months before by persons unknown. Propose one corrective action for each of the first six levels in the hazard control precedence that would help prevent the accident from happening again. Which one(s) would you recommend, and why?

 

Your response must be at least 200 words in length.

Question 3

 

Recall your submissions for the projects in Units IV, V, and VI. Using the causal factors for the 2007 propane explosion at the Little General Store in Ghent, WV. that you have previously identified, determine the level of accountability for each causal factor (worker/equipment, supervisor, management, corporate). Propose at least one corrective action for each causal factor.

 

Your response must be at least 500 words in length.

 
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A+ Work

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Short Written Assignment

View the Scientific Method Power Point Presentation here:

After reviewing the demonstration, design a hypothetical controlled experiment. In other words, you are going to focus your efforts on writing up hypothetical experiment design that includes “made up” results.

The experiment should help to determine whether drinking water that contains cadmium influences the rate of cancer occurrence in laboratory rats.

Be sure to identify the following:

control group

experimental group

hypothesis

hypothetical result

Then decide if you result support or reject your hypothesis.

Just a little point of clarification – the questions at the end of the Power Point on scientific method are just to think about, you do not have to answer them and send them to me.

 

Introduction

NOTE: This lab has been adapted from “The Habitable Planet” curriculum

This lab uses a robust model of the carbon cycle to give you an intuitive sense for how carbon circulates through the atmosphere, biosphere, oceans, and crust. This model may be accessed at:

The model allows you to experiment with how human input to the carbon cycle might change global outcomes to the year 2100 and beyond. One particularly relevant human impact is the increase in atmospheric CO2 levels. Between the years 1850 and 2006, atmospheric concentrations have risen from 290 parts per million (ppm) to over 380 ppm – a level higher than any known on Earth in more than 30 million years. Using the model, you will experiment with the human factors that contribute to this rise and explore how different inputs to the carbon cycle might affect the concentrations of the greenhouse gas CO2.

Materials

Procedure:

Part 1: Run the simulation to 2100 with the default settings, and, using the Data Table (found in the Chapter 1 content), record the total carbon levels in each “sink” (terrestrial plants, soil, oil and gas, coal, surface ocean, and deep ocean) at 2050 and 2100. You will then use the data you collect from the model to answer the discussion questions at the end of the lab while thinking about how the model mimics real-life conditions.

Note: The default setting for the increase in fossil fuel use per year is 1.5%. This rate of increase is also a reasonable projection for the increase in global energy use, as the world’s economies continue to ramp up and populations grow

Part 2: In many scenarios, the atmospheric concentration of CO2 is projected to increase beyond 700 ppm by the end of the century. However, this increase in atmospheric carbon doesn’t account for all of the carbon released by burning fossil fuels.

To find out where all the carbon really goes, run the simulation again, one decade at a time. Record the total amount of carbon in the atmosphere (the number in the sky) and other carbon sinks (terrestrial plants, soil, surface ocean, and deep ocean), as carbon moves through the system. Note that 1 ppm of atmospheric CO2 is equivalent to 2.1 GT (Gigatons) of carbon. As you record your data, keep in mind that this is a simulation of real life. Think about the questions below.

Discussion

If only one half of the flora in the world existed in 2100 (perhaps due to deforestation), what do you predict the atmospheric carbon level would be? How would you change the simulation to reflect this?

What is the relationship between increased carbon in the ocean and increased carbon in the soil? How else might carbon be transferred to soil?

What is the relationship between an increase in fossil fuel consumption and increased carbon in terrestrial plants? How might this change flora populations? What impact could twenty years at this level of consumption have on flora?

What is the relationship between an increase in total carbon concentration (the smokestack) and increased carbon in the ocean surface? How might this change marine life populations? What impact could fifty years at this level of emissions have on marine fauna? On marine flora?

In addition to circulating through the carbon cycle, where else might excess carbon be found? In fifty years, where would you be most likely to see excess carbon?

Which areas are most highly (and quickly) affected by an increase in carbon emissions (and increase in fossil fuel consumption)? How would these effects manifest themselves? What are the dangers/benefits to these areas?

