Assignment 3: Trophic Cascades

/in /by

Instructions

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

Complete the first slides of the introduction. Next, follow the first example of sea otters, and answer the following questions. Then evaluate one of the case studies. This assignment is worth 15 points.

1. What does the otter eat? _________________ (1 point)

2. What happened to the kelp forest when the otter was hunted to near extinction?  (1 point)

3. Is the otter diet a direct or indirect effect on kelp? Explain.  _________________ (2 points)

4. Is the otter diet a positive or negative effect on kelp? Explain. _________________  (2 points)

5. Removal of the sea otter, a top predator also had an impact on two other species, the gull and the Eagle. How did the gull diet change with the removal of the otter from the ecosystem?  How did the eagle diet change with the removal of the otter from the ecosystem? (1 points)

6. Choose 1 of the case studies provided and analyze what happens when the top predator is present, including all direct, indirect, positive and negative effects at each and every trophic level.  It may be useful to sketch it out with dotted/solid lines and +/- symbols. Then, do the same analysis of what happens when the top predator is removed. For example, a polar bear eats seals. So, you would say the polar bear has a direct negative effect on the seals. And so on. (8 points

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

Public Land Management

/in /by

Homework #1 – EVSP331 – Public Lands Management

Question 1. In your own terms, define what is meant by “integrated resource management”? Be sure to use your own words and provide examples to help support your answer. (25 points) Cite any source used to inform your answer.

Question 2. Summarize what is meant by “anthropocentric” views of natural resource use. What ethical considerations might be attached to this term? Is this always either “good” or “bad”? Why or why not? Be sure to support your answer with examples – you may use your personal experiences with natural resources. (25 points) You are encouraged to use and cite external sources in your answer.

Question 3. Summarize in well-written paragraphs the scope/extent of Federal land ownership in the U.S. Be sure to discuss what types of land are Federally owned, what they are used for, and how much land this represents. (25 points) Cite all sources of facts used in your response, both in the text of your answer and at the bottom of it.

Question 4. List 4 important Acts that formed the foundation of public lands management in the U.S. Explain why each was important and what events led to its passage into law? (25 points) Cite your sources!

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

SWOT Analysis

/in /by

Tasks:

Identify a nonprofit organization. Some examples include Fibershed, Project Drawdown, Greenpeace, Earth Guardians, Cool Effect, Sierra Club, and One Tree Planted.

Having identified the nonprofit organization, conduct a SWOT analysis. A SWOT analysis is a strategic planning tool that dives into an organization’s internal strengths and weaknesses as well as external opportunities and threats. For the nonprofit organization, you should be able to identify, explore, and analyze the following.

  • Strengths are advantages internally at the organization. Examples include access to a large community of rabid supporters, celebrity endorsement (Links to an external site.), or especially skilled staff.
  • Weaknesses are shortcomings within the organization that may impact its ability. Examples include poor organizational structure, vacant key staff positions, and limited budgets.

Thoroughly explain at least two major strengths and two major weaknesses (review Chapter 9) of the organization. For each strength, discuss why this strength can be considered a distinctive competence for the organization. For each weakness, discuss what the organization could do to minimize that weakness. You should have a minimum of a full paragraph for each discussion of each strength and weakness.

  • Opportunities are external situations of which the organization can take advantage. Being able to spot and exploit opportunities can make a massive difference to your nonprofit’s growth.
  • Threats are external situations that could negatively impact the organization. Threats are often completely outside of the organization’s control. Examples include changes to laws or regulations in the region, economic recessions, rising taxes, and even changes to social media platforms.

Thoroughly research and analyze two opportunities and two threats that this organization is facing. Each of these opportunities and threats must come from a force or forces occurring within a dimension or dimensions of the general environment within the organization’s external environment. Include in your analysis an explanation of how each of the opportunities and threats will likely impact the company and why. Discuss how the organization can capitalize on the opportunities that are occurring from the dimensions from within the general environment and how the organization can neutralize the threats that are occurring from the dimensions from within the general environment.

Note: The critical thing to remember is that strengths and weaknesses are internal factors, and opportunities and threats are external situations.

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

Amazon Rainforest

/in /by

Amazon Rainforest birds’ bodies transform due to climate change — ScienceDaily

<www.sciencedaily.com/releases/2021/11/211113072507.htm>.

 

Summary of article (describe the key points including where the event occurred; be specific)

 

This event is connected to the course because (complete this sentence with a short, descriptive paragraph; cite specific Unit Objectives, text chapters, or Forum discussions)

 

I am personally interested in this event because (complete this sentence with a short, descriptive paragraph that describes your personal connection to this event)

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

Course Project Annotated Bibliography

/in /by

Tasks:

A basic component of academic research is the annotated bibliography. The annotated bibliography is a list of the sources you have found so far. The list is in alphabetical order as it would be on your Reference page and includes a full citation for each source as it would appear on your Reference page. However, in addition, an annotated bibliography includes an annotation for each source, which is basically a summary of the source and some commentary on why the source is useful to your project.

Some steps to consider while developing your annotated bibliography are the following.

1. Brainstorm using your sociological imagination, course readings, and outside resources, and explain your thoughts about the causes of environmental racism within the United States. Why are some groups more affected than others? What are the consequences of environmental racism? What strategies are available to reduce environmental racism amongst communities within the United States? What about local communities specifically?

2. Revisit the five research questions you developed in the previous assignment.

3. Then find content from scholarly sources connected to the research questions. You must find at least one or two scholarly sources per research question.

4. As you research to find scholarly sources, you must (1) make meaningful connections with local examples of environmental racism in the previous assignment; (2) attempt to answer some of the questions asked above (causes, consequences, and strategies of environmental racism); and (3) ensure that there is direct connection to research questions.

5. Having identified a scholarly source, an annotated bibliography must be provided.

Assignment:

Your task this week is to complete an annotated bibliography that meets the following requirements.

1. Include at least five sources.

2. Include a clear summary of each research source. Explain what the resource is about so that the reader can get a sense of the article. Here you will want to clearly state the main argument or point and explain some of the topics and supporting reasons focused on in the text.

3. Include commentary on why the source is useful and what kind of evidence it adds to your project. Does it add a particular perspective or type of evidence? Explain why you are including it. Make a connection to the specific research question.

4. Each annotation should be around 100–150 words long.

5. Include a full Reference page, formatted in APA format, for each source.

You will be graded based on the rubric below.

