Unit 3 Assignment

/in /by

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 1

 

Course Description Provides an overview of the comprehensive approach to fire prevention within the community. Covers strategic planning and community programs as they relate to fire safety prevention and terrorist incidents. Explores the plan review process, code development, code enforcement, fire investigation, and evaluating prevention programs.

Course Textbook Shaw, R. (Ed.). (2012). Community-based disaster risk reduction. Bingley, England: Emerald.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Become champions of risk reduction. 2. Develop and meet risk reduction objectives. 3. Identify and develop intervention strategies. 4. Implement a risk reduction program. 5. Review and modify risk reduction programs.

 

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Units I-V, VII, and VIII contain Reading Assignments from one or more chapters from the

textbook. A Suggested Reading is listed in the Unit VII study guide. The reading itself is not provided in the course, but students are encouraged to read the resource listed if the opportunity arises as it has valuable information that expands upon the lesson material.

4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.

5. Discussion Boards: Discussion Boards are a part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.

6. Unit Assignments: Students are required to submit for grading Unit Assignments in each unit. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each Assignment. Specific information about accessing these rubrics is provided below.

7. Research Paper: Students are required to submit for grading a Research Paper in Unit VIII. Specific information and instructions regarding this assignment are provided below. A grading rubric is included with this assignment. Specific information for accessing this rubric is included below

FIR 3307, Community Risk Reduction for the Fire and Emergency Services Course Syllabus

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 2

8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

9. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard. The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page. Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments Unit I Assignment Building a Demographic Profile of Your Community Introduction: In this Assignment, you will practice using American Fact Finder, create a demographical, social, economic, and housing profile of your community, profile how your community has developed and changed over the past 20 years, and predict what your community may look like 10 years from now. A. Practice Using American Fact Finder

Using this website, you will first locate your local jurisdiction by city. Follow the instructions below to access information on your community.

 Go to the U.S. Census Bureau Fact Finder website at http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml. Type the City and State in the search box for the community you would like to research.

B. Build a Demographical Profile of Your Home Community 1. Use Fact Finder to build a current demographical profile of your home community. Develop a profile of the people

who live in your community (age, gender, race, ethnicity, incomes, poverty, etc.). Perform the same actions for housing (type of homes, age, owner versus renter, etc.). Also, explore a profile of employment. A worksheet (with prompting questions) is provided to assist you.

 The demographic information will be used throughout the course.

 You must have this information available throughout the course in order to process the in-class activities and the culminating project for the course. Saving the information on a memory device or printing hard copies is highly recommended. All Fact Finder categories can be downloaded or printed. You also may wish to save the Census Bureau site as a favorite on your PC.

 Explore the FAQ’s page for Fact Finder. The link to the page is located on the top right of the Fact Finder site.

2. Once information has been gathered, consider how your home community has developed over time (past 20 years). Also consider how it may change as time progresses. As part of this Assignment, develop a short narrative on how your community has changed over the past 20 years and what its profile appear 10 years from now.

 One last huge point to consider: The U.S. census is collected and processed every 10 years. Community demographics can change dramatically in that timeframe. EFOs must remain knowledgeable of their home community’s changing demographics.

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 3

 It is wise to have a discussion with your local planning or community development professionals. If you have such a discussion, please include your findings as part of the narrative for this section.

 Being able to explain and use the demographical, social, and cultural development of your community is essential to the effectiveness and credibility of a strategic decision maker.

Click here to access a PDF of the Demographic Worksheet example. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit III Assignment Using your judgment and the information you gathered from previous units, select the three leading hazards in your community and complete the following worksheet for each hazard. Click here to access the Community Hazards worksheet. Complete the worksheet, save it using your last name and student ID, and submit it. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Assignment Assess your community’s vulnerability for each of the three hazards identified in the Unit III Assignment. It is essential that each area of vulnerability be considered for each hazard. Next, consider all factors associated with each hazard discussed in this unit. Assign a level of priority to each hazard. Also, consider your community’s acceptable level of risk based on your experience and knowledge of your community. Finally, rank your three hazards according to their level of priority. Click here to access the Word document of the High Risk Populations worksheet. Complete the worksheet, save it using your last name and student ID, and submit it. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VI Assignment Read the article referenced below in the CSU Online Library, Academic Search Complete database. Barnett, D. J., Balicer, R. D., Blodgett, D., Fews, A. L., Parker, C. L., & Links, J. M. (2005). The Application of the Haddon

Matrix to Public Health Readiness and Response Planning. Environmental Health Perspectives, 113(5), 561-566. doi:10.1289/ehp.7491c

Using the examples provided, choose two of the following risks to complete the Haddon Matrix worksheet:

1. Cooking fire in the kitchen 2. Firefighter fatalities due to lack of seatbelt use in emergency vehicles 3. Flash flood in rural community 4. Falls in bathrooms of people age 65 and over in their homes.

Using the Haddon Matrix worksheet document linked below, list in each block as many different causal and contributing factors as possible that need to be considered in the prevention and cause of an injury or risk. When complete, highlight the cell, or cells that lend themselves to the greatest opportunities to prevent and or mitigate risk. Click here to access the Haddon Matrix worksheet. Complete the worksheet, save it using your last name and student ID, and submit it. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Assignment Carefully consider all of the change leadership attributes. Score yourself on the change leadership attributes described on the worksheet. Keep in mind that this assessment is for your leadership of a community risk reduction initiative in your organization and/or community.

