ITT Envir. Sci. SeptQ Final Exam Q&A Course SC4730, Visualizing Environmental Science, Chapters 1 Thru 18

 

ITT Envir. Sci. SeptQ Final Exam Q&A Review w/ Answers in Bold

Course SC4730, Visualizing Environmental Science, Berg Text Book Ref.:Chapters 1 thru 18

 

 

Chapter  1 –  Environmental  Issues

 

1)      Which of the following is not included in sustainable human activities or behaviors?

2)

2) What is an example of sustainable consumption?

 

 

3) Nonrenewable resource is to renewable resource as   _________ is to __________?

 

4) Environmental sustainability does not imply ______________________?

 

 

Chapter  2  –  Sustainability Concepts

 

1) Environmental justice is reflected in ______________________?

.

 

2) Why is the deep ecology worldview impractical for widespread adoption?

 

3)      Why is it difficult to attain environmental sustainability based on the Western worldview?

4)

5)      Which of the following statements reflects the Western worldview?

6)

5) Which of the following is not associated with poverty?

Low life expectancy

 

Inadequate access to health care

Illiteracy

 

7)      For a country to progress from a less-developed country to a more-developed country, the country would have to_______________?

8)

7) Which of the following is key to the elimination of world poverty and stabilizing global population?

Globalization

Pollution Control

Urbanization

 

 

Chapter 3 Environmental History

 

1)      The sensible and careful management of natural resources is called:

2)

2) Setting aside undisturbed areas, maintaining them in a pristine state, and protecting them from human activities that might   alter their “natural” state is referred to as:

3) The desire to conquer nature and put its resources to use in the most lucrative manner possible is called:

4) The following people all contributed to our understanding of the environment. Which one was the first head of the U.S.     Forest Service and supported expanding the nation’s forest reserves?

5) The Yosemite and Sequoia national parks were established, largely in response to the efforts of naturalist:

6) What contribution to our understanding of the environment did Wallace Stegner provide?

7) When did many U.S. naturalists first become concerned about conserving natural resources?   during

8) A person who values natural resources because of their usefulness to us, but uses them sensibly and carefully is called a(n):

9) A person who believes in protecting nature because all forms of life deserve respect and consideration is called a(n):

 

10) Why is the National Environmental Policy Act the cornerstone of U.S. environmental law?

 

11) How do environmental impact statements (EISs) provide such powerful protection of the environment?

a) they must thoroughly analyze the environmental consequences of anticipated projects on soil, water, and organisms

b) they must include possible alternatives to the proposed action that would create fewer adverse environmental effects

c) they provide for public scrutiny

 

12) Which of the following terms describes the process of evaluating and presenting to decision makers the relative benefits      and costs of various alternatives?

 

13) The figure below illustrates how economics depend on natural capital for sources of raw materials and sinks for waste products. Sinks are associated with the end of the process, which occurs after which step?

14) Why are national income accounts incomplete estimates of national economic performance?
1. they don’t take into     account natural resource depletion
2. they don’t take into account the cost and benefits of pollution control
3. none of these

 

15) Pollution control laws that work by setting limits on levels of pollution are referred to as:

Chapter 4 Environmental Health

 

1) The probability of harm occurring under certain circumstances is referred to as:

2) How does risk assessment help determine adverse health effects?

a) it determines the probability of harm occurring under certain circumstances

b) it helps determine whether we should reduce or eliminate a particular risk and, if so, what we should do

c) it helps estimate the probability that an event will occur and lets us set priorities and manage risks in an appropriate way

 

3) The study of chemicals with adverse effects on health is referred to as:

 

4) Which of the following statements about chronic toxicity are correct?

 

5) Which of the following terms refers to an agent (usually a microorganism) that causes disease?

 

6) A scientist who investigates the outbreaks of both infectious and noninfectious diseases in a population is referred to as        a(n):

 

7) How is the incidence of disease related to human activities that alter the environment?

a) development activities may bring more humans into contact with new or rare disease-causing agents

b) the disruption of natural environments may give disease-causing agents an opportunity to thrive

c) development projects may increase the population and distribution of disease-carrying organisms, thereby increasing the    spread of disease

8) Mercury is a substance that is extremely stable and may take many years to break down into a less toxic form. This is an example of:

 

9) A group of persistent toxicants that bioaccumulate in organisms, and travel thousands of kilometers through air and water     and contaminate sites far removed from their source are called:

 

10) What is the purpose of the Stockholm Convention on Persistent Organic Pollutants?

 

11) In toxicology, what is a graph called that shows the effect of different doses on a population of test organisms, and is         used     to determine the health effects of environmental pollutants?

 

12) Any substance (chemical, radiation, or virus) that causes cancer is called a:

 

13) Which of the following chemicals will have a highest LD50?

aspirin, caffeine

14) When the effect of a chemical mixture is exactly what you would expect given the individual effects of each component        of the mixture, then the mixture is said to be:

 

15) Why are children particularly susceptible to toxicants?

a) children have higher metabolic rates than adults

b) children are still growing and developing

c) children weigh less than adults

 

Chapter 5 Ecology

1.      Which of the following terms describes the study of interactions among organisms and between organisms and their abiotic environment?

Ecology,  environment, population, biophere

 

2.      Which of the following terms best describe a region that includes several interacting ecosystems?

a) landscape

b)biosphere

c) community

d) population

 

3.      Which of the following ecological levels is the most inclusive?

a) ecosystem

biosphere

c) community

d) population

 

4.      Photosynthesis, where plants absorb the radiant energy of the sun and convert it to the chemical energy contained in      the bonds of sugar molecules without creating or destroying the energy itself, is an example of this law.

 

An automobile engine, which converts the chemical energy of gasoline to mechanical energy, is between 20 and 30 percent efficient.  In other words, only 20 to 30 percent of the original energy stored in the chemical bonds of the   gasoline molecules is actually transformed into mechanical energy, or work.  This is an example of:

 

5.      Which of the following organisms in the picture below is an herbivore, or primary consumer???

 

b) the Madagascar day gecko in panel B

c) the crab in panel C

d) the mushrooms in panel D

 

6.      Organisms like bacteria and fungi that break down dead organisms and waste products are called:

 

How does energy flow through a food chain or food web?

 

Bacteria are the only organisms involved in each of the following steps except for which one?

a) nitrogen fixation

b) nitrification

c) assimilation

d) ammonification

e) denitrification

 

 

 

7.      Which cycle does not have an atmospheric component?

a) nitrogen cycle

phosphorus cycle

c) sulfur cycle

d) carbon cycle

 

8.      How is carbon returned to the atmosphere in the reverse process of photosynthesis?

 

9.      Which of the following factors contribute to an organism’s ecological niche?

a) physical

b) chemical

c) biological

 

 

10.  A scientific study of five American warbler species revealed that individuals of each species spend most of their     feeding time in different portions of spruces and other conifer trees.  This is a Courseic example of ___________.

 

 

11.  The acacia ant in the picture below gains shelter and nutrients from the acacia plant.  In turn, it protects the plant         from predators.  This is an example of ___________.