Rubric

Week 4: Course Project Annotated Bibliography Grading Rubric

Week 4: Course Project Annotated Bibliography Grading Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Quality of Sources

All sources demonstrate careful consideration of validity and sources do not repeat same information.
20 to >0.0 pts

Full Marks

 0 pts

No Marks

 

 20 pts
This criterion is linked to a Learning Outcome Accuracy

It includes the complete and accurate bibliographic citation for each source and is organized according to the APA citation method used.
20 to >0.0 pts

Full Marks

 0 pts

No Marks

 

 20 pts
This criterion is linked to a Learning Outcome Annotations Content

Summaries are accurate, the evaluation addresses the validity of the source, and usefulness for the assignment is included for every source.
20 to >0.0 pts

Full Marks

 0 pts

No Marks

 

 20 pts
This criterion is linked to a Learning Outcome Annotations Structure

It is well written, unique to the source, and avoids vague statements. It is the appropriate length.
20 to >0.0 pts

Full Marks

 0 pts

No Marks

 

 20 pts
This criterion is linked to a Learning Outcome Overall Quality

Bibliography could be used to generate a comprehensive research paper with excellent sources.
20 to >0.0 pts

Full Marks

 0 pts

No Marks

 

 20 pts
Total Points: 100
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

3 Questions

/in /by

2

 

Question one

 

Upper management at the CSU Widget Factory does not understand why they have any liability when it comes to workplace violence. How would you explain this to them, and what recommendations would you make to reduce the organization’s liability in workplace violence incidents? response should be a minimum of 400 words.

Question two

Due to its location on the Gulf Coast, the CSU Widget Factory is subject to hurricanes and floods. Using the plan, practice, evaluate, and adjust framework, describe the emergency preparations that the organization should make to minimize the adverse effects of these severe weather emergencies. response should be a minimum of 400 words.

 

Question three

Most people have experienced a time at work when they were made to feel uncomfortable in some way. Looking back at an experience like this that you have had and taking what you have learned from this course, how might you have approached or reacted to the situation differently? Do you feel you are now more equipped to mitigate or respond to a similar situation if it were to present itself again? Why, or why not?

must be at least 200 words. No references or citations are necessary

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

Environmental Quality And Remediation

/in /by

NREM 907 – ENVIRONMENTAL QUALITY AND REMEDIATION

COURSE LECTURER: PROF. IKECHUKWU AGBAGWA

 

Institute of Natural Resources, Environment & Sustainable Dev.,

University of Port Harcourt,

Rivers State, Nigeria.

TOPICS

    • Key Pollutants;

 

    • Factors impacting fate and transport of pollutants;

 

  • Effects on human health and ecology.

*

 

Course Aim and Objectives

  • This aspect of the course is aimed at examining the concept of pollution, its forms and causes (pollutants especially chemicals) and distribution in space and time; and the impacts of these pollutants on the human health and environment. The specific objectives include:
  • Identify the different forms of pollution and key pollutants
  • Describe the processes that dilute and distribute pollutants in soil, air and water.
  • Define some of the characteristics of pollutants that affect their environmental fates in air, water and soil.
  • Explain the concept of bioaccumulation and biomagnifications.
  • Understand the effects of different pollutants on humans and the environment.

*

 

Background and Introduction

    • Pollution, also called environmental pollution is the addition of any substance (solid, liquid, or gas) or any form of energy (such as heat, sound, or radioactivity) to the environment at a a quantity or rate faster than it can be dispersed, diluted, decomposed, recycled, or stored in some harmless form.

 

    • The major kinds of pollution are classified based on environmental media into air, water and land pollution.
    • Recently, other specific types of pollution such as noise/sound, light and thermal pollution have been recognized.

 

  • A pollutant is a waste material that pollutes air, water or soil. Three factors determine the severity of a pollutant: its chemical nature, the concentration and the persistence.

*

 

Background and Introduction

    • Some of our most toxic wastes tend to concentrate in food chains rather than decompose or diffuse.

 

  • Since we are often exposed to these pollutants in higher concentrations, they are very important to our health and understanding the processes of bioaccumulation and biomagnifications remains very significant.

 

    • Our emphasis shall be on man-made pollutants especially chemicals; their movement through water, air, and soil; and their eventual fate.

 

    • We shall be examining the various forces of physical transportation, as well as chemical and biological sources and pollutants sinks.

 

  • Finally we shall provide information on the linkages to health effects and toxicity of chemicals from their point of origin to the point of human exposure.

*

 

Different Types of Pollution

    • Pollution is categorized based on the part of the environment which they affect or impacts of the pollution.

 

    • Each of these types has its own distinctive causes and consequences.

 

  • The main types of pollution are:

 

  • Air Pollution
  • Light Pollution
  • Noise Pollution
  • Radioactive Pollution
  • Soil Pollution
  • Thermal Pollution
  • Water Pollution

*

 

Different Types of Pollution

Air Pollution

    • The contamination of the air present in the atmosphere is known as “Air pollution”.

 

    • Respiration is an important life process of all living things. We breathe in the air present in the atmosphere.

 

    • Therefore, if the air around us is contaminated with poisonous gases, it would have a fatal effect on us.

 

    • The air naturally comprises of 78% of nitrogen, 21% of oxygen, 0.9% of oxide gases and 0.1% of inert gases.

 

  • When this balance is disturbed, it causes disruptions of severe proportions.

*

 

Different Types of Pollution

Causes and Effects of Air Pollution

Air pollution can result from both human and natural actions. Natural events that pollute the air include

  • forest fires,
  • volcanic eruptions,
  • wind erosion,
  • pollen dispersal,
  • evaporation of organic compounds and
  • natural radioactivity.
  • Pollution from natural occurrences is not very often.
  • Human activities that cause air pollution are numerous and varied.

*

 

Different Types of Pollution

Causes and Effects of Air Pollution

Human activities that cause air pollution include:

1. Emissions from industries and manufacturing activities

    • Waste incinerators, manufacturing industries and power plants emit high levels of carbon monoxide, organic compounds, and chemicals into the air.
    • This happens almost everywhere that people live.
    • Petroleum refineries also release lots of hydrocarbons into the air

 

2. Burning Fossil Fuels

  • Fumes from car exhausts contain dangerous gases such as carbon monoxide, oxides of nitrogen, hydrocarbons and particulates.
  • These gases cause great harm to people who breathe them.
  • In addition, they react with environmental gases to create further toxic gases.

 

 

 

 

*

 

Different Types of Pollution

Causes and Effects of Air Pollution

Human activities that cause air pollution include:

3. Household and Farming Chemicals

  • Crop dusting, fumigating homes, household cleaning products or painting supplies, over the counter insect/pest killers, fertilizer dust emit harmful chemicals into the air and cause pollution.
  • In many cases, when we use these chemicals at home or offices with no or little ventilation, we may fall ill if we breathe them.

4. Emissions from open dumpsites

  • Open dumpsites apart from creating terrible aesthetic appeal, emit putrefaction gases such as carbon monoxide, carbon dioxide and methane, which themselves are toxic.
  • These gases become even more toxic when they react with atmospheric gases

*

 

Different Types of Pollution

Causes and Effects of Air Pollution

    • Thus there are many sources and agents of air pollution including biological (pollens, microbes, mites, biotoxins)
    • chemical (inorganic and organic) and
    • physical (dusts, aerosol, smog, mists).