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 4

If you believe you are highly competent in an area score yourself a “4” or “5.” If you believe you are average in an area based on someone at your rank and tenure, score yourself a “3.” If you believe you are weak in an area and require more development or training in order to be effective, score yourself a “1” or “2.” Remember, you are not scoring yourself against another person. Your assessment should be of your ability to be an effective leader of a change initiative. For each area you scored yourself a “3” or more, justify your answer based on your own experience. If you score a “2” or less in an area, determine personal action you can take to improve your ability in that area. It may be seek out training, participate on a leadership team, volunteer to coordinate a project, etc. Click here to access the Word document of the Self-Assessment worksheet. Complete the worksheet, save it using your last name and student ID, and submit it. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Case Study Watch the video, “Beyond the Flames: The Story of Project Wildfire” at http://www.youtube.com/watch?v=WUAK8PHnIN0. It is about a collaborative fire-wise effort dealing with wildland fire interface risk reduction efforts in the community of Bend, Oregon. Following the video, in one to two pages, answer the questions listed below. Be as specific as possible.

a. What was the critical risk reduction issue for Bend, Oregon? b. Who were the members of the leadership team for the initiative? c. Which of the eight stages of change were used by the leadership team? d. What were the leadership keys to the success of the initiative? e. Identify and explain the leadership lessons that you found in this video.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Case Study Click here to access a PDF of the Community Values Case Study. Read the case study, and make notes on the impact of community values on the recruitment and hiring of a woman firefighter. Consider your own experiences with community values as a leader in your department if applicable. In one to two pages answer the questions following the case history. Be sure you answer each question completely. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Research Paper Unit I Research Paper Topic For this unit, you will identify what risk-reduction you will research in the particular community where you live (examples include flooding, drought, tornadoes, evacuation, earthquake, hazardous materials, etc.). After you choose what risk-reduction to address in your community, you should write a brief description on why you identified the particular risk-reduction topic. Your submission should be one page. You do not need a cover page but should include a separate reference page if resources are used in your assignment. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit II Research Paper Outline Create an outline for your community risk-reduction project. The outline should include the type of disaster or hazard impacting the community, who will be involved in assisting the creation of the risk-reduction plan, types of organizations that are community stakeholders, what types of NGOs may be involved, political figures who would be supportive of such

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 5

a measure, length of project to completion, probable pitfalls that may be associated with the project, cultural considerations (demographics, those who have experienced a disaster in this location, etc.), what types of volunteers will be needed to serve during times of crisis, funding for the project, and how sustainability will be used for maintaining the project/program several years from its inception. There is no minimum length or amount. It will be based on the topic you have developed in Unit I. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Annotated Bibliography Spend time researching 10 references related to your selected topic that you can use in your research paper. Create an APA formatted annotated bibliography of the 10 articles from your research. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit V Research Proposal For this unit you will write a statement of the problem regarding the risk reduction project topic you chose in Unit I. Your paper should follow APA guidelines for citing and formatting of all resources. You should begin your paper with the proposal type and rationale for this choice. Your paper should be one to two pages in length. You do not need a cover page but should include a separate reference page. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VI Research Draft Write a two-page paper for the Research Paper to include:

 Introduction

 Background on the issue

 Key issues for commencing the risk reduction project

 Key stakeholders involved

 Demographics

 Geographic region

 Past/historical disasters for the area Your paper should follow APA guidelines for formatting of all resources, both in-text citations and references. Your draft paper should include a cover page and should include a separate reference page. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Research Paper Write a two-page paper incorporating feedback from your instructor on the draft for the course project. The final submission should include:

 Introduction

 Background on the issue

 Key issues for commencing the risk reduction project

 Key stakeholders involved

 Demographics

 Geographic region

 Past/historical disasters for the area Your paper should follow APA guidelines for formatting of all resources, both in-text citations and references. Your draft paper should include a cover page and should include a separate reference page. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 6

APA Guidelines The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 7

Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Assignments (5 @ 6%) = 30% Case Studies (2 @ 5%) = 10% Unit I Research Paper Topic = 3% Unit II Research Paper Outline = 4% Unit IV Annotated Bibliography = 4% Unit V Research Proposal = 4% Unit VI Research Draft = 4% Unit VIII Research Paper = 25% Total = 100%

 

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 8

FIR 3307, Community Risk Reduction for the Fire and Emergency Services

Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

 

Unit I Introduction to Community Risk Reduction

Review:  Unit Study Guide

Read:  Chapter 1: Overview of Community-Based Disaster Risk Reduction  Chapter 2: Government Roles in Community-Based Disaster Risk Reduction  Chapter 3: Role of NGOs in Community-Based Disaster Risk Reduction

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Assignment by Tuesday, 11:59 p.m. CST (Central Time)  Research Paper Topic by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 

Unit II Community Risk Reduction Stakeholders

Review:  Unit Study Guide

Read:  Chapter 6: Bangladesh Experiences of Community-Based Disaster Risk Reduction  Chapter 13: Community-Based Disaster Risk Reduction in Vietnam

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Research Paper Outline by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 9

FIR 3307, Community Risk Reduction for the Fire and Emergency Services

Course Schedule

Unit III Risk Reduction Intervention Strategies

Review:  Unit Study Guide

Read:

 Chapter 4: Universities and Community-Based Disaster Risk Reduction  Chapter 5: Corporate Community Interface: New Approaches in Disaster Risk Reduction  Chapter 10: Reaching the Unreachable: Myanmar Experiences of Community-Based Disaster Risk

Reduction

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Assignment by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 

Unit IV Assessing Community Risk

Review:  Unit Study Guide

Read:  Chapter 14: Profile of Community-Based Disaster Risk Management in Central America  Chapter 15: Community-Based Disaster Risk Reduction in Guatemala

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Assignment by Tuesday, 11:59 p.m. CST (Central Time)  Annotated Bibliography by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 

Unit V Intervention and Program Design

Review:  Unit Study Guide

Read:  Chapter 16: Elements for a Sustainable Community Early Warning System in Cartago City,

Costa Rica

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Research Proposal by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 

 

 

FIR 3307, Community Risk Reduction for the Fire and Emergency Services 10

FIR 3307, Community Risk Reduction for the Fire and Emergency Services

Course Schedule

Unit VI Evaluation

Review:  Unit Study Guide

Read:  Reading Assignment: See Study Guide.