 
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Ergonomic Hazards For Geniusalert92 Only

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1) Describe the ergonomic risk factors associated with a sharp edge on a work bench. Include supporting evidence as part of your discussion.

Your response should be at least 75 words in length.

 

2) Describe hand-arm vibrations (HAVS); what are the long-term issues an employee might have if vibration sources are not corrected?

Your response should be at least 75 words in length.

 

3) Describe one or more potential solutions for an employee who is experiencing the onset of back pain after working at his or her workstation that primarily requires the employee to work in a seated position. Include supporting evidence as part of your discussion.

Your response should be at least 200 words in length.

 

4) Consider ergonomic hazards associated with the operation of pneumatic impact wrenches in a vehicle maintenance facility. What could you, as part of the ergonomics team, provide in the way of protection against the work-related musculoskeletal disorders (WMSDs) that might be associated with the use of such a tool? Include supporting evidence as part of your discussion.

Your response should be at least 200 words in length.

 

BOS 3701, Industrial Ergonomics 1

Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to:

1. Describe characteristics of ergonomically designed workstations. 1.1 Explain ergonomics hazards related to workstations that subject workers to vibration. 1.2 Identify ways to improve workstations that pose potential ergonomics-related hazards.

3. Discuss body-centered design for mitigating common workplace stressors.

3.1 Describe solutions for back disorders associated with a seated workstation.

Reading Assignment Chapter 10: Vibration Chapter 11: Industrial Workstation Design

Unit Lesson The chapters within this unit’s required reading on vibration and industrial workstation design provide important information to consider. Vibration gets very little attention when it comes to discussions associated with ergonomics. Throughout the course, we have discussed and studied the effects of the workplace on employees with a focus on equipment designed to accommodate a neutral posture and tools designed to limit unnecessary, forceful movements. Vibration can be another culprit in causing chronic work-related musculoskeletal disorders (WMSDs). Consider the whole-body vibration exposure experienced by the over- the-road truck driver. For a maximum of 10 hours per day, the driver is sitting in his or her cab on an air-ride seat and piloting an 80,000-pound vehicle down the nation’s highways. Ideally, the roads the driver takes are very smooth without any noticeable permeation into the cab of the roadway and its surface. Of course, this is not always the case. When the roads are bumpy or contain a lot of potholes, the driver is in a sitting position with the vibratory effects felt every time he or she hits an imperfection in the road. The vibration of the engine also plays a role. To get a better feeling for the degree of vibration sustained by a driver, look down at your drink of choice sitting in your cup holder the next time you are on the road. You will note that the surface of the liquid is never completely still while the vehicle is moving. Each of those ripples in your drink translates into vibrational forces sustained by the body’s structural system. We know that bones are connected to each other by ligaments. Muscle is connected to bone via the tendon system. Bones have fluid or discs that keep each bone from striking the next bone. Neuromuscular junctions maintain a constant feedback loop between the outside environment and the inside of our bodies. Each little bump forces a person to make subtle and typically imperceptible adjustments to his or her body’s position. Even with the advent of air-ride seats and air-ride cabs, the driver is still subjected to whole body vibration and the long-term consequences. These whole body vibrations sustained over a period of years can result in significant problems. According to Salmoni, Cann, Gillin, and Eger (2007), the effects of vibration can include, but are not limited to, muscular fatigue, headaches, and a loss of balance. What are other occupations where whole-body vibration may occur? What about the people who work on ships with large propellers that cause vibrations throughout the vessel, for instance? What about the vibrations felt by airline pilots? Can you think of an occupation where vibration in the workspace could be a

UNIT V STUDY GUIDE

Vibration and Industrial Workstation Design

 

 

 