 

  • Chemical sources of air pollution remains the most widely investigated due to their deleterious effects.
  • There are six most common pollutants which are also known as Criteria Pollutants. (Fig. 1)
  • They include ozone, carbon monoxide, sulfur dioxide, lead, nitrogen oxides, and particulate matter.
  • Greenhouse gases are another form of hazardous air pollution

*

 

Different Types of Pollution

Causes and Effects of Air Pollution

Criteria Pollutants

  • Particulate matter (PM10 and PM2.5)
  • Ozone (O3)
  • Nitrogen dioxide (NO2)
  • Carbon monoxide (CO)
  • Sulphur dioxide (SO2)
  • Lead (Pb)

*

 

Sources and Effects of Air Pollution

1. Carbon Monoxide (CO): Fuel combustion from vehicles and engines.

  • Reduces the amount of oxygen reaching the body’s organs and tissues; aggravates heart disease, resulting in chest pain and other symptoms.
  • Ground-level Ozone (O3): Secondary pollutant formed by chemical reaction of volatile organic compounds (VOCs) and NOx in the presence of sunlight.
  • Decreases lung function and causes respiratory symptoms, such as coughing and shortness of breath, and also makes asthma and other lung diseases get worse.
  • Gas Ozone can affect people’s health and can damage vegetation types and some animal life too.
  • Lead (Pb): Smelters (metal refineries) and other metal industries; combustion of leaded gasoline in piston engine aircraft; waste incinerators (waste burners), and battery manufacturing.
  • Damages the developing nervous system, resulting in IQ loss and impacts on learning, memory, and behavior in children. Cardiovascular and renal effects in adults and early effects related to anaemia.

 

*

 

Sources and Effects of Air Pollution

  • Nitrogen Dioxide (NO2): Fuel combustion (electric utilities, big industrial boilers, vehicles) and wood burning.
  • Worsens lung diseases leading to respiratory symptoms, increased susceptibility to respiratory infection.

 

  • Particulate Matter (PM): This is formed through chemical reactions, fuel combustion (e.g., burning coal, wood, diesel), industrial processes, farming (plowing, field burning), and unpaved roads or during road constructions.
  • Short-term exposures can worsen heart or lung diseases and cause respiratory problems. Long-term exposures can cause heart or lung disease and sometimes premature deaths.

 

  • Sulfur Dioxide (SO2): SO2 comes from fuel combustion (especially high-sulfur coal); electric utilities and industrial processes as well as natural occurrences like volcanoes.
  • Aggravates asthma and makes breathing difficult. It also contributes to particle formation with associated health effects.

*

 

Sources and Effects of Air Pollution

  • Carbon Dioxide: This greenhouse gas is a natural byproduct of respiration.  It is also associated with the burning of fossil fuel.
  • It causes global warming and respiratory ailments

 

  • Methane:  Comes from the gas emitted by livestock, decaying waste dumps, swamps.
  • It causes global warming and respiratory ailments

 

  • Chlorofluorocarbons:  Once used as propellants in aerosol items and in refrigerants.
  • CFCs have been outlawed due to the hazardous effect on the ozone layer.

*

 

Sources and Effects of Air Pollution

Other effects of air pollution are:

    • Acidification
    • Chemical reactions involving air pollutants can create acidic compounds which can cause harm to vegetation and buildings.
    • Sometimes, when an air pollutant, such as sulfuric acid combines with the water droplets that make up clouds, the water droplets become acidic, forming acid rain.
    • When acid rain falls over an area, it can kill trees and harm animals, fish, and other wildlife.

 

    • Acid rain destroys the leaves of plants.

 

  • Eutrophication – excess deposit of nitrogen from pollutants by rain can lead to pollution of soil and rivers, and eutrophication of lakes.

*

 

Light Pollution

    • Light pollution is the excessive and prolonged use of artificial lights, in a way that results in brightening of night skies, disrupting natural cycles and activities of wildlife, health problems in humans, as well as preventing humans from observing stars and other planets.

 

    • In other definitions, it does not only have to do with the sky, but anywhere that artificial lights are used, where they are not intended to.

 

    • Other terms often used for light pollution are ‘photopollution’ and ‘luminous pollution’.

 

  • Light pollution is an increasing problem threatening astronomical facilities, ecologically sensitive habitats, all wildlife, our energy use as well as our human heritage

*

 

Types of light pollution

  • Sky glow: This is the bright orange-pink glow that hangs over cities and towns in the night. This is also common in the Niger Delta where gas flaring leaves a continuous sky glow at night

 

    • Glare: This is the effect produced when the eyes are exposed to bright light.
    • Bright flashlight directed at your face in a dark place almost blinds you and suddenly you cannot see other objects or shadows around you.
    • This is particularly dangerous when driving, because bright lights from cars coming towards you reduce your vision and puts pedestrians and other road users at risk.
    • The most common causes of glare include bright streetlights and car lights.

 

*

 

Types of light pollution

  • Light trespass (Spillover): This occurs when light goes over its intended range.
  • Think of your neighbor’s security light shining through your bedroom windows and lighting up your room all night.
  • Light spillover is a very common subject of complaint by many residential dwellers.

*

 

Sources of Light Pollution

    • Electronic Advertising Boards and Commercial Centers: Several large electronic sign boards in the cities and on highways are lit up by powerful lights that focus on the boards from below. These light reflect upwards brightening everywhere;

 

    • Streetlights and car lights: In some cities, miles of powerful streetlights stay on all night;
    • Night Sports grounds: Floodlights that light stadiums and other places of sports often contribute to light pollution as the powerful lights end up upwards. These include the large light posts on the car parks.

 

  • City Parks, Airports, public places: Many of these areas use many old-fashioned lights that are not shielded and have a lot of it emitting light upwards.

*

 

Sources of Light Pollution

  • Residential Areas: mainly glare and spillover type. Garden and landscape lights for aesthetics often end up as a nuisance at night, because they tend to cause irritation to people as they walk or drive in these areas.

 

  • Oil & Gas Flare lights: Forest and neighbouring communities

*

 

Effects of Light Pollution

    • Waste of resources: It costs a lot of money to light up homes, public places, sports and commercial places.

 

  • Loss of historical and cultural value: loss of sky view with stars and other space objects that we used to enjoy especially for young people growing up in cities.
  • Health implications: Disability glare, eye strain, loss of vision and stress from glare and spillovers are huge problems as much light can harm our eyes and also the harm the hormones (such as melatonin) that adjusts visions.

*

 

Effects of Light Pollution

 

  • Wildlife: Many insects, birds, mammals and reptiles are photoperiodic in nature and aspects of their physiology and behavior are influenced by day–night or circadian rhythms including their eating, mating, growth and development; also killed accidentally and persecuted by light.
  • Interference/alteration of photosynthetic and entire metabolic activities in plants

*

 

Noise Pollution

    • Sound is essential to our daily lives, but noise is not.

 

    • Noise is generally used as an unwanted sound, or sound which produces unpleasant effects and discomfort on the ears.

 

    • Sound becomes unwanted when it either interferes with normal activities such as sleeping, conversation, or disrupts or diminishes one’s quality of life.

 

  • Not all noise can be called noise pollution. – if it does not happen regularly, it may be termed as ‘Nuisance’..

*

 

Noise Pollution

    • Generally, noise is produced by household gadgets, big trucks, vehicles and motorbikes on the road, jet planes and helicopters, loud speakers etc.

 

    • Noise (or sound) is measured in the units of decibels and is denoted by the dB.