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Assignment by Tuesday, 11:59 p.m. CST (Central Time)  Research Draft by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 

Unit VII Leading Organizational and Community Change

Review:  Unit Study Guide

Read:

 Chapter 8: Civil Society Organization and Disaster Risk Reduction in Indonesia: Role of Women, Youth, and Faith-Based Groups

 Chapter 9: Partnership Between City Government and Community-Based Disaster Prevention Organizations in Kobe, Japan

 Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Assignment by Tuesday, 11:59 p.m. CST (Central Time)  Case Study by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 

Unit VIII Organizational and Community Leadership

Review:  Unit Study Guide

Read:  Chapter 20: Future Perspectives of Community-Based Disaster Risk Reduction

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit:  Case Study by Tuesday, 11:59 p.m. CST (Central Time)  Research Paper by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Study Guide

/in /by

Chapter 6

HISTORY AND GLOBAL

DISTRIBUTION 1

6.1 HISTORY AND GLOBAL DISTRIBUTION

6.1.1 INTRODUCTION

A population is a group of individuals living together in a given area at a given time. Changes in populations are termed population dynamics. The current human population is made up of all of the people who currently share the earth. The �rst humans walked the planet millions of years ago. Since that time, the number of humans living on the planet and where they live has constantly changed over time. Every birth and death is a part of human population dynamics. Each time a person moves from one location to another, the spatial arrangement of the population is changed, and this, too, is an element of population dynamics. While humans are unique in many ways as a species, they are subject to many of the same limiting forces and unexpected events of all populations of organisms.

In 1999, the human population crossed the six billion mark. At current growth rates, the population will double within 50 years. Long ago, when the human population was small, the doubling of the population had little impact on the human population or its environment. However, with the size of today’s population, the e�ect of doubling the population is quite signi�cant. Already, most of the people of the world do not have adequate clean water, food, housing and medical care, and these de�ciencies are at least partially the result of over population. As the population continues to grow, competition for resources will increase. Natural disasters and political con�icts will exacerbate the problems, especially in the more stressed regions of developing nations. The survivors of this competition will likely be determined by factors such as place of birth and educational opportunities.

6.1.2 POPULATION GROWTH

Human populations are not stagnant. They naturally change in size, density and predominance of age groups in response to environmental factors such as resources availability and disease, as well as social and cultural factors. The increases and decreases in human population size make up what is known as human population dynamics. If resources are not limited, then populations experience exponential growth. A plot of exponential growth over time resembles a “J” curve. Absolute numbers are relatively small at �rst along the base of the J curve, but the population rapidly skyrockets when the critical time near the stem of the J curve is reached.

For most of the history of modern humans (Homo sapiens), people were hunter-gatherers. Food, especially meat from large mammals, was usually plentiful. However, populations were small because the nomadic life

1This content is available online at <http://cnx.org/content/m16700/1.2/>.

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

29

 

 

30 CHAPTER 6. HISTORY AND GLOBAL DISTRIBUTION

did not favor large family sizes. During those times, the human population was probably not more than a few million worldwide. It was still in the base of the J growth curve.

With the end of the last Ice Age, roughly 10,000 years ago, the climates worldwide changed and many large mammals that had been the mainstay of human diet became extinct. This forced a change in diet and lifestyle, from one of the nomadic hunter-gatherer to that of a more stationary agricultural society.

Humans began cultivating food and started eating more plants and less meat. Having larger families was possible with the more stationary lifestyle. In fact, having a large family increasingly became an asset, as extra hands were needed for maintaining crops and homes. As agriculture became the mainstay of human life, the population increased.

As the population increased, people began living in villages, then in towns and �nally in cities. This led to problems associated with overcrowded conditions, such as the buildup of wastes, poverty and disease. Large families were no longer advantageous. Infanticide was common during medieval times in Europe, and communicable diseases also limited the human population numbers. Easily spread in crowded, rat-infested urban areas, Black Death, the �rst major outbreak of the Bubonic Plague (1347-1351) drastically reduced the populations in Europe and Asia, possibly by as much as 50 percent.

Starting in the 17th Century, advances in science, medicine, agriculture and industry allowed rapid growth of human population and infanticide again became a common practice.

The next big in�uence on the human population occurred with the start of the Industrial Revolution in the late 18th century. With the advent of factories, children became valuable labor resources, thereby contributing to survival, and family sizes increased. The resulting population boom was further aided by improvements in agricultural technology that led to increased food production. Medical advancements increased control over disease and lengthened the average lifespan. By the early 19th century, the human population worldwide reached one billion. It was now in the stem of the J curve graph. As the world approached the 20th century, the human population was growing at an exponential rate.

During the 20th century, another important event in human population dynamics occurred. The birth rates in the highly developed countries decreased dramatically. Factors contributing to this decrease included: a rise in the standard of living, the availability of practical birth control methods and the establishment of child education and labor laws. These factors made large families economically impractical. In Japan, the birth rate has been so low in recent years that the government and corporations are worried about future labor shortages. Therefore, they are actively encouraging population growth. In contrast, the populations in less well-developed countries continue to soar. Worldwide, the human population currently exceeds six billion and continues to grow exponentially. How much more the world population will grow is a topic of intense speculation. One thing is certain: exponential growth cannot continue forever, as earth’s resources are limited.

6.1.3 POPULATION DEMOGRAPHICS

Human demography (population change) is usually described in terms of the births and deaths per 1000 people. When births of an area exceed deaths, population increases. When the births of an area are fewer than deaths, the population decreases. The annual rate at which the size of a population changes is:

Figure 6.1

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 

 

31

During the year 2000, the birth rate for the world was 22 and the death rate was 9. Thus, the world’s population grew at a rate of 1.3 percent. The annual rate of population change for a particular city or region is also a�ected by immigration (movement of people into a region) and emigration (movement out of a region).

Figure 6.2

Highly industrialized nations, like the United States, Canada, Japan and Germany, generally have low birth and death rates. Annual rates of natural population change vary from -0.1% to 0.5%. In some industrial nations (e.g. Germany and Russia) death rates exceed birth rates so the net population decreases over time. Newly industrialized countries (e.g. South Korea, Mexico and China) have moderate birth rates and low death rates. The low death rates result from better sanitation, better heath care and stable food production that accompany industrialization. The annual rates of natural population change are about 1 percent to 2 percent in these countries. Countries with limited industrial development (e.g. Pakistan and Ethiopia) tend to have high birth rates and moderate to low death rates. These nations are growing rapidly with annual rates of natural population change exceeding 2 percent.

