Industrial And Hazardous Waste Management

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Unit VI Project

need by  tomorrow pay  close attention to the different heading on peoject vi and project vIII

As a continuation of our course project due in Unit VIII (A Proposal for an Industrial and Hazardous Waste Treatment Facility), complete the next (sixth) section (solid waste treatment) of your proposal by following the instructions carefully, and then submit your continued draft of your proposal into Blackboard for grading.

 

Instructions:

 

1. Closely read the Required Reading assignment from Bahadori (2014) and the Unit Lesson within the Study Guide. 2. Open your proposal draft from Unit V and make any improvements to your draft using your professor’s feedback from the Unit V project assignment.  3. Open the Unit VI Study Guide, read the unit lesson, and then work with the embedded interactive model to decide what solid waste treatment equipment to include in your treatment process design.

MEE 5801, Industrial and Hazardous Waste Management 5

4. Continue from your Unit V Project and make your sixth level one heading titled “Solid Waste Treatment.” Describe the solid waste treatment equipment that you engineered into your treatment process (sludge dewatering equipment). Be sure and describe the relevance and anticipated reduction of related analytical concentrations within your industrial and hazardous waste treatment system as they correspond with each technology that you selected.

 

You are required to describe the equipment selection in at least one page.

 

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

 

As a continuation of our course project due in Unit VIII (A Proposal for an Industrial and Hazardous Waste Treatment Facility), complete the next (sixth) section (solid waste treatment) of your proposal by following the instructions carefully, and then submit your continued draft of your proposal into Blackboard for grading.

 

Instructions:

 

1. Closely read the Required Reading assignment from Bahadori (2014) and the Unit Lesson within the Study Guide. 2. Open your proposal draft from Unit V and make any improvements to your draft using your professor’s feedback from the Unit V project assignment.  3. Open the Unit VI Study Guide, read the unit lesson, and then work with the embedded interactive model to decide what solid waste treatment equipment to include in your treatment process design.

MEE 5801, Industrial and Hazardous Waste Management 5

4. Continue from your Unit V Project and make your sixth level one heading titled “Solid Waste Treatment.” Describe the solid waste treatment equipment that you engineered into your treatment process (sludge dewatering equipment). Be sure and describe the relevance and anticipated reduction of related analytical concentrations within your industrial and hazardous waste treatment system as they correspond with each technology that you selected.

 

You are required to describe the equipment selection in at least one page.

 

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

 

Unit VIII Course Project

 

As the final and complete step of our course project (a proposal for an industrial and hazardous waste treatment facility), complete the last (seventh) section (cake solids disposal) of your proposal by following the instructions carefully. Draft a one paragraph abstract (insert the abstract immediately following the title page), and then submit your final copy of your completed proposal into Blackboard for grading.

 

Instructions:

 

1. Closely read the Required Reading assignment from Bahadori (2014) and the Unit Lesson within the Study Guide. 2. Open your proposal draft from Unit VI and make any improvements to your draft using your professor’s feedback from the Unit VI project assignment.  3. Open the Unit VIII Study Guide, read the unit lesson, strongly consider reading the article referenced in the suggested reading section, and then consider your filter cake disposal strategies available to you and your client. 4. Continue with your Unit VI Project and make your seventh level one heading titled “Cake Solids Disposal.” Describe the waste profiling process, the process of locating an appropriate site of final disposition for the filter cake, contracting with a landfill, and the paperwork associated with final disposal. You are required to describe the entire filter cake disposal process in at least one page. 5. Throughout the course you have continued to add pieces to the course project. After you have added the “Cake Solids Disposal” component to the project, review your project to be sure you have included all components from the course and incorporated feedback from the instructor. Along with the title page and reference list, create a one paragraph abstract following the title page that summarizes the entire project.

Unit VIII Course Project

 

As the final and complete step of our course project (a proposal for an industrial and hazardous waste treatment facility), complete the last (seventh) section (cake solids disposal) of your proposal by following the instructions carefully. Draft a one paragraph abstract (insert the abstract immediately following the title page), and then submit your final copy of your completed proposal into Blackboard for grading.

 

Instructions:

 

1. Closely read the Required Reading assignment from Bahadori (2014) and the Unit Lesson within the Study Guide. 2. Open your proposal draft from Unit VI and make any improvements to your draft using your professor’s feedback from the Unit VI project assignment.  3. Open the Unit VIII Study Guide, read the unit lesson, strongly consider reading the article referenced in the suggested reading section, and then consider your filter cake disposal strategies available to you and your client. 4. Continue with your Unit VI Project and make your seventh level one heading titled “Cake Solids Disposal.” Describe the waste profiling process, the process of locating an appropriate site of final disposition for the filter cake, contracting with a landfill, and the paperwork associated with final disposal. You are required to describe the entire filter cake disposal process in at least one page. 5. Throughout the course you have continued to add pieces to the course project. After you have added the “Cake Solids Disposal” component to the project, review your project to be sure you have included all components from the course and incorporated feedback from the instructor. Along with the title page and reference list, create a one paragraph abstract following the title page that summarizes the entire project.

