Natural Resources And Energy

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Need to complete the attached and just asnwer the question depending on th word count needed. If site used citation must be set and No APA format needed

 

Complete the following table:

 

  Fossil Fuel Alternative Energy
Identify 3 types of both energy categories and what they are most often used to power. 1.

2.

3.

 1.

2.

3.
Benefits to using these energy types    
Environmental impacts of using these energy types    
Are these energy types renewable? Explain.    

 

Using resources answer each of the following questions in 150+words.  Be sure to provide references for the sources you use. APA format not needed

 

1.     Explore water supply and management in your area using the internet. What is the source of your municipality’s drinking water?  Describe any concerns related to the quantity and quality of this water source.  Explain one thing you can do in your everyday activities to conserve water.

 

2.     Visit this Fish and Wildlife Service website (http://www.fws.gov/endangered/) and perform a search of endangered species for your state.  Select one species and explain why it is endangered and what is being done to help it recover.

 

3.     What reason(s) for conserving life on Earth found in “A Closer Look 13.3”, pages 299-301, do you find convincing?  Explain.

 

4.     Perform an internet search using the search term “agricultural sustainability article.”  Read one of the articles you find and summarize it in 1-2 paragraphs.  Based on this article and the readings in the text do you think that current large-scale industrial agricultural practices are sustainable?  Why or why not?  Give an example of a more sustainable agricultural practice.

 

The below question can be answered in 100+ answers and if used cite reference

 

5.     Analyze onefossil fuel and strategize ways to conserve that fuel source.  Analyze one alternative energy source and assess how that fuel can lead toward sustainability.

 

6.      How can your community better manage its water resources?

7.      How would one educate the public?  How would one use education as a tool to overcome the cultural and societal barriers to environmental protection?  Provide examples to illustrate your point.

 

8.      Take a look at the EPA web page below for more info on Compact Fluorescent Light Bulbs.  While you are at it, pay attention to what needs to be done if one of these bulbs breaks.  What are the disposal options for these fluorescent light bulbs?

9.      What is Integrated Pest Management?  What are some possible alternatives that might help minimize the use of pesticides?

http://www.fao.org/agriculture/crops/thematic-sitemap/theme/pests/ipm/en/

 

10.  What is the impact of industrialization on the environment?  Consider both positive and negative impacts.  Consider all environmental media: air, water, soil, and sediment.

 
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MOS 6625 System Safety Engineering WK 8 Assignment

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Unit VIII Assignment.

Operations Safety Management Plan

· Review the information in your textbook (Leveson, 2011, pp. 412-414) related to the Operations Safety Management Plan design.

· Review the Figure C.1 depiction of a sample Safety Control Structure in your textbook (Leveson, 2011, p. 500).

· Review and use a minimum of five (5) peer-reviewed journal articles from the CSU Online Library (Academic Search Complete) to support your design work.

Then, select one (1) of the following options:

Option 1: Design an Operations Safety Management Plan for your own organization or an organization that is familiar to you.

Option 2: Design an Operations Safety Management Plan for a bulk tank railcar off-loading facility for hydrocarbon products that has the following features:

a. one railcar switch located next to an interstate highway,

b. capacity to off-load both liquid hydrocarbon products and liquefied, compressed, natural gas products,

c. two 500,000-gallon bulk liquid storage tanks for liquid hydrocarbon products,

d. two 45,000-gallon bullet-styled, horizontal, liquid storage tanks for liquefied, compressed natural gas products,

e. one off-loading station (single-sided) that is elevated 12 feet from the ground,

f. one flare for over-pressurized gas tank railcars,

g. one 3,000-gallon condensation storage tank, and

h. one switch engine for staging railcars at the off-loading station and at railcar storage tracks.

Using the CSU APA-styled paper as a formatting template, design a minimum eight-page Operations Safety Management Plan with a minimum of five (5) scholarly sources (books and articles) using the following APA Level 1 headings:

1. General Considerations

2. Safety Organization

3. Procedures

4. Schedule

5. Safety Information System

6. Operations Hazard Analysis

7. Evaluation and Planned Use of Feedback for System Maintenance

8. Safety Control Structure Diagram (Design a Safety Control Structure Diagram for your work system and use as the content.)

