Due Today Before Midnight Please

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Module “Q&A” Assignment Instructions — Online ENVS 100

Please print these instructions to use each week.  This 2‐part weekly assignment is worth a significant portion of your course grade.

Remember, we don’t have any quizzes or exams! 

Instead, this assignment ensures us both that you are learning the material well.     GOALS:  •  Reading comprehension — To deeply understand the information in each module’s readings  •  Synthesis — To synthesize information found in multiple sources  •  Critical thinking — To see where you need clarification on concepts, and learn to write good questions  •  Research — To find reputable sources and research answers to questions  •  Contextualizing — To put “book learning” about science into the context of society and daily life  •  Discussion — To interact with your classmates about course concepts  •  Writing — To practice writing clear, understandable prose with good grammar and spelling

To do this assignment, you must first read and study all of the module’s assigned readings. (This will help eliminate  simple questions that are easily answered in the readings.)

 

Then, you will post your work to the specified Canvas discussion board, in the message box of a discussion board  post. (I won’t be able to read fancy formatting or attachments; they don’t “compile” well in Canvas.)

 

Your grade will be based on completing the following activities and posting them correctly before the deadlines. I’ll  be looking for substantive content, and a clear, professional style. Yes, spelling and grammar do count!

 

Part A is due by end of day Wednesday (by 11:59pm).

Part B is due by that Friday night (board locks at 11:59 pm).      Part A – Synthesis and Questions:    After reading all of the module’s assigned material, submit the following information in ONE COMBINED POST to  the discussion board called “Q&A #__”. The subject line should be brief and should clearly state: (a) YOUR FULL  NAME and (b) PART A.

 

 Example: If your name is Sophie Daniels, your Part A post’s subject line would be “Sophie Daniels’ Part A”

1)  Synthesis of the Module’s Readings

Summarize and synthesize the module’s readings. This should be a coherent, comprehensive synthesis of  information from all of the assigned sources, plus related readings of your choosing. Please include the  following information; expand the list if you want:

• What are the main concepts? (highlights for an interested friend or family member)

• What new terminology did you learn? (discuss a few key terms)

• Which figures and diagrams are particularly useful? (sketch/describe)

• How does this connect with information from earlier in the quarter?

• What is the most interesting thing you learned?

• What is the most important thing you learned?

 Helpful Hint: Use this as an opportunity to create comprehensive “reference sheets” of information! All  course assignments are open‐book, so it will be handy to have these with you when you work on other  assignments.

 

 

 

2)  Four or More Questions

In the same post, write a numbered list of at least 4 substantive (“meaty”) questions you have, based on the  module’s readings. Your questions should be generated from reading multiple sources (not just one).

These questions may concern specific facts or concepts, they may be questions about how multiple concepts  relate to each other, and occasionally they may be related to cultural, ethical, social, and/or political questions  that arise from the reading. We’ll use these questions to generate discussion in Part B.

They should be real questions that occurred to you, which are potentially answerable by some research by one  of your classmates in Part B. (That is, they should NOT be along the lines of “How can people think that it’s okay  to ____?”)

Start each question with a question number. Each question needs to be in a separate paragraph (separated by  line breaks).

 Helpful Hint: Remember, the answers to your questions should NOT be directly found in the module’s  readings; instead they should add further insight into the topic. However, if you are “stuck” on a  particular concept, you may post a question about it, by saying (for example), “This is my understanding of  mantle convection: [a few sentences of summary]. What is unclear to me is: [pose question].” In Part B,  your classmate would then try to clarify and expand on the concept of mantle convection, after additional  research from credible sources. Alternatively, you are welcome to post individual questions about concepts  to the MAIN discussion board, so you can get an answer before other assignments are due.

 

Don’t make us wonder where your sections (synthesis, most‐interesting/most relevant, questions) begin and  end: Separate them with line breaks. Remember to make a numbered list of your questions.

 Helpful Hint: The best Part A posts have been 600+ words, not including the questions. A bare minimum  length for a “C” grade on the summary/synthesis section would be about 400 words.

Part B – One Researched Answer:     Read your classmates’ summaries and questions and then select ONE classmate’s Part A question to respond to.  Submit the following information in ONE COMBINED POST to the “Q&A #___” discussion board. Reply directly to  your classmate’s original post (thereby creating a threaded discussion). Do not alter the subject line except to add at  the end: (a) YOUR NAME and (b) ANSWER to Q#____.

 

 Example: If you are Janice Wood, and you are answering one of classmate Michael Baxter’s questions, your  Part B subject line would be “RE: Michael Baxter’s Part A – Janice Wood’s ANSWER to Q#4”

 

1)  Answer One Question

Read your classmates’ questions, and provide a researched answer to ONE of the 4+ questions posed in ONE  classmate’s Part A. Most of these will be factual questions, and some may require also providing your educated  opinion. In any case, I expect you to do in‐depth research before replying, and cite all of your sources!

Your answer should be substantial* and cannot answer a question someone else has already addressed. (You  may, however, supply clarification if your research disagrees with someone else’s answer.) You also cannot  answer your own question. Do yourself a favor and pick a substantive question to answer, or greatly expand on  or combine “minimalist” questions.

* By “substantial”, I mean that your Part B answer should be at least 1/2 page (typed, single‐spaced,  8.5”x11” equivalent; at least 300 words), not including the required references list — Probably longer!

 

Provide your answer by replying directly to the posted questions (thereby creating a threaded discussion).

In the text box of your post, start your answer with the original question number and the original question  itself, in its own paragraph (for example, “Question #3: ‘I’ve read that California might fall into the Pacific  Ocean. Is this true?’”) These do not count toward the minimum answer length. It’s the only way I can see what  you are writing about when I grade your Part B.

 

 

 

2)  Cite All of Your Research Sources

No citations = No credit! Be sure that your sources seem to be reputable. Use 3 or more GOOD** sources per  answer. Each URL must be complete, must start with http:// , and must be in its own paragraph.

** By “good”, I mean reputable sources that are NOT wikis, encyclopedias, dictionaries, facts‐on‐file,  eHows, etc. You may use such sources as starting points for your research, but they are NOT acceptable as  “actual sources” and thus will not count toward your 3+ “good sources” (nor will our assigned readings,  which I will assume everyone has read). Therefore, if you use them, you will end up with a references list  that contains more than 3 sources. Also be careful about “.com” websites; check them out to see whether or  not they are reliable/credible/“GOOD”. Actually, that also holds true for “.org” and “.edu” sites (for  example, a high school student’s webpage would not be as credible as a college professor’s; LiveStrong is  not a science source). Also check to see whether information you find is old enough to be out of date.

 

I hope to see lots of good discussion generated by these Q&As. Interacting multiple times with the readings —  and with your classmates — increases your chances to learn the material fully, find relevance in it, see other  people’s perspectives, and feel part of a group endeavor! :­) Once someone has officially posted a Part B, you  are all welcome to discuss any post, so long as the discussion remains polite and professional.

 

 

Notes and Hints:    •  Reserve the Part A question that you wish to answer for Part B. — To ensure that there is no duplication of

responses in Part B, please “RESERVE” it as soon as you decide you want to answer it. To reserve a Part A post’s  question: Reply‐threaded to the post, changing the subject line to include “Q#___ RESERVED by [your name]”  at the end. This also helps ensure that you don’t get “scooped”. First come, first served!

 Example: If you are Janice Wood, and you plan to answer one of Michael Baxter’s questions, your  reservation subject line would be “RE: Michael Baxter’s Part A – Q#3 RESERVED by Janice Wood”

 

•  If you didn’t do Part A, can you do Part B? — Yes. If you didn’t do Part A of this assignment, please contribute  to your classmates’ options for Part B by posting at least the 4+ questions by Friday noon. Then you may  reserve a classmate’s Part A question and do Part B for credit. “Something is better than nothing.” 

•  If you did do Part A, can you skip Part B? — Yes, though your grade will of course be impacted. I will grade  your Part A, to check that you have read, thought about, and synthesized the week’s readings.