 
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Assigment

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Name:

Assignment on Trophic Cascades

Go to the following web link- http://media.hhmi.org/biointeractive/click/trophiccascades/?_ga=2.71133017.874546303.1495559246-1279517233.1480957413

Complete the first slides of the introduction. Next, follow the first example of sea otters, and answer the following questions.

What does the otter eat? _________________

How does the consumption by the otter effect the growth of the Kelp forest?

 

Is this a direct or indirect effect? _________________

Is this a positive or negative effect? _________________

What happened to the kelp forest when the otter was hunted to near extinction?

 

Removal of the sea otter, a top predator also had an impact on two other species, the gull and the Eagle.

How did the gull diet change with the removal of the otter from the ecosystem?

 

How did the eagle diet change with the removal of the otter from the ecosystem?

 

Choose 1 of the case studies provided and write a summary of what happens when the top predator is present, including direct, indirect, positive and negative effects. Complete what happens when the top predator is removed.

 
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Man Vs. Machine – Luddism Then And Now

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While technological progress is generally considered a beneficial  necessity, historically it has not always been met with open minds.  Throughout history, technological change has often meant that  traditional societal roles and means of existence are often completely  transformed and/or eliminated altogether. Such was the case of the  Luddites of the early 19th century who took to rebellion in an effort to  maintain their way of life. Their motivations can be seen among similar  groups today as modern technology attempts to simplify and automate our  way of life. In this activity you will explore the existing and  potential negative effects of technological change and how it has and  will shape current society.

After reading a brief history on Luddism and Its DiscontentsPreview the document and performing a brief internet search, answer the following:

  • Briefly discuss the origin and motivations of the Luddites of the early 19th century.
  • Do you think the Luddites were successful in their endeavors?  What  could they have done to better influence the role this technology would  have in their lives?
  • Are there economic, social and cultural motivator present today that are similar to those that gave birth to Luddism? Give an example.
  • How is society shaping and be shaped by these changes today?
  • Learning from history, what can we do to ease the transition of technological progress?
 
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Environment

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Question 1

  1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through e.):
    1. Describe the Anthem Community Park in Maricopa, Arizona? Why do you think the authors included it in the textbook?
    2. Regarding heavy metals:
      1. Explain how heavy metals are an environmental health problem.
      2. How does a heavy metal get into the food chain?
      3. List two heavy metals and describe why they are health concerns.
    3. What are the pros and cons of DDT and PCBs? Why, at one time, were DDT and PCBs extremely useful chemicals, but now they are prohibited? Explain how Rachel Carson’s book, Silent Spring, had an influence on DDT regulations.
    4. If a soil consists of 65% sand, 25% silt, and 10% clay, what is its soil classification using the triangular soil classification chart?
    5. Describe the type of soil and bedrock in the city or military base where you reside (or the nearest city to your home or base).

You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

Question 2

  1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through h.):
    1. If the elevation of locations D and E are 30 m instead of 55 m, and all other items are the same as shown in Figure 2-5 on page 26 of your textbook, what is the pressure at D in kPa? Show your work.
    2. Explain how a Bourdon pressure gage works and how a pressure transducer works.
    3. A 6-inch diameter pipe flowing full carries water at an average velocity of 8 ft/s. What is the flow rate in the pipe in cfs? Show your work.
    4. In Figure 2-14(b), why is h2 less than h1?
    5. Explain what the hydraulic grade line represents and why it is useful.
    6. If water flows through a pressurized pipe with an HGL slope of 0.04 ft/ft over a distance of 2000 ft, what is the pressure loss in psi? Show your work.
    7. A particular gravity sewer conveys 2 cfs when flowing full. If instead, this sewer flows at a d/D ratio of 0.94 (see Figure 2-22 for definition of d/D ratio), what is the flow rate in cfs?
    8. Explain the differences between gradually varied flow and rapidly varied flow.