 
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Fire Prevention And Code Enforcement

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1. Inspection Checklist

The Chamber of Commerce is planning an outreach event for all business owners in the area. The event, Being Good Neighbors, will focus on things that businesses and business owners can do to better serve their employees and the community. As a member of the Fire Prevention and Code Enforcement division, you have been asked by the chamber to present information on common fire code violations found in businesses and to provide suggestions on ways to avoid or mitigate them.

First, research common fire code violations, and develop an inspection checklist to promote more consistent fire safety inspections. Your checklist should include at least 10 checklist items. Each item should reference a specific code, list the most common violations, and list some methods for mitigation. Table format is suggested for your checklist.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

2. Community Outreach PowerPoint Presentation

Using the same scenario above, prepare a 10- to 12-slide PowerPoint presentation (based on your checklist) for the community outreach program. Your presentation should highlight the common code violations and include suggestions to FIR 4311, Fire Prevention and Code Enforcement 5 mitigate them. You are encouraged to use pictures to illustrate your points.

You are required to use at least one source for this presentation. This can be your textbook or any other scholarly source. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. The title and reference slides do not count toward the slide-count requirement.

 
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SCI Lab Worksheets

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C:\Users\vhoughton\Downloads\ESL-Logo-PMS-285-no-tagline (1).png

Lab 2 – Water Quality and Contamination

 

Experiment 1: Drinking Water Quality

Bottled water is a billion dollar industry in the United States. Still, few people know the health benefits, if any, that come from drinking bottled water as opposed to tap water. This experiment will look at the levels of a variety of different chemical compounds in both tap and bottled water to determine if there are health benefits in drinking bottled water.

 

POST-LAB QUESTIONS

 

1. Develop a hypothesis regarding which water sources you believe will contain the most and least contaminants, and state why you believe this. Be sure to clearly rank all three sources from most to least contaminants.

 

Hypothesis =

Table 1: Ammonia Test Results
Water Sample Test Results (mg/L)
Tap Water 0
Dasani® Bottled Water 0
Fiji® Bottled Water 0

 

Table 2: Chloride Test Results
Water Sample Test Results (mg/L)
Tap Water 0
Dasani® Bottled Water 0
Fiji® Bottled Water 0

 

Table 3: 4 in 1 Test Results
Water Sample Total Alkalinity

(mg/L)

 Total Chlorine

(mg/L)

 Total Hardness

(mg/L)
Tap Water 40 4.0 50
Dasani® Bottled Water 40 4.0 40
Fiji® Bottled Water 40 4.0 0

 

Table 4: Phosphate Test Results
Water Sample Test Results (ppm)
Tap Water 25
Dasani® Bottled Water 5
Fiji® Bottled Water 100

 

Table 5: Iron Test Results
Water Sample Test Results (ppm)
Tap Water 0
Dasani® Bottled Water 0
Fiji® Bottled Water 0

 

Table 6: pH Results
Water Sample Test Results
Tap Water 6
Dasani® Bottled Water 6
Fiji® Bottled Water 5

 

2. Based on the results of your experiment, would accept or reject the hypothesis you produced in question 1? Explain how you determined this.

 

Accept/reject =

 

3. Based on the results of your experiment, what specific differences do you notice among the Dasani®, Fiji®, and Tap Water?

 

Answer =

 

4. Based upon the fact sheets provided (links at the end of this document), do any of these samples pose a health concern? Use evidence from the lab to support your answer.

 

Answer =

 

5. Based on your results, do you believe that bottled water is worth the price? Use evidence from the lab to support your opinion.

 

Answer =

 

**NOTE: Be sure to complete steps 1 – 32 of Lab 3, Experiment 1 (the next lab) before the end of this week. Lab 3 involves planting seeds, and if the work is not started this week, your plants will not have time to grow and the lab will not be finished on time.**

FACT SHEETS: Please refer to these to answer Question 3. If you use information from any of these, don’t forget to cite and reference it in APA format in your lab. You are also welcome to use additional or alternative credible resources that you locate online if you wish.