 

    • Noise which is not more than 115 dB is tolerant.

 

    • The industrial limit of sound in the industries must be 75 dB according to the WHO.

 

  • Noise is considered as environmental pollution, though not as damaging on humans as water, air or land pollution.

*

 

Sources of Noise Pollution –

  • Household sources:
  • Gadgets like food mixer, grinder, vacuum cleaner, washing machine and dryer, cooler, air conditioners, can be very noisy and injurious to health.
  • Others include loud speakers of sound systems and TVs, iPods and ear phones.
  • A dog barking all night everyday at every shadow it sees, disturbing everyone else in the apartment.

ii. Social events: Places of worship, discos and gigs, parties and other social events

In many market areas, people sell with loud speakers; others shout out offers and try to get customers to buy their goods.

It is important to note that whey these events are not often, they can be called ‘Nuisance’ rather than noise pollution.

*

 

Sources of Noise Pollution –

Commercial and industrial activities:

  • Printing presses, manufacturing industries, construction sites, contribute to noise pollutions in large cities.
  • In many industries, it is a requirement that people always wear earplugs to minimize their exposure to heavy noise. People who work with lawn mowers, tractors and noisy equipment are also required to wear noise-proof gadgets.
    Transportation: aero planes, trains, vehicles on road—these are constantly making a lot of noise and people always struggle to cope with them.

*

 

Effects of noise pollution

    • Problems caused by noise pollution include stress related illnesses, speech interference, hearing loss, sleep disruption, and lost productivity. Most importantly, there are three major effects:

 

    • Hearing: The immediate and acute effect of noise pollution to a person, over a period of time, is impairment of hearing via eardrum & hearing impairment.

 

    • Animals: Noise affect most animals by frightening and scaring them. Excessive noises are causing a lot of injuries and deaths to whales.

 

  • Effects on general health: Health effects of noise include anxiety and stress reaction and in extreme cases fright. The physiological manifestations are headaches, irritability and nervousness, feeling of fatigue and decreases work efficiency..

*

 

Soil (Land) Pollution

    • Land pollution is the deterioration (destruction) of the earth’s land surfaces, often directly or indirectly as a result of man’s activities and their misuse of land resources.

 

    • It occurs when waste is not disposed of properly, or can occur when humans throw chemicals onto the soil in the form of pesticides, insecticides and fertilizers during agricultural practices.

 

  • Exploitation of minerals via mining has also contributed to destroy the earth’s surface.

*

 

Sources and Types of land pollution

  • Agricultural sources: These include waste matter produced by crop, animal manure and farm residues. They also include the chemical left over of all pesticides, fertilizers and insecticides used for agricultural activities
  • Ashes: The residual matter that remains after solid fuels are burned.

Two types of ashes are produced when waste is burnt in incinerators. (i) Bottom ash is the debris from burnt metal and glass waste. Bottom ash is not bio-degradable. (ii) fly ash often trapped by filters in the chimney of incinerators.

These ashes are known to be toxic (poisonous).

Ashes easily leak into the soil and water tables causing land and water pollution.

  • Mining sources: This includes piles of coal refuse and heaps of slag and underground debris.

Additionally, iron and other chemicals such as copper, mercury and lead from mining practices leach into the soil, polluting it and leaving it exposed to water bodies as well.

  • Industrial sources: These include paints, chemicals, metals and aluminum, plastics and so on that are produces in the process of manufacturing goods.

*

 

Sources and Types of land pollution

  • Sewage Treatment: Wastes that are left over after sewage has been treated, biomass sludge, and settled solids. Some of these are sent directly to landfills whiles other treatment plants burn them to generate electricity. Both end up polluting the environment.
  • Garbage or waste: These include household or municipal waste such as glass, metal, cloth, plastic, wood, paper, and so on. Some of these can decay and others cannot. They are usually collected and sent to landfills where the pollution action begins.
  • Construction sources: These include waste like debris, wood, metals and plastics that are produced from construction activities.
  • Deforestation: This is when trees are cut down for economic purposes, mining, farming and construction.
  • In forests areas, trees absorb and reflect about 20% of the intense heat from the sun, protecting and preserving its surface soils.
  • Cutting down trees mean that the land is exposed to direct sunlight and rain, resulting in soil erosions, desertification and land degradation

*

 

Sources and Types of land pollution

  • Chemical And Nuclear Plants: Chemical waste from chemical industries that are disposed of into landfills.
    Oil Refineries: Crude oil refined into usable petrol, gas or diesel, there are by-products that end up as waste.

*

 

Effects of land pollution.

    • There can be catastrophic consequences of land pollution in relation to humans, animals, water and soils.

 

    • The effects are even worse if the garbage is not separated into organic, reusable and recyclable waste.

 

    • Cause problems in the human respiratory system; the skin and various kinds of cancers.

 

  • The toxic materials in the soil can get into human body directly by:
  • Contact with the skin;
  • Dump sites and landfills also come with serious problems like bad smell and odour in the town; breeding of rodents like rats, mice and insects, who in turn transmit diseases.
  • Burning landfill also cause further air pollution.

*

 

Thermal Pollution

    • Thermal Pollution is the rise in the temperature in the ecosystem due the release of excessive heat energy into the environment by artificial methods or natural disasters.

 

    • Industries release a lot of heat energy which gets transferred to the air and water bodies.

 

    • Combustion engines release a lot of heat energy as they require high temperatures to function.

 

  • Carbon dioxide block heat from exiting the atmosphere and so the heat coming in from the sun is trapped in the atmosphere.

 

    • Another common cause of thermal pollution is the use of water as a coolant by power plants and industrial manufacturers.

 

  • The water often leaks or is discharged out of these facilities into the natural environment.

*

 

Effects of Thermal Pollution

  • Oxygen Supply: The most important impact of warm water thermal pollution is a decrease in dissolved oxygen. Less oxygen in the environment may affect aquatic organisms and the overall health of the ecosystem.
  • Plant growth: Warm water may speed up the growth of plants by encouraging photosynthesis. Increases in algae and other plant populations may affect the amount of plant material decomposing in the environment. Bacteria require oxygen for decomposition, which means there is less available for other organisms. Harmful algal blooms occur when certain types of algae grow quickly in water, forming patches that may block sunlight and decrease the amount of dissolved oxygen in the water. The algae that may negatively affect human health include cyanobacteria, which may contaminate drinking water and have been associated with gastroenteritis, skin irritation, and liver damage.

*

 

Effects of Thermal Pollution

  • Toxins and Bioaccumulation: Harmful marine algae that proliferate in warm condition produce toxins that can build up in shellfish. When ingested, these toxins may cause neurological or gastrointestinal problems or even death. Breathing the toxins may contribute to asthma attacks in susceptible individuals.
  • Animal reproduction: The reproduction of aquatic species is often temperature-dependent. A change in water temperature may change when organisms spawn or if they do at all. For example, some marine bivalves (such as clams and oysters) spawn in the summer. Warmer water temperatures will encourage the organisms to spawn at an inappropriate time and for longer. This may affect the health of the population if the appropriate food is unavailable. On the other hand, the lugworm spawns in cold water and may not spawn at all if the water is too warm.