•  Um, where did my post go? — Always check that each post went where you intended it to go (to the right  discussion board, and that you threaded it to the right classmate’s original post). Re‐post correctly if necessary.

•  Wow, that’s interesting! — Examine the comments posted by your classmates. Some of the discussions  generated may provide good ideas for journal questions or for further research.

As a courtesy:

•  If you see that someone else has selected a classmate’s question that you’ve already officially reserved, please  tell them (nicely), so they can choose another question.

 

•  Do not reserve a classmate’s Part A question — and do not post your Part B — until you have at least posted 4+  questions.

 

•  Un‐reserve the classmate’s Part A question if you change your mind about it and/or if it turns out that you will  not be doing Part B for some reason.

 

•  Reserve a classmate’s Part A question before you start researching it.

 

 

Checklist for Q&A Assignment — Online ENVS 100  For Part A:

Preparation:

I have read the module’s assigned readings (see Syllabus and Theme Readings)  Content:

My Part A covers all of the module’s assigned readings  My Part A is written well (content, word choices, grammar, spelling, no plagiarism)  My Part A contains all of the required sections:

Summary & Synthesis (concepts,  terminology, figures/diagrams)

Connections  Most‐interesting,  most‐important

4 or more good  questions

My Part A is long enough to fully cover the material (ideally >600 words, plus the questions)  My Part A questions are good (substantive, not simply answerable in the assigned readings, potentially  answerable via a classmate’s research)

Format:  My Part A post has the correct subject line (“My Name’s Part A”)  My Part A post’s body is text in the Message Box (not an attachment)  My Part A paragraphs are separated by blank lines  My Part A questions are in a numbered list, with each question in its own paragraph

Posting:  I posted my Part A on time (date‐stamped by Wednesday 11:59 pm, the week the readings are due)  I posted my Part A to the correct week’s Q&A discussion board (“Q&A #__”)  I checked that my Part A posted properly and is readable

For Part B:  Preparation:

I have selected an unreserved Part A question to research for my Part B   I have threaded a “Q(#) Reserved” message to the classmate’s Part A  My “Reservation” has the right subject line (“RE: Classmate’s Name’s Part A – Q#___ RESERVED by My Name”)  My “Reservation” posted properly and is readable  If I did not post Part A on time but want to do Part B, I posted 4+ questions (by Friday noon)

Content:

My Part B addresses the question that was asked  My Part B is written well (content, word choices, grammar, spelling, no plagiarism)  My Part B contains all of the required sections:

Classmate’s numbered question  My answer  At least 3 good references

My Part B answer is substantive and long enough (>300 words, plus the question and references)  My Part B references are good (strong and reputable; not wikis, encyclopedias, dictionaries, commercial, old, etc)

Format:  My Part B post has the correct subject line (“RE: Classmate’s Name’s Part A – My Name’s ANSWER to Q#1”)  My Part B post’s body is text in the Message Box (not an attachment)  My Part B post starts with the numbered question in its own paragraph  My Part B references are in a numbered list, with each source in its own paragraph  My Part B website URLs are complete and begin with http://

Posting:  I posted my Part B on time (date‐stamped before Friday 11:59 pm; the board LOCKS AT 11:59 pm Friday)  I threaded my Part B correctly (threaded to my “Question #___ Reserved” message)  I checked that my Part B posted properly and is readable

 
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News

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January 2017 Promoting Health. Enhancing Life. Reducing Costs.

Healthy Letter®Life

Inside This Issue:

Self-Care Corner ……………..2

Medical News ………………….3

Smart ways to avoid cybercrime Cybercrime is a growing problem as we rely on computers and the Internet more than ever before. Many people regularly shop online, send personal information, and even control appliances or household security over the Internet.

Though this offers convenience, it’s important to take steps to keep your information and your family safe from cybercrime. Cybercrime happens every day with hackers stealing bank information, using computers to attack others, or erasing important online information.

The U.S Department of Homeland Security recommends: • Only use the Internet on a network

that is password protected. Free or open networks may leave you vulnerable.

• Do not send personal information, such as your social security number or bank information, over the Internet. Companies will not ask you to send information this way.

• Do not open or respond to emails from people you don’t recognize and never click on the links inside the email.

• Use long, hard-to-guess passwords for all your devices and email accounts. Change your passwords regularly.

• Consider scaling back your social media sharing. Tighten privacy settings so only people you know well can see your activity.

• If you see an email or online offer that seems too good to be true, it’s probably a scam.

SAM PLE

.

 

 

Self-Care Corner

GOT BREAKOUTS?

Proven tips for clear skin Acne can be an emotionally challenging condition for people of almost any age. The American Academy of Dermatology says acne affects up to 50 million people each year.

Fortunately, there are a variety of products that can help you manage acne. If you or your child is dealing with acne, check out some of the most popular options to treat this condition.

Salicylic acid

What it does: Reduces redness and unclogs pores.

Side effects: Minor redness, peeling or stinging.

How to get it: Drugstore acne cleansers, toners, pads and creams. Dermatologists offer higher strength products and peels.

Benzoyl peroxide

What it does: Kills bacteria in the pores that causes acne.

Side effects: Dryness, redness, peeling or stinging. May bleach hair or clothing.

How to get it: Drugstore acne washes, creams and gels. Dermatologists offer products that combine benzoyl peroxide with other ingredients, such as an antibiotic.

Retinoid

What it does: Decreases the buildup of cells within pores.

Side effects: Dryness, redness, peeling and burning that can be severe. Should not be used by pregnant or breastfeeding women or women who may become pregnant.

How to get it: Only available from a dermatologist. Usually used for moderate to severe acne only.

Antibiotics What it does: Kills acne bacteria on the skin.

Side effects: Dryness and irritation. Some antibiotics can cause antibiotic resistance, especially if not used as directed by a doctor. This means the bacteria is no longer affected by the antibiotic and the medicine will no longer work correctly.

How to get it: Only available from a dermatologist. Some antibiotics are applied to the skin. Others are taken as a pill.

Getting breakouts under control can improve self-confidence and emotional well-being. If drugstore products don’t work for you, ask your doctor about stronger options. If your acne treatment is too drying, try a facial moisturizer labeled “non-comedogenic,” which means it won’t clog pores.

2

SAM PLE

.

 

 

Medical News

Birth defects can be devastating for parents and their baby. Sadly, many birth defects happen without an obvious cause and cannot be avoided. But, doctors know there are some things a woman can do before and during pregnancy to help lower the risk of birth defects. They include:

Can birth defects be prevented?

Take 400 micrograms (mcg) of folic acid every day.

This is a B vitamin that can reduce the risk of certain brain and spine

defects. Experts recommend taking it even before you get pregnant.

Get good medical care. See your doctor regularly and tell him or her if you

plan to get pregnant. Begin prenatal care as soon as possible after you become

pregnant. It’s important to talk about any health

problems you may have and any

medicines you take. You’ll also need

tests to check for high blood pressure,

blood sugar, and other possible

pregnancy problems. You may also need

certain vaccines (shots) to prevent illness and avoid

some birth defects.

Avoid alcohol, tobacco products, and any street

drugs including marijuana. These can harm a developing baby.

Work toward a healthy weight.

Overweight women have a higher risk of birth defects. Talk to your doctor about

safe ways to achieve a

healthy weight. Ask your

doctor how much weight you should gain during pregnancy.

Source: Centers for Disease Control and Prevention

3

SAM PLE

.

 

 

How to make the most of your lunch break

It can be tempting to skip your lunch break if you’re swamped. But taking a midday break can renew your energy and productivity through the afternoon and into the evening. Try these tips to make the most of your break:

• Plan your afternoon. If you’re stressed about work, make a quick list of what you want to accomplish. If there’s too much to do and not enough time, determine which things are top priority and which can wait.