Several factors in�uence human fertility. Important factors in�uencing birth and fertility rates in human populations are: a�uence, average marriage age, availability of birth control, family labor needs, cultural beliefs, religious beliefs and the cost of raising and educating children.

The rapid growth of the world’s population over the past 100 years is mainly results from a decline in death rates. Reasons for the drop in death rates include: better nutrition, fewer infant deaths, increased average life span and improvements in medical technology.

As countries become developed and industrialized, they experience a movement from high population growth to low population growth. Both death and birth rates decline.

These countries usually move from rapid population growth, to slow growth, to zero growth and �nally to a reduction in population. This shift in growth rate with development is called the “demographic transition.” Four distinct stages occur during the transition: pre-industrial, transitional, industrial and post-industrial.

During the pre-industrial stage, harsh living conditions result in a high birth rate and a high death rate. The population grows very slowly, if at all. The transitional stage begins shortly after industrialization. During this phase, the death rate drops because of increased food production and better sanitation and health conditions, but, the birth rate remains high. Therefore, the population grows rapidly.

During the industrial stage, industrialization is well established in the country. The birth rate drops and eventually approaches the death rate. Couples in cities realize that children are expensive to raise and that having large families restrict their job opportunities. The post-industrial stage occurs when the birth rate declines even further to equal the death rate, thus population growth reaches zero. The birth rate may eventually fall below the death rate, resulting in negative population growth.

The United States and most European countries have experienced this gradual transition over the past 150 years. The transition moves much faster for today’s developing countries. This is because improvements in preventive health and medical care in recent decades have dramatically reduced mortality � especially infant mortality � and increased life expectancy. In a growing number of countries, couples are having fewer children than the two they need to “replace” themselves. However, even if the level of “replacement fertility” were reached today, populations would continue to grow for several decades because of the large

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 

 

32 CHAPTER 6. HISTORY AND GLOBAL DISTRIBUTION

numbers of people now entering their reproductive years. As a result of reduced fertility and mortality, there will be a gradual demographic shift in all countries

over the next few decades towards an older population. In developed countries, the proportion of people over age 65 has increased from 8 to 14 percent since 1950, and is expected to reach 25 percent by 2050. Within the next 35 years, those over age 65 will represent 30 percent or more of the populations in Japan and Germany. In some countries, the number of residents over age 85 will more than double.

6.1.4 PATTERNS OF RESOURCE USE

Humans have always made an impact on the environment through their use of resources. Early humans were primarily hunter-gatherers who used tools to survive. They fashioned wood and stone tools for hunting and food preparation, and used �re for cooking. Early humans developed methods for changing habitat to suit their needs and herding wild animals. As time passed, humans developed more tools and techniques and came to rely on that technology in their daily lives. Although the tools of early humans were primitive by today’s standards, they signi�cantly a�ected the environment and probably hastened the extinction of some large Ice Age mammals.

After the end of the last Ice Age, some eight to 10,000 years ago, humans began domesticating wild animals and plants. The �rst known instance of farming started in a region extending from southeastern Turkey to western Iran, known as the fertile crescent.

These early farmers domesticated crops such as chickpea, bitter vetch, grapes, olives, barley, emmer wheat, lentils, and �ax. They hybridized wheat for making bread from wild grass and emmer wheat. They also domesticated animals such as sheep, goats, cattle and pigs. The fertile crescent’s unique diversity of wild crops and animals o�ered humans a mix of basic agricultural commodities that allowed a revolution in the development of human society. With a reliable food supply, humans were able to stay in one place and be assured of having a constant supply of carbohydrates, protein, milk and oil. They had animals for transportation and plant and animal materials for producing clothing and rope. Agricultural economies soon displaced hunter-gatherer economies. Within 2,000 years, farming ranged from Pakistan to southern Italy.

Most early agriculture was subsistence farming in which farmers grew only enough food to feed their families. Agriculture underwent another important revolution about 5,000 years ago with the invention of the plow. The plow allowed humans to clear and farm larger plots of land than was otherwise possible. This increased the food supply and a concomitant increase in human population growth. More e�cient farming methods also resulted in urbanization because a few farmers could produce a large surplus of food to feed those in the urban areas.

Over the last 10,000 years, land clearing for agriculture has destroyed and degraded the habitats of many species of plants and animals. Today, growing populations in less developed countries are rapidly clearing tropical forests and savannas for agricultural use. These tropical rainforests and savannas provide habitat for most of the earth’s species. It has become clear that modern agricultural practices are not sustainable. Once-fertile areas are becoming infertile because of overgrazing, erosion and nutrient depletion. Furthermore, modern agriculture requires large inputs of energy and fertilizers, usually produced from nonrenewable fossil fuels.

The next major cultural change, the Industrial Revolution, began in England in the mid-18th century. It involved a shift from small-scale production of goods by hand to large-scale production of goods by ma- chines. Industrial production of goods increased the consumption of natural resources such as minerals fuel, timber and water by cities. After World War I, more e�cient mass production techniques were developed, and industrialization became prevalent in the economies of the United States, Canada, Japan and western Europe.

Advanced industrialization leads to many changes in human society, and some of those changes negatively a�ect the supply of natural resources and result in environmental degradation. These changes include: increased production and consumption of goods by humans, dependence on non-renewable resources such as oil and coal, production of synthetic materials (which may be toxic or non-biodegradable) and consumption of large amounts of energy at home and work.

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 

 

33

Other changes may have positive bene�ts. These include: creation and mass production of useful and a�ordable products, signi�cant increases in the average Gross National Product per person, large increases in agricultural productivity, sharp rises in average life expectancy and a gradual decline in population growth rates.

The information age was born with the invention of miniaturized electronics such as integrated circuits and computer central processing units. This stage in human development has changed and continues to change society as we know it. Information and communication have become the most-valued resources. This shift in turn, may lessen our in�uence on the earth’s environment through reduced natural resource consumption. For instance, in recent years energy use in the United States has not increased to the extent expected from economic growth. Online shopping, telecommuting and other Internet activities may be lessening human energy consumption.

By making good use of information technologies, less developed countries may be able to reduce potential environmental problems as their economies expand in the future. With so much information easily available, developing countries may not repeat the environmental mistakes that more developed countries made as they became industrialized.