BOS 3701, Industrial Ergonomics 2

problem for the employee? Consider heavy equipment used at construction sites. One that comes to mind is the excavator or backhoe. This machine digs holes in the ground with a large bucket. The machine takes a bite out of the ground and then swings that bucket to an area where the soil is piled. Load after load is plucked from the ground while operating this piece of equipment, which usually has a very large diesel engine running as it digs, swings, dumps, swings, and then digs again. The body is exposed to considerable forces from vibration, noise, and centrifugal force. When we typically think of the kind of work that creates a significant amount of vibration, one other job position that frequently comes to mind is the jackhammer operator. A lot of attention is paid to this operation due to the incidence of white finger syndrome, also known as Raynaud’s phenomenon, which is frequently experienced by individuals who use equipment with extreme vibrational properties (Bush, 2012). There are many other job tasks in the workspace that may expose employees to vibration hazards. Remember Adam, the employee who works in the big-box store? Adam is one such person who experiences the effects of vibration at his workstation. Recall that Adam works in the automotive shop of his store. One of his main tasks every day is to remove tires and wheels from cars and trucks and replace those worn out tires with new ones purchased by the consumer. Adam, of course, uses an impact wrench that is powered pneumatically. You have likely heard the noise from an impact wrench many times when getting your car serviced. You even hear it on television commercials for different auto service centers. Each wheel takes four, five, six, or more lug nuts to remove in order to take the wheel assembly off the vehicle. Let us do a mental exercise. Consider that Adam has to remove five lug nuts per wheel and replace those same lug nuts when the tire is changed out. He does this for three cars per hour, in a 10-hour shift. So, we have 20 lug nuts per vehicle to remove; 20 lug nuts to replace; 120 lug nuts to change per hour; 1,200 lug nuts to change per day; 6,000 lug nuts to change per week; and 300,000 lug nuts to change per year. That is a lot of vibrations to the hand, wrist, forearm, and arm. Doing a little research on this machine shows us that a typical air impact wrench can have as much as 8,400 rotations per minute. Obviously this poses a concern with respect to potential WMSDs that might result from performing this type of work over a period of years. What type of cumulative trauma disorders (CTDs) might we be dealing with for our employees who use this type of tool? Industrial Workstations Oftentimes, when one thinks of an industrial workstation, one may visualize a person who is working in front of a machine or at a conveyor. Indeed, most ergonomics textbooks focus on particular job tasks that involve a single workstation for the purpose of simplifying the discussion related to proper design of workstations. Your textbook also utilizes this approach by considering hazards related to specific job tasks (Stack, Ostrom, & Wilhelmsen, 2016). Jobs can be diverse and may involve multiple workstations that require the worker to either sit, stand, lean over, or lay prone. Consider positions that Adam would likely work in. His typical customer needs his or her oil changed, tires rotated, chassis lubed, fluids checked and filled, and tire pressure checked. Adam has to get in and out of the automobile. Adam must open the hood and elevate the car by using either floor jacks or an auto lift system. He must remove the tires, move the tires to another location on the car, and then tighten the lug nuts on each tire. Adam has to get under the car to remove the drain plug for the oil pan, remove the oil filter, replace the filter, and replace the drain plug. He then uses a grease lube device to apply the appropriate amount of grease to each fitting. The automobile is then lowered, and Adam replaces the oil and checks to ensure that all fluids are filled. Some auto service centers have pits for employees use while working underneath a car. The employees must climb down into the pit via a set of stairs that may be oil-covered and slippery. The employees who are performing oil changes have to work above their shoulders while taking out the drain plug and the oil filter. If the facility does not have a pit to do this, then employees either use a floor jack or an auto lift system. With the floor jack system, employees are lying on their backs on a creeper. With the auto lift system, employees have to reach above their shoulders. In addition, the employees have to bend over the engine compartment to fill the fluids and oil. The tires have to be lifted into and out of their positions. Evaluating a given individual’s workstation is not always a simple, clear-cut process. If you are on a team to evaluate Adam’s job tasks and workspaces, what considerations and recommendations might you make? Adam is constantly on the move, climbing up and down oil-covered steps, crawling under automobiles, working with his hands above his shoulders for extended periods of time, bending over the engine

 

 

 