12.  Which of the following statements about symbiotic relationships is true?

a) commensalism is a symbiotic relationship in which both organisms benefit

b) in parasitism one organism benefits at the expense of another

c) in mutualism one species benefits and the other is neither harmed nor helped

d) both organisms benefit in parasitism

 

Chapter 6 Ecosystems

1.      Which of the following terms describes a large, relatively distinct terrestrial region with similar climate, soil, plants,     and animals regardless of where it occurs in the world?

a) boundary

b) ecosystem

d) habitat

 

2.      The treeless biome in the far north that has harsh, very cold winters and extremely short summers, and consists of     boggy plains covered by lichens and small plants such as mosses is called a ___________.

 

 

3.      Which of the following is a region of coniferous forest in the Northern Hemisphere, located just south of the tundra?

a) tropical rain forest

c) temperate deciduous forest

d) temperate rain forest

 

4.      A biome found in both temperate and tropical regions in which the lack of precipitation limits plant growth is         referred     to as a _____________.

 

5.      How do you distinguish between temperate rain forest and tropical rain forest?

6.      Important environmental factors of aquatic ecosystems include:

a) salinity

b) amount of dissolved oxygen

c) availability of light for photosynthesis

 

Large, strong swimming organisms (ex: turtles and fish) are referred to as __________ in an aquatic ecosystem

How does a freshwater wetland differ from an estuary?

 

 

7.      Zonation characterizes standing-water ecosystems, such as lakes and ponds. In a lake, what is the limnetic zone?

The mangrove forest in the Caroline Islands, Micronesia, is an example of what?

 

 

8.      What is the term for aquatic organisms that are usually small or microscopic, and tend to drift or swim feebly and          are carried about at the mercy of currents and waves?

 

9.      Floating aquatic organisms that photosynthesize must remain near the water’s surface, and vegetation anchored to        lake floors or streambeds will only grow in relatively shallow water. Why?

 

 

10.  Which of the following are ecosystem services of salt marshes and mangrove swamps?

a) trapping sediment and pollution

b) supplying groundwater

c) breeding grounds and nurseries for important fishes

The cumulative genetic changes in populations that occur during successive generations are referred to as:

 

Chapter 7 Population

 

1. The branch of biology that deals with the number of individuals of a particular species found in an area, and how and            why those numbers increase or decrease over time is called:

 

2.  Which of the following terms refers to the maximum rate at which a population could increase under ideal conditions?

 

3.  Which of the following terms refers to the largest population a particular environment can support sustainably (long term) assuming there are no changes in that environment?

a) sustainable population

b) biotic potential

c) maximum population

 

4. Which of the following statements about the history of human population growth is correct?

a) The death rate has increased significantly over the past few years

b) The population will never reach zero population growth.

c) The United Nations predicts the population will reach 4 billion by the year 2013.

d) It took thousands of years for the human population to reach one billion (around 1800).

 

5.  What is the current human world population (as of 2007)?

 

6.  Why is it impossible to precisely determine the earth’s carrying capacity for humans?

a) it is difficult to make assumptions about standards of living and resource consumption

b) we don’t know what technological innovations may exist in the future

c) we don’t know if our increased food production is sustainable

 

7.  The applied branch of sociology that deals with population statistics is referred to as:

 

8. Which of the following statements about human population is false?

a) Worldwide, the total fertility rate is well above the replacement level.

 

c) Highly developed countries have the lowest birth rates in the world.

d) Less developed countries have the shortest life expectancies.

 

9.  Why is the replacement-level fertility usually given as 2.1 children instead of 2.0 children?

 

b) most couples have more than two children

c) 2.1 represents the average number of children a couple produces

d) people live longer and birth rates exceed death rates

 

10.  Which of the following is the single most important factor affecting high total fertility rate?

a) high infant and child mortality rates

c) low status of women in many societies

d) important economic and societal roles of children in some cultures

 

11. How does education of women decrease the total fertility rate?

a) by delaying the first childbirth

b) by increasing the likelihood women will know how to control their fertility

c) by increasing women’s career options which provide ways of achieving status besides having babies

 

12. What is the relationship between fertility rates and marriage age?

 

13. Which of the following statements about human population is correct?

a) In general, women who don’t follow any religion have the highest total fertility rates.

c) Family planning usually increases fertility rates.

d) Increasing the death rate is an acceptable way of regulating population size.

 

14.  The process whereby people move from rural areas to densely populated cities is called:

 

15. What are some of the problems caused by rapid urban growth in developing countries?

a) limited capability to provide basic services

b) substandard housing

c) high unemployment

 

Chapter 8 Air Pollution

1. The gaseous envelope surrounding Earth is referred to as the:

 

2. What is the most abundant gas in the atmosphere?

3. Most clouds occur in the layer of the atmosphere closest to Earth’s surface called the:

4. The layer of the atmosphere that has no turbulence and where commercial jets fly is called the:

5. Various chemicals (gases, liquids, or solids) present in the atmosphere in high enough levels to harm humans,                      other organisms, or materials, are referred to as:

 

6.  Particulate matter is an example of:

 

7.  What kind of gases are associated with acid deposition, corrode metals and damage stone and other materials?

 

8. Which of the following pollutants is formed in the atmosphere as a secondary pollutant?

 

9.  Which of the following conditions is a temperature inversion?

a) local heat buildup in an area of high population

b) cold air layered over warm air

d) a dome of heated air that surrounds an urban area with pollution

 

10. Industrial smog refers to what form of traditional air pollution?

 

11. Heat from human activities such as fuel combustion is highly concentrated in cities. As a result, the air in these areas        form:

 

12.  Which of the following are adverse health effects of air pollutants?

a) eye irritation

b) inflammation of the respiratory tract

c) increasing susceptibility to infection

 

13. Who oversees the Clean Air Act?

 

 

14. Which of the following statements about air pollution is false?

a) Many cities and towns in China have so many smokestacks belching coal smoke that residents only see the sun a few        weeks of the year.

b) Lead pollution from heavily leaded gasoline is an especially serious problem in developing nations.

 

d) Respiratory disease is now the leading cause of death for children worldwide.

 

15.  As developing nations become more industrialized, what is the effect on air quality?

 

Chapter 9 Atmosphere and Climate

 

1. Which of the following statements about climate and weather is correct?

a) Weather refers to the conditions that occur in a place over a period of years and climate refers to the conditions in the atmosphere at a given place and time.

 

at a given place and time.

c) Climate can change from one hour to the next and from one day to the next whereas weather changes slowly, over          hundreds or thousands of years.

d) None of these statements are correct.

 

2. What are the two most important factors that determine an area’s overall climate?

 

3. Based on the diagram below, approximately how much solar radiation is absorbed by Earth’s land, water, and          atmosphere?

69%

 

4. Which characteristic of Earth causes the seasons?

5. What are the reasons for regional precipitation differences?

a) the amount of water vapor in the atmosphere

b) geographic location

c) topographic features

 

6. What are the five main greenhouse gases?

 

 

7. Which of the following is a way to mitigate global warming?

a) development of alternatives to fossil fuels

b) controlling the human population

c) planting and maintaining forests

 

9.Which of the following is a potential effect of global warming?

b) weather patterns will become more predictable

c) mosquitoes and other disease carriers could become extinct

d) precipitation patterns will become more stable

 

10. What is the importance of the stratospheric ozone layer?

 

11. The picture below is a computer-generated image of part of the Southern Hemisphere. What does the purple area over Antarctica represent???

a) acid deposition

c) global warming

d) precipitation

 

12. What are the primary chemicals responsible for ozone thinning in the stratosphere?

 

13.  Which of the following are harmful effects on human due to stratospheric ozone depletion?

 

14. The Montreal Protocol resulted in an international agreement to:

 

15.  Which of the following terms refers to a type of air pollution that includes sulfuric and nitric acids in precipitation                 as well as dry acid particles that settle out of the air?