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 

 

34 CHAPTER 6. HISTORY AND GLOBAL DISTRIBUTION

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 

 

Chapter 7

CARRYING CAPACITY 1

7.1 CARRYING CAPACITY

7.1.1 INTRODUCTION

The human carrying capacity is a concept explored by many people, most famously Thomas Robert Malthus (1766 – 1834), for hundreds of years. Carrying capacity, “K,” refers to the number of individuals of a population that can be sustained inde�nitely by a given area. At carrying capacity, the population will have an impact on the resources of the given area, but not to the point where the area can no longer sustain the population. Just as a population of wildebeest or algae has a carrying capacity, so does a human population.

Humans, while subject to the same ecological constraints as any other species (a need for nutrients, water, etc.), have some features as individuals and some as a population that make them a unique species. Unlike most other organisms, humans have the capacity to alter their number of o�spring, level of resource consumption and distribution. While most women around the world could potentially have the same number of children during their lives, the number they actually have is a�ected by many factors. Depending upon technological, cultural, economic and educational factors, people around the world have families of di�erent sizes. Additionally, unlike other organisms, humans invent and alter technology, which allows them to change their environment. This ability makes it di�cult to determine the human K.

7.1.2 EFFECTS OF TECHNOLOGY AND THE ENVIRONMENT

When scholars in the 1700’s estimated the total number of people that today earth could sustain, they were living in a very di�erent world than our world. Today airplanes can transport people and food half way around the world in a matter of hours, not weeks or months, as was the case with ships in the 1700s. Today we have sophisticated, powered farm equipment that can rapidly plow, plant, fertilize and harvest acres of crops a day. One farmer can cultivate hundreds of acres of land. This is a far cry from the draft-animal plowing, hand planting and hand harvesting performed by farmers in the 1700s. Additionally, synthetic fertilizers, pesticides and modern irrigation methods allow us to produce crops on formerly marginal lands and increase the productivity of other agricultural lands. With the increase in the amount of land that each individual can farm, the food production has increased. This increased food production, in turn, has increased the potential human K relative to estimates from the 1700s.

Whereas technological advances have increased the human K, changes in environmental conditions could potentially decrease it. For example, a global or even a large regional change in the climate could reduce K below current estimates. Coastal �ooding due to rising ocean levels associated with global warming and deserti�cation of agricultural lands resulting from poor farming practices or natural climate variation could cause food production to be less than that upon which the human carrying capacity was originally estimated.

1This content is available online at <http://cnx.org/content/m16710/1.2/>.

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

35

 

 

36 CHAPTER 7. CARRYING CAPACITY

There are those who believe that advances in technology and other knowledge will continue to provide the means to feed virtually any human population size. Those who subscribe to this philosophy believe that this continuous innovation will “save us” from ourselves and changes in the environment.

Others believe that technology will itself reach a limit to its capabilities. This group argues that resources on earth � including physical space � are limited and that eventually we must learn to live within our means. Aside from the physical limitations of the earth’s natural resources and food production capabilities, we must consider the conditions we are willing to live with.

7.1.3 EFFECT OF STANDARD OF LIVING

Given the wherewithal to do so, humans have aesthetic expectations in their daily lives. This is a considera- tion that is less evident in other species. While the earth might be able to hold many more than the current human population of six billion (estimates of the human K with current technology go as high as 50 billion) at some point people will �nd it unacceptable to live with the crowding and pollution issues associated with a dramatic increase in population. The qualitative measure of a person’s or population’s quality of life is called its standard of living. It is associated not only with aesthetics of surroundings and levels of noise, air and water pollution, but also with levels of resource consumption.

Americans have one of the world’s highest standards of living. While there are many who live in poverty in the United States, on average we have relatively small families, large homes, many possessions, plentiful food supplies, clean water and good medical care. This is not the case in most of the developing world.

While many nations have larger average family sizes, they have smaller homes, fewer possessions and less food. Supplies of clean water may be scarce and medical care may be inadequate. All people desire to have adequate resources to provide good care for their families, and thus population in most developing countries are striving for standard of living of developed nations.

Is it possible for all six billion people on earth to live at the same level of resource use as in the United States, Japan and Western Europe? With current technology, the answer is “no.” However, this does not mean that the people of one nation are more or less entitled to a given standard of living than those of another. What it does mean for citizens of nations like the United States is that we must reduce our current use of resources. Of all of the food purchased by the average American family, 10 percent is wasted. In addition, because most Americans are not vegetarians, we tend to eat high on the food chain, which requires more resources than a vegetarian diet.

Calculation of ecological e�ciency indicate that from one trophic level on the food chain to the next, there is only a 10 percent e�ciency in the transfer of energy. Thus people who predominately eat more grains, fruits and vegetables are getting more out of the energy required to produce the food than those who eat a lot of meat. The calories that a person gets from beef are much fewer than the calories in the grain required to raise the cattle. The person is better o� skipping the middleman � or middle cow in this case � and eating the grain. This is why many more people can be sustained on a diet that consists of a larger percentage of rice, millet or wheat, rather than of �sh, beef or chicken.

In addition to resources used to provide food, Americans use disproportionate amounts of natural re- sources such as trees (for paper, furniture and building, among other things) and fossil fuels (for automobiles, homes and industry). We also produce a great amount of “quick waste.” Packaging that comes on food in the grocery store is a good example of quick waste. The hard plastic packaging used for snack foods that is immediately removed and thrown away and plastic grocery bags are both examples of quick waste. Thus, patronizing fast food restaurants increases resource consumption and solid waste production at the same time.

The good news for the environment (from both a solid waste and a resource use standpoint) is that we can easily reduce the amount of goods and resources that we use and waste without drastically a�ecting our standard of living. By properly in�ating car tires, America could save millions of barrels of oil annually. If we were to use more renewable energy resources � like solar and wind power as opposed to petroleum and nuclear energy �there would be a reduced need to extract non-renewable resources from the earth. The amount of packaging used for goods could also be reduced. Reusable canvas bags could be used for shopping and plastic and paper grocery bags could be reused.