Ammonia https://www.wqa.org/Portals/0/Technical/Technical%20Fact%20Sheets/2014_Ammonia.pdf

 

Chloride

http://www.who.int/water_sanitation_health/dwq/chloride.pdf

 

Phosphate

http://osse.ssec.wisc.edu/curriculum/earth/Minifact2_Phosphorus.pdf

 

Iron

http://www.who.int/water_sanitation_health/dwq/chemicals/iron.pdf

 

pH https://www.watersystemscouncil.org/download/wellcare_information_sheets/potential_groundwater_contaminant_information_sheets/9709284pH_Update_September_2007.pdf

 

Alkalinity

http://www.freedrinkingwater.com/water_quality/quality1/28-08-alkalinity.htm

 

Chlorine

http://www.watertechonline.com/testing-for-chlorine-in-drinking-water/

 

Hardness

http://des.nh.gov/organization/commissioner/pip/factsheets/dwgb/documents/dwgb-3-6.pdf

 

References

Any sources utilized should be listed here in APA format.

 

© eScience Labs, 2016

 
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Lab Worksheet

Hypotheses:

Activity 1

Sinuosity Hypothesis:

Velocity Hypothesis:

Relief Hypothesis:

Gradient Hypothesis:

Activity 2

Sinuosity Hypothesis:

Velocity Hypothesis:

Relief Hypothesis:

Gradient Hypothesis:

Observations/Data Tables:

Data Table 1

  Trial Sinuosity Velocity

(cm/s)

 Relief

(cm)

 Gradient

 
 

 

 

Thicker Book

  

1

        
  2        
  3        
 

 

 

Thinner Book

  

1

        
  2        
  3        

 

Data Table 2.

 

Variable changed:

Book thickness used:

Trial Sinuosity Velocity

(cm/s)

 Relief

(cm)

 Gradient

 
 

1

        
2        
3        

Calculations:

 

Activity 1.

 

Sinuosity:

 

Curvy distance (cm) / Straight distance (cm) = sinuosity (no units)

 

___________ / ____________ =

 

Both the curvy and straight distances are measurements taken from the stream formation in the stream table. Please refer to Activity 1 for more details.

 

Velocity

 

Distance traveled (cm) / Time it takes to travel (s) = Velocity (cm/s)

 

___________ / ____________ =

 

The distance it takes a small piece of paper to travel downstream divided by how long it takes to get downstream is the velocity. Refer to Activity 1 for more details.

 

Relief

 

Highest elevation (cm) – Lowest elevation (cm) = Relief (cm)

 

___________ – ____________ =

 

By subtracting the highest elevation of the stream and the lowest elevation of the stream from each other, the relief can be calculated. Please refer to Activity 1 for more details.

 

Gradient

 

Relief (cm) / Total distance (cm) = Gradient (no units)

 

___________ / ____________ =

 

By dividing the relief by the total distance of the stream, the gradient can be calculated. Please refer to Activity 1 for more details.

 

ACTIVITY 2

 

Sinuosity

 

Curvy distance (cm) / Straight distance (cm) = sinuosity (no units)

 

___________ / ____________ =

 

Both the curvy and straight distances are measurements taken from the stream formation in the stream table. Please refer to Activity 1 for more details.

 

Velocity

 

Distance traveled (cm) / Time it takes to travel (s) = Velocity (cm/s)

 

___________ / ____________ =

 

The distance it takes a small piece of paper to travel downstream divided by how long it takes to get downstream is the velocity. Refer to Activity 1 for more details.

 

Relief

 

Highest elevation (cm) – Lowest elevation (cm) = Relief (cm)

 

___________ – ____________ =

 

By subtracting the highest elevation of the stream and the lowest elevation of the stream from each other, the relief can be calculated. Please refer to Activity 1 for more details.

 

Gradient

 

Relief (cm) / Total distance (cm) = Gradient (no units)

 

___________ / ____________ =

 

By dividing the relief by the total distance of the stream, the gradient can be calculated. Please refer to Activity 1 for more details.

 

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©2015 Carolina Biological Supply Company

 
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ENV100T Week 3 WileyPLUS Weekly Exam

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Question 1

How are San Francisco, California, and Mount Saint Helens, Washington, related?

Both lie on a geological plate boundary.

Both are part of the same mountain range.

They were formed by the same volcanic event.

Both are regions of upwelling.

Question 2

In soil formation, the parent material provides:

humus

minerals

water-holding capacity

mycorrhizae

Question 3

What percentage of the earth’s land area is suitable for agriculture?

1%

6%

11%

27%

Question 4

Which of the following identifies a method used to separate impurities from molten metal?

tailings

phytoremediation

mine drainage

smelting

Question 5

Which of the following statements about nutrient cycling is TRUE?