BOS 3701, Industrial Ergonomics 3

compartment, and standing at the computer workstation while inputting data. There is a lot of repetitive movement here and in some pretty awkward positions. Of course, Adam is just one of our fictitious employees here. Let us look again at Amy and her cashier’s workstation. Our textbook authors suggest rotating through the different positions throughout the day. We know that Amy is in a standing position most of the day. Could we provide her with a leaning position or a sitting position in order to rotate those positions? How would that affect the customer and the production necessary to keep the customer happy? It always seems that whenever we get to the store and are ready to check out, everyone else is ready to check out as well. Nobody enjoys waiting in line. How would the purchasing consumer feel if the checkout production slowed a little to allow the employee to rotate positions? This, of course, represents just one type of conflict that might be encountered when recommendations are made by a team conducting workplace ergonomic evaluations. In these two scenarios, both of our employees deal directly with the customer, and customer service ranks high with the purchasing public. While we are trying to figure out how to improve our employees’ workstations and cut down on the vibratory effects of their environment, how are we affecting the public who are paying for this service with their hard-earned money? Always remember to think completely through the issue to make sure we are not fixing one problem and creating another, and always look at the problem from a safety perspective to ensure that we are not making a safe work task less safe with our efforts.

References Bush, P. M. (2012). Ergonomics: Foundational principles, applications, and technologies. Boca Raton, FL:

CRC Press. Salmoni, A. W., Cann, A. P., Gillin, E. K., & Eger, T. R. (2007). Case studies in whole-body vibration

assessment in the transportation industry — challenges in the field. International Journal of Industrial Ergonomics, 38(9), 783-791.

Stack, T., Ostrom, L. T., & Wilhelmsen, C. A. (2016). Occupational ergonomics: A practical approach.

Hoboken, NJ: Wiley.

Learning Activities (Non-Graded) Non-Graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. After reading the unit lesson and the required reading, consider visiting the Occupational Safety and Health Administration webpage (https://osha.gov/) to learn about its recommendations and reflect on how you could use those recommendations as a safety professional. Remember that OSHA is an important resource for you as a safety student.

 

 
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Advanced Pollution Prevention

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Instructions

Please write an essay about pollution prevention in the  dry cleaning and    hydraulic fracturing industries. Include the following  items:

  1.    one-paragraph   introduction;
  2.  five-paragraph   review of the Sinshelmer, Grout, Namkoong, Gottlieb,          and Latif (2007) dry   cleaning article, including an explanation of the          common dry cleaning process   using perchloroethylene (PCE), problems with          PCE, and a review of options to   PCE presented in the paper;
  3.  five-paragraph   review (total—not five paragraphs for each article) of          the Heywood (2012)   article and the Chen, Al-Wadei, Kennedy, and Terry        (2014)   article on hydraulic   fracturing, including environmental issues        with   hydraulic fracturing and the   P2 solutions presented in each of the        two   articles (include the use of liquid   carbon dioxide);
  4.  five-paragraph   review of the Taylor, Carbonell, and Desimone (2010)          article on using liquid   carbon dioxide for P2, focusing on how liquid      carbon     dioxide can be used as a   substitute in the dry cleaning industry      and in   the   hydraulic fracturing   industry; and a
  5.  two-paragraph   summary to include your overall thoughts about P2 in the          dry cleaning and   hydraulic fracturing industries, and specifically      whether     liquid carbon   dioxide is a reasonable, cost-effective, and          environmentally-friendly   alternative to traditional methods.

In order to access the resources below, you must first log  into the    myCSU Student Portal and access the Academic Search Complete database  within    the CSU Online Library.

Use at least the following references:

Chen, J., Al-Wadei, M. H., Kennedy, C. M., & Terry,   P.  D. (2014).  Hydraulic fracturing: Paving the way for a sustainable future?    Journal of  Environmental and Public  Health, 1-10.

Heywood, P. (2012, April). Fracking safer and greener?    TCE: The Chemical  Engineer, 850, 42-45.

Sinshelmer, P., Grout, C., Namkoong, A., Gottlieb, R.,  & Latif, A.  (2007). The viability of professional wet cleaning as a   pollution prevention  alternative to perchloroethylene dry cleaning. Air    and Waste Management  Association, 57, 172-178.

Taylor, D. K., Carbonell, R., & Desimone, J. M.   (2010).  Opportunities  for pollution prevention and energy efficiency enabled   by the  carbon dioxide  technology platform. Annual Review of Energy and   the  Environment,  25(1), 115-148.