Copyright 2017, American Institute for Preventive Medicine. All rights reserved. 30445 Northwestern Hwy., Ste . 350 Farmington Hills, MI 48334

248.539.1800 • aipm@healthylife.com • www.HealthyLife.com

Lunch break naps: good

or bad?

If you get a 30 or 60 minute lunch break, should you nap during this time? The National Sleep Foundation says you can consider it. Be sure you:

• Keep the midday nap to 20 minutes or less.

• Keep it early in the day. Late afternoon or early evening naps could make it hard to fall asleep at night.

If you find that napping interferes with your nighttime sleep, skip it. It’s more important to get good sleep at night.

• Get up from your workspace. A change of scenery can refresh you, even if it’s only for a few minutes. Staying in the same place all day can leave you feeling burned out.

• Stop thinking about work. Take a few moments, if you can, to take a deep breath and do something you enjoy. That might be listening to a song, a quick walk outside, or having lunch with a friend.

SAM PLE

.

 

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Due May 6, 12:00pm CST

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This assignment will be submitted to Turnitin®.Instructions

The effects of sustainability and climate change influence everyone, whether you may fully agree with the reports, or are a skeptic. This journal is assigned to help increase your awareness as well as get you to see the points of reference from both sides: believers and skeptics.

The journal’s purpose is to help you reflect on the modules materials in this course, on key points in the course content, and in particular, your career and/or area(s) interest(s).

Format: Your reflection should be at least 500 words in length and should be in an essay format. The journaling will address the following points, as they pertain to your area:

  • What is behind global warming and climate change?
  • What can we do to prevent global warming?
  • Will the actions we take today be enough to forestall the direct impacts of climate change? Or is it too little too late?
  • If we don’t do anything about it, how does it affect us and our descendants?
  • What will happen in the future, and what are the alternatives for us, if the Earth becomes unlivable?  Is this even realistic, based on your understanding and point of view/opinion?
  • What do you believe needs to be done to combat combat climate change, and if you believe that there isn’t enough information/fact checking that relates to this, please make your point.

Related video:

https://players.brightcove.net/622696559001/BJQ3kMlB_default/index.html?videoId=5828585996001

https://embed.ted.com/talks/charles_c_mann_how_will_we_survive_when_the_population_hits_10_billion

 
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Bay Area Environment Paper

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I. Introduction

The Bay Area is a unique and diverse place. A mixture of natural wonder and large urban centers. We’ve discussed many aspects of the Bay Area, including water, garbage, transportation, and agriculture. Visiting field locations really helps to understand our Bay Area environments.

Activity summary

The Bay Area is a unique and diverse place. A mixture of natural wonder and large urban centers. We’ve discussed many aspects of the Bay Area, including water, garbage, transportation, and agriculture. Visiting field locations really helps to understand our Bay Area environments.

• Addresses the field trip location & why you chose that location

The location i choose :Presidio of San Francisco

36 Lincoln Blvd, San Francisco, CA

Description: The Presidio contains miles of natural coastline along with over 800 unique buildings. To understand San Francisco’s history, you have to understand the Presidio. It contains the two oldest buildings in San Francisco and served as a military post for over two hundred years.

II.  • Motivation (why is this location important for the Bay Area environment)

Discussion

• Briefly describe the location（surroundings, environment)

• Discuss why the location relates to the bay area environment

• Discuss what questions you had before going to the location, and how you determined answers to those questions

-come up with 2to3 questions base on the surroundings, weather(climate change), and land form. *I will provide more power points or other material.

• Relate your background research to your field trip

III. Conclusion 

• Readdresses the overall topic & it’s importance

• Summarizes main points of field trip and background research

• Spelling, grammar & punctuation

• Proper formatting

Original work and appropriate length (minimum of 1,000 words, 12 point font, double spaced) ▪ Quality of background research (include a References list and cite all sources referenced). Link your background research to what you learned in the field. ▪ Quality of writing (it should be both engaging and analytical)

Self-Guided Field Trip report is due no later than midnight on May 15th.

 
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Env Proj Outline

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Running head: ECOTOPIA OUTLINE 1

Ecotopia Research Paper Outline

ECOTOPIA OUTLINE 2

Ecotopia Research Paper Outline

One of the benefits of presiding over a temperate grasslands ecotopia is the

abundance of wind and solar energy at our disposal. As Secretary of Sustainable energy,

I plan to take full advantage of the landscape to provide energy through the use of

windmills and solar panels. To promote the use of solar energy, tax credits will be

available to lessen the burden on the consumer. Where applicable, areas of the grasslands

will be zoned for the use of windmill farms. Research on windmills and their ability to

efficiently provide energy must be a top priority.

As secretary of Sustainable Transportation, my goal will be to research modes of

transportation that do not degrade our ecosystem and leave the least possible ecological

footprint on not just our charge, but the world over. With this in mind, there will be a

focus on promoting the use of eco-friendly vehicles, as well as strictly enforced standards

applied to those that must use our thoroughfares with less eco-friendly choices like

tractor-trailers. Adequate space will be given along roadways for those that opt for some

of the eco-friendliest modes of transportation like bicycles, walking, and fun new choices

such as the ELF electric vehicle (Holmes, 2016). On top of these, methods of mass

transportation such as electric railways will be looked at, but with an eye towards

sustainability in terms of energy-usage and the impact of the rails on the local

environment. Railways and roads do much to disturb natural habitats and I want to look

into ways that this can be lessened.

Sustainable transportation should result in cleaner air, and as Clean Air Czar I’ll

try to find ideas to limit emissions from automobiles as well as any industries. Since

ECOTOPIA OUTLINE 3

grasslands can be subject to wind erosion which in turn can kick up dust particles and

severely impact the air quality, I’ll look at ways to preserve the topsoil such as limiting

the cutting of prairie grasses as much as possible without impacting farming too

negatively. Because the root systems of grasses help to keep topsoil intact, where there

are properties, large lawns will be encouraged but property owners will be made aware of

how to maintain a green, sustainable lawn with such techniques like using less store-

bought fertilizers and mowing with reel mowers or smaller push mowers (Leendertz,

2011). It may even be a good idea to outlaw riding mowers and leaf blowers.

With soil erosion comes a degradation of natural mineral deposits, especially

where water runoff is concerned. There won’t be as many mineral ores as in other

biomes, but that which is here in the temperate grasslands must be carefully administered

over so as not to cause depletions that can have a cascading effect on the entire ecosystem.

Where mineral deposits are found, strict limitations will be placed on any potential

mining of those minerals since doing so will also result in a disturbance of the natural

landscape on a scale that will most likely greatly affect sustainability, particularly if coal

deposits are found.

In terms of lakes, rivers, and their surrounding wetlands, the policy will be to

avoid encroachment as much as possible. Since the presence of water attracts a richly

diverse range of plant and animal life it is worth implementing regulations to limit

degradation by humans. This will result in zoning laws to prevent any waterfront

property. Boating will be encouraged, but restrictions will be in place to make sure that

boat traffic doesn’t impede too much on the ecosystem or that it doesn’t lead to pollution.

Sewage will always be an issue and it will not do to have waste running off into the lakes

ECOTOPIA OUTLINE 4

and waterways. Proper eco-friendly sewer treatment will be a major issue that I will

tackle.

I welcome any other ideas and feedback that can help me cover all bases. I want

to be flexible to all ideas and make sure that whatever policies I put into place will not

prevent the implementation of ideas of other policy makers.

ECOTOPIA OUTLINE 5

References

Holmes, A. (2016). Four Creative Eco-Friendly Transportation Options. Earth911.

Retrieved from https://earth911.com/living-well-being/travel-living/eco-friendly-

transportation-4-creative/.

Leendertz, L. (2011). Gardens: Eco-Friendly Lawns. The Guardian. Retrieved from

https://www.theguardian.com/lifeandstyle/2011/oct/21/ecofriendly-lawns.