Bacteria and fungi are involved in nutrient cycling as they decompose detritus transforming large organic molecules into small inorganic molecules, including carbon dioxide, water, and nutrient minerals like nitrates.

Nutrient cycling is the pathway of various nutrient minerals or elements from the environment through organisms and back to the environment.

Nonliving processes are also involved in nutrient cycling, such as the weathering of the parent material replaces some nutrient minerals lost through erosion.

All of the above statements are true about nutrient cycling.

Question 6

Contour plowing, strip cropping, and terracing are soil conservation methods that are BEST suited to which of the following situations?

Arid soils prone to salinization

Nitrogen depleted soils

Reclaimed mine areas

Soils located on slopes

Question 7

In the diagram below, the horizontal layers are called ___ while the entire vertical section of the soil from surface to bedrock is called ___.

soil horizons…soil profile

topsoil…topography

soil profile…leaching

humus…soil horizons

Question 8

Which of the following minerals is INCORRECTLY paired with its use(s)?

aluminum – electrical wiring

iron – steel

sand – glass and concrete

sulfur – making plastics and wallboard

Question 9

The hill of loose rock produced as a by-product of strip mining is known as:

overburden.

a spoil bank.

an open pit.

acid mine drainage.

Question 10

Fifty percent of all the wood that is harvested from the world’s forests is:

made into furniture

used in producing paper

burned directly as fuelwood

used to make children’s toys

Question 11

Public lands may be used for:

resource extraction

livestock grazing

wildlife habitat

all of the above

Question 12

What is the relationship of overgrazing to desertification?

Overgrazing is the destruction of a grassland ecosystem; desertification is the destruction of a desert ecosystem.

Overgrazing results in barren exposed soil; if erosion continues, it contributes to desertification.

Overgrazing is brought about by livestock operations; desertification is brought about by crop cultivation.

Overgrazing and desertification are both a result of the introduction of non-native species coupled with extended droughts.

Question 13

Sustainable forestry:

seeks to conserve forests for the long-term commercial harvest of timber and non-timber forest products by maintaining a mix of forest trees, by age and species, rather than imposing a monoculture.

due to the complexity of goals, is most effective when it involves cooperation among environmentalists, loggers, farmers, indigenous peoples, and local, state, and federal governments.

approaches vary from one forest ecosystem to another, in response to different environmental, cultural, and economic conditions.

is all of the above.

Question 14

Which of the following statements about forests in the U.S. is FALSE?

The majority (well over 50%) of U.S. forests are owned and managed by private individuals.

Forests in the eastern U.S. are holding steady or even expanding due to secondary succession on abandoned farmland.

One of the biggest threats to forests in the U.S. is their potential subdivision and conversion to suburban development like housing and shopping malls.

Projected conversion of forests to agriculture, urban, and suburban lands over the next 40 years will have the greatest potential impact in the south.

Question 15

Habitat corridors are intended to provide:

additional habitat fragmentation.

increase in species richness within forest monocultures.

a means for controlling insect pests and invasive species.

a means of migration so animals can interbreed.

Question 16

What is the reason that forests tend to be cooler and moister than surrounding open lands?

elevation

latitude

canopy cover

transpiration

Question 17

A protected zone that connects isolated unlogged or undeveloped areas is called:

a habitat corridor

sustainable forestry

shelterwood cutting

a monoculture

Question 18

Which of the following is a benefit of pesticide use?

with repeated application of pesticide, pests develop genetic resistance

pesticides reduce the amount of crop lost through competition with weeds

pesticides exhibit persistence, degrading slowly

pesticides show mobility, moving other than where they were applied

pesticidesbioaccumulate in the food chain

Question 19

Which of the following statements about pesticides is false?

The prolonged use of a particular pesticide can cause a pest population to develop genetic resistance to it.

Most pesticides affect more species than the pests for which they are intended.

Pesticides applied to agricultural lands tend to stay where they are applied.

Most pesticides are chemically stable and do not degrade readily in the environment.

Pesticides reduce the amount of crop loss through consumption by insects.