 

 

Chapter 10 Water Resources

 

1. Which of the following results in a balance of the water resources in the ocean, on the land, and in the atmosphere?

 

2. The figure below shows that excess water seeps downward through soil and porous rock layers until it reaches impermeable rock or clay and is stored in either contained or uncontained aquifers. What is this water called?

 

3. How do hydrogen bonds form between adjacent water molecules?

the negative (oxygen) end of one water molecule is attracted to the positive (hydrogen) end of another water molecule, forming a bond between the two molecules

 

4. What unique property of water allows the ocean to have a moderating influence on climate, particularly along coastal areas?

 

5. What problem(s) are associated with aquifer depletion?

a) it lowers the water table

b) saltwater intrusion occurs along coastal areas when groundwater is depleted faster than it recharges

c) aquifer depletion from porous sediments causes subsidence, or sinking, of the land above it

 

6. Which statement about the Ogallala Aquifer is false?

a) the aquifer underlies eight states in the US

b) in some areas farmers are drawing water from the Aquifer 40 times faster than nature can replace it

c) the aquifer is the largest groundwater deposit in the world

 

7.  What issue(s) surround water problems of the Colorado River basin?

a) a treaty in 1922 called the Colorado River Compact, overestimated the average annual flow and locked that estimate into a multistate agreement

b) population growth in the upper Colorado region threatens the lower Colorado region’s water supply

c) the lower Colorado becomes increasingly salty as it flows toward Mexico

 

8. How does international cooperation affect shared water resources?

 

9. The wise use of water resources, without harming the essential functioning of the hydrologic cycle or the ecosystems on which humans depend is called:

10. Dams are major generators of inexpensive hydroelectric power; however, dams have negative impacts such as:

11. Which of the following type of irrigation is important in agricultural water conservation?

12. Refer to the graph below to analyze the effect of sewage on dissolved oxygen and biochemical oxygen demand (BOD). How is (BOD) related to sewage?

 

13. Which of the following statements about eutrophication is false?

a) Eutrophic bodies of water result in an increased photosynthetic productivity.

b) Eutrophication is the enrichment of water by inorganic plant and algal nutrients.

c)The water in a eutrophic lake is cloudy because of the presence of algae and cyanobacteria.

 

14. How is most drinking water purified in the United States?

 

, and disinfection kills disease-causing agents

 

15.  Which stage of municipal sewage treatment removes suspended and floating particles by mechanical processes?

 

Chapter 11 Oceans

1. Which of the following statements about the global ocean is false?

a) The ocean is essential to the hydrologic cycle

b) The global ocean covers almost 75% of the earth’s surface

 

d) Life in the ocean includes mammals, and invertebrates.

 

2. Winds largely cause the basic pattern of ocean currents. The main ocean current flow shown in the picture below – clockwise in the Northern Hemisphere and counterclockwise in the Southern Hemisphere, result partly from what influence?

 

3. Large, circular ocean current systems that often encompass an entire ocean basin are called:

 

4. A periodic, large-scale warming of surface waters of the tropical eastern Pacific Ocean that temporarily alters both ocean and atmospheric circulation patterns is referred to as:

 

 

5. Which of the following is not an effect of El Niño Southern Oscillation (ENSO)?

a) alteration of global air currents

b) interannual climate variability of the Earth

c) intertidal zone changes

 

6. Why are the kelp forests illustrated in the picture below ecologically important?

 

7. The ocean floor, which extends from the intertidal zone to the deep ocean trenches is referred to as:

 

8. The zone of the ocean that extends from 6000m deep to the deepest trenches of the ocean floor is called the:

 

9. Which marine environment is transitional between land and ocean?

 

10. Which of the following is a harmful environmental effect associated with aquaculture?

 

 

11. Which method(s) of fishing catches non-target fish and harvests predatory fish to the point where their numbers are severely depleted.

 

12. What is the most serious problem for marine fisheries?

 

13. Which of the following statements accurately describes how aquaculture differs from fishing?

 

14. Which of the following are human activities that contribute to the negative human impacts on the ocean?

a) coastal development

b) passenger cruise ships dump sewage, shower, and sink water

c) agricultural runoff

 

 

15. What is a likely cause of the bleached coral shown in the picture below?

 

Chapter 12 Minerals and Soils

 

1. The study of the processes by which the lithospheric plates move over the asthenosphere is:

 

2. Any area where two plates meet is referred to as a:

3. Most volcanic activity is caused by:

 

4. This type of rock forms when small fragments of weathered, eroded rock are deposited, compacted, and cemented together.

 

5.  Elements or compounds of elements that occur naturally in the Earth’s crust are called:

 

6.  Ores that contain relatively large amounts of particular minerals are called:

 

7. Which of the following terms refer to a hill of loose rock created when the overburden from a new trench is put into the already excavated trench during strip mining?

 

8. What is smelting?

 

9. What is the likely cause of the characteristic orange-red runoff shown in the picture below?

 

10. How are mining lands restored?

a) by filling in and grading the area to the shape of its natural contours, then planting vegetation to hold the soil in place

b) by eliminating or neutralizing local sources of toxic pollutants

c) by making areas visually attractive and productive

 

11. The uppermost layer of Earth’s crust which supports terrestrial plants, animals, and microorganisms is called:

 

12. What are the factor(s) involved in soil formation?

a) biological processes such as the accumulation of organic material

b) chemical processes such as the breakdown of parent material

c) physical weathering processes such as wind and rain

 

13. The black or dark-brown organic material that remains after extensive decomposition is called:

 

14. Which of the following terms refers to the wise use of soil resources, without a reduction in the amount or fertility of soil, so it is productive for future generations?

 

15. How do shelterbelts contribute to soil conservation?

 

 

Chapter 13 Land Use

1. What percentage of land in the United States is privately owned?

 

2. What percentage of land in the United States is public land owned by the federal government?

 

 

3.  Which of the following terms is used to describe the use and management of forest ecosystems in an environmentally        balanced and enduring way?

 

4.  Forest areas uniformly covered by one crop, such as portrayed in the picture below, are called:

 

5.  Adopting sustainable forestry principles requires setting aside:

 

6.  Most U.S. national forests are managed by the U.S. Forest Service (USFS), the rest are overseen by the:

 

7.  Which type of forestry practice maintains a mix of forest trees, by age and species, rather than imposing a monoculture?

a) clear cutting

b) seed tree cutting

c) deforestation

 

8. The illustration below depicts _____________________, where less desirable and dead trees are harvested.

9. Why are tropical rain forests disappearing?

a) commercial logging

b) cattle ranching

c) subsistence farming

 

10. Approximately 2.5 million acres of forest in this biome in Canada are logged annually, adding to global deforestation.