*

 

Effects of Thermal Pollution

  • Adaptation to thermal pollution: Thermal pollution may increase water temperatures by as much as 30 degrees. Such drastic changes may be lethal to cold water organisms, such as trout and salmon.
  • Thermal shock, or a sudden and rapid rise in temperature, can denature proteins, disrupt metabolic processes, and result in death.
  • Thermal discharge has been found to affect coral reefs. Coral living in thermal discharges.
  • Thermal enrichment: Thermal enrichment is also a potential side effect of thermal pollution. Thermal enrichment is considered to be beneficial to aquatic organisms.
  • Warmer water temperatures may speed up the growth of commercial fishing stocks, extend fishing seasons, or encourage the migration of more desired organisms to an area.
  • The benefits of thermal pollution are generally thought to not outweigh the negative consequences.

*

 

Water Pollution

    • Water pollution is the contamination of water bodies (e.g. lakes, rivers, oceans, aquifers and groundwater), very often by human activities.

 

    • Water pollution occur when pollutants (particles, chemicals or substances that make water contaminated) are discharged directly or indirectly into water bodies without enough treatment to get rid of harmful compounds.

 

    • Pollutants get into water mainly by human causes or human factors.

 

    • Water pollution can be a Point-source, Non Point-source, or Transboundary in nature.

 

    • Water pollution is the second most imperative environmental concern along with air pollution.

 

  • Any change or modification in the physical, chemical and biological properties of water that will have a detrimental consequence on living things is water pollution.

*

 

Sources and Types of water pollution.

  • Nutrients Pollution: Some wastewater, fertilizers and sewage contain high levels of nutrients. If they end up in water bodies, they encourage algae and weed growth in the water. This will make the water undrinkable, and even clog filters. Too much algae will also use up all the oxygen in the water and other water organisms in the water will die out of oxygen starvation.
  • Surface water pollution: Surface water includes natural water found on the earth’s surface, like rivers, lakes, lagoons and oceans. Hazardous substances coming into contact with this surface water, dissolving or mixing physically with the water can be called surface water pollution.

*

 

Sources and Types of water pollution.

  • Ground water pollution: When humans apply pesticides and chemicals to soils, they are washed deep into the ground by rainwater. This gets to underground water, causing pollution underground.
  • Microbiological: In many communities in the world, people drink untreated water (straight from a river or stream). Sometimes there is natural pollution caused by microorganisms like viruses, bacteria and protozoa. This natural pollution can cause fishes and other water life to die. They can also cause serious illness to humans who drink from such waters.
  • Suspended Matter: Some pollutants (substances, particles and chemicals) do not easily dissolve in water. This kind of material is called particulate matter. Some suspended pollutants later settle under the water body. This can harm and even kill aquatic organisms that live at the bottom of water bodies.

*

 

Sources and Types of water pollution.

  • Chemical Water Pollution: Many industries and farmers work with chemicals that end up in water. This is common with Point Source Pollution. These include chemicals that are used to control weeds, insects and pests. Metals and solvents from industries can pollute water bodies. These are poisonous to many forms of aquatic life and may slow their development, make them infertile and kill them.
  • Oil Spillage: Oil spills usually have only a localized effect on wildlife but can spread for miles. The oil can cause the death to many fish and get stuck to the feathers of seabirds.
  • Sewage and wastewater: Every day, we cook, do laundry, flush the toilet, wash our cars, shower and do many things that use water. Think about how we use water in schools, hospitals and public places. Where do you think all the water, liquid waste, poop and urine end up? In many developed communities, wastewater and soluble waste (called sewage) is treated, cleaned and dumped into the sea or river. Even though they are treated, they are never the same as fresh water. In some not-so-developed countries, the sewage is not treated but quickly dumped into the sea or water bodies. This is dangerous because they contaminate the environment and water bodies and bring many deadly diseases to us.

*

 

Sources and Types of water pollution.

  • Septic Tanks: Every domestic (home) toilet is connected to septic tank usually located outside the house. Each time poop is flushed down the toilet, it goes into this tank, where the solid part is separated from the liquid part. Biological processes are used to break down the solids and the liquid is usually drained out into a land drainage system. From this stage, it can escape into the soil and nearby water bodies.
  • Ocean and marine dumping: Again, think of the rubbish we all make each day. Paper waste, food waste, plastic, rubber, metallic and aluminum waste. In some countries, they are deposited into the sea. These waste types take some time to decompose. For example, it is known that paper takes about 6 weeks, aluminum takes about 200 years and glass takes even more years. When these end up in the sea, they harm sea animals and cause a lot of water animal deaths.
  • Underground storage and tube leakages: Many liquid products (petroleum products) are stored in metal and steel tubes underground. Other sewage systems run in underground tubes. Over time, they rust and begin to leak. If that happens, they contaminate the soils, and the liquids in them end up in many nearby water bodies.
  • Atmospheric: Atmospheric deposition is the pollution of water bodies caused by air pollution. Each time the air is polluted with sulphur dioxide and nitrogen oxide, they mix with water particles in the air and form a toxic substance. This falls as acid rain to the ground and gets washed into water bodies. The result is that water bodies also get contaminated and this affects animals and water organisms.

*

 

Effects of water pollution.

    • Water pollution is very harmful to humans, animals and water life.

 

    • Death of aquatic (water) animals:

 

    • Disruption of food-chains: Pollution disrupts the natural food chain as well.

 

    • Diseases: Eventually, humans are affected by this process as well.

 

  • Destruction of ecosystems: Ecosystems can be severely changed or destroyed by water pollution.

*

 

Radioactive (Nuclear Waste) Pollution

    • Radiation pollution is a physical type of environmental pollution and radiation hazards come from ionizing and non-ionizing radiations.

 

  • Radioactive material is unstable energy whose exposure causes extreme effects on human beings, plants and animals.

 

    • Radioactive pollution via the release of radioactive substances or high-energy particles into the air, water, or earth as a result of human activity, either by accident or by design.

 

    • Nuclear fallout is the distribution of radioactive contamination by a nuclear explosion and the amount of radioactive material released in an accident is called the source term.

 

  • Contamination may occur from radioactive gases, liquids or particles

*

 

Sources of Radioactive pollution

  • Natural: Sometimes natural sources of radioactivity, such as radon gas emitted from beneath the ground, are considered pollutants when they become a threat to human health.

 

  • Nuclear weapon testing or detonation;

 

    • The nuclear fuel cycle, including the mining, separation, and production of nuclear materials for use in nuclear power plants or nuclear bombs;

 

  • Accidental release of radioactive material from nuclear power plants.

*

 

Effects of Radioactive Pollution

    • Since even a small amount of radiation exposure can have serious (and cumulative) biological consequences, and since many radioactive wastes remain toxic for centuries, radioactive pollution is a serious environmental concern even though natural sources of radioactivity far exceed artificial ones at present.

 

 

    • The problem of radioactive pollution is compounded by the difficulty in assessing its effects

 

    • Atmospheric Radioactive Pollution

 

  • Radioactive Pollution on Land and Water

 

  • The mining of uranium, for example, produces highly radioactive tailings which can be blown into the air, contaminate soil , or leach into bodies of water.