You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

Question 1

  1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through i.):
    1. Explain why rainfall varies throughout the United States.
    2. Explain how the urban hydrologic cycle is different from the natural hydrologic cycle.
    3. If 2 inches of rain falls during an 8-hour storm, what is the average rainfall intensity in inch/hour?
    4. Explain the concept of recurrence interval.
    5. Using Figure 3-6 in our textbook, what is the rainfall intensity (inch/hour) of a 100-year storm having a duration of 80 minutes?
    6. What is the 100-year, 24-hour rainfall in Minneapolis, Minnesota (in inches)?
    7. In a hydrograph, explain the concept of “base flow”.
    8. Perform an Internet search and provide a website that shows a hydrograph for a river in the state of Nebraska. What is the maximum flow (also known as discharge and flow rate) shown on the graph?
    9. Explain the concept of radius of influence of a pumping well.

You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

50 points

Question 2

  1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through i.):
    1. Describe the difference between atomic weight, atomic number, and isotope.
    2. If 15 grams of salt is dissolved in 500,000 grams of water, what is the salt concentration in ppm? Show your work.
    3. Explain the significance of the water quality parameters turbidity, temperature, color, taste, and odor.
    4. Describe biochemical oxygen demand. Why is it an important water quality parameter?
    5. A sewage sample has a 5-day BOD of 350 mg/L. If k=0.15/day, what is the ultimate BOD? Show your work.
    6. In Example 4-5 on page 91 of your textbook, what would be the TDS concentration (mg/L) if 150 mL of the sample were evaporated from the dish, rather than 100 mL (all other numbers remain the same)?
    7. Explain the significance of chlorine residual and fluoride in drinking water?
    8. What is the significance of algae and viruses to water quality?
    9. Describe the multiple-tube fermentation method for coliform bacteria?

You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 
 
 
 
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You Will Need To Write A 1-Page Lab Report Using The Scientific Method To Answer The Following Question:

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Name:

Date:

Instructor’s Name:

Assignment: SCIE211 Phase 1 Lab Report

Title: Human Impacts on the Sustainability of Groundwater

Instructions: You will need to write a 1-page lab report using the scientific method to answer the following question:

· If current human development does not change, will groundwater sustainability be affected?

Part I: Using the time progression of industrialization and human development, fill in the data table below to help you write up your lab report.

Time Period Impact to Forest Groundwater Levels Saltwater Intrusion Farming Industrial development Population
1800s            
1900s            
2000s            

Part II: Write a 1-page lab report using the following scientific method sections:

· Purpose

· State the purpose of the lab.

· Introduction

· This is an investigation of what is currently known about the question being asked. Use background information from credible references to write a short summary about concepts in the lab. List and cite references in APA style.

· Hypothesis/Predicted Outcome

· A hypothesis is an educated guess. Based on what you have learned and written about in the Introduction, state what you expect to be the results of the lab procedures.

· Methods

· Summarize the procedures that you used in the lab. The Methods section should also state clearly how data (numbers) were collected during the lab; this will be reported in the Results/Outcome section.

· Results/Outcome

· Provide here any results or data that were generated while doing the lab procedure.

· Discussion/Analysis

· In this section, state clearly whether you obtained the expected results, and if the outcome was as expected.

· Note: You can use the lab data to help you discuss the results and what you learned.

Provide references in APA format. This includes a reference list and in-text citations for references used in the Introduction section.

Give your paper a title and number, and identify each section as specified above. Although the hypothesis will be a 1-sentence answer, the other sections will need to be paragraphs to adequately explain your experiment.

Here is a link that will help with the Lab:

https://class.aiu-online.com/_layouts/MUSEViewer/MUSE.aspx?mid=2444213

 
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According To Plato, What Would The People In The Cave Do To The Person Who Had Been Outside The Cave After This Person Returned To The Cave?

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Purpose

 

Information

 

Point of view

 

Assumptions

 

Concepts

 

Breadth

 

Clarity

 

Logic

 

Inference

 

Intellectual relativity

A. Combination of thoughts that are mutually supporting and make sense in combination
B. A step of the mind whereby someone concludes that something is true based on something else being true or seeming to be true
C. Those things that humans take for granted based on their past experiential knowledge
D. Gateway intellectual standard that determines whether a statement is accurate or relevant
E. General categories or ideas that humans use to interpret and classify the information that comes into their thinking
F. The idea that nothing can be proven to be true
G. The frame of reference, perspective, or worldview that underlies one’s reasoning
H. The goal of objective of thinking
I. Thinking that demonstrates consideration of alternative points of view
J. Data, facts, and observations that are used by human reason to understand its reality

 

 

 

1.    Define inference and assumption, and then explain the relationship between the two. Provide two examples of inferences that you made from assumptions that you have.