 

11. Which of the following can lead to desertification?

a) overgrazing

b) over-fertilizing

c) selective cutting forestry

 

12. How do conservation easements help protect privately own rangelands?

 

13.  A protected area of public land in which no human development is permitted is referred to as:

14.  Which of the following statements about the wise-use movement is true?

 

15. Those who wish to preserve the resources on federally owned lands are known collectively as the

 

Chapter 14 Food

 

1.  A serious under-consumption of calories that leaves the body weakened and susceptible to disease is referred to as

 

2.  Which of the following terms describes a serious overconsumption of calories that leaves the body susceptible to disease?

3.  Which of the following terms is used to describe the condition in which people live with chronic hunger and malnutrition?

 

4.  What is the major difference between industrialized agriculture and subsistence agriculture?

 

 

5.  Which type of subsistence farming involves short periods of cultivation followed by longer periods of fallow,

during which the land reverts to forest?

 

6.  Which of the following statements about intercropping is false?

 

7. Modern agriculture has embraced the addition of low doses of this to the feed for pigs, chickens and cattle.

 

8. What problems with industrialized agriculture do hog farms create?

a) sewage disposal

b) crowded conditions favor disease

c) antibiotic resistance from the common practice of adding antibiotics and hormones to the food supply.

 

9.  What criticisms and/or problems are associated with the green revolution?

a) It has made developing countries dependent on imported technologies such as agrochemicals and tractors at the expense          of traditional agriculture.

b) High energy costs built into this type of agriculture.

c) Environmental problems caused by the intensive use of commercial inorganic fertilizers and pesticides.

 

10. Soil erosion, compaction of soil by heavy farm machinery, and waterlogging and salinization of soil from improper      irrigation methods are all examples of:

 

11.  Agricultural methods that maintain soil productivity and a healthy ecological balance while having minimal long-term impacts are referred to as:

 

12.  Which of the following is a feature of a sustainable farm?

 

13. The manipulation of genes to produce a particular trait is called what?

 

14.  Which of the following statements about genetic engineering is false?

.

 

15. A pesticide that kills a variety of organisms, including beneficial organisms, in addition to the target pest is called:

 

 

Chapter 15 Biological Resources

1. The number of different species in a community is termed this.

 

2. Species richness is greatest in which area?

 

3.  Which is a reason for promoting high biological diversity?

 

4.  Coasts provide a buffer against storms, dilute and remove pollutants, and provide wildlife habitat. What are these functions provided by Coasts called?

 

5.  Biological diversity is the number and variety of Earth’s organisms. Which of the following is NOT one of the three components of biological diversity?

a) species richness

 

c) ecosystem diversity

d) genetic diversity

 

6. The rosy periwinkle provides chemicals that are effective against which disease?

 

7.  This term represents a species that faces threats that may cause it to become extinct within a short period.

 

8. Where do live organisms collected through commercial harvest end up?

a) zoos

b) aquaria

c) biomedical research labs

 

9. What is the goal of in situ conservation?

 

10.  The National Wildlife Refuge System was established by which US president?

11. Captive breeding is an example of which type of conservation?

12.  The ultimate goal of the captive breeding programs practiced by zoos and aquaria is

 

13. Which statement about conservation biology is NOT correct?

a) Working to preserve a species in it’s natural habitat is an example of in situ conservation

b) Working to preserve a species outside of it’s natural habitat (a zoo or botanical garden) is an example of ex situ conservation

 

d) In situ conservation may include habitat preservation or radio tagging of individuals

e) Ex situ conservation includes seed banks, sperm banks, embryo transfer and captive breeding

 

14. What year was the Endangered Species Act first passed?

 

15.  Some critics view the Endangered Species Act as an impediment to which of the following?

 

 

Chapter 16 Solid Waste

 

1. According to the figure below what makes up the largest percent of municipal solid waste?

 

2. Open dumps, which are now illegal in the United States, have been replaced primarily by which of the following?

 

3.  Which component of solid waste is growing faster than any other component of municipal solid waste?

 

4.  Which is NOT a positive aspect of solid waste incineration?

a) heat from incineration can be harnessed to make steam to warm buildings

b) the volume of solid waste is reduced by 90%

 

d) tires can produce as much heat as coal with less pollution

 

5. Three goals of waste prevention are discussed in the text. Place them in the correct order of priory.
recycle materials as much as possible
reuse products as much as possible
reduce the amount of waste as much as possible

 

6. Aluminum cans are 35 percent lighter now than in the 1970’s. This is an example of what type of solid waste reduction?

 

7. Cullet used in road ways comes from recycling which product?

 

8. What type of solid waste reduction is being practiced in the photo below???

 

9.  Only about 5 percent of plastic is recycled in the United States. Why is this percentage lower than aluminum or glass recycling?

 

10. A combination of the best waste management techniques into a consolidated program to deal effectively with solid waste is called what?

 

11.  What was found to be contaminating homes in Love Canal, NY in 1977?

 

 

12. Which of the following statements about PCBs is not true?

a) They were manufactured in the US between 1929 and 1979

b) They are endocrine disruptors

 

d) PCBs are found in electrical transformers, fire retardants, adhesives, pesticides and

inks.

 

13. The majority of dioxin contamination comes from which source?

 

 

14.  PCBs are endocrine disruptors. How do endocrine disruptors affect the body?

 

15. What is the principle of inherent safety?

 

 

Chapter 17 Energies

1. Per capita energy consumption is highest in which countries?
1. highly developed countries
2. developing countries
3. both use equal amounts of energy

 

2. Which of the following is NOT a pollutant commonly emitted from coal burning power plants?

 

3. Clean coal technologies are methods of burning coal that reduce air pollution. One such technology mixes crushed coal with limestone particles during combustion. What is this technology called?

 

 

4. Which Act provides incentives for utility companies to convert to clean coal technologies?

 

5. Which fossil fuel is most closely linked to acid deposition?

a) natural gas

b) petroleum

c) coal

 

6. During petroleum refining, the crude oil is separated into different products based on which property?

 

7. Which statement about petroleum is true?

a) the US imports little petroleum, relying primarily on its own vast reserves

b) it is confidently

 

d) the greatest advantage to petroleum is its widespread global supply

e) the greatest disadvantage to petroleum is its relatively low energy yield

 

8. Which statement about natural gas is true?

a) natural gas is mostly methane with smaller proportions of ethane, propane and butane.

b) a disadvantage to natural gas is that it must be liquefied in order to be transported where pipelines are not available.

c) it is the cleanest burning of all the fossil fuels.

 

9. Environmental problems associated with oil and natural gas result from burning and transporting them. Which ecosystem is at the greatest risk during transportation?

 

10. An atom contains a nucleus made up of _________.

 

11. What is the main difference between nuclear fission and nuclear fusion reactions?

 

12. The process by which uranium ore is refined after mining to increase the concentration of fissionable U-235 is called

 

13. What is the name given to the most serious accidents that can occur at nuclear power plants?

 

14. Which is the worst nuclear accident that has occurred?

 

15. What is the difference between high-level and low-level radioactive wastes?

 

Chapter 18 Renewable Energy

 

1. Which statement about active solar heating is NOT true?

a) Requires the use of pumps or fans to distribute the collected heat.

b) Sunlight enters panel and warms liquid flowing through pipes.

 

d) Active solar is an excellent way to heat water.