Your paper must be at least three full pages in length,  not including the    title page and reference page. All sources used, including the  textbook, must    be referenced; paraphrased and quoted material must have  accompanying    citations. All references and citations used must be in APA  style.

 
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Small Sprocket Questions

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Small Sprocket

LEADERS ARE THE SMALL SPROCKETS IN EFFECTING CHANGE. WE MUST SPIN DOZENS OF TIMES BEFORE THE BIG GEAR MAKES ONE REVOLUTION. IT’S PART OF THE TERRITORY. SPIN LIKE CRAZY AND EVENTUALLY OTHERS WILL RESPOND.

As a high school student, I rode my bike to school—at least until I got a car. Riding my bike was memorable because I had to ride up a huge hill called “Fletcher Parkway.” It was a solid, three-quarter mile, uphill climb. Every morning, I was sweating by the time I reached the top. Thank Schwinn for ten-speed bikes! Shifting into low gear was my only hope. (As you know, low gears allow a biker to climb hills when there’s no momentum). My trade-off was pedaling like crazy just to move a few feet.

I suppose it’s a little like a car. When you drive, the engine revs between 1,000 and 3,000 RPMs (revolutions per minute), depending on the momentum you have. In other words, a car’s motor spins thousands of revolutions each moment, only to move your tires down the road just one, short mile! It’s a small wheel moving a big wheel—a tiny gear spinning frantically, to move the larger one just a bit. It’s the Law of Leverage… and it illustrates the principle of the Small Sprocket.

Imagine two sprockets. One small one, one big one. It’s the job of the small sprocket to turn the big sprocket. If the small sprocket is half the size of the big one, it must go around twice before the big one completes a full revolution. Doesn’t sound too bad, does it? Now imagine that small sprocket is 100th the size of the big one. Now it must rotate 100 times in order to make the big sprocket complete a full revolution!

That’s how life is for the leader of an organization. Sometimes things flow smoothly and you don’t feel like you’re working too hard. Then there are times (and these are more common) when you have to work, work, work, work, work—just to feel like the team is progressing at all! You spin and spin and spin in order to accomplish all of your leadership tasks. You keep communicating the vision, but everyone still seems fuzzy on it. You tell them what needs to be done, but they need a reminder. You equip them to recruit a team, but they continue to be a one-man show. You labor and labor… anticipating seeing some result. It can be discouraging. It feels like you’ve moved ahead fifty miles, but the group is moving like an inchworm! How can this be?

Relax. It’s normal. Welcome to leadership. Leaders must spin like a small sprocket to get the larger group to spin just once. It can be tiresome. At first, the labor ratio is often disproportionate. But just wait. Continue spinning. Good news is coming. People will eventually respond to your spinning. And you know what? Once you really get moving and have the group responding positively, that big sprocket starts picking up speed from its own momentum. In time, the group will be spinning you!

You may remember the 2000 movie, Pay It Forward. Based on a true story, Trevor McKinney creates the “pay it forward” idea as a social studies project in school. The breakdown is pretty simple: do something to help someone, then ask them to do the same for three other individuals. Don’t pay the kindness back; pay it forward. The whole movie is about Trevor helping people and trying to inspire them to pay it forward. His project seems to be failing, as Trevor spins and spins… and nobody seems to join his quest to make the world a better place. He is ready to give up.

In the end, Trevor learns that he started a movement. From homeless people to corporate CEOs, his good deeds and their forward momentum reached so many people that they caught the attention of a reporter. The truth is, Trevor had been spinning a long time before he saw any results. In his eyes, the big sprocket hadn’t moved. But in reality, it was actually just picking up momentum. Hearing that his project was successful re-ignited Trevor’s original desire to share kindness in the world. In the movie, there were increased random acts of kindness throughout the region. In real life, however, the movie inspired the creation of the “Pay It Forward” movement. People are paying it forward from Washington to Florida, all the way to Singapore and Australia.

In 1809, a boy named Louie was born in a small town near Paris. His early years consisted of many difficult obstacles. Playing with his father’s tools one day, Louie pierced and destroyed his left eye. Shortly after that, his damaged eye infected the other, causing complete loss of sight in both eyes. While most blind people at the time became beggars, Louie wanted to attend school. So at the age of ten, he enrolled in a school for the blind. Students were taught to read raised letters, but due to the difficult process, only 14 books were available to study. Louie knew there had to be an easier way and set about creating a finger alphabet.