 

Your response should be at least 75 words in length

 

1.    Describe two intellectual standards, and give examples of each from your own life.

 

Your response should be at least 75 words in length

 

Describe the movement of the person in Plato’s allegory of the cave. Be very specific about the various stages in this movement, and then please explain how this allegory relates to at least two intellectual standards.

Your response should be at least 200 words in length.

 

 

 
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Geo Science Due In 4 Hours

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I need accurate working and representation for this as soon as possible

 

Geosci 105 Online

Activity #1:

I have randomly selected six measurements collected at the Mauna Loa sampling site between 1986 and 1993 and highlighted the data in light blue. Plot the six points on the given graph below in blue ink or blue pencil. To hand in eventually you will need to scan the graph or use your phone to take a photo of the graph. Based on your data, is CO2 increasing or decreasing? Determine the rate of increase/decrease by calculating the slope of the line (remember back to high school science that slope=?Y/?X or change in y-variable divided by change in x-variable) that best passes through your six data points.

Activity #2:

The CO2 concentration in the atmosphere is a concern because of it being an important greenhouse gas. High concentrations of carbon dioxide in the atmosphere contribute to global warming. How many years will it take for the CO2 concentration to double its 1993 content?

Activity #3:

I have highlighted six more measurements in red this time for the single year of 1988. Plot these six data points on your graph above.Does this change your interpretation? What new detail is added to the relationship when the more complete data is plotted? Whymight CO2 vary throughout an individual year? Maybe think about photosynthesis by plants where CO2 and H2O are converted into sugars and oxygen.

Activity #4:

Below is some of the most recent CO2 data from Mauna Loa. Are CO2 levels higher or lower than those from the last part of the previous table? What is one aspect of global warming that concerns you most?

 
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Evidence: Short Answer

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SCI 100 2-1-2 Short Answer Rubric Describing Evidence

 

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

Evidence Describes the evidence that supports the main idea or thesis of the news story

Describes the evidence that supports the main idea or thesis of the news story, but description is unclear or inaccurate

Does not describe the evidence that supports the main idea or thesis of the news story

25

Data Explains the data discussed in the news story

Explains the data discussed in the news story, but explanation is unclear or inaccurate

Does not explain the data discussed in the news story

20

Validity and Reliability Explains whether the information in the news story is valid and reliable

Explains whether the information in the news story is valid and reliable, but explanation is unclear or inaccurate

Does not explain whether the information in the news story is valid and reliable

25

Support Supports answer with evidence Supports answer with evidence, but evidence is unclear or inaccurate

Does not support answer with evidence

20

Communicates Clearly Clearly communicates key ideas and thoughts in a short-answer response

Response needs clarification in order to support understanding of key ideas and thoughts

Key ideas or thoughts are not understandable

10

Total 100%

 
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Incident Specific Annex On Tornadoes

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Instructions

New Orleans has decided to mitigate against tornadoes through non-structural means.

Create a 1-page Incident Specific Annex on tornadoes to be added to the New Orleans Emergency Operations Plan.

Your New Orleans tornado incident-specific annex may contain:

  • 1. Purpose and Scope
    • Describe what functions this annex controls
  • 2. Direction & Control
    • ESF Coordinator in charge of these functions
    • Primary responsibilities
  • 3. New Orleans & Regional Support Agencies that can assist:

Make sure to include references!

 
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2 Science Discussions Due In 16 Hours

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DUE IN 16 HOURS

Food Resilience Plan for Ashfordton [WLO: 2] [CLOs: 2, 3]

Prior to beginning work on this discussion forum, read Chapter 4 in your course textbook.

Imagine that you are a resident of Ashfordton, a community whose characteristics are described below. You have come together with your neighbors for a special meeting to devise a management plan for helping the community become more resilient and sustainable in terms of its food production by 2050. A community that is resilient is able to recover quickly from events like drought or storms. By increasing its own food production, Ashfordton can also reduce its food miles—the distance that imported food must travel. By making its food production more sustainable, Ashfordton can help ensure that its residents’ food needs are supplied for generations to come, without placing undue harm on the local environment in the process.

Fortunately, you have all attended the meeting with the knowledge that you have gained from your readings in this course. Now it is time to put your thinking cap on and get to work! Your ideas should consist of one or more of the following elements (some suggestions may apply to both categories):

  • Food resiliency measures (e.g., building vertical farms in the city center to ensure that urban residents can have access to fresh, organically grown produce).
  • Food sustainability measures (e.g., phasing out use of organic pesticides in favor of companion planting and other organic methods).

This week’s discussion will take place in an online app called Tricider. There, you will be able to post your ideas for plan components and also share pros and cons of different proposals during the week. Finally, you will be able to vote on the three components that you think the plan should include.