 
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Biodome

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ECOTOPIA RESEARCH PAPER OUTLINE 1

 

ECOTOPIA RESEARCH PAPER OUTLINE 4

 

Ecotopia Research Paper Outline

Christopher Leppert

Sunday, May 19, 2019

St Leo University

 

Presiding over the temperate grassland is of great significance because it demonstrates our concern for the environment in protecting and preserving the endangered and animal species. As Secretary of Sustainable Forestry, parks and Recreation I plan to take full advantage and promote the level of the communication and international cooperation within the temperate grasslands and show that wildlife and forest in these areas are worth of the protection. In North America, the tall grass prairies are soon becoming history. It raises alarm where we have only 3% remaining and to make the matter worse, only 0.5% is protected (Henwood, 2010). To promote conservation efforts of the forestry, parks and recreational places, core network of areas that have been destroyed will be destroyed and those at risk of being destroyed will be identified and be zoned for protection, will launch programs to support biodiversity and functional integrity and lastly, stewardship programs that encourage private partnership to conserve and protect forestry and parks.

Population policies Czar will consider the protection of forestry, parks and recreational plans that are being endangered. Policies that are suggested are; forest management activities where deforestation is banned and collaborate with the local communities for tree planting, offer adequate security to prevent poaching and having the programs that enlighten the public on the significance of conservation of the forestry and wildlife.

As secretary of Sustainable Cities (Urban Planning, Building codes and zoning), my goal will to research on how new cities can be developed that promotes respect for nature. Having this in mind as a point of focus, reevaluation will be carried to determine our current position of cities and our future, a platform will be provided for consultations with various stakeholders such as experts, residents and businesses and promote the development of open space and sustainability plans and also community plans. The houses have been designed in the manner that promotes conservation of the environment band this means construction should not place in riparian land. Laws and regulations that promote higher standards and adhere to international construction laws and that comply with the environmental standard should be implemented.

Global climate czar, soil erosion and weed encroachment are some of the problems of affecting grassland and are caused by human activities such as overgrazing. Human activities facilitate the degradation of grassland and at the same time, it demands human activities to conserve grassland. It is, therefore, necessary to understand how climate change and human activities correlate and identify policies that control human activities that negatively influence climatic change and this is one of the areas that this research will look at (Zhang, Liang, Guo, Xie, Feng & Aimaiti, 2018).

Environment Politics Advisor is an important person and the services of this profession are important because they help identify different issues that are affecting temperate grassland. Advisory services on what best can serve in protecting and conserving endangered fauna and flora will require services of the environment politics advisor. Similarly, for better policies formulation by the government will also require his or her input and therefore is of significance to look into detail the roles of environment politics advisor in the whole matter of temperate grassland.

I invite all other ideas and response from all people that will aid me to cover all the aspects that I have highlighted. My desire is to ensure that I am flexible enough such that the policies that I put in place do not overlook the ideas of other policymakers.

 

 

References

Henwood, W. D. (2010). Toward a strategy for the conservation and protection of the world’s temperate grasslands. Great Plains Research, 121-134.

Zhang, R., Liang, T., Guo, J., Xie, H., Feng, Q., & Aimaiti, Y. (2018). Grassland dynamics in response to climate change and human activities in Xinjiang from 2000 to 2014. Scientific reports, 8(1), 2888.

 
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Module 04 Environmental Controversy – Resources And Pollution

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This week’s environmental controversy focuses on bottled water in terms of its health, safety, and financial issues. People disagree on whether government or private groups should be designated to promote healthier water. What is your position? Review the background information. Then using the references along with resources from your own research, write a 1-2 page response to the questions below. Remember to cite your sources using proper APA format.

Background Information

Critics of bottled water note that the products often contain dangerous bacteria and other contaminants. They argue that the U.S. Food and Drug Administration (FDA) needs to better regulate the contents of bottled water. Others argue that media watchdog groups and competition within the private sector, rather than more regulations, are the best solutions for improving the quality of bottled water.

Based on what you have read, do you believe that pollution standards should be established for bottled water? What arguments most influenced your decision? How would you explain your position to someone who disagrees with you?

 

Bottled water: More than just a story about sales growth; Stringent federal, state and industry standards help ensure safety, quality and good taste. (2007, April 9). PR Newswire. Retrieved October 8, 2009, from ProQuest Newsstand.

Abstract

Translate Abstract

The International Bottled Water Association (IBWA) is the authoritative source of information about all types of bottled waters. Founded in 1958, IBWA’s membership includes U.S. and international bottlers, distributors and suppliers. IBWA is committed to working with the U.S. Food and Drug Administration (FDA), which regulates bottled water as a packaged food product, and state governments to set stringent standards for safe, high quality bottled water products. Additionally, IBWA requires member bottlers to adhere to the IBWA Bottled Water Code of Practice, which mandates additional standards and practices, that in some cases, are more stringent than federal and state regulations. A key feature of the IBWA Model Code is an annual unannounced plant inspection by an independent, third party organization. For more information about IBWA, bottled water and a list of member’s brands, please contact IBWA Manager of Communications Tom Gardner at 703-647-4607 or tgardner@bottledwater.org.

 

Full Text

Translate Full text

ALEXANDRIA, Va., April 9 /PRNewswire-USNewswire/ — The InternationalBottled Water Association (IBWA), in conjunction with Beverage MarketingCorporation (BMC), today released bottled water statistics for the year 2006,compiled by BMC. These numbers show that U.S. bottled water sales andconsumption continue to rise, as consumers increasingly choose bottled waterover other beverages.

 

The latest upward trend was reflected in 2006 when total bottled water volume exceeded 8.25 billion gallons, a 9.5 percent increase over 2005, and the 2006 bottled water per capita consumption level of 27.6 gallons increased by over two gallons, from 25.4 gallons per capita the previous year. Additionally, the wholesale dollar sales for bottled water exceeded $10.8 billion in 2006, an 8.5 percent increase over the $10 billion in 2005. These statistics demonstrate continued consumer demand and appreciation for the convenience and good taste of bottled water brands consumed on-the-go, during exercise, at restaurants or meetings, and at home or the office. However, consumers should also know that bottled water safety and quality result from multiple layers of regulation and standards at the federal, state and industry levels.

 

Bottled water is comprehensively regulated by the U.S. Food and Drug Administration (FDA) as a packaged food product, and has issued stringent standards for safety, quality, production, labeling, and identity. Along with the FDA’s Good Manufacturing Practices (GMPs), which are required of all foods, bottled water must comply with several other applicable regulations, including Standards of Identity, Standards of Quality and additional, specific bottled water GMPs. Being a packaged food product, bottled water is also bound by the Nutrition Labeling Education Act (NLEA) and the full range of FDA protective measures designed to enforce product safety and protect consumers. States also regulate bottled water inspections, sampling, analyzing and approving bottled water sources. Testing laboratory certification is another area where states may regulate bottled water. As part of the IBWA Bottled Water Code of Practice, IBWA members voluntarily utilize the principles of Hazard Analysis and Critical Control Point (HACCP) for a science-based approach to bottled water production and safety. FDA recognizes HACCP as a key component of food safety and consumer protection.

 

“While all beverages have their role in a marketplace with an abundance of drink choices,” says Stephen R. Kay, IBWA Vice President of Communications, “consumers are choosing bottled water as a refreshing, hydrating beverage and as an alternative to others that may contain calories, caffeine, sugar, artificial colors, alcohol or other ingredients, which they wish to moderate or avoid. For instance, during 2006, individual servings of bottled water in sizes of 1.5 liters and smaller accounted for 57.1% of the volume of bottled water sold, indicating that consumers are choosing bottled water in lieu of other bottled drinks.”

 

For an overview of bottled water regulations and standards and other bottled water information, visit the IBWA web site at http://www.bottledwater.org.