He began creating a system that would allow every blind person to read, write and communicate. Early on, it had little success because the system was too complex for kids to master. But Louie experimented with more simplified systems over the next few months, finally arriving at the ideal “six dot” system. By the time he was fifteen, Louie had developed separate codes for math and music.

Although his creation had improved life for blind people, it didn’t catch on. Sighted people didn’t understand how the dot system could be useful. One teacher even banned children from learning it. Eventually—after years of spinning like crazy—folks realized the benefits of the system. Today, the Braille System has been adapted to almost every known language, from Albanian to Zulu. Against all odds, Louie became an independent man and even went on to become a teacher in his old school.

As a young leader, I remember trying to start new projects in the organization where I was employed. I thought my ideas were great, but few others agreed. After all, I was the new kid on the block and I was young. Fortunately, there were a few of us who began spinning like small sprockets. We knew we couldn’t spin wildly in all directions, so we consistently spun like crazy in one direction. I’d look in the mirror each day and say, “I’m a small sprocket!” Over time, momentum picked up. Management saw that our ideas had potential, and we were given the go ahead to begin implementing some of them. By the time I left that job, we were successful in reaching all of our original goals.

We were small sprockets. As leaders, if we don’t have the courage and determination to keep spinning, things will grind to a halt. Very little will change. In fact, the vision will shrivel and the team will likely suffer. It’s the leader’s job to spin like crazy and fire up the rest of the team. It’s part of the territory of leadership. Fueled by determination, leaders are the engines. We are the small sprockets.

 
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“Biomes, Biodiversity, And Conservation”

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Terrestrial biomes are largely shaped by their climate. Consider the area in which you live; then, based on the temperature and precipitation of your area, propose what kind of biome you believe would occupy your area if it weren’t for human intervention. Next, suggest two kinds of plants you would expect to dominate your area if not for human activity.

  • Respond to at least one of your classmates. Do you believe that human intervention has had a positive or negative effect on your classmate’s area? Justify your response.
  • Biodiversity is an important characteristic of communities and biomes. Efforts to preserve biodiversity, though intended to reduce human influence on the environment, might interfere with the natural process of change and evolution. Do you agree with this statement? Why or why not? Provide at least two examples to support your arguments.
 
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MSCR 1100: Film 101

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 Essay (2-3 Pages, Double-Spaced) 

Due via Turnitin on the course blackboard, 11:00 PM, January 24.

Late papers are marked down 5% for each day it is late. 

Previous paper asked for a close reading of one sequence through one particular text, the this paper asks you to apply all of the formal, historical, and theoretical knowledge you’ve acquired over the course to a comparative film analysis. For your essay do the following:

  1. Select at least two (and no more than four) of the assigned texts for the course that you would like to incorporate in support of your argument. This means the essay PDFs, as these make particular theoretical claims. You are welcome to cite The Film Experience if this helps support your argument, but, as an introductory text book, this does not count as one of the two sources. While many of the essays address a particular film, genre, or movement, you should be able to apply some of the concepts to other examples—in fact, strong arguments often emerge when drawing connections between distinct texts and movies.
  2. Select two films you would like to compare in terms of character portrayal. These can be any two films assigned for the class (with the exception of Visions of Light and The Cutting Edge), or one film assigned for the class along with any other film (not assigned) that best illustrates your argument. Any movie you find appropriate is fine, but you must address at least one film from the class. You don’t need to address both films equally, and rather than list all similarities and/or differences, focus on the one or two aspects (key character traits, his/her relationship to the narrative, ways in which the character is visually/acoustically presented) that are most unique to the film and relevant to your thesis.
  3. Present your topic and method in your thesis paragraph. This should indicate the specific points of difference or similarity between the two films you would like to explore, along with how your supporting texts provide certain concepts, theoretical frameworks, or conceptual tools to help you with your comparison. For instance, you may want to compare two films of the same genre but of distinct time periods and address these in terms of genres of order and the ways in which masculinity and the law are connected in each case, or look a particular kind narrative structure seen in European art cinema and in a contemporary indie film, and what this might say about the situation of a female protagonist struggling for independence.