 

2. The disadvantage to generating electricity from photovoltaic cells is:

 

3. Solar thermal electric generation is inherently more efficient than other solar technologies for which reason?

 

4. Which gas released by sewage decomposition is usually harvested for fuel in biogas digesters?

 

 

5. The greatest advantage of using wind power to generate electricity is that:

 

6.  Which areas have the best potential for large-scale wind electricity generation?

 

7. Which is NOT one of the controversies associated with hydroelectric power?

 

b) large areas of habitat are lost in areas flooded behind a dam

c) hydroelectric generators are expensive to operate

d) dams block fish migration

 

 

8. Which of the following energy source(s) is considered indirect solar energy?

 

9.  Which of these obtains its energy from a source other than the sun?

 

10. Which statement about schitosomiasis in NOT true?

a) Half the population of Egypt suffers from the disease.

b) The worm’s habitat has increased in stagnant water behind dams.

 

d) It is spread during bathing, swimming or drinking contaminated water.

 

11.  In a geothermal power plant, what is used to turn the turbines to generate electricity?

 

12. What are tides?

 

 

13.  Which of these potential energy sources is most geographically limited?

 

b) solar energy

c) tidal energy

d) wind energy

e) biomass energy

 

14.  In cogeneration,

 

15. Increasing the mileage of a car is an example of

 

16. How has the National Appliance Energy Conservation Act changed the appliance industry?

 

17.  Super insulated buildings use considerably less heat energy than buildings insulated by standard methods. To make the most of insulation and passive solar heat what direction should these windows face?

 

18. Heat recovered during combustion to generate electricity can be used for which of the following?

a) powering industrial processes

b) heating buildings

c) heating water

d) generating additional electricity

 
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Fire Science Unit VIII Research Paper

FIR 4306, Human Behavior in Fire 1

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

1. Select research appropriate for training fire safety educators about human factors. 2. Analyze research appropriate for designing a training program for model behavior in fires at a nursing

home. 3. Evaluate research appropriate for learning about the designing fire drill for a college campus

dormitory. 4. Create a presentation using suitable research material to inform an audience of fire behavior issues.

 

Reading Assignment In order to access the resources below, you must first log into the myCSU Student Portal and access the ABI/Inform Complete database within the CSU Online Library.

Ronchi, E., Reneke, P. A., & Peacock, R. D. (2014, 11). A method for the analysis of behavioural uncertainty

in evacuation modelling. Fire Technology, 50, 1545-1571. Xie, K., Liu, J., Chen, Y., & Chen, Y. (2014). Escape behavior in factory workshop fire emergencies: A multi-

agent simulation. Information Technology and Management, 15(2), 141-149.

Unit Lesson Hannah and Jane are excited to move into their freshman dorm rooms at State University. Like many freshman, they are required to live on campus and have been assigned to one of the older dorms. They have spent their summer planning their décor. When they arrive at their assigned room on the third floor they are a bit dismayed to realize they have very few outlets in the room. They have brought with them a mini refrigerator and microwave. They have computers, phones, and tablets to help with their studies. They have lamps and alarm clocks. And of course, these girls cannot live without their blow dryers, curling irons, flat irons, and hot wax machines. Jane brought a TV, and Hannah brought her brother’s old game system. Although the girls are not big gamers, they hope the video games will attract some of the cute freshman boys from the second floor. The girls did remember to purchase a power strip, but do not want to spend the money to buy any more; instead, they buy a couple of cheap extension cords that do not have built-in breakers. They do not want the ugly power cords to show, so Hannah moves her bed in front of the outlet so that the bed and blankets will cover the cords. What problems do you see with this scenario? As a fire service professional, what responsibilities do you if you fall within State University’s jurisdiction? Research of fire and human behavior topics is an on-going task for fire service program developers, training officers, and fire inspectors. Fire safety educators conduct traditional and non-traditional programs to internal and external customers. Provided basic information about human behaviors or human factors is included in the programs, these presentations are likely to be much more effective and appeal more to the audience. Many fire inspectors prefer to gain compliance rather than depend on enforcement. Gaining compliance requires the customer to willingly comply with the requirements of the local fire department. Fire training officers being charged with the responsibility of delivering training and education must understand the behavior of their students, whether in the classroom or during hands-on training. Classroom behavior can be difficult to analyze. Depending on the audience, the subject, the instructor, and the purpose of the training, the audience may display a variety of behaviors. Conducting live fire training requires the training officer to constantly observe the behaviors of the students, other instructors, and any observers. Although the girls in the above scenario would probably be concerned about safety, discussing peer pressure of others finding out

UNIT VIII STUDY GUIDE

Fire and Human Behavior Research

 

 

 

FIR 4306, Human Behavior in Fire 2

how many electrical gadgets they have plugged into their room, and the loss of the money they spent on their décor if a fire were to break out in their room, might go a long way in deterring these girls from using all of the electronics they have brought with them, or encourage them in purchasing the appropriate surge protectors. Fire investigators are charged with the challenge of determining the cause of fires and sometimes the motive of the fire setter. Determining the cause of the fire may involve interviewing first-arriving fire fighters and fire fighters who battled the fire inside the structure. The fire investigator must analyze the statements of the fire fighters, as well as their behavior, to get an accurate account of the fire fighters experience with the fire. As fire investigators interview suspects and potential witnesses, an understanding of human behavior is a must. Individuals’ statements may be totally opposite of what the body language in expressing. Unlike other residential occupancies, nursing home residents and workers may present a unique set of behavior during a fire incident. Many of the workers may become attached to the residents and may find it difficult to control emotions during a fire incident. Many of the residents may also be attached to the workers and become more dependent on the workers during fire incident. While some residents are ambulatory, many are confined to a bed. Even the ambulatory residents may not be coherent or maintain emotional control during fire incident. College campus dormitories are always a concern for fire incidents. Many colleges and universities now employ resident assistants or a dormitory “manager” to serve as the “watch person” and maintain other duties. The resident assistant is often a college student as well and may lack a maturity level needed to control human behavior during a fire incident. Controlling the behavior also includes monitoring student behaviors and actions to prevent fire incidents. Today’s fire service is benefitting from human behavior research. However, tomorrow’s fire service may be dependent on the research just to accomplish its mission and meet its customer’s needs.

Suggested Reading Bryan, J. L. (1977). Smoke as a determinant of human behavior in fire situations (project people) (Rep. No.

NBS-GCR-77-94). U.S. Department of Commerce National Bureau of Standards. Retrieved from http://www.fire.nist.gov/bfrlpubs/fire77/PDF/f77008.pdf.

Fahy, R. F., & Proulx, G. (1997). Human behavior in the World Trade Center evacuation. In Y. Hasemi (Ed.),

Fire Safety Science – Proceedings of the Fifth International Symposium (pp. 713-724). Retrieved from http://fire.nist.gov/bfrlpubs/fire97/PDF/f97061.pdf.

Keating, J. P., & Loftus, E. F. (1977). Vocal alarm systems for high-rise buildings – A case study. Mass

Emergencies, 2, pp. 25-34. Retrieved from http://www.massemergencies.org/v2n1/Keating_v2n1.pdf. Pezoldt, V. J., & Van Cott, H. P. (1978). Arousal from sleep by emergency alarms: Implications from the

Scientific Literature (Rep. No. NBSIR-78-1484 (HEW)). U.S. Department of Commerce National Bureau of Standards. Retrieved from http://www.fire.nist.gov/bfrlpubs/fire78/PDF/f78005.pdf.