 

The International Bottled Water Association (IBWA) is the authoritative source of information about all types of bottled waters. Founded in 1958, IBWA’s membership includes U.S. and international bottlers, distributors and suppliers. IBWA is committed to working with the U.S. Food and Drug Administration (FDA), which regulates bottled water as a packaged food product, and state governments to set stringent standards for safe, high quality bottled water products. Additionally, IBWA requires member bottlers to adhere to the IBWA Bottled Water Code of Practice, which mandates additional standards and practices, that in some cases, are more stringent than federal and state regulations. A key feature of the IBWA Model Code is an annual unannounced plant inspection by an independent, third party organization. For more information about IBWA, bottled water and a list of member’s brands, please contact IBWA Manager of Communications Tom Gardner at 703-647-4607 or tgardner@bottledwater.org.

 

 

Additional articles:

 

Lisa Turner. (2001, December). Toxins on tap? Better Nutrition, 63(12), 48-50. Retrieved October 8, 2009, from Research Library. (Document ID: 90062665).

Brown, J. (2008, May). Water pressure. Vegetarian Times,(358), 29-31,6. Retrieved October 8, 2009, from Research Library. (Document ID: 1466274691)

Knopper, M. (2008, May). Bottled water backlash. E : the Environmental Magazine, 19(3), 36-39. Retrieved October 8, 2009, from Research Library. (Document ID: 1475949361).

 

Krogstad, A. (2009, January). Purifying the business of selling water. E : the Environmental Magazine, 20(1), 10-11. Retrieved October 8, 2009, from Research Library. (Document ID: 1626604811).

 
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Journal 10: Course Synthesis

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ENVS 100 – Journal 10 – Course Synthesis

Note: Everyone must do both parts of Journal 10 (This cannot be the Journal grade that you drop.)

! Preliminary Readings

Read some of the following, considering the writers’ perspectives. Also reflect on the information you have learned in our class throughout the quarter. Then turn to the next page for the instructions for your last journalling! ☺

“To live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory.” —Howard Zinn, historian and author

“Facts do not cease to exist because they are ignored.” —Aldous Huxley

Just So Much And No More http://www.yesmagazine.org/issues/reclaiming-the-commons/437

Precautionary Principle http://www.sehn.org/precaution.html

Environmental Justice http://scorecard.org/community/ej-index.tcl

Consumerism Criticism http://en.wikipedia.org/wiki/Consumerism#Criticism

Meet the Radical Homemakers http://www.yesmagazine.org/happiness/meet-the-radical-homemakers

Why “Green” Consumer Choices Aren’t Enough http://www.yesmagazine.org/people-power/why-green-consumer-choices-arent-enough- george-lakey

The Good Life Doesn’t Have to Cost the Planet http://www.yesmagazine.org/issues/sustainable-happiness/the-good-life-doesn2019t-have- to-cost-the-planet

Having a Voice Makes People Happy http://www.yesmagazine.org/issues/sustainable-happiness/having-a-voice-makes-people- happy

“Is God Green?” Citizens’ Classes http://www.pbs.org/moyers/moyersonamerica/citizensclass_green.html — Religion & Environment; Common Ground?; Religion & Politics; Your Environment

Reducing Environmental Cancer Risk: What We Can Do Now

http://deainfo.nci.nih.gov/advisory/pcp/annualreports/pcp08-09rpt/ PCP_Report_08-09_508.pdf — Tables & Figures

Just the Facts: Corporate Food http://www.yesmagazine.org/issues/food-for-everyone/just-the-facts-corporate-food

 

 

PART A – Course Reflection 1+ single-spaced page

Reflect on the course, and write about what insights you have gained from it. Answer these questions (and other insights): o What is the most interesting thing you learned in this class? o What is the most important thing you learned here? o What is something you learned from a classmate (her/his service project, journal, Q&A, or other assignment)? o What is a connection between 2 concepts or processes you learned, that before this course you would not have thought were

connected. Include a diagram or concept map to help illustrate the connection.

+

PART B – Putting It Into Action (choose one) 2+ single-spaced pages of text (figures, tables, and references list will add to that length)

Nothing exists in a vacuum. This class is about applying science to society and everyday life. So the real test of what you learned is whether you understand some science and can use it to make positive changes in your life and in the wider world. It’s easy to point out problems, but the important thing is to get involved and do something toward solving them. Your experiences (classes, jobs, volunteer experiences, family background, etc) give you a unique set of information and skills to bring to the “solution table”. In this part of the exam, consider the big picture, and incorporate insights that would help address one selected issue – for real! Make CONNECTIONS with our course readings and assignments. Include SCIENCE content from our course modules and reputable outside sources.

Either OPTION B-1 – YES! Lower-Impact Week o Download the YES! No Impact Experiment: A One-Week Carbon Cleanse PDF file:

• From our course page: http://scidiv.bellevuecollege.edu/gj/YES-NoImpactWeek.pdf • or From this link: http://big.assets.huffingtonpost.com/noimpactweek.pdf

o Complete each activity on a different day. (“Monday” in the handout might be your “Friday” [or whichever day you decide to start on. You are welcome to take more than one day per activity. The point is to not rush through and try to do more than one activity on any given day – Take time to think, feel, research, reflect.)

o Keep your daily notes in your Journal. Write about the day’s tasks that night, while fresh in your mind. (The point is to not try to remember everything days later.) Connect it with our readings and assignments.

o Conclude with a synthesis reflection essay about the experience. (What were you able to achieve? What were you not, and why? How do you feel about the experience? What will you do after this quarter, to reduce your impact, and the impacts of your family and others? What ideas for impact-reduction do you have that were not mentioned? etc.)

or OPTION B-2 – Practical Plan o Select ONE environmental issue that you think is important. Think about these questions when choosing your topic: What is a

pressing issue? What touches you personally? What is significant globally? What do you feel called to change, and why? How will you accomplish this? How might you create a “plan of action” that includes scientific information? As is probably clear by now, most natural-science processes – and thus issues – are interconnected, so you may end up modifying the focus as you research and write.

o Now, research your issue. You must be able to support your recommendations with legitimate, current facts and credible scientific sources. Check the “About Us” section of websites. Check the publication dates of books.

o Now you are ready to write and send your Practical Plan. Your goal is to make people aware of an important issue and to suggest possible solutions to deal with it. Apply what you have learned to the policies, plans, and actions that you suggest. You need to have a comprehensive, well-thought-out goal in mind – Who are your readers, and what are you trying to get across to them? It should be passionate (show your audience why this is so important for them to know), yet it needs to be backed up with SCIENCE. People don’t take “rants” seriously. Here are some potential formats (or…?): • Article, editorial, or letter to the editor for a real newspaper or magazine (& send it) • Letter to one of your real elected officials (& send it) • Public comment/testimony for a real public meeting • Video segment or public-service announcement for a real TV station or nonprofit organization • Curriculum unit for a classroom (such as your former __th grade science teacher’s) • Plan for “greening” a building (such as your workplace or faith community) • Grant proposal (such as Pepsi Refresh)

Actually send out your Practical Plan! If you want comments first, I would be happy to give you some feedback.

Bonuses You may answer any, all, or none of these questions…

 

 

XC#1: What’s your impact? Do ANY parts of ANY of the following (just one, or a bunch – it’s completely up to you!). Discuss your data. What were you surprised by? What changes will you make, and why?

XC#2: Create a fun and educational demo that is somehow related to this course. Be creative! Have fun with it! (List your references, of course.

XC#3: Use your creativity (poem, song, painting, photograph, etc) to express yourself about something interesting, profound, and/or fundamental you learned in this course. Explain your piece of art and what it means to you.

XC#4: Discuss a quotation you like, that speaks to something you learned in this course. Tell me what it is, why you chose it, and what it means. (Select one of these, or find one you prefer and tell me its source and author.)

• We shall not cease from exploration / And the end of all our exploring / 
 Will be to arrive where we started / And know the place for the first time. –T.S. Eliot, “Four Quartets”

• Give me silence, water, hope / Give me struggle, iron, volcanoes –Pablo Neruda • Never doubt that a small group of thoughtful, committed citizens

can change the world. Indeed, it is the only thing that ever has. –Margaret Mead • There are no secre ts to succe ss. It is the re sult of preparation,

hard work, and le arning f rom failure. –Colin Powell

!