Your argument must demonstrate an informed understanding of the course material, and should thus showcase your ability to apply relevant vocabulary about the film’s style, narrative structure, historical context, etc. Avoid listing every possible difference or similarity. Rather, focus on a key aspect that reveals an interesting pattern or distinction. In other words, it is essential that the paper develop a precise argument that can be explored and supported in a few short pages. Precision and clarity with both the texts and examples is paramount.

Whether you paraphrase or quote, include in-text citation, footnotes, or endnotes, you must cite accordingly. Be sure to also include a bibliography (if not providing complete footnotes or endnotes). You do not need to do any additional research—and, in fact, should not incorporate other sources for your interpretation of the academic text or film. See the texts in the “Writing Guides” folder for additional information on citing sources. See the syllabus for additional information on paper format.

 

A strong analysis demonstrates how particular formal elements convey meaning or position the spectator in relation to the characters, narrative, or conflict in a way that reflects a cultural or social perspective. A rich thesis also wrestles with some of the ambiguities or paradoxes of its representations or messages. For instance, several queer theorists have noted how Brokeback Mountain (Ang Lee, 2005) is ultimately conservative when it comes to its treatment of homosexuality, as it fails to imagine queer desire unconstrained by repression and punishment.

Use the following questions as a starting point, and then pursue the one or two responses that promise to unveil some new or unexpected insights into how and why the film addresses such issues:

Socioeconomic Status 

  • Does the socioeconomic status of each character play a significant role in the narrative? How so?
  • Are people from a particular class portrayed negatively (or positively) in this movie? If so, what seems to be the point of that portrayal?
  • Does this film seem to set out to critique the socioeconomic status quo? In what ways does it do so? What aspects of the status quo does it leave unquestioned?
  • Is nearly everything of value in this movie something that can be bought and sold (i.e., a commodity)? Or does the film portray values that fall outside the realm of economics? Overall, what values are being argued for in this film? How is the argument being presented?
    Gender
  • Are the main female characters in this movie as fully realized as the male characters? What characteristics do the female characters possess? Which do they lack? What is does this tell us about how the filmmakers are positioning women?
  • Is the identity of the main female character (or characters) defined primarily by her (or their) sex appeal? What are the implications of this portrayal?
  • Does this movie’s narrative seem to suggest that the relations between the sexes are “natural” and proper, or does it seem to critique the status quo? If the latter, what is the nature of the critique?
  • Does the film reflect or work against the assumptions about gender roles that prevailed in the time when this movie was made and screened? How so?
  • Do the formal aspects of this movie (the cinematography, the editing, etc.) cause you to see the female characters from the perspective of a male protagonist? In what way does this perspective limit your understanding of the characters?
  • Do you find yourself sympathizing with the main female character(s) in this film? Why or why not?
    Race, Ethnicity, and National Origin
  • Given what you know about the place or time portrayed in the movie, are there groups or people not shown or barely acknowledged in the movie who were nonetheless significant and visible there and then? Why do you think they aren’t portrayed in this movie?
  • Does the movie use visual cues—in lighting, camera angles, editing decisions, costume, makeup, or actors’ gestures—to establish that a character or a group of characters is clearly an “Other”—a strange, foreign, or menacing type of person who falls outside of the “normal” majority? If so, what are the cues and how do they work?
  • Is the movie seemingly content to reinforce traditional stereotypes of minority characters? Or does it seem to be working against them? How so?

 

• Does the movie portray racial, ethnic, or cross-cultural relations as complex and contradictory social interactions? Or does the film offer, literally and figuratively, a “black-and-white” worldview? What is the effect of the complex or simplistic portrayals of these relations?