*

 

Contaminant Fate and Transport in the Environment

Chemical Transport are the processes that move chemicals through environmental media while Chemical Fate is the eventual disposition of a chemical contaminant.

 

This can include destruction or long term storage in a sink and/or exposure-biotransformation in ecological and human receptors

*

 

Contaminant Fate and Transport in the Environment

  • The existence of contaminated sites may result in the release of chemicals into:
  • air – volatilization and fugitive dust emissions,
  • surface water (from surface runoff/overland flow and groundwater seepage),
  • groundwater (through infiltration/leaching),
  • soils (due to erosion – including fugitive dust generation/deposition and tracking),
  • sediments (from surface runoff/overland flow),
  • biota (due to biological uptake and bioaccumulation).

*

 

Contaminant Fate and Transport in the Environment

    • Contaminants released into the environment are controlled by a complex set of processes including transport, transformation, degradation and decay, intermedia transfer, and biological uptake.

 

    • In addition, many toxic chemicals are persistent and undergo complex interactions in more than one environmental medium.

 

  • Environmental fate analyses can be used to assess the movement of chemicals between environmental compartments.

*

 

Contaminant Fate and Transport in the Environment

    • The fate of chemical compounds released into the environment forms an important basis for evaluating the exposure of biological receptors to hazardous chemicals.

 

  • Multimedia transport models are generally employed in the prediction of the long-term fate of such chemicals in the environment.

 

    • Chemicals released into the environment do not respect media boundaries or political boundaries.

 

  • Exchanges continually occur between different environmental media so modeling transport within only one medium will not completely describe the chemicals fate.

*

 

Contaminant Fate and Transport in the Environment

  • Knowledge of the principals of fate and transport allows predictive capability of the movement of chemicals for both environmental monitoring validation and development of engineering, institutional and/ or administrative controls.

*

 

Contaminants Distribution between Environmental Compartments

  • Environmental media include: Air, surface water, sediment, groundwater-saturated zone, soil-topsoils, subsurface area -Vadose Zone (unsaturated zone) and food chain.

 

    • Chemicals present in one environmental medium are affected by several complex processes and phenomena, facilitating transfers into other media.

 

    • The potential for intermedia transfer of pollutants from soil medium to other media is particularly significant; in fact, contaminated soil can be a major source for the contamination of groundwater, atmospheric air, subsurface soil gas, sediments, and surface water.

 

  • Eg. chemical constituents with moderate to high degree of mobility can leach from soils into gw; volatile constituents may contribute to subsurface gas in the vadose zone and releases into the atmosphere. .

*

 

Contaminant Distribution between Environmental Compartments

    • Conversely, the potential for intermedia transport of constituents from other media into soils does exist; for example, chemical constituents may be transported to soils via atmospheric deposition, and also through releases of subsurface gas.

 

    • Chemical constituents having a moderate to high degree of mobility can leach from soils into ground water; volatile constituents may contribute to subsurface gas in the vadose zone and also possible releases into the atmosphere.

 

  • A natural processes work to lessen or attenuate contaminant concentrations in the environment; the mechanisms of natural attenuation include dispersion, dilution, ion exchange, precipitation, adsorption and absorption, filtration, gaseous exchange, and biodegradation.

*

 

Important Fate and Transport Properties/Parameters

    • As pollutants are released into various environmental media, several factors contribute to their migration and transport.

 

  • For instance, in the groundwater system, the solutes in the porous media will move with the mean velocity of the solvent by:
  • Advective mechanism;
  • hydraulic dispersion and molecular diffusion (which is caused by the random Brownian motion of molecules in solution that occurs whether the solution in the porous media is stationary or has an average motion).
  • the transport and concentration of the solute(s) are affected by reversible ion exchange with soil grains,
  • chemical degeneration with other constituents, fluid compression and expansion, and in the case of radioactive wastes by the radioactive decay.

*

 

Important Fate and Transport Properties/Parameters

  • In addition, several site characteristics may influence the environmental fate of chemicals:
  • the amount of ambient moisture,
  • humidity levels,
  • temperatures
  • wind speed,
  • the geologic characteristics,
  • Hydrologic characteristics,
  • Pedologic characteristics
  • watershed characteristics,
  • topographic features of the site and its vicinity,
  • vegetative cover of site and surrounding area,
  • land use characteristics.

*

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

Gasland Assignment

/in /by

Watch the video and answer the question from word doc. (No plagiarism please)

Video:  https://vimeo.com/97358756

Question:

Gasland Part II Questionnaire

1.How much natural gas does President Obama say the USA has in reserve?

 

2.According to Wilma Subra, what has happened to the Gulf of Mexico ecosystem after the BP oil spill in 2010? Does gas production continue?

 

3.What is termed the “Saudi Arabia of natural gas”?

 

4.What is hydraulic fracturing? What method is used for gas extraction?

 

5.Is fracking included in the Safe Drinking Water Act?  Do companies have to disclose what chemicals they are using during fracking?

 

6.According to the NY Times report how was waste water from drilling being disposed of?

 

7.What gas was contaminating Dimock, Pennsylvania’s groundwater?

 

8.Land owners in Wyoming do not own “Mineral Rights.” This means the oil and gas companies can buy the mineral rights and land owners have no control over where there is drilling and get no profits from oil and gas extracted from beneath their land. Does this seem fair?

 

9.Once contaminates, like the chemicals used in fracking fluids, get into the ground, can those contaminates be removed easily?

 

10.What is your opinion on the following statements?

 

•“There’s really absolutely nothing new about this… We’ve been doing resource extraction at the expense of indigenous populations the entire history of this country… Unique to the situation is, you got a lot of upper middle class white people with college degrees getting ticked off because they’re being treated the way third world people have always been treated by corporate America.” – Rep. Lon Burnam (TX)

 

•“Three years ago I was a Republican, now I’m an Independent… The things they did, they pissed all over us… What they’re doing here is the biggest assault on private property rights that I’ve ever heard or seen, and they’re supposed to be conservatives. That’s one of the founding principles of conservativism, is private property rights, and you got no private property rights. Not in Texas at least” – Calvin Tillman, Mayor, Dish, TX

 

11.What consequence of oil and gas drilling to human health is being experienced by Bob and Lisa Parr?

 

12.Was construction of the municipal water pipe that would bring clean water to Dimock, PA completed?

 

13.What is Hill & Knowlton? Who employed Hill & Knowlton in the past? Who employs Hill & Knowlton now?

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

MOS 5425 Advanced Toxicology WK 3 Case Study

/in /by

Course Textbook APA Citation:

 

 

Kacew, S., & Lee, B. M. (2013). Lu’s basic toxicology: Fundamentals, target organs, and risk assessment (6th ed.). New York, NY: Informa Healthcare.

 

 

Unit 3 Case Study.  