In closing, I want to thank you for participating in this class. I hope it was informative. I hope it was interesting. I hope you’ll keep in touch, and: (from a song by Lee Ann Womack)

I hope you never lose your sense of wonder. You get your fill to eat but always keep that hunger… I hope you still feel small when you stand beside the ocean. Whenever one door closes I hope one more opens… I hope you never fear those mountains in the distance. Never settle for the path of least resistance… And when you get the choice to sit it out or dance, I hope you dance.

Buy, Use, Toss Curriculum http://scidiv.bellevuecollege.edu/gj/BuyUseToss-Curriculum.pdf

Green Guide Quizzes http://environment.nationalgeographic.com/environment/green-guide/quizzes

Footprint Calculators • http://www.footprintnetwork.org/en/index.php/GFN/page/calculators • http://coolclimate.berkeley.edu/uscalc • http://www.epa.gov/climatechange/emissions/ind_calculator2.html • http://myfootprint.org/en • http://www.epa.gov/climatechange/kids/calc • http://360energydiet.com • http://environment.nationalgeographic.com/environment/energy/great-energy-challenge/

light-bulb-savings-calculator • http://environment.nationalgeographic.com/environment/freshwater/water-footprint-

calculator

10 Little & Big Things You Can Do

http://www.yesmagazine.org/for-teachers/curriculum/the-story-of-stuff-take-action

 

 
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Ground Water Contamination And Water Pollution Effect On Local Community Residing In Nandesari Village, Gujarat, India Due To Excessive Industrialization.

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Drinking Water Contamination due to Hydraulic Fracturing in Western Australia: A Health Hazard Risk Assessment

 

Background

 

Hydraulic fracturing (fracking) is a stimulation technique to release gas from underground rock formations that would otherwise be impermeable.(1, 2) It involves the injection of fluid at pressures great enough to fracture the rock and release the gas inside.(1) The fracking process is shown in Figure 1 (Appendix A).(2) The fluid is predominantly water (75–99%) as well as proppant such as sand (usually 5–8% but may contribute up to 25%) and a variety of other chemical substances (1–5% combined).(1, 2) The fluid is injected into horizontally drilled wells up to 10,000 feet below the surface (Figure 1).(2) The proppant holds open the newly created fractures after the injection pressure is released, so the gas can flow through the fissures to the well (Figure 1).(1, 2) The gas is then stored and used as an energy source. This source of energy is currently on the rise and is likely to make a major contribution to future energy needs.(3) It is therefore essential to assess the health hazards associated with fracking. Comment by Author: Good intro

 

The Perth, Carnarvon, and Canning Basin’s in Western Australia (WA) have shale and tight rock formations potentially rich in natural gas (Figure 2, Appendix B).(2) Nearly three-quarters (73%) of recoverable shale gas in Australia is located in WA (Table 1, Appendix B).(2) WA will therefore be the community of interest in this health hazard risk assessment (HHRA).

 

Issue Identification

 

There are many environmental health issues of concern with fracking in WA, including soil and groundwater contamination, surface water contamination, the exacerbation of climate change due to the release of methane into the atmosphere, increased earthquake activity due to disruption of subsurface tectonic plates, and increased noise and vibration from the operation.(2, 4) This report will solely focus on drinking water contamination (groundwater and surface water), as this is the most common public health concern.(2) Comment by Author: Excellent. As you suggest, not all of these are equally likely (or of concern); e.g. climate change from methane release is less likely (or of concern) than local water contamination

 

In 2012, the Commonwealth Scientific and Industrial Research Organisation (CSIRO) conducted community meetings and workshops regarding shale gas development in WA.(2) Stakeholders, including community members, government representatives, and scientists, were present at the meetings.(2) The concerns related to drinking water, which would require risk assessment, that arose were:

· Impacts of fracking on human health through introduction of chemicals to surface and groundwater (2)

· Short and long term well integrity and potential impacts on groundwater quality and quantity(2)

· Disposal of waste water from wells and fracking – risk of contamination to surface and ground water(2)

· Contamination of groundwater from flow-back fluids due to

· Initial drilling process(2)

· Well manufacturing(2)

· Gas seepage post fracturing(2)

· Poorly stored or managed flow-back fluids at the surface(2)

· Contamination of surface water from flow-back fluids due to

· Surface spill of fracking fluids(2)

· Uncontrolled release of fluids in a blow-out(2)

· Floods or extreme weather causing overflow of waste water(2)

· Poor treatment of waste water prior to disposal in water ways(2)

 

Based on these issues of concern, the HHRA will focus on the risk of drinking water supply contamination from the result of the fracking process, including from well drilling, fracking fluids and the flow-back of fluids in wells. Comment by Author: Ok. Good to see the focus.

 

Hazard Identification

 

Fracking fluids contain hundreds of substances which could contaminate drinking water.(5) Elliott et al. identified 126 chemicals in fracking fluid with reproductive toxicity data, of which 103 (82%) are possibly associated with adverse reproductive effects.(5) Of 192 chemicals with developmental toxicity information, 95 (49%) are potentially associated with developmental toxicity.(5)

 

Last month (May 2016), DiGiulio et al. published a comprehensive analysis of all publicly available data and reports to evaluate the impact of fracking on underground sources of drinking water in the Pavillion, Wyoming, Field in USA. Chemical levels within the water were analysed using both pre-existing data and data gathered by the researchers. Figure’s 3-6 (Appendix C) show box and whisker plots of sodium (Na), potassium (K), chloride (Cl) and sulphate (SO4) levels in domestic wells in various studies.(6) Using combined data sets in and around the Pavillion Field, sodium, potassium and chloride concentrations were higher, and sulphate concentrations were lower, in produced water than would be expected (p = 6.6 × 10-19, 2.1 × 10-15, 2.6 × 10-16, 4.4 × 10-19 respectively).(6) Theseis data provides direct evidence of the impact to underground sources of drinking water at depths of stimulation.(6) Furthermore, potassium increased with calcium concentrations and sulphate increased with total dissolved solid (TDS) concentrations in domestic wells, but not in production wells.(6) Comment by Author: what is this p? statistical test comparing production well water with distant control water

 

A household survey was conducted in Washington County, Pennsylvania to determine the relationship between household proximity to natural gas wells and reported health symptoms.(7) The number of reported health symptoms was higher among those living <1km from the nearest gas well (Mean ± SD, 3.27 ± 3.72) compared with those living >2km from the nearest gas well (mean ± SD, 1.60 ± 2.14, p=0.0002).(7) A model which adjusted for age, sex, household education, smoking, awareness of environmental risk, work type, and household animals, reported skin conditions were more common in those living <1km compared with >2km from the nearest gas well (Odds Ratio=4.1, 95% CI: [1.4,12.3], p = 0.01).(7) Upper respiratory symptoms were also more prevalent in those living <1km from the nearest gas well (38%) than those living 1-2km or >2km from the nearest well (31% and 18% respectively).(7) This shows the presence of a dose response relationship between distance from wells and upper respiratory symptoms. Comment by Author: ok – some evidence (probably considered low quality for causation – according to Bradford Hill criteria.

 

Search Strategy

 

The search term, “(“hydraulic fracturing” OR *fracking) AND (“drinking water” OR groundwater OR “surface water”)” retrieved 84 results on PubMed, with 81 of these being published in the last 5 years. This was then limited to only 17 articles which were freely available online through the University of Adelaide. The same search term retrieved 541 results on Scopus, 388 of which were published in the last 5 years. Of these, 14 were published in Australia, with 11 published in the last 5 years. This is a relatively recent environmental health issue to arise, especially in Australia. The majority of relevant articles were not freely available online through the University of Adelaide, leaving a limited number of resources. Comment by Author: OK. Any review articles?