Proulx, G. (2000). Strategies for ensuring appropriate occupant response to fire alarm signals. Construction

Technology Update, (43)1-6.

Learning Activities (Non-Graded) Go back to your resume that you created/updated in Unit I. Is there additional information you can now add to it based on what you have learned during this course. Add the presentation you created at the end of the course to your resume. Make it a goal to actually present the information to a group in your community. 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.

 
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Assignment 2: Demographic Transitions

Demographic transition is the process in which a nation transitions from being a less industrialized society, with high birth and death rates, to an industrialized nation, with lower birth and death rates. Many countries have already been through this transition including the United States, England, and Canada.

 

The demographic transition to an industrialized society is detrimental for the environment because industrialized societies tend to use up nonrenewable resources and give off pollution. Industrialized nations have the largest ecological and carbon footprint relative to developing or nonindustrialized countries. Fortunately, there are some benefits to the process of demographic transition, including lower birth and death rates. Essentially, people in industrialized countries have fewer children and this in turn helps control the overall population size.

 

Demographic transition involves the following five stages:

 

Stage 1 High birth rate, high death rate, low population size
Stage 2 High birth rate, decreasing death rate, increasing population size
Stage 3 Decreasing birth rate, decreasing death rate, increasing population size
Stage 4 Low birth rate, low death rate, high population size
Stage 5 Low birth rate, low death rate, population size decreasing

 

It should be noted that stage 5 is controversial, and it is sometimes not considered to be a stage. This is partially because so few countries are at this stage.

 

The following graph depicts the various stages of demographic transition:

 

 

Using the stages listed above, create a demographic and environmental timeline for one industrialized country, excluding the United States. The following are a few suggested industrialized nations:

 

  • Canada
  • England
  • Germany
  • Russia
  • Italy

 

You can download the Demographic and Environmental Timeline—United States of America to review an example of such a timeline.

 

Include the following points in your timeline in order to examine the advantages and drawbacks of demographic transition in your selected country:

 

  • Major historical changes that caused the shift from one stage to another (if available).
  • Changing population size through time (increasing or decreasing).
  • Increase or decrease of birth and death rates through time—particularly when considering the process of industrialization.
  • Environmental impact of this transition.
  • Dates (if available), series of events, and scholarly references for these items.

 

Support your timeline with appropriate examples and a minimum of three credible resources.

Present your timeline in a media that best displays the information you researched. This can be in Microsoft Word, or Microsoft PowerPoint. Apply APA standards to citation of sources

 

Assignment 2 Grading Criteria

Maximum Points
Created a detailed, demographic and environmental timeline for a selected industrialized country, focusing on the shift from one stage to the next and the environmental consequences that were an outcome of this change.
60
Supported statements with appropriate examples and at least three credible sources.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
 
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WEEK 2 QUESTIONS

WEEK 2 QUESTIONS

 

1.What are some of the advantages of a safety management system that emphasize processes rather than individual behavior? Your response must be at least 75 words in length.

 

2.Why is it important for the safety practitioner to use macro thinking? Provide one or two examples that support your discussion. Your response must be at least 75 words in length.

 

3.In the conclusion to Chapter 4, Manuele states: “To avoid hazard-related incidents resulting in serious injuries, human error potentials must be addressed at the cultural, organizational, management system, design, and engineering levels, and with respect to the work methods prescribed.” Briefly discuss how each of these levels contributes to human error. Which one of these levels, if addressed, is likely to result in the greatest benefit for reducing human error reduction? Your response must be at least 200 words in length.

 

4.Discuss two innovations that could be used to provide the necessary focus on injury and fatality prevention that you feel should be adopted in your current (or past) organization and discuss how you would proceed in implementing them. Your response must be at least 200 words in length.

 
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Discussion Wk3

Prior to beginning work on this discussion, read Chapter 1 in the Frost e-book, Qualitative Research Methods in Psychology, and the required journal articles for this week. Also review last week’s PSY635 Week Two Discussion Scenario. In that scenario, the three instructors realized there are limits to the insights they can gain through anonymous counting of discussion posts. The instructors would like to answer two additional research questions: (a) How do their students actually feel about the intervention? and (b) How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?

 

In your initial post, compare the characteristics of appropriate research designs and recommend a qualitative research design that would facilitate answering the instructors’ additional questions. Explain the philosophical paradigm underlying the recommended approach. Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study. Be sure to identify any ethical issues that may apply to the research. Review the characteristics of the quantitative approach you described in the Week Two discussion. Explain the ways in which the quantitative approach and paradigm differs from the qualitative approach and paradigm you have recommended here.

 
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Environment Eassy

5 APRIL 2013 VOL 340 SCIENCE www.sciencemag.org 32

POLICYFORUM

A 1930s f ilm shows a dog running

and jumping inside a fenced enclo-

sure ( 1)—except that the dog has

a strange-shaped head, odd stripes, and a

rigid tail that can only move side-to-side.

The “dog” is actually one of the last thyla-

cines, a marsupial predator also called the

Tasmanian tiger. The fi lm was taken shortly

before humans extinguished the species for-

ever. Or did we? Recently, new technolo-

gies have made it plausible to try to revive

many recently extinct species. Scientists

around the world are discussing, and work-

ing toward, “de-extinction” ( 2).

Currently, three approaches to de-extinc-

tion seem most likely to succeed: back-

breeding, cloning, and genetic engineer-

ing. If the extinct species left closely related

descendants, it might be possible to use

selective breeding to produce progeny with

the phenotypes of the extinct species, as the

auroch project in Europe has been doing

since 2008 ( 3). With newly cheap genome

sequencing methods, one might guide back-

breeding with genome sequences from sam-

ples of the extinct species. Of course, back-

breeding will only be possible in situations

where the genetic variations of the extinct

species survive in the descendant species.

Cloning provides another possibility.

Using cryopreserved tissue from the last

known Pyrenean ibex, a Spanish group

used somatic cell nuclear transfer (SCNT)

to revive that extinct subspecies. Out of

several hundred efforts, however, only one

fetus survived to term, and it died minutes

after birth from lung abnormalities ( 4).

This example highlights two problems with

SCNT: it is neither very safe nor effi cient

and will only work if viable cell nuclei are

available. This will likely be the case in only

a few very recent extinctions.

Genetic engineering offers a third

approach. Take an extinct species—say,

the passenger pigeon—that left suffi cient

samples to allow high-quality whole-

genome sequencing. DNA in cells from a

similar living species—perhaps the band-

tailed pigeon—could be edited to match

the extinct species’ genomic sequence. The

modifi ed cells could then be used to produce

living birds that, genomically, were mainly

band-tailed pigeon but partially passenger

pigeon ( 5). By using targeted replacement

of genomic sequence ( 6) across several loci,

much of the extinct genome could be recon-

structed within several generations.

Neither the back-breeding nor genetic

engineering approaches would yield an ani-

mal that had exactly the same genome as

any member of the extinct species for many

years, if ever. The cloning approach, in the

few cases where viable nuclei are avail-

able, would produce a genomic twin to one

member of the extinct species—but only

one. Does one individual (or a set of clones)

make a “species”? Even if genomic iden-

tity is necessary, is it suffi cient? The revived

individuals would not have the same epigen-

etic makeup, microbiome, environment, or

even “culture” as their extinct predecessors.