Question 20

What would a narrow-spectrum pesticide kill?

its target organism

indiscriminate organisms in the vicinity of its spray

thin-leaved plants

tapered insects such as wasps and ants

all organisms in a restricted range

 
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Extra Solar Planets Lab

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Extra Solar Planets Lab

  1. There are two types of planets in the solar system, terrestrial planets (like the Earth) and gas giants (like Jupiter). How do the mass, radius, and densities of these planetary types differ?
  2. Let’s say you discover a planet that’s 50 times the mass of the Earth.Even without visiting the planet, what might you presume about the planet (what will its general characteristics be)?
  3. How do the distances from the Sun differ for terrestrial and Jovian planets?
  4. Go to the Web site for the Extrasolar Planet http://exoplanet.eu/  Look through the page. How many planets have been discovered to date?

Click on the “Catalog” icon. Choose Candidates detected by Radial Velocity from the pull down Planet menu.  Look through many of the discoveries.  Are these planets similar in mass or are they all very different? (Note that masses are given in Jupiter Masses, thus a 1 value is equal to Jupiter’s mass.)

The masses of the planets detected by radial velocity seem to flucuatte greatly. They are not all similar.

Why do we mainly see only mass values?  (Think about the Radial Velocity detection method and what information it gives us about a planet.)

Choose Candidates detected by “Transiting Planets”.  Do these planets seem to be any different from the “radial velocity” planets?

Why do we see both mass and radius on many of these?  (Talk about the detection method.)

Click on the Diagrams button from the very top nav bar. You will see scatter plots or histograms of the properties of the candidates (for example, the numbers of objects in given ranges of mass).Select the Histogram Plot mode (near top right).  Select various properties to plot from the pull down menu and observe the results (e.g. orbital period, planet radius, planet mass, etc.). You don’t need to change any other settings.

Answer the following questions:

1.      Are most of the planets found using this method more massive or less massive than Jupiter?  Note again that the unit “MJ” means “Jupiter masses”.

2.      Do most of these planets have orbital periods that are shorter or longer than a year?

3.      Are most of the planets closer to or farther from their stars than the Earth is to the Sun?

4.      Now select the Scatter plot mode (top right).  Here you can look at the relationship between different planetary and stellar parameters for ALL planets that have been found.Inspect (see question below) the plot for PLOT 1: “Semi-Major Axis” versus “Planetary Mass,”;  using a linear scale for both axes (change the range of the x-axis to better see the data in certain areas of the plot, like min= 0, max = 10, and then max = 5, max = 2, and so on).

PLOT 2: “Semi-Major Axis” versus “Orbital Eccentricity,” choose x-axis min= 0, max = 10;

PLOT 3a: “Planetary Mass” versus “Planetary Radius” choose x-axis min= 0, max = 5, notice that our Jupiter would be found at (1,1) on the plot.  How are these planets different from our Jupiter?

PLOT 3b: keeping the variables the same, change the x-axis min= 0, max = 1, these are all the planets equal to or smaller than Jupiter.  How do these planets compare to the ones in our Solar System?

PLOT 3c: keeping the variables the same, change the x-axis min= 0, max = .1, these are all the planets similar to Earth-size, Earth would be at the point (.003,.09), very near the bottom left corner.  How do these planets compare to the terrestrial planets in our Solar System?

5.      Do you notice any patterns or clumps? What does this tell us about the planets we’ve found?  Describe patterns for each plot listed above, be sure to label your answer to each plot.

6.      Research what the “Habitable Zone” is for a star and define it in your own words(provide your reference).

 

a.       Where is the Habitable Zone in our own Solary System?

 

b.      What kind of life would we expect to be in this “Habitable Zone” around other stars?

 

 

c.       What would it take for life to survive outside of a planet’s Habitable Zone? Explain. (What physical processes might be going on?)

 

d.      Are there places in our own Solar System outside the Habitable Zone where we theorize life might exist?  Explain, try to be specific in your locations.

Write a summary that includes a short comparison between the properties of the planets in our Solar System that you studied above to the properties of the extrasolar planets you studied here.  What conclusions can you draw about Earth-sized planets, are they rare or numerous?

 

Make sure to include all references.

 
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Fire Simulation Case Study

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Review the following NIST technical note and video below:

National Institute of Standards and Technology. (2014). Simulation of an attic fire in a wood frame residential structure – Chicago, IL (NIST Technical Note 1838). Retrieved from http://nvlpubs.nist.gov/nistpubs/TechnicalNotes/NIST.TN.1838.pdf

National Institute of Standards and Technology. (2014, December 2). Simulation of an attic fire in a wood frame residential structure—Chicago [Video file]. Retrieved from https://www.youtube.com/watch?v=nY3JO_Kf9Qk#t=14

Be sure to include the following in your case study:

• Examine the applicable building codes for this structure.