For directions on how to use the Tricider app, please review the Tricider Help Guide. In Tricider, you will be expected to do the following:

  • Post at least two separate and entirely original ideas. Do not duplicate ideas already posted by your peers.
    •  Include your full name for each one.
  • Post at least six different pros and six different cons for your classmates’ proposed ideas (12 in all).
  • Vote on what you feel are the top three ideas in the list.
    • Do not vote before Friday, so that you can vote from the full collection of student ideas.

You must complete the three tasks above to receive full credit for this discussion.

Please note: You are welcome to post questions and comments to this board for your instructor; however, this discussion board does not have any posting requirements of its own, and no additional credit will be given for posts made here.

In this discussion area, your instructor will post the following:

  • The Ashfordton description you will be using for this activity.
  • The link you will be using to access Tricider for this activity.

Food Resilience Plan Voting Rationales [WLO: 1] [CLOs: 3, 4, 6]

Prior to beginning work on this discussion forum, read Chapters 3 and 4 in your course textbook.

Now that you have cast your votes for the Ashfordton Food Resilience Plan, it is time to explain your choices to the class. Please make a post of at least 150 words in which you

  • Identify (briefly) the plan elements on which you voted.
  • Explain why you selected each one.

Each of the elements with an explanation is worth .5 point for a total of 1.5 points.

Note: You will not be able to view others’ posts until you have made your own. At the end of the week, the instructor will post the winning Ashfordton Food Resilience Plan, which will include the top three ideas selected by the class. In cases where two action items are judged by the instructor to be nearly identical, the instructor reserves the right to combine the ideas into a single one (and add votes together) in order to determine the winning ideas. This plan will be posted in the Announcements area of the classroom.

 

Required Resources

Text

Bensel, T., & Carbone, I. (2020). Sustaining our planet. Retrieved from https://content.ashford.edu

  • Chapter 3: Managing Our Population and Consumption
  • Chapter 4: Sustaining Our Agricultural Resources

Supplemental Material

Carolina Distance Learning. (n.d.). Properties of soil: Agricultural and water availability impactsPreview the document [Investigation manual]. Retrieved from https://ashford.instructure.com

  • The Properties of Soil: Agricultural and Water Availability Impacts investigation manual is available in the online classroom. This lab manual provides background information on soil properties and will assist you in your Properties of Soil: Agricultural and Water Availability Impacts Laboratory assignment.

Laboratory Supplies

Carolina Biological Supply Lab Kit  (Links to an external site.)

  • This lab kit provides lab supplies and materials for the hands-on labs that you will conduct for this course. Although the lab kit provides most of the lab supplies for the labs, there will be materials that you need to purchase independently for a few labs. Be sure to prepare a list of what you will need to purchase independently by viewing the lab investigation manuals and lab kits in advance. To see a checklist of the additional lab supplies that you will need each week for this course, access the Additional Lab Supplies Checklist.

Recommended Resources

Article

FoodPrint. (n.d.). Sustainable agriculture vs. industrial agriculture (Links to an external site.). Retrieved from https://foodprint.org/issues/sustainable-agriculture-vs-industrial-agriculture/?cid=246

  • This web page provides information about the basic elements of sustainable agriculture and may assist you in your Sustainable Living Guide Contributions: Sustaining our Agricultural Resources Assignment.
    Accessibility Statement does not exist.
    Privacy Policy (Links to an external site.)

Multimedia

Ashford University. (2018). SCI207 – The scientific method (Links to an external site.). Retrieved from https://ashford.mediaspace.kaltura.com/media/SCI207+-+THE+SCIENTIFIC+METHOD/1_5325onvq

  • This video provides information on the scientific method that will assist you in completing your Stream Morphology laboratory activity this week. This video has closed captioning.

Happen Films. (2017, May 21). Organic sustainable farming is the future of agriculture | The future of food (Links to an external site.) [Video file]. Retrieved from https://youtu.be/hWkYtZxpQUo

Web Pages

University of California Davis, Agricultural Sustainability Institute. (n.d.). What is sustainable agriculture (Links to an external site.). Retrieved from http://asi.ucdavis.edu/programs/sarep/about/what-is-sustainable-agriculture

Union of Concerned Scientists. (n.d.). What is sustainable agriculture? (Links to an external site.) Retrieved from https://www.ucsusa.org/food-agriculture/advance-sustainable-agriculture/what-is-sustainable-agriculture#.W1Ekbdgzqu4

  • This web page provides information about sustainable agricultural practices and may assist you in your Sustainable Living Guide Contributions: Sustaining our Agricultural Resources assignment.
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