 

Exposure Assessment

 

The exposure of interest is oral ingestion of contaminated water. Exposure assessment would be carried out by comparing measured chemical concentrations at representative monitoring locations and comparing these to accepted health guidelines. Currently there areis no publicly available monitoring data in WA to identify or evaluate concentrations of chemicals that exist naturally in the environment prior to fracking taking place, and after the operations involved in fracking.(2) Comment by Author: good

 

A list of 195 substances, which may be present during the fracking process, was developed by The Department of Health (DOH).(2) A total of 22 substances are known to be used in the drilling process (Table 2, Appendix D), none of which have current guidelines.(2) Silica, bentonite clay and cristobalite are the only substances of this group known to be carcinogenic.(2) Exposure to these are primarily through inhalation and therefore the susceptible population would be employees handling the material.(8) Comment by Author: yes, this is the most clear risk

 

Table 3 (Appendix D) shows the 47 substances commonly used as additives in fracking fluid but not detected in analysis of flow-back fluids.(2) Only 3 of these substances have established guidelines.(2) The Australian Drinking Water Guidelines state that silica has no known adverse health effect in water but does alter taste and therefore has an aesthetic guideline only.(2) Sodium chloride does not have a current guideline but does effect taste at >200mg/L.(9) Two substances are known carcinogens, one a suspected carcinogen and one a possible carcinogen (Table 3).(2) One such substance, borax, can cause both developmental and reproductive toxicity.(10) Comment by Author: This is a complex cocktail of chemicals. The presence or absence of each substances may be confirmed, using specific assays that each have their limits of detection. However, the key point is how much? (so that a comparison may be made with each guideline value, using an appropriate exposure model.)

 

Table 4 (Appendix D) lists 35 substances used as additives in fracking fluid which are also detected in flow-back fluid.(2) Of these substances, 23 have guidelines for safe levels of oral intake and 3 have aesthetic guidelines.(2) Of the 35, 3 are known carcinogens (benzene, arsenic and chromium IV) and 6 are suspected carcinogens (Table 4).(2) Benzene has a carcinogenic potential to induce leukaemia and should not exceed 0.001mg/L in drinking water.(11) Arsenic is listed as a class 1 carcinogen due to evidence of increased risk of malignancy when ingested through drinking water.(8) Chromium IV is also a class 1 carcinogen but the evidence is based on inhalation, causing lung cancer.(8)

 

An additional 96 substances were found in the flow-back fluids that were not used in the fracking fluid (Tables 5 and 6, Appendix D).(2) Of these 6 are known, and 22 are suspected, to be carcinogenic.(2) Only radium 226 and 228, however, are carcinogenic via the oral route.(12)

 

Before fracking begins in a new area, a base liner assessment program which includes sampling of nearby water wells should be conducted.(13) Wells should also be sampled after fracking operations commence.(13) In order to obtain valid results, proper sampling and analysis protocols such as; using appropriate containers and seals, purging the water well prior to sample capture, following container filling procedures and following storage and holding time requirements should be followed.(13) Analyses should be conducted by an accredited laboratory using appropriate analysis methods.(13) Comment by Author: Clearly a work in progress. Sounds like there is limited information on actual human exposure. Most of it seems to be water concentration data, and mostly at the source.

 

To assess exposure, potential pathways for drinking water contamination must be identified. Table 7 (Appendix E) lists activities from which substances may be released during fracking operations.(2) Activities such as transportation, preparation of a task, drilling and well production, fuelling and tank refilling and treatment can all lead to the aforementioned substances being released into water sources (Table 7).(2) This can occur through leaks, surface spills, loss of well or dam integrity and seepage (Table 7).(2)

 

 

Risk Characterisation

 

Contamination of either surface or underground drinking water, which would render them unusable for consumption, is possible via many aforementioned mechanisms. The extent of the risk this would place on individuals consuming this water is not wholly known. Once a water source is contaminated it is difficult for it to be restored to its original quality. Application of the precautionary approach should therefore be applied.

 

Worst case hypothesised outcomes, assuming the drinking water supply is significantly contaminated and the exposed population receives sufficient dose are shown in table 8 (Appendix E). Health effects that may arise from ingestion, inhalation or skin exposure are; respiratory irritation, skin irritation gastrointestinal irritation, reproductive effects, liver or kidney effects, neurological effects and cancer (Table 8).(2) These health effects have been reported following significant exposures in humans or from animal laboratory testing.(2) However, although possible, there is no certainty that these outcomes would be experienced by any or all of those exposed. Exposure concentration, duration and frequency influence the likelihood, and severity, of outcomes. This was demonstrated by the study by Rabinowitz et al. with those living closer to the operations having greater health problems. Comment by Author: Good. Who do you think would be most susceptible to such contaminants? (amongst the “private drinking users”?) Are there a lot of people near these wells, or very few, and who are they? This is one of the common problems – risk assessors often fail to take into consideration the characteristics of the exposed population. Exposed population is mentioned on p26 of the WA report, then the authors forgot to say much (or anything) about it.

 

Risk Management and Communication

 

To minimise or eliminate the impact of contaminated water sources to WA residents, appropriate risk management must be put in place. This will need to incorporate: Comment by Author: All OK. Anything more specific on communication to the community. (or empowering the community)

· Employing best practice technologies and procedures to prevent significant chemical release into the environment(2)

· Stringent regulatory review and auditing of gas extraction activities to ensure all legislative requirements are being consistently met(2)

· Regular and timely notification of local stakeholders and the DOH of any significant changes to chemical concentrations(2)

· Mitigation strategies and plans to prevent further impacts(2)

 

Best practice technologies include international standards for well construction that must be met.(2) The wells must have several layers of cement as well as steel casing where they pass through underground water sources.(2) Before any activity can take place, the wells must be tested to pressures above what is required for fracking to ensure there are no leaks.(2)

 

A communication plan should be developed for the notification of incidents with the potential to impact public health. Ongoing consultation and collaboration between all relevant government agencies is vital.

 

The Australian Drinking Water Guidelines must be utilised as a key source. Those substances with standards should be carefully monitored to ensure they do not exceed the guidelines. Naturally existing chemicals in the area should be measured prior to any work taking place. Therefore, accurate comparisons can be drawn during the fracking process, allowing the true effect of the operation on water quality to be determined.

 

Example EH major assignment

Word Count: 2000

 

 

Page 1 of 17

 

 

References Comment by Author: Good. For ref 9, you could have used Australian drinking water guidelines

 

1. United States Environmental Protection Agency. Assessment of the impacts of hydraulic fracturing for oil and gas on drinking water resources. Washington: Office of Research and Development; 2015 June [cited 2016 June 7]. 25 p. Available from: https://www.epa.gov/sites/production/files/2015-07/documents/hf_es_erd_jun2015.pdf.

2. Government of Western Australia Department of Health. Hydraulic fracturing for shale and tight gas in Western Australian drinking water supply areas: human health risk assessment. Perth: Department of Health; 2015 June [cited 2016 June 7]. 64 p. Available from: http://ww2.health.wa.gov.au/~/media/Files/Corporate/Reports%20and%20publications/PDF/Hydraulic-Fracturing-HHRA-18June%202015.ashx.

3. Batley GE, Kookana RS. Environmental issues associated with coal seam gas recovery: Managing the fracking boom. Environmental Chemistry. [Article]. 2012;9(5):425-8. DOI: 10.1071/EN12136. Cited in: Scopus.

4. Carpenter DO. Hydraulic fracturing for natural gas: Impact on health and environment. Reviews on Environmental Health. [Article]. 2016;31(1):47-51. DOI: 10.1515/reveh-2016-0055. Cited in: Scopus.

5. Elliott EG, Ettinger AS, Leaderer BP, Bracken MB, Deziel NC. A systematic evaluation of chemicals in hydraulic-fracturing fluids and wastewater for reproductive and developmental toxicity. Journal of Exposure Science and Environmental Epidemiology. [Article in Press]. 2016. DOI: 10.1038/jes.2015.81. Cited in: Scopus.

6. Digiulio DC, Jackson RB. Impact to Underground Sources of Drinking Water and Domestic Wells from Production Well Stimulation and Completion Practices in the Pavillion, Wyoming, Field. Environmental Science and Technology. [Article]. 2016;50(8):4524-36. DOI: 10.1021/acs.est.5b04970. Cited in: Scopus.