• How were they developed?

• Were they developed locally?

• Were they modified or adopted?

• If modified, how so?

• Analyze the tests conducted on materials found in the structure.

• What types of materials were used in the construction of the house?

• What were the results?

• What were the lessons learned?

Your case study response should be two to four pages in length and follow APA guidelines. Make sure to use the textbook and at least one additional scholarly reference from the CSU Online Library to support your response.

 
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Earth’s Greatest Enemies?

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Earth’s Greatest Enemies?

Climatologist James Lovelock (http://www.jameslovelock.org/) (originator of the Gaia_hypothesis )  once said that Earth’s greatest enemies were the Three C’s: cars, cows  and chainsaws because of their contributions to destabilizing planetary  climate.

A.  In this final Discussion Forum, you will answer the following question  to show your ability to find connections among the environmental issues  that you have learned about in this course.
Number your responses so I can see you have addressed each part. 

You must cite specific evidence from any Unit of the course to support each of your responses.
Each contributing factor is worth 4 points x 3 = 12 points.

1. What and how do each of these things contribute to the destabilizing of Earth’s atmosphere and its climate?

1a. cows?
1b. cars?
1c. chainsaws?

Reminders:

  • Loss of land plants because of human activities will not  result in a reduction of atmospheric oxygen because most of planetary  photosynthesis and its resulting oxygen production is in the oceans.
  • Be sure to back up your  explanations with some research before discussing this topic online with  your classmates. Be sure to read relevant sections of your text (and  supplementary readings from this Module) and look online.  Start with  the links in this question and the Resources listed for this Module.
 
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Advanced Industrial Hygiene

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MOS 6301, Advanced Industrial Hygiene 1

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

3. Examine the foundational scientific principles for industrial hygiene practices. 3.1 Summarize some of the common terms used in toxicology. 3.2 Determine the risk to employees based on a review of existing toxicological data.

 

Course/Unit Learning Outcomes

Learning Activity

3.1

Unit Lesson Chapter 4, pp. 65–93 Article: “The Scientific Basis of Uncertainty Factors Used in Setting

Occupational Exposure Limits,” pp. S55–S68 Unit II Scholarly Activity

3.2

Unit Lesson Chapter 4, pp. 65–93 Article: “The Scientific Basis of Uncertainty Factors Used in Setting

Occupational Exposure Limits,” pp. S55–S68 Unit II Scholarly Activity

 

Reading Assignment Chapter 4: Basic Concepts in Industrial Toxicology, pp. 65–93 In order to access the following resource, click the link below. Dankovic, D. A., Naumann, B. D., Maier, A., Dourson, M. L., & Levy, L. S. (2015). The scientific basis of

uncertainty factors used in setting occupational exposure limits. Journal of Occupational and Environmental Hygiene, 12(Suppl. 1), S55–S68. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=111071548&site=ehost-live&scope=site

 

Unit Lesson Industrial hygienists require at least a basic knowledge and understanding of a number of scientific disciplines. Toxicology is one of the more important disciplines for the industrial hygienist. A primary mission of industrial hygiene is to prevent injuries and illnesses by reducing the risks associated with hazards. Toxicology data are valuable tools for accomplishing that mission. Many students have never really given the field of toxicology that much thought, or if you took a class in your studies, you may have come to the conclusion that toxicology is either too difficult or boring. However, if shown the following picture, most would automatically say “Poison,” so there is at least some recognition of toxicology.

UNIT II STUDY GUIDE

How an Understanding of Toxicology Helps in the Industrial Hygiene Practice

 

 

 