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 

 

37

At home, many waste materials could be recycled, instead of being thrown away. These relatively easy steps could reduce the overall ecological impact that each person has on the earth. This impact is sometimes termed a person’s ecological footprint. The smaller each person’s ecological footprint, the greater the standard of living possible for each person.

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 

 

38 CHAPTER 7. CARRYING CAPACITY

Available for free at Connexions <http://cnx.org/content/col10548/1.2>

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Environmental Science Discussion 3

/in /by

For the past 5 decades, African-American women have consistently experienced an almost 4-times greater risk of death from pregnancy complications than have Caucasian-American women. The literature has supported that this increased risk of pregnancy-related death among African-American women is independent of age, parity, or education. An increased risk of death from other conditions, such as breast and gynecological cancer, has also been reported for African-American women. African-American women are also more likely to die from complications of pregnancy, including hemorrhage, hypertensive disorders of pregnancy, and cardiomyopathy. However, the reasons for this excess mortality remain unclear.

We now know that excess mortality from a condition can be caused by a higher prevalence of the condition, a higher case-fatality rate, or a combination of these factors. Several factors may contribute to the elevated case-fatality rates among African-American women, including patient attributes, such as disease severity, coexisting medical conditions, and the timing of entry into care, and health system factors, such as access to care and the quality and consistency of care. Although researchers have increasingly accepted the idea that race is more of a social rather than a biological construct, race can have biological consequences, when operating through a variety of factors, that we were unable to measure in this study.

Nonetheless, our lack of knowledge about what factors cause the disparity in pregnancy-related mortality between African-American and Caucasian-American women impedes our ability to formulate appropriate research and to design interventions to eliminate this disparity.

Discussion: Carefully examine and discuss one (1) biological or health services factor that has contributed to increase disparity in case-fatality rates for the pregnancy-related conditions. Cite and reference statistics and or case examples if necessary.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Essay

/in /by

V Assignment

In a well-organized and detailed essay, identify a handful of leading metrics that you think your organization is using or could implement to help with the continuous improvement efforts of the company’s management systems. Reflect on the key risks faced by the workforce. Include the following information:

 Describe each metric with regard to its method of determination, established target, and time duration upon which it is based (are these quarterly goals, yearly, bi-annual, or other?)

 Describe why you think these indicators are, or could be, helpful to your organization.

Keep in mind that you may use this information in your final recommendation report in Unit VIII.

Your response should be a minimum of 700 words in length. 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.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Unit 6 CS

/in /by

Review Case Study 14-

1: Physical Fitness and Wellness Program – Annual Medical Exam, found on page 184 in the textbook. Weimer v. City of Baton Rouge, 915 So.2d 875 (La.App. May 6, 2005). The full decision is available at http://scholar.google.com/scholar_case?case=1814941207931918549&hl=en&as_sdt=2&as_vis=1&oi=scholarr This case addressed the legality of imposing a health and wellness program on firefighters. Describe the nature of the health and wellness program in your fire department or another department in your state. Explain the process by which the program was implemented and the union’s part, if any, in that process. Address the aspects of the program requiring voluntary or mandatory participation and, if applicable, disciplinary or non-disciplinary actions resulting from refusal to participate. Your response should be at least 300 words in length. 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.

 

Case Study 2: 50 points Review Case Study 14-3: Physical Ability Testing, Adverse Impact on Female Firefighters, found on page 187 in the textbook. Victoria Pietras v. Board of Fire Commissioners of the Farmingdale Fire District, 180 F.3d 468 (2nd Cir. 1999). The full decision is available at http://openjurist.org/180/f3d/468/pietras-v-board-of-fire-commissioners-of-the-farmingville-fire-district This case addressed the disparate impact of a physical agility test on female firefighters. Describe the physical agility testing done by your fire department or a department in your state. Address whether the testing is work related and reflects a “real world” scenario. Also, discuss whether you believe the testing has a disparate impact based upon sex or age. Your response should be at least 300 words in length. 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.

Please submit your Case Study 1 and 2 responses as one Word document. Information about accessing the Blackboard Grading Rubric for this assignment

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Who Can You Provide A+ Work?

/in /by

Construction Safety

1. Imagine you are the supervisor of a construction crew in which half of the workers speak only limited English. What steps should you take to ensure everyone fully understands the hazards of the job and how to work safely? Your response should be at least 75 words in length.

2. What might be some reasons that the construction industry has a higher fatality rate than other industries?  Your response should be at least 75 words in length.

3. Explain the rationale for workers’ compensation. What are the objectives of workers’ compensation? Who is covered by this program, and how does it help prevent future accidents?  Your essay should be at least 200 words in length and include an introduction, a body, and a conclusion

4. Discuss some criteria for selecting members of a worksite inspection team. Which one do you think is the most important, and why?  Your response should be at least 75 words in length.

5. What is the relationship between employee factors and management factors in accident causation? Why do you think many accidents result in “employee error” as the major cause?  Your response should be at least 200 words in length.

6. Think of a job common to construction worksites (for example, hanging drywall). List the steps for the job. For one of the steps, describe the potential hazards and suggest some possible control measures.  Your response should be at least 200 words in length.

 

 

 

World Religion

1. How has the Christian movement changed from its early beginnings when the Church was holding councils and discussing the theology of the Holy Trinity, to the Church in modern times?

Your response should be at least 150 words in length.

2. What major differences do you see in the denominations and is there any room for theological agreement?

Your response should be at least 150 words in length.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Nuclear Power.

/in /by

Please read and understand:

 

NUCLEAR POWER

1-2 pages. All original content. Apply APA standards to citation of sources. Support your statements with examples. Provide a minimum of two scholarly references (Please see below sites), And No References More Than Five (5) Years Old.

The term nuclear power refers to the production of electrical energy via controlled nuclear reactions. These reactions generate heat that, in turn, creates steam that runs the generators to produce electricity. Approximately 1/8th of the electricity produced in the world is derived from nuclear power. In this assignment, you will analyze the use of nuclear power as an energy resource.

Answer the following:

First, discuss the scientific and technical concepts related to the use of nuclear power as an energy resource. Address the following in your response: One, how is energy released in a nuclear reaction? Two, how are nuclear reactions controlled?  Three, what elements are involved in nuclear power production?  Four, what nuclear forces are involved?