Risks and Objections

Objections to bringing back extinct animals

fall into f ive categories: animal welfare,

health, environment, political, and moral.

Animals created in the de-extinction

process could end up suffering, either as

a result of the processes used or because

of their particular genomic variations. We

know, for example, that SCNT can lead to

high levels of deformity and early death

( 7). The Animal Welfare Act and its institu-

tional animal care and use committees limit

precisely this kind of suffering ( 8). Beyond

physical suffering, some animal advocates

might oppose de-extinction as they oppose

zoos—on the grounds that they exploit ani-

mals for unimportant human purposes, like

entertainment.

Newly de-extinct creatures might prove

excellent vectors for pathogens. An extinct

animal’s genome could also conceivably

harbor unrecognized, harmful endogenous

retroviruses.

If the species either is released or escapes

into the general environment, it might do

substantial damage. Even extinct species

that were not pests in their past environ-

ments could be today. For example, less than

200 years ago, billions of passenger pigeons

migrated each year between the eastern

United States and Canada. Today, those

regions have far more humans, far larger

urban centers, very different agriculture,

and largely transformed ecosystems. The

American chestnut, a main food source for

the passenger pigeon, is now nearly extinct

in the wild. Even in the same location, the

passenger pigeon would today be an alien,

and potentially invasive, species—perhaps

another starling or even an avian kudzu.

The political risks are considerable,

What If Extinction Is Not Forever?

GENOMICS

Jacob S. Sherkow 1 and Henry T. Greely 2

Although new technologies may make it

possible to bring extinct species back to life,

there are ethical, legal, and social ramifi cations

to be addressed

Tasmanian tiger. By the 1930s, settlers, encouraged by government bounties, had hunted the thylacine to

extinction in the wild. Well-preserved specimens could pave a way to bringing it back.

C R

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IT : M

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K K

U M

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R T

/ A

L A

M Y

*Corresponding author. hgreely@stanford.edu

1Center for Law and the Biosciences, Stanford Law School, Stanford CA 94305, USA. 2Stanford University, Stanford CA 94305, USA.

Published by AAAS

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www.sciencemag.org SCIENCE VOL 340 5 APRIL 2013 33

POLICYFORUM

too. Current protection of endangered and

threatened species owes much to the argu-

ment of irreversibility. If extinctions—par-

ticularly extinctions where tissue samples

are readily available—are not forever, pres-

ervation of today’s species may not seem as

important. Also, genetics and, more broadly,

modern bioscience, could face a backlash

if citizens perceive public investments in

bioscience as being used to revive species

rather than cure human disease.

Finally, some people will complain that,

whatever its consequences, de-extinction is

just wrong—it is “playing god,” “reversing

natural selection,” or an act of hubris. Oth-

ers may argue that we cannot know enough

about the consequences to re-introduce a

species. But neither do we know the full

consequences of its extinction or its con-

tinuing nonexistence.

Benefi ts

Like the risks or objections to de-extinc-

tion, we see the benefi ts falling into fi ve cat-

egories: scientifi c knowledge, technological

advancement, concrete environmental ben-

efi ts, justice, and “wonder.” These benefi ts

are quite similar to the arguments made for

preserving currently endangered or threat-

ened species.

De-extinction could allow scientists the

unique opportunity to study living members

of previously extinct species (or, at least,

close approximations to those species), pro-

viding insights into their functioning and

evolution. Some revived species may be

translated into useful products; for exam-

ple, it is conceivable that new drugs may be

derived from extinct plants.

De-extinction could lead to techno-

logical advances. The most likely would

be improvements in genetic engineering,

such as the targeted replacement of large

stretches of genomic DNA ( 6).

Some researchers argue that “re-wild-

ing” with existing species, locally extinct in

particular habitats, can help restore extinct

or threatened ecosystems ( 9). The same can

be argued about the restoration of extinct

species. The revival of the wooly mammoth

as a major grazing animal in the Arctic, for

example, might provide substantial ben-

efi ts by helping restore an arctic steppe in

the place of the less ecologically rich tun-

dra ( 10).

Justice is a viscerally attractive argu-

ment for de-extinction, at least for species

that humans drove to extinction: We killed

them. We have the power to revive them. We

have a duty to do so. But to whom or what

do we owe that duty? Would it apply to all

species in whose extinction humans played

the sole, the leading, or a substantial role?

The last benefi t might be called “wonder,”

or, more colloquially “coolness.” This may be

the biggest attraction, and possibly the big-

gest benefi t, of de-extinction. It would surely

be very cool to see a living wooly mammoth.

And while this is rarely viewed as a substan-

tial benef it, much of what we do as indi-

viduals—even many aspects of science—

we do because it’s “cool.”

Legal Issues

We may also need to consider several legal

issues. First, would a de-extinct species be

“endangered”? The answer is unclear. In the

United States, the Endangered Species Act

provides for listing as “endangered” any

species “over utilized” for scientifi c pur-

poses, inadequately protected by current

regulations, or whose existence is threat-

ened by other “manmade factors” ( 11)—all

considerations that would seem to apply to

a newly revived species. Ironically, inter-

national organizations typically tie endan-

gered status to whether species’ population

has declined—the opposite of the concern

about newly revived species ( 12). Uncer-

tainty about the status of de-extinct species

will affect numerous civil, criminal, and

international laws.

Second, could a revived species be pat-

ented? This answer also seems unclear.

The United States and many other coun-

tries allow patents on living organisms ( 13).

Although “products of nature” cannot be

patented, is a revived species a “product

of nature” in light of the inevitable differ-

ences from its predecessors? Additionally,

the “lost arts doctrine” may allow the pat-

enting of previously existing species if they

have been completely lost to the public ( 14).

Last, would de-extinction be regulated

and if so, how? Again, the answer is unclear.

And even if there were no legal regulation,

the concerns previously discussed could

dampen the enthusiasm for de-extinction by

some research entities, such as universities.

This could drive the efforts toward less con-

trolled, or constrained, enterprises.

What Should Be Done?

The answer to the question—What to do

about de-extinction?—depends in part on

closely def ining the question. Consider

three different “bottom-line” questions.

First, should de-extinction be publicly

funded? This answer seems, to us, “largely

no.” The potential tangible benef its from

de-extinction are too small and the poten-

tial objections are too serious to justify sub-

stantial government expenditure. One might

argue that governments fund science proj-

ects with similarly small practical relevance,

but those “cool” projects, like the Mars rov-

ers, present fewer risks and objections.

Second, should de-extinction be cate-

gorically banned? Here the answer seems a

fairly clear “no.” The risks look fairly small

and probably manageable. If people want to

devote their own time, money, and efforts to

the endeavor, the risks to the world do not

seem to justify complete prohibition.

Third, should de-extinction be regu-

lated? Here, we think the answer is “Yes—

somewhat.” The animal welfare and envi-

ronmental concerns are real. They could be

mitigated by protective action but only if

the law requires it. Bringing all de-extinc-

tion efforts under something like the Ani-

mal Welfare Act and requiring careful envi-

ronmental assessments before any planned

releases (as well as approved precautions

against inadvertent release) do seem appro-

priate. Whether other kinds of regulation

are needed is less clear, although there may

be some cases, like any attempted revival of

extinct hominid species, where special con-

trols, or bans, would be appropriate.