MOS 6301, Advanced Industrial Hygiene 2

UNIT x STUDY GUIDE

Title

As your textbook has pointed out, the most common definition of toxicology is the study of poisons (Fuller, 2015). This should automatically bring up several questions for the aspiring industrial hygienist. How can toxicological data be used to help you with your job? Where can you find the data that can help you? How can you translate this stuff into something you can understand? This lesson will not make you an expert on toxicology. You will have to take the advanced toxicology class for your master’s degree, and that class will go in depth much more than this one unit. However, this lesson is designed to help you understand where you can obtain data to assist you with industrial hygiene work and some basic understanding of what the data mean. A basic saying in toxicology is “the dose makes the poison.” Loosely, this means that at a low enough exposure, chemicals will not cause harm, but as the exposure increases, the risk of harm also increases. You can reach an exposure level where harm actually occurs. In controlling risk, it would be nice if we could identify that point and make sure no workers were ever exposed to a chemical at that level. One objective of toxicology studies is to identify the dose below which harm does not occur. A common way that data is displayed is the dose-response curve. An example of a dose-response curve can be seen on page 79 of the textbook (Fuller, 2015). Dose-Response The textbook calls the point at which some response occurs (for Figure 4-2 the response is percent of liver hypertrophy) the threshold dose (Fuller, 2015). Some more commonly used terms in toxicology are lowest observed adverse effect level (LOAEL) and no observed adverse effect level (NOAEL). The LOAEL represents the lowest exposure at which some response was recorded (typically from animal studies). The NOAEL represents the highest dose at which no response was seen. This appears to make it fairly simple to just say, let’s keep the workers’ exposures less than the NOAEL and then no one will get sick! However, it is not quite that simple. First, most NOAELs are generated based on animal studies. Results from animal studies do not translate directly to humans for various reasons including differences in body sizes (weight) and differences in body functions (hormones, etc.). Second, there can be wide variations in how individual workers react to an exposure to a chemical. Differences in gender, weight, age, and even a person’s genetic sequences can alter the concentration at which they would react and the level of the reaction (Wheeler, Park, Bailer, & Whitaker, 2015). For this reason, organizations that establish occupational exposure limits (OELs) typically apply a safety factor. The level of the safety factor will depend on how serious the health effect may be.

Toxicology is the study of poisons. (Brutlag, n.d.)

 

 

 

MOS 6301, Advanced Industrial Hygiene 3

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The dose-response curve can inform us of the level of toxicity compared to other compounds and the size of the safety factor that must be applied. When you look at dose-response curves, you will see many different slopes to the curves. Some are quite steep, while others are rather shallow. If you think about this, it should indicate to you that the compounds with a relatively steep slope only take a small increase in dose to greatly increase the response, while compounds with a shallow curve require a much greater increase in dose to cause a significant increase in the response. Other terms that can be important for an industrial hygienist trying to assess the risk to a health hazard include the LD50 and LC50. These terms represent the dose at which 50 percent of an exposed population die. LD50 is used when the exposure occurs by ingestion or dermal exposure. LC50 is used when the exposure is by inhalation. Both of the terms represent acute exposures, meaning they are short-term exposures with acute effects. In other words, they are not used for chronic exposures resulting in chronic diseases like cancer. Other results that are not reported as often in safety data sheets (SDS) are TCLo, TC50, TDLo, and TD50. These terms are quite similar to the LD50 and LC50 except they identify the dose or concentration where 50 percent of the subjects show some toxic response or the lowest dose or concentration where any subject shows the toxic response. Target Organs Another piece of information that can be important to the industrial hygienist is the target organ. Many compounds will exert a toxic effect to one or more specific organs of the body. Knowing which organ a compound could affect can help in determining the best protective measures to use. For example, if a compound is known to primarily be a lung toxin, reducing personal exposures by inhalation would be somewhat important. Some compounds are immunotoxins. These compounds can cause unique problems for the industrial hygienist. Some compounds, after repeated exposures, can cause a sensitization reaction (allergic response) in a small percentage of exposed workers. These workers will exhibit future responses to much lower concentrations of the chemical. The response can be either a respiratory reaction or a dermal reaction. Some of the common chemicals used in industrial settings that can be immunotoxins are formaldehyde, some of the isocyanates, some metal fumes, and bisphenol A (BPA). Some plants have had to move workers to other areas of a facility because of these reactions. Chronic Health Effects Another important consideration is whether a compound can cause chronic health effects. Most workers are highly concerned about a compound’s ability to produce cancer. Compounds that can cause cancer are called carcinogens. Some cancers start as changes in the DNA called mutations. Chemicals that can cause these mutations are called mutagens. Not all mutations result in cancer. All humans suffer some mutations during their lifetime. For the most part, the mutations are benign and are eliminated as the body turns over cells in a process called apoptosis. However, sometimes the mutations result in an uncontrolled growth of cells resulting in cancer. Also, not all cancers start with a mutation. Asbestos is a good example of a carcinogen that is not a mutagen. There are several organizations that rate the carcinogenicity of compounds the industrial hygienist may see. The two that most industrial hygienists refer to the most are the Occupational Safety and Health Administration (OSHA) and the American Conference of Governmental Industrial Hygienists (ACGIH). You can generally find the carcinogenic ratings of compounds in Section 11 of the SDS. Finally, the industrial hygienist should also consider a chemical’s ability to affect reproductivity (reproductive toxins) or the development of a fetus (teratogens). In some settings, this can be rather important to protect workers. For example, most of the anti-neoplastic drugs used in chemotherapy are also reproductive toxins and teratogens. There are numerous published studies showing spontaneous abortions in females working in oncology clinics due to exposures to these drugs. An industrial hygienist working in an oncology clinic would need to set up a rigorous program to reduce the risk associated with handling these drugs.