Second, explain the advantages and disadvantages of nuclear energy, detailing issues related to production, delivery, cost, radiation, air quality, and waste.

Third, identify a country whose electricity production infrastructure relies heavily on nuclear power. Compare and contrast the use of nuclear power in the United States with the use of nuclear power in this country. Provide examples of the use of nuclear power in your community or state.

Fourth, consider the three major nuclear accidents in the history of the industry: 3-Mile Island (USA), Chernobyl (Ukraine), and Fukushima Dai-Ichi (Japan). What lessons have been learned from these nuclear accidents that can be or have been used to make nuclear power safer?

Again, 1-2 pages. Due by Friday, August 30th, 2013. All Original Content. Apply APA standards to citation of sources. Support your statements with examples. Provide a minimum of two scholarly references, And No References More Than Five (5) Years Old.

 

********PLEASE NOTE:

 – The below sites were recommended sites that are and will be considered Reliable for this paper and TWO REFERENCES MUST BE FROM ONE OF THEM:

– Scientific American website (http://www.scientificamerican.com/) will have a number of good articles linked. But, sometimes charge a fee, unless you dig further.

– The Science Daily website (http://www.sciencedaily.com/) is a great place to go for reliable information.

– Discover magazine (http://discovermagazine.com/).

–          Popular Science (http://www.popsci.com/) and Popular Mechanics

(http://www.popularmechanics.com/)can also be very good sources.

–          Various “dot gov” sites are considered reliable (some more so than others).

–          NIH or the CDC are great places to go for information regarding medical issues.

–          For peer reviewed and pre-print material; Google Scholar (http://scholar.google.com/)

–          http://sciencenetlinks.com/  American Association for the Advancement of Science

–          http://www.si.edu/ Smithsonian

–           http://www.amnh.org/ American Museum of Natural History

In addition, NY Times Articles will be mostly acceptable.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Nuclear Medicine.

/in /by

Please read and understand the following before offering a handshake – thank you:

3 pages. All Original Content. Apply APA standards to citation of sources. Support your statements with examples. Provide a minimum of THREE scholarly references, And No References More Than Five (5) Years Old.

In addition, every paragraph must be cited. In other words, at the end of each paragraph please show where the information came from – This is a must with this paper! Thank you.

Nuclear Medicine

Nuclear medicine is a specialized branch of modern medicine that exploits the process of radioactivity for imaging, diagnosis, and treatment. Many imaging techniques inject small amounts of radioactive material into the body, which are then tracked by a sensing device specific to the type of radiation emitted from that material. Radiation has also been used to destroy diseased tissue, typically beyond the reach of standard surgical techniques.

Write a paper on nuclear medicine and address the following:

First, Explain the scientific and technical concepts related to nuclear medicine. Consider the following questions when you construct your response:

–          What type of radiation is typically exploited in most nuclear medicine procedures?

–          How are patients prepared for nuclear medicine procedures?

–          What are the advantages and limitations of nuclear medicine?

–          What ailments are typically diagnosed and treated via nuclear medicine procedures?

Second, Evaluate what GAMMA KNIFE SURGERY IS AND/OR WHAT IT PROMISES TO BE, And a minimum of two, below listed, applications of nuclear medicine relating to any of the following topics:

–          Positron Emission Tomography (PET) scans

–          Gallium scans

–          Indium white blood cell scans

–          Iobenguane scans (MIBG)

–          Octreotide scans

–          Hybrid scanning techniques employing X-ray computed tomography (CT) or magnetic resonance imaging (MRI)

–          Nuclear medicine therapy using radiopharmaceuticals

 

PLEASE NOTE:

 – The below sites were recommended sites that are and will be considered Reliable for this paper and, at least, TWO REFERENCES MUST BE FROM ONE OF THEM:

– Scientific American website (http://www.scientificamerican.com/) will have a number of good articles linked. But, sometimes charge a fee, unless you dig further.

– The Science Daily website (http://www.sciencedaily.com/) is a great place to go for reliable information.

– Discover magazine (http://discovermagazine.com/).

–          Popular Science (http://www.popsci.com/) and Popular Mechanics

(http://www.popularmechanics.com/)can also be very good sources.

–          Various “dot gov” sites are considered reliable (some more so than others).

–          NIH or the CDC are great places to go for information regarding medical issues.

–          For peer reviewed and pre-print material; Google Scholar (http://scholar.google.com/)

–          http://sciencenetlinks.com/  American Association for the Advancement of Science

–          http://www.si.edu/ Smithsonian

–           http://www.amnh.org/ American Museum of Natural History

In addition, NY Times Articles will be mostly acceptable.

For your consideration & Thank you

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Unit 8 CS

/in /by

Review Case Study 18-1: EMT Injured by Toxic Fumes – Files Suit Against Chemical Company, found on page 231 in the textbook. Kapherr v. MFG Chemical, Inc., No. A06A0184, December 28, 2005.
The full decision is available at
http://caselaw.findlaw.com/ga-court-of-appeals/1005355.html
In Kapherr, the Georgia Court of Appeals found that the fireman’s rule does apply to emergency medical technicians. Address the argument that Kapherr maintained regarding treating the injured only if the scene had been secured. Do you agree with the court’s reasoning in responding to this defense? Explain why, or why not.
Describe a set of circumstances under which it would not be reasonable to consider that the emergency responder has assumed the risk of the hazardous circumstances at the scene.
Research and determine the status of the fireman’s rule in Georgia. Identify whether there has been any change to the law since Kapherr. Research and determine the status of the Fireman’s rule in your state. If your state is Georgia or Florida, please select a neighboring state. Has the rule been adopted and enacted into law? Have there been any exceptions enacted into law?
Your response should be at least 300 words in length. 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.
FIR 4301, Political and Legal Foundations of Fire Protection 8

 