De-extinction is a particularly intrigu-

ing application of our increasing control

over life. We think it will happen. The most

interesting and important question is how

humanity will deal with it.

References and Notes 1. Last Tasmanian tiger, thylacine (1933);

www.youtube.com/watch?v=6vqCCI1ZF7o.

2. C. Zimmer, Natl. Geogr. (2013); http://ngm.

nationalgeographic.com/2013/04/species-revival/

zimmer-text.

3. The Tauros programme, www.taurosproject.com/.

4. J. Folch et al., Theriogenology 71, 1026 (2009).

5. M. Ridley, Wall Street Journal, 2 March 2013, p. C4.

6. H. H. Wang et al., Nat. Methods 9, 591 (2012).

7. P. Chavatte-Palmer et al., Placenta 33, (suppl.), S99

(2012).

8. 7 U.S.C. § 2131 et seq.

9. S. A. Zimov, Science 308, 796 (2005).

10. Pleistocene Park, www.pleistocenepark.ru/en/

background/.

11. 16 U.S.C. § 1533(a)(1)(A).

12. IUCN, IUCN Red List Categories and Criteria (1994);

http://www.iucnredlist.org/technical-documents/

categories-and-criteria/1994-categories-criteria.

13. Diamond v. Chakrabarty. 446 U.S. 303 (1980).

14. M. L. Rohrbaugh, AIPLA Q. J. 25, 371 (1997).

Acknowledgments: The authors participated in two work-

shops on de-extinction organized by Revive and Restore and

the National Geographic Society, one in February 2012 (H.G.)

and one in October 2012 (H.G. and J.S.). (H.G. was on the

planning committee for the second workshop.) We would like

to acknowledge the tremendous contribution the speakers at

those workshops made to our understanding of de-extinction

and the issues it raises.

10.1126/science.1236965

Published by AAAS

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(6128), 32-33. [doi: 10.1126/science.1236965]340Science Jacob S. Sherkow and Henry T. Greely (April 4, 2013) What If Extinction Is Not Forever?

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Letter To Editor

Letter to the editor:

  • Based on the information found in the article “Do farm subsidies cause obesity?”  and on the website http://sustainableagriculture.net/blog/2014-farm-bill-by-numbers/   write a letter to the editor of whichever newspaper or online news source you frequently refer to (e.g., The New York Times, The Daily News, CNN, Fox News). Here are the guidelines you should follow:

– http://www.studentnewsdaily.com/letter-to-the-editor-guidelines/

– Please note: You should read through some of the articles in the newspaper or news source you choose related   to the Farm Bill in general, changes to the Farm Bill, food subsidies, and obesity and RESPOND directly to one of the articles  – that is what defines a letter to the editor from just an opinion.

– You should respond to an article that has been published in the past six (6) months.

– Please only respond to food, farm, agriculture, community or health-related articles or postings.

– You do not actually have to post or send the letter! This is just a homework assignment. However, if you would like to consider sending it, I can give you feedback prior to your submission.

– Be sure to include the title of the news source, title of the article, date of publication (within past 6 months),         and if applicable, the author’s name.

 
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AN310 Cultural Anthropology

AC1306883

AN310 Cultural Anthropology

 

1.     Provide a description of gender equality as it exists in different cultures with (2) two examples. Also describe your own culture and relate this to the role of gender equality in one of the examples you have described.

2.     Describe social groups in general. Then compare and contrast (3) three different types of social groups as discussed in this course.

3.     Provide (2) two reasons in support of – AND against – the position that anthropologists should be involved in applying their knowledge and skills to the goals of international development. Provide (2) two examples for each-(2) two in support and (2) two against.

 
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Environmental Hw, Has Some Math

Write your answers to the following question in Short Essay Format: Question 1A. Question 1B should be done in a Table Format. Be sure to include reasons and facts as required to support your answers. Cite examples

 

Project format: Each page must be typed in 12-point Times New Roman or similar typeface, 1” margins on all sides, singled-spaced. Please remember to correct misspellings and grammatical errors. On the first page, in the upper right hand corner, place your name, class title (TECH 454 – Environmental Engineering), and the date. Also on the first page, below the name block, place the title: “Project 2”. Number your answers for each question. (45 points total) One way to manage today’s excessive municipal solid waste (MSW) output is to incinerate it. Waste incineration has two benefits: one is that landfills won’t fill and close as quickly, and the other is that burning the waste can produce energy. It is estimated that up to 90% (by volume) of waste can be kept out of landfills by incinerating it. Waste incinerators have been around for a long time, but were phased out in the 1970s due to pollution concerns and other negative effects on the environment. Today’s waste-to-energy facilities are making a comeback and it is due in large part to technological improvements that reduce the amount of pollution.

1. (25 points) Describe how waste can be used to generate energy from burning municipal solid waste and discuss the current ways of pollution control for landfills. Can the ash left behind from the burning operations be used, or should it be disposed of in a landfill?

2. (20 points) Table Format. Suppose an incineration facility costs your city $50 million to build. The facility would be capable of burning 750 tons of waste per day producing 15 megawatts of electricity, which can be sold for $0.075 per kilowatt. It will cost nothing additional to take the waste to the facility, as opposed to paying $90 a ton fee to have it buried in a landfill. How long will it take for the waste-burning facility to pay for itself?  Ignore operating costs.  Assume the facility operates 24/7, 365 days a year.

 
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GENV 205 Greenhouse Effects Lab

Greenhouse Effects Lab
Objective:
To have students observe the greenhouse effect and analyze its effect on Earth.
Time:
This lab will take approximately 1 hour.
Materials:
 2- or 3-liter plastic soda bottles (3 bottles per group)  Lamp (100 watt or greater)  One-hole stopper that fits in the mouth of the bottle  1 sheet of black paper and 1 sheet of white paper  Thermometer  Ruler or meter stick  Tape
Procedure:
1. Each group should obtain a plastic soda bottle.  Take the stopper and insert it into the mouth of the bottle.
2. CAREFULLY insert the thermometer into the stopper so that it hangs in the middle of the bottle.  You might want to use petroleum jelly to help get the thermometer through the stopper without breaking it.
3. Record the initial temperature of the air in the bottle before turning on the lamp. 4. Position the bottle so that it is 15 cm from the lamp. 5. Turn the light on and watch the temperature change.  Once the temperature has
not changed for approximately 3 minutes, record the final temperature in the data table that follows.
6. Take the white piece of paper and wrap it around half of the second bottle.  Tape the paper on.  Repeat steps 4 to 6 and record.
7. Take the black piece of paper and wrap it around half of the third bottle.  Tape the paper on.  Repeat steps 4 to 6 and record.
Data:
Bottle Initial temperature
Final temperature
Without paper
With white paper
With black paper
Analysis:
1. How do the bottles represent Earth?
2. Explain the natural greenhouse effect and why it is important to our planet. How many degrees would earth be different without the Greehouse effect?
3. Why did the lab have you cover the bottle with white and black paper?  What does this represent?
4. List all the chemicals that have been linked to climate change, both natural and anthropogenic. Differentiate between GWP of different gases.
5. How is global warming affecting the environment? What are major impacts on the environment caused by climate change?
 
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