In 500 words, respond to the following scenario. Please be sure to utilize at least two references to support your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

A woman delivers a healthy baby just prior to starting a new job at a small manufacturing plant. Within a few months after she starts work at her new job, her infant appears sickly and is hospitalized. The woman discusses her newborn’s condition with her co-workers and finds an unsettling similarity to events that led up to the illness of another female coworker’s child. First, how might you determine if there is a connection between the mother’s new job and her child’s illness? Speculate what factors you might have to address and how would you test to prove that there was a connection. Would the woman have a case if it were taken to court? Why, or why not?

 

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

Unit 6

/in /by

Course Syllabus

Course Description

Provides a framework for conducting and evaluating independent research in the fire service by examining the basic principles and methodology for analyzing current fire- related research.

Course Textbook(s)

Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th ed.). London, United Kingdom: Sage.

Course Learning Outcomes

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

1. Locate, evaluate, and analyze fire-related research. 2. Demonstrate the application of fire research to a research problem. 3. Conduct a literature review of current research on a fire-related topic. 4. Determine the appropriate use of both qualitative and quantitative methodologies within a research project. 5. Draft a fire-related research proposal. 6. Write a fire-related research report.

Prerequisite(s)

No prerequisite courses are required for enrollment in this course.

Credits

Upon completion of this course, the students will earn 3 hours of college credit.

Course Structure

1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.

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

3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material. 4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or

outside resources. 5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the

resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards

provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.

7. Unit Assignments: Students are required to submit for grading Unit Assignments. 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.

8. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general

FIR 4308, Applications in Fire Research

FIR 4308, Applications in Fire Research 1

 

 

questions or questions related to course content. 9. Student Break Room: This communication forum allows for casual conversation with other 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 web page. 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 a.m. to 5 p.m. and Friday from 8 a.m. to 3 p.m. 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 Article Review

For this assignment, use the CSU Online Library databases to locate a peer-reviewed article that is in some way related to the principles of fire chemistry and fire dynamics as well as their effects on emergency situations. You can select any article of interest dealing with this broad topic, which should give you plenty from which to choose. Some examples are reports analyzing a fire or other articles that research what took place at a fire incident. You may also find an appropriate article on the National Fire Protection Association, National Institute for Occupational Safety and Health, National Institute of Standards and Technology, United States Fire Administration websites. Be sure to select a full-length article. Letters to the editor, editorials, roundtable discussions, blog postings, or press releases made to look like articles are not acceptable for this assignment. This assignment is to give you practice reviewing articles that contribute to the industry.

The article you choose must meet the following requirements:

be peer-reviewed or scholarly in nature; relate to the concepts within this course and, if possible, to your research proposal topic; and be at least eight pages in length.

The article review you submit must meet the following requirements:

be at least two full double-spaced pages in length not including the title page or reference page; identify the main topic/question; critique the article and share your thoughts on what appears to be valid or invalid; and include your thoughts on whether you agree with the author’s position, and why, or why not?

Be sure to summarize, paraphrase, and cite the information. Do not copy directly from the textbook or from any other source. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations and entries in the reference section. All references and citations used must be in APA style.

Information about accessing the grading rubric for this assignment is provided below.

Unit II Scholarly Activity

Developing the Research Problem and Question

Developing the research question can be one of the most challenging parts of the whole process. A well-defined research question should be narrow in scope and should be a question to which the answer is not already known through other published material. After all, if the answer is already known, there is no need to create a research study to answer that same question again.

This assignment focuses on developing your research problem, the purpose statement, and research question.

First, discuss your research problem. Be sure to support your points with scholarly material. For example, do not simply assert that health and wellness is a problem in the fire service. Demonstrate this by supporting your point with scholarly material. Include a few solid paragraphs of description.

Next, include the purpose statement. This should be a sentence that clearly tells the reader what you intend to accomplish by creating the study.

Finally, create a research question you would like to investigate for your project. Remember that the question needs to be unique. One way to accomplish this is to make the question specific to a particular department or jurisdiction.

This activity should be at least one page in length. Be sure to summarize, paraphrase, and cite the information. Do not copy directly from the textbook or from any other source. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations and entries in the reference section. All references and

FIR 4308, Applications in Fire Research 2

 

 

citations used must be in APA style.

Information about accessing the grading rubric for this assignment is provided below.

Unit III Scholarly Activity

United States Fire Statistics

The United States Fire Administration (USFA) collects fire-related data to provide information and analysis on the fire problem in the United States. Fire departments may use this information in multiple ways, including creating a baseline for evaluating programs, increasing awareness, and targeting public education programs.

For this assignment, access the USFA fire statistics page at the following link: https://www.usfa.fema.gov/data/statistics/. Select any one of the topics for which the site provides statistics, including:

trends, causes, where fires occur, who fire affects, and firefighters and fire departments.

In a paper of no fewer than three full double-spaced pages not including the title page or reference page, analyze the information on the USFA fire statistics page under the topic you selected, and explain how the data may be applied to community risk reduction methods in your community. For example, your department may be looking for data to support a public outreach program related to the causes of fire or any of the other topics listed. How can the data presented on the USFA fire statistics page be used to accomplish this? Once you have discussed how the data could support a public outreach program, explain how you would design a study for the community based on those data.

Be sure to summarize, paraphrase, and cite the information. Do not copy directly from the textbook or from any other source. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations and entries in the reference section. All references and citations used must be in APA style.

Information about accessing the grading rubric for this assignment is provided below.

Unit IV Annotated Bibliography

Develop an annotated bibliography of at least three scholarly sources excluding the course textbook that utilize empirical studies for your final paper topic. The purpose of this assignment is to help you prepare for the final research proposal due in Unit VII.

The annotated bibliography submission should include:

Summaries for each source should include the following information: A brief explanation/summary of the source. (Identify what the article is about or explain what the author tested, etc.) Do not copy and paste the abstract or the summary from the article to your paper. Paraphrase and summarize the information in your own words. The whole summary may not be one long quotation. A brief explanation of how this source will contribute to your final paper.

The following are NOT acceptable for academic research and referencing: Encyclopedias Dictionaries Wikipedia, other wikis, or blogs Ehow.com, Ask.com, About.com, Howthingswork.com, or any similar site Websites and other sources that do not provide quality researched materials or that do not use credible sources to support the information in the document.

Each summary should be at least 100 words in length. Your document must use proper APA elements such as a title page, running head, and more. Click here to access the annotated bibliography template.

Information about accessing the grading rubric for this assignment is provided below.

Unit V Scholarly Activity

Developing the Methodology

Selecting the right research method for the project is essential. The wrong research design can result in information that does not answer the research question or data that are not helpful to the researcher. It is important to carefully select the methodology that best suits the research question.

For this assignment, select the most appropriate research method to test the research question for your research report. Begin by explaining whether your research question is asking for quantitative or qualitative data. Then, consider which type of research design you would select if you were actually going to conduct the study. Remember that you will design the study but not actually do the data collection portion for the final paper. This means you can carefully design the most appropriate study for your project without worrying about time constraints that would normally play a role in the data collection step. Which research design is most appropriate? Which design will provide you with results to directly address your research problem?