Case Study 2: 50 points
Read Espinoza v. Schulenburg, CV-05-0158-PR, Arizona Supreme Court, 2006.
To view the full decision copy and paste the following web address into a web browser:
http://www.myazbar.org/AZAttorney/PDF_Articles/0706appellate.pdf
Espinoza was an off duty firefighter and emergency medical technician who was injured while providing roadside assistance to the Schulenburgs. The trial court granted summary judgment to the Schulenburgs, holding that the firefighter’s rule bars Espinoza’s claim. The court of appeals reversed that decision, holding that the firefighter’s rule should be narrowly construed so as not to bar the claims of off duty firefighters.
To see the full Court of Appeals decision, copy and paste the following web address into a web browser: http://statecasefiles.justia.com/documents/arizona/court-of-appeals-division-one-published/CV040438.pdf
However, the appeals court remanded for determination of whether Espinoza had a duty as part of her job as a firefighter to render assistance, in which case the court would apparently conclude that the rule should apply to bar her suit. On appeal to the Arizona Supreme Court, a more conclusive decision was handed down. That Court made the clear distinction between on-duty and off duty, finding that Espinoza volunteered to render aid and, therefore, the fireman’s rule did not apply.
Discuss how the Arizona Supreme Court distinguished between on-duty and off duty. Do you agree with this distinction? Can you suggest other distinguishing factors that should have been considered? Should the fact that one receives workers’ compensation for the injury enter into the distinction? Describe how your department addresses rendering aid off duty. Is it part of your “duty” as a firefighter, or is it more so an ethical duty? Also, describe how your department addresses off duty injuries incurred as a result of rendering aid.
Your response should be at least 300 words in length. 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.
Please submit your Case Study 1 and 2 responses as one Word document.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Northern Territory (Australia) Fracking Implementation Plan: A Policy Review

/in /by

Follow the task- helpful for structure. But main topic is in the PowerPoint presentation slide..

 

Assessment Item 3

Description/Focus: Policy case study ─ CRITICAL REVIEW
Value: 50%
Due date: 26th may
Length: 3500 Words
References APA (20+)
Task: Consider a policy you would like to see implemented or which currently exists. As you work on the review, you should consider the key questions you have been answering for each case study which are 1) describing the imperative and purpose of the policy, 2) the development of the policy, 3) the implementation and 4) the monitoring and evaluation of the policy. Use the life cycle analysis outlined in Chapters 4-8 in the textbook to help frame and conduct your review.
Preparation: Consider the following elements when developing your cases study review:

Introduction

1. Description of the environmental problem and other social concerns that are being addressed by the policy (i.e. the policy goals).

2. Describe the interaction between different levels of stakeholders in the policy – i.e. responsible parties and those affected by the policy

3. Describe the aim of your critical review.

Review and analysis of the chosen policy

4. Discuss how the policy was developed; give the history

5. Describe and discuss factors that have influenced the implementation of the policy

6. Describe and discuss the impacts of the policy. Are these intended?

7. Investigate the intended monitoring and evaluation of the policy.

8. How can the policy be improved? For whom and why?

 

Prepare your review with reference to appropriate policy, technical and scientific literature.

 

Write with a specific reader or audience in mind.

 

Specifically state the aim of your review.

 
Presentation: Your review should be in a research report format, which includes a table of contents and a well-structured heading system, and correctly and consistently formatted reference list, as you would present a review report in a professional setting. Include appropriate tables, figures.

· Identify the audience for your document (not the lecturers)

 
Assessment criteria: Presentation (15%)

1. Does the review neatly present the required information in the appropriate length? (3 marks)

2. Is the written expression concise and clear, and free of spelling and grammatical errors? (3 marks)

3. Are references included and correctly cited and listed? (6 marks)

4. Are figures, tables formatted neatly with a numbered title? (3 marks)

Development of ideas, arguments and organisation of text (15%)

5. Are individual paragraphs well-structured, to include an opening sentence stating the key point of the paragraph, with the body of the paragraph presenting evidence to support, further elaborate on or critique that key point? (5 marks)

6. Is there logical and clear presentation of ideas in a well-structured paragraph sequence? (5 marks)

7. Have appropriate headings been used to clearly outline the report structure for the reader, and to guide the reader through the ideas arguments or rationale of the report? (5 marks)

 

Introduction and context (20%)

8. Does the introduction adequately explain the context of the review topic, specifically the definition of selected policy(ies), the reason these are needed (so what is the problem that needs to be solved through this policy?); any historical aspects of the policy (how has it evolved?). (10 marks)

9. Are the aims of the review clearly stated (10 marks)

 

Analysis of the case study policy (50%)

10. Are factors affecting policy framing explained? (10 marks)

11. Are factors that influenced the implementation identified and critically discussed? (10 marks)

12. Is there critical discussion of the success of the policy and how its effectiveness was/is measured? (10 marks)

13. Are recommendations for policy review proposed? (10 marks)

14. Is the text sufficiently supported by reference to the literature? (10 marks)

 

Report structure as follows

Table of content

List of figure

List of Tables

Chapter: Introduction (250-300 words)

Chapter: Background of fracking

· What is fracking (150 words)

· History of Fracking (200 word)

· Pros and cons (150 -200 words)

· Global uses of fracking

· Australian Fracking History

· Northern Territory Fracking History (Focus on this paragraph): detailed history of the development of fracking and policy and responses in the NT (use a timeline or a table to summarize developments)

 

Chapter: Problem Framing (Northern Territory context)

…. Please follow the powerpoint presentation

· Add a compensation plan

· Environmental recovery requires

· Safety and precaution measurement

· Impact assessment

· Community engagement (provide education training and information about fracking)

Policy Framing (Northern Territory context)

… Please focus on the Fracking Implementation Plan in Northern Territory

…. Please follow the powerpoint presentation

Policy Implementation (including who are stake holders and their role)

Monitoring and Evaluation

Conclusion

References

 

 

 

 

To get some help

https://www.claytonutz.com/knowledge/2019/august/the-nt-opens-the-door-to-onshore-gas-exploration-drilling-and-fracking
https://www.protectcountrynt.org.au/
https://hydraulicfracturing.nt.gov.au/
 
and the Plan https://cmsexternal.nt.gov.au/__data/assets/pdf_file/0004/673123/fracking_implementation_plan.pd
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!