Sexual Orientation 

  • Does the movie present a straightforward and uncomplicated portrait of heterosexual relationships? Or does it introduce narrative elements that portray alternative sexual identities? In either case, what comments about sexuality is the film making?
  • If the movie does portray alternative sexualities, does it present people as social deviants, as comic foils, or as otherwise “abnormal” characters? Or are these characters portrayed as fully realized human beings?
  • If a movie seems primarily occupied with portraying heterosexuality as the norm to be emulated and celebrated, does it nonetheless contain subtle narrative or visual elements that undermine that portrait of normalcy? What are these elements, and how are they in play?
  • What function, if any, do performative aspects of sexuality have in the film? Are there camp elements? Drag? Cross-dressing? Are they meant to be merely laughed at or dismissed as deviant, or do they move the movie’s narrative in an interesting direction?
  • If you watch a film made by or starring a film artist who was eventually revealed to be gay, lesbian, bisexual, transsexual, or of some other alternative sexual identity, what aspects of the film seem to flow from this identity, and which aspects seem to contradict it?
    Disability
  • How is/are the figure/s of disability (including the elderly) rhetorically framed? Is the disabled character presented as an object of wonder, sentimentalized, or sensationalized as an exotic “Other”? If the character is presented through a “realistic” lens, how is the disability normalized? To what degree does the figure—and the formal elements of the film—arouse identification or estrangement?
  • In what ways is the disability, as it is presented, aligned with groups or individuals typically presented as “Others” in the dominant culture (i.e. associated with “abnormal” sexuality, with “abject” poverty, “unhealthy” values)?
  • If the disabled individual or group is presented as heroic or pathetic, what might this say about the medical and social discourses and institutions of this milieu? For instance, is the figure depicted as a burden or as independent and capable?
    Animals and the Nonhuman
  • Animals and other non-human figures (monsters, aliens, and androids) are often presented in films as reflections of, or distinct from, human characters and characteristics. To what degree, and in what ways is the animal anthropomorphized or presented as unknowable or inhuman? What appears to be the intention of this depiction?
  • How do human characters interact with the animal? What might this say about particular cultural perspectives with regard to pets, livestock, and/or wild animals?
  • In what ways might the animal signify particular stereotypes or conceptions of class, gender, ethnicity, sexual orientation, etc. (i.e. a “junkyard dog” = white trash, masculine, violent; a lapdog = effete snobs, feminine, queer) and how might this contribute to how the audience is intended to read particular characters or the narrative?
    You’re welcome to email me possible thesis statements. I hope you enjoy your freedom with this assignment, but am also happy to provide additional structure if you prefer.
 
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Environmental

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Unit Assessment

 

QUESTION 1

 

A manufacturing facility that makes steel materials handling devices such as hand carts and an assortment of roller carts for moving heavy materials around in manufacturing facilities has decided to start making cantilever storage racking systems. This will require the purchase and installation of a 12-foot hydraulic press brake and a 12-foot shear in the fabrication department along with the necessary tools and dies to bend and punch holes in the rack components that will largely be manufactured from formed sheet metal. Employees have experience working smaller versions of this type of equipment, but room will need to be made and larger pieces of sheet metal will need to be cut and handled. The department will also need to continue to produce existing orders while the new equipment is installed. How can a management of change program be used to reduce risks in such a scenario? Your response must be at least 75 words in length.

 

QUESTION 2

Your organization, a company that manufactures fitness equipment such as treadmills and elliptical machines, is about to introduce lean concepts into its operations in order to be more competitive with foreign manufacturers. The foreman from the assembly department, however, does not think that his employees have the time to be involved with the lean initiative. Provide a convincing argument about why it is important for the assembly line workers to play a part. Your response must be at least 75 words in length.

 

QUESTION 3

Your purchasing department does not want to buy adjustable hydraulic pallet stands for the filter assembly line at a company that makes oil filters for cars and trucks. They state that the current process works just fine and that expensive, adjustable stands are not required in the Occupational Health and Safety Administration standards. The production employees in the facility are largely female and many have worked at the facility for decades. The current process for accessing filter parts entails having assemblers bend over to pick up arm loads of the various filter components from a pallet or bin and placing them on a table beside their respective workstations. The parts are assembled and pressed into place, and the completed product placed in a separate bin. Please provide a risk-based argument as to why the adjustable pallet stands would be the better choice. Your response must be at least 200 words in length.

 
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