FIR 4308, Applications in Fire Research 3

 

 

In no fewer than two full double-spaced pages, include at least the following for this assignment:

List the most current version of your research problem at the top of the page. Include the most current version of the purpose of your research report next. Explain whether you are designing a quantitative, qualitative, or mixed methods study, and what constitutes such a study. Be sure to support your points with scholarly material. Include the following information to clearly describe your research design:

participants; instruments, if any; design; and procedure.

Explain why this research method is the best fit for your study. Include a specific design in your response. Support your research method choice with scholarly material from at least three outside sources. At least two of those sources must come from the CSU Online Library.

Remember, this assignment is designed to help you work toward your research proposal.

Information about accessing the grading rubric for this assignment is provided below.

Unit VI Outline

Developing the Outline

Develop a thesis and detailed outline for your final paper topic. The purpose of this assignment is to help you prepare for the research proposal due in Unit VII.

Include at least the following elements in your outline:

an APA formatted title page, a thesis for the introduction, the purpose of your paper with support for your points from scholarly material taking into consideration the benefits and ethical issues associated with the purpose, research question or questions, at least five main section headings for the body of the document, sub-sections to each of those main sections, and recommendations and conclusions.

Click here to utilize the template for this assignment. Be sure to replace template headings with your own content.

Your outline should be at least one page in length. Remember to use in-text citations throughout to show from where information came and to support your points with scholarly material. Include an APA style reference section at the end.

Be sure to summarize, paraphrase, and cite the information. Do not copy directly from the textbook or from any other source. Sites such as Wikipedia, e-how.com, history.com, howthingswork.com, and other similar sources are not scholarly in nature and may not be used for this assignment. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations and entries in the reference section. All references and citations used must be in APA style.

Information about accessing the grading rubric for this assignment is provided below.

Unit VII Research Proposal

The research proposal in this course is designed to allow you to discover, analyze, and interpret a fire-related research problem. A problem is not necessarily a troublesome area but an area of desired improvement. In other words, something may be performing well, yet someone still wants to see it perform even better. That is what a lot of research is all about— how can we do it better?

Include at least the following elements in your research proposal:

a title page; a table of contents; an introduction; the purpose of the research with support for your points from scholarly material; a literature review, which is different from the annotated bibliography, a hypothesis; a description of the research method, what you would do if you were to carry out the study; conclusions and recommendations; and a reference page.

Click here to view the short video for more guidance concerning the proposal assignment. Click here for a transcript of the video.

The proposal should be 10 full double-spaced pages not including the title page, references, abstract, or any appendices. You proposal should provide 12 sources that include empirical studies.

Be sure to summarize, paraphrase, and cite the information. Do not copy directly from the textbook or from any other source. Websites such as Wikipedia, e-how.com, history.com, howthingswork.com, and other similar sources are not

FIR 4308, Applications in Fire Research 4

 

 

scholarly in nature and may not be used for this assignment. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations and entries in the reference section. All references and citations used must be in APA style.

Information about accessing the grading rubric for this assignment is provided below.

Unit VIII PowerPoint Presentation

Reviewing the Eight-Step Model

Our textbook presented eight steps to completing a research report. While your final paper in the previous unit went through the research proposal step, it is still important to be familiar with the final steps in the process for future endeavors. For this assignment, take on the role of instructor, and design a PowerPoint assignment explaining each of the eight steps in the process. Do not simply paste information from the textbook or any other source. Use text sparingly on each slide and use the Notes section to further explain the bullet point material you have included on each slide. Please do not paste paragraphs of small font onto the slides. Include at least one slide for each of the eight steps.

Remember to support your points with scholarly material and include citations where needed to show from where the information came. Include a full APA style reference slide at the end. Do not forget to include a title slide with your name on it.

For guidance in creating an effective PowerPoint presentation, review the following resource created by the CSU Writing Center.

http://columbiasouthern.adobeconnect.com/powerpointbestpractices/

For a simple guide on inserting speaker notes into your presentation, click here to view the document PowerPoint Speaker Notes.

Information about accessing the grading rubric for this assignment is provided below.

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 The CSU Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Writing 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.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

FIR 4308, Applications in Fire Research 5

 

 

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 e-mail your professor. Responses to your post will be addressed or e-mailed 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.

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.

Schedule/Grading

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.

Unit I Introduction to the Research Process [ Weight: 12% ]

Read/View: Unit I Study Guide Chapter 1: Research: a way of thinking Chapter 2: The research process: a quick glance Chapter 3: Reviewing the literature

Discuss: Unit I Discussion Board 2%

Submit: Unit I Article Review 10%

Unit II Developing the Research Problem [ Weight: 12% ]

Read/View: Unit II Study Guide Chapter 4: Formulating a research problem Chapter 5: Identifying variables Chapter 6: Constructing hypotheses

Discuss: Unit II Discussion Board 2%

Submit: Unit II Scholarly Activity 10%

Unit III The Research Design [ Weight: 12% ]

Read/View: Unit III Study Guide Chapter 7: The research design Chapter 8: Selecting a study design

Discuss: Unit III Discussion Board 2%

Submit: Unit III Scholarly Activity 10%

FIR 4308, Applications in Fire Research 6

 

 

Unit IV Selecting a Methodology [ Weight: 12% ]

Read/View: Unit IV Study Guide Chapter 9: Selecting a method of data collection Chapter 10: Collecting data using attitudinal scales

Discuss: Unit IV Discussion Board 2%

Submit: Unit IV Annotated Bibliography 10%

Unit V Sample Selection [ Weight: 12% ]

Read/View: Unit V Study Guide Chapter 11: Establishing the validity and reliability of a research instrument Chapter 12: Selecting a sample

Discuss: Unit V Discussion Board 2%

Submit: Unit V Scholarly Activity 10%

Unit VI Considering Ethical Issues [ Weight: 12% ]

Read/View: Unit VI Study Guide Chapter 14: Considering ethical issues in data collection

Discuss: Unit VI Discussion Board 2%

Submit: Unit VI Outline 10%

Unit VII The Research Proposal [ Weight: 16% ]

Read/View: Unit VII Study Guide Chapter 13: Writing a research proposal

Discuss: Unit VII Discussion Board 2%

Submit: Unit VII Research Proposal 14%

Unit VIII The Eight-Step Model [ Weight: 12% ]

Read/View: Unit VIII Study Guide Chapter 17: Writing a research report

Discuss: Unit VIII Discussion Board 2%

Submit: Unit VIII PowerPoint Presentation 10%

FIR 4308, Applications in Fire Research 7

 

  • FIR 4308, Applications in Fire Research
  • Course Syllabus
    • Course Description
    • Course Textbook(s)
    • Course Learning Outcomes
    • Prerequisite(s)
    • Credits
    • Course Structure
    • CSU Online Library
    • Unit Assignments
      • Unit I Article Review
      • Unit II Scholarly Activity
      • Unit III Scholarly Activity
      • Unit IV Annotated Bibliography
      • Unit V Scholarly Activity
      • Unit VI Outline
      • Unit VII Research Proposal
      • Unit VIII PowerPoint Presentation
    • APA Guidelines
    • Grading Rubrics
    • Communication Forums
    • Schedule/Grading
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!