7. Rabinowitz PM, Slizovskiy IB, Lamers V, Trufan SJ, Holford TR, Dziura JD, et al. Proximity to natural gas wells and reported health status: results of a household survey in Washington County, Pennsylvania. Environ Health Perspect. 2015 Jan;123(1):21-6. DOI: 10.1289/ehp.1307732.

8. International Agency for Research on Cancer. IARC monographs on the evaluation of carcinogenic risks to humans. Lyon; 2012 [cited 2016 June 10]. Vol 100C. Available from: http://monographs.iarc.fr/ENG/Monographs/vol100C/mono100C-14.pdf.

9. World Health Organisation. Guidelines for drinking-water quality. Fourth ed. Geneva: World Health Organisation; 2011.

10. Safe Work Australia. Hazardous substance information system; 2013 [cited 2016 July 8]. Available from: http://hsis.safeworkaustralia.gov.au/.

11. National Health and Medical Research Council. Australian Drinking Water Guidelines 6; 2011. Last Updated 2016 February [cited 2016 July 18] Available from: https://www.nhmrc.gov.au/_files_nhmrc/file/publications/nhmrc_adwg_6_february_2016.pdf.

12. International Agency for Research on Cancer. IARC monographs on the evaluation of carcinogenic risks to humans; 2011 [cited 2016 June 10]. Vol 79. Available from: http://monographs.iarc.fr/ENG/Monographs/vol79/mono79-17.pdf.

13. Groundwater protection council. Groundwater quality & testing. 2016 [cited 2016 June 11]. Available from: https://fracfocus.org/groundwater-protection/groundwater-quality-testing.

 

Appendix A: Hydraulic Fracturing

 

Figure 1: Schematic illustrating the process of hydraulic fracturing(2)

 

 

Appendix B: Shale Gas Resources in Australia

 

Figure 2: Australian basins with shale gas potential(2)

Table 1: Estimated Recoverable Shale Gas by Country(2)

 

Appendix C: Box and Whisker Plots

 

Figures 2 – 5

“Box and whisker plots of minimum and maximum, quartiles, median (line in boxes), mean (crosses in boxes) of (2) Na, (3) K, (4) Cl, (5) SO4 for domestic wells inventoried by Daddow and Plafcan in the Wind River Indian Reservation and Fremont County, respectively, sampled by EPA and WDEQ (PGDWXX series) greater than and less than 1 km from a production well, Wyoming Water Development Commission (WWDC series) greater than 1 km from a production well, EPA monitoring wells, and produced water and bradenhead water samples. Domestic wells sampled more than once, including data from Daddow, are represented with a mean value. Fourteen measurements in Daddow < 1 mg/L for potassium are not illustrated. Data points at MW01 and MW02 are samples collected during Phase III, IV, and V sample events”.(6)

 

Figure 2: Sodium (Na)(6)

 

 

Figure 3: Potassium (K)(6)

Figure 4 Chloride (Cl)(6)

 

Figure 5: Sulphate (SO4)(6)

Appendix D: Potentially Hazardous Substances in Fracking

 

Table 2: Substances used in the drilling process, guideline values and hazards(2)

Table 3: Substances used for hydraulic fracturing but not detected in flow-back fluid, guideline values and hazards(2) Comment by Author: Limit of detection

 

Table 4: Substances used for hydraulic fracturing and detected in flow-back fluid, guideline values and hazards(2) Comment by Author: At what level?

 

Table 5: Additional substances detected in flow-back fluid, guideline values and hazards(2) Comment by Author: At what level?

 

Table 6: Additional substances detected in flow-back fluid, guidelines values and hazards (continued)(2)

Appendix E: Exposure and Outcome Assessment

 

Table 7: Exposure Assessment – Identification of potential contamination events and associated exposure pathways(2)

Table 8: Possible outcomes from potential exposures(2)

 
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Enviromental Engineering Reasearch Paper

/in /by

ENV 3001 – Global Learning (GL) Assignment

This assignment provides a brief background on materials use and waste management. There are

two topics provided:

Topic 1: Endangered elements

Topic 2: Persistent waste materials in the environment (e.g., plastics)

The GL assignment should be submitted via Canvas before the last class of the semester

(Thursday June 13, 2019).

Assignment:

Select only one of the topics and discuss the issue and develop an overview of the problem as

described in the Topic below. Your report should address the points as indicated, estimated of

quantities, materials and other relevant information. Please limit your report to 2-4 pages

(appendices are OK) including figures, tables, calculations, references.

Extra credit: I have provided a paper to read: “From electronic consumer products to e-wastes:

Global outlook, waste quantities, recycling challenges”

Provide a brief discussion (1 page) on the global cross boundary transport of e-wastes.

Background

There has been significant technological advancements since 1950s. Technology adoption rates

and product replacement cycles create challenges for materials supply and management of

discarded products.

 

 

Fig. 1. Major advancements since 1990.

 

 

 

 

Fig. 2. Technology penetration.

 

 

 

 

Fig. 3. Product marketing and consumer purchase cycles. Note that disposal is not a main

consumer issue.

 

 

 

 

Fig. 4. World Population

 

 

 

Fig. 5. Most densely populated regions in the World.

 

 

 

 

Fig. 6. Water scarcity in the World.

 

 

 

Fig. 6. Growth of World population and the history of technology.

 

 

 

 

 

Topic 1: Endangered elements

 

With rapid growth in innovation and technology development over the past several decades, an

increasing number of elements in the periodic table are now used in advanced consumer products

to perform specialized functions. At the same time, with the decreasing cost and increasing

availability of the consumer products and their short use cycles; there has been increasing

concerns regarding the availability of some of the elements in the future. The concerns for supply

of materials and necessary elements include:

 projected production quantities

 available markets and projected market potential for products

 changes in production or in available ore deposits in different countries

 geopolitically concentrated production of materials

 minimal or lack of end-of-life recycling efforts

The following periodic table has been developed by the American Chemical Society to bring

awareness for the rate of utilization of some elements which are likely to be available in limited

quantities.

 

Select one of the endangered elements and discuss:

a. where it is produced b. where it is used c. production rate and consumption rate d. provide preliminary calculations for people using and discarding a specific type of

products where these materials are used

 

 

 

 

Topic 2: Persistent waste materials in the environment (e.g., plastics)

Decomposition characteristics of plastics in the environment depends on both the conditions in

the environment and the characteristics of the polymeric material. Since majority of the plastics

present in MSW are sensitive to photo oxidation, they can remain stable for longer times in the

landfill in comparison to their transformation behavior when they are exposed to sunlight (i.e.,

floating on the sea surface). A wide variety of chemical additives are incorporated into the

plastics. Some additives are designed to stabilize the polymer and make it more resistant for

degradation. For example, anti-oxidants and stabilizers used as additives inhibit the degradation

of the polymer, while pro-oxidant additives make the plastics more sensitive towards

degradation. Presence of starch increases biodegradability of plastics; however, biodegradation

of starch will not work without a pro-oxidant. The additives used in plastics are usually not

covalently bonded to the polymer. Therefore, they can leach out from the plastic material as it

degrades. Thus degradation rates of the plastics (even those with added starch) depends strongly

on the type and amount of additives used. The half-life of most plastics is over 100 years in

landfills or the environment.

 

 

PP: polypropylene, PS:polystyrene, PET: polyethylene terephthalate, LDPE: lowdensity polyethylene, HDPE: high

density polyethylene PVC: polyvinyl chloride

Select one type of plastic (PP: polypropylene, PS:polystyrene, PET: polyethylene terephthalate,

LDPE: lowdensity polyethylene, HDPE: high density polyethylene PVC: polyvinyl chloride) and

discuss:

a. where it is used b. how much is used and discarded c. provide preliminary calculations for use and discarding rates of the specific type of

plastic

 
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