 

 

 

MOS 6301, Advanced Industrial Hygiene 4

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References Brutlag, C. (n.d.). Poison sign (ID 2863549) [Photograph]. Retrieved from

https://www.dreamstime.com/royalty-free-stock-images-poison-sign-image2863549 Fuller, T. P. (2015). Essentials of industrial hygiene. Itasca, IL: National Safety Council. Wheeler, M. W., Park, R. M., Bailer, A. J., & Whittaker, C. (2015). Historical context and recent advances in

exposure-response estimation for deriving occupational exposure limits. Journal of Occupational and Environmental Hygiene, 12(Suppl. 1), S7–S17. https://doi.org/10.1080/15459624.2015.1076934

 

Suggested Reading In order to access the following resources, click the links below. The CSU Online Library contains many articles that relate to the Unit II readings. The following are just a few of the related articles that can be found in the Academic Search Complete database. There are several methods used to establish occupational exposure limits (OELs). The following article looks at several of the organizations, including a discussion of how toxicological data are used in the process. Deveau, M., Chen, C.-P., Johanson, G., Krewski, D., Maier, A., Niven, K. J., Niemeier, R. W. (2015). The

global landscape of occupational exposure limits—Implementation of harmonization principles to guide limit selection. Journal of Occupational and Environmental Hygiene, 12(Suppl. 1), S127–S144. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=111071550&site=eds-live&scope=site

One concept you were introduced to in this lessson is the use of biomarkers for evaluating the risk associated with some health hazards. The following article discusses the use of some biomarkers to detect overexposures at an early stage. DeBord, D. G., Burgoon, L., Edwards, S. W., Haber, L. T., Kanitz, M. H., Kuempel, E., Yucesoy, B. (2015).

Systems biology and biomarkers of early effects for occupational exposure limit setting. Journal of Occupational and Environmental Hygiene, 12(Suppl. 1), S41–S54. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=111071547&site=ehost-live&scope=site

Genetic research has made great advances in recent years, including the study of how specific genetic markers can be used to predict health risks. These studies complement the toxicological data that we studied in this lesson. The following article summarizes some considerations in using genetic markers. Schulte, P. A., Whittaker, C., & Curran, C. P. (2015). Considerations for using genetic and epigenetic

information in occupational health risk assessment and standard setting. Journal of Occupational and Environmental Hygiene, 12(Suppl. 1), S69–S81. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=111071546&site=ehost-live&scope=site

The point of departure (POD) is a variable commonly used when setting OELs. The dose-response relationship that we learned about in this lesson is important to the POD. The following article describes how the dose-response relationship and POD are used in setting OELs. Wheeler, M. W., Park, R. M., Bailer, A. J., & Whittaker, C. (2015). Historical context and recent advances in

exposure-response estimation for deriving occupational exposure limits. Journal of Occupational and Environmental Hygiene, 12(Suppl. 1), S7–S17. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=111071554&site=ehost-live&scope=site

 

 

 

 

MOS 6301, Advanced Industrial Hygiene 5

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Learning Activities (Nongraded) Nongraded 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. The National Institute for Occupational Safety and Health (NIOSH) publishes the NIOSH Pocket Guide to Chemical Hazards. Access the pocket guide at https://www.cdc.gov/niosh/docs/2005-149/pdfs/2005-149.pdf and search for several chemicals. Look at the columns of information for each chemical, and see if there are any terms you learned about in Chapter 5. How do you think you can use that information in controlling the risk to health hazards?

 

 
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